Phillipsburg herald. [volume] (Phillipsburg, Kan.) 1882-1905, 1884-10-23
EXAMPLE.
D. C. ARNOLD,

It Is a common thing to hear teachers
COM Tain hat the pupils do not follow
q cir example, and they therefore con-
clude that they have bat little influences
'lhi> is apt 10 be the case with young
teachers and Others over anxious 20 DIS
good. impotence Is undoubtedly tho
cause of this truuble ON the part of tha
teacher. He's daily before she pupils
as All object les' on in morality, gentili-
" and stud Gus habits. using good
Engli and pronOUucing his words
correctly. It is true that one may nOs
see any rapid change in q pupil cone
duct when q good example is set before
him, but It must be remember ed that q
chlld's habits and formation of charac-
ter Al a growth. aud growth is not in
Simultaneous A teachers example lie
not without effecr, be il gOnd or bad,
and every one has an influence. OBJ
ssrv alton has .taug ht u this.
tea her once visited a school Cf
another teacher " no formerly had been
q pupil at the visitor. He was struck
with the samene>s OF the methods by
which rhis teacher taught a. compared
wi. his former methods. The manner
of calling classes, conducting Iecits-
Liuns, Diminishing pupils SD much was
felt uneasy, and hastily retrosI ected
his pedagogical ca eer and rea lied
how much he taught when he was not
teachh z, nat l., bN example, Stop
ping with 81 C'rvrr old gentleman once
it Was motto, Il that in correcting soma
small children he scOlded T. EN- by say
ing. ''Be IOu, III on inquiry it was
aScertail ed that his ''old kchOOlmRster7 ~
spoke thus to his pupils. The tee, her
lad d ed long ago, but his habits were
still living
Children use their teachers nsme IN
conversation MOI than any other, geT-
haps; e-ps C ally a. authority on sundrY
TOPICS. lie is a Webster in orthogra-
ply, Bancro.t in List"Ty, q Spencer
wiring, aid authority IL General.
Il Is just rs The teacher says; il he says
liner ling instead of inteI esting, the
pupils do; if he says fractions aie NO
account - the boy IS apt 10 Think so too
Thu MAY no. ut en- happen about the
fracliUl 5, but in one Instance EE8 writer
ku"ws that il was only ''tOo tESe :" A
Teacher once said ind ckment for in
GIciment, and the school not being adj
vauceC, all said The same. But 1t Is not
necessary to multiply instances.
A tearher il before his pupils six or
set en- hours a d y and the eyes Of GlL
the pupils are upon him. His &C IONS
speech, frOwnS, -cOldIng, apprOvalss
mics, a. d ali. are in The minds Of Pu-
pills MR. than that OF any other person
I midi en- are taught a. b, me as well a.
at school 10 follow the example Of their
SUI errors. How can they help initial
ing rht IT, teacher Ia very many things5
Habits are cnpied and become CUSTOM
and custom becomes character. From
the very nature Of things there can be
no association OF N ,terial things with
Oui an influence one upon tie Other.
| The boulder sinks into the earth and
/ leaves It's i'm Fe~siUn whel ever IL lies d.
The plas ic mind Of youth y elds 30
the mould no influence of The teacher
and impl essi,.ns are made more durable
than time. II is worthy of cousiderat-
/ ion by every Re che that he teaches by
example. wire her intending 10 or not
And iurlher. that the effect of an e1-
ample once SET can ue' er wholly be
/ Iblitersted. How careful a teacher
/ should be in the sch, ol-rOom. on tho
/ street, AID In his social intercourse
with Uthsrsl