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L. CONTENTS OF THIS NUMBER.' and friends neglectful of their duty' ; advice and assistance were
cheerfully given, and young Pestalozzi was prepared in due time I. Modern Systems of Education and their Founders-No. 2. Pestalozzi,... 65
for entering into a profession suitable to the rank held by his father. II. SCHOOL ARCHITECTCRE-Six illustrations, .............. ........... 68
His early and constant companions were a fond and devoted mother, III, MISCELLANEOUS. 1. Love, Hope and Patience in Education. 2. A Beauti
and an old, faithful, and attached female domestic, called Barbara, ful Thought-(Poetry). 3. Moral Training of Pupils. 4. Opening of the Great Industrial Exhibition in London, May, 1st, 1851. 5. Milton. 6.
To these circumstances he owed, perhaps, much of that gentle, and Statistics relating to the North West Passage, ...... ............ 69 almost feminine disposition, which distinguished him through life. TV. EDITORIAL. 1. Objections to the Free School System in England, 2. Pro His secluded education naturally led him into peculiarities of habit 1 gress of Education in Nova Scotia. 3. Extracts from Local Superintendents ' and character, which his youthful associates soon discovered, and
Reports-(concluded)..................................................: 72 not unfrequently ridiculed. But while they distinguished and V. Apportionment of the Legislative School Grant to the Townships, Cities,
| addressed him by the name of Harry Oddity, they always found Towns, and Incorporated Villages in Upper Canada, for the year 1851
something about him which repressed their ridicule, and awakened 1. Circular to Clerks of Counties. 2. Circular to Clerks of Cities, Towns, . and Villages, notifying the above, .... ......
in them sentiments of regard and respect.
.............. 75 VI. EDUCATIONAL INTELLIGENCE. 1. Canada. 2. New Brunswick. 3. British
His feminine turn of mind, and a want of dexterity and physioal and Foreign. 4. United States, .......
energy, unfitted him for joining in the active games, the eager purVII. LITERARY AND Scientific Intelligence, ....
suits, and the wild and boisterous sports in which schoolboys VIII. EDITORIAL AND Official NOTICES. 2. Advertisements, ...........
delight ; nor had he any desire even for distinction in such exercises, But though he felt indifferent, and even disinclined to participate in
their pursuits, yet he was often known to undertake cheerfully, and MODERN SYSTEMS OF EDUCATION AND THEIR Il perform resolutely, what the boldest of them all would have feared FOUNDERS.
to attempt. One instance of this may suffice. In the great earthHENRY PESTALOZZI, OR ,Pestaluz.-BORN 1745. Died 1827. || quake of 1755, which was so severoly felt in Switzerland, the house Ætas 82. '
in which little Pestalozzi and his school-fellows were assembled
shook so terribly, that the teachers ran out almost over the heads of No. II. .. . . '
their pupils. After their first terror had subsided, they ventured to Henry Pestalozzi was born at Zurich, in the German part of return for their hats, books, and other articles, which they had Switzerland, on the 12th of January, 1745. His family, wo aro abandoned in their flight ; but the only one who had courage to informed by his biographer, Dr. Biber, belonged to the "honoratiores;" | ro-enter the building for the purpose, was our youthful hero-Harry that is, to what we would call, in this country, to the 'gontry. His Oddity. parents, however, were far from being opulent; and by the prema IL It does not appear that Pestalozzi was distinguished in his schoolture death of his father, a physician by profession, he was left an | boy days by any decided mark of intellectual superiority ; nor was orphan at the early age of five years. Such a misfortune was the dull drudgery of a grammar school calculated to arouse his latent doubly disadvantageous to young Pestalozzi. His remaining parent, l energios. His taste and his talents inclined him to philology, and however, nobly performed her part—nor were his father's family || the acquisition of languages ; and theso studies, combined with the
religious feelings which maternal piety had early and effectually wanting, from the disorderly families, and from the houses of some impressed upon his mind, naturally led him to select the church as of the magistrates. With the exception of those whom their parents a profession. .
accompanied from curiosity, the children of Gertrude, and those of Among other speculations, the subject of education did not escape another orderly family who came with her, were the only ones that him; and his ingenious and discerning mind soon led him to dis arrived quite in time. Meanwhile, the whole village was in the cover the defects and errors of the prevailing systems. Ho held, greatest suspense, till they should know what new fashions Gluelphi and held truly, that the end of all education is, to prepare and adapt was going to introduce into the school, and for several days past mankind for their respective duties and peculiar pursuits in life : this had been the great topic of their discussions. This was the and comparing this principle with the facts around him, he could not reason, too, why the brawlers were so unwilling to leave the schoolavoid concluding that the prevailing systems of education, not only room. There was nothing extraordinary, however, in this general of the people, but of their guides and rulers also, were radically excitement, considering that a latho, a carpenter's bench, a small orroneous. His views on this subject be published in a pamphlet forge with an anvil, a great number of work-boxes, and a variety of on the bearing which education ought to have upon our respective other articles of the same kind, intended for the school, had been callings in life.
sent from the castle and the parsonage house. Indeed, it had been After qualifying himself under the direction of Tschiffeli for con- Gluelphi's plan to connect, at tho very outset, all his instruction with ducting an agricultural establishment, he expended the small patri different sorts of manual employment; but Gertrude soon convinced mony which his father had left him in the purchase of a tract of | him that it was impossible, at first, to take anything in hand, except waste land in the neighbourhood of Lenzburg, in the Canton of what the children had been acoustumed to, however little it might be, Berne, on which he erected a dwelling-house with the necessary | and howover badly learned. The lathe, bench, work-boxes, &c., out-buildings. To this establishment he gave the name of Newhof had accordingly been left, for the present, in the parsonage house, - that is, the new farm. With all the vigour and energy of a and Gluelphi began his operations by examining the children in young man of twenty-two, Pestalozzi applied himself to the culti what they knew already. In giving him this advice, Gertrude vation of his estato-which indeed to deserve that name required added, that such a proceeding would afford him at the same time years of persevering industry and prudent management.
the best opportunity of finding out what they knew, and how they This may be regarded as the happiest period of his life. His knew it, and thereby of forming an estimate of their capacities, agricultural enterprise succeeded to his entire satisfaction ; and his
their acquirements, and their dispositions. This he found actually happiness was completed by his marriage with Anne Schulthess, a to be the case. young lady as distinguished for her beauty as she was for her "Such absence of all feeling among the children was more than accomplishments and talents. ;
Gluelphi could enduro ; particularly, as he saw that some of them This marriage put Pestalozzi into possession of a largo share of
wore instigated to behave with insolence. But even from those an extensive cotton manufactory, of which the father of his wife who were not, it was impossible to elicit one idea or feeling on the had been the principal partner. Pestalozzi, as might be expected, subjects contained in their books. There was not even the slightest applied himself with diligence and zeal to the management of a | glimmer of a wish to understand what they repeated, and the greater business which was expected to prove a sourco of national prosperity. and more sacred the import of what ran from their lips, the more This connexion brought him into contact with the manufacturing unfeeling and stupid were their looks. It was in Gertrude's chilclasses ; and this led his active and inquiring mind to compare their dren only that he discovered a corresponding impression of the mind condition with that of the agricultural portion of society, with in the recital of their texts. They were the only children in the which his previous occupation had made him perfectly acquainted. school that possessed the power of expressing their thoughts. All The errors of the prevailing systems of education he had previously those observations together began to ruffle his temper, in spite of pointed out in the essay which he had given to the public : and now | all the resolutions ho had formed. After the first half-hour of the that his means enabled him, he determinod to put into practice the examination, he stood before the children with a wry face and a reforms he had recommended. With this view he converted his cross look, and he began himself to have ill bodings of his success. establishment into an asylum for the reception of fifty destitute To say one word in that spirit of maternal solicitude and kindness children, and to enhance the value of the results which he hoped | by which Gertrude encouraged her children, seemed with such a to obtain, he selected them from the very dregs of the people. His mass almost impossible, and yet he knew that without this he could object was to lay the foundation of a reform in the education, and never produce any effect. · He felt not at all at home in the schoolconsequently in the character and condition of the people at large. room, and began to be fidgety and uneasy; and the more he saw Such' was his benevolent intention; but he unfortunately failed to that the children had been set against him, the more unpleasant did carry it into execution......
his feelings become. Gertrudo too felt more uncomfortable that · But oven this failure was productive of much good.' More than morning than she had ever felt in her own room. She was pained one hundred children were rescued by it from ignorance, degrada-, to see Gluelphi so bewildered, but she was herself at a loss what to tion, and vice. It also supplied Pestalozzi with a rich store of do ;. and when the clock struck twelve, they both left the school, experience, which was of the greatest service to him in his future evidently vexed at the ill success of their first moming. : plans and operations. !
“ The afternoon was less trying ; for Gluelphi had collected During his residence at Newhof, ho published several interesting himself in the interval, and finding that by giving way to the impresworks on popular education. The first, " Leonarde and Gerlrude," sions he had received, he had incapacitated himself for the right a kind of novel for tho poople, was written with a view to deposit performance of his duty in the morning, he made a serious effort to in it the knowledge ho had acquired of the condition of the lower arm himself better against any unpleasant occurrences that might classes, and the experience he had gained in attempting their await him. He had some conversation too with Gertrude, the improvement. As a novel this book was very generally read and résult of which was that she proposed the introduction of another admired, but tho moral of it was disregarded. Even those who volunteer assistant, whose presence, even for a few days, she entered most into the author's meaning, said-—"Indeed, if there thought would be of great service. The person whom Gertrude were many mothers like Gertrude, many schoolmasters like Gluel- had in view was ·Cotton Mary,' the daughter of a master-spinner phi, and many magistrates like Arnheim, the world would be in far | in Bonnal. better case !"-and there the matter 'ended..
The point being settled, Mary soated herself behind a desk, and | As this work exemplifies the system of Pestalozzi, we take from said, 'What should you say, children, if I were to stop a few days, it copious and interesting extracts. Gluelphi, a reduced officer, and help the lieutenant to keep school ? under the patronage of Arnheim, the lord of the manor, undertakes “ All the children knowing her, exclaimed Oh, that would be the re-organization of the village-school; and having been intro very nice indeed! duced to the villagers as their new schoolmaster by Arnheim and ..« Mury. But how is it? Will you promise to be obedient ? the pastor on Sunday, after sermon, he announced his intention of "Oh yes! Oh yes ! exclaimed the children, and some added, opening the school on the following morning. ,
Oh, we know you, and you need only make us a sign, we shall * The minister had sent on Sunday evening to all the houses, to understand at once what you mean. iii say that all the children were to be at the school-room precisely at “Mary. But don't you understand the master as well, if he eight o'clock; yet at half-past nine thero were still a great many | makes you a sign ?
“The children were silent ; but one answered, “We dare not I united in my person the offices of superintendent, paymaster, speak as freely with him as with you.'
steward, and sometimes chambermaid, in a half-ruined house. I “ Mary.—But with Gertrude you may, mayn't you ?
was surrounded with ignorance, disease, and with every kind of * Children. -Not quito."
novelty. The number of children rose by degrees; all of different “ Mary. Well ! I'll teach you before the day is over to under ages; some full of pretensions ; others trained to open beggary; stand them, and to talk with them as freely as you do with me.' and all, with a few solitary exceptions, entirely ignorant. What a - And so saying, she turned to the lieutenant, and said, "Now, task ! to educate, to develop these children--what a task! sir, if you please, you may ask them, one after the other, whatever "I ventured upon it. I stood in the midst of these children, you like. I shall see whether they cannot answer you as freely and pronouncing various sounds, and asking them to imitate them : cheerfully as if I were asking them.'
whosoever saw it, was struck with the effect. It was true it was a "The lioutenant took the hint, and began to ask now one child, I meteor which vanishes in the air as soon as it appears. No one and then another, all manner of questions, just as they happened to understood its nature : I did not understand it myself. It was the come into his head ; and if any child was backward in answering, result of a simple idea, or rather of a fact of human nature which Mary went and took him laughing by the hand, or by the hair, or by was revealed to my feelings, but of which I was far from the ears, and said Come, come, bo quick, say what you think about having a clear consciousness." In the midst of his pupils, it ; never mind! Only be free and cheerful! It lasted not a | Pestalozzi forgot that there was any world besides the asylum. quarter of an hour, before several of the children felt quite easy, and And as their circle was a universe to him, so he was to them all in all. began to give lively answers; and they thought it very funny that | From morning to night he was the centre of their existence. To Mary should thus take them by their ears, or by their hair, and him they owed every comfort and every enjoyment ; and whatever oblige them to look up and to speak out. Some of them soon became i hardships they had to endure, he was their fellow-sufferer. He merry; their answers grew shrewd and witty, to the great delight partook of their meals, and slept among them. In the evening ho of Mary and of the licutenant, who made them repeat some of the prayed with them, and from his conversation they dropped into the quaintest answers aloud, so that all should hear them. This sot the arms of slumber. At the first dawn of day, it was his voice that whole school laughing ; all reluctance soon disappeared ; and thoso called them to the light of the rising sun, and to the praise of their who had been the most timid woro now most ready to answer. Heavenly Father. All day he stood amongst them, teaching the Gluelphi was very much struck to see that those who from insolence ignorant and assisting the helpless, encouraging the weak and had been most forward to speak, became more considerate and admonishing the transgressor. His hand was daily with them retired, in proportion as the bettor children became more free joined in theirs ; his eye, beaming with benevolence, rested on and easy.
them. He wept when they wept, and rejoiced when they rejoiced. "Gluelphi saw that Mary owed much of her influence over tho He was to them a father, and they were to him as children. Love, children to the familiarity and kindness of her manner and address, then, parental love, is the foundation of the Pestalozzian system of and be endeavoured to profit by the example. He succeeded beyond education; and to this he owed almost all his success. his expectations, and having once established a fellow-feeling Before a twelvemonth had elapsed, this interesting experiment between himself and his pupils, he found it much easier to preserve was abruptly terminated, by the entrance into and possession of that evenness of temper which he felt to be so essential in his position. Stantz by the Austrians.
5 “Gertrude and Gluelphi did, from morning to night, all in their Disappointed and repressed by the failure of his hopes, when he power to preserve the confidence and affection of the children. had all but realized them, Pestalozzi withdrew into the solitude of They were constantly assisting them with kindness and forbearance. his native Alps. But he did not long indulge in contemplation. They knew that confidence can only be attained by an union of His mind was too active for this. He therefore again determined power and love, and by deeds which claim gratitude in every human to resume his twice-interrupted experiment. In consideration of bosom ; and accordingly they endeavoured daily more and more to his former services, and with a view to enable him to prosecute his attach the hearts of the children to them, by conferring upon them plans and enquiries, the Helvetic government gave him a pension of numberless obligations in a spirit of active charity.
£30 per annum, which they afterwards increased to £100. “Gluelphi was deeply impressod with the truth, that education is Shortly after this he was employed by the Helvetic government not imparted by words but by facts. For kindling the flame of love to re-organize the school of Burgdorf, and the castle of that place and devotion in their souls, he trusted not to the hearing and learning was assigned to him for a teacher's seminary, by means of which it by heart of passages, setting forth the beauties of lovo and its bles- was proposed to put the public instruction of the whole country upon sings, but he endeavoured to manisest to them a spirit of genuine a uniform plan. charity, and to encourage them to the practice of it both by examplo The next place we find Pestalozzi is in the castle of Yoerdon, and precept."
which is in the Canton de Vaud, on the south side of the lake of These extracts present a true picture of the Pestalozzian plan of Neufchatel. This castle was given him by the Canton de Vaud, instruction, drawn by the author himself. Nor does this picturo under whose patronage he opened his seminary. The plan laid contain either embellishment or high colouring. All that Gluelphi down for his establishment here, embraced languages, ancient and is represented to have done, Pestalozzi himself performed.
modern ; geography, natural history, physical science, mathematics, But we pass on to his next and great experiment in education. singing, history, and religion.
Stanz, the capital of Underwald, was, in the month of September, Here, at the castle of Yoerdon, he had nothing but baro walls '98, laid in ashes, bocause the patriotic inhabitants of the land of and beautiful scenery. Yet even this soon became a busy and Tell had refused to bow before the fierce democracy of France. a happy spot, for he made his school a Christian family, in which They had refused to incorporate their canton with the Helvetic persons of all ages, of all ranks, and of the opposite character, were republic established by the armies of France, and the consequence united by the unaffected love of Pestalozzi. But he was more fitted was, that their towns were laid in ashes, and their valleys left desolate. | to theorise and originate than to work out his own ideas : his last It was under those circumstances that Pestalozzi was sent by the establishment foll to pieces for want of a proper director. He died government, on the recommenation of his friend Legrand, one of February 27th, 1827, at the age of 82 years, after having reaped no the diroctors, to open an asylum for tho reception and education of other reward for his labours than his own inward satisfaction. orphan and other destitute children.
The following is his own account of the opening of the asylum at The following is an inscription on a tombstone in Massachusetts: Stantz, as given in a letter to his friend Gesner :
I came in the morning-It was Spring,
And I smiled « Through Legrand I had some interest with the first Directoire
LEI walked out at noon-It was Summer,
And I was gladfor the promotion of popular education ; and I was prepared to open
I sat me down at even-It was Autumn, an extensive establishment for that purpose in Argovio, when Stantz
And I was sad
I laid me down at night-It was Winter, was burned down ; and Legrand requested me to make the scone of
D. misery the first scene of my operations. I went : I would have gone into the remotest cleft of the mountain to come nearer to my Hope among the ancients was sometimes represented as a beautia aim, and now I really did come noaror. But imagine my position, ful child, “standing upon tip-toes, and a trefoil, or three-coloured Alone, destituto of all means of instruction, and of all other assistance, I grass in her hand.”—Moore's Melodics,
As the Board of school trustees in several of the cities and towns in Upper Canada are about making arrangements for the erection of a superior class of school houses, we select the illustrations which appear in this number. The appearance and arrangements of the building are excellent.
The Academy, of which a perspective will be found on page 65, was recently erected in the town of Rome, N. Y., by Edward Huntington, Esq. It is designed for both boys and girls. The plans and descriptions are taken from Barnard's School Architecture.
Dvi di Fig. 2. BASEMENT.
The building was erected in 1848, on a lot 198 by 170 feet, on the corner of Court and James streets, fronting the public square, and is of brick, 70 by 44 feet on the ground. The basement wall, up to the water table, is of stone, laid in hydraulic cement. The rouf is covered with tin, laid in white lead.
The basement, 10 feet high in the clear, contains a lecture room, which serves also as a chapel,) 261 by 40 feet, with comfortable seats to accommodate conveniently 200 pupils. The floor descends 2 feet from the rear of the room to the platform, giving 12 feet height immediately in front of it. A laboratory, 12 by 15) feet, adjoins the lecture-room, with which it communicates by a door at the end of a platform. The remainder of the basement floor is occupied by the furnaces for warming the building, and by the rooms of the Janitor.. · The First Floor is occupied by the male department, and consists of a school-room about 30 by 54 feet, and nearly 15 feet high in the clear, with two recitation-rooms, entries, &c. There are 62 desks, each 4 feet long and accomodating two pupils.
On the second floor are the girls' school-room, about 28 by 40 feet, with seats for 76 pupils, 2 recitation-rooms, librury, hall, and room occupied by primary department. There is a large skylight in the centre of the girls' school-room, and another in the library. The rooms are 15 feet in height.
The building is thoroughly and uniformly warmed by two furnaces in the basement, and a change of air is secured by ventilators at the top of the rooms, and also near the floor, opening into flues which are carried up in the chimneys. The warmth imparted by the smoke wbich passes up in the adjoining fiues secures a good draft. In the upper story additional means of ventilation are furnished by the skylights, which can be partially opened.
The desks are of varnished cherry, similar in form to Ross's school desk.
The whole cost of the building, including furnaces, scholars' desks and chairs, slates and inkstands, was about $6,000. As many of the school houses now about being erected in several of the towns of the province at about the cost of the building illustrated in this Number, the plans and interior arrangements carried out in the building will be an excellent guide in approximating to the cost
of one adapted to the wants and resources of the town in which Iit is designed to erect one or more superior school houses.
This is one of the great pleasures of teaching ; it affords such
rare opportunities for approaching the heart, and winning it, while LOVE, HOPE, AND PATIENCE IN EDUCATION.
yet tender, to the fold of Him whose kindest invitations are.to the
lambs of his flock. If we are conscious that we ourselves are yet, D'er wayward childhood wouldst thou hold firm rule, And sun thee in the light of happy faces ;
wanderers from the fold of the Good Shepherd, alas for us k and Love, Hope, and Patience, these must be thy graces,
alas for our influence over the members of our school ! and hard And in thine heart let them first keep school.
will it be for us to justify our neglect on that great day for which For as old Atlas on his broad neck places
all other days were made. Heaven's starry globe, and there sustains il, so
But if otherwise with us, do we realize Do these upbear the little world below
as we ought how rich are our opportunities for doing good ? Do Of Education-Patience, Love, and Hope.
we make it a part of every day's care to speak to the little company Methinks I see them grouped in seemly show; . The straightened arms upraised, the palms aslope,
of disciples before us of heavenly things, and of the necessity of a And robes that touching as adown they flow,
preparation here for happiness hereafter? Or do we esteem it a Distinctly blend, like snow embossed in snow ;
duty to mark every day with one kind, earnest, personal appeal toOh, part them never! Jf Hope prostrate lie, Love too will sink and dię.
the thoughtlessness of childhood, to remember now the Creator in But Love is subtle, and doth proof derive
the days of youth? Whatever be our own private views, if we acFrom her own life that Hope is yet alive : And bending o'er, with soul-iranofusing eyes,
knowledge the truth of the Scriptures, and the necessity of preparaAnd the soft murmurs of the mother dove,
tion for the world to come, our obligation to do this for our pupils Woos back the fleeting spirit, and half supplies ;
is obvious ; but this appeal may, perhaps, with most propriety, be Thus Love repays to Hope what Hope first gave to Love... Yet, haply, there will come a weary day,
| made to those who look upon themselves as already disciples of the When overtasked at length
Great Teacher. Shall we not, then, in all our teaching, have more Both Love and Hope beneath ine load give way.
reference to the world to come, and not do all for earth, but some Then with a statue's smile, a statue's strength, Stands the mute sister, Patience, nothing loath, !
thing for heaven ? And both supporting, does the work of both !
If the question were proposed as in the sentiment of the Hebrew Samuel Taylor Coleridge. prophet, Is it well with the child ? several considerations must be
weighed before we could unhesitatingly reply. - Be it of future sen, A BEAUTIFUL THOUGHT.
ators, or kings even, it would be rash for the kind teacher to reply BY BISHOP DOANE.
in the affirmative, if they had not yet begun to rest upon Him, who Chisel in hand stood a sculptor boy,
is our Advocate and Support. It is a wise suggestion of the With his marble block before him,
ancients, that it is not safe to call any man happy till the day of And his face lit up with a smile of joy,
his death. As an angel dream passed o'er him.
There are many counter currents and cross winds on: He carved the dream on that shapeless stone
the sea of life ; and we cannot tell wbether the barks which we With many a sharp incision :
are now launching upon the deep, will drift safely to a quiet haven With heaven's own light the sculptor shone ! He had caught that angel vision, ..
at last, or not.
We certainly know that if our pupils rise to eminence, and even '.
sit on thrones here, but fail of seats in Paradise hereafter, it cannot Waiting the hour, when at God's command,
in any sense be " well" with them.
Under the pressure of this consideration we ask you, Fellow
Teachers, to labor. It may oppress you at times ; but the thought
that under God you may be the means of implanting principles of Our lives that angel vision.
right, and conferring on your pupils more than worldly sceptres and
crowns, will also animate you. Let these thoughts cheer you as: MORAL TRAINING OF PUPILS.
you go to your daily task ; let them animate you in your hours of “ Is it well with thy child ?"
despondency, and above all, let them prompt you to faithfulness in. Our nature is several fold. We have bodies as well as spirits.
Christian duty, and make you “ speak to that young man" of those
higher interests which he has in his care and keeping. And when The outward frame must be cared for as well as the invisible tenant
I you commend the cares and responsibilities and successes of your that inhabits and animates it. The good teacher will look to this ; !
business to the Source of Perfect Wisdom, oh! never forget that, he will at least feel anxious that the bodily nature is cared for and
there is no favor you can ask for your pupils so valuable, none that i governed in accordance with the laws of life and health.
the Author of Mercy is so willing to bestow, as "redemption A still higher duty he owes to the intellect of his pupil. That in
through his Son." must be trained; what is found in weakness must be raised in
Your opportunities of usefulness are better than those of mosti power ; every day it should be subjected to a vigorous exercise ; the
men. The minister of the Gospel enjoys no better; he sheds his pupil must be taught to think, to analyse, to reason; we are not
influence on a larger field, but it is not so direct; he cannot apto be satisfied with simply inculcating truth, as it were, by outward
proach so near to those he would benefit. pressure and talking to pupils, and with making them repeat, or reply to questions ; this is little better than child's play, and it is
The parent occupies, perliaps, in some respects, a more favoured more unworthy of the teacher than of the taught, for he is older. position ; but his field of peculiar influence is only in the circle and should know better than they. Our claim to consideration as
lighted and warmed by his own fire. But every day there come teachers lies in our ability to create an internal activity and warmth thronging up to your desk groups of young inquirers, with minds while the truth is presented. Let us remember that we are to in. ready for the seal ; they seem to ask that your influence' may fall vigorate our pupils intellectually, and make them more vigorous upon their expanding characters as the holy water of baptism falls i
upon the infant face, with a blessing and a prayer. thinkers.
They are reaBui, teacher, we have another duty to perform ; our pupils have
dy to be directed by you ; they are precious jewels put into your ; souls as well as intellects. We are to lead them down from the þands to be cut and polished in shapes of wondrous beauty. They hills of pleasure to the arena of mental conflict; but if I mistake wait your directing bạnd, your “ modifying clauses,”, ere they go
forth into the storm and battle of life and make a solem'n and deci- ; pot, we are also lo take them by the hand and seek to lead them down by
sive throw in the game of destiny. They are before you to be. “Siloa's brook that flowed
fashioned for time and for eternity. Fast by the oracles of God."
Then too as the sun finds successive meridians and districts of In a word, we are always to remember that over the pupils of frosty and dark earth passing beneath him to be lighted and warmed our adoption we have, almost by the necessity of the case, acquired by his smile, so you in most stations of labor find successive great influence, and are bound to employ that influence so as to
groups of learners passing under your influence, on all of whom promote their best interest. But as their best interest is involved
you can shed your light, and impress your character, and carve mainly, not in a healthy frame, or a well-disciplined mind, but in a images of beauty, that neither the stormy waters of life, or the heart right before God, we are certainly to employ every attraction waves of the River of Death can efface. Is not your opportunity to win them early to His service.
for doing good a rich one ?