The Redwood gazette., 1902-04-02
one ia the school lroom and another

outside. Her pupils Will very soon
discover her lack of sincerity, the
holloWness of all admonition and
advice, ,.if they are not based on the.I
practice of the teacher herself. How
can a teacher influence her girls
against bad company when she,
herself, outside Of school, is not
| particular with whom she goes?
How can she instil into the minds
OF her pupils a regard for honest
work when she herself not only
neglects her work, but considers it
of secondary Importance.
Any teacher must be absolutely
TRUTHFUL that she may not make
misstatements or mistakes, butshe
must be truthful, willing to correct
an error if she finds that she has
made one. She must be earnest, en-
| thusiastic, in love with her work
and her children and must be able
to hold their love, sympathy and
confidence "A teacher who is dull
and uninterestiEg in the school
room and bright, vivacious in socie-
ty has no place in any schoolrocm
of the land. She does not deserve
the name of teacher. II
i Too many so-called teachers are
in the work only for time-they
regard it as an easy means of max
ing some money, or it is the only
thing open to them between the
time Of leaving the high school and
the time of their hoped-for marriage.
Some seem to be more deSirOuS OF
becoming successful man n-catchers
than successful teachers It is
against these that I would raise my
voice in protest as being equally
unfit for the school room and for
the home. No true teacher will
find more of her pleasure in the
recreation and freedom from school
: cares than in her work The teach
err who is the last to arrive in the
. school room in the morning and the
first to leave at night is not usually
! real teacher.
The real teacher is not over criti-
cal, but is watchful for good quail
4 ties in her pupils and In her asso.
r ciates. She is not one who stag
: mates, who becomes fossilized, but
S one who is ever on the alert for
: better methods.
u Let me say that I believe the
q average teacher approaches more
n nearly to the ideal teacher than the
e average parent to the ideal parent
e You will not have teacher wht
q comes far below the ideal standard
q but who can rid ussof the parent wht
u is unideal, unsuccessful.
S Mr.. Jones here remarked that
n certificate is required Of teacher
|, but none from the parent, who's
e responsibility is no less standard
e for the teacher and none for tn,
a parent. He remarked that thI
: gaeatest difficulty between paren
It and teacher was lack of sympathy
d the parent criticising the teacher
the teacher feeling that the paren
e is not upnolding her, and a genera
S lack of harmony results.
n What teacher and parent mos
e need CAall is to get together, ex
y change 3eas, look at the child from
both poitsts of view, help each other
g not work at cross-purposes We
q should be slow to believe anything
: wrong Of a teacher, for in nine cases
0 out Of ten she is right. Some par.
!, ents who cannot manage the one OF
Q two children they have are the first
Q to complain of the teacher who has
! 4U children under her care.
: Teachers aud preachers are two
classes of people whom everyone
d seems able and willing to criticise.
T Did you ever think how much good
5 could be done by little iudicious
: praise?
! One great source of difficulty to
t the teacher is the apparent disre-
, gard which some parents manifest
. for the value OF constant attendance
. and punctuality at school. Many
l times parents seem to think that a
t few days here and few days there
D make no difference. Ten, minutes
j after nine is lust as good as nine