Frostburg mining journal. [volume] (Frostburg, Md.) 1871-1913, 1877-09-15
OUR CORRESPONDENCE.
Educational.


stitutions of learning both public and
private seem to be springing up as if by
magic, and the schoolmaster is decid-
edly abroad in this locality.
Next to the sarced desk there is no
spot on earth where more powerful
influence for good can be exerted
than in the schoolroom. There
the teacher is brought into di-
rect contact with youig minds
keenly susceptible to outward inhu-
ences, ready to be moulded like plas-
tic clay in the hands Of the potter o.
like the unstalned canvas, ready to re-
ceive on its surface "life-pictures,
heart-pictures, soul-pictnres." The
artists hand whose task it is to form
these impressions, has a delicate and
responsible charge. The vocation of
the teacher is not only to ask the ques-
tions found in the text book, but to i'm
part far different lessons. The torma-
tion of character is in his hands, and
the tie between the teacher and pupil
Is a sacred bond of Heaven own Gre
ating Alas, that it should ever be
lightly held, or rsdely served! In
the language of an eminent professor,
there seems to be peculiar hallucina-
tion in the mind of every American
in regard to teaching. This work, so
delicate, so momentous, so fraught
with responsibility, is entrusted, in
many cases, to the young aspirant af-
ter office, from personal motives with
out any regard to the fitness of the
party;-without considering that no
one should dare assume the charge of
young pupils, unless peculiarly quail
fed for the work. Only hild-heart
can ever influence and teach children.
1t is no less than desecraticn for any
one to assume the office from love OF
salary, or motives of convenience.
The system of teaching is never
thorough where the teacher does not
enter heart and soul into the work
We want enthusiasm in the calling;
without it, teaching is lifeless and me-
chanical and school duties become a
monotonous task, to which Hoods fa-
miliar verses might well be adapted -
"Work, work, work,
From weary chime TO chime;
And work, work, wcrk,
AS prisoners work for crimep
1t needs unlimited patience and
forbearance; it needs hopefulness, faith,
courage, devotion to the cause; it
needs large share of that charity
which is greater than faith or hope; it
needs a cultivated, we'll balanced
mind, an even temperament, ripe
experience. Can any say the stand
ard is too high, the qualifications too
many? If so, let him consider the
material on which the teacher is at
work. Look at the boys and girls
who come from our modern seminaries
of learning with more premiums in
their hand than ideas in their brains
With many, the "cramming system
has been successfully pursued, and a
long list of "ologies' and "isms" ap-
pear on reports while the intelligent
study of their mother-tongue is a
sealed book. How few are the cases
in which lessons of practical utility
are impressed on the mind in school
days! lessons which form the founda-
ton for career of usefulness in after
life.
The great object in teaching should
be the growth and development Of
the mental powers. The study o1
mathematics, for instance, tends tc
shape the mind into habits of exact
ness and system, and to develop its
reasoning powers. In the analysis
and construction of sentences the pu-
pill is learning to analyze and con-
struct thought, and consequently t,
think. We might multiply instances
ad anfnatatm to show that from the
simpler branches the most useful and
beautiful lessons can be drawn.
If time and space would permit we
could say much in praise of each
school in our mountain city; but each
one has, no doubt, in its advent beer
hailed with predictions of future sue
cess and well-merited praise. IT
seem, butjust that we should likewise
bespeak liberal patronage for the one
about to take its place in the ranks
1t is only necessary to mention th'
name of Miss Allie R. Hartzell-s
teacher whose qualifications are too
well known TO he enumerated here
We can give no higher praise
say that in the opinion many
she is emipsaly>-co 70 oe i, :
teachsa16 of youth W