Bedford inquirer. [volume] (Bedford, Pa.) 1857-1884, 1861-08-16
Why do we Fail NO. |.

As many of our teachers fail to meet With
success IN conducting their schools, an inquiry
into the causes productive of such result,
may suggest some primary remedies which will
prevent, in q measure, the further spread of the
nalady. There is no business, nor profession
in which there are so many inefficient and in
competent persons engaged as in tescbing !;
consequently, thore is greater proportion Of
failures in this, than in any other department
Of labor,
As the subject is too broad and TOO impor-
taut to be considered fairly within the limits OF
one ordinAry;artele, we propose TO examine each
of the causes at soms length in this and sub
sequeut numbers. The primary cause is in
general: THE LACK OF APPRECIATION OF THE
WORK IN WHICH WE ENGAGE.
The majority Of the parents have taken too
little interest in the instruction of their child
rem, and the opinion prevails among them, that
any one who has the requisite knowledge Of
Arithmetic, Grammar and Geography, is CON-
petent to teach. THIS opinion has become so
generally ditfused, that those who contemplate
teaching are influenced by the popular senti-
ment, and take no pains to prepare themselves,
save in the branches of study ordinarily pursu-
ed 10 the schools. They engage ir il as they
would in any ordinary mechanical business
lexsept, perhaps, that they do not devote 40
much time to preparatioDj and have no other
ends in view than the employmen. of their time
aud the Pay to be obtained. A teacher actua-
ted by no higher motive, cannot expect full
measure of success. 1t Is impossible to mould
aud fashion the human mind, with the same
ease that you can the heated iron, or the soft
and pliable wood. There are more opposing
forces to overcome; a great variety of dispo-
sitions to comprehend; and greater response
sibshty to consider i'm the correct performance
Of the work. II the iron Be bent in the wrong
direction, IL may be TemodelIod without any
trouble, and il retains its last shape ms well as
the first; but an impression once made upon
the mind is fixed, aud although i. may be vari.
ed, il caunot bO effaced.
Again the popular sentiment to which We
have referred. indirectly leads, or rather GIiows
the teacher to suppose, that, when the six
hours which the directors require him to teach,
are passed, his days work is done and there is
no need for further labor. This eugenders a
habit OF laziness which is entirely incompatible
with the teachers profession, and it not only
operates directly to bis personal disadvantage;
but as he instructs by example as we'll as by
precept, it has o detrimental influence ON the
prosperity Of his school. There is often too
much cause for the sneering remark, 30 frequnt.
ly heard "He 10 800 laGy to do anything but
keep school" and every teacher owes it to him.
self as well as to his profession, to 90 conduct
himself as to give no reason for any such com.
plant. 4 man who is too lazy, or too incom,
penl, 10 the last one We should employ in TIE
school room.
This lack Of appreciation on the part of the
instructor, causes him to ignore and neglect
professional reading and the prosecution of his
studies, as he feels self sufficient enough to
perform bis work without such helps, and 10
takes too much time and ,hought, since the OBJ
jsct to be attained is Of SO little Importance.
His whole aim is to give satisfaction to his en-
plo yers,at as little cost as possible to himself;
and be feels satisfied with his own acquire
ments il he bat gain their appreciation, no
matter how inferior they may be. No man
can ever become perfect teacher, because he
oan.nevsr acquire all that asas bssgearned !; but
his ability to teach will be increased according
Ms his stock of knowledge 10 augmented. A
man who is confined to the text book for every
illustration cannot be considered good tesoh-
or, for scholar of nm ordinarily comprahen-
sive mind, can understand that as we'll as be
whereas, he who can draw his illustration from
nature, and knows the principles involved In
what he attempts to teach, win awaken an iu<
teress in the pupil, whose nind,-- naturally
Neutrality-suspicious. accustomed to Independent