Year: 1860

What the Teacher can Do.


A few years since, the trustees of school
district in central New York, applied to the
principal of o neighboring acadamy, for
teacher On enquiry, the principal learned that
they had recently built new house, and were
strongly desirous Of improving their school :;
and as means of doing SO, had determined
to secure the services of competent teacher
and os they did not expect to do SO at their
previous wages of ten and twelve dollars per
month, they had resolved to pay fourteen or
even sixteen dollars. The principal assured
them that no such wages would secure the
services Of the best and most experienced
teachers, but said that if they would say egh-
teen dollars per month, he would furnish them
with teacher whose success he would war
rant. This was finally agreed 10, md young
man of bat one winters experience in teaching
but whose success at that time, together with
his known character, ability, and earnest de-
yotion to whatever he engaged in, was sufficient
TO Justify the strongest expectations Of his fu.
ture success, was sent 10 fulfill the engage
ment


Knowing that his friend ani teacher had
fully endorsed his success, he entered upon his
labors with the determination that the conf
dence thus reposed in him should not be be
trayed. He accordingly threw himself, az it
were, into his work He gave hiuself up Who'll
" and unCeservedIy to his duties. lie neither
knew nor recognized any higher duties than
ta0re which has vocation involved His ear
nestneSS and enthusiasm soon communicated it.
self to his pupils they seemed imbued with
new lie ; they labored in conjunction with
him they took home their books at night !;
they talked of their teacher they repeated his
savings, so different from the teachings to
which they listened before their zeal earnest
ness and enthusiasm in their studies, know no
bounds the parents caught the infection, and
wondered Mt the change they enquired OF
him in his vistatons. while boarding round.
how he acquired such an influence be
anSwcred-and at the same time took oppor-
tuuity to suggest new thoughts and ideas upon
the subject Of education the interest denCened; ;
the parents must SEQ how these matters were
conducted to produce results so unusual they
visited the school found order and system to
prevail. and labor to be the me idea Of teacher
and pupil they saw that the great effort of
the teacher was rot to get his pupils through
books but to imbue the minds OF his pupils
with the priaaples they contained that be
sought not so much to :mpqrt knouledge. as
to dercloP mint that he deemed one principle,
thoroughly understood, better than tzrcntr
facts poorly appreciated in their bearings and
applications. These were aclr thoughts to the
people, and presented in any other form than
with the practical demonstration Of their utility
and truthfuluess before them would doubtless
have been strongly discredited But with this
conviction fully impressed, they were desirous
of becoming better informed upon the princi-
pies of education, which service the teacher
cheerfully performed in his visitation and in.
tercourse among them. The result was, that
at the close Of his school, be was solicited to
engage it for the ensuing winter, at thirty dol


lars per month, and board at one place. He
accepted the offer, and taught the school with


increased rather than diminished sgccess.


This is asimpIe,iiln>tration Of what teacher
nav accomplish. Here was double dutg per-
formed. The teacher taught the scl0oi and at
the same time taught the people, too and this
is the teachers trae mLSSl0u-he must not be
ronten: with exercising an influence simply in
tbs sceo0i r00D. he must be the exponent Of
the great principles OF education and enIighten
the public mind with regard to them. We
thus see, also, that as soon as the public are
properly intornsi, there is no lack Of berali-
ly on theirpart. Universally, the public are
found literally supporting those measures which
Hcy deem Important The difficulty lies in get
ting them properly informed upon the subject
and the reason why they are not properly in
formed, is because teachers shirk from respon
sbility and labor in this matter; content to
earn only the scontgp pittaaos they receirs.


Had the district above cited, been at the
frsL called upon to pay thirty or even twenty
five dollars per month, they would have scout,
ed the idea, a,-because they cond not then est-
mate the value Of education by any such
standard but when they are made to see its
value, and the difference between that which
is specous and that which genuine, they readily
offer to the extent of their means


viii not teachers impress themselves with
this idea, aud act accordingly?


Hudson. L. W Z.