Herald and tribune. [volume] (Jonesborough, Tenn.) 1869-current, 1871-02-23
THE EDUCATORS-The TEACH
ERS.

The success of the teacher depends up
on the work of parents. The children pass
into his hands but parental influence goes
with them all through life. He can not
destroy the home influence in a child's
ideas. If its disposition has been spoiled
by harsh treatment, he will hear discords
instead of sweet music. If it comes to
him with unsubdued will, he will not ex-
pect a new manner of life. He cannot
entirely take away mean and selfish ideas
and give noble aid generous ones instead.
He Will truthfully say to every parent that
he can not reform the children under his
charge. Disposition ard character are
largely above and beyond his control.
He is very often made responsible for the
work of parents as well as his own, for the
charge comes to him as shapeless and de-
void of character as 1.-the shapeless void
of which Milton wrote. From such a
charge he is expected to mould and fash
ion a being that shall govern 4 multitude
destined for eternity.
Too much is expected from his hands.
He only holds the key to the temple OF
wisdom and directs the young mind to the
proper departments-imparts such knowl-
edge at every step as will tend to enroble
the ideas of life. He lays no claim to the
formation of character-may often change
it, but his special work is only to strength
en- and build upon u foundation not his
own. He bows to the truth that, ''there
is in every man a divine ideal" nay which
stands before him while yet upon the very
threshold of life and which goes before
him, and is ''the type after which he was
created, the germs of a perfect person and
that it is the office of education to direct
and favor these gems"-that it is the work
of the teacher to impart such information
as will lead the mind to know and feel
that it is capable of an infinite degree of
growth and expansion-that it possesses
the elements of an influence as powerful
as a full-orbed manhood can WELD.
Parents educate but the teacher imparts
Observation-Disclosures. This does not make
his work less, nor does it take away that
responsibility which makes it fearful to
teach. Though he does not create a young
idea he directs it. Though he does not
mould and fashion human character, yet
how often he develops and strengthens it.
He NAV form the life plans of few, yet
many structures are reared allover the
land which tell of his labors. If he does
not inspire thought he directs it into what
ever channels he would have it go and
hence he does mould public opinion.
..The school-master is abroad" He is
not confined to the narrow limits of the
school room. 1t may be his Workshop
it is not his only field of labor. His earnest
thought run out like electric currents and
make his name a power in the world.
From the school room genius draws inspi-
ration for its boldest and loftiest flights,
talent acquires a power which Knocks at
opposition and reason and judgment, re-
ceive a strength of purpose which summons
them to heroic endeavor.
This is the teachers work. While he
IS in the school room, he is ''at the fam
ing forge of life" The beauty and sym
metry of the whole social fabric points to
him as the master workman. But If that
structure is unsightly, greater response
billty attaches to no other member OF So
ciety.
The teachers work does not stop when
he has impaired only that kind Of instruc-
ton which strengthens the intellect. His
field of labor is as boundless as human et-
fort. as diversified as human ambition.
He must meet the demands of education,
and it demands a soul, mind and strength.