Smyrna times. [volume] (Smyrna, Del.) 1854-1987, 1858-07-01

Teaching, a Profession.
Essay read before Tic Teachers Institute, June 49, 1853
BY On. J. Z. CLAwsoN.

Ladies' and Gentlemen of the Teachers In
StitUte Of Smyrna Ascending to the pro
gramme of this meeting, an Essay, the subjec
discretionary with the writer, is to be read by
your speaker, and it has occurred to him tina
one on the subject of Teaching a Profession
would be one in which you all feel interested
and, if properly discussed, might be of profit.
Division of labor is one of the characteristics
of all civilized society, and we have but to look
around US and witness this division TO realize
that we are civilized. | shall not dwell upon
the necessity or the advantage growing out Of
such divisloa, but direct your thong hts to the
manner in which this particular branch may be
turned to the greatest possible good to the
whole. A general classification of these BRAN
ches Of labor at once suggests itself TO our
minds viz that which has more particularly to
do with the care of our mental nature, and that
OF our physical but like almost all other CLASH
hcatiOd these are most Intimately connected by
inseparable links. Among the former we may
undoubtedly class the sacred ministry and the
educator. When we consider the superiority
of our mental nature,-its capacity for pleasure
Orpain, its Unlimited powers for comprehending,
its acknowledgements with our physical,
and make an estimate of the amount OF labor
bestowed, the time expended and the attention
absorbed by the latter the result is truly aston
lshng. Oar own community Is not behind
others in means of mental culture, and yet, if
we make an estimate, we shall find that out of
about twenty-five hundred inhabitants, there are
not more than fifteen, including ministers and
editor, who may be reckoned as laborers under
our first general head of classihcatlon,-sX per
cent or little more than one for every two
hundred inhabitants. What is true of this, Is
also true Of other communities. Is it any Won
der, then, that there is so slow progress in men
with high mental capacity almost entirely ne
elected!
Members of this Institute. there lies before
You much ground to be occupied-much to be
done. To know there needs something TO be
done is important, but to know how to accom-.
Plush that something is much more so and /
doubt not that your meetings and deliberations
will tend TO the tulflment of that end. Where
50 much is to be done it might be expected that
duties would be onerous, and | doubt not that
every teacher knows by experience that such
is the case. The sou ptOr has a rude piece Of
marble placed before him, given number of
CLOVIS to strike, certain deineations to make
and his object is accomplished. Not so with
the educator. lie has his rude material, it is
truc and some qualities in common, but every
subject is of different calibre and requires dit.
teren: manGuvering. One mind has one facul-
ty easily developed and even precocious, ano-
lher Is dormant; the one must be checked, the
other aroused and thus, throughout all the va.
rlety of faculties and all the variety of minds
will there be found differences prevailing, and,
consequently, need of different education. But
lie, US not place too much stress upon the differ
ences of mental capacity in youth. Though
there may be great variety in mental constitu-
lions, yet the opinion seems to be gaining
ground that almost any sound mind in q sound
III - L. L. Il
per system of training. And this notion but
tends to give Importance and dignity to the pro
fession of teaching. We look upon the growth
and development of the animal and vegetable
world around US and adore the great Creator for
the wisdom thus shown, and admire the nge-
nuty of man for the skill displayed in the cul.
livalion and Improvement of these natural OBJ
ects under adverse circumstances; but how
much more should we adore him for the crea-
ton Of our minds, aud honor the man who edu-
Gates them under circumstances so adverse E
And as the naturalist takes delight in witness
ing the development of the physical world, so
the teacher should derive pleasure in observing
from day to day the growth of the minds under
his tuition. But it may be asked how shall it
be brought about that the profession of teaching
shall be properly estimated THAT men shall
think more of the minds of their children, tho
not less of their bodies! The answer is plain
Bringing the subject before the people-show
them the claims you have upon them as pro-
fesSlon-convince them of the value Of your
efforts, and willingness TO appreciate and re-
ward will ever be found in a generous public,
and you will always find men of other profess
sloa ready to cooperate and sanction your en-
deavors in so noble cause. Just at this point
it may not be amss to bring to your minds the
fact that many who once labored faithfully in
your calling abandoned 1t, not from dislike of
the profession, but from want of proper APP
probation aud remuneration for services so
cheerfully rendered. Ii this state of things is
remeded, there will then be many retained in
your ranks who would adorn any position, and
it will attract many from the ranks of others.
Among most other branches of labor the almost
universal complaint is that it is crowded-there
is no room for more! But who ever heard Of a
super-abundance of teachers! Where will
you find that good teacher is not needed.
But after we find out there is much to be
d1ne, and how it Is to be accomplished, another
important question is t0hO shall do it Is not
the present generation of teachers under some
obligations to advance a step upon the grounds
now occupied! Do they not owe something to
the succeeding generation! Are they not uOiI-
ling to make some effort, even sacrifices if need
be, to face public opinion and combat prejudice,
to place their calling upon an equal standing
with other professions: II so, half the work IS
already done. distinguished commentator OF
the Sacred Scriptures was laboriously employ
ell twenty-five years in preparing his work for
the press. and fifteen in bringing through, max
ing forty years of continual labor upon one OBJ
ject,-but it now stands and will always stand
asa monument Of his industry and piety. And
if such an object was accomplished by the laborE
of one man, what may we not expect from the
united effort Of many! There was one motive
which seemed constantly to impel him onward
in his duties, viz: the glory of his Maker aod
the go1d Of his feilow-men. And should mol
the sam? motive ever iinpei US onward and in
cite as constantly 10 duty in ali things Theu