The weekly clarion. [volume] (Jackson, Miss.) 1863-1882, 1871-08-03
THE sCHOOL-MAsTER.
Something About the People
Who Teach the XOung
Idea How 40 Sho0r,s

The art of teaching. like that OF poetry.
may be acquired by patience and diligence
but the true school-master, like the poet. is
born, not made. A successful teacher must
not only know what he processes, but he
must know it better than others. He who
is only few lessons in advance of his pupils
need not be surprised IL their unsatisfactory
progress disappointS both himselfand them
The success of the teacher mainly depends
on proper estimate and appreciation of
what is due from him. The superficial.
half-hearted teacher, who has probably
adopted the profession when everything
else has failed. and to whom the labor OF
teaching Is drudgery and WEAKNESS, is a
sorry spectacle. IL should be the aim of a
teacher to educate. An inferior teacher
may instruct, but that is not education. To
instruct is to PIT in to educate is to draw
out. man must have consciousness of
something more than the dignity of his
profession in order to a proper discharge of
his duties OF a sense of their personal
Importance members of the scholastic pro-
fession have. generally speaking, no lack.
As rule. they were perhaps the m ost con-
eeited OF nortals. though they may not all
have gone the length OF Parson Adams, in
holding that school-master is the greatest
of all professions. and himself the greatest
OF school masters; or of the father of Rich
ard Briuslcy Sheridan. in whose estimation
the pursuit assumed such importance, that
he is reported to have said that he would
rather see his two sons at the head Of
respectable academies than one of them
Prime minister of England, and the other at
the head of affairs in Ireland Nor is this
modern characteristic, to judge from the
old tale of the tutor TO the kings sons, who
boosted that he was the ruler OF the country
How DO you make that out 2" asked one.
Do L not govern the princes :" was his
reply; do they not rule their mother!
Has she not complete control of the king!
And does he not govern Greece?" It may
or may not be matter for regret, but GER
tainIy this has not been the opinion gener-
ally entertained. 1t was at least honestly
expressed by the worthy matron who, when |
placing her son under the care of a school !
master. begged that he would get him well ]
on with his learning; for" said she, ''it he !
be granted grace ! mean To make minister
of him." But" said the school-master,
''what will you make of him ii he be not 1
granted grace: 90 "Oh." she replied. "I'l |
then make him a dominic" No qualities /
are more essential in "A teacher than tact |
and patience, and. perhaps, in the majority |
Of instances in which they are in any way |
conspicuous, they have not been natural |
experience. There is no man or woman in
the profession who cannot testify to the
labor and WEAKNESS daily undergone in the
apparently hopeless effort TO impress the
careless, the idle. and the stupid. There
are minds to all appearance dense and un-
mpressionable in every large class of child
rem. on which no labor however incessant.
no indulgence however wise, and no severi-
ty however justitiable, have any apprecable
effect. Yet we believe there is a kew that
will opec any boys heart. and win his con-
fdence, if we would patiently and persever-
Ingly endeavor to find out how TO apply