Buchanan County bulletin and guardian., 1869-02-19
TEACHERS COLUMN.

! - AAsA'N"aN - +a-0>f ~ f-&Et Z wa
havs been 50 much Interested in an or
iieie in tle ia;.aary ramber OF the Nassa
chuser,s Teacher, tia, give ii entire in on
Coiamv. hope every icac Der in the coun,y
may rSai II. W.P.
ReQUsssrrS 10 TsIe yssGsESl
SICiE>S .SS 4 PRIMARY TEACHERS
luAvg said Primary Teacher, not be-
cause ihe same abilities, natura, and ac'
quired, are not essential to she highes, sue
c. S. OF every teacher but because teachers
OF Primary Schools require these qualities,
Il ms 10 greater exteEt, than others Of ,h,
profession, TO attain the same measure O.
success
I, An earnest, s.pecre levc for little ehil
dsea. There nsy be positions IN the teach,
er's profession, where the loye Of the suhiec,
tugh,, viii afford ssfhcien, Inspiration Il
insure success. This is no, true Of the Pri.
mary School. The swee, reconciler OF the
primary teacher 10 the mono,onv Of he,
work, Is the spirit of deep love for her pupils
Not tasiidiogs love for the beautiful. The
promising. tic obedient; but an enthusiastic
love, thai, leaping over these accidents, sits
down in the vary ves.ihule Of the soal; and
as Love answers TO Love-" its coming is
| the signal for the opening ofths broad doors
10 the inmost temple. Never heart viii
be found barred against the entrance Of one
coming in the shadow of this royal banner.
She who comes in this name will be, not
only admitted bat welcomed; not only wells
coned. but en;hroned. Hers should be =
love that, seeing weakness. unloveliness.
perhaps perrcrsitr, "shines on all this, to
make it beautiful, as the san shines on the
homely earth, and covers it with blossoms
Such love " constant as the sur, gentle in
its influence as the light" is, of success, both
the prophecy and lis fuliment.
A child is the mos, beautiful work Of
| Gods creation; beautiful in its present
weakness, trustfulness and simplicity. and
beautiful in lis possibilities. She who learns
properly to estimate chidcharacter; who,
humbling herself to walk ard talk with chill,
| iren, re-livcs herown childhood experiences,
and so culiisates sympathy with children,
ards herself boand TO them, with " three>
fold cord.'
III. In order 10 the highest success in
primary teaching. not only an affection for.
ba. thorough knowledge Of children is
necessary FIRST: of the character Of the
Intellect, and of the laws Of its development
Mistakes here are fatal 10 success. No
architect, be he never so skillfu, can build
the Intellectual fabric, from the dome, down
wards.
Nature indicates. and experience and rea.
son coafirm these indications. that mental
processes succeed each other in regular or.
der according to an established law. Early
in lite one class Of faculties is relatively
stronger, later in life another class, and Ia.
ter s,ill vet another. In this march of de-
velcpment, the highest result is nowhere
obtained. except every faculty Is employed,
b. i, stroRger or weaker. in the ratio of its
Development To determine TIE ratio OF
development of the various faculties. in the !
successive steps Of childhood. and to arrange |
school work, so that every faculty shall be |
employed, in the proportion Of its develops |
men,, is the problem which the primary |
teacher is 10 be competent practically TO |
solve. If she attain the highest success.
And, second, she must understand the |
bodies Of her pupils. The laws of health
are so persistentiy and outrageously violated
in school. that il is fully time that primary
teachers begin reform Of the abuse Of
the body. There is neither piety nor sense
in the constant depreeiat OF of the body, in
with the intellect. "The mind "
does no: "inake the man." any more than
does the BODY. q" Mems sana in corpcre
sano /" constitutes the complete man. One
s no more a, liberty 10 violate Law OF bis
physical. than of bis moral nature. 1t is
strange that scrupulous people, so often re-
yard obedience to the voice Of the muscles
and nerves, the stomach and brain, az en-.
tirely optional; never discovering the rela>
ton Of the penalty TO the trsugression. A
sin against the body is, most emphatieally,
one which hath never forgiveness" The
leacher has need TO understand, as far as
nav be, the relation existing between mind
and body; the nature and extent Of the in>
auence Of each upon the other; the relation
Of work and recreation what kinds Of ex.
ercise, and how much, is promotive Of most
mental vigor; what condoces to health and
symmetry of person, and what induces dis
ease aud dsformity. She should be quite A.
solicitious for every interest of the body, as
Of TIE intellect. Third she should know
how, wisely. 10 develop the moral faculties
OF her pupils. A word 6tly spoken is like |
apples Of geld in pictures Of silver" Every
day school work presents its occasion for |
the distribution Of this golden fruit Of the |
lips, If the teacher but know her oppostuni- |
ty. She desires truthfulnces, benevolencs, |
bravery, unssl6shness in her pupils. A re-
hersal Of precepss will never develop these |
elements Of character. "All growth is the |
result of exercise" A habit Of tru,hfalness,
or Of unsel6shness, is the result of series
Of truthful or unselfsh actions. That teach.
er is wise, Who knows how TO turn the acts
Of the every day life Of every child in her
charge. to the best possible account, in the
formation os such habits; and SO succeeds
in developing . symmetrical character. This
wisdom our deal teacher has. The chill
dren should Be led to observe the constan,
relation existing between well>doing and
reward, and ill>doing and punishment. No
fictitious cases need be presented TO impress
this relation. II the teacher knows how, ia
the daily discipline of school, TO make all
her rewards the natural results Of obedience,
and all her punishments the legitimate se>
quences Of An opposite course OF conduct,
the child's own experiences will furnish vast
" more impressive illustrations OF the truth
| to be taught, than fiction can do.
III. Highest success demands broad cul.
ture. Happily the day has arrived when
4 "anybp1y Will not = 90 10 teacn u Ift~
mary School. do moi dare say what pri-
mary teacher need not know. The impor>
tance Of physiologic stud les has been al
/ ready stated. The sciences are indespensa>
bic, as is also language. Music and draw
ing are scarcely less necessary. She needs
to know what may be known, Of ell the OBJ,
jects and phenomena within the range oi
the observation OF her rupils and super
added to all her culture, she must have thai
rarest Of accomplishments Tor giffs) good
practical sense, or tact" that she maj
most efficiently bring to bear all the mean
at her command, for the accomplishment o
the end proposed.
Nv. She must have power of control
, She requires the elements Of character, tha
belong to o successful military leader
| strength, energy, frnness, quickness Of per
/ ceItion and pronptness in action. Havin
, been often tried, and always found equal I
the emergency, her leadership, alone, is tn
) ! relization Of victory. Eye, voice, her eniir
i. earring, bespesk her the commander. M
DICTATOR, whose rule is absolute, BY virtu
Of her POSITION NEARLY, hut superior, who's
right to c,ntrol il unquestioned, by virtu
Of what she Is.
Does any o,.e inquire Who then CO
: teachr' Many, ve.-v many and that vel
who do not fu!iy meet the requisitions her
made. They who teach best, re their Dc
ficiencies most clearly, and fe,"l their failure
most keenly. 1fa teacher exists. who hne