The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1861-11-23
Conditional.
For Tho Cecil Wing.
Teachers and Teaching.

Teachers and Teaching.
Mr.. EpIroE :--Thinking the progress Of
education should net be neglected, even
amid these warke times, l avail myself of
the columns of your valuable paper for the
purpose Of throwing out few hints to
teachers. Many books have been printed
on the subject Of teaching but | re eret to
say, few persons ever think Of reading them
II teachers would devote portion of their
time to the perusal Of such works as Pages
" Theory and Practice of Toaching,' they
would not be contencd to pod on in the old
beaten tracks OF their predecessors; but,
receiving new IDEAS they would introduce II
better system Of instruction into their
schools.
Too many suppose 8: teaching school -
means spending six hours daily, during five
days Of the week. in the schoo-room, hear
Ing rccitsions, a<sis ning lessons, and per
forming certain routine OF duties. Uni
tormity in conducting school exercises is
something very different from that monotony
which some teachers permit to creep almost
imperceptiby into their schools-that dun
sameness Of question and answer from the
textbook, without a word of explanation
while pupils inhalng the sleepy atmosphere,
become lietless and indifferent, and look
upon lessons only as Il meaningless success
ron Of words. The faithful teachers duty
is to impart useful knowledge to cnIiglten
the understanding; refine the taste, and form
the judgment of his scholars to become
himself perfect model, which they may
initiate; and, by prcccpt and example, to
mould the tender and imprcssible characters
of the young. that they may be enabled to act
well their part in the great drama of life.
and be prepared for Il higher and noblrr
existence, when litr's last scene is Ger
The moral, mental and phi, sicsl development
OF child depends In great measure on the
teacher. IT'S position of great and fearful
responsibility; but it is u noble, God-like
work.
thorough acquaintance with the branches
to be taught, is the first great requisite Of
the teacher; and the next is of equal import
ance-tlc ability to npart Instruction.
Without the former. none need at the present
day attempt to teach; and none can hope to
become successful, without the latter quail
fication. g AS is the fountain, SO will be the
streams flowing tlerctrom.'' High literary
talent and culture alone will not insure sue
cess; there are other traits and chura ctcr-
istics which every teacher should carefully
cultivate, who desires to attain perfection in
his profession.
Patience. The duties of n teacher are
many and ardno,ls. Every hour in the day,
this a!l-important quality will be called into
exercise. Cases of stupidity arc by no means
rare, they are common in all schools; some
minds being naturally sluggish in their move
,mcnts, others are so by mere habit. With
the former, kindness and patience are
required; while severe reptooi Is often more
elfrctual with the latter. How frequently
the dull, slow .podding pupils who have
received from impiudent teachers the names
Of Llockhead and Ounce become Tie
great men, who, with less noise and stir than
some of their neighbors, accomplish sur
prisng achievements, and rise to distinction
in the world
their scholars advanee rapidly yet, in their
haste to have them excel forgetting that
children only master a subject by slow and
tedious processes, they are apt to lose
patience, or oyerburden young minds. To
such would say, {. make haste slowly" and
g let patience have her perfect work. even
willing to initiate nature -" First the blade
then the ear, after that, the full corn in the
car"
Perseverance. Many commence the bust
ness of teaching with energy and zeal; but
as soon as the novelty wears oil, they sinll
into kind of lcthargy and ind Inference
Untirng perseverance, in any work will
secure great results and overcome almost
insnrmountablc obstacles. Faithful teachers
often meet with many difficulties and dis
courascmens; the good seed which they
SOW to-day, will pcrchance be uprootct at
night by ou'.ofdoor influence; the n counsel
snd instruction counterac!ed by home train
ing; their best acts and motives ,nisunder-
stood or nisreprcsentcd but let them no,
dcyate from the line Of duty, nor {. be weary
in well dong" remembering that in due
season they shall reap, if they faint not.
SET. Conirol-l is not easy at ali times "a
composurc; yet it IS 80 necessary to be
amiablc in the school room, and to pos 'css d
calm and unruflcd temper, that teachers
spare uo rains III acq"ring Perfect contlo