The Valley Virginian. [volume] (Staunton, Va.) 1865-1895, 1876-05-25
An Essay on Education.


| Our attention has been called to an Essay
read by Miss Virginia Paul. formerly a pupil
Teachers Institute, at Bridgewater, on the
25th of February last. There is so much Wig
orous thought and elevated sentiment inter-
spersed through the entire paper, and so little
of sophomorical pretension. that we lay it
before our readers, who, we doubt
not, will appreciate the production as much as
| we do. Miss Paul is the daughter OF Peter
Paul, Esq. Of Rockingham. and sister of Capt.
John Paul, Commonwealth Attorney for the
same county:
| What elements are necessary in order that
| teachers may be successful? We're it not for
the deep interest that | feel in our public
| schools, should not attempt 20 say anything
| upon the subject just mentioned, although |
| deem it such all Important one. There are
| many here to-day. who, know, could give lis
| far better ideas than I can, and hope they
will endcavor SO to GO. 4.
Teachers feel the need Of instruction, and
are always willing and ready to receive knowl-
edge-co,ne in what form it may can give
you nothing tlowery or beautiful, but shall try
to mention in as brief manner as possible the
principal elements n teacher should possess. in
order That he may be successful. may depart
Il little from the ordinary way of teaching and
follow more closely, if | can, Natures own
method, and il succeed in giving you only
one idea as to how we ought to teach, how we
ought to learn and how to work. shall feel
repaid for making the attempt. What is the
object of teaching? Is it not to cultivate the
faculties in their natural order? to draw forth
the human powers and to impart knowledge to
others? to educate and to receive instructions
ourselves? For in one sense the teacher is as
much of a student as the pupil. Our education
is never complete; the more we know, the
more the want to know and ought to know
The more earnestly do we seek the fountain of
knowledge and drink therefrom, refreshing
our thirst, and helping at the same time to
quench that OF others.
If, as | have said, this is the great object OF
teaching, we, us teachers, wish to learn the
best ways in which we may be successful IN
the life work before us. deem the first req
uisite adequate knowledge, without which. but
little can be accomplished. All that tie teach
er entleavors to impart will be obscure, partial,
hesitating and OH the whole a failure. Intel
lectual superiority-a thorough knowledge OF
the subjects taught, and an acquaintance with
many Others incidentally connected wththeln.
is demanded. Every topic under discussion
has kindred themes in the order of dependence
or natural order.
Then one text book is not enough to which
TO contine ourselves. We must consult every
author we possibly can, thus filing our minds
with useful information, and at the same time
imparting much that is valuable to those OF
Others We need not accept the opinions OF
any one man unless we find it a superior one.
We as rational beings, have a right to search
and investigate still farther, form our conclll-
sions, and thus simplifying and enlarging upon
D,f.,r 20
teacher must have order. Order is Heavens
first law-it must be ours. 1t is useless to
dwell on this point; all know its Importance.
Attention is as indispensable in class room us
is order, and becomes as much one OF the pow
ers Of the teacher as any that car be namets-
Some teachers have the happy faculty OF COM
handing both order and attention, While there
are others who cannot do this, but must cult
waite themselves in such waysas TO enable thehl
to control those under their care QuleIness
we may have in the school room at any time,
but absence of noise is not attention. Appear
ing to hear what teacher says is not atten-
ton. The pupils may stare into our faces u-
fill they look us out Of counten2nce; DuC All
this is not attention. Their thoughts may oe
as far from MS as the Andes are from the Rocky
Mountains comparatively speaking; neither is
it transitory attention to any one point, Wiilch
may happen to strike the fancy OF the cniid.-
Nor is it partial attention.. OUCH aLCeiIioil 40
this the teacher should not aim for Satlsfac-
tory attention must be given voluntarily, earh-
estly and steadily by each pupil during the
school recitation. The mind Of teacher and
child, dwelling upon the same point moving H.
the same direction, the pupil all the while
working out its own instruction. The teacher
can impart instruction, but the child must 10
the greater part of the work.
know of no way to gain attention better
than to keep the class actively employed.-
Give the child work enough to do, and never
do anv of it for them. They seldom have i'm
possibilities given them, and they will either
find way to perform the task Or will make
one, as says Bacon.
I have mentioned some Of the requisites OF
a teacher, and so hurry en- to the manner OF
imparting instruction to classes. l Know OF
no principles or rules so forcible and beneficial
to teachers. as those practiced and laid down by
one of the greatest teachers the world ever knew;
mean Pestolozzi, the true teacher; we ex-
claim unanimously in his praise: How beautl-
fnl and glorious was his life! Without seem
ING to have the thought Of fame, he worked
INCREASINGLY, and one would think unconcionsly
Fame came and now his is one OF the few, tile
immortal names that were not born to die
His example is so bright and shining, that no
one. think. who has the welfare OF the schools
at heart. can fail to cndeavor to walk i'll the
same path Of virtue, truth and goodness. His
nrincinles. if followed closely, as they are
more or less by every true teacher, cannot fail
TO make one successful. They are the laws OF
nature, self-eyident, and every one sees the