| Show PROFESSOR LECTURE AN ELOQUENT disquisition ON THE qualifications qualification DUTIES AND DESTINY OF THE TEACHER the large audience which gathered in the fourteenth ward assembly room last evening gave evidence that an increasing interest is being taken in the varied proceedings of the teachers summer institute the lecturer was given the closest attention and ht able effort was highly appreciated the proceedings were commenced b by singing and prayer lind and chas F wilcox alcox introduced professor karl G maeser principal of the B Y academy at provo professor maeser said in be had bad chosen his subject the teacher not for the purpose of delivering a eulogy on the aop vocation atlon to which the teacher was devoted but bot to 10 place before his audience a picture of what the teacher ought to be the light in which history presented him and what the future destined him to be the example the lecturer had in view was a teacher who directed his ener glus gius and devoted his whole life to the training of the human mind in the proper channel when the traveler in the south souta seas or the grecian archipelago passes over the numerous islands of those regions he be usually gives little thought to the ibe fact that he stands upon the labors of millions of little beings who have been toiling year after year century aner ceni iury m me wr mation of enose isles the labors of the teacher might be compared to that of the coral insect almost lile ble when singled out but when combined tile the advancement or de toria tion of civilization depended upon them the history of civilization was the history of teaching in remove this factor from a nation biot and that nation would quickly descend to barbarism in the vague history we have of nations that have disappeared we nave have learned of their large cities their high degree of civilization of 01 some ot them thein it was said there was scarcely a roan man among their inhabitants who could not read or write what an amount of teaching this great result must have represent ed but as we do not adow of 01 the la aois bors ot of each of the little beings who construct toe me islands neither do we know knew anything of the great reat army of teachers among those now unknown peoples we look on the ruins of nineveh of egypt and of other cities and nations 0 of f antiquity and realize that of the teachers of their builders there is no account their history tells of the heroes the lawmakers the statesmen but the labors of the nations teachers are only seen to their results Wh what would atwould alexander the great have been but lor for the teachings of aristotle what of all the great greatman men of history had not been foi fo i tie tutors who trained their minds few of these tutors are known though occasionally some ot or them as confucius aucius brahma and others shine out in bold relief their teachings having been more lasting on the minds and history of their peoples than were the inscriptions on papyrus or stone the wonderful and advanced civilization of athens was brought about by bv the labors of her teach teachers ersA A socrates inscribed on the minds of the people the principle that made thebes great and the same rule followed throughout all history the philosophers of greece were freemen and the nation they raised to the f rout front was composed of freemen but bur great rome home had bad no such teachers when greece was conquered by the roman hosts her educated men were reduced to the condition of slaves there was exhibited the pitiable piti ahde bAe spectacle of the men who were to mold the future of rome being bought and sold for money history records the result of having a nation educated by slaves when roman civilization went under the despotism of an empire it was a golden rule that a teacher could not impart what he did not obsess jb tb sess the greek slave could not implant in the hearts of his roman pupils the principles of freedom and liberty when he did not himself possess or enjoy them and through the influence ti tience of these circumstances rome became an empire of slaves when christianity came along with its ennobling and sanctifying sanctify ing influences a strength and power was ex exercised that presented a sublime spectacle of courage and devotion to right and liberty but when that spirit of christianity departed that which followed iett lettered ered the souls of mankind in monarchies and monkish chains the teachers then inspired their pupils with no freedom ot 01 thought no grand principles and liberty was was crushed beneath the iron heel of despotism the ages of antiquity produced gr great eat men geniuses in literature in art and in war these men might be compared to tile the gorgeous palaces of nineveh and of babylon Baby iou the erection of obese great castles swallowed up as it weiz were the lives ot millions but all around them were the hovels of wretchedness they rhey stood out above all their surroundings roun dings a vastly different scene to that preben prevented ted in our own country today where through the influence of the teacher there were comparatively no ao great palaces or miserable hovels tm but a more equal distribution of prop erty and intelligence As these castles loomed up from their low surroundings so the great men of antiquity tower lower above the barbarian hordes around them there wasa was a Cyr cyrus usand and alexander a great man here or a sublime hero there but all around was the darkness of ignorance we admire the ten or twenty whom history records as havins having spent their heroism beffie troy the few prominent individuals in the trout front of the picture knowing nothing of the massed behind them but in this age and ana nation itis it is different the glory is more equally aae result of more equal teaching tile the world is not indebted to one coral insect or one drop ot water for what it has but it takes millions of insects to produce the island many drops of water to make a stream of the heal healthful th f ul fluid so it is with the teacher their names may not be inscribed singly in the temple of fame their graves may be trod del upon unobserved but bat the results of their labors will not perish but will stand f forever biever the work of the mechanic and the architect will pass away but the work of the teacher never it is Im bedded for all time in the minds and lives of their pupils it is eternal and their calling immortal whether in the pastor future intelligence was the result of their labors there were teachers before ho anti lal wag and would when there was a new heaven and a new earth this fact was one great consolation to the teachers who sometimes grew weary with the constant watching and earnest study necessary to qualify them for their important calling there were many who came claiming to be teachers who never can become such the true teacher must be born the talent must be in him he can no more help being a teacher than a poet can help producing poetry a musician bringing forth iea i melodies melodie s or a painter creating the grand works wo ks of his art ile he must be what he is his heart responds to the call for knowledge and ile he cannot refuse but he be must have more than the calling he must muse have the capacity there are three essential qualities the physical the intellectual the moral neither of which can caa be omitted the teacher may have bave intellect and be desirous of training the human mind to the great ideal before him but without all the necessary qualification s he be cannot canno be successful saul with all these he has his ideal of what should be but which he be never reaches there are brave efficient teachers in all ail pages of the worlds history like moses and many others but bul of all these with their great endowments not one reaches the ideal presented in that greate greatest bt of all teachers jesus of nazareth the more we study his labors the more we find and to in his teaching no matter what we do or what idea or principle we evolve fur for the benefit of mankind we find that jesus has done that before us and presented for our guidance and contemplation that same principle of intelligence every teacher has his ideal toward which he struggles but which he never reaches the poet feels as if he had wings he strives for utter utterance atoe and does utter but never to his satisfaction the musician though he be be a beethoven a mozart or a wagner pours his soul into the divine melody but never reaches his idea of perfection it is so with the teacher he is ever pressing forward approaching but never reaching the goal of his adf ambition teaching is not a mere rhetorical figure an intellectual feat or a physical action it i is a labor of the heart and the whole nervous system is at its disposal and in this there is danger the mariner skilled in the science of navigation if he goes oes to sea in an ship ang and is struck by the storm sinks an and alkhis knowledge and skill will nor noi save him how many bright intelligent spirits among the teachers of mankind are working it in frames that are beset by disease their vessels are not seaworthy and when the gale comes they shiver and founder in the great deep how many weak consumptive and dyspeptic whose bodies will not hold out and how great the necessity for the teacher to see early where his vessel is leaking and make it ii seaworthy many times he must stand before his class with a smiling face while within there is a guaring grid grief that fills the heart with a sigh all this lie he must go through and stand bland it the body must near dear this heavy strain and to meet it the laws of health should receive earnest consideration the lady teachers especially could not noi stand through the course many were pursuit pursuing I 1 they hey could not follow the fashions of dress as maly of them did and be teachers but at the cost of their lives this fashion of dress is the moloch that consumes annually so many precious victims As one of experience the lecturer advised the ladius ladies to wear looser clothing do thine to give V e their bodies sufficient room axy they should also be careful of the food they ate and avoid i hat curse of teachers late hours these brief hints lie he hoped would suffice asfor As for the young men they should also keep themselves pure cheif the rb bodies rhodies should be kept free f from rom liquor tobacco and from every vice their appearance their voices their action in public and private should give evidence of 0 health and soberness how of often ten has a child when the teacher has stooped over it been compelled to turn away because ot of the fumes of tobacco or whisky in such a case that tea teacher cher has forfeited that childs affection their bodies should stand before their pupils pure and beautiful it was not the cut of the I 1 lips i ps the shape of the nose or the color ot the hair that made beauty the beauty that was eve everlasting ce asting was obtained by aln purity of me intellectual ta capacity in a teacher was an absolute necessity for he could not impart what wha t he had not hypocrisy should nod find no place with him he should alwa always yh have a diagram of himself in view and when he tailed failed in any particular the deficiency should be remedied when tie ne came to a point that he was not conversant witti with he should learn and understand it and not be always standing before his class with a test book in his hand but should have a thorough knowledge of what he taught As ab to the moral of a teacher the lecturer would rather have his child u to smallpox typhus fever cholera or otner disease ten times over than to the degrading influences influence sofa of a corrupt teacher the child might recover from an attack of the smallpox or even the deadly cholera but it took years to discover the existence ot of moral corruption instilled into the young mind perhaps by some unconscious act on part of the teacher it was small and unknown at first but all of a sudden it would burst forth making the child corrupt inc incurable ara alethe The teacher had not felt the vicious disease because his own senses were dull and not being in assion of the liner finer more delicate possession elings gs of morality could not implant them in his bis pupil it was better to take chances with an igloi ant but pure minded teacher than with the preat eist philosopher who was impure aristotle was a pure teacher and inspired his pupil alexander with the highest code of morals that tie be know knew all that any man could do but seneca reared a nero lie he was a great philo sopher but his morality was of the gr drawing awing room class it would not 1101 wash cardinal do d Fleu floury rythe the philosopher and wad waa tue the tutor of louis XV he had the same draw ing room morality which would not I 1 stand the test teat it mi ht do like kid gloves for show hut not for every day wear and louis XV developed into a corrupt ayi floury could not impart a morality which they had not the teacher could not give to his pupil a pure heart unless he himself possessed one mius Nom MiU lity 7 or a coe of moi morality was naught unless sanctified by Divine law A teacher should not be selected unless he has the principles of divinity within him to I 1 lead ead his pupils upward and onward in the ultimate consequences of his teachings to god there is no truth that has not its source in the author of all truth the teacher who would influence a child away from this should be discountenanced the lecturer might be called a fanatic or a bigot for such an expression but knowing what was right he be could not and dare not do otherwise otherie ise the teacher should labor so that tiie the next general ion would be be better than the present ile he should work so that like the coral reef when the smiles of heaven rested on it and nature covered it with beautiful verdure hia hb pupil coula have the divine approbation and blessing it he did this when his big labors were done and he passed bayoud the baij to his rest not because the spirit was weary but because the body was worn out he could took look back with joy upon his lab labors rs and when the results thereof were made manifest he would receive that welcome laudia la t adl weldone lone good and faithful arvant rv ant enter thou into the joy jay of thy lord A hearty vote of thanks was given to prof maeser and mr C F announced that on wednesday evenin ins at 8 the next of the seris series of hearts it cunas would be given in the fourteenth ward assembly room on which occasion bishop bishap urson orson F W iiii ney will present the subject of poets dud poetry after the assemblage sem blage was dib dismissed missed by prayer by apostle Apost bF F D richards Bic harda |
