Alexandria gazette. [volume] (Alexandria, D.C.) 1834-1974, 1873-07-10
Educational Association Of fsrstnsn
SECOND DaY-NIGHT SESSION.

SECOND DaI-SlGHI SESSloN. -, :,
The I'd Presbyterian Church was well flic1
last night with members OF the association ana
ladies, and at s. So President y oynes Galicn the
meeting to order, and the Rev. y. l. Miller,
PRINCIPAL of the Staunton Female Seminary,
who evidently does not measure the ciheacy %, o'
nrayers by their length, made an unusually
brief, but highly appropriate ana Oeaa'''u' APP
neal to the Throne OF Mercy. -, ,
The President then introduced hr. W H. H.
Abbot. of Bellevue High School, Albenlarle,
who delivered an address on 'Thc Profession
If tho Teacher" which, Tor beauty OF dictlon'
ease and grace of delivery, and sound and prac-
teal views, we have rarely heard cquualled. IL
was nm hour and q quarter before Alr. aoDot
concluded, but so Intensely Interested was the
audience. that not sign of impatlencc could
he noticed, and the clock alone could persuade
Tho listener that so much time had passed.
The sneaker began By saying that few days
aro he had heard faithful aud hartWorking
teacher, ono eminent in his profession, remark
that o teachers was a dog IS life OF drudgery
and Door pay, aud that he was determined to
find some other way of gaining his daily bread.
The remark had caused in him sinking OF the
heart he had chosen his professions; nc had
bound himself to it BY ties that could not be
broken, aud if such was to pc the end OF his
career, where were his hopes and bis asplra,
tons. But when, few days after, he found
himself surrounded by glad faces and warm
Young hearts; when ardent tongues poured
forth thanks for his labors, and he had the
pleasure of making SO many bouyaut spirits
happy when he gave them the rewards OF their
industry, he felt that their success in life must
he his, and he could not talter in his work.
The position OF a teacher was one OF the
most transcendaut dignity and the gravcst re-
sponsibility. He might talk for hours OF Its
imrortance and Of its claims to respect and
honor; but the mind Of every one OF his brcth-
rem would supply these high estimates, aud
n glance at their deficiencies would be more pro
htab!c. What he would say might seem trlte,
or every man might find it just what he him
self had thought, but teachers were proVerb-
ally patient, and now was the time tor them TO
exercise their carolina! virtue.
-Four things went to make up the successful
teacher. First lie must have thorough knoWl-
edge of what he proposed to teach. How often
do men propose to teach Latin and Algebra
who can only do 30 By the most 'aborlous study
Of those subjects as they go along; such men
must teach poorly. \ teacher must know sub
ircts and not books alone; he must be able to
solve every difficulty that arises. His MUD must
be clear and his ideas well arranged, or how
is he to preserve order in school room while
teaching class. llGrac. Mann says that IN
travelling through Scotland and Germany, he
never saw teacher sit during recitation, or
hold book Previous preparation the teach
er must have, for his questions must conform!
to the book which alone, the learner can study,
and When IA teacher cases to learn he ceases
to teach. No man understands subject well
unless he has given attention to its connexlon
With other subjects The second qualification
for teaching is aptness to teach The posses
sion OF knowledge alone does not qualify; q New
ton OF Bacon, might be an unsuccessful
teacher \ good instructor must be able to
awaken curiosity, appreciate difficulties, and
excite enthusiasm. In some, this aptncss to
teach is born: others have it to acquire yet
this is often lost sight of both by teachers aud
the community Would general learn the
art Of war By losing battles a merchant, the
cares Of trade By repeated bankruptcies law.
ger, by the loss of causes or IA physician by
experiments on the health of his patients ?
Yesmore precious than the treasures of men
and even than their blood arc the minds aud
hearts of boys How then can man learn to
be apt at teaching? Not by his own expcr-
fence, but By that of others He must lit him
self to teach. ln some coubtries, the study OF
the theory and practice Of teaching Il
esteemed Of equal necessity with that Of
the branches to be taught IL the Ro-
man Catholic Church such a view has always
prevailed, aud the Bcnedctines, OratoriaDs,
&C., Of former days, land the JcSuits AMI Broth
crs Of the Christian schools OF the pre-
sent, arc trained for their work and not per-
United to engaged in it until they have learned
how But our people practically ignore the
idea An attorney Is not admitted 10 practice
till he has studied the law under practitioner
and three learned jadges have pronounced him
fit, yet patertamillas would not even then
trust him to sue on note Of hand until by APP
pointment to defend some impecuniou5 often
der, or By the kindly aid Of some older and
more fortunate brother, he has shown his ablll-
ty; yet should he fail to get brief, and sat up
a school. paterfamias will, without hesitation,
commit his sons, bis most precious treasures,
to his care. With a physician it is the same,
aud that in the face Of the requirements OF the
wise of all ages. Good Roger Ascham said that
while man would employ cunning man for
zoos for his children, and that in consequence,
God gave him docie horses aDd wild aud I'M
trained sous Blu; teacher must discriminate.
w ME Ilc ledl IL Hun ttC CAE'iIcuSe VI
he will find that methods which will work with
one man won't work with another. He must
adapt his methods to himself He must excite
curiosity. for that is to gain attention; does he
fail to do this, bis labor would be as prcftIess
as that Of Ulysses when he sowed the sea shore
with salt. Then he must learn to say exactly
what he means lie must be talkcr. Soc
rates was talker; when asked why he wrote
not bis diSeourseS for future generations, he
replied that he preferred to write them Oh the
hearts of men. Nor can we believe that it was
without deliberate design that he who spoke
as never man spoke wrote not a line. He
wished to write bis doctrines on the hearts Of
men. ProfuSeuess of illustration is, also, a
great aid in teaching and here. again, We have
the example Of The Great Teacher for the
Gospel is full of the most f,rcible illustrations.
They are far more effective than dcmonstra-
tons with the young.
\ teacher must know more than he proposes
to teach. Who that has read that prince of
cssayists, Macauley. has not felt that to the
varied knowledge Of the writer, his delight has
been due
In the third place, teacher must have tact