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3 •
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f.. 1 to bini. wilth & 01.0 t
./.owrnul 0111(.•), Towanda, .(.tune:':;.
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TA MFS WOOD,. ,
tf ATTORNEY-AT-LAW.
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T°llN'F. SA.NDEIISON,
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TI)WANDA PA.
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Than Strr,t 14 Air. a's north of Ward 11-(4..,..4.
watnla, Pa. (April 12. 1n77.
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to alk handn,s k can In !:tae, ford.
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p: to do all kind+ llf 4ctit.tl tw,ork
•• pit in a hew gav aparatos.
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CI R.USS'ELI,'S
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IX S.LICANC-E,AGENCY
• TOWAN - pA.
1876
•
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I e•,ii• :
P. I N.,11.A.K EIWIT ANTS
t. ;..; 0. A. BLACK..
S. ,W,. ALVORD, Publisher.
VOLUME XXIVIII.
What shall lido with the mischievous hands,
That are ne v er Idle the whole day through?
What with the fat little lingers ten—,
W tiat, oh ! what,shall ?
into Mischief' from morn till nighl, - ,
Loving the wrong and scorning the right— ,
'Such wee, ineddlesome'hands!
What can the remedy be?
. .
I'4l6W] I do with the tronblesomo feet,
,
Th all day long Into mischief stray—
i
I,lttlechite feet, that restlessly spurn • ' • ', °
. Nlytiler's commands eaeh day?.
' I
%%Inning au7, now here, now there,
• 1
I ; Ivini, Manuneh tyouble and eice:— • .
Such a4e, wand ring feet lAhme ! • 1
What musl. the remedy be?
• ,
What shall Ido withlko little king c: •
Who rulers the himseltOltbk. ;he wee, wee boy,'
The mischievous, naughtl,\and reOlous elf,
,1,%.
Half nuisance, yet n ' 4) IV Itiy, .
Lore him; till love with a new 't 'light
shalt lead-the wandering footles a gilt,
And teach the meddlesome hands thc way
• : ;
To he useful and good all day.\\
1=1123
Ah : how lonely flits eartitt would be
if it held no , bables, my boy, like thee t
It no little feet ran hither and thither,
Leading our hearts) we know not whither ;
If 1.0 little fingers, on mischief bent,
Into our houtzi , aiaa: were went; •
fart, theretern bahles none -
The Joy of tiring roh•ed were gene. •
THE TEACHER AND HIS WORK."
18!11=1!Ilti
„Warr ss 1,tp.111; R. r. S. C. FULToN. •tf Nichu/8.
N. Y.. Del tins firadforrt rornty,
Trorrhrrs• Assoriat at. Windham,
Prz Jitav LS;;. a,v% Pel'ilished by :IZ,ler•st
of A. A. tit:o4:l"i S ,, p , rintentlent f Mrhooln.
. 1 .
MR. PDEs ' IDENIi. LADIES AND GENTLE
MEN i I am entirely in sympathy with the
teacher and his work. Personal expeti
ence-hasgenerated'in me this - sympathy.
lhohl thatas a preadher I am a teacher.
'The o grand commission Christ gave his
first preachers was to go and "disciple,"
or tench, all itationS. That commission
. remains intdet to-day % so that every min:
inter sent- forth by Christ is a_ teacher.
The, highest ambitioi i of the preacher
should be to become a - onsu ni mate teacher,
Ilt , sides being a teacher it this sense, I
hart been a teacher just as many of you
arc teachers. About two and a, half of
the Most pleasant, and perhaps the most
ose ft tj, years of my life im ve been devoted.
to the work in which. you are now en
gaged. - So, you see, I can speak to you
to-night sympathetically, and somewhat
from experience.
But, although I staid befor4_ you prit
fessuilly a teacher, it is far froni my desire
to assume the oflice of a teachei• of teach
ers. While my limited - experience may
put Me ih hearty sympathy With you and
your work, and assist nib in speaking
more intelligently on thiS odeasion than
i;therwisp 1 could,' it has' hot been long;
and full, and rich enough to wayrant me
in sucltan assuinption. I come supply as
a brother toencourage,; as a-lover of the ,
teacher to assist, if that is possible ; and
chiefly, as a-friend to "stir. up yet } r pure
minds by way of remembrance." ' .
As my self-imposed wOrit , is mainly nat .
of a reinembraneer, let me r4mind you r at
the uuta.t. "of the nobilityofr the wbri: to
which you arc ealkiig aiid 20
. ii * ch you
have given yourselves.
The teoehernt trork one of Yhi noblest
iho: God hos committed to man..
'All useful work is respectable and hog
orable.. Lahqr itself is roid's first ordi
nitiee. for man. And }=et, as has been
truthfully .observed, ".we cannot avoid
considering that a higher and nobler
grade of I.thor which :Wi,orks on more val 7
uable and precious material, and produces
a more noble, and imrqrtant - result." -The
man who bads an 114 cart, if lie builds
well, is as truly res,se.vtable as lie who
ci;nstrueis an engine, and yet the one Is i s
nobler work than the other. He who
1M1333M
paints your Louse,-
s if
, he does his work.
neatly and honestly, is-just as respeetable
as-the artist who, transfers -ti; canvass the
•
'loveliest and,sublitnes scenes -of nature,
and yet you make a sharp' -distinction be
tween the two vocations in the scak of
dignity. Do you think of ranking thethan
who quarries the .marble from thopuoun
tain:side with the sculptor - who, frinn that
rude."ussightly block britrgs forth a form
of cormandituidignity or of surpassing
loveliness? D - 7,es the stone-cutter rank
in the same grade with the architect who
designs and erects a Centennial Memorial
lall ? Men everywhere graduate the no-
J. V, CALIF I?
DEMME
IMMEM
City of any vtieltion according to the
nature of the mAterial with which it
works, and the. result which it produces.
.Ai ply , ing this principle to your voca
t' m, how forcibly does it illustrate the
110 lity ''of your calling. The Material
..0 w icir you work is"iuot the - transient,
cliangi':, and perishable forms tif Matter,
but thgliktig immortal mind. How far
\
superior tl& to the best forms of matter,
I need . hardly :nisi. to remind you. gai
ter in its nobles forms, its most beauti
ful eimilitnatilms,' •ts most massive pro
port ions,is matter st" 1, subject to corrup
tion and dce:iy.. lle w o Works on Mate
rial things, fl material c as, mast do if,
under the painful con;lctie 1 tlAot the re-:
sults of:' his labor- must i he trt isient and
templary—that his imist,lieau iful p -
.i:ictions,.tand ini'dest, most endu .. 4.; me
ni,rials cal I•y within them the
. clef cuts
Of theii; ,m ti spCedy (lest ruction. * •
114 'different 'the material on whit
you work. Slotisider the essential poWers
of tlfe mind. You may combine and-ar
ram:Te the particles of matter into "striking
and beautifulforms-, but you cannot in
spire them with reason; you cannot Make
them think, or feel, or act. The sculptor
may chisill out of the marble a form 01
wondrous simmetry and matchless grace.
It may stand before - you io its exquisite
j.ipoitions . and radjant beauty, like a
thi of life, but after all • it is a cold,
passuless, dead thin.' Speak to it; has
it \ .
ian amewer for you ? Clasp it ;-, do''.'you
N - ..
upon
itany Nturteing pressure . :"Call upon
it. to nfovr, \th i act, .to do and 7 daie ;' is
there any resl)(inse ? IlOw it stands,. s in .
its dumb passilq y, mocking your urgent .
appeal. . .. -
- .
But who shall desribe the powers and
capacities or the livin;.Nnital ? Language
breaks down under tI le N lTetei pt Ad tell of
i.s miglity achievements : It pans rivers,
\\
brelges.eweans, tunnels mou - f..aitis, blows
out Hell Gates. It ransack the vast
'strele• iii..,s of nature, appropria 'rng their
gems, aiod g4.ld, and treasure. -It- makes
the air, \the' fire,. the water do its bidirrig.
It . Wei:laws airy vapor iulatias of bte. ,
. .
POthy.
WHAT SHALL BE DONE WITH MN
BY WARY 1). I.3ItINE.
.4likellartrotO.
ani) drives it with thunderinil\speed along
the iron road. It Compels the Fnm to'pairit
the portraits of its friends, With
,audu
cious power it snatches th e lightning-from
the hand of "..cloud compelling Jolt him
self," about to flash out 'upon its mission
of death, and sends it obedient on its er
rands of merciy. It turns, over the rocky
leaves of this ponderous earth volume,
anciby the light of sun and stars, rends
the history oeworld..growth and planetary
development, all the way from the start
ing point of "fire . .mist," to the end,
" eternal Me."' On unvcearying, wing it
Sweeps the outskirts of space, communes
with suns and - Systemic, learns their size,
measures their dittances;. tracks their
pathway through the heavons, and makes
even strong Orion bend to its analysis.
It sing songs, pronounces orations, writes,
history that will live forever. It qxee' utes
all that makes history, written or unwrit,
ten4bovring its tremendous energy eve-
rywhero
With what mater'al thing then.can you
compare the human mind? As well might
yon liken the toy baloon, brealAing, away
from the child hand and vanishing in
the air, to the sun sent, forth from,tbe'
hands of the,lntinite; careering in majes
along the path ef agek, as to attempt a
c4ltNßparison 'betwet n* the lowest form of
' mink and the highest form Ad'. matter.
Nay, en then the analogy islmperfeet.
The ttiy)t d - the sun arc alike material,
differing on • in the degree of their dnia-
tion. Not all le*Worlds'of the Univilyse
can compare wit one infant mind, 'me
youngest child with 116' Weakest intellOt,
piat looks to you and i lls you "teacher,"
gives you material • ork upou *far
above the grandest object's of material
cteation as the substance or , eternitv sirJ
passes the shadoW's of time. Next'''. tol'
Godl'iiiinself, the buinan 'mind 'the
grandest thing in this whole' creation.
How noble; how sublime that vocation
which work's on such a. thing as this
Add'to this the fact that such minds
;lid lives as those. of Plato, Aristotle,
daeotot, and. Arnold, in all ages
lave bepiidevaesd to the teacher's York,
and further, that Christ gave
,himself•
to this work, and surely you need no oth ,
erreminder of the nobility of your voca
„.,
, .
tiOn;k ' • • . 1
Ila?ingivinindcd'yoti of the nubility of
your 411.7,4 it may be well now to remind
you or tlieditlieulty'of the teacher's call
ing; I 'presume you think thete is little
danger of you forgetting this. The dif-
lieulty of your ctcation presses upon You
every moment yoMare found prosecuting
your wdrk: and it is, natural,' that you
should prefer dismissing this considera
tion, for the present, froM •Iyour
Ihit:bear with me, '=while I R`old
yonrthought to it. foi a moment.
to zeter''s work is as dilficali as if is
hptple. •
The greatest difTionity of the educii.toi
grows out of the very nature of the work
in NP bleb he is engaged. There are many
eve - 11 in this finlightened, 'progressive age,
who think that the I.,eachvi• leads a very
easy; enjoyable kinft of life—that'4' his
work is almost egnivaleur to no work.
This.fit'le estimate of the teacher's work
arises from a mignmlemtanding or ignor-
tneeot the nature of that wmk. Ttutiie .
,ersOns doma understand what is meant
io34cilucation. They think and spetik of
education as if the -mind were a
vessel into which 'a certain :Cm(taut
o(informatflon is',to be poured until it; is
fo, them thi: justruplr's work is.
simply to cram the memory of his puita
with names, qat6, - facts; and rules. But t ,
the putting' hitwthe mina all the facts Of
science and history, is- not icducatinn.
Thelre is a widedifferenec bet Ween infor
mation and education. Ttire . :ai'd many
'Well-informed lICISMIS NOM /, have never
been educated, whose ntindt.i have never
'been' developed ;and "trained. These are
intellectual giants buried under thoun
tains of gtild, but Mt. educated Men ( and
women.
SoructimCs education is spoken of as
the Mind sv:re a stone, on which the in
krtretoi: Was to.act as a lapidary to chisel
it :into graceful form and polish it into
beauty. In harmony with this vieW;; N;e
are constantly hearing of the aCeeeeplish-
Illents, such as music, painting, drawing-,
etc.. Some the most uneducated.per
suns in the world possess the most of
:these accomplishments.'-.Under all such
external brilliancy, liere may lie para
ly4etteueriries anq stinted minds.
-The Mission of education has been Mils-
tratcd by the story of Michael Angelo, the; '•
great siniptorfand painter, who, walk ing i
with a triend"through an obscure . street
in Florent;'e, discovered in a,yard a: bluek
of nn:rble, tind who, regardless of his-
holiday at ire, set to work digging out
thy slime, cleating from it fhe dust - and
tilt', dedm iris., in answer to the query of
his astonished ft iejti, •• There' is an angel
in the stone, ford I want to bring it out.'''
Alter mombs of patient chisellinf , and
Ito
•,.. n . , lishinghe let the angel mot,' . • /
/,, -
This illustration is in part pertMetit,
hut it fails to e\ - press the true iilea/if .0-
ueation. We arc all :tgreed that the tchCh
er is an artist; {nut that his mis y qien,. like
that•of Angelo,' , is to l bring angds out of.
the rude blocks he finds, arOund hink . lint
: not iy El li:ie let . i'at e ibi,d* is thiS to be done.
'lnstead of chipping off cXternal tedun
.dancics, and chiselling arid ie,dishing the
sutface, the educator into work his way
into the block, find the rudiment i 1 angel
hidden and slunibering there, teadrit the
use of ifs own powers, discover to it the
-fury of its own capacities, ail & show it 1
hew through jter own endeavor it is to
th off the /rude externals biding it
from he world's recognition, until it
stand's a laSt before men in Ike maturity
'of its st ' tg and, beautiftPlidelleetual
angclhood. The angel is to be brought
Ma of the bloc - , but not by the chiselling
\\
-and polishing of he artist, while the. an
gel lies passive ant •'dumb, but hy its own
;Let iVe development, `t•ttler the wise guid
ance of the apist. - Thivne process gives
a dumb, ca , ild statue, pretts.of conrse, but
useless and lifeless; while like - other . givi-s
a living, trained, I t Yltleated Milli, ready
for future acquisition and coot rest, evi
dencing alw = ays its heavenly origi
.1
• If education were a mere telling, , rill
lag,
ing, rote-learning or Cramming proce.-4, -
by which thh mina is tilled with a Int l *
bundle o f undigested, unassimilated faitt:•,
acquired.by the learner without labor and
retairied without profit ; or, if it Were
inerely a chiselling andpnlishing .of the
marble—addition affer,addition of •tmper
ticial acelimplislimenk—tlien the teither's
work weh indeed an eni;y, inferior, and
enjoyable pihtiine, amounting tizoNery lit
MO
OM
tle. , But education is .sometbing more.
than this•superficial -chiselling and Cram
ming process. The trite 'end of education,
in its broadest, grandest sense, tbe'un
tolding and directing aright of the entire
nature. "It is the cultivation of all the
'native Wirers of the child, hyi exercising
them in accordance with the lasts ot his
being, with view - to development and
grOwtl \ Its °ince is to call korth power
of eterylthul,power of thought, Wee.
tion,-Will, tind outward action
•;. power to
observe, to reason; to judge, to contrive ;
potter to 'adOPt ends firmly, and to Pur-
SuOthernefficientlif \ pOwer to govern self
and 'Vttence others ; `poweirto gain and
spat_ happiness.," . And, itOhe develop
! mentiot these powers, it redst be remem
beredlhat the young are to be made, as'
far as possible, " their own tiakers, the
discoverers of truth , th e interpreters of
nature, the framers of science., They,are
to be helped to help Ileinselves. ;They
Are to become self-teachers. They are to'
gain knowledge `or themselves by,the ex
ercise of their own" native powers and
through personal,,experience." So 'that
the teacher's work, instead of being that
of telling,. explaining, correcting and
'cramming; is that of a stimulator, diree
ttr, and superintendent of the learner's
work. Taking 'this view of the . case, who
cannot see that the work of the educator
is one of immense difficulty, owing to its
Very nature and , the reiult it seeks?
With exquisite discrithination has Locke
declared, in his,great work on the " Ilu
man UuderStanding," that "the business
of educatiOn is not to perfect a learner in
all or any of the'scienek, but to give his
mind thatlrettroin. that disposition . and'
those habits that may enalle him to ob
tain any part Of
,knowledge he may apply
himself to, or stand in need of, in the fu.•
'tore course of hiS,llfe." The teacher who
succeeds in doing this will never - be caught
napping, and leas soinething to do besides
playing. ' •
:Then again,,the 4turn of the material
upon which 010'14M:her - works,, adds to
the difficulty - of hislwork. Go into any
school-room,. look (to oven; the.
there you will find all kinds of characters,
every shade of disposition represented.
There arc some who need the bridle, , and
some who ne6d the spur. Here is a shy,
'timid, sensitive little creature to whom:a
frown is a whipping and whipping is
deal.lr-tipoti whose feelings you can play
as : you please. Here is one Of, those stub
born little 'urchins who can but wou't
learn, like a little, three-year-old I once
tried to introduce to i.qc ni*teries of the
alphabet, " Taking him . t inp - Olt. my knee,
and pointing to the first, later, I• said
"Ihirry, What OM uanie.of thatletter ?"
Twisting up his little' face in an inimitable
Way, be whined Out, petulantly : " ean't
say it." "0, yes," said 1, ."„Harry,
can say it ; .yonActiow the name of that'
letter:" " I can't ' say it," ' again he
whined.''" What is it yon can't say, Har
ry ?"..` I can't - say A," he bawled, ont..,
And so you find in every school those who
can but won't learn the lessons you give
them. • •
Then there 'am those who are stupid
and really can't learn. pockr-uMuredlit
tle bundles':of fat' and muscle, who, if
they are blessed with brains at all, have
them hi 'den away so deeplund carefully
under flesh and skull, that it takes them
and their reacher, and everybody else, ex
cepting the parents,' a lifetime to find
them. The teacher is expected by the
dotinglihrents to jog theselittle fellows
tip the difficult hill of knowledge,' at - an
even pace with the nervous, ambitions,
hedinful boy} al their side, who at their'
own Nyill flaunt their banners to the
breeze, anti shouting "Excelsior," run
-up with joy the stbe . p yet shining way.
Yonder, again, .is that slow and sure
boy_ It takes him a long time to get an
idea into his brain, but wlten.be gets -it,
once there, it is there forever. Ile is like
the acorn, of . sloW and tediotA growth,.
but eventually becomes the:bulwarkand
glory of liAmee.• Yet he tides his/teach
er's patience and adds to his burden.
: „.Arfit•tben, .there is that irrePr"ssible,
Mean iigible, red-headiti urchin; full of.
snap and mischief, apparently strung on
wirek as 'if - -on . ptirjetse to facilitate his
jumping into the next Mischief he shall
.discover. Always on the lookout (or fun
and frolick. The bell ringsl'or recess, and
the first Sight you catch of him lie• is get-
Ong, astride the ridge-pole of the selio6l'
house, or has climbed the chttrelt:".MeeW, •
er isleadingtiome of the rest of the boys
into trouble 4f some kind. "In school;
4vhile the yaclier's eyes are on him, the
most. sedate and stndiOus of a;11, but as
soon as the teacher's eyc4 are turned he
Lis throwing' his eyes about sceking"and
creating niischir2f, woke than ever titiera
lcs/hrew iris 7 about standing gaping in
thetst real; of Athens. He au angel in
the rough, very rudimental uleed'; iiud
not„matter how he .governs an delics,itnd
torments father and mother add all at
hotne, the ptx teacher is'expeeted to
tame him into lamb-like subthission and
obedience, and so traysforin hini that be
sliall-'sing gushingly and spontaneously,
" I want to" be in angel, and 'with tlMan
,
gels statul." 0, yes, the teachei is a fail
ure unless he developes i this essence of
mischief and incorrigibleness into a per.%
feet intellectual angel.
• And beside all this,- the teacirts
woik is made more difficult oftertinies 1:;) ,
the conduct of pinrcuts * and guardians.
am sorry to say that parents - are found
who,. thoughtlessly or imentibnally, un
kindly, cruelly increase the heavy burden
under which the teacher already staggers
and which he hardly carry now, even
with the help of
,Parents, instead
of sympathizing and co-operating with
the teacher, thus lessening his load, are
found holding au indifferent or antaeonia
tic relation with the teactiO, 'taking sides
with the child 'against the teacher—talk
ing in the Oresence of the child against
the' teaclie4 etc. The tridsti.tnwise thing
a parent can tio.is this. .1.3ut,',0f course,
tlii,•4 does not apply to parentisht Penn
sylvania—much less parents iii Windham,
—but to parents over there in Newl7 s ork
Stale, up there in Canada, across wider
in Turkey—everywhere else but here,•yott
-know.. As it does. not apply to us at all,
let us turn our thoughts to something more
practical. ' But, in the meanwhile, if any
Oilik - that the teacher has an- easy. pleas
:6k enviable time of it, just try it for a
•I\or so yourselves, will you ,
. and see
:hat,. your verdict will be. Try it,
s,. and tell us when you have
•on like! it. '47: - , - •
aided you, of the . nobility
" your - Isoilq• it way be
yea 1.
then
niy f ,
ivied lioxi•
Haiin;ere L.
and diditadty
REGABDL OF DENUNOIi
I •
TOWANDA, BRADFORD t UNITY, PA., THURSDAY 'NORM
waillo reml you also of the importance
1 .
and respoos it# , ,y of yopr vocation. • -
''its multitn es,\by narrow and errone
, r •
\
ono views of ucati n, have been blinded
to tile diflicu ty:of th teacher's irork, so
have they failed to reali its importance.
"Nothing," as Dr. Chann og has faceti
ously said, "istmore commoli than mis
takes as to 'the comparative tm \ rtarce
of the di ff emnt vocations of life . Noisy,
showy agency, which is sire o 4 a
great - surface, and therefore' seld m pe ie
trates beneath - the surfade, is calledlglory.
Multitudes are blinded by official dignity,
and :stand *•ondering at a pigmy, because
ho happens to be perched on some emit
rience ot Church or State. SO the declaim
er who can electrify a crosid by passion
ate oppeOls, or splendid images, which
give noelear perceptions to the intellect,
which developPio general truth, which
breathes no' firm disinterested purpose,
rasses for a great man. How few reflect,
that the greater man is he, who without
aplse or show,'is wisely flzing' ig a few
, minds Woad, pregnant, geperout princi
ples\ oqudgment and action,. and giving
them impulse which will carry them ,on
fore4r." \- \Tes,,aiends, noise and show,
and bluster,\wi the thoughtless, get
credit,for an immense amount of work,
that t ey.have little or no part i. ,, in accom
piishin 1 -When at tile :Centennial Exhi
bition alt summer, tlie, first; thing I went'
to see, of course, was the\ corliss Engine,
that mighty piece, machinery,: carrying
on its nerves of steel the poWer of ,four
teen hundreds .of horses. , The:•grandest
sight, .in all that wonderful , ground; was
,that of Aching this giant awakening in
the morning froM his rival: slumbers, and
setting in motion the countless pieces of
machinery he propelled. Ho shook him
self and calmly said, "Let there bo mo
tion," and motion - was through every part
of that, vast building—foal - teen- acres of
machinery responded instantly to the.
throbbing orhis mightly heart - of tires
commencing the lab — rs of the day. Stand-
ing by that engine, We could hear !the
faintest whisper, so noiseless was its Mo
tion. _ Indeed, so smoothly, harinoniously,
and quietly did it work, that i after id' we
had heard of it,_ we w Id suffer! for the
first feW moments, 88 e stood beside it,
a feeling of disappoint ent, and be in
clinedto ask, and is that all? But like
Niagara, and all other truly mighty pow
ers, the grandeur and glory of. its power
grew,upori us as 'we:gazed. Turning away
from this majestic presence, .I wandered
to a distant part of the building, ivhere
my attention was arrested by a deafening
rattle and clatter, on my right. I walk
ed a few paces, and there I found a li,ttle
bit ota machine perched upon a high ta
ble.. Oh! It , leafcitts nto to think of it.
Whi - z-- r whir-r-r=r;whirl spit-spit-rattle
clatter-bluster-thunder you could not
itear yourself think for its noise. ' I col
\ • •
lected my confused senses, and stood
thinking for a moment. "Little fellow,"
'said . to Myself, "in you, and not in that
engineionder, must surely, lie the power
that propels the-machinery in this hall. I
have certainly,beer misinform / eV' The
'operator was standing by, looking like a.
martyr. Making \ a desperate effort, I
shouted with all thelung: power I could
command, '' What ts \ ih and what does it.
(IA'?" Ile Made some-reply, but alas ! I
could not heal. He" prcimii4nced some
name; but I did not succeed in catching .
it. As alas' resort, ho held up a little
bitof a braid, about half 'the size of my
little:finger, Hof rough lookihg material.
_That's what it did, and' all it did, and yet
you would larva thought, by its bluster
and thunder, that it was the power that
tno'ved/thatjwilderness of machinery. It
was.amusing, to see the crowd 'stand gap-,
ingiaround it—awed Unto silence by the
tremendous noise and self-display. • Such
mistakes have been made respecting Ma . -
chinek, anti:such, mistakes are made eve
ry day respecting thC world's trite work
ers. Noise, show, blnster,pass for achieve
ment, while quiet powerful, energy—do- .
ing the World's work, and the work of a
w9rld—is ignored. •
;The teacher's vocation, in its quiet un
ostentatious way, is doing more for hu
manity than all other vocations combiued.
Compare the teacher's calling with Oak of
the statesman, if you please. The states
man of the piesent time is gaped at, and
wondered at, and admired for his position,
and difficult efficient labors (?). The
statesman may set fences around our
propeity'and dctellitigs ; but hew much
more are-we indebted to him who calls
forth the"Powers_and affections of those
for whore' our property is earned, and our
are reared, and who-render our .
childrdn.objects of increasing loire and-,re
spect. L it is the chief function of the
statesman buZ24ateli over the' outward in-
Wrests of 'a imople—that of. the - .educator
-to quiekeivits soil. The statesman must
.study.and manage the pa5.4:13,11 . 5 and
:prej
udices of the community—the educator
roast study the es.,eutials, the
, deepest,
the loftiest principles or human nature.-
The statesman works with coaise . instru
ments, for course ends.; die educator is-to
work by the
,most.zretined - influence on
that delicate,' ethereal essence, the ;int,
mortal soul."
,In view of: its iniportaned
find what it accomplishes, the teacher's
,Vocation will come off beit in every com
parison. It, will be remembered that Lord.
13rougham trusted. for the :upholding and
extending of the liberties olliiscountrY,
morn to the fact that - .he school-master
was abroad, armed with his primer, than
that the soldier was out in full military
array. And so' it is, and so will it ever
be. The teacher is our safeguard
and
our hope.
Teachers; you may sometimes be tempt
ed to undervalue your work, and look up
on it as unimportant, because it does nut,
briog you before the world in a great
breadth of self-demonstration. Do -not
so; I.pray you. Your work is wondrous
.high and farreaching in its results: An
old philosopher was continually talking Ito
his friend about his garden; iti wldch lie
walked and studied. His friend, at length
visited him, and desired first of all to see
the garden. T he philosopher Jed him-to
a little enclos ure not more " than twelve
feet long and ten feet wide, with scarcely
. a shrub or even a grass -blade on
,
exclaimed : the visitor, 4 ' don't
'see 'anything very wonderful about this
muclitalked of garden: It is not very
large,'neither is it very wide." "No,"
replied the , philosOpher, "but it is wend
-roes high." \Your work may EOCM to you
very narrow, 'Cary'cir,mrcribed, 'but re,.
menthol- it is '"*olultoas high "—reach
lug up unto 'heaven—out tin'o eternity.
Men build bemes°,.teitiples, memorials; of
l ON FROM ANY QUARTER.
Mime , :'. cost ' a rpasaing be , uty, and
\
massive splendor, but even while they
build,' their - ift. enduring memorial. be
gin to crumble tinder thb touch of Ti' , s'
finger, and will ft&ni lie in the dust, los
and forgotten, and t.as if they never had
been. But you are bu ldiag character—.
character that han live aa,long as mind
itself, and the lifetime of mlnd is the life
time of the eternal God. Silently, imper
ceptibly, and unconsciously it\may be,
you am flaking impressions npoi\m!nd
and character that will remain forever.
n the. far back geologic ages, thousan*
o ears before man made hir appearance'
upo 4ho•earth, there floated across the
sky a cloud. Passing over an ancient
shore lin rain drops fell Tro th its bosom,
'pattering n n the so ft shore mud, mak
ing little inde Cationst as they fell. The
sand drifted in tb c these, covering them.
As the years paase)l:the susceptible mud
hardened into stene, \, and lay buried deep
down, far from the stirface. By and by,
inquisitive mad came alo`n.., dug down,
turned up the stone , and lo . the impres
e%sions made bythe passing clo millions
of years beforei, are there, ' flu on the_,
solid rock forever. So, on the au . tible -1
minds of yon4upils, you are makinday
by day, impressions that will last on and
on, long after you have passed out of sight
from the w4rld's horizmi— impressions
that can never die. , You cannot be too
careful, as to the character of the impres
sions you leave upon the young minds , you
are moulding and influencing for eternity.:
Remember that you will live over and
over again in your pupilsl—tliat in' their
persons and characters, and on tho' per
sons and characters of their pupils;' and
so on, ad infinitum, you will re-live,oper
sting 'upion humanity eternally. ' ',Oh
Teachers, ,to you is committed a' work of
tremendous importance and responsiliilij
ty, You are moulders•of 'mind, builders
okehamcter, masters and mistresses of
.
thei?cereieg generations and future 'ages,
doiiik**rk th.3t . will tell for good or
evil upon all coming time, striking chords
that must Vibrate through eternity, set
ting in motion ilirces, that-passing out of
your control, sit:11,1;01)6-Mo with ei , ci
creasing power, never ceasing their work
ing.' You are creating circles brat will gir
rippling out and op forever more.
If this work be thus gr6d, difficult,
and important, how -nce - ealary that the
.teacher be thoroughly qualified for it. °
\ is matter of qualification, I am aware,
is a. delicate subject for one as young
and inexywienced• as myself to teach.
And ye;/as I am before you, not as a'
teacher, not even as a suggester, but
" I
simply as a remeinbrancer, .I trust you
not deem it as an immodesty, or an
iffipertinence, iCI remind you,. very brief,
of some of the neces, , iary qualifications
of the teacher .for his difficult and glorious
vocation.
But just here, on the consideration that
.trou will never refit it outside of this
house, I will let you into a secret , that'
will, perhaps, give what I shall say on
this 'point more grace and authority.
More than once has Time tried to deck my
brow With his silver crown; but the threads
of which it was woven were always mys
teriously spitited away. In plain prose
my " better ~half," to keep me .from
looking old, 01 , 4 out the gray ltaitifroril
my head,liii ran as they make their ap
pearance, so that - I arn older 'than I ap
pear to be. Itlgtead of being twentyltwe,
or twenty-five, as : I am sometimes taken
to'be,\l have almpst reached the mature
age of thirty.. But don't for the life of
you i tell myivifewhat I have told you.
. .
And;ow, 44-ill simply try ,to , draw
.Itly . v , n odtlinep:ieture of the goOd.tettAi-'
cr, aisumit4that every teacher present
is a goikl teacher, possessing all the oi:tits
of excellence I sh a ll name. . '
The good teat 4 er understands thor-.
°uglily 'what is mean by education. Ile
. has no faith in {he ' dead yessel;'? or
"stone polishing " theor s. To him \
ed
ucation is'not a telling; eki lainteg role
learning, cramming process, b t thedraw
ing forth the powets of the min 'by - ex
ercise; With a view td developme t and.
growth. This undertaking is fu-odamen
tal, and absolutely necessary to succ's."
Is thltnot So, Mr. President? .‘
"The good teacher aims at knowing how I
to educate ; and to reach this knowledge
lie studies carefUlly; the He
is a mental philosopher, thoroughly in
vestigating the laws and principles which
govern the growth and development of
the minds upon which ho operates. Not.
only does he study the child-mind in this
abstract way, but he studies it 'concretely
ns well.• The mental make up and ten-
deucies of eith pupil arc made a'separ g t .e,
special study.. Just' as the intelligent
firmer studies the chemical composition
.and peculiarities of the - sell lie cultivates,
adapting the Seed to the, soil —jukt as iny
friend Dr. KhaPp here, keeps not a bot
tle into which he tumbles' promiscuously„
ipecac, morphine, quinine, aconite, belL
ladonna, hellabore, etc.,l and then goes
out dealing Out to his patients indiscrim
inately, fifteen drops or twenty grain of
the-mixthre,- but sits down and makes a
'careful diagnosis of ever) case,. taking in
tO aceount-the peculiarities of the disease,
and,the idiesyncracieS of the patientso
'thust the. teacher Study the individual
minds of - his pupils, noting. differences,
and adopt his means. and methods with
.specitic skill anit9are. You cannot find
two children precisely: alike in 'all re
spects, iirany family, much. less' in any'
!school. No two are exactly alike., 'You.
must'stmly each by himself, until you
have mastered his mental idiosyncriscics,
if you would succeed in teaching him.
Ih eitincection with this, and to learn how
to educate, the good teacher studies thor
oughly
the method of nature in' teaching.
'her pupils,' or what is called natural edu
cation. In vestigating nature's method
of teaching, we find that she excites :'an
interest in the .child'S ridnd, , ancl create : ; a
desire,' ati insatiable thirst fur knoWledge..
FeW edi caters,' 1 am sorry, yet forced to
say, succeed in doing this important work
for their Ilow few they are
(hilt is evidence by - the scores of young
' men of twenty and young ladies of 4weet
sixteen, rushing forth from our sehool4
and colleges with a finished education.
Nothing more. to do,' nothing hew to
learn, no further acquisitions to make
—finished !, Yes, and finished they are,
as far as mental growth is concerned. The-.
idea of any one's education ever being fin ;
ished, of stopping satisfied with one small
- draught from the glorious, yet dangerous
" Pyerean Spring!" . &young man dune
learning, . with (hod's' great .univ Orr of
truth and ,toyaterry unfoldipihitself under
G 4 JULY 9, 1877.
,
,I(1I-
). 1 1 •
. . .
his cry e y es, luring - him on to lordly,con
quest
\ 11 ..,
nd princely acquisition! Oh!!'piti
able s tack. And who is to blame, for
it; but the educators, who have failed
to create in lie minds of their pupils.:an
. t:‘.% 'course
o t. id any
-it ,
- , in this
al else"-
the child but teaches it tO (Ind out for i lf,
by the use of its mi l d . independent powe
Because of their genero.usdispositions and
and good nature, too many teachers fail
here—telling their pupils what they Ought
to find out for themselves. Help them to
help themsOlves, but don't do all their
work for them. That only is their oWn .
knowledge which they acquire by . the•use
of their own Powers. Vliat you tell them
is information at second-hand,. but not.
iirst-class knowledge. Nature dl* no
drilling, 0 cramming. Nature repeatslier
lessons. .Ropetifion has been called the
sheet anchk of the teacher. Nature ex
fircises the ;puwers of her pupils, and cre
-ates habits of investigation. She leaves
her pupils with 'an idea, and the power
d( disposition to acquire: The form al
educator Tam conforms throughout to the
natural method need not fear failure.
Study the mind' f the child, and in con
nection with this, study Natitte's method
of teaching:, In mastering these two . de-
partments, forming one complete; branch
of knowledge, you will, without knowing
it perhap,4, have - mastered *hat leMiirig
educatoT call "The Science and \Art of
EduCatiOn." Justas there is a Science,of
Lau', of Medicine, of Language,_ or The- .
ology, so there.-is a 'Science: l of
. ...ducation..
This noble Aung Science promises to do
more for humaity than Chemistry; Cc
ttfogy, and Astronomy combined. Study
it its, two departments of
. child mind
and Nature's Method ; it will pay y . ou for
your study ; fo>= it is the key tosuccess in
teaching, and the !" . OPen Sesame " to the
youthful intellect.
The good teacher knows-well what ho
;:s. required to teach, as well as how this
is to be done. He thoroughly understands
those brancheS in which ho is to give iu-
StruCtion. He is not under the necessity
of learning to spell by teaching others
hew to read., He knows what he is to
teach, not merely that he Maylmpart or
connnunicate, knowleflge--thiS is but, a
small part of the teacher's business—but
that he may guide:ethers in making the
acquisition he. - ha's . . Made. Ile only is a
good guide NOM has traveled the way him
self,.and is familiar with its difficulties
and alaagers.
The good teaclia is not confentell-with*
simply knowing • well those branches in
which he is-to give ingirliction, 'bu,t keepss
his-mind fresh, vigninus, and.growino. 43 ,
'Studying eVer in advance of work./, If
ho ,has to give instruction iu the First
'Hook of Euclid, he will do it much / be&r
for having mastered the :Fourth. •If in
;Algebra he is reqiiired to take his piipps
only as far as Simple Equations, he will
do it far bett6r for having masterd Quad
ratics and Logarithms. lie keeps\ ever.
is advance of the demands . Made upon
him. It is highly important tha,t •the
teacher's mind be kept vigorous and ac
tive by readinglind study. lie should read
lle shonld read the biographies,
and familiarize hiniSelf with the methods
of the eminently successful educators - nf
alkiges.; He should read History, 'Phil
osophy, Literature, etc. Especially should
ale make a careful' study of Psychology,
or Intellectual Science. The,Main thing
is to Iceep\ the mind growing.. Co into
the orchard nd you will find that it is the
latest grovi th of \ the tree that gives fruit.
The oldest part? arc 7 nearest the' gron‘ucl,,
Worm-eaten, dry and. bLizen. If you'
would be fruitful as teachers, keep the
\niind,growing,. - I lave \ hinted at the difli
cnitiekof the teacher's N • t - kr k . There .is
Woiderfill power in growth '`2i overcome
,obstalr, :*. remove hindrances. I have
seen thtendec vino griming through rit ,
\
dead pal) si tik , n. 'Scientists havi. \expe
rimented- wi i the ,pumpkin; and fciund
that .using ita a fulcrum, and •putting
upon it a long leer, With heady weightk
hung upon it, tpurnpkin continued
growing in . - spite of i heavy presl4)re. If
there is such.power in tike griming pump
.kin to overcome diflicutres, how much
poweiis there in the growit4 minds of such,
teachers as compose the Pond rd'Connty
Teachers 7 .association. Mei e is wolniBnl
philosophy in that exhortation' o 'aul. 7 -
Grow in . ;knowledge." • •
1'1;1
Tile goad t i e:teller is a social and gen\
person. I have no 'sympathy whatever
with those stiff, ' dignified, straight-laced,'
pokerish teachers that -one sometimes
Meets, wilt') ga.throligh their work as
etun and sour as if they were marshaling,
a funeral procession loaded; with vinegar,
—who never look even sideways at you,
and Who, it the should in an Unguarded
Moment, condescend .to speak to you, do
it in a matted monotone growl, do that
you are glad to get a t
way toescape getting
bitten. From all such .deliver us. The
good teacher manages to visit ;is frequent
ly as'possible the homes of his pupils. Be
ing a genial, social character, he soon gets .
aiequainted with the parents a his schol,
ars—enlisting their \ sympathy and CO'(:p
oration. He gets wire fully acquainted
with the dispositions of the children'. in
this way. A romp with the children, and
a cup of hot coffee with the parents, have
a wonderfully warming indite:nee upon all
cOncerncd, and, ii. some mysterious way
send a gloW of love and spmpathy through
]tho hearts of these participating in, them..
YOu can open any mother's heart, and
father's heart too, by a little graCious at
to their children. ' Nor is it neeeS
sary to hiss the 'little ones all, aroun‘l l ,
telling them hoW pretty they are, and' re
marking that they bear a striking resem :
blame to their 'minima: At school the
good teacher is genial ,and affable in his
Intercourse with the children. Ile" can be
this atul'en.ill retain theit t .respect and his
own authbrity over them. Pardon inn for .
a 'brief reference 'to my Own experience
fitat will illustrate this point.
.I had in
charge rtsehool, ono time - numbering
nearly Ono - hundred selnAais of all ages
and sizes. Theris was the, little- lisping
I \liati
I
$2 per Annum In Advance.
three -year-old, and there too,was,the prim
and finical inaiden. lady, 'old 'enoogli to
have been my mother, it not my' grand
mother. When - the bell rang for rem*
I was in for play'as well as any of thein.
I entered . with zest into all the games of
the. little ones. They swarmed around
Me like 'beei about a hive. Perhaps I
laughed and shduted as 'Ong law any any of
then): 'Recess ovet all Iliad to do was to.
say, "now,. .we.; have had a good time
paying, let: us see hr .go6ll a time we ran,
have working. tet„lts try. who shall to
best and . accompligh most this session."
Every one, ,yeuinf.t- and old; -largo and :
small, was al quiet; and industrious •as
•
• •Yossible. •
istied,
inan-
of our
her,
a .
;plyl4-
That was all the trouble 'I had in goy
e, ning that school. .That my pupils loved„
`ine , bad. ample . ptoof.. When flowei
timo me, they' went far and 'near gath
ering t most beautiful and fragrant
flowers to. e found for theteachnr. If I
had. beenpa ‘y . , yo - u would have been in
• anger of mistaking me for Flora, . the .
ga $ dess'of Howe had you entered my
school s -room,. you erfight have thought it
an' Hortpulturaj Hall.: When fruit time
came; . nlies,' pears, , all kinds of fruit
, mime pOuring in; Aso that my school•rooni
looked like"-aPomologicallil. As an
exercise I rex:piked theni to vr'to poetry,
choosing their ow subject; and I ! I was
ero
theli of. their ikims. They I`kited
r\ a
mein seek glorious wore that modesty
compelledrhe:to seek relief; 'and in -a`lit
of desphir, after tiying, all other means to
stop' their. milogistic•ilow; ; 6Old them to
write a 1?i Pentastichn the Pen
tateuch. It quieted .them, And et, my
were . . ~- .
Pupils always respectful lA You an
hoof
and out, wherever I metthem,.
have the loVo . of •Yoar scholars and y,
c ~e,
retain their , respectful obedience, if you
'will. - I'know this is possible, . * ;
.ged in
or ex-
. .
The good teachet is Patient,= : Theleach7'
er needs the',patieuce of Job. He . needs
patience like that of Dr. : Howe; who
spent months of his pre'dions•time in try
ing to teach Ilio . ..blitl6leaf and dumb
Laura Bridgman to •Yead, that 'hey dark
life - might not be utterly joyless. He
ntcds the patience •of that young man of
master mind, who after being graduated
froth Ilarvard,•tiud prosecuting his studies
'for four years in Germany, returned to
his native country, and instead/ of enter
ing the Many avenue - slo
.we:dtb, position'
and glory that opened before him,. sat
down, Wrotdan:advortisemdrit, requesting
that therdbe seuCtotim,the veriest idiot
Unit ctould be 'found in% li the land. Wei
dame at last, devoid of a lost e'vdry s l prisd,
and faculty —a meye ma, . of ' nufsele,i
scarcely, hunau, - That. you 4, man" 'took
. 111 A position by'tli. , !side or that idiot, and
labored for threezmonths: bef3re be evok- :
.ed . the / shadow Of an intdlligent-tesponse
from the -al4cist ' brainless' forth ,- before
hint: Few , eil L iOu haVe, anything like- that
to coateuOvith; but patience akin to that
•d o, vett Weed in yOur work. ‘ - Let -pa
, - -
tience have het petfect work.' , " Do not
Pr - onetime any child a "dunce?' at block
head"' mull you, have faithfully plied him
hi / every posSible way, as long, at least, as
that young matt did the idiot boy
Another ellaracteriti, of the ,good
teacher is gentleness. I heattily endorse
the resolutinn adopted, by- this. Associ. - i-
Lion, this afternoon, fonehing this
making the habitual use of idnu:sh
guage and scolding" by the teacher un
jawful, and enforcing gentleness in the
administration of government,
remargable fact that the .most mighty
forces With which we' ate acquainted in
nature, are l the silent, gentle ones. , There
is . t.he force of gravitation, holding .xs'orlds
out in-spue; and binding, them inseparq
bly together into vast systems upon- sys ;
temc with its giant grasp upon every ma•
•terial thing,—,yet nobody hears, misees,
or is - sensible of • thic . " Working of this'
mighty •ag'ent. -Geologists tell us that the
calm and •sileht indueniie.of the.,,atmos- -
Phe . re is a power' mightier than the
noisiet;.mcne boisterousrpowers of nature
I coihbined. ' The 'greatest or all physical
pqWers is the situbearn •/Itodrives the
machinery of the wolid, :and lifts rivers
rand oceans into the atmes . Phere, carrying
them across the sky, scattering them over
thqj face of theearth, in the form of rain, •
.sziew, etc. Let but' the air drink in .
a little more sunshine at one •Placei than
another, and Oat of it bursts thed.Ornado .
that sweeping on in'its funirtic wrath, de
stroys everything before it : ; Yet the sun 7
shine - is . Sdgentle,that its. ray - ; fall more
softly than the filmy snOwflaketrembling
down through the air; 7 -so gentle, that a
•strip of gollleatexposed as a target to
is ,not stirred to the extent Of a
hair's , breadth, though:an infant's . faiuteft
hreatlilkonld set it 'in tremulous motion.
Gentle forces are ml ht.y ip.nature, so are
they iti‘the school•ragm. 'Gcutieness is. a; ,
.mighty rower in thelliatul of the teacher:
There are few impifs,Wifo.cannOt be won
Ly geNtle treatnieut, ';`.ioiricwhere lit this
country, crone years ago, a rough-looking
. -
man brought his - gni:in° school, saying,
.:
'' I have brengl.t ,iityl)ov hAre, and wi:ntld
like to see if 3=ou catt`,4. inything, with
hini.Nl confess' , he is \ Mord than I can, '
Manage. Of 'all OW stubborn boys I
kno • of \ ,'„he is the •worst."\One day .as,
\
the'l ocher Was passing • -dew , b • the
I . .
\p 3
\, ,
desks, h laid 'his liand kindly, on the
boy's sIUMIder; but the. ttd, .shiuldered •
and Shrank from him. "What is OMT-it
ter, Ilepryiskeil thci. teacher. •," I
Thought you were going to Strike nie:',_,
• "Why should I stria) you 1r! Because I ,
am such a had ; 'bay. ' :,` Who , sayS,. you :
area bad bay"'':. • " : Cher says Ifam a
bad boy, and Mother: sa3bk so, and every .
one' says So." : "But you \croS not a'bad
boy; - at lilast I.' think So; .an you can be.
as good-a boy '"as any one.". The peer'
boy's , eyes filled •with tears. Ile was not
used to such kind words. From thakhour
he began to be'a better boy, tiro{: a at
•finer'estin hiS 'studies, and be time, t 4
most dutiful, loVing and earneit boy in
. school. • Lie heetime ,a: great•and good,
man; and not many 'years age was made •
.Gnvernor of one! of our largest States.,
!lad. that teacher used harsh and scolding
language, instead of those kind :and gen
tle words; think - you would that boy have
turned,ont as he: did?" I could - give an .
instance vet y like this froni, my Own ex; '
perienee, excepting that my. boy has net
yet become GeVernor. Ile gentle with
your putiils. Treat them kindly. Do:
1 net scold them. DO•-not• be eorititnially
finding. tank with theM and. their work.
'Give theM aWord of enceuragetant and
credit for what
more
do.: Yipt can get
im ~ I, s ely More oat of them by enconi- i
agin and praising thent for What they
1 r au by scolding and fault-finding; A'
word ut 'encOuragement front l ib kind-,
heisited man, saved Dr. Adam Clarke,
When a boy, from despair, and was the
Means of making him one of the world'i
- greatest scholars. Bo gentle, yet.remenv.
ber that you must alio bo ilnn; and that
your pupils must know thatin every in-'.
stance, what you promise to do you will
certainly perform. Never pet - Indio, of
threaten to punish, but if you should. -
in an unguarded moment, - happen,. to do
so, see that . your promise is redeemed.
Govern by. love. "Ile that rules by ter- •
ror, doth a grievous wrong."
.
The good teacher is an inventive gen-
Ms.' Ile runs not in ruts. Ho has no
stereotyped way of reaching 'the child
-mind. If one method will not do, he tries - .
another. The teacher cannot be too in- .
ventive- 2 -within.thelxiunds of 'the princi:
pies of the," Science and Art of -.Eduds
timr." Good teaelihrs artir4etliinsiasts: ,
They do not look upon their work es
drudgery, , and pito it like !"dumb, driv
en cattle,"'or galley slaVes. Their souls
are iu their work. "They love their work„
'and to it give their best-energies..- ' .
- The teacher I have been trying to des
cribe carries within him a determined
purpose to make teaching . his life-work;
Ile does not look upon teaching as a step
ping stone to something higher. Higher !
What can one enter that is higher than
moulding the future philosophers, states
men, literati, ministers and presidenis of
the nation,. and of the world. The teach
er is already at the'top of thaprofessions.
Yet, young gentlemen' thpver teaching' _
tothe profe4sion of law, medicine, theolo- - .
.gy, etc. , And young leas; .mike teach
ing a. stepping-stdne, to matrimonial bliss
—sometimes; -however, it , proves to be
matrimonial blister.
~ The ladies aze,more
excusable, for they simply pasi.s out of a': .
lamer 'into a smaller Scluiol - .j Stick to
four work, teachers, : They say it takes
a man at least-ten years to learn how to _
preach. If this be so, it must take a mall
or woman fifteen ortwenty years to learn
how v. ,to leach . We heed in these days,2
men and women who - areready to conse
crate their Hiles to this . work. I bare my
head, and can bow very lew to the man,
who like our .worthy Superintendent at •
my left, and' our excellent President at
ny right, .have taken . up the work of
teaching for life, and who is . centented to
gritv old in that work, and die with the
harne , \ s...ni. Stick to your work—stick to
your wo - for life. I would. shout with -
the etnpha. is of an earthquake, or torna
do, if I coul( .ISTICK TO Fait won):
•The good teacher, in addition to all
Ithig, N is one who )11S made the - character ;
• \ ,
of t.l\Great- Teacher his study and
model. llis life is lhought 'to some -
"t
de
gree at hmst under the ransforming, ele-.
wilting aii(Nivingintlnen e of the life of
our Lord Jci . ...Pirrist. Iflaot influenced
by that life to th degree of piety and de-
Notion.4the tea,e,ei should at least, in,
view oflrhis dillicultd respOnsiblework,
be brought under tlie\Ctistly influenoe ''..
sufficient to fre4im' fronLail immorality
and irreverence, : Other things being
equal, the best4eaclPer will; be fon ad . to ,
be.the one mo s t fully devoted -to lehrist.:
But taken all together, do not these re
quireznents place the standard too high: ,
for the great mass of te.ichers? Is not
the ideal high, even for t o ile leaders and
commanders in the great Ormy of 'educa
tors? Is ithecesiary that the elementary, .
—the common-school teacher—aim at re
alising the ideal? ,I• ' •
ti UMBER 7.
Let me reply in the language of one of .
the foremost' educators of this t age, slight-
ly changing the words for the sake 4f i r
.adaptation, and adding to them when 1
necessary : Whatever may be done in the .
'ease of these children who are somewhat'''
advanced in their after, and - who haVO ..-
• J. . -
some extent at least learn4i how to learn,
it is most of all importantlhat in the be=
ginning of instruction, and in ,order. to ;-
gain the most fruitful results of that 417;
Istruction, the earliest teacher should be'
.•
the possessor - of these qualifications: o;, -
notion that any ono ia- good enough - tg'.l.
teach young children_ is all , wrong, and
most disastrous ,When ...acted'. npoll.. In ~
tie district schools, and in the primary
~,
departments of . .our higher schoolk — We i:..
'need the verrbest teachers that can
,be
seyured. - Letthe standard 11e high, and i
the remuneration also, and there will be
'no difliculty:l We Should take a lesson -
froin the Jesuits," who in iheirpunous --
schools, when they found a teacher Show- '
fug real skill and knowledge in teaching
the higher classes, piomoted• him to the
..,..
charge .of the lowest . . There. was a Wise
and keen insight into human nature in -
this. Wbetherj the child shall 'hive or 7
bate knoWledge—whether 'his fundamen
tal notion of things shall be clear or . •
cloudy—whether he. shall advance in his
course as an intelligent bang, or as a
.-
mere inachine,hetifer he shallatlast,
leave school stuffed witir - crade, undigest; ,
efl.gobbets of knowledge, or possessed of
knowledge assimilated by'his owirdig,es*
tion, and therefore- a.. source' of mental. .
health and strength,—whether he shall
lean; atrophielf, Weak, destitute of the '
po er of self-government and self-direc
tion,\ or strong, 'robitst
.and independent -
in 'thought and action--clopends Almost .
altogether onthe, manner im which his '
earliest instruction is conducted, and this
again on j the teacher's qualification and
etliciezcy.l Place, then, your ideal high;
and feel that you have never reached it.
Keep it floating ever ‘sibm'a and beyond' '
you; and though faintpftentinies, still Ife_
pal suing. -Iris all :important- that those
who are called to this work", should have"
stritable..ViawF: of its magnitude and ohli-
gations. 'Aff iniskiliff , il sculptor may spoil.
a l'llock of marble, an unskillful physician
may damage a. mortal - body; but 'an un:-
skillful teacher may ruin forever an- im- .
mortal Mind. ' ' - .' -. . .
• I wouldAike •to say inore;.btit I am:
afraid that you will. - be reminding your
remerebrancerthat a good speaker knows
whento Stop: I will only add : Go forth
tO.your noble, difficult, resp9Mdble work..
solenui trust is.! collimated to. Your
charge. Our jeivel#"we place in your,
hands. Their minds .you are to train;
theiCcharacters tire , form. The
:thoughtful the greatest••power
'among inetaand you whoge vocation it is .
:tO train and ftirnish it, are they who are
to give shape and cohir to the destinies of
the World. 'Go; - and remember 'that you
shall ever bare • our warmest sympathies
and most'varnest prayers. Go; and may
God bless atUllielPlyou in your great al
bor of love. •
- '
A LITTLE felloWleho wore striped stock-,
lugs Wag asked wliy he made barber-poles
of his 14s. • his pert reply was, "Nell,.
ain't I a little-shaver'?'! . \ .- • •
A\ki . .Eastern - man, in ...writing to his
friend of his marriage in Califorhia, thus
terly ckesnribes his • bride : . "She has a
head as ktd. as-a woopeckey's, and owns
sheep uritikein can7trest:"
LITTLE . SE:IE., looking at some pictures
of,winged angelli, exclaimed : "Mamma,
I don't want to bean angel.", -- " Why not,,
I` Leave Off all my -
Pietty chithes, and -w..ar feathers like. a
hen • "
COUNTRY girl wroth \lto her lover:
"Now, George,-don't ynti fllio "to bu
'the singing-seliool .
wrote baok In . iGis bright Iti*lcou of
youth—VVoresitcr'ti•:-Alaiiri,' wcor4 ..
tt4 tale,'"