Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1885-11-12

ones " no una tneT resources continually IN
creasing; while those who give little or
nothing. complain that "Institutes are fiat
anything by attending" A teacher should
be like an apple-tree which. though it
reaches high into the air and sunlight for
the precious substances that form its fruit,
yet bends gracefully to the esith TO refresh
the children of men with its luscious burden.
Mr.. Swett.principa of the Girls High School
in San Francisco, saws: Before teaching
can take rank as profession, teachers must
command respect for their scholarship. If
they confine themselves to the school l-room,
write nothing, say nothing. do nothing, So
clety will estimate them for value received.
Teachers who would stand high in public
opinion must read, study. think. observe and
take an active part in society outside of
school lessons. If all the teachers Of Han
cock Association had adopted the fore
going sentiments the Pre.iden, would not
be obliged TO call upon one and the same
member for paper three times il t,oo
years.
Another part Of teachers work should
be for himself This. like his work for his
school, should be two-fold. 1t should run
in the line of professional culture and also
IN the line Of general self-cuture. Con
tinual selfimprosement is a duty that
teachers owe 10 themselves and TO their pa
irons. Ii is said that out Of 300.O teach
ers IN the United States, not more than one
in ten. is Normal graduate. OF the re-
naming nine-tenihs onl, small proportion
have fitted themselves by Self-cn'tIre.
More are merely unskllled scnool-keepers.
Every professional has his books Of
reference and his special journals and mag
azines. The teacher should have his ike
wise. As well might physician expect to
prosper without medical books. or a lawyer
to excel wiihou, Coke or Blackstone, as
teacher 10 rise above the level OF a school
keeper without pedagogical works. Books
and journals are to the teacher what tools
are 10 the mechanic. means to an end. and
the greater the skill Of the workman, the
more need he will have Of tools. A. Col,
II. h. Spraguc OF Boston SAYS. "G.nIus is
no substitute for hard labor, the greatest
genus is the hardest worker"
Perhaps il is needless to remind the teach
ers of Hancock Association that one means
OF professional sef-culiur. is To be found in
yearly subscription to some first class ed
uca,ional journal. Ike the american Iedcher
or the .Ner Engi1ni journal Of Education.
In these the best methods Of the best IN
siructors can be successfully studied.
1 Books upon the science oftcaching will be
4 found helpful and suggestive. as we'll as
works upon mental and mora! philosophy.
/ As well might clumsy blacksmith expect
/ 10 regulate a watch and adjus, all lis wheels
and springs without know ledge Of lis deli
desk 10 expect TO train immortal mind
with no knowledge of metaphysics. at Is
teachers privilege 10 form a soul to VIZ
tue aud enrich it with knowledge an office
only inferior to creating power y teach
eIs work in general self culture should be
1 both physical and mental. Too many teach
T ers attempt 10 cultivate the mental at the
expense OF the physical. They forget that
a morbid condition Of body leads 10 dnln-ss
OF mental perception and weakness Of in
teleotual faculties. Montaigne SAYS. I'VE
have not TO train up soul, nor yet body,
bat man and We cannot divide him." The
ideal Of the ancients, "a sound mind in
/ sound body" is the true one and should be
the ann OF every teacher. II is has duty 10
keep reii
In mental seif-,raining some system of
reading is essential, but each teacher must
decide for himself what that system shall be.
When decided unon, let him pursue i, reso-
lutely. gentleman Of culture said recent
ly that he could tell what the teachers of
his children read, through his little folks,
for the illustrations and references Of the
teacher reported at home showed the
character Of her literary habit OF mind
In Hancock Association a, least. there IS
no teacher so poorly paid, who canno, af-
ford one new book year, if not one term.
And these books thoroughly read and pom
dered will bear fruit in the school-room in
the community, in himself.
/ Fellow teachers, does this ideal seem too
I high? Does the task seem Ierculean and
lis accomplishment impossible for human
strength Remember the words OF Ratfini.
I The teacher is ike candle. which lights
others in consuming itself" Study the
model Of the Great Teacher, of Him who
'spake as never man spake" and "who
taught with authority" Listen to his
words-'ie cali me Naster-and We say
we'll, for so | sm-but | am ameng YOU as
one that serreth." When this spirit of ser
( vice pervades all our teaching, when We un-
/ dertake il as lite-work. not as a convenient
means Of earning money, then and not till
/ then shall We be able to reach up to this
| lofty ideal.
! Teacher TO thyself take heed
Thou hast assumed responsibilities
OF crushing weight-Oh. then be wise"
Independence.