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kite. Yesterday it mounted aloft like a thing adjust the tail a few times to the varying of life ; to-day, with the same adjustment of blasts he will succeed all the better. He will string and tail, it utterly refuses to ascend, find the theory perfect for all ordinary kites; simply because the wind has seen fit to vary and by repeated trials and experiments may the force of its breath.

become very successful in his profession. He

needs to know what a kite is; for what it is The special cases of teachers are somewhat similar to these, both in their gradations and

intended ; to see it flown; to learn the theothe applicability of existing theories ; but,

ry of its construction, and to make several

trials and experiments with it himself before from the nature of the materials upon which

he can become master of his art. If he is they are called to operate, the difficulty in the way of success is often very much augmented.

ingenious and of quick apprehension, his sucMoral and intellectual forces and resistance

cess will be rapid and eminent; otherwise he are, frequently, of very difficult computation,

may forever remain a bungler. The most exand equally difficult to apply with desired

pert, however, would find it difficult to fly a precision. In mechanics we know that it re

kite of iron. Theory and ingenuity, and past

experience would alike fail of success. Somequires the weight of one pound, precisely, in

thing more than has yet been attained in the one scale of the balance to counterpoise a

profession must be gained or the task would pound in the other. Hence, the grocer, for instance, having his pound weight-his theo

be more formidable than the tunnelling of the

Hoosac, or the launching of the Leviathan. ry-duly marked and sealed, easily furnishes his customer with precisely a pound of the

Something analogous to what is necessary article desired. The grocer commits his son

in these boring, and launching, and kite-flying to the charge of the teacher ; but he comes

operations is needed by the teacher. He needs

to be acquainted with the best theories of his without any stamp to indicate the weight of

art. He needs observation ; he needs the aid his moral or intellectual character ; and, with all the scales and theories the teacher may

to be derived from the experience of others,

and he needs personal practice. And, after possess, it may require no inconsiderable ingenuity and sharp guessing to form such an

all, just as in the cases above indicated, when estimate of the boy as will enable him to

he attempts what is in its nature impossible, know just how much and what sort of force it

or what is manifestly beyond the reach of

any means that he can command, he must fail. will be necessary to employ to keep him suit

The Leviathan already rides majestically ably balanced.

upon the bosom of its destined element; the The boy who endeavors in vain to fly the iron horse, will, doubtless, yet triumphantly kite that behaved so admirably the day be- I carry the long train through the granite mountfore, will be likely to consult some older boy, I ain; and, were it necessary to the purposes of or some one more familiar than himself with

science and human progress, some Franklin the mysteries of kite-flying, in regard to the would eventually send up an iron kite to existing difficulty. He will thus gain a knowl-I make a visit among the clouds. So, doubtedge of the theory that, in order that his kite | less, many things, now difficult and perplexmay ascend successfully, the length and weighting in the work of the teacher, will yet be of its tail must be proportioned to the force rendered easy, and others, which may now of the wind. This will be of essential ser- seem impossible, will yet be reduced to pracvice; and if he can further see the older boy tice.

But, so far, I have written quite freely and tion; that the scholars were in the habit of dfferently from my first intent. My purpose " having things pretty much in their own was to say something in regard to a few of way,” and of occasionally inviting the teachthe special cases which, from time to time, er to an outside berth. It was in a remote arrest the attention of the teacher, and to no-district of the town, with a rough surface and tice how they may be treated, or, at least, a population that could assert no high claims how they have been treated, with success. To either in respect to information or refinement. one or two of these I now propose to invite In the winter season, especially, it presented, attention.

to a stranger, many more points of repulsion A spirit of insubordination often gives rise than of attraction. He felt that the scene was to what may be called special cases in school. far from being an inviting one, and that it This spirit is sometimes general, embracing the could only be rendered tolorable by a school majority of the members of a school, but of tolerable success. For more than this he more frequently it is limited to a few pupils. | did not dare to hope. It is, in most cases, temporary in its duration. The school building was one of “the genSometimes, however, it is chronic, extending uine old stamp.” On three sides of the from term to term, or even from year to year. twenty-five feet quadrangular space within, Each is sufficient to give rise to special cases, rude and mangled desks were fastened to the and these are always aggravated when parent- walls. In front of those were benches of al sympathy and indulgence is extended to equal extent, quite guiltless of backs, where the pupils. Instances of the chronic type many a dexterous feat of changing front was existed in greater frequency in years past, performed by the scholars. It was before the probably, than at present; and, in certain lo- days of crinoline and circles of whale-bone calities, were wont to be characterized by at- and brass. Within this outer range of seats tempts to banish the teacher from the school. were two other similar ranges without desks, The same thing is sometimus now attempted upon the inner of which the little scholars” in a different way. It used to be accomplish- were doomed to sweat or roast, by the stove ed by physical force : it is now more fre- in the centre, while those of the outer circle quently attempted by clamor and perpetual an- were shivering from the excessive ventilation, noyance. Of the former method I will first effected by sundry accommodating cracks and notice a single instance.

| knot-holes in the floor and ceiling. Around About twenty years ago an intimate ac- one half of the outer circuit were seated ten quaintance of mine was invited to take charge or a dozen overgrown boys, and a smaller of a district school in the country, during the number of girls. The remaining portion was winter term of three months. At the time of occupied by the " second class," as they stylhis engagement he was not aware of its char-ed themselves; for it appeared that the pupils acter. He was then pursuing a course of were in the habit of adjusting their own classtudy that he was reluctant to suspend, and sification, and most other matters, as best suitwas induced to do so only by the offer of un-ed themselves. With this “voluntary prinusually liberal pecuniary compensation, which ciple" the teacher soon found it necessary to his personal circumstances rendered a strong interfere. Their views and judgment of the temptation.

| proper mode of arranging matters did not A day or two before commencing his labors harmonize with his own. He set forth his he learned that the school had a bad reputa- 'requirements ; his pupils demurred. He


calmly, but firmly, insisted ; they quoted pa- means of success was a proper confidence in rental authority and plead the force of pa- his own judgment and ability, accompanied rental sanction. He replied that he could re- by a calm firmness that would not permit him spect their parents' opinion and judgment to swerve from the dictates of conscience and where they could rightfully apply: in the the claims of duty. He was active and kind, school-room his own judgment must be the firm and fearless. standard to follow, or there could be none at As this article is already quite sufficiently all : he desired to pursue, faithfully, the course extended, I will simply suggest the value of that would best promote the interests of all, these qualities in all cases of emergency, and and must be permitted to do it in his own leave the further consideration of my subject way: he could not and would not swerve from for another occasion.

1. F. C. his own convictions of duty, and doubted not that all would be better satisfied, in the end,

For the Schoolmaster. by complying with his requirements without

Twilight Musings. murmuring or complaint: he wished and intended to be kind, but should resolutely endeavor to maintain order at any cost of effort,

I watched the parting sunset, or by the use of any reasonable mode of dis

And saw the crimsoned gold, cipline; and requested them to extend an in

With the gray and sombre twilight, vitation to their parents to come and see what

Its glorious hues unfold. they were doing, before making an unfavorable decision. He finally prevailed. The scholars

And so the night came stealing gave way; the parents began to visit the

With deepening shadows on,

Till the woren beams yet ling'ring school, at first attracted chiefly by curiosity,

Had faded out and gone. and carrying away with them a favorable impression, made reports, which, within a month, And the spirit form of darkness drew nearly every parent in the district to the Came o'er the sleeping earth school. The scholars became deeply interest And the fancies of the dreamer, ed. There was little demand for punishment,

To visions strange gave birth. and, when inflicted, it was uniformly received

And there in silence musing, without complaint. The rumor of success

Of the day forever gone, soon spread abroad. The visiting committee Whose records were all written of the town were delighted and compared the Before th' eternal Throne, operations of the school to clock-work. In

I thought, that when life's evening short, this was regarded as the model school

Is darkly bending o’er, of the town, and neighboring teachers came

And the shadows of its twilight to discover the secret that could win such suc

Flit from the immortal shore, cess. The spirit of insubordination—if not destroyed—at least slumbered during that

When the darkness of the midnight

That hails no morning beam, winter; and the teacher bore away with him

Shall guard the silent slumbers a degree of respect, on the part of his pupils,

That know no waking dream, bordering upon veneration.

How shall we meet the record In this case it is plain that the teacher's

Of all our trifed hours,

Kind blessings unacknowledged,

And the spirit's wasted powers,

How to the High and Holy,

Oh, how shall we appear,
With the mysteries of the future,

Around us drawing near?

Then 'mid the shadows gleaming,

Methought I saw afar,
Swift gliding through the heavens,

A bright but wandering star.

and began to suspect that he determined in his mind to box my mouth if I pouted once more. •Discretion is the better part of valor, so I held my peace. At length he asked me why I called him a bad man. I was afraid to answer him, and said nothing. He thought that my silence arose from ill-will, and would probably have punished me, had he not a moment after seen the tears steal down my cheek. He inquired what made me weep. I now sobbed. On his repeating the inquiry, I answered that I did wrong. I never have, and never will forget the kind manner in which he said to me: I hope you will never commit the same error again.' From that time forth I took care not to offend him again in the same way. My teacher was never familiar with me, but kept me in awe by the sobriety-I won't say severity-of his face. It always makes me laugh to think of the little incident which I have related to you.”

And lo, the angels' whispers

Came breathing soft and low,“ While glory fills high heavens,

Peace, peace to earth below ;' The Saviour holds it as his own,

And Mercy waits before His throne.

For the Schoolmaster.



Dear and dumb persons who have gone

A gentleman, who is by trade a shoemaker, through the routine of school discipline, have

have then remarked that he was once, and only remarkably retentive memories. Not that

Sot that once, locked up in the school-room of his they retain in their memories what they have

teacher, on account of his laziness. “The learned at school, but they remember the dif

hour for school having arrived," said he, “my ferent modes of punishment to which they

teacher came into the room, holding in each were subjected in their school-days. I had

of his hands two large apples and sat down the pleasure, last week, of spending an eve

on his chair. There he ate the four apning with several mute ladies and gentlemen.

ples without sparing a core, meanwhile lookThe discourse happened to turn on the differ

ing at me with an air of perfect indifference. ent modes of discipline practiced in our schools

I complained of hunger, but not a word did A young lady was observed to put both hands

he speak. He still regarded me with the same to her mouth, as if to check her risibles ; and

air of indifference. At this day,—it is now when questioned, “Ah ! don't ask me,” re

ten years since I ceased to be the subject of

his instructions,-at this day, I say, I cannot plied she, “ you must not be so inquisitive.” After a short pause, however, she resumed :

banish from my mind the provokingly indif“I was a very saucy girl; I own it. When

ferent look of my teacher on that occasion.” my worthy teacher reproved me for some trif- Miss S— , a girl not yet seventeen years ling offence, I made a mouth of scorn at him, of age, laughed at the story of the gentleman calling him a bad man. He jumped from his for a few minutes, and then said: “I love chair, and holding my hand in his, told me to my instructor, I believe, as much as you love pout again. I looked up into his angry face, life. He never punished me; not as you may


expect, because I studied well, no, but because when I left school to live with my parents, I could not endure it. I was at liberty to run my teacher embraced me and printed many about the room and pinch my class-mates blue kisses upon my cheek-kisses which I confess and black, and this, too, without any rebuke encouraged me to hope that I would one day from my dear teacher. Scores of times I flung marry him ; but I have married another man, myself, wildly, upon my teacher's knees while you see !" he was sitting in his arm chair, and amused | Scarcely had the lady finished speaking, myself—the haughty girl-by pulling his when a gentleman in gold specs turned to whiskers. I also made it my principal care her and said: “ Madam, don't you rememto make free with him in the presence of all ber that when we were both under the charge my schoolmates, who, I confess, were not a of Mr. M. he caught me talking to you, and little exercised about the liberties I took with took me to another part of the room ?” him. But two years before my education was “Yes, I do,” laughed the lady; " talking finished, my teacher took me into his private was not allowed during school hours. You room and pointed out the inevitable conse- were a rebel, and I too." quences of impudence, such as I was guilty

vas guilty “I gave Mr. M. a world of trouble," conof. His friendly advice touched the chords tinued the gentleman, with a broad grin. of my heart, and with tears in my eyes I love to

is in my eyes | He tried to whip idleness out of me, but it promised to mend my manners. I have nev

was no go. A few months before I left school, er forgotten my promise. You may think it

think however, I repented of my errors, and ever strange that this change should have been after

after kept a strict watch upon my conduct. wrought after so long a time misspent; but it | Mr. M. was so

ent; but it | Mr. M. was so pleased with my altered manwas entirely caused by the strong affection I

rectionners, that he presented me with a large book felt for my teacher. Love conquers all things. Shound

ings. | bound in gold, and illustrated with the best My teacher was a Job-will you deny it ?"

specimens of engraving. I keep it yet.” Another young lady, whom I shall take the

Another gentleman, apparently a minor, liberty of calling Anna, said: “Mr. W

and who was dressed in the very pink of the taught me for three years before I got

mode, followed with a short speech, which I into the class of Mr. T– I well remember

transcribe: “Mr. M. was also my instructor. that he used to pat me on the head and inter

Although he took much pains to educate me rogate me as to my health. I once ventured

intellectually and morally, I did not study so [laugbing] to kiss my hand for him ; upon

closely as I should have done, but my thoughts which he, yes my own teacher, ran away in

were occupied with dress. My teacher told a fright!"

me that as I had the organ of acquisitiveness Miss E-, now Mrs. J“, a creature of an large, I would outstrip all my other classamiable disposition, then remarked : “ Mr. mates if I should but think; yet I heeded him M– was my teacher. I shall never forget not. At length my father came to see me; that in conversation with either his friends or and he asked the teacher how I came on. strangers who visited the school-room, he was with a modest sadness in his countenance he in the habit of mentioning me as a girl of told my father that I made but little improvestudious habits. I was so careful to avoid dis- ment. I could see that the indignant blood pleasing him, that he had no occasion to scold mounted to the temples of my father. He me during the whole term of my tuition laid his hand upon my head and said : Hen

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