Belmont chronicle. [volume] (St. Clairsville, Ohio) 1855-1973, 1871-03-30

ten, "a system that will afford Oppor-
tunities for scholastic instruction to all,
every one alike. Education and civil
ization are twin sisters. They go hand
in hand, and whenever the first is
found, there is also the second; and the
nearer education approaches the point
tof being universal, the nearer the nation
approximates the highest point of en-
Ilightenment, the more conspicuous
position she occupies in the rank of
nations, the more prosperous the people
land the higher their moral tone. In
our country we have system of educa-
tion that is universal. The doors of our
school houses are open to all. None so
poor, none SO obscure, none so lowly
that his children are interdicted the
privilege of entering therein and re-
ceiying alike with those of the rich and
favored the -rudimental delicacies of
lore. The services of the common
school teacher are common property.
1t is not his province to discriminate
in favor of caste or condition, but to
serve the people in common and to be
supported from the common Golfers.
We can but attribute our present posi-
tion in the file of nations to our free in
stitutions, and especially to our free
schools. 1t is said of Poland that she
has long since ceased dreaming of war,
but is devoting her energies to educa-
ton as the most effective means of lib
Grating herself and cOnquering her enc
mics. This is putting the relation of
education to government and liberty in
strong light, but not too strong.
Then education makes men prosperous,
strengthens andT perpetuates govern
ment, advances the cause of liberty,
civilizes and Christianizes people, and
enables nations to command the respect
ef their neighbors. Will any one doubt
its being subject worthy of universal
attention? The. common educator,
then is philanthropist in a generic
sense labOring for humanity. Could
/ IuCIO OS hCt III d SOhSSy
he constitutes the pillar of the whole
fabric of free government and religious
liberty, for on the correctness an ef-
fectiveneS of his labors depends the
perpetuatiOn and extension of both. Is
it 3 wonder that he should have a
Especial fitness for his work. The COM
mon schools are essential to the per-
petuation of republican government
20 have effective schools we must have
effective teachers, persons of good,
general information and by habit,
thinkers. 10 disseminate and perpet-
1 nate Christianity we must have moral
neutrality-suspicious. who viii preach
tnlore effective sermons by example
than percept. The successful teacher
instills obedience to law, a love for JUS
tiee and right, a hate for wrong, and
CONSTITUTES thinkers of his whole school.
lone who falls short of this, can not con-
Isider himself having completed sue
jcsss, for this is his mission, his work.
4 The true, the effective, the successful
teacher may be denominated the
nOblest of Gods creation. Few, per-
. haps, very few, can come up to the
standard, but all can emulate it, all can
make this the mark, the beacon light,
the goal and strive hard, very hard to
reach it, and the appreciation of their
fellow man and smile from. God will
be the reward. The person who by
nature is qualified to teach in the COM
mon schools, is by nature an anomaly.
There are certain attributes which every
|SucceSSful teacher must have, and with
(which very few persons are endowed;
and if he does not receive them as gift
from nature, he must acquire them by
art, and if he fails here he will fail in
the school room and had better leave it.
Hence, every successful teacher is
either by nature, or by art and nature
an anomaly in the common order of
men. That so many persons have not
4 the requirements aside from the Schol-
astic and can not obtain them is the
reason why comparatively so few
succeed in school teaching; hence the
words of Prof. HOlbrook, 'eThe man
who meets with success in teaching will
be successful in any enterprise he may
undertake"
In State governments there are the
Legislative, the judicial, and executive
departments and in these the govern
, ment is embodied, backed by the cor
pOputi; but in the school the teacher is
individually the government, hence in
! him must be the attributes of the wise
Legislator, the logical judge, and the
] firm but mild executive. The object of
all government in State is to insure
Justice, happiness, and pres Gritty to all
the subjects and a government defec-
tive in any one of its departments will
Ieventuate in an ignOminous downfall.
j lust so itisin the heg0yernmentOf schools
and if the government fails, the whole
enterprise fails. 1t is q preposterous
absurdity for any onestO fancy he can
teach a school, if he is deficient in gov
lernment. OF course, there are other
essentials. but in wise, judicious, and
defective government rests the secret
and apparently automatic spring that
moves the machinery in the school
room in the way to effect success
There are different forms of general
government that may be applied in the
/. lSch0Ol-f room, and no one will lay down
any special rules, but the following
E words of Jacob Abbott will be found
fraught with golden hints to the teach.
er: When you consent, consent cor.
daily. When you refuse, refuse finally.
When you punish, punish goOdnatured,
lily. Commend often. Never scOld.'
This -self-government, pre-
meditation, decision of character, dis
, cernment and appreciation Of right, and
mild, but effective executive ability
In government is where many fail and
is there any wonder attached to it? i
litstranget that the teacher isananomaIy. is
: No one doubts that many profess to be
E teachers who are not and indeed car
not be. 1t is no fault of theirs but O