Year: 1860

Dr. 1ollen, heroic laborer and an uncom-
planning sufferer in great reform, said he
had fine enthusiasm which made him al.
WAYS confident of success, however long
the triumph might be delayed


This remark has been suggested to my
mind while visiting schools, and observing
the nUmberleas aapoyances, the almost in
cessant trials, the continual duties and cares
that make SO large portion of the teach
ers daily experience. The teacher has to
influence and control other minds, to give
direction or leading to other wills every
thing in The schoolruom mus; be djusted
to his wish. subject to his sway. In the
collision of different desires, the opposition
Of conflicting wills, there is demand for
large wisdom and untailing patience. This
patience may be he result Of two causes
either the Indifference OF the teacher, or
the far looking thou-ht of mind impres
scd with the high uses oi education and
with the destiny oi the human soul. The
former is not patience, but hcartless apathy,
most misplaced in the midst of youthful,
plastic natures. The latter is genuine pa
tience, produced by consideration of the
august capabilities Of the human mind
Of the heights of knowledge, virtue, and
reverence which it may attain; of the large,
ness Of hope, the breadth of sympathy, the
sublimity of aspiration to which it may ex-
pand 1t also looks forward to the good
that may be achieved by the ightly educated
man, the healthful influence that will be
exerted in community, and upon individu-
al minds, the great gain to the security Of
public morality, the impulse that will be
given to every generous nature to aid i'll
overthrowing all forms of evil Nor does
it confne its thought to the present life,
but looks toward the future that lies for
each of us beyond the light Of Time; and
trusting that every right influence, every
true and needed word, every generous wish
and self forgetful deed, every Christian eff
fort and prayer will surely be accompanied
by the divine might and blessing, The pa
tlent heart of the true teacher is mot wea-
ry in well doing


No teacher can be entirely successful
without a loftiness of purpose, and tire
less patience produced by considerations
like those above. He must be inspired by
a fine enthusiasm, not blind zeal, but a
hearty confidence that his labors are for
noble object and cannot fail Of their reward
This enthusiasm is not so much manifcs-
tation as an inward fire. an irresistible de-
sire and purpose to labor for the highest
good of those whom he must guide


There are many discouraging circum-
stances in almost every school; daily trials
of patience by obstinate scholars, or censo-
rious patrons want Of intelligence, or of
interest, or of conscience in pupils and,
perhaps, worst of all, the conviction that
parents are ncglectful if not opposing. In
the midst of all these obstacles to his sue
cess, these trials of his temper, the teacher
is sometimes liable to be disheartened-to
feel that he has mistaken his calling--to
conclude that it is not worth while to labor
for those who are Indifferent to his efforts
just here is the need Of the wise enthusi-
asm Of which [ have spoken, and which
may be gained in greater or less degree by
every teacher. 1t cannot, however, be Sc
cured except by the most serious thought;
by most diligent study of the value Of
knowledge, of the great benefit conferred
by careful mental discipline, Of the grand
object Of life on earth. No genuine, en-
during enthusiasm can be inspired 10y less
wei9hty considerations and careful in
vestigation Of these can hardly fail to ava
ken in every teachers mind a sense of the
grandeur OF his mission, and most earnest
desire to act wisely in sphere so full of
responsibility.


Il paint for posterity,' said an inspired
artist, and the canvass became immortally
beautiful beneath his touch; lights and
shades were SO blended scenes Of striking
loyeliness we're SO portrayed that they seem
ed instinct with lite, as if the spirit Of the
artist had passed through his pencil to an
innate the picture forever Such should be
the teachers enthusiasm, difusing itself
through all the spirits that throng the
schoolfoom, until they are thrilled with Its
energy, and transformed into more earnest
natures, with definite, worthy aim for lite


The true teacher-artist OF the school
room--paints for posterity and for immor-
tality. The pencil he uses is finer than
most skiliful fingers ever formed or used
the tlnts ne imparts are more tasting than
colors that painters can procure and the
canvass wherein he labors is an immortal
life.


If this seem fancifnl or dreamy 10 any,
let hin consider thar to the thoughtless all
things are unmportant, bal to the earnest
everything is fsl! of signifcar.cc--most .!
all is that significant WHICH relates to the
training, the moulding, The entire culture
of the human mind Teaching is not an
idle game, but most momentous reality
And they are the best teachers who fully
understand this fact, and are inspired By it
10 work faithfully and cheerfnlly that, of
all who are given them, none may be lost
to the ranks of the wise and true. s,