Knoxville journal. [volume] (Knoxville, Iowa) 1874-1986, 1874-11-19

| of any difference In natural AFFINITY
| in the two men, but, on the contrary,
it is the result Of a capacity and q
will for real, honest, persistent,
down right work.
| Another reason for the lack OF
professional consideration felt by the
teachers of the country, is the fact
that but few ofthem earnestly and
resoIutely determine to pursue teach
ing as life work. Do you think,
if the lawyer should enter his pro-
fession with the ayowed purpose Of
| abandoning it so soon as he bad
made money enough to enable him to
enter some other business; that he
would ever gain any professional
standing, either among his fellow at
torneys or with the business com
munities? TO ask the question is
to answer it. No man or woman ey-
er yet succeeded in a business or
profession adopted as a mere make
shift, resolving to enter something
more congenial at the first favorable
opportunity. They who succeed in
any line Of pursuit must love the bu-
siness; and not only possess that en-
thusiasm which will make them
strive to win a high place among
their contemporaries in the same line,
but will be constant incentive
driving them to experiment, and
thought, and study, with the pur-
pose Of widening the boundaries Of
present knowledge in their chosen
speciality. When they enter the
profession it must be with the view
Of marching, not with arms at will
and moderate gait, but, by double
quick to the front. They will prob
ably never quite reach the goal at
which they aim, but ardent, unre-
hitting endeavor mot but give
them high position in their class
and in their community. And this
is success.
There is another reason which, in
my judgment, has operated against
the advancement Of teachers to a
higher professional PLANE, and that
is an exclusiveness in their social
habits which grows into sort Of
mannerism peculiar to the profess
ion. This doubtless in part results
from constant association with those
over whom they exercises control.
A constant and unbroken associa-
ton Of this nature can have no other
effect, with persons who do not
guard against it, than to produce =
manner Of technical wisdom, which
those who do not, perhaps, fully
sympatlise with the special work of
the teacher, are apt to regard as a
criticism upon plain, common, every
dty sense. A little coteric ofteachers,
associating almost entirely together,
except while at their work, aud then
being in constant contact with minds
less educated than their own, could
not fail in time, unless carefully
avoided, to assimilate their habi Us
and manners unit! they became
cloth and class, distinct from the
men and women Of more varied af.
fairs. But some one will say, Us you
are so free with your criticism pray
give ns remedy for the evils you
have mentioned.
Here again must beg your indul-
genca. You know it is not every un-
mechanical hand, however effective it
may be in tearing down tolerably
laid wall, that can either handle the
trowel or mix the mortar with which
to relay it. With your leave, howcv-
or, will suggest few considera-
tions which, in my judgment, will
enlarge the influence and promote
the welfare Of the teacher.
And, in the first place, strive to
gain more knowledge. What is
meant by this is not the mere tech
meal information you derive from
textbooks. | would not be under
stood rs intimating that all the teach
crs in this county are not sufficient.
ly advanced to fill, creditably, their
positions in the technical branches
| which their certificates Of qualilica-
tons enumeratc. What | mean is,
all knowledge. A knowledge of
common, and some knowledge ofun-
common things. Perhaps i mis-
take the mission of the teacher, but
it is my conviction that the few
facts and theories which you may be
able TO furnish the minds of pul lis
while under your charge are but ~
small part OF what is to be derived
from your adaptation in the school
room. What Is wanted is, first that
scholars should be inspired with a
desire to know something; and then
be taught how and where to satisfy
their mental longings. To meet
these two last requirements the
teacher must necessarily be an
unceasing and tireless student.
Not alone student in books of sci
ence or literature, but seeker of
knowledge every where, and at all