The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1877-02-01
8 IS 56o}ra )23G )o1De1 {,
d. II. FLETT, Editor :.
ABILITY TO TEACH.


acquiring knowledge is not always &C
companied by an equal power of i'm
parting it. But it is also true that those
who have the true zeal for knowledge,
who are themselves constantly seeking
to acquire are, other things being equal,
best fitted to impart this knowledge to
others, and to inspire their minds with
a love for learning. Conscious OF the
many difficulties that have met them
on the rugged path which they them
selves have climbed, they are patient
with the young pupil, and feel no sur
prise or disgust at the slOWness with
which difficult truths find their way
into his mind.
With all the natural abilities for
teaching there must be q proper cult
walton and improvement that will en-
able it's possessor to reach the highest
rank, and hence there are necessarily
MANY duties which teacher is called
upon to perform, remembering that sue
cess in this particular occupation, as
well as in every other, generally bears
q direct proportion to the eXertlOnS we
make: and if we aim at nothing we
shall certainly achieve nothing. 1t we
would witness in our pupils a de-
light in the acquisition of knowledge
we must eyince a high appreciation of
the same. If we expect them to work
with all their might and main, we must
One object of the teacher should be to
become acquainted with the natural
bent and capacity of each pupil, and
either to fit him for that sphere OF ac-
ton which seems best adapted to his
native inclination, or by an early and
thorough diversion of his faculties in a
different direction, to remOld the mind
to some extent, to develop new powers
and to fit for such other'part in life as
circumstances may render desirable.
Great is the responsibility, weighty the
mission of those whose task it is to as
sist in forming and directing for future
good or i'll, those into whose hands is
placed the plastic mind of childhood to
be fashioned and nodded to the form
in which it shall harden and put on the
dXed and distinct outlines of maturity
Another object Of the teacher should
be to infame the mind with love OF
knowledge, and a passionate desire tC
seek and find truth; to impress the
student with the idea that one chief
object of existence is self-culture, tC
furnish him with the requisite training
for that great discipline which shall
continue on through life, a key that
will open to its possessor the bOundless
treasures of knowledge. Man has the
tight of sovereign reason to guide his
footsteps. By that light he is enabled
to "loOk before and after" and tC
take advantage to some extent of the
laws by which he is conditioned. Otter
obscured by the thick fogs of ignor
ance and prejudice, its glimmerine
rays only lead aStray. 1t is for the
teacher to aid i'll kindling this light in
to clear flame, that it may become 6
guiding star to place before the youth
full mind objects worthy of its ambi
ti0n and to keep ever prominent the
idea that there is something better
than riches, nobler than notority, more
desirable than the insignia of office OF
the glittering regalia of wealth.
fountain of fresh and perpetual de-
light in the possession of disciplined
and Well-balanced mind.
Again, the teacher should so impress
The mind that W it'll the education re.
ceived from books there should be such
well defined traits of character as
mark the true lady or gentleman.
Some say this is to be taught by the
parent. Not by the parent alone the
teacher also has a duty to perform. II
is our duty to teach our pupils that
something more is meant than the at
tention to habitual forms, gifts of
mind or the elegance Of person. They
should be taught that good manners
originate in good sense, and that these
constitute the most valuable of earthly
possessions. 1t lisa most important
duty to communicate to pupils those
acquisitions, accomplishments and
PRINCIPLES which will fit them to taLa