The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1885-11-12
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These lines from Shenstone's Schools
mistress" have been quoted by some
inglorious Milton," written eight years
later. The possibilities Numbering in
school room" may we'll interest alike
the poet, the patriot, and the Christian.
There are many influences which may
help to bring out these possibilities, for
good or evil. The building with its
= alittle benches" !" the children and the
homes which send them, the public tone
of the neighborhood, its history, tradi.
tions, and susages, the books studied or
read, tbs character, scholarship, manners
and morals of the teacher-all these and
other causes are at work in every school
room. We are now concerned about the
last one mentioned-the personal infu-
ence of the teacher.
There are so many helps for the young
teacher in our day, he is in danger of
making a serious mistake. He may be
led to think that good teaching lin its
widest sense) is an art, or science, or
even sleight- -of.hand accomplishment,
that can be readily taught BY an expert.
Thereis no short or royal road toIgood
teaching other than the kings highway
of good living. He who wishes to teach
well must try to live we'll. He who
wishes to do something in this high call.
ing, must aim to be something. There
is no easy way BY which narrow, friyo-
lous man can do q great work on human
minds and hearts. .s.;5.95s
It is q significant sign of the times
that 80 many choice young men and
women are preparing to be teachers"
We may hope they have right view of
all that such preparation involves.
Each one Of them has thoughtfully felt
and said, II must not only kno,u more
than I now.sknoH, but / must besmare
than Tsnow am" As division Of labor
is5becoming more complete, the highest
callings, even up to the ministry, come
to be looked upon as professions, as
means to an end. This may be necessary
and proper to some extent. But it will
be we'll to remember the wide chasm
which divides the sordid man who
teaches to make living, from the
earnest man who makes living that he
may teach. IN
TO begin with that which is least.in
importance, the teacher, by his personal
influence, may do much to determine the
amount Of scholarship impaired to his
school. The genial forces and motives
are'the most powerful in the long run.
The.youlg have a most sacred right and
privilege to be governed. They. must
have a protecting wall Of law around
them. But sympathy and kindness may
color, and even cushion, the rigid frame.
work. The iron hand dsof authority need
not be sbristling with needle POINTS, it
may be covered with a. soft glove. In
palmer words, the common boy will do
more saork, and better work, if he has
confidence in his teacher. The free
spirit Of q cheerful worker is better than
that of the s'quarry slave scolrged to- his
dungeon The best and shortest way in
the end to secure this confidence is to
deserve it. Try to be just and fair
minded rather than to persuade your
pupils that you have these qualities.
Children often have surprisingly accu.
rate ideas of fairness and justice. A
teacher may be- truthful. and just, and
vet he may not have very positive hold
on his school. There is high authority
for the distinction between righteous
man and a good man.. Sometimes pop
ulsr phraze, or even a proposition, is
suggestive. School boys may believe q
man while they do not believe in him.
Another element necessary for the
tescher's highest influence may be ex.
pressed in the word unselfshness or,
perhaps, disinterestedness may express it
more clearly. This trait will not be
awarded to him because he distinctly
Z and obtrusively claims it. He must tru-
;y possess it, and habitually live it, and
then it will be- seen, or rather it will be
left. II 9 general rule can be safely
yentnred, it may be said that the teacher
will have as much credit for disinterest.
edness as he deserves. As he grows
older, he will find himself inclined to say
with Wordsworth that the gratitude of
his pupils often leaves him mourning"
His influence may tell on the Kind of
scholarship, and this is more important
than the amount. Hamerston's fine de-
scription of an intellectual life is worth
quoting here: .aThe essence of an intel.
lectual life does not reside il extent of
science, or in perfection of expression,
but in q constant preference for higher
thoughts over lower thoughts; and this
preference may be the habit of q mind
which has not any considerable amount
of information. It is the continual ex-
ercise of q firmly noble choice between
that which is perfectly just, and that
which falls little short of justice" /"
Tbs teachers influence may do much,