Catoctin clarion. [volume] (Mechanicstown, Md.) 1871-1940, 1911-08-31
uNAPPRECIATED WORKERS.

| UNAPFNEClAIED WOnhENo'
Contributed by member of the Press
Committee of the Frederick County
Teachers Association. 49,. '--'''
The first morning of another schoo
year will soon dawn. Who shall describe
the feelings with which conscientious
teachers wend their way to the places
assigned them for. nine months! Long
before 9 a. m. such teachers will see In
Imagination the face of a child who last
year made very decided progress in its
grade. The question arises--wi(l that
pupil give the same attention this year?
Will its brain respond to the subjects
presented? The teacher hopes to inspire
the child to put forth even greater APP
plication than in the year which has join
ed the receeding tide of past years. She
also hopes that the brain development
will be so strengthened that stores OF
useful knowledge may be laid up for the
pupils use when it has passed beyond
the stage of public school life into the
wider sphere of college or every day life.
| Again, the teacher sees timid, shrink
ing boy cross the threshold. Because OF
heredity and training he is of sensitive,
retiring disposition and cares not for the
boisterous, merry games in which many
of the boys delight. The teacher hopes
to stand between that boy and those OF
different dispositions, trusting to be able
to have each see how he may be able to
learn something of value from the other.
Again, the teacher sees girl of sullen
temper enter the room. Her classmates
shun her, or tease her, or dislike her and
her teacher hopes to be able to help that
girl find the sunny side Of life so that
she may have the exquisite happiness OF
companionship with her associates in
schoolwork.
Or the teachers attention is attracted
to girl who has many home cares before
coming to the schoolhouse. Sickness,
poverty, or mismanagement in her home
has left small chance for the enjoyment
If childhood's legitimate pleasures and
ecreations. How the teachers heart
yearns to be able to lift the dark shad-
,ws from the face. the grievous burdens
from the weak shoulders, thegrave cares
from the saddened heart,
Just outside the door may be seen the
face of the mischievous boy whose fine
health and alert brain needs to be en-
crossed with occupations wisely directed
by a sympathetic guide SO that his sur
plus energy may be used with benefit.
Such guide may succeed in getting him
started towards worthy goal then there
will be little inclination to run riot in
mischief.
Or in Imagination the teacher may let
her glances stray to the schoolyard and
may be panied to see two boys with flush
ed faces, Redeemed cheeks, clinched hands
and blazing eyes, ready to do each other
bodily harm over a fancied injury. A
martial spirit may be needed to defend
our homes and country from the hand OF
the despoiler but just now the teacher
hopes to impart the wise word which will
cause those boysto see that there is a
vast difference between petty quarreling
and the admirable trait of righteous in
dignation against actual wrong.
Next you may recall to memory the
face of certain child that is known to
be guilty of wilful untruthfulness. Such
failing may seem of little moment to
some but the small habits of childhood
become the grievous sins of mature age.
An effort must be made blythe teacher
to correct this fault of character and one
who is true to her calling will earnestly
strive to correct this tendency and also
seek to accomplish permanent results.
Among the pupils of every school there
will be one or more who delight to repeat
the sayings and report the doings of their
companions. Sometimes their motive is
to seem better by contrast. Sometimes
they dislike those of whom they speak
and hope to bring them trouble. And yet
again things are told with miraculous
additions from the fertile imaginations
of the narrator. These conditions lead
to very harmful habits and give much
cause for anxiety to the teacher.
Some children are without sense OF
the rights of another and see very little
harm in appropriating any article they
can convey to their desks or to theil
homes. If something is left on desk
or found upon the floor it is not returned
to the rightful owner even when known
for the finder lacks the precious quality
of honesty.
Then there are children who delight ir
teasing other children which causes 6
constant uproar on the street, on The
playground and in the schoolhouse. Such
children seldom submit to any teasing
from another and it becomes very neces
sary that they be shown that they mus
not demand any rights they are unwilling
to accord to others. In such cases teach
ers may be able to sow some good mora
seed and direct in a right channel a life
that otherwise might develop into {
nuisance or become criminal.
Yet again there is the child who has
natural wit. This, if undirected, may
result in a habit of undiscriminating sar
casm.
Another pitiful Objects the child whit
constantly depends upon the help of {
more studious pupil and faithfully copies