Year: 1872

Before person enters the school room
as a teacher, he ought to put this ques.
tion to himself seriously, and answer il
in all candor. "Of what manner of
spirit am ~"


This brief article may be severe crit.
cism on the motives by which many
teachers are actuated. Il may also he
severe on those patrons who, by their
low, selfish way Of acting, contribute
largely toward destroying the zeal Of true
teachers, and manufacturing lower or.
der Of cducato,s. who become animated
by the same selfish spirit.


A teacher should, ike all other per.
sons ought 10, recognize the fact that his
Creator holds him responsible for the use
he may make Of his time and talents.
No man ought ever TO undertake the
work Of instructing the young without a
deep sense Of his individual responsibility
in the sight Of heaven. lie should con.
stanuy cndeavor TO impress this thought
upon the minds of his pupils. This he
cannot do successfully, unless they see il
exemplified in his own life. Believing
firmly that he was horn for a purpose, a
man should choose the profession Of tea
ching from an honest, well grounded con-
viction that he can make himself more
useful to society in this field Of labor
than in any other. lie should feel that
he Is a called and sent teacher, heaven
ordained, set apart to this noble work by
his own talents and aptitudes. Early in
life he should consecrate himself, mind
and body to this profession as his liJc pOrk.


Having selected this employment for
life, he should spare no time, labor or
expense, in qualifying himself to adorn
his high calling. lie should have a pro-
fessional pride, entering into his work
with an enthusiasm, enjoying feeling of
satisfaction in hearing that his pupils
take the university honors, aud make
useful and influential men in society.
Oh! how pleasant it is to meet such
young men after they have begun an ac-
tive life with high hopes and noble aspi-
ration, and hear them say "you taught
me TO think. 10 your instructions owe
what ! am or may be-" This is a source
Of pleasure purcr, swceter, richer FAR than
grecli~cks cap aaidrl.


They are the fresh. green oases
in the sandy desert Of teachers
life. II is pleasant TO set in motion waves
Of influence for good that will move on
when one is dead.


A teachers mind should be deeply i'm.
pressed with the great responsibility and
exalted dignity Of his calling. 1t is a
responsible work-this training Of the
youthful mind from ignorance into knowl-
edge, from weakness into strength. Early
impressions are most lasting. "Just as
the twig is bent the tree is inclined" "
lis education forms the mind" The
teachers mould boys character for time,
and decides, it may be, his destiny for
eternity.


''Oh let not then unskillful hands attempt
To play the harp whose tones, whose living


tOncs,
Are left forever in the strings. Better far
That heavens lightnings blast his very soul,
And sink il back 10 chaos lowest depths,
Than knowingly, by wonl or deed he send
A blight upon the trusting mind Of youth"


The teachers heart should be fired with
an Garnet desire to do good. 1t should
be filed with broad aud deep philan-
thropy. Let him teach from sense Of
duty. Let him not be a covetous man.
Let him not disgrace himself and his pro-
fession by condescendlng to strike for
loaves and fishes.


The great Apostle of the Gentiles con-
tended strongly for the great fundamental
principle of justice, that "the labOrer is
worthy of his hire" That those who
preach the gospel should live of the gos-
pei, is dictate of common sense, as well
as the teaching of the bible. Yet Paul
said also, "Woe to me if preach not
the gospel"


This should be the spirit of the teacher.
He should cheerfully consent to pcddle
scissors sharpeners for an honest liveli-
hood, and teach for nothing, il necessary,
rather than see a world wallowing in the
mire of vice and ignorance.


This hastily written and imperfect Ar
ticle gives but a faint picture of my con-
ception Of the true spirit Of the teacher.
God helping me, | am more than ever
determined to keep this beautiful, divine
ideal floating before my enraptured Wis
ion, and endeavor to approximate to il
rs nearly as the imperfections of a very
imperfect nature will allow.


j. b. NJ.