Chapter thirty two, The under teacher preparation study to show thyself approved unto God.
The child's first teacher is the mother. During the period of greatest susceptibility
and most rapid development, his education is to a degree in her hands.
To her first is given opportunity to mold to the character for good or for
evil. She should understand the value of her opportunity, and above every other
teacher should be qualified to use it to the best account. Yet there is
no other to whose training so little thought is given. The one whose influence
in education is most potent and far reaching is the one for whose assistance there
is least systematic effort. Those to whom the care of the little child is
committed are too often ignorant of its physical needs. They know little of the
laws of health or the principles of development, Nor are they better fitted to
care for its mental and spiritual growth. They may be qualified to conduct business
or to shine in society. They may have made credible attainments in literature and
science, but of the training of a child they have little knowledge. It
is chiefly because of this lack, especially because of the early neglect of physical
development, that so large a proportion of a human race die in infancy,
and of those who reach maturity, there are so many to whom life is
but a burden. Upon fathers as well as mothers. Rests responsibility for the
child's earlier as well as its later training, and for both parents, the
demand for careful and thorough preparation is most urgent. Before taking upon themselves the
possibilities of fatherhood and motherhood, men and women should become acquainted with the laws
of physical development, with physiology and hygiene, with the bearing of prenatal influences,
with the laws of heredity, sanitation, dress, exercise, and the
treatment of disease. They should also understand the laws of mental development and moral
training. This work of education, the Infinite One has counted so important that
messengers from his throne have been sent to a mother that was to be to
answer the question how shall we order the child? And how shall we do
unto him? And to instruct a father concerning the education of a promised son.
Never will education accomplish all that it might and should accomplish, until the
importance of the parent's work is fully recognized and they receive a training for its
sacred responsibilities. The necessity of preparatory training for the teacher is universally admitted,
but few recognize the character of preparation most essential. He who appreciates the responsibility
involved in the training of the youth will realize that instruction in scientific and literary
lines alone cannot suffice. The teacher should have a more comprehensive education than can
be gained by the study of books. He should possess not only strength,
but breadth of mind, should be not only whole souled, but large hearted.
He only who created the mind and ordained its laws, can perfectly understand
its needs or direct its development. The principles of education that he has given
are the only safe guide. A qualification essential for every teacher is a knowledge
of these principles, and such an acceptance of them as will make them a
controlling power in his own life. Experience in practical life is indispensable. Order
thoroughness, punctuality, self control, a sunny temper, evenness of disposition,
self sacrefice, integrity, and courtesy are essential qualifications. Because there is so
much cheapness of character, so much of the counterfeit all around the youth,
there is the more need that the teacher's words, attitude, and deportment should
represent the elevated, and the true. Children are quick to detect affectation or
any other weakness or defect. The teacher can gain the respect of his pupils
in no other way than by revealing in his own character the principles which he
seeks to teach them. Only as he does this in his daily association with
them can he have a permanent influence over them for good. For almost every
other qualification that contributes to a success, the teacher is in great degree dependent
upon physical vigor. The better his health, the better will be his work.
So wearing are his responsibilities that special effort on his part is required to
preserve vigor and freshness. Often he becomes heart weary and brain weary, with
the almost irresistible tendency to depression, coldness, or irritability. It is his
duty not merely to resist such moods, but to avoid their cause. He
needs to keep the heart pure and sweet, and trustful and sympathetic. In
order to be always firm and calm and cheerful, he must preserve the strength
of brain and nerve. Since in his work quality is so much more important
in quantity He should guard against over labor, against attempting too much in his
own line of duty, against accepting other responsibilities that would unfit him for his
work, and against engaging in amusements and social pleasures that are exhausting rather than
recuperative. Outdoor exercise, especially in useful labor, is one of the best
means of recreation for body and mind, and the teacher's example will inspire his
pupils with interest in and respect for manual labor. In every line, the
teacher should scrupulously observe the principles of health. He should do this not only
because of its bearing upon his own usefulness, but also because of its influence
upon his pupils. He should be temperate in all things, in diet,
dress, labor, recreation. He is to be an example. With physical
health and uprightness of character should be combined high literary qualifications. The more of
true knowledge the teacher has, the better will be his work. The school
room is no place for surface work. No teacher who is satisfied with superficial
knowledge will attain a high degree of efficiency. But the teacher's usefulness depends not
so much upon the actual amount of his acquirements as upon the standard at which
he aims. The true teacher is not content with dull thoughts, an indolent
mind, or a loose memory. He constantly seeks higher attainments and better methods.
His life is one of continual growth. In the work of such a
teacher, there is a freshness, a quickening power that awakens and inspires his
pupils. The teacher must have aptness for his work. He must have the
wisdom in tact required in dealing with minds, however great a scientific knowledge,
however excellent his qualifications in other lines. If he does not gain the respect
and confidence of his pupils, his efforts will be in vain. Teachers are
needed who are quick to discern and improve every opportunity for doing good. Those
who, with enthusiasm combine true dignity, who are able to control and apt
to teach, who can inspire thought, arouse energy, and impart courage in
life. A teacher's advantages may have been limited so that he may not possess
as high literary qualifications as might be desirable. Yet, if he has true
insight in a human nature, if he has a genuine love for his work,
an appreciation of its magnitude and a determination to improve. If he is
willing to labor earnestly and perseveringly, he will comprehend the needs of his pupils,
and, by his sympathetic progressive spirit, will inspire them to follow as
he seeks to lead them onward and upboard. The children in youth under the
teacher's care differ widely in disposition, habits, and training. Some have no
definite purpose or fixed principles. They need to be awakened to their responsibilities and
possibilities. Few children have been rightly trained at home. Some have been household
pets. Their whole training has been superficial, allowed to follow inclination into shun
responsibility and burden bearing. They lack stability, perseverance, and self denial.
These often regard all discipline as an unnecessary restraint. Others have been censured and
discouraged. Arbitrary restraint and harshness have developed in them obstinacy and defiance. If
these deformed characters are reshaped, the work must in most cases be done by
the teacher. In order to accomplish it successfully, he must have the sympathy
and the insight that will enable him to trace to their cause the faults and
errors manifest in his pupils. He must also have the tact and skill,
the patience and firmness that will enable him to impart to each the needed help
to the vacillating and ease loving such encouragement and assistance as will be a stimulus
to exertion to the discouraged, sympathy and appreciation that will create confidence and thus
inspire effort. Teachers often fail of coming sufficiently into social relation with their pupils.
They manifest too little sympathy and tenderness, and too much of the dignity
of a stern judge. While the teacher must be firm and decided, he
should not be exacting or dictatorial. To be harsh and censurious, to stand
aloof from his pupils, or treat them indifferently is to close the avenues through
which he might influence them for good. Under no circumstances. Should the teacher
manifest partiality. To favor the winning attractive pupil and be critical and patient or
unsympathetic towards those who most need encouragement and help is to reveal a total misconception
of the teacher's work. It is in dealing with the faulty, trying ones,
that the character is tested and it is proved whether the teacher is really
qualified for his position. Great is the responsibility of those who take upon themselves
the guidance of a human soul. The true father and mother count theres a
trust from which they can never be wholly released. The life of the child,
from his earliest to his latest day, feels the power of that tie
which binds him to the parent's heart. The acts, the words, the
very look of the parent continue to mold the child, for good or for
evil. The teacher shares this responsibility, and he needs constantly to realize its
sacredness and to keep in view the purpose of his work. He is not
merely to accomplish the daily tasks, to please his employers, to maintain the
standing of the school. He must consider the highest good of his pupils as
individuals, the duties that life will lay upon them, the service it requires,
and the preparation demanded. The work he is doing day by day will
exert upon his pupils, and through them upon others, an influence that will
not cease to extend and strengthen until time shall end. The fruits of his
work he must meet in that day when every word, indeed shall be brought
in review before God. The teacher who realizes this will not feel that his
work is completed. When he has finished the daily routine of recitations, and
for a time his pupils pass from under his direct care, he will carry
these children in youth upon his heart. How to secure them for the noblest
standard of attainment will be his constant study and effort. He who discerns the
opportunities and privileges of his work will allow nothing to stand in the way of
earnest endeavor for self improvement. He will spare no pains to reach the highest
standard of excellence all that he desires his pupils to become. He will himself
strive to be. The deeper the sense of responsibility, and the more earnest
the effort for self improvement, the more clearly will the teacher perceive, and
the more keenly regret the defects that hinder his usefulness. As he beholds the
magnitude of his work, its difficulties and possibilities, often will his heart cry
out, who is sufficient for these things? Dear teacher, as you consider
your need of strength and guidance, need that no human source can supply.
I bid you consider the promises of him who is the wonderful Counselor. Behold,
he says, I have set before thee an open door, and no
man can shut it. Call upon me, and I will answer THEE.
I will instruct THEE and teach THEE in the way which thou shalt go.
I will guide THEE with mine eye, even unto the end of the world.
I am with you as the highest preparation for your work. I point
you to the words, the life, the methods of the Prince of Teachers.
I bid you consider him. Here is your true ideal. Behold it,
dwell upon it, until the spirit of the Divine Teacher shall take possession
of your heart and life. Reflecting as a mirror the glory of the Lord,
you will be transformed into the same image. This is the secret of
power over your pupils. Reflect him. End of chapter thirty two.