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Teachers easily induced to abandon posts of usefulness and influence, merely on account of pecuniary promise, are taught a lesson by Oberlin, who placed some estimate upon the opportunities he possessed, and cared for the youth of his charge.

He would not leave his place; a much better living was offered him. “No.said he, “I have been ten years learning every head in my parish, and obtaining an inventory of their moral, intellectual and domestic wants; I have laid my plan : I must have ten years to carry it into execution, and the ten following to correct their faults and vices."

– It is with the lowest grade of pupils that the shaping process must commence. Here the best talent as Educators, not as mere Instructors, is wanted. Here we begin the development of character, the implanting of seeds of immor. tal growth, where love to God, and love to parent, and love to all mankind is taught, as well as knowledge of men and things.

- The Chairman of the Executive Committee advises us that the annual meet. ing of the Ohio State Teachers' Association will be held in Columbus on the 29th and 30th of December.

– Teachers should be careful of their own health, remembering that a man's constitution is like a good garment, which lasts the longer for being better taken care of, and is no more improved by bad treatment than a new beaver is made better by being banged about.

The demand of emigration to the new Territories and Western States will require Teachers of different grades, adequate for pioneer duty. What a blessing to those new homes in the west will it be to have well cultivated Teachers, the product of the advanced spirit of the age. A drain will be made from our State for these Pioneer Schools, and Boards of Education must train up and employ a higher cultured and more practical race of instructors.

MCGUFFEY's New ECLECTIC READERS are having great and justly merited popularity among intelligent Teachers. Published by W. B. Smith & Co., Cincinnati.

The circular of the State Commissioner, asking for anecdotes illustrating the inefficiencies of Teachers, will certainly be satisfied in the exhibition made by our correspondent:

“In looking over the Register of a school district, within the county of where I have been employed as a Teacher, the past summer, I found some very choice specimens of literature, orthography, etc., which I transcribed verbatim et literatim, and send them to you to be disposed of, in whole or in part, as you may deem proper. By applying the proper tests, I have no doubt it will be found that the enlargement of the capacities of some of our School Teachers, and per. haps some of our School Directors, is an object much to be desired, and that some Teachers need themselves to be taught.

“The Teacher employed last winter, commenced his Register thus: 'Daily Register of Jacson Tp. His · report was of a 'School kept by A. B-, in District No. Jacson Tp., comencing Jan. 12th 1856 and concluding March the 4th 1856' etc.

“He certifies his report' to be .corect.' No less than 22 familiar names, in his enrollment of pupils, are misspelled. For example, Isriah for Azariah, Ansin Nellis for Anson Ellis, Olover for Oliver, Manerva for Minerva, Druzilla for Drusilla, Rody for Rhoda, Margat, Ester, Laisabeth in one instance, and Lisabeth in another for Elizabeth, Learyann berry for Leah Ann Berry, etc., etc.

"Extract from 'Report of I. T- teacher'etc. This certifies the above report to be correct and the pupils have made very good progress, and generally obedient.' Given under my hand this 19th day of Nov. 1853

I. T.' (Very precise, formal and official.) "From the 'Report' of J. G. M.:

"I certify the same to be correct and report progress in the scholars and peace and tranquility predominate

J. G. M. Teacher.' “From the same, another term: The term was taught through in peace without any serious jargons and without the Directors having to assemble at any time for the purpose of settling difficulties

J. G. M. Teacher.' “In these extracts punctuation, etc., are strictly copied :

“School report of E. McL. Teachess in School District No. Jackson Town. ship

County State of ohio for the term Ending July th 12 18— the number of Puples enrold During this school ware Males 27 Females 28 making in all 55 the average Daly attendence 27 the Brnches taught During this school was Reding' (it appears this Teachess did not teach speling) writing Arithmatick Gramer and Geography

E. McLi “But the 'cap sheaf' is the following: 'School Rules of Reglerlations for School District No.-'

" • 1st Thare shall be no whispering alowed during the hours of School onely in the way of Giting ther Lessing or in the way of Studen ther Lessings

««2nd now Scholor Shall use any profain vulgar or disrespectful language during the time he Stays at the School house or near it in Coming to or return. ing from School

««• 3rd no Scholar shall be allowed to retaliate when admonished or punished by the Teacher

"4th It Shall be the duty of every Scholar to Obey ther teacher in every Command that is rasonble as a Schooler

"On the violations of aney of the abov named rules the Scholar thus violat. ing shall be punished with a admonition or reprimanded or by a modrate whipping

66. It is to be further observed that all Scholars above the age of 14 years the same becoming uncontrolable Shall if desired by the teacher be expelled from the School by the vice of the Directors

Clerk R. G.

E. L. Prin.

Directors' “ This, you will say, must be a dark and benighted corner of the earth, where the Journal of Education' has not yet found its way. It may be so; but there are other corners as dark as this, if not darker. I have known School Directors who could not write their own names. The primary object of schools is the diffusion of knowledge. That great improvements have been made is not to be denied, but further grogress is yet much wanted, and I think the question ought to receive a little more attention from School Examiners, than it has yet, how much, and what kind of knowledge a man can impart to others who knows nothing himself.

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MR. EDITOR :- Allow me, through the columns of the Journal, to address the members of the State Teacher' Association.

I have forwarded the following circular letter to every one who has been an officer of the Association since 1848:

ESTEEMED SIR :— Having been appointed by the State Teachers' Association, to audit the accounts and report upon the financial condition of the same at the next annual meeting, I therefore respectfully request that you will inform me what funds of the Association may have come into your hands or passed through them, in your official capacity or otherwise, and what disposition has been made of these funds, to the best of your knowledge.

If you have received or disbursed any funds, please state whether you have given or taken receipts for the same, and to or from whom ; also, whether you have vouchers of any kind showing the disposition that has been made of any funds (belonging to the Association) which may have passed through your hands, and whether you will forward me copies of such vouch. ers, or whether you will require me to pay you a visit in order to see them.

I have consented to undertake the arduous duty of investigating the financial condition of the Association, in the hope of being able, by the kindly assistance of its members. so to place it before the public, that the strong claims which the Association possesses for public sym. pathy, respect and support, will be more generally recognized.

Solely influenced by these feelings, and soliciting the favor of a reply at your earliest convenience, I have the honor to be, esteemed Sir,

Respectfully yours,

JOHN HOPLEY. Bucyrus, Crawford Co., O., Sept 1857.

It is my desire to prepare an accurate and acceptable report, and to have it ready by the first day of the session. I wish therefore to solicit a prompt response from all whom I may have addressed, that the work of making the report may be so expedited as to enable me to present it as early as possible.

Should any read this to whom the above circular may not have been personally mailed, or who may not have received one, they will please consider this as addressed to them, so far as they may feel themselves able to throw any light upon the financial condition of our Association, and to that extent they are solicited to reply.

Those who may have received copies of the above circular by mail, are also requested to reply as speedily as convenient.

Very respectfully,

JOHN HOPLEY. Bucyrus, Oct. 1857.

FLATTENING HEAD PROCESS.-Some savages press the heads of their papooses into some favorite shape, making one the pattern for the moulding of all the others. Some teachers, in effect, strive to do that with their pupils, seeking the silly gratification of seeing their own image impressed on their tender and yielding minds, instead of examining the outline of the image already impressed there, bringing out that. Kinmont says, let that image be produced in all its native contour and coloring ; and let it be adorned and set off, not with foreign or exclusive ornaments, but with tho:e universal graces and gifts which are the benefits of science, of literature, of morality. Thus, the likeness of the Creator will gradually rise up in interesting relief, in that new mind; and he will have a character of his own, not yours or mine, and he will be a new mirror on earth to reflect on the delighted eyes of mortals some of the hitherto unrevealed glories of the eternal.

SELECTIONS.

“Nature now spreads around in dreary hue,

A pall to cover all that summer knew." THE BAD SYSTEM.-De Stael but utters the sentiments of every eminent writer on the subject, that the system is a bad one by which youth are taught to spell and read a little ; to acquire a trifling knowledge of geography, grammar and arithmetic, without the power of using them. A system is a bad one by which that habit of mind is acquired, and which is so difficult to eradicate, of repeating and reading, without comprehending; of laboring, without getting any thing valuable; of keeping scholars going over the same thing in different forms, till they are tired and worn out; of breaking down the mind's flexibility, and narrowing its intrinsic force, by making it skip over the intermediate links by which successive ideas are kept up, and made to tend to some point; of obliging them to go forward, whether able or not, without knowing what they have been over, and thus making their heads a scene of confusion; which neglects the due cultivation of all the mental powers; which aims at giving a little knowledge to the head, while the heart is forgotten, or is held secondary; which allows without restraint a too free indulgence of the passions; and which looks upon man as a mere thing of earth, without reference to his high moral and intellectual capacity, and the destiny which awaits him in another existence. This we call a bad system.”

WHAT WE WANT AND MUST HAVE.-We want “men whose minds have been disciplined in the school of rigid study and virtue; whose faculties have received polish, energy and firmness from their deep acquaintance with literature and science; men who have the power of arresting the attention of the most listless by taking hold of their intellect in the proper way; who can transfuse into minds their own knowledge, and make it an imperishable part of their stock. This, it may be said, is requiring much, and so it is; and the reason it is required is, because our children and our country demand it. We want and must have, if we expect justice done to our offspring and our purses, 'teachers who, by patience, observation, and a philosopbic study of the working of the human mind, have acquired a knowledge of what is elementary in thoughts, and suc. cessive in their development, and who have learned the practice of the art of gradation in the art of instruction; who know the art of going backwards with what they know, or with their knowledge, in order to make their scholars com. prehend them.' Men who are thus qualified are the ones wanted. One man of this character is worth a thousand of those gossips who lay claim to a perfect knowledge of the human mind, and who deal out at retail a certain round of school-book lessons and other men's thoughts, unable to strike out a glowing thought, or arrest the attention of wearied pupils, by animated description or just reasoning; who figure a feverish hour with an A, B, C book in one hand, and a slate pencil in the other, as lords of the academic floor - as masters and controllers of their scholars' minds.

Put the question to an enlightened teacher, what constitutes the soul of teaching, and mark his answer. It will be, that to teach successfully, it is necessary to become complete master of the operation of young minds; that, as much as possible, precision of instruction must be united with vivacity of impression; that it is not so much the depth of any science, as obscurity in the manner of presenting it, that hinders children from obtaining it; because they comprehend everything by degrees, and the essential point is to measure the steps by the progress of reason in infancy; and this progress, slow but sure, will lead as far as possible, if we abstain from hastening its course.”

—“Do not hope,” says Abbott,“ to make all your pupils alike. Providence has determined that human minds should differ from each other, for the very purpose of giving variety and interest to this busy scene of life. Now, if it were possible for a teacher so to plan his operations as to send his pupils forth upon the commu. nity, formed on the same model as if they were framed by machinery, he would do so much towards spoiling one of the wisest plans which the Almighty has formed, for making this world a happy scene. It is impossible, if it were wise, and it would be foolish if it were possible, to stimulate, by artificial means, the rose, in hope of its reaching the size and magnitude of the apple-tree, or to try to cultivate the fig and orange where wheat only will grow. No; it should be the teacher's main design, to shelter his pupils from every deleterious influence, and to bring everything to bear upon the community of minds before him, which will encourage, in each one, the development of its own native powers. Error on this point is very common.

DILIGENCE AND DELIGHT. - It is a common observation, that unless a man takes a delight in a thing, he will never pursue it with pleasure or assiduity. Diligentia, diligence, is from diligo, to love.

SCRAPS.

- It has been said that “God is an immense artist, and invites to His concerts only the great geniuses of humanity.” This in one sense may be true, but all who have any of the nobler religious feelings are now inspired to worship.

" Behold congenial autumn comes,

The Sabbath of the year.” The Teachers of Ohio, now that the beauteous days have come “when Autum's yellow lustre gilds the world,” in this harvest season of temporal blessings-should awaken in the youthful minds in their charge, a deepfelt gratitude to the bountiful Giver of all our good, and inculcate the important practical lesson, that

“ All is the gift of industry, what'er
Exalts, embellishes, and renders life

Delightful."
The true Teacher, the warm friend of the human race, who has

"the large ambitious wish,

To make them blest Should have also “the fearless great resolve"_"Great minds have' wills; others have only wishes."

As autumn comes, then star.girdled, “crowned with the sickle and wheaten sheaf,” her cornucopia running over with glossy fruit, take hold of the hands and hearts of your pupils, Teachers, and lead them out to look on the golden pomp of Nature and thence up to God,

“ The eternal cause support, and end of all !” - "We are all bondsmen for each other; the happiness of every individual is attached to the happiness of mankind.”

INCH BY INCH UPWARDS. That was the career of George Stephenson, the founder of the Railway system of England, the first constructor of the locomotive. He was born among the ashes and slag of a poor colliery in an unplastered room, with a clay floor, and a gar

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