Bradford reporter. [volume] (Towanda, Pa.) 1844-1884, 1861-02-28
Experience---What it Costs.

l have somewhere heard, or read, of cel-
ebrted occulist in London, who, on being CON-
plimented for his skill in managing diseases of
the eye, replied at is true | have some
skill in preserving and restoring the sight, for
| have devoted myself to this business but
I hare spoiled hat-fuu Of eyes to get this skill
l have deprived many man of the blessed
light of heaven, and shut up his soul in mid
night darkness. | have compelled many a
one to feel his way to the grave and my
present skill cannot restore vision to the sight.
less eyes caused by my ignorance"
The same anecdOte was once quoted by g
teacher who was complimented for his skill in
teaching the young. He replied 1t is true
| have some skill in teaching, but hare spoit-
cd great many minds to get this skill. |
have deprived many child, not of the bless
ed light of heaven, but of the blessed light of
truth. If l have any skill, l would that
could repair the injury l have caused in OBJ.
tanning it. But it is too late, and l trembe
IN view of what the great day OF fua. account
will develop"
Now what | want to impress upon teachers,
is this: they should not insist on learning ey-
erythng by sxperisns. They should be willing
world would make but little progress in sci.
ence if each generation accomplished nothing
moro than the preceding one. The march
of mind so often alluded 10, consists in TAX
ing what the preceding generation has acquir,
ed, as capital for further investigation and
more vigorous effort. Some teachers are al
ready too wise to learn, they look upon teach.
ing as a natural gift, aud supposing themselves
very gifted in this respect, think they have
nothing 10 learn from the success or failures
of others.
But experience is q dangerous as well as
expensive school to the teacher The education
of child commences very early. From the
first view Of the external world, the soul com
mences thinklHg, and thinks on forever
The child looks upon this green AMI fowery
earth he admires the broad blue arch Of the
sky, and the majestic sun, ci-ciing about his
own home. which he imagines to be the centre
of the world He rambles in the woods,
piacks the modest wild-f0Rer, views with de-
light the beautiful cascade, and gazes with
rapture at the bright colors Of the rainbow.
He listens to the song of birds, and the gentle
murmur Of the ripping stream dancing over
the slippery rocks, and his soul is filed with
NOuGCL All i OcdLkiAuA qua LuH sscg lOus--
He thinks-he reasons-he thirsts for knowl
edge. His education commences. At this
period the mind should not be trifsd with. 1t
is easily influenced, snd moved by very slight
impulses The knowledge obtained at this
time is apt to be very definite, aud very lasting
How important then that teachers should
understand the laws which govern the devel-
opment Of mind. They should not ruin the
minds of their scholars in acquiring by their
own experience, that skill which they might
learn from the experience of others. II IS
painful to see persons engaged in moulding the
immortal mind, who understand so little Of its
nature. There are but few who study moral
and intellectual philosophy while preparing
10 teach, and still few school officers who
make this any test in granting certificates
Teachers then should profit by others eJ-
perieHce as well as their own But how are
they 10 get this experience Read the
School journal, and other papers devot-
ed to the teachers profession. Read books
written by teachers Of long experience. At
tend teachers institutes, and visit each others
schools. In word, LssP uP NTH The tia.s.