The Emporia weekly news. [volume] (Emporia, Kan.) 1881-1889, 1886-02-18
GOOD NATURE.

Miss Harriet NJ. Copp at the gradua-
ton exercises at Salem Mass, read the
following essay:
Good nature is the disposition to
please and be pleased. Such a dispo-
sition is especially necessary to a good
teacher. 1t is indispensable to the good
management of school. 1t is the oil
which makes the machinery of school
move smoothly; when it is lacking, the
machinery moves with great friction.
making harsh, discordant. sounds which
CRATE upon the ear.
The teacher has great influence over
her pupils, and she should be very care
full as to what sort of an influence she
exerts. If she is constantly scolding,
she exerts a bad influence over the
scholars. They have bad example set
before them, and this they win follow.
Children always follow example rather
than precept. The moral character of
the pupil should not be neglected for
the development of the intellect. The
teacher should always bear in mind her
duty with regard to the moral instruc-
ton of the children. When she has. by
being ill-natured herself, influenced her
pupils in the same direction, she has
made great mistake in her moral in
may remain with the child for life
The gOod-natured teacher, ON the
other hand, exerts a beneficial influence
over both scholars and lessons. She
cultivates in them the habit of good ma
ture, and thus develops their moral
character in the right direction. The
effects of this may also be felt for life.
do not mean to say that if the teacher
is good-natured, none of the pupils will
be i'll natured. but do say that all will
be the better for it.
Perhaps the child has a bad example
set before him at home. His parents
are always scolding, and he, of course,
follows their example. He comes to
school, and finds that he has not been
cross for whole day (the teachers
good nature prevented him, although he
does not recognize this). He is sur
prised. Day after day, when at school,
he is under good influence; he becomes
accustomed to the spirit of cheerfHlness,
and carries it home with him. In this
saso sne ,eacheris Influence is greavv.
than that of home.
The pupil does not like his ill-natured
teacher. When he makes mistake.
she becomes sarcastic, humiliates him
before his schoolmates, and overwh helms
of antagonism arises against the teach
er, and he never likes her afterward
With such a teacher school life is I'M
pleasant. and we cannot blame the child i
rem for disliking TO 90 TO school.
1t Is very rare indeed to find a pupil
who does not like his good-natured
teacher. Such n teacher, when the
scholar makes mistake. passes it over
and allows him to correct
it. She praises the pupils, when praise
is merited. and encourages them to do
better. With her school life is pleasant,
and most of the children like il. In
these two instances We can readily see
the difference in moral instruction 1t
is not necessary to tell which is better.
That is evident to all.
Is not good nature, then, necessary
in the school-room? Ought not all TO
possess this Yirtue? If we do not now
possess it, it may be cultivated. Good
nature may be acquired like any other
virtue. Some one says: ''H you are about
to say anything cross or disagreeable,
stop for moment and see whether you
cannot say the same thing pleasantly.
Ii may be difficult TO check yourself at
FIRST, but the effort viii be so promptly
rewarded by the smiles of those around,
that you VIII be encouraged to perse-
we're Moreover, the practice Is, re-
troactiye- You cannot talk cheerfnlly
without soon feeling cheerful" Remem-
Der the story Of the Quaker who put
himself into a passion by swearing at
the banisterz We can become good
natured by cultvating the habit Of
pleasant speaking.