Martinsburg herald. [volume] (Martinsburg, W. Va.) 1881-1920, 1884-11-15
EDUCATIONAL.
[This column is In charge of County Supt. s..
L. Dodd. Reports OF schools, educational arti-
EXAMPLE,.


1t is common thing to hear
teachers complain that the pupils do
not follow their example, and they
therefore conclude that they have
but little influence. This is apt to
be the case with young teachers and
others over anxious to do good. In
patience IS undoubtedly the cause OF
this trouble on the part Of the teach
er. He is daily before the pupils as
an object lesson 10 morality, gentili-
ty and studious habits, using good
English and pronouncing his words
correctly. 1t is true, that one may
not see any rapid change in pupils
conduct when good example is set
before him, but 1t must be remem-
bered that a child's habits are a for
nation of character, are growth,
and growth is not instantaneous -
A teachers example is not without
effect, be it good or bad, and every
one has an influence. Observation
has taught US this.
A teacher once visited a school of
another teacher who had formerly
been a pupil of the visitor. He was
struck with the sameness of the
methods by which this teacher
taught as compared with his former
methods. The manner of calling
classes, conducting recitations, dis
missing the pupils-so much was
like himself. He was duplicated
He felt uneasy, and hastily retro
spected his pedagogical career and
realized how much he taught when
he was not teaching, that is, by ex-
ample. Stopping with a clever old
gentleman once it was noticed that
in correcting some small children he
scolded them by saying, "Be you."
Upon inquiry it was ascertained
that his old scho0lmastern spoke
thus to his pupils. The teacher had
died long ago, but his habits were
still living.
Children use their teachers name
in conversation more than any other,
perhaps; especially as authority on
sundry topics. He is Webster in
photography, a Bancroft in history,
a Spencer in writing and authority
in general. 1t is just as the teacher
says: il he says fractions are no
account" the boy is apt to think so
too. This may not often happen
about the fractions, but in one in.
stance the writer knows it was only
9" too true.o A teacher once said
indictment for indictment, and the
school not being advanced, all said
the same. But tits not necessary to
multiply instances.
A teacher is before his pupils six
or seven hours day, and the eyes
of all the pupils are upon him. His
actions, speeches, frown, scolding,
approvals, smiles, and all, are in the
minds of pupils more than that of
any other person. Children are
taught at home as we'll as at school
to follow the example of their SUI,
periOrs. How can they help imita-
ting their teacher in very many
things! Habits are copied and be-
come custom, and customs become
character. From the very nature Of
things there can be no association
of material things without an intiu-
ence one upon the other. The bould-
er sinks into the earth and leaves its
impression wherever it lies.
In the pre-history ages the winds
bent the reeds and the leaves were
driven before the blast, but the
tickle leaves and the reeds have be.
come part of the eternal hills. By
being an associate with the elements
the leaves left their Impress upon
the rocks in their formation, and
are now seen there in beauty and
relief. In our great coal fields these
facts are common, and fine speci
mems of fern-leafed rocks can bt
easily obtained.
The plastic mind Of youth yields
to the moulding influence of teacher
and impressions are made more dur
able than time. 1t is worthy of con
sideration by every teacher that be
teaches by example, whether intend
ing 1t or not. And further, that the
effect of an example once set Cal
cf3esp Nacoer Sils{ ~.
aoo ooa oa ala saeeA ard .
is vith OTHERS
W