Sequachee Valley news. (Sequachee [Sequatchie], Tenn.) 1896-1952, 1904-11-24

est and most degraded, because beneath
that rough exterior there are talents to
be cultivated, and there glitters an i'm
mortal soul, a jewel Of rarest beauty,
which the master has commissioned the
teacher to pluck, cut and polish for his
crown. The teacher trains the child all
the way from youth to manhood. He
terraces up character with the solid rock
of principle,
The parent has duty to perform in
connection with the school, and this
thought brings us to one OF the essen
tials of the SUBJECT under consideration,
namely, The Ideal Teacher. Although
the first quality of the teacher is not
his power OF bringing about "home CO.
operation" nevertheless it is a very es-
sential part in his line of work. To
this end he must have deep interest
in every child in his school. He must
feel it is not merely by accident that
this class is in his charge. He will be-
come acquainted with the boy at his
home, letting the parent know he is in
terest ted in their boy. In no better way
can "home cooperation" be brought
about
he knows child nature. We often
find teachers of very limited knowledge
whom we cannot always class as ideal
teachers, but whom never theless have
an important quality; they know child
nature, and manage to hold their class
es together, secure the attention OF
their scholars and do good work. The
ideal teacher knows child nature, its di-
versity, it's trials, its need. II a man
should not undertake to repair watch
who knows nothing about watches,
much less should anyone seek to mould
young hearts whose touch is dull and
cold, and who has no knowledge Of
child life.
No two children are exactly alike.
They are as varied as the flowers that
grow in the fields. That which inter
ests one will not interest another. In
the largest family each momber has his
own peculiar temperament and needs
different treatment. That which will
benefit one will only repel and harden
another. The teacher that does not un-
derstand and appreciate this but who
does all upon the same hit-or-miss plan
will make sorry work of it and cannot
bo nn1l.d idaa1 knoChar alfknunb 20
might possess all the other qualities re-
, quired. Being in charge of the primary
, department he remembers that when a
q child he thought as child, he under
stood as child, he spoke as a child and
= now having become a man and a teacher
= of class of children, he for their sakes
does not put away childish things,
Whatever the class of scholars he teach
es their makeup, acquaints himself
Il with their social conditions and their
home training. Although firm he gains
y their esteem and affections by his un
y form kindness in imparting instruction
y If any chance to be absent he prudently
ii ascertains the reasons for their absence
II If they are sick he visits them. He
v their conditions and wants. He will
II teach his pupils to observe the Sab
bath. He teaches them to be temperate
q in all things. He continually warn,
i them against the great evils of intem
perance.
He never teaches what he does no
q quite understand He never tells
child what he cannot make the chile
- tell him. He never gives a piece of in
formation without asking for it again
He will never use hard word if az
easy one will convey his meaning ant
never uses a word unless he is sure o.
its meaning. He never begins lesson
without clear view of its end. He
never gives an unnecessary command
nor one he does not mean to see obeyed
He never permits a child to remain il
the class minute without something
TO do and motive for doing it. H.
will teach truthfulness. OF the pre-
valence of untruthfulness there is NJ
need to speak. shall not give any me
thods for teaching truthfulness beca US,
it would require much time to discus
this topic fully.
The ideal teacher does not depenu a
lone on school journals, magazines, etc.
for all his methods Of government AM
teaching but he is original. He get
ideas from different sources and formu
lates plans and methods of his own. IL
is bright, cheerful and happy and fill
the schoolroom with sunshine.
Now have described the ideal schoo
teacher as he appears to me. [ hav
not attempted to give the laws of teach
ing, nor a set of rules for teacher to b
guided by. By this model perfectio
is not claimed. 1t is a pattern to b
copied and improved on. Should
prove a stimulus 60 produce a copy 81
perior 20 the model the object desire
would be obtained.
, Lastly, with all the ideal teacher
teaching, he will teach the child to loy
and respect God, and revere II
holy word. He will teach that the B