Vermont farmer. [volume] (Newport, Orleans County, Vt.) 1870-1877, 1875-05-21
For tho VERMONT FARMER.
Parents Relations to Schools. No. 10.

Aptness to teach is not always connected
with aptoess TO govern, but is equally desir.
able as a qualification for the important du-
ties our teachers have TO perform. Ability
to teach we'll implies the power to interest
and fix the attention Of the pupil or class
the power to illustrate and apply principles
the power to read character, so as to be able
to adapt instruction to the varying capaci-
ties and dispositions Of different pupils and
the discretion TO know what to teach, and
how much to teach
Aptness TO teach does not necessarily i'm
ply the highest order of scholarships, nor
the largest ability to understand and explain
given lesson but the power to inspire,
guide, and control the pupils in self.culture,
and in the obtainment of knowledge by their
own earnest application.
School trustees should spare no pains 10
the selection Of teachers for their schools, TO
6nd those who possess these peculiar gifts.
Energy Of character, or what is appropri-
ately called "snap" is necessary quai6ca-
tion for the good teacher. One lire teacher
is worth score of dead ones. He will ac-
complish much more work; and his presence
and influence are inspiring, not only in the
school room, but in the homes of the chill
dren and by the way. A live teacher
makes live school, and awakens new in.
terest in the cause of popular education in
the community where he resides. This vital
energy of which l speak enlivens his whole
being. 1t is seen in the elasticity Of his
steps, and in his animated conversation. 1t
flashes from his eyes, and streams from his
fingers, as the red current of life courses
rapidly through his veins, propelled by
heart, every fibre of which throbs with SYM
pathetic emotion, and lively interest in the
work in which he is engaged. Energy is
essential to success in any enterprise, and
especially in the difficult and important
work Of managing and teaching school.
And the teacher of our children should
have a well-balanced and highly cultivated
mind. The man or woman Of zone idea,"
the mere visionary Of executive habits, should
never be tolerated in the school room. Such
person has distorted views of life and false
principles Of action and is an unsafe exem-
plar and guide Of youth. The educator, above
all men, should have a social mind, n clear
judgment, and a comprehensive knowledge
of men and things. All his mental faculties
should be fully developed, and in harmonious
action; and this implies not only soundness,
but culture. And that culture should be
liberal. 1t is not enough that our teachers
understand merely the branches to be taught
in our schools; they should be intellectual
men and women, who have the power of
systematic thought the power to analyze,
classify, and reason; and the power to em-
ploy their varied culture and attainme nts in
the business and duties of practical life.
Such teachers only are well furnished for
their work and such only should be regard
ed as suitable candidates for the high Office
which they are called to fill. What have
said as to the desirableness Of general culture
is indispensable, and must always be accom-
panied by thorough knowledge of the pri.
mary branches. PARENs.