The Manchester journal. [volume] (Manchester, Vt.) 1861-current, 1866-01-09

r4r.pso

what ~ School Ietohef!
What is II to teach SCHOOL,
These are questions SOL stimes askel BY unsuo-
cessful candidates for certificate, rs they turn
away cursing The superintendent, and denoune-
ing tho law which created his tfiies
II could teach school well enough III would
only think So would do il for less than others
and give moe days to month l could call
school, keep order, hear reslations, give recesses
and close school, what more than this is need
ep No matter if | can't answer oil his questions
and spell all the words Of the 81 eller, shout
have tho locks when the classes rected, and ecu ID
find the answers.
I'll am not prepare to teach school, who Is
VIVA, is a school teaeherl That is the question
Well, il that is the whole question, taken with
such aunolations il is easily answered.
A school teacher, in that sense, ia simply sell
adjusting piece Of human assh having the pow
er Of speech, degluttion, and locomotiou; eugqg
ed. for a certain time in, view Of q sum OF money,
10 ca ia he school room at 8 O'Clock A. Nj. and
| remain there six hours with the children, while
] tHeH 10 through Nuttt hSibiN' -"
from time to time come upon the floor heller -skel-
ter, aud standing upon one foot, blunder through
/ their lessons Of which they know but little; then
at4P. NJ. 10 pronounce the glad words "School
!. an, and 20 "around" for bed and board =
lie has engaged by the week or by the mouth, Tor
sna lest sum the Committee could have conciene'
/, give and he more rsjoices at the flight Of tim
than at the improvement Of the School
The Ett,e round u labors is daily performed
until the term closes than he receives pay an|
disappears. leaving no deeper impre'son upe1
the misds Of his pupils and in the district thai
tAa. OF his own indifference. and that time an
money are gt'e.
Such peron teaches, not because he sees tai.
ent beauty and energy in the youns mind, AM
much excellen IN knowledge-not that be ma
HELM to develop the human intellect AMI enricl
The age by his labors, = but fer the money,
lie las little knowledge Of human nature, and
none at all of the delicate mechanism OF tn
caills hear, The government is with the rod
! or the school sors at loose ends.
The thought Of varying the system of govern
, inen,, or Of instruction in any least measure b.
WORT OF action 40 As TO eet the different devei
opuent. strength and Acuteness Of the pupils
h. never eng lgcd his attention.
There are also, some goo kind hearted persons
: who have taught many schools, and have ha
much experience in tho work. who yet have D
h true and well Iefued idea Of what II needed 0
,h,ir part that they may he useful TO their pat
rons, and truly successful 10 the school ROOM
Many teachers who are by DO means to be call
ed indolent, ignorant, or selfish who can We
$ sustain a careful examination in all Of the CON
4 mon English branches, are nj the same time, yer
Ear from being well qualified for first class teach
ers. because they have not correct notion Of ii
: importance Of their work.
They sum their duties AZ teachers, in the nun
d be r Of resita,ions DIRECTED daily, the number
d pages passed over in the text hooks during II
term, aud the quiet, orderly department. Of d
+ school.
They have no originality in their system, b'
think al is right ifthey initiate those under who
, instruction they we're placed.
They have no active sense Of perception qnicl
" dis eern the power Of thought aud reason dor
below the restless eye Of TIE awkward boy
!. shyng girl, nor have they inventive minds 10 b
upon ways to draw out the latent 'nergie
arouse the courage, aud inspire worthy am6iilC
10 the pupils.
: Even when desiring to impart instruction al
= fix /, in the mind, they often fail from lack
" Discrimination not seeing that children 81
u youth need explanations given in simple langa
IN %. and Illustrations nearer themselves than tho
y mature in years.
te Thus il often happens that the Language OF
he planati9u is 50 high above that Of the pupil tn
be while he j, striving to comprehend the words,
8 IDEAS are drregarded and the whole time and
on Dor lost. Or because al idea IL clear TO the tese
hd or without explanation uone is given 70 the ela
20 and nothing clear is obtained BY them, where
's- few we'll timed words BY the teacher would la
b. made sll obvious. Or an idea which y
Is quite clear 10 the mind ofihs pupil at FIRST ~
be % covered xiih serbiagc BY the teacher as
T., be suoihered ahd l0st.
re- Indeed, 80 solsuan Interests are Involved IN
IS character. natural AMI acquired ability, aud
I'VE 70, edne.s Of the teacher 70 his work, thai ID
&C are u,Ors reasons wby souis who desire TO 4
&c. that position. saoald Dot be aliOwsd 10 DO
than thes have ever imagined.
H. Mere is required than common English,
Al. make the sni class teacher; more than 81
II. knOwleags Of book; more than College dipaor
Igh mere than leng yeArs In reaching. nothing
.sa than sound bead AHl varm, loving hear
strong uill aud ready, fruitful. ursless inl
=, leet. and pstisnes above measure
md
AZ. Lewis A. Campbell. 4 0hio, has Been nomi
/. ied Minister te MeIieo, Gsb. Loeap baring