The Vermont watchman. [volume] (Montpelier, Vt.) 1883-1911, 1910-05-12


campus games and coached the base
ball team. He was companion to his
pupils, but the teacher was always
master of the school room and the
play ground. Such a condition of
things could be only with the mans
sincerity, earnestness and real friend
illness of spirit. His policy" did not
call for any sacrifice of manliness.
Boys and girls he found open to
friendship, as much as anybody else.
AS friend and companion the teacher
eXerted moral influence-an unobtru-
sive, subtle influence, and he did moth
ing to destroy his pupils high con-
ception of the character of a teacher.
And his enthusiasm in school work
begot enthuiasm-for enthusiasm is
contagious. He was master of the sub
jects taught and of the best ways of
teaching, for he loved his work and
sought to improve himself in order to
improve others. He diligently gath
cred mental materials to impart to his
pupils; he learned how to impart
them; he showed his pupils how to
gather materials for themselves; he
gave them a hunger and thirst for
knowledge; and he was able to do
these things because he was a stud
ent, and he was a student because
he loved his work.
A certain young woman became a
successful teacher. The secret of her
success lay in her attitude as teach
err. In the first place she took heed
to the maintenance of her health and
trength. She prepared each day 5
essons thoroughly. She studied ped
agogy from observation, from expert
ence and from books. To the pupils
she showed herself friend and helper.
A child's best effort was to her al
ways excellent. When a child tried
hard to do a thing and failing to do
! it perfectly was broken-hearted, il
she was ever ready with sympathy
and encouragement. She was mistress
of the school room, firm in command
but gentle in manner and in speech
watchful to the welfare of her pupils
but never suspicious of their conduct
ers because she showed herself
friendly and helpful; they were inter
ested in their work because she was
interested in hers; and so there grew
up an atmosphere of cooperative eff
fort, with the teacher and the pupils
mutually stimulating to better things
The spirit of cooperation extended
to the parents, so that the school de-
came the scene of a real community
of interests. A teachers attitude, If
whatever direction, affects his abilit,
to teach and affects the discipline a
the school. There was a little sir
named Dorothy. In the middle of :
term her parents moved to another
town and Dorothy entered schoo
there. When questioned by her new
teacher, young woman, Dorothy
led as to the grade of work she hat
previously done. She was soon Sc
back a class or two, however. Tn,
new teacher had converse with thu
former teacher, who said: do
know the brat, the little vixen? Yes
certainly do. She's a plumb fool ant
a she-devil. She was more troubi,
to me than all the rest of the schoo
put together, and she didn't pass
single subject These and further re
marks plainly indicated the forme
teachers attitude toward the child
Gradually Dorothy developed excel
lent qualities under the care of ;
teacher who did not call names or rant
or get mad She respondo,
readily to the kindness of her nev
teacher, learned to abhor lies abov,
all things else, and became interested
in her studies. Her face Frightened
with quickened, intelligence. Tier dis
position became sweeter. She rose t;
high rank in her classes. The new
teacher did not find her dullard or
moral pervere. The little girl gave ne
trouble. She gave pleasure, and wa
glad in doing so,
The teacher who loves his work fol
its own sake; who maintains a prope
attitude toward himself, toward hi
pupils, and toward the conditions eX
listing in and surrounding the worl
; of teaching; who is ready and cage
for each days tasks and performs
them with cheerfulness and with al
his might; who is wholly aware 0
his high responsibilities; who feel
that for him his work is best. beeaus
it offers to him the greatest emporium
ity for subjective as well as for OBJ
ljectiye achievement such a teache
is good teacher and wakes stronge
every day.
t If any one objects to the frequen
, recurrence of the word love" in tn,
foregoing paragraphs, let him ponder
Let him go forth to his boarding place
not loving" pie and cake, but loVini
, humankind and especially boys am
girls. Let him try the experiment O
doing his work with all his hear
and with all his strength. Let him re
, member that teaching must be to