Fremont journal. [volume] (Fremont, Sandusky County [Ohio]) 1853-1866, 1864-03-04

Read before the Teachers Association of Northwestern
Ohio, held at Fremonts February goth, 1854.
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by large class ofpeople, nevertheless i is true.
Teaching nay not bring worldly gain nor world
ly honors, yet viewed in the light of permanent
realities it is as high as noble calling as any.
To point out the way of right and duty, this is
truly part of the school-teachers work. to
cherish the moral life, to guide the uncertain
feet of youth into the ouly path to true success,
to awaken in young hearts desire to do right
from the love Of right-what can be greater or
higher work than this2 True education, in its
highest sense. is the thorough and happy de-
velopment of the whole nature 1t is not the
mere acquisition Of knowledge, of accomplish
ulentsy of mauners-it is not the cultivation Of
the intellect or Of the heart-but it is the blend
ing of all these means for the attainment of one
grand end What if it does count but little in
the world strife for gain, for place and power
1t is still work upon eternal realities the results
of which will endure when all material things
have perished; and it is as much more valuable
than work for perishable objects as its effect are
more enduring as much better as mind and
character are superior to matter. And the teach
er, with that Just pride which is consistent with
Just humility, may turn TO this fact and let it
win him from worldly ambition, let it give him
quiet confidence, self-respect and self-poise
while among those who undervalue his calling,
and in the light of the glittering and dazzling
effects which they pursue.
1t should not be expected thatevery body will
appreciate the work of the teacher, nor should
it be any reason for Encouragement that they
do not. Very few appreciate the science which
tells the rising of the sun and the tide or guides
their ships across the water, but this does not
detract the least from the value of science
Those who feel that they are doing the work
assigned them faithfully and impartially, can
wait for appreciation. Let the purse proud look
down with scorn, if they will, upon the poor
teacher, striving with all the energies of his ma
ture, not only to lead his pupils up the steep and
rugged hill of learning, but also to guide them
into the paths of virtue and right-living; let the
self-righteous scoff at and deride if they choose,
still there is that within his breast which bids
him go on in the noble work, unmindful of
sneers or frowns.
Men who give themselves wholly to the pur-
suit of wealth, power or social favor, will gen.
orally look for good only in the things which
favor their designs; and they are impatient of
everything, even of the Divine Word, if it re-
buke their methods, or in any way cut arross
their path But it is not, therefore, any the less
high and sacred duty for the Minister to teach
that Word. The privilege of knowing the
truths of religion, and living in their light, is
sufficient reward for proclaiming them, and his
own approving conscience is greater recon-
pense than the applause of thousands. So with
the school-teacher the quiet satisfaction which
he feels in knowing that he is performing his
work with fidelity is richer reward than the
approval of the world.
But teachers are better appreciated than many
think they are; and every teacher who fills his
office well is sure to find firm and faithful
friends. Seeing his earnestness, and perceiving
the truths which he teaches, they recognize the
Importance of his Office and they are not only
willing but glad to respect and honor the teach
er who, himself, respects his position and is
faithful to its obligations.
It is true there are many among US who mis-
take their calling. We have too many teach
ers who do not comprehend the Importance of
their work. Every person who enters the
school-room as teacher, assumes great respOn-
sibility, and unless his whole heart is in his
work he viii fail to perform his whole duty
Home influences have a great deal to do in
forming the characters of children, but after they
Al. - ~
teacher over them is greater, perhaps, than any
other, and it is very important that he should
be qualified, in the full sense of the term, for
the place which he occupies.
The perceptions of children are quick, and
their hearts truthful and sincere and if they
wersseyer and steadily thus dealt with, we
should have more truthful and earnest men and
women, and OH how much we need such among
usl
We need more earnest workers and earnest
thinkers in our school-rOOms. 1t is not enough
that teachers are at their desks punctually, or
that they go through the work of the day in
order, if at night, when they lock their school
room doors, they leave all thoughts of school
duties and school cares behind them. 1t is the
earnest thinking outside of the school-room
which crowns our efforts inside of it with sue 1
cess and let not those who would turn from the
voice of Duty to listen to the tful call OF Pleas
ure or of Fashion become educators of the young.
Teachers should love their work. Truly, it
is very desirable attainment for him who wish
es to be successful in anything, to love his work
But how is that to be? How can we love what
we do not love? Can we love because we
oaqIt to love? Sometimes it seems impossible
for us to perform duty because we do not like
the special form in which it is presented to us.
Duty is duty, however, and whether it is loved
or not it is to be done. How, then shall we
learn to love it? There is but one way, and
that is by doing it. When we conquer Ithe IN
ertion of pleasure and of ease, and bend our en-
ergies faithfully to the performances of the right
and the good, we are sure, in time, to relish it.
There is nothing required of us which does not,
in obedience become pleasurable. No doubt
the scenes of the hospital, the disease and the
suffering, were at first painful to the womanly
sensitiveness of Florence Nightingale. She
marked out for her. But faithful to the plead
ing call within, and looking upward for inspi-
ration, she surely forgot the repulsive incidents
of her work, and learned to love it for the cheer
and comfort which she was enabled to give to
the sick, the wounded and the dying. She wore
a laurel crown on the day when her impulses to
duty triumphed, and the sick, in homage, kissed
her shadow as she passed.
Let teachers then learn to love their work by
doing it faithfully. Let them make teaching
the business oftheir lives, and strive by improv-
ing themselves TO improve their schools. Let
us have more sincere and earnest teachers in
our school-rooms, and we shall have more truth
full and earnest men and women in society,"
Let educators teach children to act more from
principle and less from policy, and we shall
have larger proportion ofhonest men and wo-
men in the world.