The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1871-02-18
On the Duties and Trials of Teachers.
AN ESSAY READ AT THE TEACHERS ASSo-
CITATION OF CECIL COUNTY.

and difficult of performance, involving a
large share of responsibility. But of these
] do not intend to speak. All may become
familiar with them by an examination OF
the law referred to.
There other duties not derivabe from
the law, but from the position and profes-
sion of the teacher. The teachers first
duty is to maintain his self-respect, as
necessary to the good government and pro-
gress Of his school. If he lose his self
respect and reliance, his measures for the
advancement of his pupils are characterized
by timidity and distrust. These feelings
will be reflected in his school, and the
time of his pupils will be expended in use
less efforts, in vain trials, and in unsteady
progress. Encouragement will follow
pupils will utter complaints at home, which
will he listened to by their parents. They
will fault the teacher, and thus destroy all
prospect of good In such case, it would
be as well for the teacher to abandon his
position at once unless he can recover his
self-respect and reliance.
The teacher owes it to his pupils to treat
them with proper courtesy. This express
sion may seem strange, and such treatment
much greater cheerfulness will obedience
/ be rendered to the teachers requirements
! if the orders be conveyed in kind words
! and low tones. Many teachers indulge in
a captious, peevish, fault finding DISPOSE
ton, are perpetually scolding and threat
ening. They lose their own tempers, and
! cause their pupils to lose theirs. Pupils
soon become accustomed to those ebulli-
lions of temper, and are no more affected
by them than they are by the dropping of
4 withered leaf from a tree to the ground.
1t is discouraging even to us, to be perpet-
ually found fault with, or threatened
/ We, very often under such circumstances,
| feel disinclined to do anything. How much
more will children feel the dscouraging
effects of such influence. Their energies
become paralyzed. They grow careless,
and at last do not care whether they make
any effort to learn. l knew teacher i'll
our neighborhood, (he is now dead, who.
i'll order to drown the noise consequent in
disorderly school, would raise his voice
like that of a stentor, and out-do all in
noise. Again, he would pick up stick of
wood from the stove, aud throw it on the
floor with all his force, to attract the atten-
ton of the school, so that he could tell
them to desist from the dire confusion and
noise. And yet that teacher had always a
most disorderly school. The pupils did not
rebel against his authority. There was no
authority against which to rebel.
| conceive it to be much better to call
the attention of the school to any disorder
! that may arise, by quiet means,-a tap of
the bell raising the finger, or 4 low-spokcn
word of command. SO long as the pupils
sec that the teacher retains his command
over self, they will respect him, and be
careful not to infringe the rules laid down
! for their government.
1t is requisite at first to tell the school
that you will have obedience, and, no
doubt, you will have to make examples of
some. Should it become necessary to pun
, nish, do so in such a manner as to show
that you punish the fault more than the
offender. few examples will compel the
obedience of the pupils, and the discipline
of the school can then easily be maintained.
There is ore unexpressed duty of the
teacher toward his patrons. 1t is not now
as it was previous to the adoption of our
common school system. Then it was a
matter of the teachers livelihood, and he
could be pardoned if he listened to parents
vasaries in regard to their children, and
often sacrificed the child's good to the
parents within. But now we are required
| to obey higher authority than parents
fancy, and have absolute authority, re-
law.
1t seems our duty, then, to listen to the
suggestions Of parents only so far as they
do not conflict with the good order and
progress of the school. Many persons who
have not been inside a school-room since
their childhood, who know nothing of the
requirements of the teachers profession,
and naught OF the proper manner of teach
ing children, save what they learned from
the old-fashioned Irish schoolmaster, of
twenty or thirty years since, and who
impressed the intellect of the child indeli-
bly, by means of the birch applied with
no meagre hand such persons l repeat
think themselves competent to give advice
and directions to a teacher who has received
practical experience. Teaching is the only
profession in which many persons think no
preparatory training is requisite, and that
almost any can teach. Yet teaching calls
into requisition the highest powers of mind.
Still teaching entails on us many trials
peculiar to the profession. While the
teacher has plenty Of company, he has no
companionship the school-room and his
wearying duties during the day, often unfit
him for social company afterwards. 1t is
a severe trial to shake of the languor the
days labor entails, and rouse ourselves
sufficiently to be agreeable companions
The teacher lives isolated in the midst of
company, with an ever active brain striving
to improve others, but eXhausting himself
in the effort.
Many of our trials arise from the way
wardness of our pupils. Much of this is
due to their home training. Who're a child
is not under control at home, the restraint
necessary at school becomes very irksome.
| But, would here remark, that | would
have obedience from pupils at all risks. l
would have full control of my school by
mild means and gentle methods; but, if
! these fail, would impart wholesome fear
by the imposition Of a proper amount of
corporal punishment. 1t is to me a severe
trial to inliict corporal punishment per-
haps it is so to others; but endeavor to
punish so as to do so in kindness, and not
through malice. 1t may appear difficult
| for children to understand this; but in
after years they will understand, and i'm
pute our actions to the proper motive
| But these trials must be expected, we can
not avoid, but must meet and conquer