The Democratic advocate. [volume] (Westminster, Md.) 1865-1972, 1889-02-16
PUBLIC SCHOOL TEACHING.
A Paper Written for the Carroll County
Teachers Institute by Francis War
ner. school Comm issiOmer.

Ny remarks to you my friends, will be brief and
may not be clearly expressed as desire, from the
fact that have not been well for some time, and
am physically hardly able to say anything, and if
it were not for the great esteem in which hold
your profession should not make the attempt.
l have selected for my topic Public School Teach
ing" upon which will advance few thoughts.
The teacher, and especially the public school
teacher stands at the head of all Professions There
is no calling work i'll which man or woman can
be engaged more noble than the work of educating
the heart and mind of the child, from infancy to
manhood or womanhood
Our first inquiry then, is, what are the necessary
qualifications of a common schOolteaeber" In the
first place will answer, thorough knowledge OF
all the branches he is required to teach, and while
this is important and necessary because the teacher
cannot be expected to give thorough instructions in
branches of education which he does not fully
understand yet it is only of secondary considera-
ton. The teacher may be college graduate, or
graduate from the State Normal School, and yet be
badly prepared to assume the high calling OF pro-
fessional public schoolteacher.
Probably the first and most important qualification
of professional public schoolteacher should be to
possess good moral character and correct habits.
He should be an individual who knows himself and
is able to govern his own temper and passions.
The second qualification necessary which is of
equal importance and without il no teacher can
have any claim 10 be professional teacher(and no
person without some knowledge of the work should
presume to take the high position Of a common
schooIteaeher) is to know and understand how to
cultivate and bring the faculties of the mind by
agencies founded upon careful study of those facul
ties and the instrumentalities by which they may
be developed. 1t is in dealing with children OF
tender sge that the most fatal consequences ensue,
from the error of the teacher not understanding this
part Of his profession Its then that genial culture
most practicable. The means for it are boundleSs
and ineNhausiible While LEFT TO itself the mind
necessarily deterorates and runs to waste. 1t is for
this reason that primary instruction requires beyond
every other the exercise OF skill requires profound
knowledge OF mind the subject upon which it is
be exercised well as Of the various brsnches OF
knowledge 10 be employed agencies in applying IT,
What. then. is it truly to teach ? Byron says 10
aid the minds development, which contains per
haps, as correct definition as can be given. Ac-
co7diug to II the mind is not 10 be deemed passive
recipient but active principal. constantly grow
luz. expanding. aud tending to that condition Of
hxeduess which we fguratively deaominase matu-
riiy.
The relation OF the teacher therefore, 10 grow
ing aud expanding mind is not that OF the potter
moulding the clay into any desired shape but that
Of the scientific horieulturst. guiding and assisting
BY the application Of the subtle principles Of vege
table physiology al his command. the growth and
development ofthe iiying plant
Il Is only by taxing this vicw OF the teachers Office
thar we can CORRECTLY estimate what may be accom-
piishsd through his efforts when they put forth
with the highest desFee Of skin. and with all the
various Resources athis command. Let this be fully
appreciated Let people understand let teachers
especially keep constantly in mind thar the true OBJ
Ieyt % teaching l. to send forth Intelligent. well
trained. noble minded mea and women to impress
correct habits Thought and action upright motives
II c9ndsc, and to correct as far a. possible what
ever Is inconsistent with these. and then the VEGA
tiou ofihs teacher VII stand second 10 none In dig
mtg and Importance, aud teaching VIII take is
place a. sciencc and proisssioa among The very
Highest 20 uhich ucu and women can devote them
selvts
Xos, ia conclusion. viii briefly state that tae
teachers chief complaint IS that their services as
ub,ie schooliracherS p,ofiy paid for that they
are is paid for services rendered than men In other
pruf,ssseus While this Is true al the tisRe Il
may also b. true that you hud mo-e quAckS engaged
IN teaching than yos will sud Ia any other profes-
ssan. The scientific professional teacher sho per
safns his duty conscseniieusly hardly DC paid
wiia doi!ars anA cents he &, ike The physician
Hho Al4EfehAz1sls ttAA IaH2ASNss AtsssNs
frmc,isss and In what quantities % administer 10
curu H. not Ike the qgacs who Is nuly experiment
ing ga yeu. and may DO yoa morc hsrn than good.
The ssrvcs Of the ose arr ayalaAb,e. Of the other
WORTHLESS
The professional teacher. uhu chooses reaching A.
his iiar V0rk and who cmPioys al means al his
command b mAkc hiiaseif riEcirnt and SUCCESS
fu teacher Is IN es, uol proPcfly paid for dis
services. BAT the man OF woman Who happens 20 gct
inIe ,he sShoalron AMI SESAME the high station OF
ieaehrf not bceauss be OF she loves teaching. nos
bccAusr he us she wishes 30 folloS 'esehing as a
pr1sesssoa hut merely Or ,he doliar and cents that
sFv Ia q mefeil stepping stone - Sei iaso an
occupation nase cosxeB lal = in most cases hilsy
raid and Isl ~lzss eases the least yosi could psy
4ouIss b. aap-s than enaakh.
Ny EIyiee To YOU my fgends Is % rAlss the stand
Arl % rsble school TEACHING 20 plane equal in All
respects 70 cher professions rhsn generous pRb-
Ii u rssYecs you as aos the least among The pro
g-s.logs appreciate year servioeS and furnish She
ssrasss n hare yua lassly paid.