The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1889-08-22
to yourself, if not to others, that you are
not good teacher.


respect which they do not feel. They
are shrewd enough to play upon teach.
er's Kindness in hopes that special favors
may be granted. Then. there is such a
thing as genuine respect which does not
find expression in words. Pupils often
say great deal which they do not mean.
They like to make sport of the teacher
and often crilicisc those very qualities
which, in reality, they most respect. In
answering the questions above, therefore,
do not be deceived or deceive yourself.
If you are student of human nature,
and you ought to be, you must be able to
detect genuine from counterfeit conf
.dence. Once more, then, ask yourself
the question, "Have you the respect and
confidence of your pupils?" Not of 8
few of them; not Of those with whom
you are best acquainted, or in whom you
may be most interested, but of the great
majority of them. If you can answer
this question in the affirmative, you have
secured q vantage ground which is
worth everything to you.
1t is easy to say that this or that child
has no respect for any one that it has
had no training, and never will amount
to much. anyway. This may be true of
Che few. but if you are good teacher, it
need not be true of the many. The
unsuccessful teacher always finds most
fault with her pupils. Such teachers
appear to be on the look out for bad
qualities instead of good ones. The good
teacher begins to work at that very point
where that bad teacher ceases to labor.
The weak teacher quickly decides that
this or that pupil is incorrigible, and
imagines that this discovery shows great
knowledge of human nature, and that
her labor ends with the discovery.
An orchard of apples or pears may
contain great variety of fruit Almost
any one can detect the difference 10 size, in
favor and in good keeping qualities. To
cut down the tree whose fruit is small, or
unpleasant, or unmarketable, is simple
task. But the good cultivator of apples
hesitstes to kill healthy, young tree.
So he gratis it with better fruit. he
simply diverts the currents of the trees
life through other channels, and bet.
ter, pleasanter and more valuable
fruit is the result.
So with the boy who cares nothing for
what you may say. Get near to him.
Do not let the thought enter your mind
that be should leave school. Do not
condemn him to life of ignorance.
There must be long and careful trial,
and a painstaking sitting of evidence,
before the judge will undertake the
responsibility of sending human being
to the penitentiary. It isa serious thing
to send from the school room forever any
boy whose inclination is to do wrong and
who appears to have little respect for any
one. Rather change, if you can, the
bent of his tastes and habits. In some
way, and every good teacher knows
thousands of ways, secure his confidence,
direct his thoughts, get down into his
life and make yourself partner with
him, in his troubles and yexations. If
you can do this-if you are not doing
this very thing every day with some of
your pupils-you are not good teacher.
Nv. Do you do your work easily ?
There are some people who think that
the quality and quantity of work done is
to be judged by the amount of furry and
excitement occasioned in doing it. The
teacher who is working the hardest is
often accomplishing the least. Thoughts
can be sent home to the mind of the
pupil without disturbing whole school
room or wesrying yourself. The natural
method is the easiest as we'll as the most
efectual of imparting instruction. Every
teacher should be calm, deliberate and
self.poised in the school room, not for
the pupils sake more than for her oHn.
There are two ways Of climbing hill.
One man advances firmly and steadily,
now and then resting moment to enjoy
the scenery and glance back over the
path already trodden, or look ahead at
the difficulties soon to be encountered.
When such traveller reaches the top, he
is not exhausted. lie has enjoyed the
journey, and his companions have
enjoyed it, too. Another man takes one
glance and starts upward on the run.
He meets obstacles entirely unexpected,
and encounters difficulties for which he
is totally unprepared. he reaches the
summit, if he reaches it at all, weary, dis.
gusted, and with little that is pleasant to
say about the journey.
What kind of a traveller are you? Re.
member that you are guide as we'll as a
traveller. The country, familiar to you,
is new to your companions. All the
more reason, then, that you go carefully,
calmly, thoughtfully, that both you and
Ynur pupils may climb this old hill OF
lesru.ug with pleasure and profit.
The florists labor is very interesting.
If be is a successful florist, he enjoys his
work. He handles his growing plants
tenderly and delicately. He could not
hasten if he would, and he would not il
he could. The small, the weak, the dis
eased, demand and receive his most earn
est attention. He removes the weed and
not the flower. He prunes, aud gratis,
aud cultivates, and warns, and waters
until every flower seems to rejoice in his
presence, to express its gladness and
thankfnlness with open lips and per
fumed incense. Are you good gar
dener p George G. Ryan, Principal O