The Washington times., 1902-07-03


by college president suggests long
train of reflections. This is the let
ter, and it explains itself:
Dear Sir: Mr.. - of - college,
class of 1860, is an applicant for the po-
sition Of teacher Of Latin and Greek here
at - Seminary. and he has referred
me to you for further information as to
his scholarship, character, and general
ability.
We want a young man who will maks
strong teacher of the classics. one who
can interest mis- pupils and get the best
results in the classroom. and who can
at the same time be of service to the
| toys in their athletics, and also in their
Y NJ c. A work.
| l understand IS scholarship is OF
the very highest order. Would you re-
gard him as possessing the qualiica-
tions CT an exceptionally strong teacher.
that is. does he seem to possess the
qualifications OF interesting his pupils
and of inspiring them?
| Would he be apt to work in well with
the principal and his fellow teachers.
Has he the required amount OF tact and
good Judgment?
Would he be apt to be popular with
the boys, and be able to influence them
positively for gctd along moral and re-
| ligious lines?
What are his qualifications for pub
lie speaking? Could ne speak acceptably
to gatherings of public school teachers
if called upon?
Besides explaining itself, it explains
why some American schools are not
more effective in making scholars.
There Is altogether too much DISPOSE
ltloD at present to exaggerate the per-
sonal element In teaching, and make
too little of the business end of the
transaction, especially in private
schools. In fact, it might be said
that Americans are just dow making
too much of the personal element in
everything. \ mans character is his
own, and not {, business asset; and it
ought not to be made business asset.
II is enough for man to teach Latin
and Greek well, without posing as an
Admirable Crichton.
We need thorough scholarship and
practical work in our educational sys-
TEN more than we need anything else;
and while it is of course desirable
that teachers should be of good moral
character, that they may not have a
bad influence over their pupils, it is
altogether too much TO expect them to
do the work of the home. 1t is tho
business of the parents and the chill
dren, not the teacher, to attend to the
moral and religious life of boy.
The teacher does enough when he does
his work well; and he cannot do this
if he is required to be football coach
and president of religious society,
and Eaif dozen other things. The
boys will take care Of that sort Of
work themselves if they are allowed
TO do so.
The influence of teachers over chill
dren between the ages of ten and
eighteen is very much exaggerated,
and the teacher often gets the blame
for faults which he could not possibly
have eradieated. The public senti-
ment of a school depends more on
the pupils than on the teacher, as a
rule, except in so far as the teacher
has voice in the selection of the pu-
pills. OF fails to keep good order.
What we need in our schools are teach
ers who will teach Latin and Greek
and mathematics and the languages,
and science. and do ii conscientious
ly and thoroughly; and if they have
any spare time they should use it for
advanced study in their special lines,
or for needed recreation. They will
do their classes much more good in
that way than they will by mixing
their personality with their business.