Sword and shield. (Clinton, Miss.) 1885-1888, 1885-02-07
PUBLIC SCHOOLS.
NO. II.
THE TEACHER.

THE 1EAChEhs
It is automatic, that the teacher
makes the school. Buildings, fur
niture, maps, charts, books, and pu-
pills. too, may all be in place; but
without the teacher, there is no
school. Simply to ask text book
questions and receive textbook an
swers is not the sole WerEs nor even
the most importau. work Of the
teacher. Scholarship, though es-
sential. is not .he only requisite
qualification oi the teacher. Many
eminent scholars are very poor
teachers: while, on the other hand,
MANY men of comparatively limited
attainments are excellent teachers.
Yet it may be we'll to state that lg-
norance does not increase ones
teaching ability, and that selfcon
ceif. an invariabie concomitant OF
ignorance, is rather an impedlment
than a help.
A love of ones work is an esse II
tial element of success in any voca-
ton of life. People who teach be
cause they must, seldom accomplish
satisfactory results. The teacher
who expects to abandon the school
room so soon as preparation has
been made and means procured Tor
some other vocation, or tor matrl-
mony, lacks interest in the work,
and longs for the time to come when
it can be given up; and the natural
consequence is, that but little good
is effected.
The Office of the teacher is not
merely to aid the pupil is acquiring
knowledge with the two-fold pur-
pose of storing up useful informa-
ton and promoting mental discip-
line, but also to develop character.
Hence the qualifications of the
teacher should, in addition to schol-
astic attainments, include that as
semblage of personal qualities and
accomplishments which will render
his influence in all respects effec
tive and salutary. Trustees and
superintendents who ignore the
moral character Of the teacher, are
criminally derelict. As rule,
patrons pay too little regard to the
mOraf qualifications OF the reacner'
Sometimes, however, even those
who are themselves immoral and
grossly wicked are careful to select
teachers of purity of character for
their children. A patron OF the
writer was once approached by a
| rival teacher, who asked "Why dc
you send your children to Mr.. -
| in preference to me, when he never
darkens your door, but | visit you
frequently 2" The reply was, Il
patronize him because he neUe1
patronizes me" The patron was a
saloon keeper, but yet he had the
good of his children at heart.
Teachers should cultivate the
spirit of Improvement. They
should teach better this year than
last. To this end, they should seek
a knowledge of the best methods in
all departments of their work
While, on the one hand, they
should not be serviIe imitators, they
should not, on the other, disregard
the wisdom Of the great teachers O
the past, nor fail to study the meth
DDS devised and practiced by them
But let it be remembered, that tht
most approved methods can not ben
eff: a teacher who has net mentally 81
appropriated them as to reproduce
them according to his own individ
uality and adapt them to the pecu
liar wants Of his pupils and to al
the circumstances of his school; to
all teaching should be at last tn
natural outgrowth of the teacher
personality, if it is to perform 1t
proper Office n the work gf real cd
ucation.
Teachers can not tell when to glTl
instruction, nor how much, nor wla
character Of information to ampart
unless Ehey kaow the mind upoi
which they operate, the several fsAe
ulties that are to be awakened an
developed, and the proper order i
which this is to be done. Teacher
can not give just the proper intol
nation and in proper quantitie'
unless they know that with whIehthe
operate that is, become masters
4
the subject matter they propose !
' teach. Teachers can not fail Try
ouently to find themselves pursuln
, methods directly antagonlstlc to n;
ture. unless they make themselvt
IS acquainted with the'true and natur'
y methods, the methods that harmon
ize with the natural order OF avail
d enlng. developing and strengthenln
the intellectual powers.
In subsequent article, occaslc
NAV be taken to point out ceTta
methods prevalent in the schools
Mississippi, which essentially co
trayene the natural modes OF ment
growth. VI.
The sale ofimhense tracts Of lal
4, to foreigners is becoming go Lar
that an effort is about to be made
Congress TO stop it. a few pobl
men in England own 1,OVON
!, acres.-Ex. And the effort saop
Y succeed. The land of America
at longs to America, and should
e held by Americans for America
Here we are intensely American.