The Bedford gazette. [volume] (Bedford, Pa.) 1805-current, 1862-11-07
ESSAY,
Read before the Bedford Co. Teachers associate

henkU OGjUTc GH w. %oooItettoNs,
...'' BY MISS. MARY sNoBERGER.
Coming before this audience as do, the
Youngest and least experienced teacher a.
inong you, cannot but feel great difidence
and hesitation in the expression of my own
particular views and opinions upon subject
which is important alike to pupils, parents
and teachers; and although may, as is
natural to mans as well as woman's conceit,
realize consciousness of righteousness in
my decisions, yet / hope to do 60 with
spirit not unwilling to receive enlightenment
from others. For teacher should not only
have disposition to impart, but, also, to
receive instruction; as the author of ''Tom
Brown" says, ''it is of course more satisfac-
tory to ones self-love to make all who come
to learn, feel that he is fool and we wise
men," But if it is our object to teach well
and usefully what we know ourselves, there
can be no worse method. AS soon as VIC
begin to feel that we can learn nothing from
cur pupils, that henceforth it is to be all give
and no take, the sooner we throw up the Of
fee of teacher, the better it will be for our
selves, our pupils and our country, whose
sons we are misguiding. This is by no
means a universal conviction, and the time
was, not long since, when an acknowledg
ment of ignorance on any subject, of any
description whatever, was quite disgracetul,
and proved the unftness OF the teacher for
his office in the eyes of ignorant pupils,
and no less ignorant parents. But while
we are thankful for our happy release from
the superstitions Of our round-head ances-
tors, and puritanical forefathers, we can, in
the same breath, rejoice that the days of ty-
rannical pedagogues are now no more, that
master and pupil arc walking the same path,
in the same spirit, with the same starting
point behind and the same end in view.
We have heard it said that parents should
be their children's only teacher, that they
alone can understand the child's character,
intellectual capacities, predispositions, in
clinations toward right and wrong, and how
to foster the one and check the other; that
the parents affection for the child makes the
task labor of love, which the teacher un-
ertakes from pecuniary considerations and
carries it on faithfully from conscientious
sense of duty, if faithfully at all. But this
opinion is, we think, opposed to all thorough
" considered decisions as it certainly is to
all known results. From youth to age our
intellects, affections and passions are under
our own control, yet how often we see imbe-
eile minds, affections deadened OF perverted,
and uncontrolled passions, leading the whole
nature astray.
We can never truly know or govern our
selves; and children possess, in some degree,
the pecularities Of their parents as well as
their faults. To these latter the parents
are generally blinded, while their continued
intimacy with the child together with its
isolation from other children, without whose
companionship its ambition is never stimu-
lated and irs desire for knowledge never in
creased) leads them to overlook peculiarities
in disposition, and deficiencies in intellect.
Having thus slightly considered the inn
practicability of the child's receiving prop
er education from the parent, and driven it
from the freside in search of knowledge,
what influences shall we decide proper to
Bear upon its developing and susceptible
moral and intellectual natures. Evidently
the schools and seminaries of learning
WItutu WHOSE Wduo Will Uc lSlu tuc ROuUud-
tons of future usefulness or worthiness in
after life. How extremely important that
these institutions should be under the con-
troll OF wise and trustworthy men; but how
much more important that those who edu-
cate our youth and mould the minds of the
rising generation, should be we'll qualified
for the duties they undertake, and worthy
Of the high calling they have chosen.
But how many teachers do we find who,
Micawber like, are waiting for something to
turn up which will advance them pecunia-
ily and socially much farther than school
teaching is ever likely to do; for it is well
known fact that school teaching as protes-
sion, is by no means lucrative, and, only in
its titled positions, much respected. In
deed il, is hardly looked upon as profession,
and we should almost smile to hear that
question SO frequently asked of of aspiring
youth, s,"What profession shall you chooset"
answered in the words, ,''school teaching"
Yet it evidently requires labor as arduous,
and an amount Of time equal, to that cx-
pended in the preparation for any profession
GENERALLY pursued by man, to say nothing
Of the intellect, Talent and general s.reng Il !
Of character; necessary. But the common
senSe Of the intelligent people of this en-
hghtened land is rapidly bringing them round
to. the proper stand point for viewing the
subject, aud the teachers Office will soon