Mineral Point tribune. (Mineral Point, Wis.) 1869-1938, 1890-01-16
Condition Of Good Teaching.


ily require abundant strength and pow
ers of endurance But besides this
general consideration which renders
constant good health so valuable in any
emp,oymentt The relation of tie teacher
to the pupil absolutely requires vigor
Of body anu bGoya1cv Of spirits. More
-criou, than Tie physical limitations
imposed by Imperfect health. are the
depression of feeling and he peculiar
bias oil thought which usually accom-
pany the bodily weakness.
The mental state of the teacher forms
an atmosphere in which the pupils live.
1t is as important that this pervasive
but unconscious influence of the teacher
should be wholesome and invigorating
as that the material atmosphere which
they breathe should be pure and brac-
ing. The feelings of the teacher are
contagious. If she is bright and buoy
ant, the pupils will catch the same
spirit; if She is gloomy and depressed,
they will be fretful and irritable.
We sometimes see teachers work on
bravely, beautifully, when heavily
weighted by i'll health. Every one
would be glad to extend to them sym
patty and a helping hand. But in
some cases the odds are too great, and
the welfare of the children cannot be
disregarded. Not infrequently the
teacher struggles against conditions
which are unnatural and unnecessary.
Every teacher owes it to herself and 10
her pupils TO secure those conditions of
physical comfort which will contribute
to mental and bodily yigor, whether
they relate to the temperature and ven
tilation of her schoolrOOm, the arrange
ments of her home or boarding-place,
or to those more difficult problems Of
duty and affection which disturb her
peace of mind.
The teacher needs to be in sympathy
with children. - spirit of fidelity, no
painstaking devotion, can make up for
the lack OF TINS quality A subtle mag
neti>m enables the teacher who is in
hearty sympathy With her pupils, not
only TO draw thcm to herself in loyal
affection but also to attract them to
those things i'm which she is interested.
They delight TO render a service to
such a teacher, and find it easy to do
the work which she prescribcs. melted
by this motive, they make progress and
improvement which would be impos-
sible to them without it. Moreover,
the teacher is herself stimulated and
encouraged Work cannot long re-
main distastcful when one is heartily
in sympathy with its object. Duties
otherwise heavy become light.
There is no cure, no preventive ct
worn and irritated nerves like a spirit
in ready sympathy with childhood.
Such a teacher sees something besides
the humdrum and mouotonous in her
work. Her voice, her language her
wit, are TO her pupils like the play of
fountains in "a sultry day. She knows
how to give them a laugh when they
need it; how to make the atmosphere
harmonic with their youthful spirits.
Without loss of womanly dignity and
self-coutr0l, she should be a perpetual
source of cheerfuIness to her pupils
4 vigorous personality is absolutely
indispensable to the teacher. Ii there
is a place anywhere for the mere copy
ist il is not i'm the schoolroom. The
idea once prevailed that any one who
could read and write and cipher, aud
who possessed sufficient physical
strength 10 govern, could teach
school more recently the impression
has gained favor that any one who had
taken course in mrthodsWas qualified
to teach II is difficult to tell which of
these ab,urdities is worst lndepend-
euce originality, mental grasp, come to
most people only after long and thor
Cugh training.
1t would often be convenient and
gratifying If persons who have received
but a slender education could find re-
muneratiye employment in the work
OF teaching But their inability luck
ly becomes apparent. A thin veneer
ing Of normal training with no thor
ough preparation to receive it, is gener-
ally disWusted. The lack of intellectu-
al discipline true refinement, or pro-
fes,ioual training should be a bar 70
appointment MS teacher The teachers
ability to awaken thought power in the
young, and to wisely mold the charac-
ter must be judged, among other
things, by her ability to think with
vigor, depth. and breadth and by her
familiarity with the best pedagogic
principles which the wisdom and eX-
perence of the ablest thinkers have
evolved She must be a student before
she can be "A teacher
Another condition of success in
teaching is self-courol. Deficiency in
self-commaud will speedily unsettle the
very foundations of school discipline.
A single lapse in temper win often SO
weaken teachers self-respeg as to
make q quiet self-assertion Impossible
for long time thereafter; viii So for
felt the confidence Of pupils as to ex-
clude obedience from any higher mo-
tive than fear. No one can safely as
sumo the Office of teacher who is not so
fortified in selt-control as to be able 10
meet sudden and repeated annoyances
with clear-headed composure. Too
many children are abused aud mis-
governed at home; the hours of school
should be filled with happy occupation.
The teacher should remember that
that schoo, Is best governed which is
governed least; that childish outbreaks
and irritability should be f0restalled
and ,,rayantai Inv constant interest i'm