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Show unselfish, conscientious, sincere, honest, noble, pure, true man. A teacher to build up true manhood in his pupils, must be a shining example of genuine manhood. The light of the school is IT IS NOT ALWAYS MAY. The 6un is bright the air is clear. The darting awal ows soar and, sing, And from tbe stately elms I hear, The bluebird prophesying Spring, So blue yon winding river flows, Its seems an outlet from the sky, d Where waiting till the blows, The freighted clouds at anchor lie, west-win- All things are new; the buds the leaves, nodding crest. And even the nest beneath the eaves;-Therare no birds in last years nest, That gild the elm-tre- es e All things rejoice in youth and love, The fulness of their first delight! And learn from the soft heavens about, The melting tendness of night. Maiden, that rea it this simple rhyme, linjoy they youth, it will not stay; Knjoy the fragrance of the prime, For O'it is not a ways May! 1 Knj y the Spring of Iove and Youth, To some good angel leave the rest; For time will teach the soon the truth, There are no birds in ast year's nest. Longfellow. 5J 0 o m 'Fra in in o (Continued from last iasuc.) But that which will most effectually inculcate right habits of thought and action in the pupils, is the presence in the teacher of those qualities of mind and heart which show him to be a broad-minde- large-hearte- NUMBER 16 SALT LAKE CITY, UTAH, MAY 16, 1892, VOLUME III. d, d, upright, the teacher; if therefore, that light be darkness, how great is the darkness! The person who takes upon himself the duties of teacher, assumes grave responsiblities. lie takes into his hands the moulding of immortal characters, and he cannot leave them as he found them for better or worse. If we stop to think we can realize that our surroundings affect to some extent our own lives; then how much more must the life and character of the child be colored by that of one to whom he looks The as an exampler and guide. child's life is a mirror which reflects the life and character of all those who have had to do with his development from the beginning. The teacher connot but teach, even though it be unconsciously, by every act he does and everv word he utters, lie cannot separate himself from his ojlice a moment whether in school or out. Bishop Huntington says, 4kVe are taught and we teach bv something that never goes into writing at all. I believe that after all this is the highest kind of teaching, most charged with moral power, most apt to go down among the secret springs of con duct, most effectual for vital issues, for the verv reason that it is spiritual in character, noiseless in its pretensions, and eon-tain its operations." Again, "The world is full of the proofs of the power of personal attriIn most situations in butes. none more than in the school what a man is, tells for vastly more than what he says. Nay, he may say nothing, and there shall be an indescribable inspiration in his simple presence." The teacher is fearfully responsible, not onlv for what he does, but for what he neglects to do. From this responsibility he is in no wise excused and cannot nt escape. Just as sure as it is a grand and noble thing to rightly guide the young mind into just and proper conceptions of truth and dutv, so sure is it that he who assumes the office of teacher, incurs a responsibility for success or failure which he cannot shake off. "No man liveth to himself and no man dieth to himself." This is especially true of the teacher. If the teacher by every word and act shows that he has a tender conscience, and a fine sense of justice and right and duty, and that he is in all things governed bv it: what an influence for good he must have upon the young minds under his leading! I low great is the silent power of an upright, consistent, moral character! Who can estimate the irreparable damage which a bad teacher can accomplish in a I would most single term? and emphatically confidently assert, that the school is no place for a man without strong, high, moral principles. - Irfoptuf. |