The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1890-01-23
position sometimes has wonderful infu.
ence in bringing about sympathy of

/
mind.
Make your school room attractive and
comfortable A broken window pane,
through which wind and rain find en-
trance, is often the prime cause of lack Of
interest on the part of pupils near it.
Insist upon punctuality. The pupil
who is allowed to remain at home for
every trifing cause can never become
interested in school work. Irregular
attendance does great injustice to both
teacher and pupil.
Claim suitable degree of attention to
each branch in the course of study you
have arranged. Here is point of much
difficulty with many teachers. Parents
frequently insist upon the whole .atten-
tior of the pupil being given to some one
study, to the neglect Of others which the
teacher knows are of equal Importance.
The teacher who attempts to arrange her
classes and course of study to suit the
ideas of each individual patron will soon
find herself in a most unpleasant and
perplexiDg situation.
Interest on the part Of the pupils in all
school duties is not always voluntary,
and when persuasion fails, the teachers
authority must be brought to bear on
same. Don't depend upon the aohims of
pupils in regard to school duties, but
rather seek to raise them TO that higher
plane, where duty and not pleasure is the
standard. Let the motive be this: I
must perform this task, not because it is
pleasant and prefer it, but because it is
nsy duty. The reward will be that high
est pleasure, which comes from sense of
duty conscientiously performed. This is
not difficult or impossible task; even
very young children may be inausnced
by it.
$50 linked with grandeur is our dust,
so near Is God to man,
When duty whispers low, Thou mast
The youth replies, i cam"
Above all, do not despair, even though
you sometimes fail entirely in arousing
an interest in study such as you desire.
Our work is not confined to the intellect
of our pupils we must teach morals as
we'll. The teacher who trains the intel
lectual faculties of her pupils does good
work, but she who combines with this
moral training does better. We may
teach pupil to solve the most difficult
problem in mathematics, bu. if, while 80
doing, ne fail to teach him those high
moral principles of obedience to law and
regard for the rights of others, we but
poorly prepare him for working out the
more serious problem of life.
Last Of all, after using all possible
means to awaken this interest, we must
learn to wait. Teachers have need Of
much patience in this respect, for very
few Of us are permitted to see the imme'
diate results of our work. The true
teacher can not afford to be selfish. She
must adopt this unselfsh rule: "Not my.
self, but the good of my pupils" Per-
haps the most needless and Indifferent
boys and girls may, in after years,
through the influence Of an earnest
teacher be developed into the most
earnest and useful men and women.
Thus our highest reward may come
"after many days." perhaps long after we
have passed "beyond the river" We
may but SOW the seed, and others be
allowed to enjoy the harvest. 1t matters
not, if We have done our duty. Our life.
work need not end with life, but may be
continued through after years by the
influence of that life.
''Need We the praise of the love.written re-
cord
The name and the epitaph cared on the
stone?
The things we have lived for let them be
our story,
We, ourselves, but remembered by what
we have done.
"I need not be missed, if another succeed
me,
To reap down che fields that in life I have
sown;
He who ploughs and who sows is not
missed by the reaper
He is only remembered by what ha has
done.
"Eot myself, but the truth in life thatI
have spoken,
Not myself, but the seed that in life I
have sown
Shall pass on to ages all about me forgot
ten,
Save the truth have spoken, the things I
have DONE"
LENoRA G. HUBBARD.