Preparation
209
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.
[278]
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 com-
bined 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 pupils.
The teacher must have aptness for his work. He must have the
wisdom and tact required in dealing with minds. However great his
[279]
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.