The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1869-11-04


together into the great work ofEdueation, each
deyotes It's time to ridleule and censure the
other. and defending itself against the same.
So comes the question of the wages Of the
school-teachers. The director claiming that II
is too high, that the teacher does not earn his
wages, that the law is partial in not requiring
more hou RS than six in the schoo-room, that he
gets his time wet and dry, warm and cold The
same, that he is not required to teach more than
five days out OF the week, that teaching does
not require any muscular labor, that It Is very
pleasant slit ing by the stove in the winter
seasOn and much more 30 in the summer sea-
son, to be sheltered In the house from the
scorching rays of the vertical sun, that his wear
and tear is very small comp pared with the labor
crs, that the laborer b as to toll from sun to.
sun, and is not abl to fnd employment only Of
fsir weather; hence comes the cry school
teachers wages are entirely too Highland should
be reduced. On the other hand, the teachers
answers all these assertions, says tlat the labor
is mental in stead of physical, consequently
much more fatiguing, that he Is shut up In i'll
ventilated ro oms, which tells heavily on his
health, that telching is profession and man has
to qualify himself for the position and should
ther clore, demand mechanics wages, Sc, &c.
By taking into consideration the motives of the
mass of teachers, we find that both parties as
scrti Ons are correct Tho argument of both
sides are all licable TO some of the teachers, for
some, in reality, do not earn their wages, while
others do, and are not remunerated for their
services as pedngognes. - ot ia
1t is doubtful whether any profession is so
crowded with patronizers, so widely different in
motives, capacity and calibcr, as the profession
Of teaching.
Teaching is a sacred duty, one of great i'm
ortance and one Of great consequences. When
we consider that the future mind is formed by
the teacher, and that the miniatures of the pres
ent formation, become linenments of the next
generation, and are, perhaps, handed down to
the following generation, the teachers duty is
beheld TO be one Of vital importance, and one
that no one should be perm ltted to assume the
position Of dscharging It's duties without the
requisite quail iBcation and proper motives.
What arc the motives of some Of the school
teachers Are they pure and of the proper
kind2 Docs the teacher after due examination
and mature cons deration sec, that be Is en-.
dowed with proper faculties, such as fit him fol
the pedagogle's Office and en- ter the profession
W ith view oEdisoharging hisduties toward hi
Cod and Of bencftting his fellow man? Irso
there should be no hesilancy in his ease TO as
sumo the posi- tlon ofa teacher. But what por
tion of teach ers attain this mark Are they no
few and scattered What, then, are the motives
of the teachers2 Some, seeing the profession
lucrative one in the winter season, seeing tha
it will pay more than anything else for three Of
four months IN the dead of winter, when othe
trades are at stand-still, engage in teach ins
when the work Of the farm does not particular,
require their services; some make teaching
slepping-stone to some other profession NOR
lucrative more honorable. and more respectable
in their slght; Others again, feeling their in
competency aud Inability to enter any other pro
iession, has ten TO acquire menger knowledge
ofthe Common English BRANCHES, then presen
themselves, as fully competent 10 educate tn,
youth. To such, teaching is rksome in the trut
sense of the word. They never realize so much
pleasure as when the hour for dismissal arrives
aud the last day Of school crowns all, when the,
are relieved of the drowsy and dreary routine 0
hearing classes and prompting scholars. II
tho case Of these teachers the negative npswe
is true, they do NOT tarn their wages, etit b.
ever so small.
Now let us take n view of another teacher
whU is alive TO his work, who fully realizes th
responsibility of his position, who percsives il
himself the requisite qualifications Of teacher
and pcIcelvlng, prepares himself for the posi-
tlon spares neither pains, time nor money t
qualify himself for th 70 office. He not only keep
o school, but .het teaches school. The lega
sehoo .hpurs arc not all the time devoted to tn
work by hha they are The time he executes hi
plans, his work rs all laid out By him before
hand. Since the last dsul ssal, he has deyote
hours to the work Of teaching He has studies
the best method to pursue The next time sch0o
ls called to order. He las expeiimented som
plan the past day. lle has observed how IL Op
Grated, he has now nscerOlned its merits anC
demerlts, and lsrealy to amend It's dene rltsanC
has 4 new experiment TO try the next time h
meets his scholars for Instruction. Such I
teacher teaches to pGrpo'e, he has mark a
which to aim, and his efforts are decidedly
success, Very similar Is such q teacher to
mechanic, with h ls tools coming 10 rude
sbNpeless block OF MARBLE having acerlain form
fixed out In his mind, he commences his work
with his square aud rule, he lays ont In linea
inents, what already exists In his mind, the
takes his chlsel andhommer, and works on II
every stroke Is to apu rpose, some heavy, som
light and some medium as the case requires
What Is the result of his work? Prom tina
shoptless block of marble Is produced huma
stale trembling man IN all his features, hi
etfcrIs are an entire success lie has producer
In form what prey iously existed in his mind
HI has mastered his profession so that he is ca
pable Of executing his plans Another sees II
stature, the G. d-llke form, be admlres he bal
Onces his capacity with the artists, and bcinl
rather self l-conceity lmagnes that tho artist ha
accomplished nothing remarkable, nothing bu
what be Is capable Of doing so he,.lakos th
same tools, and another block, commences bi
work, goes at Il at random with no matur
plans, he has no ietd Of the rule, square drc