The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1872-03-28
EDUCATIONAL.
SELF CULTURE FROM TEACHING

SELF CJLIU NE hNOm AEAOI.ING
In former article we called attention
to the fact that teaching, in itself is "a
most available means Of self culture, and
noticed . few of the particulars in which
it is calculated to enrich our nature, and
minister to our growth Let us notice
still otheg influences which may be ren
dcred tributary to this end.
4 teacher cannot but observe the sub
die influence of spirit over spirit, not
only from the power Of his own silent
example, and the unconscious influence
Of the spirit he breathes but fir m the
same workings among the pupils them
selves This will impress him with q
deeper md more vivid realization Of the
weighty responsibility of his position,
and the lasting results Of this invisible
power which he Yields The natural ont
come Of 5his wilt be, that, it cons Glen
tious, he will seek to walk more carefully
ana Guardedly before them and before
the world Some insight also, is gained
into the ways of influencing public
bodies; for the same principles, with mod
i6cati0ns to meet varying circumstances
arr applicable throughout the whole
raoee from youth to old age.
When r teacher turns himself to the
observation Of these hidden forces, how
thy operate and the results .hey produce,
hi, mind will be con>tantly enriched by
the bursting in Of new perceptions, and
his experience will prove doubly freit-
ful, compared with Flooding through til
simple routine If daily duty. regardless
Of dese influences and their leadjngs
II viii iqd bis experience to be key
for unlocking muitifold phenomena OF
life and lis varied relationsin the family
in the national government, and higher
still, in the divine economy.
It is fruitful and refreshing practice
to review our ear Ter experiences OF mind
and heart, keeping the principle Of youth
green within the breast. and reviving
our sYmpathies with the vicisstudes Of
youthful life. The scenes of the school
room explain the earlier manifestations
in ourselves, which we at the time, did
not fully comprehend, and Of which we
were not fully conscious. As we recall
early hopes, longings, doubts, mistakes,
loves fears, we may enter more readily
into sympathy with the same feelings as
they occur in children and youth. Thus
that delicate art is learned, how TO sym
parhjze, how 20 call ou5 the innermost
feelings and share the same, from a re.
memhrarce Of our own. What greater
power can man exert in any of the rela-
Il rs Of life, than this subtle power Of
entering into, and soothing and swaying
the spirit Of Others
An element entering largely into self
culture, is the study of mind, its laws Of
expansion, growth. etc. Not only is the
teacher brought to notice the workings
OI iIS own mlHu, Dut liz observes Iue
same in his pupils. He naturally studies
different minds, noting their points of
similarity and difference He becomes
skilled in tracing external manifestations
TO heir causes, as they exist in individ
ual minds. He deals with the finer, more
sensitive nature, and by this, he is exer-
cising his own delicate perceptions, Civ
ing them life and definite power All
these things give deeper insight into
his own mind, enabling him to know
himself better in all psrts of his nature
and yield him culture of finest texture.
QUAERo.