The Lambertville record. [volume] (Lambertville, N.J.) 1872-1968, 1875-10-06
MISCELLANY.
Selected for THE RECORD.
EDUCATION1L-NO. TX.

THE MISSION OF THE TEACHER.
In the sense in which would use the word
teaching is but an institution of yesterday,
without the age which gives dignity, or the
wealth of genius which gives lustre, to the
other professions. Not that pedagogy was
without great lights during the centuries Of
the past, but those lights were separated by
centuries, SO that society of intellect could
not be formed any general system produced
The teacher of to-day is in possession of a
few of the leading principles of eminent
writer's on education, pre-cmincnt among
them, Pestalozzi. For the rest he must de-
pend upon assiduous study and practice
When the world has settled principles by the
test of experience, he may rest on principles
SO fixed. When it speculates, he must in
quire and having learned established princi-
pies, or discovered new truths, his next solicit
tude must be how to impress those within his
influence with the value of knowledge, and
next to study the true method Of imparting
what he knows. Every teacher should under
stand that the progress of education compar-
ted with that of the other sciences must be
slow,--owing to the fact that in the others
man receives the benefits directly, and when
he has arrived at maturity, while education is
offered to the young, who cannot estimate its
value. Until a recent period education was
not thought of for the masses of the people,
Nor do the masses in some countries appreci-
ate it to-day. Indeed, we need not leave Our
own doors to find instances of the melancholy
apathy. Anything, everything, has its
friends and admirers. Let it be good or bad,
meritorious or meretricious, there are those
who witness. listen, and applaud. But there
is one institution in the land SO conspicuous
and accessible that little children find its road.
1t is the school-house-name as familiar as
homo or mother----.Who ia there 10 witness
the toiling little commonwealth? The teach
er. Who is there to encourage even the fore
most of our teachers, while life and health
and energy-everythin but love and zeal
are being wasted in nurturing the promises
of the next generation ? The Alma Mater
of the child cries; ; "Suaer little children to
come unto me > and the thoughtless selfish
world echoes &c suffer-"
\ To-day the power of the teacher is greater,
and the hope of success brighter Tran in any
period of the past. In our country alone the
army of teachers is 100000 strong, and the
number of children who are with them on the
march for knowledge is upwards of 1000, 900.
What host is here What mortal can rise
to vision of the social, moral, and physical
plane of the next generation? Let it be
,toJt hot ,;c hiul, of
duty, will discharge its trust, and the effect Of
our present labors upon the future is not to
be estimated. Everywhere around us are en-
couraging signs of progress.
In addressing ourselves as teachers to the
work before us, we find that we have IA two
fold duty to perform, viz: the physical and
moral requirements of the child The true
system of means and agencies must accom-
plish these ends !
Secure to the young such elementary train
ing as will fit them for the common offices of
ordinary life.
Secure to those who wish to apply them
selves to labor requiring skill, or TO nercan-
tile, professional, or public life, such cduca-
ton as will not hazard waste of time and
power -
Such as render it easy to turn to the best
account the resources of art and the practical
application of the sciences
Such as shall stimulate observation, inven-
tion and discovery, and so help to extend the
boundary of knowledge;
Such as shall secure a liberal and moral ed
| o,,1f tot bo
What is here laid down as the groundwork
of school instruction deserves the first
thought of every teacher. We have in these
five parts into which have DIVIDED school in
struction, regular union of principles which
constitute true system. 1t is impossible to
unite ON a method without fixing ON q system,
and hence we too often find teachers without
method and without system, ignoring the
one, and making an ostentatious display of
the other.
But the two must go together. The one is
the logical result of the other. Method with
out system makes a teacher mechanical
Method with system makes teacher. One
hand the union Of the two designs and Gre
ates.
Since the beginning of any work is the
most important part, and since children for
the most part begin their work of education.
in the school, let us as teachers learn to be-
gin our own work ON true system, and then
teach according to approved methods
shall now proceed to offer few sugges-
lions as regards the teachers dual relation to
his school, viz, as governor and as instructor.
| As governor Our true condition is that of
nature and whatever tends to turn us from
our true course lays us under the necessity of
discipline. Nature is from God and when
F! we are in accord with it, our conduct is called