The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1876-09-21
educational.
MEDITATTONs IN A soHOOLROOM.

LIS ldSJ leSSDn LOT the Jay AdO OCCH
studied and recited, the petty griev-
ances settled; the last echo Of a retreat
ing footstep had vani he'd from the
threshold and the fifty vacant seats stood
ranged before me ia perfect order and
precision far different from the fifty
restless mortals so lately their occupants.
After seating myself to enjoy the de-
lcious quiet, my thoughts wandered
forward to the unknown future and
back to the untOrgotten past. review
ed the short distance I had travelled, the
little had accomplished as teacher
and saw far off heights which | hoped
to reach. As thus I sat muslng, won
dered if all persons engaged IN the same
occupation were likewise burdened with
the trials and responsibilities which
seemed destined to 1ush upon me. The
circumstances in reference to the home
influences and surroundings with their
advantages and iindranccs ana surround-
ipes and the conduct of each pupil came
with distinctness to my mind and 1t,
seemed as If [ could almost read the
future intentions and course OF action In
each particular case, tie thought of
which brought feeling of satisfaction,
or rested like d heavy weight upon my
mind. [ thought of the bright eyed
merry hearted little Caroline, whose life
seemed all sunshine. her presence joy.
She was the pet OF the household, the
pride of the school; yet these
favored circumstances did not remove the
care and responsibility resting uponme.
Her future might not be all smiles and
caresses, vet for the opposite Of this she
was poorly prepared. There was another
not so attractive, but whose life would
bear the closest scrutiny. The more |
STUDIED her character, The closer | watch
ed her department. the more | apprecia-
ted her worth; the quiet una> sumIn0
Emlline, name indicative Or her Gfe,
she Was indeed energetic and indastri-
Gus. By the superficial observer she was
almost unnOiced and unknown; TO me
she SCENE d the realization Of childhood
excellence. My thoughts next rested on
a youth OF IS years yet characterized by
vices which manhu0d's strength could
scarcely overcome What could have
been the influence which produced such
unhappy results What would the tu-
ture reveal in life so tainted even IN
work ofreformation to begin? were ques-
tons which to me seemed of weighty
Significance. | was we'll aware that
society demands, men and women in the
true sense of the word Not persons OF
unbounded intellect and GWarted morals;
it exacts strength Of character as we'll as
depth of thought, u pure heart as we'll as
a great mind, and he who uuderta kes
the training OF he ore should not neg
leCt the other, this convincing myself
thar much Of the Mt ded work rested
upon me. There was s. i'll another VINO
at this time shared DO small part Of my
anxiety. His mother was an amiatle
and excellent woman, keenlJ Interested
in the welfare Of her son and self deVO-
ted TO him. Often did she relate her
solcItude concerning him. During one OF
our conversations she remarked hat
PhrenoIogists had predicted, even while
in infancy that this child would be re-
renowned either Tor good or e0iJ, and
although | never placed much confidence
in he teachings Of this profession yet in
this case they indeed seemed true. This
child possessed e strong physical constl-
tuition a keen intellect and an lndOmlta-
BILE QOiW. He could learn very easily
and was by 10 means deficient IN retel.
tive power, but he was inclined to be
both indOleuJ and mIschIevous, SO that
he needed constant oversight and on
this IS Oh former occasions | was led t"
acknowledge that Albert was the most
troublesome boy | ever knew Still /!
was we'll aware that his mind possessed
grand capacities for Improvement and
by proper care and culture IL hum could
be realized a noble manhood. On the
opposite of this did not dare 20 dwell.
lille thus medltatlng upon the condl-
IN of my pupils, | was led to consider
nv cgn wants and DEFICIENCIES and ques-
toned myself in regard to what should
be expected as a result of the faithful
teachers work; and then asked, Am
capable of fulfilling the requirements
Am | worthy the Important trust Com
mitted to my care? Do teachers as
class properly estimate the length and
breadth Of their position? Are they
loyal TO their chosen profession?
thought of the teachers work, his lntlu-
ence, and his reward. and never more
strongly was impressed that his labor
should be marked by kindness, self
denial AM conservation to the work.
Kind words can never ole is the teaching
of the beautiful hymn, dropped in the
great ocean Of human feeling, they vi
brate in gentle waves forever. They
fall like balm into the wounded heart
having a strange and eficacious power. l
do rot mean by the term kindness con-
tinual Tending aud caressing, but words
which spring from the heart, and acts
which conduce to the good, net merely
the qualification OF the recipient, serving
to awaken the latent sympathies of his
heart by assuring hlui there is one who
is deeply interested in his welfare and
adva ncement. The teachers influ-
ence is great, he need not say he will not
nYnrniSn II for he fnnsk From .eVerV