The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1875-10-14
educational,
ID. III. FLETI, Editor.
The Teachers Responsibility.

! tor that having found block of fine
grained stone he seized upon it with
the most extravaganza demons tratlons
lof Joy, exclaiming that there was an
angel in the stone. And after weeks
and months of deep anxiety and pa
tient toll the angel which before was
clearly outlined in the mind Of the
artist was made manifest to the Wis
lion Of his friends. Thus it is with the
teacher. He deals with young and
plastic minds which readily receive
the impress Of either good or evil,
which impressions, however, are as
enduring as time, and lasting as
eternity. By patience and untiring
effort he guides the young mind COM
mitted to his care until it develops
into the whole souled, large-nearted
mar or woman who proves an orna-
ment to society, and blessing to
the race, or by carelessness and neg
llect the same mind becomes narrow
and deformed, and It's possessor a
curse to his generation AN object
Iof loathing and contempt
The teachers work is no easy task
which may be accomplished without
thought or exertion. He dearly earns
his honors. He surmounts great diff
fculties and accomplishes great good
only by the most persevering en-
deavors. Of all creatures man pos
sesses the least natural knowledge OF
, instinct, and infinitely the greatest
by CIVILIZATIONS. Without culture he
Iremains mere animal, with it he
may become "but little lower than
the angels"
i The teacher, then, occupies a po-
lsition marked out by the Creator
and one which is Of vital Importance
to the social body. To guide the
child is to guide the man. From
youth flows the aspirations and I'M
pulses, the hopes and expectations Of
ripper years. The harvest depends
on what we SOW, our lives on what
we love, the world or what we teach
1.-THE work which lies before the teach
err is to secure the steady and trlum-
plant march of the human mind IN
its acquisition Of truth. The mind
thirsting for knowledge, quickly re-
ceives the given portion, and che
teacher moIds and fashions the pu-
|pil according to his own ideas. But
the progress is not intellectual
merely. The moral nature must be
trained and taught. It the teacher
desires his pupils to become men and
women Of real worth, j their characters
must be laid In fortitude and strength
The teacher is to perfect the spirit
ual and moral as well as teach the
intellectual portion Of mans three
fold nature; he is to build noble
structure of beauty, truth and good
mess. When he labors to bring into
Operation all those faculties with
(which his pupiIs are endowed, and
to inspire by his own enthusiasm,
their young minds with love for
learning and a reverence for the
truths of science, and the beauties OF
literature, he wakes into action the
energies of living soul. He tunes
an instrument strung by the hand OF
God that will never cease to yield
harmonious sounds.
| When we remember all this we see
how important q position the teacher
occupies !; and yet how many enter
this noble profession poorly pre-
pared for the trust imposed re
gardless of everything but selt-im-
proyement or the remuneration
which it brings. Ministers, lawyers,
doctors, men Of business all have to