Yorkville enquirer. [volume] (Yorkville, S.C.) 1855-2006, 1877-09-13
S}lisfeIlanepns &eadiua,
THE PROVINCE OF THE TEACHER.

MlsfeMa1enms 4faa1n9.
THE PROVINCE OF THE TEACHER.
An Address delivered by w. A. M. Plexico, al
Gains Spring, on the occasion of picnic, Au'
gust 25, 1877. "
LADIES AND GENTLEMEN :-Perhaps you
may deem it presumption in me to offer an
address upon the province of the Teacher,
especially in the very presence Of one to whom
sustain the relation of pupil. But deeming
it an honor to be in any way noticed BY you
or him, I shall bespeak your kind considera'
tion of what I may have to say.
1t requires great wisdom and industry to
rear a common building, and it requires more
to build fine house; but my friends the
greastest and noblest work is that Of endow.
ing man with his proper qualifications, some
of which are piety, justice and all kinds Of
honest and worthy actions. The teacher is
said to be abroad, and we are all pupils
Who is our teacher upon the earth? Is il
our father, or our mother, or is it the world
1 would feign say that the world is, to some
extent, the instructor of man. In vain do !
attempt to describe the teacher. What are
bis limits Are they to the sea2 Are they
across the ocean; or do they extend to the end
of the earth tell you, my friends, the
limits are the boundaries of the mind itself
The question might be asked, Chow far is
that?" There can be no definite answer given,
seeing God has given greater mental faculties
to one man than to another. The term teach.
or is generic term, meaning to instruct-to
give knowledge to. 1t takes its origin from
the Latin word magister, which means master
of school or teacher. To be successful
teacher, you must acquaint yourself with the
rudiments of the different languages, and dive
below the surface if you ever bring to light
the hidden treasure.
The qualifications of the teacher may be
embraced under three heads. First-That be
be able to do what he proposes. Secondly
That bis method should be correct. Third.
ly-Thst he be of pure character.
First-That he be able to do what he pro.
poses. In order to do this, he must have a
knowledge of the subject which he proposes
to teach. We say, then, to be a good teacher,
be must be thorough; no one will doubt that.
1t is very common to find or meet up with a
mechanic who does not understand the princi.
pies of his art; so with many teachers. 1t is
with great deal of truth and force that
Pope says
"a little education is dangerous thing;
Drink Deep or taste not the Pierian spring."
My friends, a smattering of knowledge will
not do. Now, the question comes up, what
kind of knowledge must man have? Is it
any form of words? Now suppose 1 had my
faith pinned down to text books, and l
chanced to come in contact with we'll edu.
Gated man, who should ask me question in
volving the same principles as those contained
in the book, but not in the same form of words.
Mhu I mould lo0.k-at- -tha uaan-;n- narfaat- -as.
tonishment and say, "that isn't in the book
that studied. 1 don't know that" So then,
my friends, we see that mere form of words
will not do. What will ? Is it the relation,
whether of cause or effect, which one word
bears to another? The latter is the PROPOSE.
ton that I maintain.
Secondly-That his method sheuld be cor
rect. The business of teacher is strictly to
convey knowledge to mind yet growing and
unoccupied. To do this, we say, requires that
his instructions should convince the mind at
once. 1t requires time and great deal. Of
thought and reasoning to acquire an educa-
ton. Therefore, the teacher should reason
with the pupil and get him to thinking. A
great many teachers think if the pupil re-
cites all the rules and notes in grammar,
that he is master of it. But I tell you, my
friends, as I have tried to show you, that is
sad mistake. He has only learned to repeat
and not to analyze. #a..t.- r-
What is the first question of every inquisi.
tive pupil7 Why? Whys If this ques-
ton be not properly answered, it not only i'm.
plies the ignorance of the teacher and leaves
the truth doubtful, but implants wrong ideas
into the minds of the pupil. If We would ex.
plain the nature Of a watch, it will not be
sufficient to show the outside and the move
ment of the hands; but we must open it and
exhibit, piece by piece, the use and relation
of all the machinery.
Thirdly-That he be of a pure character.
He should be an honorable, and a truthful
man, as he comes in next to the mother. The
mother is the first teacher, for as soon as the
child begins to talk it is learning, and it is
catching at everything, whether good or evil
A word here to the old gentlemen. You
who have daughters, and wish them to be an
ornament to society, or even wish to add any.
thing to society, should educate them. Edu.
cate them, and you give them what cannot be
taken from them. We are born with facul.
ties-powers capable of almostIanything-
such, at least, as would carry us farther than
can be easily imagined; but it is only the ex'
ercise of those powers which gives US ability
and skill in any department of science or art
For instance, take dancing master or mu'
scian; the feet of dancing master, and the
fingers of musician fall, as it were, natural
ly, without thought or pains, into regular and
admirable motion. As it is in the body, so il
is in the mind practice makes perfect. You
see, my friends, that there are great response