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to bring it within the division of Roman his way back in past time, to denote that the tory, and still more minutely, to the particu- event was one of quite ancient date. The alar individual transaction designated by Col- quiline shape of the nose, already referred to, onel Trumbull. In carrying on the process, indicating that a Roman was the person conI made no use whatever of any arbitrary or cerned. It was, of course, an old Roman conventional look, motion, or attitude, before Portraying, as well as I could, by my counsettled between us, by which to let him un-tenance, attitude, and manner, an individual derstand what I wished to communicate, with high in authority, and commanding others as the exception of a single one, if, indeed, it if he expected to be obeyed. Looking and ought to be considered such.

acting as if I were giving out a specific order The usual sign at the time, among teachers to many persons, and threatening punishment and pupils, for a Roman, was portraying an on those who should resist my authority aquiline nose by placing the forefinger, crook- even the punishment of death. ed, in front of the nose. As I was prevented "llere was a pause in the progress of events, from using my finger in this way, and having | which I denoted by sleeping as it were during considerable command over the muscles of the night and awaking in the morning, and my face, I endeavored to give my nose as doing this several times, to signify tlfat severmuch of the aquiline form as possible, and, al days had elapsed. Looking with deep insucceeded well enough for my purpose. Ev- terest and surprise, as if at a single person erything else that I looked and did was the standing before me, with an expression of pure, natural language by which my mind countenance indicating that he had violated spontaneously endeavored to convey its the order which I had given, and that I knew thoughts and feelings to his mind by the va- | it. Then looking in the same way at another ried expressions of the countenance, some person near him as also guilty. Two offendmotions of the head, and attitudes of the ing persons were thus denoted. Exhibiting body. It would be difficult to furnish the serious deliberation - then hesitation, accomreader anything like a complete analysis of panied with strong conflicting emotions, prothe process which I pursued in making the ducing perturbation, as if I knew not how to communication. To be understood it ought feel, or what to do. Looking first at one of to be witnessed, and accompanied with the the persons before me, and then at the other, requisite explanations. The outlines of the and then at both together, as a father would process, however, I can give. They were the look, indicating his distressful parental feelfollowing:

ings under such affecting circumstances. “ A stretching and stretching gaze east- Composing my feelings, showing that a change ward, with an undulating motion of the head, was coming over me, and exhibiting toward as if looking across and beyond the Atlantic the imaginary persons before me the decided Ocean, to denote that the event happened, not look of the inflexible commander who was on the western, but on the eastern continent. determined and ready to order them away to This was making a little progress, as it took execution. Looking and acting as if the tenthe subject out of the range of American his. der and forgiving feelings of the father had tory. A turning of the eyes upward and again got the ascendancy, and as if I were backward, with frequently repeated motions about to relent and pardon them. These alof the head backward, as if looking a great I ternating states of mind I portrayed several times, to make my represention the more ers go up that their days may be joyous, their graphic and impressive. At length the father hearts pure, their virtues strong, and their yields, and the stern principles of justice, as years unclouded; while I also pray that the expressed in my countenance and manner, teacher may have wisdom and understanding, prevails. Jy look and action denote the patience and love, for the work. passing of the sentence of death on the of!

of In such a humor I once called upon a friend

I fenders, and the ordering them away to exe

- an active, intelligent, and well-known cution.

teacher — who had at the time (whether he - Before I had quite completed the process, has now or not I will not say) a large circle I perceived from the expression of his coun- of girls - some of them young ladies — untenance, and a little of impatience in his man- der his charge. I never saw a more interestner, that the pupil felt satisfied that he was ing group than on that occasion. The intellifully in possession of the fact which I was gent countenance, the beaming eves, the hapendeavoring to communicate. But, for the py smiles, the freedom almost of a social cir. sake of greater certainty, I detained his at-cle, seemed to make it less a rigorously contention till I had nothing more to portray. ducted school, than a place where the pride He quickly turned round to his slate, and of many a home daily met with other jeweled wrote a correct and complete account of this objects of love, to unite in a happy competistory of Brutus and his two sons.”

tion for their teacher's approval and affection.

My friend has a pleasing manner. Geniali“ The Only Idiot in My School!” ty, sympathy, ease, and readiness to improve

every little incident that will illustrate a truth, or impress a lesson, make him a very agreea

ble and admirable teacher. Such an event as • I love to visit the school-room. There is a visitor who is in the habit of making him

so much that is deliglitful in the association self acquainted with schools and school of the bright and happy youth gathered children could not pass by unimproved; and around the teacher who is endeavoring to in a few minutes I heard the order given to train the mind and heart of the young, and close books!” “lay aside the slates !” so many joyous and happy anticipations clus- “ classes will take their seats !” These preter around them, that I love to tarry on my liminaries being gone through with, the girls way and listen to the exercises of the hour. were told to come to order, and face the rosMy heart beats with hope — my spirit flows trum. Some of the desks were arranged sideout in deep and sacred sympathy with the way to the teacher's desk, and two or three teacher and with the pupils, as I feel that of the girls were not as prompt as the rest. there is a work going on there for immortality, One of them, a sweet, intelligent girl of about and that seated at these desks -- reciting the twelve years, was behind the others. One or lessons I used to repeat, making the same two orders had been given to quicken their blunders or winning the same applause -- are motions, and the little one was still arranging the future architects of honor, fame, fortune, herself for her position, when the teacher freedom, and progress. I often ask myself turned abruptly to her, and, with hasty words what shall be the future history of these and petulent tone, said to me in a manner I bright and promising youth ? – and my pray- I shall never forget,

A LESSON FOR TEACHERS.

“ That's the only idiot in my school! - I hope that the effect I sought to produce that girl with the red shawl! She don't was attained, and that the discordant note know how to come to order !”

died away before the gentler and sweeter The child looked at her teacher and at me thrill of sunshine thoughts and purer influwith an expression which spoke all that I ences, to leave an impress far outlasting that myself felt at such a cruelty. So heartless, of the hasty rebuke of the loved and loving so unchristian, so hasty an epithet in the teacher. presence of the school, and addressed to a I was once walking along the strcet, and stranger, in regard to one of his youngest pu- met a group of girls on their way. They pils, inade my heart ache and my cheeks burn. knew me by sight, and I knew they belongI longed to speak to the child to say some-ed to a school which I occasionally visited, thing that would remove the smart — some- and I said, “Good morning, girls! Going thing that would heal the wound that perhaps to sehool, are you!" that one hasty, unkind word had made in her “Yes, sir,” said one of them; “but I don't heart! I thought of the deep, deep scar that like to go much, we have such a hateful teachmight have been made in her tender sensibili-| er!ties. Perchrnce she would never forget it! “ A hateful teacher!” I answered; “that It might be that thcse words would linger can hardly be! I guess the little girls are at there all the pathway of her life! A dis

fault.” grace so deep, so cruel, inflicted upon her by

"O no, sir; our teacher is so cross and her teacher, and pointing her out to a strang

hateful to us we do not like her at all.” er, by her dress!

• Perhaps the reason is that the girls are

| late, and do not learn their lessons, and are That is the only idiot in my school !"

disorderly and rude to the teacher! If you How often have those words been repeated

give your teacher trouble, you cannot expect in my mind, and the whole scene come before

le scene come before her to be as happy and kind to you as if all me, as I have visited schools and talked with her girls were good and kind to her.” teachers, and watched their conduct and lan-1 “Well, we are not as good as we ought to guage before their pupils. I have often seen be, but we can't be good to such a teacher as my friend since; I have heard him speak in she is ! " public on many occasions ; I have listened After some further conversation, in which I with great pleasure to his thoughts, facts, and tried to impress a lesson of kindness and love appeals on education, literary, moral, and re- for their instructor, we reached the school. ligious, and yet I cannot efface from my eye room door, and I passed on, thinking of the the picture of that innocent child, as she work which that teacher was doing, and of looked up into my face to catch the expres- the memories which she was leaving, in deepsion and watch the effect it made upon me, ler and broader lines every day, in the minds as he said, That is the only idiot in my of her young and tender charge. school!

A day or two after, I passed near the same My friend then introduced me to his pupils, school. The girls were just dismissed, and and in an illustrative talk of some fifteen were on their way home. Several of them minutes, I did all I could to engage the sym- saw me as I overtook them, and I said, pathies of my young hearers, and to elevate “How do you do, my little girls ? Going their thoughts to beautiful and loving themes. ' home from school ? "

ant!"

They belonged to another class in the same

Etymology. school, under the care of a different teacher, and one of them, speaking for the rest an! We copy the following from the educationswered,

al column of the Delaware County (Pa.) "Yes, sir : we love to go to school, too. | American. The writer had perhaps read the Our teacher makes the class-room so pleas- article in the October number of The SCHOOL

MASTER, signed Philologos. so happy teacher!" I said to myself:! It sustains the positions of Philologos, and so you have earned a reward better than the urges upon the people of Pennsylvania, - a laurels and the triumphs of conquerors. Such place where of the whole country etymological a tribute is worthy of a glorious and faithful study is most pursued – the importance of service to these young hearts."

greater proininence to the study. If the peo3. And I have a thousand times pondered over

ple of the Keystone State need such advice, the words of these happy girls, as they went

how much more the teachers of New Eng. on their way with blithesome step, and left

land, especially of khode Island, where althe impress on my own mind that “ their

most no attention is given to the subject. teacher made their class-room so pleasant.”

We wish we could see the English language

studied in our public schools as the language Co-workers in the great office of the teach

of Virgil is studied in our academies and coler! Let no word, no look, no act of yours

* leges. – ED. ever wantonly wound the heart of one of

| "From reports before us from several of the your pupils. It may become the grief of a

States, concerning the progress of popular edlife-time! It may leave a wound which years

ucation, amidst the cheering aspect that is of after intercourse will not have the power

presented, one thing is a matter of great surto obliterate. Though the pang and the !"

prise — the dearth of etymological instrucsmart may soon pass away, and the sensibili

tion. To us this seems the very basis of a ty become indifferent to the wrong, yet in that

good and sound English education, and withyoung heart a mark will be made which time

out which no one is competent to fully commay not efface, and affection may not remove.

prehend his own tongue. Yet strange to say, Blessed is that teacher who sees the youth

in many sections the study is even at this day committed to his charge growing up to honor

a new one, and in others unknown. Even and usefulness, and who can feel that in their

in Yankee New England, whose pride is in its training every effort has been made to imitate

system of education, and that points us to her the Great Teacher who will at last examine

schools as models for us to imitate — even our work, and will stamp it with the seal of

she, amidst all her eclat – is sadly deficient a glorified immortality.-N. Y. Independent.

in this branch of study. Schools there, of

enviable reputation - endowed amply by pubAdvice is like show: the softer it falls, and lic and private munificence, and under the the longer it dwells upon, the deeper it sinks

supervision of celebrated men — have, in into the mind.

many places no course of etymological study.

Parrot-like they drive their pupils through A real book always makes you feel that the memorizing process, and never ask a there is more in the writer than anything that question on the structure of words. It is inhe has said.--Mrs. BEECHIEN STowe. deed a matter of astonishment to the travel. er through Rhode Island, or her sister states, “ Debate on the Bill Establishing Free when he observes the noble structures erected

Schools, as temples of education, with the tens of At the January Session of the Rhode Island thousands of pupils attending them, that ✓

Legislature, A.

Legislature, A. D. 1828.” they have yet to begin to teach one of the

Extracts from the remarks of Mr. Watergreat fundamentals — the origin and etymo

man of Warwick, in opposition to the bill: logical pedigree of words. We suppose that

“In providing to establish free schools, cerin no portion of the United States is this

tain principles ought always to be kept in study more general than in Eastern Pennsyl

view. That every child in the state to be provania; and even here it has but recently come

vided for, is entitled to equal rights and privinto general use. We have visited some

ileges and ought to enjoy equal benefits in all schools where this study is pretended to be

appropriationis for that object, are positions I taught, but discarding the important part of

maintain to be correct, and which I think no the study, they sometimes convert it into the

member of this house will attempt to controsame old sing-song memorizing process, with

vert. Then, sir, if this be correct ground, let out saying one word about structure.

us examine the provisions of this bill, and see As every one acquainted with this branch

whether they accord with those principles.” knows — its superiority is manifest from the fact that the student arrives at a knowledge

owledge

on

“The provision of this (first] section makes of the meaning of the word by the word it

"Its a distribution of the money to be set apart for self. He examines its prefixes, and its past. I the support of free schools to the several towns fixes, and its radical, and from these he gath-Lin the

ath in the state, according to their wealth ; it then ers the true meaning of the word. As the followe

| follows, that a few of the wealthy towns are naturalist when shown some antique skeleton, to receive a large proportion of the appropriadetermines from the formation of it, the class,

tion, whereas all the rest of the towns, who the nature, and the disposition of the animal,

are less wealthy in proportion to their popuetymology develops to the student the intent of |

lation, and having more than double the numwords.

ber to educate, are to receive but a trifle more This article is written with the hope that it I than those few wealthy towns.” # # # will induce directors to look to the matter, « In taking a view of the extent of territoand see that this very important study is ry of the several towns in the state, some idea taught in their schools. They will find it may be formed of the number of schools which will prove of much advantage to every pupil, l it would be necessary to have established. giving him not only correct ideas of his own

Excepting a few towns, the rest would, with language, and of the meaning of its words,

some little deviation, require a school district but also from an examination of the roots, it

to each five or six square miles, which would will aid him, should he ever need it in the

require say for the county of Providence, 66 study of other tongues."

school districts, Newport 29, Washington 64,

Kent 32, Bristol 9, making in the whole state IF good people could but make goodness 200 districts; and adopting, in the absence of agreeable, and smile, instead of frowning in other data, the number of free white inhabitheir virtue, how many would they win to the tants under sixteen years of age, as a rule of good cause.

estimate, it would not make any material dif

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