River Falls journal. [volume] (River Falls, Pierce County, Wis.) 1872-2019, 1888-05-31


! The above question is one which has
presented itself to the true teacher many
times, and as the query is peculiar in it.
self, the answer is not a ready one, often
times being constructed according to cir
cumstances, and seriousness with which
it is considered Morality is, without
doubt, the most important part of educa-
| ton and | cannot think that it is more
diflicultto produce good men and good
women, than to produce good scholars
\ And while the family, community and
school may produce good character by
their persistent and systematic efforts, the
teacher plays very important part in the
| drama which is to mold the character.
worth and influence of the rising genera
! ton. In this as well as other things, the
teacher should be a model; for pupils
tend to become like the teacher, hence
l consider morality an essential qualifica-
ton of the teacher As an iIl-mannered,
| uncouth, slovenly teacher is disgrace to
the school-room, so the teacher devoid of
good morals is detrinent to the COM
mon welfare of the community, and
should be held responsible to the extent
that he is deficient; for the injudicious
teacher can undo not only his own teach
ing on this important topic, but destroy
| the noble and eleyating work of his pred
| ecessors. The teacher who encourages
his pupils in wrong doing, and by example
leads them into unholy gatherings, is I'M
fit for the responsible position entrusted
to him. And the one who teaches Physi-
ology and Hygiene because the law re-
| quires him to do so, and then deliberately
disobeys the laws which God has implant-
ed in his organization, should be held re-
sponsble for his unholy example and
| censured accordingly. You say these are
extreme cases, but beg to differ with
you, for they are quite common in the
| schools of to-day. Other illustrations
might be given, but these are sufficient.
If the impulses of the teacher are not
pure and elevating, the effect is seen in
the pupils, for character tells. The chance
for the teacher to do an untold amount of
good, resulting in the leading of the ten
der minds into elevating and ennoblIng
aspirations, is great, as well as desirable,
and the credit such teacher should re-
ceive for his untiring effort, should be
such as to encourage him in the grandest
work given to human beings.
l well remember an introduction dur
ing my first term of school. The clerk
introduced astranger, and in referring to
my work, said: This is the gentleman
who is framing the common mind in this
district" 1t set me to thinking, and led
me to realize that l was in a measure
responsible for the morals of my pupils.
Behold word fifty spoken, How good is
| it." There may be exceptions to general
rules, but kind word is never forgotten,
and an ennobling act makes impressions
which are lasting in their results. We may
teach morals systematically and inciden-
tally, but like science it must be taught
cOncretely. The conscience must be edu-
Gated, for every thing that eleyates and
ennobles must be cultivated from this
standpoint, las passion, selfishness, appetite
| anu Mcdhheso Jleiu W itS illsHuttcS' NOh-
science is what impels us to do what we
| believe is right, and leads Us in the cult
walton of veneration, honor 10 parents,
truthfulness, honesty, courage, fidelity,
virtue, benevolenee, self-conrol, DC. 1t
has been truly said that IAN intelligent,
conscientious man is the noblest work of
God, and this we say is the grand end Of
| education.
The culture of conscience then, may be
said to be involved in all that is taught
| both in and out of the school-room, and
the teacher who fails in this, has failed
to reach the standard, to which his as
! pirations should lead him, whereby he
| may be a blessing to himself, his school
and to mankind.
| c. +. STILwELL.