In addition to a thorough knowledge of all the branches in which a teacher is expected to give instruction, and an acquaintance with those collateral branches that have a bearing upon them, the instructor of youth should possess the rare attainment of aptness to teach. It will be of little avail if the teacher has become familiar with all wisdom, unless he can readily communicate instruction to others. Paul, in speaking of the qualifications of bishops, says, among other things, they should be "apt to teach." This attainment is no less important for schoolmasters than for bishops. It is especially important that the teacher should be well acquainted with intellectual philosophy and moral science. This is necessary, in order to enable him to judge correctly of character, and to teach, and govern, and train his charge aright. But these attainments can never be made until teaching is elevated to the rank of a profession.
The lawyer is required to devote a series of years to a regular course of classical study and professional reading before he can find employment in a case in which a few dollars only are pending. With this we find no fault. But it should not be forgotten that the teacher's calling is as much more important than the ordinary exercise of the legal profession, as the imperishable riches of mind are more valuable than the corruptible treasures of earth.
We seek out from among us men of sound discretion and good report to enact laws for the government of the state and nation. And with this, too, we find no fault. It is right and proper that we should do so. But it should be borne in mind that it is the teacher's high prerogative not only so to instruct and train the rising generation that they shall rightly understand law, but to infix in their minds the principles of justice and equity, the attainment of which is the high aim of legislation. While our legislators enact laws for the government of the people, the well-qualified and faithful schoolmaster prepares those under his charge to govern themselves. Without the teacher's conservative influence, under the best legislation, the great mass of the people will be lawless; while the tendency of his labors is to qualify the rising generation, who constitute our future freemen and our country's hope, to render an enlightened, a cheerful, and a ready obedience to the high claims of civil law. The well-qualified, faithful teacher, then, becomes the right arm of the legislator.
The physician is required to become thoroughly acquainted with the anatomy and physiology of the human body; in a word, to become acquainted with "the house I live in;" to understand the diseases to which we are subject, and their proper treatment, before he is allowed to extract a tooth, to open a vein, or administer the simplest medicine. Nor with this do we find fault, for we justly prize the body. It is the habitation of the immortal mind. When in health, it is the mind's servant, and ready to do its biddings; but darken its windows by disease, and it becomes the mind's prison-house. But while the physician, whom we honor and love, is required to make these attainments before he is permitted even to repair "the house I live in," should not he who teaches the master of the house be entitled to a respectable rank in society?
It is common, in the various branches of the Church universal, for men who feel themselves called of God to preach the Gospel to obtain a collegiate education, and then devote several years to professional study, before exercising the functions of the sacred office; and this has been required by popular opinion. And heretofore, I may add, the efforts of the minister have been directed chiefly to the reformation of adults whose early training has been imperfectly attended to, and to the building up of a religious character where no correct early foundation has been laid, when the time and energies of a people upon whom labor is bestowed are devoted chiefly to absorbing secular pursuits. The competent and faithful teacher, on the contrary, enters upon the discharge of his duties under circumstances widely different, and with infinitely better prospects of success. Jesus said, Suffer the little children to come unto me, and forbid them not; for of such is the kingdom of God. These are they upon whom the teacher is called to bestow labor. He remembers that Solomon the wise has said, Train up a child in the way he should go, and when he is old he will not depart from it; and he confidently expects that, with proper parental co-operation, if he faithfully discharges his duty, and directs his efforts in accordance with the will of the Great Teacher, his youthful charge, when arrived at the years of accountability, and in all future life, will be like "the child Samuel, who grew on, and was in favor both with the Lord and also with men." No wonder, then, that Channing should say, "One of the surest signs of the regeneration of society will be the elevation of teaching to the highest rank in the community."
The clerical profession can never equal that of the teacher in moral sublimity and prospective usefulness until religious teachers come to direct their attention chiefly to the correct early education of the young in the Sabbath-schools, but more especially in the common schools of our country. Then, and not till then, will it be entitled to the pre-eminence.
Should any teacher, in view of the immense responsibilities of his calling, be disposed to inquire, as all well may, Who is sufficient for these things? we would say to him, in the language of Wirt, "Let your motto be Perseverando vinces—by perseverance thou wilt overcome. Practice upon it, and you will be convinced of its value by the distinguished pre-eminence to which it will lead you." Especially will this be true in case the anxious teacher faithfully complies with the Divine direction, If any man lack wisdom, let him ask of God, that giveth to all men liberally, and upbraideth not; and it shall be given him.
Parents and citizens generally should be impressed with the truth of the maxim, "As is the teacher, so will be the school." They should desire for their own children, and for all others, teachers whose intellectual, social, and moral habits are, in all respects, what they are willing their children should form. They should, at least, be well apprised of this fact: If the teacher is not, in these respects, what they would have their children become, their children will be likely to become what the teacher is.
There is a story of a German schoolmaster, which shows the low notions that may be entertained of education. Stouber, the predecessor of Oberlin, the pastor of Waldbach, on his arrival at the place, desired to be shown to the principal school-house. He was conducted into a miserable cottage, where a number of children were crowded together, without any occupation. He inquired for the master. "There he is," said one, as soon as silence could be obtained, pointing to a withered old man, who lay on a little bed in one corner. "Are you the master, my friend?" asked Stouber. "Yes, sir." "And what do you teach the children?" "Nothing, sir." "Nothing! how is that?" "Because," replied the old man, "I know nothing myself." "Why, then, were you appointed the schoolmaster?" "Why, sir, I had been taking care of the Waldbach pigs a number of years, and when I got too old and infirm for that employment, they sent me here to take care of the children."
This anecdote may evince a degree of stupidity not to be met with in this country. We are, however, very far from being as careful in the selection of teachers as we ought to be. Unworthy teachers frequently find employment. I refer not to teachers whose literary qualifications are insufficient, although, as we have already seen, there are quite too many such. I refer now more particularly to those who are disqualified for the office because of moral obliquity.