Burlington weekly free press. [volume] (Burlington, Vt.) 1866-1928, 1869-01-29

To instruct the human mind TO guide and III
rect II ia the incipient stages OF It's growth and
Development, D, perhaps the most r -pou-lh.e ant
delicate task that can il.l 90 the lot % man. Is
il wise 10 iutru-t this difficult work q. any one
who for the per item is willing to assume the re-
sp0nsibility Should ut our teachers BE requir-
ed o. give ai least half 1s much time 10 prep4g.
ing themselves for the responsible dutie. % their
calling, = j. required % the blacksmith or the
shoemaker No teacher is Or Tor his position
who does not possess hy nature strong and in
dependent mind. vel disciplined, well cultivate
ell. with aptitude To- adapt his instruction TO ey-
cry degree OF intellectual capacity. and every
kind Of acquired habit We need not expect 10
find these qualities and accomplishments in
children of fifteen or sixteen years, nor iu those
Of eighteen or twenty, unless they have passed
through years oi actual practice. or have re-
ceyed thorough and systematic training in the
Normal School Dl uat the responsibilities Of
the state o. it, children demand that the teach
ers il employs be- educated >s,lfully. and train
-i 20 their business Should they NOT possess
mature and well disciplined minds, we'll stored
with All that appertaiu- 90 the calling, thorough
iy yersed IN the lore OF the textbooks and the
principles of the sciences 20 be- taught, that
they may work independently and 81 them
selves leaning upon % printed form should
they not be familiar v,h the best methods of teach
ing, able and ready ta adapt their instruction 20
the wants and capacities of the child, with sui-
fcient judgement and Discrimination t- 90 what
faculties should be- stimulated and what held ia
check Should they not POSSESS sufficient knowl-
edge OF the ab-tru,e science " tle human ma
ture Of children. 90 adapt their training. moral,
intellectual, and physical. 60 every kind AMI
measure Of capacity and iucuuacity every quail
ity and description of character and disposition
Intelligent and progressive foreign nations AS We
have seen, early saw the defect in our system Of
popular education which they borrowed from U.s.
and At once niires-ei themselye- go the task Of
relneiviu- IT,
VI Guiz0t, already quoted, >ii '' a good
schoolma.ter should Le man who knows much
more than he is called upon 90 teach that be may
teach with Intelligence and taste a man who
has a noble and elevated mind, that he may pre-
serve that dignity OF sentiment an deuorrmeut
without which be will never retain the respect
and confidence Of families man otseluious
and cringlngly seryile TO no man. vet not ignor-
ant Of his rights, but thinking much more Of his
duties, and showing 90 all. good example and
serving as counsellor, satisfied with his business
because II gives him power % 10 good hy serv-
ing his God and his fellow creatures We must
have teachers with these hiuh Qualifications or
We have lone little for elementary education 4
bad school master. IKE bad parish minister, Is
a scourgc TO the community France saw the
necessity and established Normal Schools 10 real
ize this ideal
And it is a marvel that New England parents,
in general so keenly alive 10 the interests Of
their offspring while recognizing the truth
Of the oft-quotei ada-e, 80 a. the twig IS bent,
the tree j. inclined. that the future Of the
child is largely dependent upon how he j, start
el-should be willing 90 intrust these important
beginnings 10 the hands of inexperiencei aud to