Year: 1861

lshcd audience, viii his denunciations Of
their indifference, or certainty of his own
+ future reward, add to the success of his la
/ bors Suppose an unsuccessful teacher is
/ equally certain of future reward, does that
help his school, or add to the cause of cd.
ueation? Isn't it too self-satisfying, rath-
er, TO afford healthy stimulus to action.
/ Root, hog, or diep That's the doctrine.
Cultivate manly selfreliance and hearty
interest in the various workings of society.
and know that we get about what We des-
erVe as we 90 along. Then we shall no
longer look upon ourselves as Iaborers in
an ungratetul cause, whose tardy rewards
are reserved for 4 misty future but as work
ers IN the common hive OF humanity,
where, under the wise division of labor.
each builds in his own sphere. nor deems
himself sighted if perchance his brother
laborer in another field, sedulously minds
his own business.


AtPresent teachers are out siders, or rath-
er rjS5toyS in their relations to their fellows.
and although they are favored with the
meaningless sns35, they hayn'tthe heart7rc.
cognition; nor will they have 50 long as
they Insist upon parlor hospitality at cv
cry turn, as manifested by the unnatural
sensitlycuess displayed when in contact with
the hardy bat bracing atmosphere Of the
world. Oh that this higher law idea Of
teaching might be reserved for hirher
spheres than this. 1t don't work here
From this idea proceeds much that we
hear OF the indifference of parents. Par
cnts don't visit the school, says Mr.. Teach
or, and thereupon follows a homily upon
the thankless task of teachers, and the
blindness Of parents to their own interests;
OF perhaps a comparison IS instituted, from
which IS deduced the relative interest with
which a father views his children and his
cattle


Now if school teaching were plain mat
Ter OF fact, worldly occupation, the matter
could be disposed Of very easily, and that
too without making barbarian Of the par
ent.


The answer would be, teacher has no
right to expect parent to interest himself
especially in the school room routine-it
isn't part Of his business. The various
expedicnts resorted to in the school discip-
line, are no especial interest Of his. It is
the results he looks at. Rest assured, he
has some idea Of the totals 'The test Of
the pudding is in The eating says Mr.. Sen
sibie, nor does It follow that we have no
interest in, Or ropudiate puddings because
we may choose to spend our time elsewhere
than in the kitchen The true test of
teaching is the work accomplished, and
that work, if properly done, viii show it.
self out Of, as well as in the school room.


Besides school drills are not generally
very entertaining at best, much less to
those whose thoughts have other channels,
and it is simply unjust to thus stigmatiae
parents. Indeed! we young striplings Of
not half their years, presume a higher and
more abiding interest in the children than
the fathers and mothers themselves and
all because sge teach school, If school
teaching we're the ultimatum Of all earthly
ends, then there might be some excuse for
the presumption; but since it is only one
Of the many agencies for human progress,
it must and will graYitatc to its own pro-
per level, there to pass fer al it is worth


4 TEACHER.