Willmar tribune. [volume] (Willmar, Minn.) 1895-1931, 1895-11-12
The Teachers Unconscious
~ Influence on his
& 49, Pupi1S.s= l. r. &.

care isso great thatit is of the
utmost Importance to them, as
we'll as to himself, that his habits
should be fau]tless. wzE< :
It is the teachers province to
those under his care.
This he may do partly by pre-
cept, but very much by example.
The instructions of the teacher
may do much toward impressing
upon the minds of his pupils
their duty to God, himself, and
their fellow beings, but it is not
principally by instructions that
this is to be done.
Precepts and discourses are
but little needed in the school
room; and unless he has some
other method of reaching his pu-
pills, he may despair of being sue
cessful in his work.
The teacher, as he goes in and
out before the school, teaches by
his example as words can never
teach. His manners, his appear
ance, his character are all the
subject of observation, and to
great of extent of imitation, by
the young under his guidance.
He is observed not only in the
school-room but in the family and
in the social gatherings.
If his dress is a model of neat
ness and taste; if he is quiet and
orderly in all his movements, his
pupils, with verysfew exceptions,
will be the same. If he is polite
and affable; if he loves the truth,
and ever speaks the truth; if he
is ever frank and sincere; if, ina
word, he shows that he has a
tender conscience in all things
and that he invaribly refers to it
for it's approval in all his acts,
what an influence does he exert
upon the impressible minds of
his pupils!
How those children will OBJ
serve his consistent course; and,
though may not speak of it; how
great will be it's silent power up
on the formation of their char
acters! And in future years,
they will remem Der and bless the
example they shall have found so
safe and salutary.
Education is a matter of life,
activity, and growth. These
qualities should be manifested in
a|teacher ina pre-eminent degree.
In the presence of cultured
teacher who is animated by the
zeal of a scholar, the young i'm
bibe his scholarly spirit by
kind of induction. Pupils may
be encouraged to use books of
reference by the teachers refer
ing to them frequently himself;
to read the very best newspa-
pers, magazines, etc., and the
books of the school library by the
teachers reading them in their
presence, by reading for them
aloud, or relating short sketches
Of what he has read to them; to
use correct words to express:
their thoughts when speaking or
writing by the teacher always u.s.
ing good language when speaking
in there presence. The more re-
spect and love pupils have for
their teacher the greater will be
his moving or directing power
over them. We know from our
own experience how we localized
our own teacher and what was
best in them appealed to us. If
the teacher and pupils are as one
in their relations to each other
the influence of that teacher must
be great. With all the attach
ments which pupils, especially
the younger ones, will cherish,
even towards teacher wanting
in good qualities, and with all the
confidence they will repose in
him, who can describe the mis-
chief he can accomplish: in one
short term? Responsibility in
this matter cannot be avoided.
The teacher, by example, I'M
consciously, does teach, for coed
or evil, whether he will or not.
Indifference willnot excuse him,
for when most Indifferent he is
not less accountable. =.
How many there are who never
reflect upon the influence of their