The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1869-10-23
FIT I he IC
The Duty of Teachers.

In endeavoring to advocate system of
moral instruction in connection with intel
lectual improvement, facts and fancies
crowd the memory in such rapid success
sion, that the attempt is almost abandoned:
not from tie falibility of previous asser-
ton, but the vastness of the subject. Few
will be found to deny the great responsible
ity of the instructors in our public schools.
or to maintain that their opportunities for
early 5mpressne'H are not vastly greater
than those of the ordained servants of the
Most High. We who have devoted the
best years of a life, fast approaching the
''serc and yellow leaf and those too, in
the conscientious discharge of all important
duty, can aptly reason on the subject. Let
us unfold some of the results of general
endorsement of the doctrine, that the right
formation of character, moral instruction.,
if you please, Is the chief object of our
teachers. Instructors too frequently meet
with instances of vicious conduct, ordinari-
ly confined, perhaps to one, or two, not
unfrequently embracing more, with pur-
pose settled and full of malice - prepense,'
threatening to set at naught the authority
of the master, or at least produce a bane
full influence upon the mass; and yet there
is upon the face of each, sort of mock
civility, which effectually precludcs inves-
tigation, or if undertaken the teacher is
at once made to remember, by scholars,
and oft by parents too, that his authority
extends no further than keeping order and
giciRg instruction. Now in such cases it
would doubtless prove great relief, if the
teachers could point to some acknowledged
authority, to probe to the bottom all such
infractions and when recusant or sullen
witnesses, shirk the question, upon its
being demanded, that they shall not do
this through want of authority in the tech
cr. Now if making character were the
chief aim, all such causes would disappear
the rights of all being evident. But, here,
some one may inquire, where commence to
build up this moral instruction, this strong.
solid character? Ireply unhesitatingly in
the primary school. Here, in this particu-
lar department., chiefly on account of the
susceptibility of early impression and their
probable endurance, the teacher, (and this
with the well defined understanding, that
moral instruction. formation of character,
was to comprise the entire round of her
labors, making all else tributary, OF Deepen
dent. This is the place in which to build
up the future man or woman. Failing, who
can depict the years Of after misery. the
trouble and anxiety of those in the grades
above, and her own heart burning, when
i'll after time, she sees or hears of one of
her former infantile associates, rushing
headlong to ruin? All other teachers
should hold this one responsible, and pa
rents too, in some degree hold her account
able. The community should scrutinize
her efforts, and she should hold herself
amenable to the Most High. Is this such
a difficult matter? Let us see. Easily,
quickly become acquainted with each pu
pill; closely sean their disposition. Find
out, by visits if necessary, the circumstan-
ces of each. as well as the home discipline,
if such there be; study their habits, incli-
nations; ascertain if their out and indoor
associations are such as You approve, and
by kind words and deeds, draw them to
you with cords of love, and your labors
henceforth will be light, beautiful and
gratifying. If reproof be necessary, let it
lie done privately and in the proper spirit.
Make each scholar special study for your
self. But how instruct, you ask? l an
swer, teach absolute submission to all
proper authority first. Whether there is
any present occasion or not teach this
thoroughly, and after you will find no
present necessity for it. Then teach the law
of kindness. The Bible is full Of beautiful
examples, and may be told delightfully."- to
ravlshIng ears. Let no unkind words be
uttered in the school room, on the play
ground, on the way to and from school
Watch, treat properly angry words OF looks,
or the approaches to them. Keep profani-
ty and vulgarity, far away from these in
FAINT minds. Teach them to be kind to the
unfortunate, never to practice cruelty, es-
pecially to dumb animals much less to
strangers and one another; and teach them
the right, and there is perfect truth and
honesty, and bravery in doiag right at all
times and at al hazards These miniature
men and women will soon pass from your
hands to those in a higher graded school.
! Pass them up as perfect as it is in your