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

I
stable, another firm and studious Here
the teacher finds himself in the midst o
a multitudinous progeny and he mus
take immediate measures to bring these
manifold traits of character into harmo
/ nious and healthy action. The differen:
necessities of each pupil must be looked
after, and the proper stimulus or anti
dote applied. The remedy that will do
in one case will fail in another; and in
order to give the true prescription, the
teacher must be somewhat acquainted
with Phrenology and Physiognomy 1t
may not be necessary to know what a
short and long nose meansl what big
and small eyes meant what large hands
and feet indicate; yet, he must deter
mine the character of the child, by the
expression of the face, by the actions,
and by the various variations in form
and position of the nose, eyes. lips, fore
head, aud ears. Some of my good friends
may be ready to sneer at, and speak con-
temptuously of the science of Phrenology
But l would kindly remind such that the
| science of astronomy In its infancy had
to contend with many like skeptics; and
even in this modern age, there may be
still few who laugh at the idea of the
rotundity of the earth, nevertheless, it is
a verify, and now fully established. Be-
fore we pass judgment in any matter
whatever, we should have a knowledge
of that whereof we judge, After some
| experience, suffer me to say, and frankly
too that the science of Phrenology is not
without application in the school-room.
! If teacher requires an adequate knowl-
edge of self and of his pupils, he is then
| in fair way for succeeding. 1t now
only remains for him to instill into the
very eristence OF each child love for
study. and for right; for toll is the price
of all knowledge, and character is better
than much gold. In teaching the chill
dren to love labor and revere the right,
| the attribute zeal is brought into exercise.
| Zeal in school-teaching, as in other
avocations, is of great weight and power.
| For zeal the model teacher sighs, for zeal
| he pants; for it he strives, he watches,
he prays. "But holdr' says one, sis there
not danger of having too much zeal, of
being over zealousY' In reply, 1 will
relate what the Indian said in reference
| to too much zeal. After hearing from
white man some structures on zeal, he
said, II don't know about having too
much zeal but think it is better that
the pot should boil over than not to boil
at ALL" l heartily concur with the red
man, and think the teacher had better
exercise too much zeal than too little
However, if his zeal be misdirected, or a
| zeal not according to knowledge, it will
be no more than sounding brass, or a
tinkling cymbal; yea, worse than no zeal
at all. The danger is not in the excess
of zeal, but in the misdirection The Jews
had a false religious zeal which led them
to try to extinguish the light of the world
by crucifying the Son of God. The
teacher may exercise blind zeal in the
use of the rod, and thereby, detract from
the proficiency of his school He may
have an over zeal toaplease his pupils,
and thus be the instigator of bad govern
ment in his school 1t is mistake to
think you can gain the favor of your
pupils by permitting them to do as they
please. They will show more respect and
reverence, if you correct them in the
proper way. Discretion should be asso-
ciated with zeal as a controller. Zeal
without discretion is strong-headed and
relentless; discretion without zeal is
slow paced and extremely scrupulous;
let, therefore, discretion reign in zeal,
and zeal spur on discretion.
Zeal and prudence are compatible, and
should go together. Permit me to illus
trate: Two ships were aground at Lon
don Bridge. The proprietors of one sent
for hundred horses, and pulled it to
pieces; the owners of the other, waited
for the tide, and with sail and rudder
directed it at pleasure. In the former
event we see an exhibition of zeal with
out prudence, and "a failure; in the later
event an exhibition of zeal with prudence,
and a success. We often see the teacher,
when perplexed by unruly boys, send
for rod and in passion he zealously
applies the oil of birch, and thus more
effectually alienates those whom he has |
failed to win by incentives, true. On |
the other hand, we see the model teacher |
waiting until his passion has subsidized |
and then, by applying prudently the
balm of Gilead, the oil of a gentler |
means, the offenders are brought to re-
pent in bitter tears, and express a greater |
love for their teacher than before. The |
teacher must not only exercise prudence |
with zeal, but it must be constant zeal. |
Society very soon puts its mark on the
teacher who is frivolous and unstable. |
We do not value an intermitting spring, !
as the one which never can be persuaded |
to dry up. We do not guide ourselves |
by the glow-worm, or by the fitful flame |
of the marsh lamp. But we look to the |
constant sun for light. Then, if a. teacher |
would be successful, and appreciated by |
community, he must let the fame of his |
enthusiasm burn and burn continually. |
To make life real and true we must be
active constantly; for, to live is not the
whole life The talents given must be
improved. Then, in the words of an
other
"Do with your might, do with your strength,
fill every golden hour!
The glorious privilege to do is mans most
noble dover.
o, to your birthright and yourselves to your
own souls be true!
A weary wretched life is theirs, who have no
work to do"
1t fails me to conclude without referring
to the most potent attribute, purpose
which, the exemplary teacher with all
his energy vainly tries his several goal to
reach He must have a purpose, and
that purpose must extend farther than
the mere accumulation of the dimes. 1t
is said of Pericles the Athenian orator,
that previous to his oratorical tour, he
prayed the gods that nothing might go
out of his mouth, while addressing the
people, but what would be to the pur-
pose What an example does this
heather set for the Christian teacher!
How much is uttered by public instruc-
tors, which is to no purpose whatever
except to fill up the hour If the model
teacher has any thing to say, he says it in
the fewest possible words. He has a
noble purpose, great and lofty aim in
giving proper instructions such as will
be practical, and of utility to the recipi-
ents. Our lives are given for employ
ment; our powers for activity. Then,
let these activities which are moving with
an electric impulse be not aimless; or
else the exertion will be fruitless. To /
illustrate: Not many years ago there
were two young men working in the
ShiD-Vard in Boston Each ono had q