The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1889-08-22
Am Ia GOOD TEACHER !

to-day. / know that you are not pleaset
with this proposal, for in every examina
tion there are two persons, or two classe
of persons, who are dissatisfied. Th
examined and the examiner are eacl
displeased WITH the other. The ques
tions are too easy or too difficult, ant
the candidate too dull or too careless O.
too dishonest. To avoid any troubl,
that may arise from any of these sources
l suggest that each one of you to-day b.
your own examiner; that you ask your
selves the questions, and, in the silence
of your own conscience, record tht
answer. If the examiner be unfair, or i
the candidate BIZ unequal to the tasl
assigned, in either event it will be s
difficulty of your own causing, and yos
will have only yourselves to blame for it
The only part I intend to take in tht
matter is to suggest some questions fol
you to use in this self. examination, i
you think the questions appropriate.
You are teachers. You are engaged in
one of the most important occupations il
the world. The question of all questions
which you ought to ask yourselves is
cam I q good teacher 2" You certainly
ought to know as much about yourself as
any one else. Can it be that while other
people have formed some very definite
opinions about your teaching abilities,
you have never turned your investiga-
tions inward, and honestly asked, "Am1
good teacher 2"
In some respects this is al unsafe
question for one to ask or answer. 1t is
very natural for us to ssk ourselves broad
questions, aud let our inclination rather
than our judgment, answer them. Hon
est investigation must precede az intelli.
gent reply. In all self.iuquity, the
general question must give way to the
specific, if ne would learn anything
about ourselves. will, therefore, divide
the general question "Am I good
teacher ?" into several specific questions
which cannot easily be lodged, and
which, honestly answered, will give you
just that knowledge Of yourselves that
you need and desire to have:
I. Do enjoy my work? Next Monday
morning school will begin again. Next
Monday, forty or fifty boys and girls
will once more fill your school room.
They will come with the inclination to
have lots. Of fun, in school: as we'll as out.
Next Monday several schemes will be set
on foot to get over many regulations
which you have made. You will be sus.
rounded by fifty varieties of character,
in a growing and uncontrolled state.
Next Monday the dusty spelling book
and arithmetic and geography on your
desk must be opened once more, and the
same old subjects you have taught 80
often will again demand your attention.
A goodly number will have poor lessons
or no lessons at all, and render no salts.
factory excuse for it. Next Monday an
angry parent may call upon you and bit.
terly criticise your method of instruction
or government. The jauitor may not
have his work properly done, and the
principal or superintendent may ask OF
you some new and unexpected task.
In spite of all this, will you enjoy next
Mondays work? If you enjoy your
work, that school room will have no ter.
rors for you; you will be glad to see your
pupils--eyery one ofthem. The prank.
of the mischievou. will not disturb your
temper, for if you enjoy you work you
must enjoy children. The old speller
will be as interesting to you as to them
and you will be glad to see the parent,
enraged though he may be, for you may
be able to convert him to you way Of
doing things.
In this self examination to which ! am
inviting you, remember that if you do
not enjoy your work if the ignorance
and weakness and natural frailty of your
pupils interfere with your enjoyment and
wear upon your nerves, remember that
you cannot be good teacher. What
men like to do they do we'll. You can
never force yourself to enjoy that fol
which your disposition and training has
| not fitted you.
II. Do your pupils enjoy their work
Will they return to school next Monday
morning eagerly and promptly? Will
they look out of the windows with long.
ing eyes and wish to be anywhere but in
the seat assigned them? Will memories
of turkey and cranberry sauce and mince
pie keep spelling ana grammar ano
arithmetic out of their minds ?
Notice the exact words I have used ir
the question, "Do your pupils enjoy theil
work ?"
Your pupils-not few, but !Le many
In answering, keep out Of your mine
those who always will enjoy study under
any teacher or no teacher. 1t is natura
for children to learn unnatural not t.
learn. That must be granted to begir
with. Ifit were your task and mine t.
keep children from learning anything
how unsatisfactory would be our work
and what miserable failure would vi
make of it! 1t is rather your province
privilege to direct your pupils learning
How are you doing it? Are you doinl
this in a way that makes his study
pleasure to him?
Enjoy. Think of that word moment
Enjoyment on the pupils part, lik
enjoyment on you part, cannot be forced
! Tt is 3 flower that blossoms when ant