Mower County transcript. [volume] (Lansing, Minn.) 1868-1915, 1873-04-17

and then set themselves to the task.
Their atta;nments having cost but lit
tie, their services can be had for a pit
lance. and the American disposition to
get things with little money, although
those obtained be dear ut half the cost,
is fully cxempli6ed, and district officers
are asking for cheap, rather than for
qualified teachers.
The degree Of responsibility which.
BY common consent, attaches to the Of:
fee Of instructor, and the immunity
from hand labor which it secures. arc
incentives to young people to leave the
work Of the kitchen and Of tho farm
to other hands
Many act upon the false theory that
position will confer honor upon them,
and learn how fatal is their mistake
only when it is too late to profit by the
discovery. The most important truth
which the young people Of this age
have to learn is that they cannot, for
any considerable length Of time, seem
to be what they are not; that they car-
not have unqucstioned currency in ? ub.
lie opinion for greater value than they
actually represent. The commonest
people have = power by which they
discover and protect themselves against
the sham Of mere prstense, and the
more intelligent and cultivated are per-
petually indignant at the persistent
efforts which pedauts are making
to appear to be .cho1ars. The difficulty
is >ox"dafionak People place u false
estimate upon their powers and attain
ments, and they doit Knowingly, and
with purpose; they stamp the guinea
with the representation Of tho eagle.
They set themselves systematically to
the work Of raising" qualities of a
low order, to those Of much higher
rank, and then put them into circula-
ton as genuine.
1t is upon this theory to some extent,
that the public school system is con-
Quoted, nor does the responsibility for
this rest alone upon teachers having only
limited qualifications; but, since it is
with such that We are mainly concern
cd at present, we will not stop to Con-
slider their co-ordinates. a few facts
may as well be admitted. 1t is best to
face the truth, and to own it. Many
have had but limited advantages, and
some have not we'll improved even those.
You arc scarcely quali6ed-in the
exact sense Of the term-tor the work
Of teaching, but the scale Of examine
ton having been graduated so as to BAL
ance midway between the supply and
demand, you are able to enter the
Institutional corps. Yon are teachers
absolutely while you are qualified only
relatively. You have the authority tn
do work for the performance Of which
many of you cannot but admit, you
posses very limited qualifications.
Your entrance to the profession i:
chiefly attributable to two coincidcn
circumstances, viz: The paccity ofpro.
iessional experts, and the meager price
paid for the services required. Tht
latter is wholly contingent upon thu
former. AS rule, each teacher is paio
a fair price Tor tho kind Of work which
he performs. If there is among 20,
all, a single one who ought to receive
$1,000 year-one who can and who i.
willing to earn that sum, apply to US
We have situations for IA many such 81
may be found, but they must be ,cort1
the money! 1t may be difficult to Oh
tain school at $500 per week, but i
you arc worth 500 IN nth, situations
will be seeking you. Merit seldom re
mains long undiscovered or unreward
ed, and talent makes itself felt ever
beyond the limit Of its sphere Of appli
cation. You have but to do somethin;
worthy, and your deed and your nam'
will be upon thousand lips. An honest
purpose steadfastly pursued will result
, in making you famous, even while a,
artfal dissimulator will be laying som
plan whereby he may cajole the peopl
into the temporary belief, that he is he
roic and wise.
Then 90 to work with = determine
; ton to accomplish something. Don
attempt to satisfy yourself by "keepin,
: your hours" Try to interest the parent
in your work. Eudeavor to secure reg
ular and punctual attendance. Excit
and maintain competition for the hon
ors Of the school. Strive to awaken
the minds Of pupils to full compre
hension Of what they study. Max
them to feel as weR as to understand
The mental power is only half employ
ed when the sensational nature is unex
B cited. Facts are stamped upon til
, mind, and principles thoroughly con
pretended only when their accession i
. welcomed with good degree Of emo
ton Either joy or sadness shout
characterize every school room exercise
There is too much passiveness. W