The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1881-12-16
1 FEF WORDS TO TEACHERS.
RYW. VS..

4 FEW WORDS TO TEACHERS.
W.W.s.
The influence Of the training of the
child upon the character of the man is
never fully known. necessarily and
quietly there is q power exerting itself
upon the frolicsome youth, who il
seemingly unconscious of the worlds
great on-going.
The result Of this youthful impress.
whether for good or bad, the future can
only reveal. Although the past, the
great teacher for the future, LAYS before
us the record of successes and failures,
and the courses pursued for each, the
succeeding age plods on, Indifferent to
the warning.
Where shall the remedy be applied
which shall tend to raise and more en-
nance the condition of mankind? In
youth, when we are plant to the lnflu-
ences Of others. AS the sapling Of the
forest is bent with but little effort, so is
the youth flexible and subseryient to
the agencies which work upon him to
the instruction of the teacher. And
far more than we are aware does the
teacher mould the future of the nation.
| Each being, when viewed alone, forms
an insignificant part of our national
whole; nevertheless the character of
our state or nation Is the character of
its Individual parts.
Then as we select with care and care
fully prepare the material that the
structure that is to stand and glorify
the past in the. sight of the future, or
as the wise builder lays the foundation
and builds the superstructure Of the
mighty bridge that is to stand above
the maddened waves and bid defiance
to their threats and bear the burden of
the coming years, care should be ever
exercised in building anew and adding
to the superstructure Of our national
greatness by looking with solicitude to
the well-being of the individual mem
bers.
1t has been well said that the young
should be taught that which will be of
value to them when they become
men,"
The question may arise, what are
those essentials to our future success
1 This each one is able to decide for him.
lself by best knowing himself. 1t is
true that discipline is an invaluable &C
/ cession to the culture and the advance
ment Of the man. Indeed life is but
discipline and its necessary results, but
that it can not be gained and coupled
with immediate practical knowledge,
| hope that none will be so unreasonable
as to assert. The object Of our school:
is training or discipline, and in then
| let us use the best methods and appli
ances. We will not attempt to teal
:. down the fabric which so many wears
Of careful study and judicious manage
ment have formed, but will supplement
| 1t with that which experience and thu
test of years have found worthy ani
competent.
/ In both the lower and higher grades
| Of schools, and especially the lower
the teacher who is live and active anG
| who is eager for success, will find nu
merous opportunities for the introduc
| ton Of something novel and attractive
thus varying the monotonous routine
| of the day. Various plans are resorted
to to make the school-room cheerful
i and pleasant and to add interest to the
tedious scene. Whenever an occasion
permits, the shades Of dependency
and gloom should be removed and the
rays of CHEEKY sunlight should fit
1 across the room. Let not the effect be
only temporary, but let it be lasting
and wholesome, and not such as to
poison the result Of other training, but
add materially to the mental and moral
growth. There should be kept before
the mind of the pupil the idea that
truth and right are better than culture
alone, than earthly power and position
that purity in thought, language and
purpose should ever be the aim, That
the impure man, young or old, poisons
/ the society in which he moves, and the
/ impure scholar the same the school of
which he is q member; he is moral
ulcer, plague, among his companions.
| The scholar needs should be taught
to be unselfish and to care for the COM
forts and feelings Of others; to be
polite, genuine, noble and manly; to
revere the aged and all sacred things i:
to be attentive and of diligent applica-
ton; to be self-reliant and self-sustain-
ing; to be industrious at all times; to
be himself, genuine and without var,
nish, rejecting the light of his inward
self. All should be taught that labor is
honorable and that idleness is despised /:
| that the life of the parasite is most
ignoble and debasing; that each man
must in fact, be his own servant and
his own master: that Honor clad in
rags awaits a reward unmerited by I'M
just Ambition, though heralded by for
tune or attended by the liveries of
King Riches. 1t is true that the char
acter of him who instructs is a most
impressive teacher. But the mission
is too great, and the student, like the
fruit upon the wall, ripens imperfectly
or one-sided. Where shall we 60 for
aid? TO the casket filled with the
pearls of the great authors. Place
your wise selections before them to be
committed-both the thought and its
authors name. The teacher should
have store of them at all times ready
for presentation.
Better train the student by indelibly
fixing notices on the heart than by
sticking them upon the wall, thus coup
ling discipline with moral advance
ment.
A part Of the time could with profit
be set apart for such exercise, and the
value will be appreciated in after years.
Space will permit a presentation of
but few Of the many gems of thought
that might with profit be committed
and recited in the school-room:
Education is the cheap defense of nations
| Burke.
Occasion may be the bugle call that summons an
army to battle but the blast Of the bugle never
make soldiers nor win battles
Garfield
"A little learning is dangerous thing,
Drink deep, or taste not the Perian spring y
--Pnna