The teacher
himself must have food as well as the children. He must partake of the
loaf he distributes to them. The clergyman also should be an example
of Christian virtue, but he preaches the gospel as illustrated in the
life of Christ, of St. Paul, and of others. In pressing home moral and
religious truths his appeal is to great sources of inspiration which
lie outside of himself. Why should the teacher rely upon his own
unaided example more than the preacher? No teacher can feel that he
embodies in himself, except in an imperfect way, the strong moral ideas
that have made the history of good men worth reading. No matter what
resources he may have in his own character, the teacher needs to employ
moral forces that lie outside of himself, ideals toward which he
struggles and towards which he inspires and leads others. The very
fact that he appreciates and admires a man like Longfellow or Peter
Cooper will stir the children with like feelings. In this sense it is
a mistake to center all attention upon the conduct of the teacher. He
is but a guide, or, like Goldsmith's preacher, he allures to brighter
worlds and leads the way. It is better for pupil and teacher to enter
into the companionship of common aims and ideals.
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