Page images
PDF
EPUB

ASSOCIATE EDITORIAL.

MORAL INFLUENCE.

The first step in any true reform is a deep conviction of its importance and necessity. So long as there exists a sentiment, that " things are good enough as they are," progress is impossible.

The importance which the subject of moral culture has of late assumed, is but the sequence of a public sentiment, that our schools are too greatly deficient in moral influence, and that they should be the "strongholds” of every virtue which adorns character and gives worth and security to society. The attempt to make the school room a place to "learn to read, write and cipher," merely, receives diminished favor. The fact that mere intellectual training does not impart to the youth of our State a manly bearing, refined manners, respect for superiors and the hoary head, a just sense of honor, an abhorrence of vice, and a sacred regard for truth, is fast receiving universal acknowledgment. The commu nity justly look to our schools for good behavior, politeness, and the inculcation of those principles and virtues which are the basis and ornament of our institutions.

To meet this increased demand for a truer and higher culture, educators are earnest and persevering. The evidence of success accumulates. The darkness recedes and a brighter day dawns.

The most hopeful evidence of higher and nobler results in the future of our schools is an intense inquiry among teachers for approved methods of moral instruction. It has become one of the gravest questions of our calling. To the child's reason and judgment we approach with confidence and hope, but the avenues to its conscience and affections are a labyrinth of doubt and fear. Passion, prejudice, home influence, bad habits, evil associations-in short, youthful and parental depravity, obscure and dissipate all certainty of results. Disappointed and apparently baffled, teachers are asking for new light and new meas. ures. The earnestness with which these inquiries are sometimes pressed, seems to disclose an impression, that there is yet to be discovered a moral talisman-a method certain and infallible.

Is there not evidence of a dangerous tendency to over estimate the potency of mere methods, or measures, in the moral training of youth? Do teachers look sufficiently within themselves for sources of moral influence and power?

My position is, that all true effort to elevate our schools and make them truly nurseries of virtue, must commence with the teachers. The first inquiry should be, Has the teacher, in his or her own life, elements of moral influence? The success of a teacher in diffusing a moral atmosphere in the school room, depends not so much on what he says or docs, as what he really is that the most potent instructions and the highest influences of the teacher emanate secretly and rise si. lently from the inmost spirit of his being-his real life. This secret power, so mighty in influence, so irresistible in its charms, acting unfelt and undesigned, has its source back of methods and behind words, flowing freely from the life within. The real life of every man constitutes his true power. Indeed, all influence springs from a supposed reality. The lofty mountain, whose snow-crowned erest pierces the blue dome of heaven-the ocean, with its crimsoned waves, rolling into or issuing from the rising or setting sun, awaken in the mind emotions of majesty and sublimity, because the one is majestic, the other sublime.

How otherwise shall we account for the great difference in the success of teachers who use similar methods? Under the influence of one, kindness, cheerfulness, industry, truth and love seem to flourish as spontaneous plants. In defiance of the other, peevishness, deceit, falsehood, idleness, anarchy lie concealed under every book and show themselves on every occasion. How is this contrast explained? Not so much by the measures of the two, as by the men. The one influences because he represents the elements of influence; the other fails, because he lacks them.

From the teacher's desk go out and surround every heart in the benches spirit wires, through which the teacher's inner life sends its own vital currents to elevate or depress-to ennoble or degrade. Through these wires flow unconsciously his inmost thoughts and feelings. An advice, counsel or reproof is distanced by the infallible bulletin from within.

Among these telegraphic wires is the temper-the soul's publishing house. Another is the human face-that open show-board, where the heart hangs out all its wares for public inspection. The eye is of itself the open window of the soul-a camera obscura, which catches all the images and changes within, and reflects them upon the canvas of the outer world.

1

Another of these telegraphs is the voice, whose tones, like the Eolian lyre's, are the very breathings of the spirit. An aggregation of these forces is represented by the manners of the teacher. The connection between the manners of a man and his true life is intimate and real. Manner has been defined to be "a compound of form and spirit-spirit acted into form."

Whatever may be the means by which our true influence is felt and known, of this we may be assured-that what is in us will out in spite of all our shams and coverings-that real character tells, and no hypocrisy can conceal it. If we wish deceit, irritability, anger and their kindred vices to be banished from our school rooms, they must first be exorcised from our own hearts. If we would make our pupils gentle, kind, truthful and amiable, we must travel the way ourselves. Our real influence, increased by proper aids and effectual methods, will be our genuine personal substance. "Not the most eloquent exhortations to the erring and disobedient, though they be in the tongues of men, or of angels, can move mightily on our scholars' resolutions, till the nameless, unconscious but infallible presence of a consecrated, earnest heart lifts its holy light into our eyes, hallows our temper, and breathes its pleading benedictions into our tones, and authenticates our bearing with its open seal." PORTSMOUTH, Feb., 1857.

E. E. W.

[ocr errors]

-The Findlay Home Companion thus speaks: "We understand that it is proposed to unite the south western portion of the town with the remainder, and extend over it the Union School system. This is a needed reform that should have been attended to last spring, but the necessary preliminaries were neglected at the proper time. It is necessary, in order to give efficiency and harmony of action to the Findlay Union School, that its jurisdiction should embrace the whole town. It will then present a system complete in all its parts, each depart ment playing into the others like the cogs upon a wheel, until they terminate in the great 'master-wheel,' the High School. Organized in this manner, it will become productive of much more good."

COMMUNICATIONS.

MR. JOHN D. CALDWELL:

CINCINNATI, Feb. 23d, 1857.

Dear Sir-In conformity with your request, to contribute something for the Journal, I submit an Object Lesson, which, I presume, will be interesting, inasmuch as such exercises have been introduced into all of the Cincinnati District Schools. I will, therefore, give a description of the usual manner of conducting them. The subjects for such exercises are innumerable; hence, for the sake of illustration, I have selected the subjoined lesson, which was given a few days since, by one of the Teachers in the Primary Department of one of our schools. The Teacher, after securing the undivided attention of her pupils, writes upon the black-board, for example, Domestic Animals. All who can think of the name of one, are requested to elevate the right hand. On the first lesson of this character being commenced, the class will be covered with confusion and astonishment, but when they become acquainted with the kind of answers required, all will be eager to answer; hence, in the beginning of every succeeding lesson, every hand is very apt to be raised. The Teacher designates one to give his answer (which, we will suppose, is doy), when all who were thinking of this name, lower the hand, but are privileged to think of another immediately, and indicate the same by again elevating the hand. Another being called on, answers, cow; another, horse; a different pupil being selected every time, if possible. This process is continued until the names of all the domestic animals, with which the class is acquainted, are given; the Teacher having written the names in a column, each at the time it was given. The Teacher then writes, Mention several of their uses. The names, composing the list obtained as described above, are taken in their order and the best answer given for each one, is written opposite to it. Other divisions of the subject are treated in the same manner. When their knowledge on a familiar subject is found to be limited, it is thought better to defer the completion of the lesson one or more days (for them to gather what information they can), than for the Teacher to complete the list. It is generally enough for the class to know that the list is incomplete, and every facility that they can command will be brought into requisition, to enable them to complete it when the lesson is resumed.

R.

[blocks in formation]
[merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small]

In no department of education is so much demanded of the teacher as in mathematics. In the physical or mental sciences, or in the languages, one may "follow the book," and have tolerable success in imparting instruction. Not so in mathematics. And this fact, since fact it is, may be accounted for by considering what are the peculiarities of mental character, the essentials to success in mathematical pursuits-quick apprehension, plodding patience, intense application, retentive memory, great powers of abstraction, a ready and clear discernment of logical sequences, a lively perception and keen appreciation of the powers, excellences and beauties of the science.

To a mental structure of such materials, mathematics presents a rich and attractive field for excursions of pleasure, and, so far as the question of education is involved, such a mind needs for its development but little of the adventitious aid of mathematical study. But the mind deficient, to any considerable extent, in one or more of the faculties enumerated, will meet with difficulties in the science of Quantity proportional in a very large ratio to that deficiency or, rather, want of development-and it is to the discipline induced, and consequent growth of intellectual power effected, by battling and conquering these very difficulties, that the study of mathematics owes its potency as an educational instrument.

Now, of one hundred individuals, no two will find difficulties the same in kind and degree, and yet if the teacher aim at complete success, he must see that every mind master every point-a task not to be appreciated at sight. In the first place, it must be known in what direction and to what extent assistance is required, and then that assistance must be meted out with a careful hand, too much being as worthless as none. I am equally exercised whether my burden lies upon the ground or is borne by a friend. The case of every student, then, must be understood, and though this is a great deal, yet it is but a modicum of the whole. Either you or I may understand the disease, but the surgeon alone can apply the scalpel. The sluggishness of this mind is to be enlivened to activity, and the elasticity of that is to be schooled to more prolonged and persevering action. If the memory be at fault, the teacher, by some mnemonic art, must apply the want until by that art he can develop a greater retentive power.

Tracing

He must encourage closer application. With untiring industry and frequent elucidation, he must abstract the idea from the object, hold it up, turn it over, examine it in its parts, as a whole, in all its varied relations, until the pupil can comprehend it, reason upon it, and, if the term be not too glaring a misnomer, handle it as the child would a familiar toy. Right here is often found the chief obstacle to the pupil's progress. It is here the teacher must throw aside the book and substitute his own skill, his own originality; if that fail him, then is his teaching, so far, a failure.

Again, in many minds, even though tolerably matured in other respects, there is such an inaptitude for teaching a chain of sequences from link to link, to the final conclusion, that oftentimes the step from a single antecedent to its consequent, though safe and easy, seems too great a span, and the teacher, with his own hands, must bridge the way across, and even then the timid mind must be led around by one or more circuitous paths ere it will venture upon the route direct. Here, again, is an obstacle, often amounting to an effectual and final barrier to farther advance. It is at this point that the teacher's patience pays the heaviest tax, and yet at this very point is impatience most to be deprecated. It might be well to dwell here, more fully, but as it is the present design to point out rather than remove obstructions, one or two more remarks will bring our article to a close.

To but few minds does the science present attractions. Generally regarded with indifference, often with decided aversion, it fails to elicit the interest indispensable to its successful pursuit. Here again is the burden thrown upon the teacher. He must conquer prejudice. He must convince of utility. He must frequently apply, copiously illustrate, clearly exemplify, ably defend, and so bring out in bold relief, the ideal beauty, power and extent of the science, as it can only be done by the faithful, earnest, able educator.

Doubtless the former correspondents and readers of the Mathematical Department will "hail with gladness" its reäppearance in the Journal. And may we not hope that still others, in view of a promise we are about to make, will turn their attention a little more closely to its pages? We have endeavored above, in a few words, to point out some of the difficulties of the practical teacher of mathematics. Hints, from time to time, setting forth the best and easiest methods of removing or overcoming those difficulties cannot fail to be of great utility and general interest. Such hints we promise to offer, relying upon the friends of this department to make good our pledge. Come up, then, to the work, and let us have the benefit of your experience.

But in the meantime, do not give up the problems. Continue them by all means. None are published in this issue because none have been furnished, and the Editor prefers that correspondents should choose for themselves what questions they would have solved. Solutions will, as heretofore, appear in the second number after that in which the problems are published. Remember, to be mathematical, is to be accurate, clear, brief.

* Address of Editor of Mathematical Department, W. H. YOUNG, Athens, O.

The Western News Boy, published at Malta, Morgan Co., has an interesting historical notice of schools in olden time in that county, and compares them with their improved condition now. The Institutes are well attended; Teachers are well paid, and liberally support the "Journal."

« PreviousContinue »