True American. [volume] (Steubenville [Ohio]) 1855-1861, 1857-05-27
For the True American.
What a Teacher should be.

you anxiously solicitous, that your son
would be an eminent physician-you would
not place him the Office of an empiric, If
you wished him to learn a mechanical art,
YOU would place him in the hands of one
who understood his trade well enough to
secure your confidence in his teaching
And if you sought nothing but appearance
and elegance, you would surely need a
teacher who was finished gentleman
The requisites in teacher should be
thorough knowledge ofwhat he pretends to
teach-moral integrity, self control, and
manners which should be model for his
pupils-to be entirely free from whatever
is violent or vulgar. 1t is impossible for
a person to be with children several hours
each day, without their contracting his
manners. Self government, moral prlnci-
pie, and knowledge of the branches he
processes to teach, must be of value to his
charge beyond an equivalent of dollars and
cents, which are temporal, while the pupils
gain is moral and intellectual. His would
perish with the.using"-theirs command
true dignity, and honorable influence,
which constitute the difference between
man and brute.
The object of teachers should be to pro-
mote the future welfare of their pupils, but
their means are inferior to parents, and
their teaching must be proportioned to do
mestic training, as in farming, one soil
needs more seed to produce ga hundred
fold" and period to remove hindrances +;
so years may be required and spent, and
then fail, in teaching some to be methodl-
cally employed, to THINK; while those
wears have completed the instructions ofoth
ers, who had only the same prerequisites.
Some persons who are careless in observing
others, may suppose, that there is no one
who does not think or reflect. But there
are hundreds who pass through long life
without one original thought. They only
reflect external objects like GLASSES or
MIRRORS do. They are as others in opin-
ion and conduct, they cannot think for them
selves, threat or frown will dissolve them
to imbecility.
The health and morals should be kept in
view BY instructors. If parents calculate
their children to improve, they should as
sist in promoting it. They should not on
ly inquire. but KNOW respecting school af-
fairs; their children's behaviour, and pro-
gress, and interest themselves in their les
sons, and facilitate their accomplishment.
The pupils time is an implied pledge to
the instructor. His labor for them should
be in reference to that pledge when one
part of progression is lost, the subsequent
is more arduously reached. The warm
feeling of Classmates is lost, the scholars
interest diminished, and the teachers tasl
increased. Few can leave q scene o
amusement, and with pleasure apply tt
study. Only well disciplined intellect'
can do this. Recreation and business car
be taken up by those who have rare ant
valuable self-government, which cannot bC
looked for in early youth. Amusement
interrupt study, diminish mental vigor
and injuriously contrast the sober course o
the school room. Diligence and perseve
renee are delicate exotics, that requir
careful training to bring to maturity, b.
both teachers and parents, and cannot b
accomplished without the united efforts c
both.
In conclusion, how must this be accom-
plished with indolent and sluggish tempers
Must the rod be brought so bear! VIII
the bruises of the body improve the mind
or dispose it to think What are the ef
fects on the brute creation! Why, it ha
{ been proved that in the breaking of horse
that gentleress and courage crnnot be sc
cured by the use OF the whip. The Ara
bian horses, which are the noblest, are nc
ted for their spirit and docility. An Ara
never strikes his horse. Youth may b
: terrified into obedience, but it teache
treachery, falsehood and fraud, it control
no further than observation, or the appr(
hension of discovery extends. What wi
' produce obedience and diligence in the pu
pill! Moral power alone, emanating frol
moral principle. o. G. s.