Year: 1862




So many teachers positions are occupied
by young men desirous of obtaining means
of advancing their studies in other profess !
sions, Or by young ladies who are obliged to
support themselves, or wish to employ their !,
time while awaiting the probability Of mar
riage, that very few arrive at high stand
ing in teaching, and hardly begin to COM
prehend the vastness and pleasantness of
the field laid out before them, when their
mode of life is changed by the tul6lmcnt Of
previously formed plans. This tends TO de-
grade the office, and lower the standard Of
excellence. Who would employ physi-
clan who was only practicing little until
his age would allow him TO run for the Pres
idency? Or lawyer, who speaks before
jurics, to perfect himself in eloquence
which should one day be sounded forth
from the pulpit? Yet our youth just as
recklessly place themselves under tutors
as ill qualified for the Office of teachers, as
a travelling pedlar would be; not from alb
solute ignorance, but from ignorance Of the
art of teaching. Young men should be ed
ucated to look upon the profession of teach
ing, not only as temporary occupation, nor
an introduction to so-considercd more no
BILE calling, but as being itself the most
noble that can engage his attention, and the
most delightful, although responsible, to
which he can devote his life. But all are
not fitted for teachers. Some important
natural cndowments are necessary, and tho
some requisite qualifications can be acquir-
ed, yet these are minor points in the gene
raj character, although possessing their share
of importance in filing out the picture Of
perfect teacher.


OF course natural faculties for teaching
can be improved, upon repressing some pre-
dominant traits and developing others; firm
ness very much developed, with little dis
cernment of character, would give us the
old fashioned teacher, who did asgreat deal
of whipping and very little teaching; yet
frmness is necessary combined with good
Judgment of human nature. 1t is necessa-
ry that teachers should have characters very
strongly sympathetic, for they must show
themselves interested in the advancement Of
every individual scholar, which, of itself,
will assist the progress of the pupil. To
do this well it must be done sincerely and
without partiality. Added TO this, teach
er should be capable of winning the conf
dence and friendship of his pupils and strive
to be agreeable, for disagreeabe people rare
ly accomplish much. Every teacher should
remember that his office is second to none
in its responsibility and momentous result.
1t holds in its grasp power which is, and
will always be, felt in our country until its
free institutions are numbered among the
things that were, power which will exert
an influence for good or evil until we have
ceased to be a sovereign people. Then how
deep the responsibility, how great the trust
laid upon every teacher. Here, as nowhere
else, he is untrammeled in the expression
of his moral, political, and religious senti-
ments; how necessary, then, that each should
be worthy of himself and his office. How i'm
portant that he should be competent to lead
our youth in paths which confer honor on
all who walk in them, and to train minds
which will be efficient in camp, church and
state, as well as in the more ordinary de-
partments of life. Then let our young teach
ers view their profession as no mean calling,
looking at it in new light may they appre-
clate the magnitude of the work before them
and its lasting results, and with unfailimg
hearts, conscious Of the purity of their mo-
tive, resolve that no less important work or
more inviting prospects shall lure them from
their teachers desk, or diminish their hope
and courage. May our older teachers, see
ing those whom they themselves have taught
in their ranks doing honor to their calling,
feel that they have not laborcd in vain, and
that their self imposed task has already met
with some reward.


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