Roseburg review. [volume] (Roseburg, Or.) 1885-1920, 1885-09-18
TEACHERS.


issue would add, a good teacher needs a good
physical constitution. IF his strength to per-
form does not second the knowledge and the
will to do, the latter valuable requisites lose
their value for lack Of executive force. Mus
cular energy often becomes most potent ally
OF mental perception in fhe conduct of the
schools. Exigencies often arise where Drawn
counts more than brains toward the success of
the term. If a teacher is dyspeptic, he is apt
to be Grabbed and morose and Respondent,
and the school grows dyspeptic too, and some
times decidedly bilious. A cheerful demeanor
is wonderful help to the teacher, and will
carry him successfully over many rough
place, but he cannot be cheerful when he is
sick, nor can the brain work with the accus-
toned clearness and energy when suffering
from sympathy with any other organ Of the
body that is disordered. Physical courage is
good thing to have in conducting school.
When it is clearly understood that the teacher
has the nerve and the will to maintain his con-
troll of the school at all hazards, there is seldom
any occasion for exercise of force. When
pater families sends word to the teacher: s'If
my children are to be punished at school, I'm
coming to school too, )" it has happy effect to
inform pater families that if he chooses to come
to school, the teacher will most cheerfully en-
deavor to instruct him Sin those branches re
quired by law TO be taught the children and
f.ln IL. L.
ted to take his seat and behave as the rest Of
scholars do. Teachers have rights as we'll as
parents and scholars, and they should not only
be sufficiently familiar with them TO maintain
them properly, but have the stamina to do it,
When an Indignant, parent interrupts school
IN session to berate the teacher because child
has complained of punishment, it is we'll for
the teacher to know and the parent 10 learn,
that if the child is Of the age required by law
to attend school, the parent has no more alb.
solute control over that child during school
hours than if it was in prison for crime.
Teachers should he neat and cleaniy in their
dress and person. If there is in this universe
anywhere place for frowsy woman with un-
tidy clothes, hair looking as if combed by a
tornado, and, generally 'massed-up" appear
ance, it certainly is not in the schoolroon.
Disorder in this regard means disorder in
school, and disorder in school means anarchy
and failure.
Marked personal peculiarities and eccentri-
cities in teacher are obstacles to success
While these cannot be avoided, and may not
destroy the effect of peculiar capabilities, they
should be overcome or suppressed by the
teacher as much as possible. In their thought
lessness or malice, children seize eagerly upon
any such pretext that can operate to place a
teacher at disadvantage in any way. Espec-
tally does the failure Of any sense of the teacher
unfit him for his work If he is SO near sight
ed that he cannot see all over the school room,
is growing blind, SO that his sight is serious
ly impaired, he has no proper place in the
schoolroom. Ifhc is deaf he cannot perserve
good order in school. The average ssmall
boy has not yet approximsted sufficiently to
an angel of light, that he can Withstand the
and that once will be all the time il the teacher
is too blind or deaf to detect his mischief.
any gaudy or unbecoming article of apparel
worn by teacher, or crudeness or vulgarity
of manner, will be at once detected by the
sharp eyes 1.-THE Children. always quick to
perceive, and doubly SO where by such discov.
cry the disposition for mischief may gain chance
for exercise.
| But il the instincts of the lady or gentleman
are lacking in the teachers, it is not Of much
use either TO read Chesterfield, or to attempt
to teach. AS the spring Of all gentlemanly
conduct is unselhshness, the conduct Of the
true teacher will be characterized by kindl,
feeling and uniformly by courteous bearing tow
ard scholar and parent, regardless OF wealth
influence, intelligence trace, color or previous
condition" II Mrs Lofty keeps carriag
and servants twice score, and Hon. Mr.
| Bullion is millionaire, they and their childrel
are entitled to precisely the same consideration
works for a dollar day, or Bridget O'Flaher
ty who takes in washing and their children are
Indeed If any one is entitled to more consider
alton than any other, it is the little dcforme,
boy or girl whose soul, too big for its body
has crowded the poor dwarfed frame all out c
shape in its efforts to expand. The law Of at
traction and repulsion is not confined to ma
terial things. If the pupils find the teache
takes friendly interest in them, it will be re
turned in kind, and they will more readily be
come interested in the work. If the teache
possesses the happy faculty Of making the pun
suit of knowledge seem interesting, and re
lieving the dull routine questions of the tex
books by the introduction of facts of intere:
connected with and growing out of the lessor
| it will greatly relieve the tedium of his ow
work and add largely to its effectiveness.
still greater gain is made if he comprehend
that education is a drawing out not filling u
process, that his work is not so much to max
plain to the PERCEPTION, and fix in the memor
Of the child certain facts, as having learne
those facts, to make them the stepping stone
to the knowledge OF other facts, and especial
to make the facts known the basis for though
reason, reflection, and strengthen the judi
ment of the child to fit il to make prop
application ofits knowledge TO the BUSINESS
life. w.
Tho Art Of Gettiag Vigorous
is comprised in one very simple piece of at