TEMPER IN TEACHING.

Few persons seem to have proper apprehension of the sacredness which attaches to the instruction of youth. Hence, many of the errors of teachers; and hence, consequently, many of the mishaps and catastrophes of pupils.

You have, I will suppose, under your tuition, a little boy, eight or nine years of age. It is a most interesting period of life, and the charge is one of the most momentous nature. I can conceive of few employments more delightful than the training of such a child, and there is certainly none which is more responsible. Every touch you give makes its mark, as the fingers on a mass of ductile wax. You scarcely say, or do, or omit anything, without contributing, in some way or other, to form the character of your pupil. He finds an example, for good or for evil, in everything about you.

Let me direct attention to a single particular, in which we are all apt to go wrong; I mean the temper which we manifest in the company of our pupils. Almost every child has some trait which tries the temper of the teacher. He is stubborn, or forgetful, idle, or hasty; these are great faults, but that of the teacher who loses his temper is greater. Patience is a virtue which is especially demanded in the work of instruction; and for this reason, above all others, that impatience on the teacher's part disturbs, in a high degree, the process of communicating moral truth. If the teacher grows warm, especially if he uses reproachful words, the child will suffer pain; some children will suffer great pain. If this be often repeated, an association will be formed in the mind of the child, which may render the peculiar topic of instruction hateful for life. I could mention, if it were proper, a very striking instance of this. When the child is scolded, or boxed, or laughed at, a scar is sometimes left in his memory; and, to my mind, this is a very serious thing. We are dealing with a material more precious than the diamond, and more lasting than the sun. We are forming the tablet, on which may be impressed the image of the glorious God. We are handling that which is delicate as the rose-leaf, yielding as clay, and yet more mighty, when trained, than all the engines of power. We are conversing with those whose angels do always behold the face of God. Let us treat them with sacred awe. Let no word or tone betray anything sinful for them to imitate. Remember the words of the Roman : Reverentia magna debetur pueris - Great reverence is due to the the higher words of Christ : stumble) one of these little ones.'

"Take heed lest ye

young. Remember offend (or cause to

I am persuaded that much of our instruction goes for nothing, just for want of temper. The motto of the teacher should be, LOVE IS POWER. A loving teacher will communicate twice as much as another. And this is compatible with a high measure of authority. There are some who never rebuke a child, even for a slight breach of decorum, but in the language and tone of bitter sarcasm. This is like burning the tendrils with a red hot iron. It is an unlovely weapon with any

age; but when applied to shrinking, sensitive childhood, it is barbarous and cruel.

To make a child angry during his lesson, is to give him his food scalding hot. Let the operation be repeated a number of times, and he will contract a dislike for the teacher and his teachings. Every unkind feeling thus engendered in his little bosom, will go a certain length towards fixing an evil habit upon him. From such causes human character receives its impress. O how much holier a race would grow up, if, in all our dealings with little ones, we should bear in mind that the Christian love of our hearts should be operative, even in our earliest and slightest teaching.

From the Journal of Health.

JOHN QUINCY ADAMS AND REGULAR HABITS.

Perhaps no man ever lived, in our days, who was more regular in his habits of exercise, study, dress, and in eating and drinking, than Mr. A. It was our lot to reside eight years in the town of his nativity, and where he usually spent his summers, and within a mile of his mansion-house. We have heard him relate his course of life, his habits of study and exercise, and trust have been somewhat benefited by that recital.

When engaged in teaching, we once visited him with a pupil of ours, who was anxious to get an appointment at the West Point Military Academy. Mr. A. remarked, "I suppose I have the privilege of recommending a candidate from this district, and (turning to the young man, said) I shall be most happy to recommend you, sir, from this, my native town. But there are some things to be considered. The last young gentleman from this district took the first part in his class, and I should very much regret to recommend one who should fall off from the standard which he has erected. I do not mean, however, that you must take the first part, but that, at least, you should be among the first ten. And your success or failure will depend mainly upon your habits of study. The hill of science is climbed by steady application alone. Regulate your habits of study by a fixed rule, and conform strictly to that rule."

This was Mr. A.'s course in every thing. No man could be more regular in his exercise than he. And this exercise he usually took upon his feet. Up to nearly the last year of his life, he was accustomed to walk to Boston, a distance of between eight and nine miles from his residence. The habit of walking he always practiced from his youth. We recollect meeting him one summer's morning, before the sun had arisen, more than two miles from his residence, on foot, in a shady lane; and the most remarkable feature of the case was, he was then, at that early hour, on his return from his morning walk.

He was equally regular in his bathing. This he practiced daily for many years. In a word, regularity in all his habits, and punctuality,

in all his appointments, characterized that wonderful man, and as a result, he was very rarely indisposed, and continued to a good old age, active at his post, and "standing in his lot." His vigorous bodily health and mental energy were the legitimate fruit of his regular life. They flowed as naturally from that course, as the blossoms of spring betoken a fruitful year. Hundreds of sedentary men, long since in their graves, might have been now living and active, blessed and blessing society, had they partaken of his habits.

That his mental vigor remained up to his last sickness, is evident from the following lines, which he composed for and gave to Miss Edwards, of Springfield, but a single day before his sudden attack.

JCHN QUINCY ADAMS,

QUINCY, MASSACHUSETTS.

In days of yore, the poet's pen

From wing of bird was plundered,
Perhaps from goose, but now and then,
From Jove's own Eagle sundered.
But now metallic pens disclose
Alone the poet's numbers;

In iron inspiration glows,

Or with the poet slumbers.

Fair damsel! could my pen impart,
In prose or lofty rhyme,

The pure emotions of my heart,

To speed the flight of time;

What metal from the womb of earth

Could worth intrinsic bear,

To stamp with corresponding worth,
The blessings thou should'st share?

BLACK BOARDS.

It is a general impression that the use of black boards is quite a modern affair, but from the following extract, which we take from an Arithmetic published at Dublin in 1792, we may infer that boards were used a half century ago, and that we of the present day can only claim as new, the application of the black paint. We copy verbatim et literatim :

"Arithmetic might be taught in schools in a much more expeditious way than it generally is, by dividing the scholars into forms, in the same manner as in teaching languages. The whole may be divided into five, six, or more classes: ten of the pupils, for instance, may be in multiplication, six in the rule of three, thirteen in practice, and so on. Whenever any class is to proceed to a new rule, the master may explain to them, in chalk, on two large boards, or some such thing, the nature and genius of the rules into which they are entering. A considerable time should be employed in these explications, and the scholars might take places, as in learning Latin, &c., which could not

fail of inspiring them with great emulation. The several pupils in a form should always be set the same sum or question, but be separated, to prevent their copying from one another. It would also be proper to draw up for their use, an epitome of Arithmetic, by way of question and answer, containing the nature and explanation of the several rules in that science; this they should copy, and learn by heart perfectly, by which means they would be able, not only to state their several questions very expeditiously, but to give a reason for every thing."

NINETEENTH ANNIVERSARY OF THE AMERICAN INSTITUTE OF INSTRUCTION.

The Annual Sessions will be held at Bangor, Maine, on the 15th, 16th, and 17th of August, 1848, commencing on Tuesday, at 10 o'clock, A. M. A course of Lectures will be given, and discussions held on subjects connected with education, in which all present are invited to take part. The meetings of the Institute are open to the public, and all are respectfully invited to attend.

PROGRAMME OF LECTURES.

TUESDAY. At 11, A.M.-Thomas Sherwin, of Boston. Subject, "Teaching by Example." At 4, P.M.-David Worcester, of Bangor. At 7, P.M.-Wm. G. Crosby, of Belfast. Subject, "Claims of the Free School upon all Classes in Society."

--

WEDNESDAY. At 8 1-2, A.M.-John Kingsbury, of Providence, R. I. Subject, "Failures in Teaching." At 10, A.M.-William D. Swan, of Boston. Subject, "Some of the Ways and Means of Improving the Condition of Common Schools." At 4, P.M.J. D. Philbrick, of Boston. Subject, "School Government." At 7 P.M.-Jacob Batchelder, of Lynn, Mass. Subject, "The Cooperation of Parents with Teachers in the Education of Children." THURSDAY. At 8 1-2 A.M.-Rev. N. Munroe, of Bradford, Mass. Subject, The Qualifications of Teachers." At 10, A.M.-N. George Clark, of Montpelier, Vt. Subject, "The Common School System of Vermont." At 4 P.M.-Rev. Charles Brooks, of Boston. Subject," The Duties of Governments in relation to Education."

66

It has been customary to make any point advanced or maintained in the Lecture, a subject for subsequent discussion; also to receive and read any written communication on an appropriate topic from ladies or others who may prefer that mode of communicating their ideas. By order of the Committee of Arrangements. J. D. PHILBRICK, Rec. Sec.

Boston, July 29, 1848.

DICKINSON PRINTING HOUSE,

DAMRELL & MOORE, Publishers, No. 26 Washington Street,

To whom all letters should be addressed. TERMS-One Dollar per annum in advance, or One Dollar and Fifty Cents at the end of the year. Twenty-five per cent. allowed to agents who procure five subscribers, and all payments by them

to be made in advance.

PERHAPS no part of a teacher's vocation is better calculated to test his skill and competency for his office, than the manner in which he conducts his classes through their recitations. Scarcely a qualification belonging to a teacher's profession can be named, which does not appear conspicuous in this exercise. As a class is but a section of the school, separated from it for the special purpose of testing the capacity, the faithfulness, and interest of the individuals composing it, respecting the topic previously assigned for their investigation, it is apparent that all other duties are subordinate or auxiliary to this, and that here a concentration of all the powers and faculties, both of the teacher and pupil, is necessary to accomplish the object specified. On the part of the former, there must be a quick perception of the pupil's deficiency, whether it arise from lack of capacity, or want of effort; skill to supply suitable stimulus to application, and to excite interest in the subject of the lesson; also a familiarity with principles, together with a happy faculty of applying and adapting them to the comprehension of the learner. In no other relation has the teacher the mind of the pupil so exclusively under his control and at his disposal, as in this; in no other can he ascertain so definitely what are the objects of the greatest interest to him, or trace the operations of his mind so minutely, to learn when it is right, and if it wanders, to perceive at every point in his progress how far it has strayed, and when and how to bring it back to its proper place. It is here that the fund of knowledge he possesses may be used with the greatest advantage, or its insufficiency most clearly developed. Here too, he has it in his power, if anywhere, to