swer to “


WISCONSIN JOURNAL OF EDUCATION. very temptation overcome, imparts moral HOW TO PROMOTE PEACE IN A

FAMILY. strength. The popular sentiment of the school,

1. Remember that our will is likely to thus fortified and supported, becomes a be crossed every day, so prepare for it. bulwark against falsehoods. Confidence

2. Everybody in the house has an evil in the truthfulness of children is one of nature as well as ourselves, and therefore the surest measures for making them

we are not to expect much. worthy of it; at the same time, there

3. To learn the different temper and should be the certainty of detection if disposition of each individual. false, and the strongest motives on the

4. To look upon each member of the side of truth. To extend confidence to family as one for whom we should have a child, and at the same time, strong a care. temptations to abuse it, is almost certain

5. When any good happens to any one, to prove disastrous. In the self-report- to rejoice at it. ing system there can, and always should 6. When inclined to give an angry anbe, the strongest influence in favor of

overcome evil with good.” truth-tellir.g.

7. If from sickness, pain or infirmity The system of marking recitations,

we feel irritable, to keep a strict watch used in most of our colleges, for the pur- over ourselves. pose of comparing the attainments of the

8. To observe when others are so sufdifferent members of the class, proves a sering and drop a word of kindness and spur to its drones and a strong incitement sympathy suited to them. to diligence. The class marks, in many 9. To watch the little opportunities of colleges, constitute the basis upon which pleasing, and to put little annoyances out the college honors are confirmed. At West Point, I believe, the honors are con- 10. To take a cheerful view of everyferred upon the joint basis of scholarship thing, even of the weather, and encourage and deportment. Attainments in study hope. are there counteracted by disreputable

11. To speak kindly to the servantsbehavior. For schools, the system of to praise them for little things when you West Point seems greatly preferable.Why should the attainments and con- 12. In all little pleasures which may duct of the scholar be divorced in the

occur to put yourself last. estimate of scholarship?

13. To try for “the soft answer which A complete machinery is one of the turneth away wrath." distinctive features of a model school

14. When we have been pained by an a machinery simple, yet effective, com- unkind word or deed, to ask ourselves : bining every proper influence; but, after “Jave I not often done the same and all, machinery is not success.

Theoreti- been forgiven ? " cal systems of education, however grand

15. In conversation, not to exalt yourand imposing, without the vital power of self, but bring others forward. the living teacher pervading and energiz

16. To be very gentle with the young ing the whole enginery, are at best but ones, and to treat them with respect. splendid failures. The greatest machine

17. Never to judge one another harshin the school room is a live, enthusiastic ly, but to attribute a good motive when Teacher.

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For the Journal of Education. mechanic, who would improve himself TRIALS OF THE TEACIIER.

has upon his table some Journal of Art. Every farmer finds time to read

the agricultural department of his weekly If our trials spring from a discased paper, if he has not a Journal devotbody, much exercise in the open air, and ed exclusively to his particular occuclear sunlight, a calm and cheerful spirit, pation. Why should not every Teacher a sun-burned brow and toil-hardened have at hand some Educational Journal, hands, a walk or ride, not merely for its which may remind him of his faults and own sake, but a walk or ride enlivened by suggest the means of their reform in a good company and sweetened by mental kindly manner ? activity, as there may be joined with it We may never be free from a sense of much of scientific research-will be found inability to instruct all our pupils with an invaluable specific for this class of an equal degree of success. ills. The confinement of the school never feel perfectly qualified for our task. room is apt to induce disease, which pre- We may have even some, who seem sents as one of its worst features an un- stupid, uninterested and unimproved, but willingness to apply its proper remedy. will not the keenness of our trial at this When we feel the pressure of listlessness, be much blunted, if we have with us the the dull headache, and the uneasiness so consciousness of having faithfully percommon to the Teacher, when we imagine formed our duty in the work of preparaour pupils unusually restive and noisy, tion. No one may expect perfection in let us betake ourelves as soon as released this respect, but there may be much less from School to the garden, the field or imperfection. Every failure to give the the woods, and find in our own recruited pupil a clear understanding of the subject energies the best rod of rection. explained, should inspire us to new zeal,

If we feel oppressed by mental inabili- should fire us to greater carnestness, ty, let us rise like men, gird ourselves to should drive us to our books, to inuch the work of improvement. There are patient study and thought. The Physimeans within our reach. Je, who re-cian finding a disease not familiar to him, mains at a stand still, does so from sheer bctakes himself to his books, nor is he laziness. He has placed before him in satisfied, till he has found the proper reevery form, food fitted to his taste and medy, or been compelled to acknowledge well adapted to sustain and strengthen. This inability to treat the patient. The The Press affords him solid as well as trial raises to ihe Teacher not so much lighter food. The association, the insti- from his inability to instruct, as from his tute and Teachers' Classes, furnish him consciousness of having made little or no the means of brightening his own ideas effort to conquer this inability. Try by bringing them in contact with others. earnestly, faithfully, and if at last you Books in every department of science are are compelled to yield, the confession will accessible. The great Book of Nature be a source of joy even. It ceases to be lies open before him. If he can not, if he a trial. will not from these sources derive the ad- Is want of power to govern a source of vantages he needs, he may as well sink trial? First govern yourself; let all sce back into utter nothingness, and find in that self control is your constant study, bis ignorance his highest bliss. Every “Let love through all your actions run.

Let it be mingled even with the most se- spelling, reading, or ready-reckoning “asvere punishment that at some times may tonish the natives,” and earn a great be necessary. Study character. Learn name, which they can not afford to tarby frequent visiting the nature of home nish by associating with any of the vuldiscipline. Make the parent your assis- gar herd. How many can every true tant by causing him to feel that you are Teacher find in his own vicinity, who his friend. Above all be governed by the measure the ability of others to teach by rules of the Bible. There may be found their understanding some one particular instruction sufficient for every case that question, precisely as they understand it, may arise. Let the Spirit of the Great and who will condemn as ignoramuses Teacher be your constant guide. So live those who can not rattle off the alphabet and act that at the close of cach day you in its inverted order, or repeat without may find little or no occasion for regret mistake the multiplication table backat the thoughts and words of the day and wards, or tell just how long you must this source of trial will be much lessened. stop at every pause, or some other equal

Preparation to meet trial of this kind ly silly and nonsensical stuff, which is by is a sure preventor of its recurrence. them assumed to be the whole of an

But do what we may to correct the cducation. evils, which lie within our own reach, It would be worse than useless to atthere are trials incident to a Teacher's tempt to enumerate the follies of this life, which come from without and can not class, some of whom are found in every be so readily reached and orercome. community, and who are a great trial to

He is engaged in a Profession, which the true Teacher. I have no fear of perhaps contains more quacks than any offending them by these words, for they other on earth, those who feed upon the do not read the Journal as their own, ignorance of others, and maintain that and if by chance they should look into a ignorance that they may not lose their neighbor's for the sake of finding somemeans of support. These are they, who thing to criticise, they will not feel theingive perfect satisfaction in every place selves hit. This class of self-conceited, where they teach; who are unwilling to self-willed one idea riders bring much cast their pearls before swine by attend- disgrace upon the Profession, and make ing upon meetings of Teachers of any those who engage in it with a due apprekind; who know so much already that ciation of it, often heart-sick. they are far in advance of any whose ac- For this there is no remedy, but is a quaintance they have cver formed. These patient endurance and firm maintenance never have trials. Oh, no! such perfect of the right until public opinion is prosuccess can not do other than fill then perly molded and then cancerous tumers with the greatest joy. Their praise is in are eradicated from the body. every-part of their own mouths. They That public opinion is not right is have some particular hobby which they another source of trial. There is too ride rough shod over their pupils, and all little interest on the part of the public who may be so unfortunate as to receive in our schools. This lack of interest any attention from themselves. They feed is shown in badly constructed school their inordinate self-esteem by sucking houses, in illy qualified and half-starythe very life-blood of their pupils' ininds ed Teachers, in heedless pupils and a and in some great display of power in general neglect of the educational in}

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terests of a community. It is a source

LITTLE THINGS. of great trial to those who strive to honor

She said_“That few were too young, their calling, and a burning disgrace to

and none too humble to benefit their felthe intelligence of the American people

low-creatures in somo way.”"The Birththat such a character has a real existence as is described in the “Widow Bedett Day Council,” by Mrs. Alaric A. Watts. Papers," who starts with a spelling-book Do something for each otherin one hand and a halter in the other, Though small the help may be;

There's comfort oft in little thingsfully equipped either to teach a school or

Far more than others see! to steal a horse. So far as actual results

It takes the sorrow from the eye, are a safe criterion by which to judge it

It leaves the world less bare, makes but little difference to the commu

If but a friendly hand comes nigh, nity which occupation he follows, as in

When friendly hands are rare ! either case he takes the property of ano- Then cheer the heart which toils each hour, ther without rendering a just equivalent. Yet finds it hard to live; If any distinction should be made, it And though but little's in our power, should be made in favor of the horse thief,

That little let us give. for public opinion sentences him to his

We know not what the humblest hand, just punishment, while in many cases it If earnest, may achieve; sanctions his brother the mind-murderer. How many a sad anxiety In the vast majority of cases those most

A trifle may relieve :

We seek not how the aged poor
vitally interested are the most indifferent.

Drag on from day to day;
They send their children to school and

When o'en the little that they need
think no more of them than if they had

Costs more than they can pay? not a being. They know not, they care Then cheer the heart that toils each hour, not what may be the qualifications or the Yet finds it hard to live! character of those to whom they intrust

And though but little's in our power the immortal minds of those whom God

That little let us give.--Cis. Swain. has given them. Let them apprentice a

child to a trade, and endless are their en-
quiries and great their anqiety lest he be What ever lost by giving?
placed under unworthy tutelage. If the The sky pours down its rain,
shop is near they must drop in every day

Refreshing all things living,

While mists rise up again.
or two, to note progress and watch in-
struction given.

Go, rob the sparkling fountain,

And drain its basin dry;
Wnx the husbandman goes out to The barren-seeming mountain
sow, we hear the shrill cry of the village Will fill its chalice high.
boys scaring the birds from the furrows.

Who ever lost by loving?
The good seed of the mind is to be guard-

Though all our hearts we pour,
ed from vain thoughts descending with

Still other spirits moving fiercer hunger.

Will pay our love with more.

And was there ever blessing There is no greater mistake than that That did not turn the rest, into which many well meaning people fall, A double power possessing, namely, the taking violence to be strength. The blesser being bless'd ?

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From the New York Teacher, are about 850, which are attended by ELES FROM A TOURISTS JOURNAL. 83,000 persons, of whom 34,500 are girls,

the remainder being men and boys. Of these the university of Paris reports forty asylum schools, containing nearly 8,000

children; sixty-six secular, and sixty-two Public InstrucTION IN France.- France congregational schools, having, together may well regard with some degree of com- nearly 30,000 pupils; and thirty-five lacency her establishments for popular schools for adults, tuenty-six of which lucation and professional instruction.— are conducted on the system of mutual They are in the aggregate so numerous, instruction, nd in specific objects so diverso, that The city of Paris has founded three he limits of a few brief notes will not elementary schools of a superior characlow of a description of these institu- ter, in one of which the English and Gerions, and will scarcely afford opportunity man languages, drawing, mathematics, or an imperfect classification of them.- physics, technology, chemistry, history, There are establishments, in some cities, and geography, are taught to more than sled creches (nurseries ; the word creche 300 persons; has established several Norignifying a manger, or cradle) in which a mal seminaries, and assists in supporting nether can Icave her infant during the eight protestant schools and many educalay, that she herself may engage in la- tional institutions which are not usually orious occupations; while the tender included under the name of schools. To rame and feeble intellect of the child is these public establishments private enwatched over with a care not unworthy terprise has added, in the city of Paris, of maternal solicitude. From these cre- numerous elementary and asylum schools, ches or cradels to the schools of law and and established courses of lectures, which, he academies of science, there seems to it is said, are well attended. bc an admirable gradation; but the cur

The schools of secondary instruction sory manner in which these observations embrace the lyceums and colleges, and were made would render it hazardous to the free schools in which Latin is studied. say that the systein is as perfect as could of these the five lyceums are most celereasonably be desired.

brated, although there are several schools Three classes of instruction, the pri- of this class which are entitled to a mary, secondary, and superior, constitute higher reputation than some of the colthe university of France, which is sub- leges. Three of the lyceums receive ject to the jurisdiction of a minister both externes (day scholars) and pensionof public instruction, whose duties some-naires (boarders); the latter, at a charge what resemble those of the regents of one thousand francs, about two hunof the university and the superinten- dred dollars, per annum. Among the dent of public instruction of the State schools of this middle rank may be inof New York.

cluded, also, the Ecole Normale, a norThe primary schools comprise asylums, mal institution of deservedly high repuelementary, industrial, and all similar tation, in which the students are gratuischools in which Latin is not taught. Of tously maintained as boarders, and have the elementary schools under the univer- free access to laboratories, an interesting sity of France and the city of Paris, there cabinet and a fine library.

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