The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1874-03-12

a displacement of the subtitle fluid of the
atmosphere. or communicated motion
to it, which never ceases. That the mo
ton produced by the faint test whisper OIL
least action ever made, still exists, and is
still moving on in space, and will so con
tlnue through time, until the end o.
created existence. This theory, the vast
ness and extent of which our minds with
their present powers cannot grasp ol
comprehend, whether it be true er false
is good illustration of the extent and
duration of the effects of influence. That
all have their share of influence, is q
mere truism. There are none so poor
or lowly, SO sunken or degraded, so weak
or imbecile, but that they in some way
affect or direct the thoughts of others
and these in their turn affect those with
whom they come in contact; they in their
turn others. Thus it goes on extending
in effect and duration to infinity, min
Cling with different influences exercised
by all others, to make up the vast, divers,
chequered and wonderful phases of hu-
man existence, beginning with the first
dawn of our existence and lasting in
effects through and beyond time To us
the infinite extent of the effects of influ-
ence exerted are especially serious, as
our profession brings US into Immediate
contact with a greater number of differ
ent persons, than almost any other; and
that too at a period in their lives when
impressions are most vivid, and produce
their greatest effects for good or evil in
the formation of character, and the shap-
ing of their destiny. While we believe
that nothing Isl ever lost; that Lord Ba-
cons opinion is true, THAT the soul pos
sesses within itself laws, which, whenever
fully brought into action, will be found
capable of producing the prompt and
perfect restoration of the collected acts
and feelings of its whole past existence
Yet those impressions received during
the earlier years of life are ever most
vivid, most readily recalled, and play the
most important part in the forming of
character. This, too in the time when
habits which bind like iron chains are
being formed. When the propensity of
imitation is the strongest element of
character. When the young mind, taking
its first surveys of the world, apt to learn,
is most keenly observant of the actions,
words, and habits of those older, and
over them, and those with whom they
are thrown into contact Their ideas of
manhood and womanhood are to do as
men and women do, and being unac-
quainted with, or unable to comprehend
the principles that should govern life,
are most apt to consider the vices they
see practiced, as the distinguishing marks
of manhood; and are more likely to imi-
tate them than the virtues Perhaps
they are led into this mistake by their
being forbidden them; it may be by the
very men who they see practicing them.
They think they are right fo1 men,
though not for boys, or that there is an
independence in men doing wrong. Ex-
ample is much stronger than precept
My subject is properly Unconscious
Influences" or those eXerted without
intention, or unknowingly. 1t is only
among the lowest grades of humanity
that any one can be found who will
knowingly and purposely exert bad
influence, common as evil influences are,
and we believe that none of our profes-
sion would willingly exert any influence
that would misguide or injure those with
whom they are associated, or under their
charge. The possession of good moral
character comes before literary qualifca-
tions The examiners are required to be
satisfied as to the persons character be-
fore they examine him as to other quail
fcations, and place it first in his certif-
cate But as to the ways in which infu-
ence may be uncons Ciously exerted, we
may consider manners, or good breeding.
Their possession is desired by all. Pa
rents wish their children to be polite
and gentlemanly, however deficient they
may be themselves in this respect, and
give more or less instruction in them.
But it is by imitation of the example of
others that they will most likely acquire
them. 1t is hardly to be expected that
the school, occupying less than one-half
of the waking hours during one-half of
the year, is to do the work of forming
the manners. It should be the work of
the home; yet some homes we know are
but lily prepared to do the work, and
their example is negative, if not directly
The teacher will have his
time SO fully taken up with other mat
ters that but little if any direct attention
can be given to it, and it is perhaps as
well that it is so. Yet he is constantly
under the eye of the pupil, and his exam
pie is teaching him, in proportion to the
degree he possess his love and respect;
and if his example is correct, it will do
more than he could by instruction or
lectures. Young people of the school
age are restive and inattentive under
lectures, or give, at best, but divided
attention to set speeches. Manners
should be as habitual as to appear natu-
raj and free from effort and affectation
and foppery; if affected or foppish, they
are at once detected, and create disgust,
and the teacher is despised who practices
them. Though it may not be considered
best to attempt any instruction, yet by
little attention personal example may
exert an influence in favor of politeness
and good breeding, and friendly man.
ner may do much toward securing the
affections of pupils, which is the first
requisite of success. a rough, overbear-
ing manner in the school room is not
only disagreeable. and often gives ex-
treme offense, making life enemies of
pupils, but it is one of the most undesira-
BILE examples they can initiate. Nor is it
desirable that they have an example of
dogmatism or disregard for the opinions
of others. You all know that there is
class of boys in all schools who are over
bearing to their equals in age, and
younger persons, and impudent to their
elders, and who require constant re-
straint; To them such examples are
pernicious. To them a rough,
rowdy, or unjust bearing, has the greater
as an indication of Smart
ness" and the surest way of attracting
But they are ignorant of, or
do not properly appreciate the nature of
the attention thus gained. They think
that by such manners they show their
and manhood From the
same reasons the use of slang phrases
should be carefully avoided. So far from
being any indication of wit, they are in
most cases absolutely silly and unbecom-
ing in any one making any pretensions
to good taste, and especially in teacher,
who is supposed in some degree to be a
sort of model. And so of profanity,
which aside from moral consideration, is
in all its phases most useless and dis
gusting violation of good manners, and is
one which the young are most apt to fall