The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1883-02-08

Gallandet. The life and work of al
these and many others whom | might
mention, are we'll worthy to be studied
by the teacher of the present day.
In the discussion Of this subject
shall attempt neither to limit nor par.
ticularize the qualifications of the
teacher, but speak Of them under the
three several heads of (1) Scholarship
| (2) Love Of the Work. (9 Personal
Character.
I. ScHoLARsHIP.-He who would
teach must know. He who would
know must study. He who would
study must have time and means
Unfortunately, of the latter, the ma
jority of common school teachers have
not an abundance; nor can they have
so long as they are so poorly rewarded
financially. It is defect in our gov
ernment and school provisions, nay, a
dishonor to them that the teacher
salary is so meager. His salary is
just about enough to supply the
teacher himself with the actual ne
cessities of life, and place few new
books in his library each year. Under
such circumstances he is debarred the
privilege Of educational advantages,
and the opportunity of studying and
qualifying himself for his work as he
ought. And when a teacher goes to
the expense of qualifying himself as
he feels that he ought, he can no Ion
ger remain teacher Of the common
school, for this very reason.
1t is not enough that the teacher
become master Of the branches he is
to teach. Of course a thorough
knowledge of these is the first requi-
site. But geography can be better
taught by the teacher who has a wide
range Of knowledge, extending over
the various subjects which are in any
way connected with this science.
Arithmetic will be more successfully
taught because Of the teachers being
well acquainted with the higher math-
ematics. Grammar will be none the
less interesting, | assure you, when
the teacher has gone beyond the lone
bare lands of grammar. itself, into
those fields Of literature where lie the
worth and beauty Of our language,
and there on every page, in every SEN
tence, has found represented those
principles upon which are based the
elements laid down in our textbooks
on grammar.
But there is result far above all
these. This higher education, this
going beyond the mere textbooks
which we are expected to teach. gives
an interest, delight. meaning to
tha.teacher's work, which can be Civ
en- in no other way. It opens up new
beauties in the work Of education. It
leads to higher thought and more ex-
alted views Of training the youth. It
better qualities the teacher in every
way to discharge the obligations Of
his responsible position.
May the time soon come when the
teachers salary shall be such that it
will enable him to take these advanced
grounds in his preparation for the no.
BILE work of teaching. When if he
shall not have the advantages of the
lengthy and more thorough course of
our best Colleges, he may at least
avail himself of the advantages of a
course in our best normal schools.
H. LOVE OF THE woRK-Every
thoughtful person knows that any
work cheerfully performed will do
much more good than the same work
done through an unwillingness, and
under a sort of drudg dgery. So the
teacher who loves his work will sue
ceed much better than the teacher
who does not. The fact is that the
teacher who loves his work is almost
invariably successful; whereas the
teacher who does not love his work is
a kind of continual failure. Sit at
yonr window and watch that teacher
as he passes by. His promptness. his
earnestness. his cheerful gait. and his
frequent merry song, all indicate that
he loves his work. Next year sit and
watch the new teacher as he passes
by. His lack Of promptness. his want
Of earnestness, his slow, Indifferent
gait, and his grum sour-krout look,
all tell, in forcible language, that he
does not love his work.
What an absurd thing, nay, rather
iniquitous, for one who has no heart
in this work to engage in it! Think
of it, fellow-teachers. Here is man
who is molding the character and des-
tiny of the youth Of our country; yet
he has neither care nor serious
thought about his work. How fool
ish! Is the mind Of the child. is the
soul Of youth so worthless thing.
that its training should be intrusted
to hands like these? No: A thou
sand times no. Mind is immortal
The training and the care Of it is the
most responsible work Of life. Why
should any one have an aversion to
the noblest work Of life? Evidently
there is no reason why he should aud
at the same time engage in it. There
is something morally and oonstitu-
tionally wrong with the teacher who
has this aversion for such noble
work. And first of all he should 60
about the work Of setting himself
right. Fellow teachers. we are dead
intellectually and morally, if we do
not look at this as a grand work, and
one superlatively worthy of our love.
Then having decided that this work is
worthy of our best efforts let as es-
TEEN it highly, and engage in it earn
estly and with love for it.
After the teacher has secured com
mendable scholarship. this love Of his
work will bring almost every other
qualification. Tt will make him con-
scientious. as every teacher ought to
be. For that one who has the child
Of another under his care, must have
the highest and tenderest regard for
it's treatment. It will make him earn
est, for the love of the work always
makes the worker earnest: It will
make him exact and thorough, for he
sees 5he beauty of exactness and thor