The Grand Haven news. [volume] (Grand Haven, Mich.) 1858-18??, 1859-09-28
A FEW WORDS TO TEACHERS.

seryatlons as respects your duties, youi
labors, your interests and your aspirations
In no department of education can the
teacher' be dispensed with. Turn where
we will and we shall find the improvement
OF society, bearing an exact relation TO the
intelligence and social position of the
teacher. If we find in any community,
superiority in respect to enlightened re-
finement and moral influence, we may
look TO the schools of that community
for the cause of that superiority. If, on
the other hand, we find society Of low,
illbred persons, we may just as certainly
discover in the schools, the reasons for, at
least, q large portion of their lack of de-
velopment. The truth of these PROPOSE
tions we shall not stop to establish here.
Their evidence may be found in every
neighborhood in our State.
The duties of q teacher are not con6n-
cd TO the narrow limits which many seem
to suppose. The six hours per day, usu-
ally spent in the school-room, are not even
the most important portion of teachers
time. The influence upon the mind of
the pupil during those hours of inter
course, must depend upon previous prep
aration on the part Of the teacher. 1t is
not to be, for a moment, supposed, that
in those six hours Of daily routine, bound
ed by given range Of lessons, and usu-
ally occupied with frequent trials and in
terruptious, that any real development of
the teachers life is taking place. 1t is
chiefly in the hours out of school, when
the mind is allowed time to reflect upon
the events of the day, TO weigh the results
of every action, and to compare the evil
dences of progress, that the soul of the
instructor is reached by the influence of
his labors, and disciplined for the conflicts
and duties of the future. How impor-
tant then, is the proper employment of
those hoursl How extended the range
of their duties! How freighted with the
germs of success, or of failure in this no.
ble enterprise of training the minds Of the
young.
Teachers: How are you spending your
time outside of the school-room? What
preparation are you making, during your
night and morning occupations, for the ar
duous duties of another day? What
stock of sout-iHfuencs are you providing,
by which to guide the youthful mind
Alright? What lessons of self denial do
you practice rs noble example of disci-
pline, which your pupils initiate! Is
there not some child who needs the bene-
fit of your persuasion with his parents TO
provide him with some necessary book, CT
other outfit for the school-room? Are
you earnestly performing these and all
other duties of your station? Your sue
cess rs teachers must answer.
But your labors are onerous and bur-
densome. Not so. That was no true
teacher who presented such plea. The
exertion may weary the body, il may un-
string the nerves, it may, in some cases,
PROSTATE the energies of the mind, but
the spirit defes its power. That is ever
willing, ever ready-for teaching is, truly,
labor of love. Low spirits in teachers
are traceable to other causes than the per-
lormance of the necessary duties of their
calling, and arc more frequently the result
of rust than of wcdr. Look at those
teachers whose labors have been the most
arduous and protracted, and you will find
them ever speaking of the delights of
their occupation; of its satisfying charms !;
of its elevating and progressive tendency.
You will hear from them no words of
complaint, on account of the labor they
have been called on TO perform. Oh no!
Their minds are ever fresh; ever delight
ing in opportunities for imparting instruc-
ton.
You will, also, hear them speak with
a feeling reverence of everything connec-
ted with tho associations of the school
room. We have, on various occasions,
had the pleasure Of listening TO the pub
lie lectures of the Rev. Mr.. Gregory, now
our State Superintendent of Public In
struction, in one of which, he said: al
always carry school in my head. Where
ever | am, have before my mind the i'm
age of the little district school, where |
taught long, long ago; and the forms OF
many scholars whom have taught since,
are constantly in my memory. Their
kindly beaming faces glance up to mine
from the pavement, rs | walk the streets; (;
and when | stand before an audience like
this, and talk of the great questions Of
education, see their earnest eyes appeal
ing to me TO say the things that are right,
for us and for them." 1t was an eloquent
thought, and shows the habitual reverence
of great mind for those who, in the flu
ture, must sway the destinies of the world.
Our own experience is full of such associ-
ations, and So we believe, is the expert
encc of every teacher who has devoted
any considerable time to this employment.
We say, then, that however dark and
despairing the teachers lot may at times
be rendered, whatever difficulties he may
be called upon to overcome, however many
trials and vexations hc may be called up
on 10 endure, there is still in the labor IT.
self, not only consolation but reward.
The consciousness of a most important