The Somerset press. [volume] (Somerset, Ohio) 1873-1977, 1873-10-24
[For the PressI
School Institutes.

the responsibilities Of the teachership,
imperatively define II 10 be the first In
order There are various classes Of
teachers, each Of which have equally
important duties to perform. That class
of teachers who have charge Of the COM
mon schools, seemingly fall below tho
standard Of respectability, when COM
pared BY the public, to other Glasses Of
teachers. They share the honor, rather,
which the servant receives from his mas
ter when the task is performed, and the
servants wages have become a greater
care to the master than the blessings Of
the servants labors. Why this is 20 we
cannot tell, unless il be the 1nipergol de-
precidtioH which the public, as parents
board Of directors, board Of examiners,
State and Church, are knowingly, and
thus sinfully, plocing upon the vital im-
portance Of educating rightfully the RI
sing generation. The verdict Of every
day utterance and language, concerning
the official worthiness and respect Of our
common school teachers is simply this:
"They hain't nobody great-they only
learn the children-most anybody could
do that" Nor do we find such abasod
ignorant, and conceited regard for the
teaching Of our children, 30 exist Ia the
minds and hearts only Of the uneduca-
ted and the impious, but Oft, from such
minds who would supervise, authorize,
elect, and control at large, aud be ex-
emplary in all Christian virtues unto
the school teachers, their pupilage and
to their patrons. Such influence is the
greatest Of all disparagements 10 our
school teachers, and the greatest Of al
encouragement 70 our common enemies
to education and its cause. This is no
less lamentable than true. How can the
science and method Of teaching beprop-
erly esteemed and happily promoted aa
long as the official worthineas Of ita rep
resentatives is 70 ignorcdl To as there
is no conceivable way Of wiping out the
great evil Of existing circumstances, but
that which is to be surveyed, prepared
and established through the associate
and mutual deliberations Of our COM
mon school teachers, and educators of
ability and experience. That this very
important and praiseworthy task may
more readily be accomplished, we are
being provided with those peculiar Or
CARNATIONS which are known by the IL
tie Of "School Institute" The fer hav-
having formed happy acquaintance
with the institute" by having been
present and active in its sessions, are
glad and content with the hope that they
may be able TO enjoy its fessions hcreaf
ter more numerously and more profia-
bly,. The many who, as teachers, have
no personal acquaintance with the "In-
stitute," are seeking the hearts content,
through conceit, saying !that the Insti-
tute' is Of little or no importance; that
the law does not compel them, as teach
ers, to be present at its sessions; it'a
enough if they are compelled 10 be ex-
amined before the Board, &c. Will the
teachers believe, learn, and understand
the "Institute" to be just what il really
and properly is! As an organization, iis
members consist Of active teachers and
prepared applicants. It's officers consist
Of an executive committee, chairman,
and a secretary. It's object Is not 60 give
you legal and theoretical power to teach,
but specifically, and more essentially,
that Of practicability. You, as class,
are practical when you have an avowed
unity Of purpose-(to diHuae the light
and iniuse the power Of knowledRe) an
adopted unity Of method Of teaching,
communicating knowledge an success
fully and powerful-yea, more so--us
you have received and az you possess it)
and such mutual official acquaintance
as to be able, when you succeed one an
other in your schools that you can at
once continue the cause In behalf Of
your pupilage, by building on your pre-
decessor's mcthodical or frame work,
without laboring two, or three, or four
weeks to undo much, by having the
school to unleam much Of that which
your predecessor taught and did 10 the
best Of his Judgment; IL not 10 his mere
personal convenience. The day when
the term "new teacher" shall fall out Of
usage and adaptation, is at the threshold
of your schools. II should long since
have dawned. The words "new teacher"
are incompatible to the nature and the
duties Of your teachership-hence they
are, and ever have been, a profound abb
surdity A new teacher is one who is
not necessarily stranger, but rather one
who teaches new things; you, az teach
ers, are not 10 do this, unless you are
specially so authorized by your several
supervisory boards. You may take
charge Of schools 10 whom you may be
personal strangers; but the desired bless
ings Of your labors would demand Of
you to be, during the first recitation, IA
miliar teachers. You may wonder At
the very apparent absurdity in this, our
declaration; though you will readily ad-
NIT its force and importance. You may
wonder more, about the manner Of &C
complaining this task on your part. We
admit that il will require much thought
and labor, and associate assimilation On
your part as teachers. Ere you can
know each other practically as teachers,
you mug first know each other practi-
cally as pupils. This acquaintance you
can no where 30 readily and 80 efficiently
acquire as in and during the sessions Of
the Institute" There you are not 20
be examined as teachers-but principal
ly az pupils in the capacity Of teachers.
There you are to ask the questions give
your opinions, your judgments, the re-
suits Of your experience and expert
ments. There you are 70 recite and 20
hear recitationa, 10 criticisc and 20 be
criticised; to hear aud to consider sug-
gestions pertaining strictly 10 the meth
ods Of teaching, and to give suggostioni.
There you are to build up for youraelvo-
a reserve aid; 10 forestall many OF the
imminent dangers 10 your success and