The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1875-12-16
TEACHERS RESPoNsIBILlTY.

ia relation to what teachers mean by the
phrase ''teachers Response bility," and the
opinion Of the writer in relation to their
responsibility. The writer, Larry McMalnus'
speaking of what teachers think Of then
responsibility says mo doubt they THINK
they are responsible for something more
than the faithful performance Of their dnty
as teachers"
In this we can not agree with Larry Nc
Manus. We believe that bnS few teachers
have due appreciation of their duties and
consequently fail to comprehend thelr re-
sponsibiIities. We believe they often have
mistaken notions Of their responsibilities
and that their mistaken notions often oper-
ate to their detriment as teachers. And
more We think thai some writer's and
speakers on education sometimes exaggerate
the responsibilities of teachers as much fol
exaggeratirg or enhancing the amount OF
teachers compensatio1s as to beget within
them a realizing sense of their true RESPONSE
bilities.
In speaking of the responsibility OF teach
ers we can not do better than to commence
with the case furnished by Larry McManus.
He is acquainted with parents who swear
and 5laspheme habitually, use immodest
Language, and calumniate their nelghbors in
presence of their children, and these chill
dren are sent to school with an oath, lie,
or some obscene word upon their polluted
tongues, and quid Of tobacco in their foul
mouths. After thus stating the case he
asks Is teacher responsible for the moral
training of such children?
We answer, yes, in part. He says, those
parents poar into the ears of their tender
offspring the poison Of sin, and at the age Of
five or six years they are beyond the infu-
ence of the teacher and can never be reclaim
ed at school.
We now have at school children of the age
Of five or six years, brought up under the
influences aud possessing the characteristics
as above described by Larry McManus.
What is the duty of the teacher in relation
to them The children are bad, but not
altogether bad. They have some redeeming
qualities What are these qualities and can
the teacher reach them Here the teacher
is on trial. Here the first essential of good
teacher is called into requisition-the exer-
else of loving kindness. These children need
TO be taught good manners as we'll as the
letters--to be taught how to be mannery
as well as low to read. The double need o.
the children devolves upon the teacher a
double duty and responsibility. Is the
teacher capable of Gischarging the double
duty and double responsibility? A majority
of teachers we think are not. A few may
be, and all ought to be. That is: AL ought
to be capable of teaching good manners.
and requiring these children to be mannerly
at school. How far these children may be
reclaimed by the teaching at school will
depend upon the relative force of the warning
elements to work-the good teaching a.
school and the bad teaching al home. Few
parents are so vicious but that they would
rather their children would be mannerly
and moral than unmannerly aud immoral.
And few would oppose the teaching of
their children good manners and good NOR
ais in school. Besides such parents could
seldom or never control the teacher.
The teachers duty is to labor faithfully to
good and the good of she school. For, it is
In school, IN this respect, as it is every where
else Where one member suffers all suffer.
And such is equally the cas- in the commu-
nifty and in the state, as IN the school {:
Where ole suffers ell suffer.
The extent to which such children can be
reclaimed in school will depend much upon
the ability and qualification of the teacher.
By the exercise of loving kindness, the teach
er must be able to reach and make an inn
preston upon the affections of the children.
To do this the teacher must have love for
ehiIdren-a love and an aptness for teach
ing. These are the first essentials of good
teacher, and without them no one can be-
come a coed teacher. With them a teacher
can do much to reclaim some children az
bad as even those with whom Larry Nc
Manus is acquainted. When the affections
of such children are reached, and they find
out, for the first perhaps, that they have
affections, the teacher can sometimes make
impressions for good as lasting as life-per
haps as lasting as eternity. Therefore lei
no teachers, unless it be such as cannot ex
ercise loving kindness, who have no love fol
children, no love for teaching, no aptness tc
teach, dispair of doing something to reclaim
bad children who may become their scholars
by their perseveriDg labors for their good
in the faithful discharge of their duties.
We hope the communication of Larry
McManus and these remarks of ours MAY
be the means of calling out writer's who cal
do the subject better justice than we can
And If such should be the case We hope wri