The child's first teacher is the mother. During the period of
greatest susceptibility and most rapid development his education is to a
great degree in her hands. To her first is given opportunity to mould
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 the
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 creditable
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 the 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 a 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?" (Judges 13:12), 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 parents' 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 the 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
Experience in practical life is indispensable. Order, thoroughness,
punctuality, self-control, a sunny temper, evenness of disposition,
self-sacrifice, 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 his 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 than quantity, he
should guard against overlabor-- 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 schoolroom 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
The teacher must have aptness for his work. He must have the wisdom
and tact required in dealing with minds.
However great his 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 and 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 into 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
The children and 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 and to 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 insight that
will enable him to trace to their cause the faults and errors manifest
in his pupils. He must have also 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 the stern judge. While the teacher must be firm
and decided, he should not be exacting or dictatorial. To be harsh and
censorious, 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, impatient, or
unsympathetic toward 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 theirs 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 mould 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 great day
when every word and deed 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 and youth upon his heart. How to secure for them 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
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." Revelation 3:8.
"Call unto 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." Jeremiah 33:3; Psalm 32:8.
"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." 2 Corinthians 3:18, R.V.
This is the secret of power over your pupils. Reflect Him.
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