The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1889-10-01

Union school,
This term Is capable Of q three'iold
classification, namely; That Of teacher
pupil and parent; and the community
that does not posseSs this element In its
triple form Is nadly in need Of reconstEue'
ton. The presence Of one or two Of
these component elements in their high
est developed type will mot supply the
deficiency arising from the absence, Of
the third. Like the SCriptural maxim,
tHe that sinneGh in one, Ginneth In al"
90 the school that lacks the pride Of
teacher, OF pupil, or Of patron, 10 lacking
in all the elements oil hTst-clasS, sue
cesslul school, for true success under
such circumstances 10 an impOssibility,
Let US for . moment inquire what
constitutes school pride, Perhaps the
term 10 not an appropriate selection, in
asmuch "a the word has two Hignihca'
tons, the customary sense In with 1t
Is used denotinE haughtinessi but there
is no other word which 80 well conveys
the meaning intanded, Interest Is a
word which In no manner 10 sufficiently
comprehensive 10 express the meaning
OF the element / am about TO describe,
A man may take al interest In seeing
that bis own work or the work OF others
Is properly done, simply because his
wages, or perhaps his situation may de-
pend upon the character Of that work
but when bis responsibility no logger OK.
lists, what think You becomes OF his In.
teresti II also ceases 10 exist at the
same instant, On the other ihand, sup
pose that he wished this same handi,
work 10 be done we'll for the sake OF
being we'll done, because he wishes
every one 10 know that he and he alone
did II, because In It's best form 1t will do
the greatest good to humanity; It is
then, and then only, that he feels, not
cold interest, but pride In his work,
Let US now adopt this description 10
pride 10 school and school work. The
teacher is the prime element In the
school room. This Is an undeniable fact,
for while the teacher may exist without
the school, certainly no school can exist
without the teacher, any more than ma.
ton can live under a condition OF
anarchy. Then, as the teacher Is the
most important factor in the school
room, go pride in her work should not be
the least In the trinity Of school pride
which should possess aud actuate and
pervade the community.
Am l a teacher7 Why? Is II be-
cause II is an easy way Of making liy-
ing? Is It because I hate to wash
dishes To stand behind the counter all
day and part Of the night; because l dis
like to handle the pillow and hoe; be-
cause ! detest working in the factory?
Is 1t, In short, simply for the sake Of that
81, or So, or 10, or AZ, or As, or 90, or l20
dollarsa month, and the more or less
comfortable living that goes with It?
Or, on the contrary, Is 1t because ! am
reasonably certain that nature has In
some degree fitted me for the work by
bestoWing upon me certain qualities oil
mind and heart, that will make me sue
cessiulP IL 1t because am filled with
a zeal for rendering children and hence
humanity better IN mental, moral and
physical point Of vieW2 Do | take pride
In being a teacher for the good l can do ?
Then, surely, l am In my proper sphere,
and success, so far as am concerned, Is
an absolute certainty.
The second important element OF
school pride is that Of the pupil. How
II may be secured so that he will not be
satisfied with two, three or four years Of
the prescribed course, but will persist,
despite every obstacle, In gaining all the
education the law allows him Gratuitous.
ly, and then thirst for more, is a problem
that should confront every teacher. Can
| merely control my children, is not the
question. Can ] hear recitations,, and
am | thoroughly conversant with the
requisite branches, are inquiries not at
all pertinent to the subject. Power Of
discipline and possession Of knowledge
are important 81 far as they 60, but abil-
ity 10 inspire the student with enthu-
siasm, with pride In what he is doing
for himself, and hence for his family, his
country, the world; ability to offer the
highest aims TO the rising generation;
ability 10 get the most work oil the best
kind out OF ones pupils-these are the
important requisites for the successful
teacher. Enthusiasm begets enthusiasm,
and pride begets pride.
The pupil who studies because he Is
obliged to do so has no proper motive in
his composition. You cannot drive q
love OF work into him; and the result Is
not materially different when you en-
ploy coaxing, CaIolery, or promise Of re-
ward. When, however, he learns that
Ills future lie and position for the most
part depend upon his own exertions;
that he Is responsible foreyery thought,
word, and deed that have their origin
with him; that he owes to himself the
duty Of doing his best for himself and
Tor humanity; and lastly. that all Of
these facts depend chiefly upon his
early homo and school training; when,
I say, he realizes all this, think you not
that no will take pride In undergoing
the necessary preparatory tralning2 And
more, as he realizes the purpose and the
value oil that training, think you not
that the less he receives al home the
more be will prize that obtained at
SCHOOL, A most natural conclusion.
Now, 1t seems TO me that the work oil
the teacher fits in nicely At this point.
We delight, all Of US, old and young, In
what 10 pleasant, II we can render
school the most agreeable place 10 a boy,
he will take pride In being there. Can
II be done2 II has been done. Gan
you do III Can ! do it2 Let us try.
The third, aud ] am almost inclined
now 10 say the most important element
OF school pride, 10 that which the parent
should possess. He should be proud
that the public schools exist proud that
he has tie privilege Of sending his chill