Catoctin clarion. [volume] (Mechanicstown, Md.) 1871-1940, 1872-11-02
Far the Cdtoctia Clarta.
Teachers in the Public schools.

Oct. %. 1872.

our calling intrudes upon your col
umns with his woes and wants, and
have presumed upon this fact to "a!
a few words in regard to our position
as teachers in the community. Al
are quite willing to admit that our''
is very re pom sible situation, ane
too many think that upon us, and III
alone, devolve the whole training and
development of the plpil, both moral
ly and intellectually. He is submit
ted to our care at an early age, a pre-
cocious little fellow, who has surpris
ed Ma, and all hands, with his prem
ature knowledge. In fact, Grandma
thinks he is entirely too smart to live
long, and Pa, by proper attention or
our part is sure he will be Webster
or some one else, and, of course, We
have no cause to doubt it, Now, We
like to see parents tAke an interest ir
their children. We think it highly
commendable, but we like to see it
tempered with reason. We would
have parents when they come into oul
schools and look into the bright faces
collected there, conscious of the fact
that all are objects Of our earnest care
That to each. and every one, we owe
a solemn duty; but as their children
be they, who they may, high or low
rich or poor, we know none in oul
presence. We are are aware that in
many cases we are looked upon as q
species of ogres, whose delight is tc
torment the little ones; but we don't
think, Justice is done us, for it often
causes US greater pain to punish, than
it does the pupil. If parents would
lust look inside the school room some.
times, when the children are thus un
dergoing the supposed treatment, and
find the teacher with wearied brain
and aching head, laboring extra hours
in order that their child may be ab!,
to keep up with his class, or be pre-,
pared for an advanced one, there
would be more of commentator thar
of censure in their criticism. You
may think this a fancy picture, but ]
invite the incredulous to call at the
nearest school, and see for themselves
A certain class Of persons are vel
satisfied if they can say, We'll, laws
knows, | sent my children to schoo
long enough; if they didn't learn, it
WASH t my fault. Don't fail to re.
member the name, and when you cal
on the teacher ask to see the register
cast your eye along the line on whicl
the inattendance is marked, and SEE
what a number of crosses you viii
find there; then you will cease tc
wonder, that they have not learned
more. One says Triumph, the teach.
er don't care, so he gets his money.
Well, am free to admit, that the
money is what we work for, or most
of US, anyhow. Some few, ! know
profess, to teach for the love Of it; but
personally, look upon those parties
rather suspiciously. Most Of us,
repeat, teach for the money, and oul
desire is to render services, which
shall be an equivalent. But we have
another inducement, to discharge oul
duty; for I contend, that when the
teacher enters the school room, feeling
a deep sense Of obligation to his scho-
lars, and determined to labor with
them, because it is duty; then, and
then only, he sees his work in IL
proper light, and is able to contend
with the manifold opposItions, which
lie has to encounter from different
sources. We have a reputation to es-
tAblish IN order that we may find nc
difficulty in securing employment..- -
We, also. wish to obtain the confidence
of oar worthy Examiner, who hold.
Ms to Il strict account; and if we are
50 fortunate as TO receIvc his "WeiI
d me, We walk out Of the school
house, feeling to stand about two III.
ches higher IN our boots, than We did
before There are some who seem
tultr to realize the mutual relations
existing g~-between paren, pupil and
teacher; and to such directly, and
through their Influence, We are in
eiehted very much If the p leasnre that