Staunton spectator. [volume] (Staunton, Va.) 1849-1896, 1868-10-13
For the Spectator
L UI tIIC RPOOtueO1'
Teachers and Teaching-No. 2.


In this article it is proposed to treat of the
qualifications of Teacher In the best sense OF
the word
The first qualification of essential Importance
in fitting person for the solemn and RESPONSE
BILE duty of training an immortal mind, is
right spirit 1t should be the aspiration OF
every one looking forward to the profession OF
teaching, that right spirit should be created
within him. Such spirit possesses these
characteristics 1t seeks not alone pecunlary
recompense, but prompts the desire to be IN
the highest degree useful to those who are
taught; it elevates above everything else the
nature and the stupendous capabilities OF the
human soul, and trembles under the RESPONSE
bility of being its educator; when person Is
imbued with the right spirit he regards gold
as the mere dross Of the earth, when compared
with that imperishable gem which IS to be
beautified and brought out into heayen's light
| TO shine forever and he scorns all the rewards
of the world, and seeks the highest OF all re-
compences-an approving conscience In Goos
pure sight, and he earnestly inquiries what Is
right, and truly breads what is wrong. Such
as possess the right spirit can recognize and
reverence the handi.work of the Divine Crea-
tor in every child, and cherish the desire to be
instrumental in training it to the highest at
tainment of which it is capable.
Now, such spirit is the first thing to be
sought by the Teacher, for without 1t the high
est talent cannot make him truly excellent In
his profession.
1t is our firm conviction that the aspirant for
the office of Teacher should look we'll to his
motives or in other words to the manner OF
spirit he is of, for it is comparatively easy
to assume the duties of the Teacher with
out due preparation, and without that lofty
purpose which an enlightened and honorable
oonco;onoo mould avor diamond hut LOT IlS rest
assured it is no easy matter to undo the mis-
chief which a single mistake may produce IN
the MIND Of the child, at that tender period
when mistakes are most likely to be made 1t
is to be feared that too many Teachers are
found in our schools, without the right spirit
for their work here insisted upon so strenuous
". Is it not true, that circumstances seem to
indicate that there are those in the Profession
who not only have not given due attention to
such preparation for their work, but resort to
it mainly from motives of personal convenience,
and in some instances, from consciousness OF
being unfit for every thing else.
In other professions this is not so unless it
be upon the outer borders of civilization where
it is not possible TO do better. In our Courts
the lawyer is not admitted to the bar till he
gives testimonials of having pursued thorough
course of preparation, and even then rather
cautiously employed. The physician passes
over a course of reading, and course of lee
lures. and frequently almost through a course
of starvation before he is called 10 to heal the
maladies of the sick
In the present state of public opinion the
| Teacher meets with no such obstacles. He
gains ready access to the sanctuary of the mind,
| and the most tender and important interests for
| both worlds are committed to his guidance,
even when he makes pretenslon to no higher
motive than that of filling up few months OF
| time not otherwise appropriated, and claims no
qualifications but those attained by mere acct
dent
A sense of grave responsibility is another es-
sential qualification, which results from the
possession of the right spirit. Responsibility
In the matter of teaching cannot be avoided,
for by his example the Teacher does teach for
good or for evil, whether he will or not. II
| the Teacher loves the truth, and is ever frank
and sincere, and shows that he has tender
conscience in all things the influence he exerts
upon the impossible minds cannot be estima-
ted. His pupils will observe his consistent
course, and even though they may not speak
of it, still the silent power of example will be
very great in the formation Of their characters.
| In future years, when their characters are
formed, and minds matured, they will remem-
| Der with gratitude the example they have found
| so safe and salutary. But, on the other hand,
if the Teacher example is perncious, by Civ
ing way to outbreaks Of passion or wandering
in the mazes Of deceitfulness-if the blasphe-
NOUS oath pollutes his tongue, or the obscene
Jest poisons his breath-if he triles with the
feelings or rights of others and habitually vic
lates his own conscience-what a blighting in
fuence is his for all coming time.
| When we consider the attachment which
young pupils will cherish even for wicked sin
full Teacher, and the confidence they repose in
him, who can describe the mischief that may
be accomplished in short time. The School
is no place for person without principle.
| Oh woe to those who trample on the mind,
That deathless thing They know not what they
| do,
Nor what they deal with. Man, perohance may
| find
The flower his step hath bruised; or light anew
| The torch he quenches; or to music wind
| Again the lyre-string from his touch that few
| But for the soul, oh 4! tremble and beware
To lay rude hands upon Gods mysteries there.
IF one would be properly qualified, make his
intellectual attainments efficacious, let him seek
earnestly the right spirit and cherish sense of
grave responsibility, so as to secure the appro-
val of his own conscience, and that of God.
w. T. P.
S,oeet Brior Manse.