Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1895-06-06

effective school-session it is necessary
that the teacher have an incentive i'm
polling him to worthy effort. "Aim at
nothing, accomplish nothing is as true
now as W hen first uttered, and is appi-
cable to teacher as much as to any one.
To do highly meritorious work, then, re-
uuires that the teacher have an aim
toward which to direct his energies.
And " hat better ideal than to enter upon
the work, determined that to the extent
Of equipment and capacity an all-around
success shall be won.
The instructive qualifications may be
treated under the following three
heads:-first. enthusiasm; second, the
ability to acceptably and effectively inn
part knowledge; third. the art of inspir-
ing with proper thirst and regard for
knowledge.
Enthusiasm begets enthusiasm. The
teacher who entertains enthusiastic ideas
on the value of education, who feels
deeply interested in leading his pupils to
comprehend " hat they learn, and to help
them utilize their knowledge by leading
them to original research, cannot fail to
arouse III his pupils corresponding en-
thusiasm The world Is not peopled with
mumluies hut with wideawHke nine
teeuth century population. In this
busting age he who daNdles is left be
hind Above all, then, should the
teacher OF the times be energetic and up
to-dHte. filled with the spirit of enter
prise and with a sense of his responsible
ity as teacher.
The ability to impart knowledge in an
effective and pleasing way Is quite I'M
portant in the consideration of teaching
qualifcat ions. 1t has been often demon
strated hat all " no attempt teaching do
not possess this happy faculty. Hence
the inference is hat II must be natural
gift Natural gifts are ever capable OF
Improvement through training and
practice, and even those not naturally en-
dowed with teaching talent may usually
acquire a certain degree of skill IN this
direction. To the value of the ability to
successfully impart instruction be it said
that il immensely facilitates the work OF
both pupil and teacher, relieving monot-
ony and creating and sustaining interest
1t makes & vast deal Of difference in the
school-life Of a pupil whether or not he
holds in his heart reverence for know
ledge because OF what il may mean to
him in the usefulness of his own life, or
If he regards all school-Work as weari
some, irksome. worthless drudgery.
Some students do hold this latter opinion
all through their school-life, only to find
their mistake when too late.
Now every pupil ought to be early in
spired with a desire to gain good edu
cation. for his own good as well as for the
good of the nation in general and the
world at large. To inspire With such a
zeal i net only a needed qualification Of
q teacher, but it Is also an art " hat an
inestimable influence toward promoting
educational interest may every teacher
praetieing this art become,
The professional qualifications OF
teacher may be designated a.. first. pro-
fessonal zeal; second pregressiveuess
third. liberal mindedness.
The teacher has a distinct and recog-
nized duty to his profess On, and th,s is
that he advance II. interests by every
available means. He may accomplish
this duty in various ways; he may strive
toaWuken respect for his vocation IN his
school, IN his school-com nunity and else
where: he can aid in fulfilling TIL, duty
by hjs own attitude toward Ia profes-
sion. To adopt profess ior and then say
81 hing derogatory c3Haasn nag il, re
tt-4 ~ equal discredit upon the dis