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True Education
become heartweary and brain-weary, with the almost irresistible
tendency to depression, coldness, or irritability. It is their duty not
merely to resist such moods but to avoid their cause. They need to
keep the heart pure, sweet, trustful, and sympathetic. In order to be
always firm, calm, and cheerful, they must preserve the strength of
brain and nerve.
Since quality is more important than quantity, teachers should
guard against overwork—against attempting too much in their own
line of duty, against accepting other responsibilities that would unfit
them for their 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 example of teachers
will inspire students with interest in, and respect for, manual labor.
In every line, teachers should scrupulously observe the principles
of health. They should do this not only because of its bearing upon
their own usefulness, but also because of its influence on their pupils.
They should be temperate in all things. In diet, dress, work, and
recreation, they are to set an example.
Physical health and uprightness of character should be com-
bined with high literary qualifications. The more of true knowledge
teachers have, the better will be their 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 usefulness of teachers depends not so much on the actual
amount of their acquirements as on the standard at which they aim.
True teachers are not content with dull thoughts, an indolent mind,
or a loose memory. They constantly seek higher attainments and
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better methods. In the work of true teachers there is a freshness, a
quickening power, that awakens and inspires their pupils.
Teachers must have aptness for their work. They must have the
wisdom and tact required to deal with minds. Teachers are needed
who are quick to discern and improve every opportunity for doing
good, teachers who combine enthusiasm with true dignity. Teachers
are needed who are able to control, “apt to teach,” teachers who can
inspire thought, arouse energy, and impart courage and life.
Children and young people differ widely in disposition, habits,
and training. Some have no definite purpose or fixed principles.