The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1885-12-25
POTPOURRI PAPERS.
By FRANCIS L. RAwsoN.
lSixM Paper.l

In our last pot. AS we furnished COM
plete paper on the pupil, however, it is
only justice to all that we now point TO
the teacher as subject matter. The fact
that most of our readers are aware that
We are by profession music teacher
would cause us to write from our con-
victions rather than from any compare
son and, moreover, we say without
hesitation that we can not lay claim to
all the qualifications that we may see
proper to ask of the music teacher. The
ideal music teacher should possess wis
dom, knowledge Of mind, body and soul
breadth and strength of character hon.
esty of purpose, largeness of soul, and
be familiar with the possibilities of the
race, far above the ordinary man. But.
more definitely speaking, some qualifi-
cations of the teacher may be enumerat-
ed, some faults mentioned and sugges-
tons offered. The music teacher should
have good general education, then
special preparation for his work that is,
he should have requisite knowledge of
the science ne would teach, and be able
to give a good example in the art.
Less than this will endanger the pupil,
and subject the teacher to the criticism
and disrespect, not to say contempt, of
the educated. While it might be de-
sirable and be sustained in argument
that all teachers should have thorough
musical education, be able to sing and play
artistically, yet the existing state of
things will not allow it. No one can
teach a class in the public school so we'll
as the regular teacher, for when the
vast number of schools in the United
States is considered, and add TO that
army of school teachers the class and
private teachers all over the country,
and consider that aaoaO the pupils in these
schools are needing instructions, it will
be evident that from the ranks must be
taken the leaders," This does not
make undesirable or less obligatory
musical collegiate and professional train
ing in fact, the more of the right kind
of such work the better But the ext
gency of the times requires it. Expert
ence has proven that, with proper divid-
ing by competent supervisors, the aver
age school teacher will do excellent
work in music teaching. There is no
reason why the music teacher should
not only be an artist, but philosopher
as well. His knowledge Of ho,O to teach
is of the utmost importance. Without
experience in teaching it is evident he
cannot become master. Still knowl-
edge of the laws of mind and method in
teaching are imperative. In this matter
he must CLEAN from philosophy, his
own experience and the experience of
others. His egotism should never get
in his way ; but from the valley of hui
initiation, with its fertile soil, he should
gather from teachers institutes, profess
sional readings and wherever the good
sense and experience of others has placed
for exchange such seed as will spring in
to vigorous life and bear the most per-
feet fruit. He must not forget that he
is not a mere idealistic being to be fed
with fiattery and fulsome praise, for
which he gives in return self-conceit.
crankiness and entire depreciation of
the ability or success of others but is a
man, among men. He must be an anvil
as well as hammer must acknowl-
edge that he has duties to others, and
obligations resting upon him which it is
his bounden duty to discharge must
look at things just as they are, accept
the situation, and manage the elements
under his control to the greatest profit
of his pupils, Gods glory and his own
best interests. There is class of NOR
bidly sensitive, selfish, intolerant and
jealous teachers, of which you all have,
doubtless, seen examples, who lock on
ly at pecuniary profit, who consider any
criticism direct stab at their life, or
failure to particularly notice them or
their method as evidence that they are
far above the common herd, and who by
persistence in such course become
gnarly, hard, unyielding and impervious
to all the softening influences which the
great heart of humanity would bestow
upon them. Contrast with them the
whole-souled, good-na-
tured teacher, who, while just as anxious
to succeed, yet respects the ability and
rights of others is not afraid to con-
verse freely, lest his knowledge may
be stolen is willing always to lend as
sistance; whose personal magnetism |
is such that he inspires courage, prevents
dependency, makes everything look
shows his pupils That they do
not improve by accretion, but by q
healthy organic growth, which has its
condition of nutrition in the shape of
long continued regular and systematic
practice, &C., &c. that their discourage
ments are but evidences of their humani-
ty, and, with sunshine all about him,
points out the way for his pupils, and by
word, look and motion leads them on in
happiness to the reward at the top of |
he hill difficulty. This suggests that
there is, besides knowledge of music
and ability as an artist, in addition to
knowledge and use of methods, uses of
music, habits of people, and even large
a something, cali it personal
psychological power, man
ler or what you may, which seems to
stand above all the rest and to substitute
he teachers power. It may defy analy-
lis, yet the pupils feel it as certainly as
hey do the heat from the fire. We
lave seen in a teachers training school,
pupil with superior knowledge placed
/ charge of class for term Of weeks,
md make an absolute failure, both in
eaching and governing. The next week
! frail, modest little girl. whom you
would not suspect as having particle
If force, took charge of the school. As
f by magic, the registering, ugly disposi-
ional and uncomfortable boys and girls
# last week were transformed into meek,
ractable and studious beings 1t seems
0 us that the problem is susceptible of
olution, and requires only appreciation |
# its power, desire to have it, and cor
effort to secure its possession.
seems to be rooted in the affections, |
a real love for humanity and desire TO /
10 good. Then, as conditions of growth, |
! requires a recognition of the rights oil
theirs, that their natural rights, abilities
nd feelings are quite as good as our |
wn; belief that there is good enough