The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1874-02-05

The teacher of my ideal is one that viii
be priced in any district, and welcomed
| among any people. He needs not be
Plato in learning, or Sampson in physi
cal strength; neither a Caesar controlling
by fear, nor Cicero captivating by elo
quence: yet, his knowledge. must extend
| beyond the branches to be taught his
physical strength be of sufficient might
to prosecute his labors; his frmness such
| as will command good government; and
his language of that style which will ex.
press his ideas sententiously and com
prehensively. For marvellous indeed is
the power of language when expressed in
clear articulate tone, with perfect ar
rangement. and accompanied with the
true expression of the soul.
1t is my purpose to picture as vividly
as possible the practical teacher of this
progressive age, and in doing so, 1 shall
confne myself to few of the attributes
which lend most to his reputation and
renown. The chief characteristics that
mark him worthy and exemplary are
exploration, zeal, and purpose. There are
two very essential kinds of exploration
in which he most frequently indulges,
viz: selfeaploration and pupilexplora-
ton. To explore self was duty highly
esteemed in the school of Socrates, and
in that of the Great Teacher Christ
Know thyself" was one of the ancient
sayings of Greece and ascribed to Solon
one of its wisest sages. He VINO by self
study is master of his passions, desires,
thoughts, words, plans, and actions, has
united wisdom with dignity, ready sym
pathy, frmness and gentleness. No
theme that mortals contemplate is more
satisfactory than entire self-conquest.
u, kI.4 L.
truth, that in self-knowledge all wisdom
centers, pass to notice the time for self
investigation. The model teacher ex-
hibits wisdom and prudence by foreseeing
trouble in the distance, and preventing
the same by selfpreparation. We see the
honest workman sounding the wheels of
the massive engine to detect the injured
one, and thereby prevent the capsizing of
the train. His fore-knowledge is far bet
ter than subsequent knowledge. A pre-
yentive is ala0dyS better than cure. In
like manner the true teacher sounds his
metaphysical wheels. How does ~he
sound them? 1 answer patiently, that
he may not quit in despair also, pray
erfully, that it may be done correctly.
When does he sound them? / answer
daily-"short settlements make long
friends also weekly-at the close of
the week how fitting to retrospect its
labors. And then monthly, quarterly,
and yearly, are very propitious seasons
for self-investigation. At the close of
What evil in the school hast thou
amended? What good hast thou done
for thy pupils? and how art thou bet
tered? What is thy future ability
What are thy resources for tomorrow.
next week, next month, next quarter,
next year?" By these selfinterrogations
great and benifcent discoveries are made,
and inestimable are the benefits
The explorations of the exemplary
teacher extend to his physical nature, to
his intellect which comprehends memory,
Imagination, association, reason, self
confidence and selfcontrol and to his
soul in reference to its moral state, and
unconscious influence. Probably the
greatest difficulty with which the teacher
has to contend is selfcontrol. History
informs US that Peter the Great once
struck his gardener who being a man of
acute sensibility, took to his bed and
died in few days. Peter hearing of
this, exclaimed with tears in his eyes,
"Alas l have civilized my own subjects;
l have conquered other nations; yet,
have not been able to civilize or conquer
myself"
When teacher fails to civilize or con-
quer his school, the failure can generally
be traced to the uncivilized or uncon-
quered state of SELF If his pupils are
and inclined to be noisy,
their actions are often only the reflection
of their model.
Be pleasant and you will find pleas
antry. Be social and sociality will sur
round you. Love and you will be loved
Selfgovernment is evidently one of the
highest ends to be reached, and one Of
the chief objects to be secured. Revela-
tion, as well, as reason, recognizes and
enforces this truth, when it says, He
that ruleth his own spirit is greater than
he who taketh city" The poet adds
further testimony to the importance of
ADMINISTRATION, when he says:
"That man must daily wiser grow
Whose search is bent himself to know;
1mpartially he weighs his scope,
And on firm reason founds his hope;
He tries his strength before the race,
And never seeks his own disgrace!
He knows the compass, sail, and oar,
Or never launches from the shore;
Before he builds, computes the cost,
And in no proud pursuit is lost
And safely walks within the fence.
Thus, conscious of his own defect,
Are pride and self-importance checked" |
l now pass to notice pupil-exploration |
1t has been aptly said by Pope, that,
The proper study of mankind is man"
Where, then, will you go to seek more
favorable opportunity for studying hu-
nan nature than in the school-room |
There, you associate with both sexes of |
Ill ages, from the little prattler up to the |
young man and lady of mature years.
By the study of our pupils, each and |
every faculty is properly called out, and |
our power for usefulness vastly increased. |
Dur highest mission is to reform, i'm |
prove, and elevate mankind. And it is a |
knowledge of a man physically, mentally, |
and spiritually, that furnishes the means, |
Dr. naoduS operandi, by which our mission |
IS made full. 1t is fallacious to suppose
that one method of explanation or illus
tration can in every instance be adapted |
to an entire class. One member will re-
luire simpler elucidation of the prob
em than another. Each individual mind /!
is cast in different mold, and it is as
to cause the same methods to
reach the understanding of each pupil as
It is to adapt the same food to all consti- !
buttons. Then, as no two students are
Of the same composition, physically and
SO no two are governed by ex-
actly the same motives. Teachers must
the ruling passion of each
pupil, and suit their government to the
various characters to be governed. Some
may be easily managed by simply appeal
ing to their sense of right and duty;
others of very delicate and sensitive
are brought quickly to
repentance by merely look or word of
reproof; by slight penalties, such as the
privation of recess, or the change of the
offenders position in the room, others,
on whom your personal influence alone
has failed, succumb.
Obvious it is to my mind, that the
will not yrnSoar