The Irish standard., 1894-02-03
days Of childhood than the blessing of a
good, affectionate, patient and compe-

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tent teacher in the school room. Every
one who presumes to enter the sacred
precincts OF school to train the youth
full mind and heart should always we'll
remember that these virtues are essen
tiaI and prerequisite for the teachers
work. The teacher must be good him
self, if he will influence others to better
things. He must have sympathetic
love for children or he can never under
stand their needs. He must have pa
tience for his trying task or be will sig
nally fail in molding the fckleness Of
childhood into harmonious relations with
life's serious problems. And he must be-
a master of his art. It may be said that
too much is here expected Of the teacher,
more than in the natural order of things
is readily supplied. But am sure all
who appreciate the Importance of the,
work involved in the training of human
beings will freely and fully concur in the
views here presented. The child, en-
dowed by the Creator with intelligence
and freedom of will, is the most precious
plant or flower that blooms in the gar
den of God. And this choice plant
blooms but once, and once only does ne
whose privileged task it is to water the
soil and care for the delicate flower Of
childhood obtain an opportunity of az
plying the best and safest agencies to
bring the tender blossom safely through
all the storms and hostile forces that
threaten it's utter. ruin. We pass only
once through childhood's innocent,
happy years. Teachers of youth but
once can exert and influence for good or
Ill upon our lives. How sad the loss, If
the glad and golden moments OF bright
and care-free childhood are wasted or
misspent through the incompetency of
those 10 whom the priceless opportunity
was given of directing untutored minds
and willing hearts to great and noble ends
The teacher, therefore, who is not, as fax
as his powers permit him, master ct the
most important work that human skill
can direct, should never intrade his un-
worthy presence into the sacred pre-
clncts of the school room, whore God $
noblest work is waiting for wise and
honest direction, prompted by loving
tenderness for human weakness, a,ld Il
generous ambition for the progress ct
the human soul. If much is demanded
of those who willingly assume the bur
den of imparting knowledge to others,
generous will be their reward. "Those
who instruct others into justice shall
shine like stars in the kingdom Of
heaven" a
The young and earnest teacher, like
all other ambitious workers, anxious to
make his way in the world, to win it's
endorsement and to attain excellence in
his chosen calling, is scarcely satisfied.
however,. to wait for his we'll earned re-
ward until justice may find him in a bet
ter and brighter world. A little appre-
citation of his work is a great incentive to
his zeal no matter how unselishly he
may love the busy buds of humanity
who marvel at his short-lived greatness.
The teacher should be we'll paid in good
honest money for the honest labor he
performs. No matter how generous the
salary he receives, society will still re-
main the faithful teachers debtor, I he
is sure to give far greater value than be
receives. The teacher who fixes his keen
est attention on the salary he is TO receive,
and whose noblest ambition is to count
the glitterirg gold that is paid him, will
get his rev ard, and far more than he de-
serves. While it is noble and highly
honorable in q worthy young man OF
Young woman to earn an honest income
in the teaching profession, and no de-
serving teacher need suffer any qualns OF
conscience in demanding decent sal.
ary, the teacher who has no love for
children and who is simply the .hireling'
merits the contempt OF men. His pu
pills, With the keen discernment of child
hood, will soon thoroughly understand
him, and reward him with their undis-
guised aversion. I would impress upon
every teacher the equity Of demanding
generous wages for his work, but at the
same time, with greater emphasis. l
would say, elevate the standard OF the
profession and compel incompetency to
seek other fields of activity and do not
permit it to degrade your honored call
ing. The teacher 10 the school room
imparts education to the young by what
he does, more effectually than by what
he says. The spoken word penetrates
into the soul of the child and leaves the
impress OF It's lesson there. But the
teachers example is indelibly mirrored
in the mind and wields by far greater
influence than any spoken words Il The
duty of the school is something more,
higher and nobler than sim
ply to impart knowledge to the child.
r. nf,r common schools we assume tO