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WORK INTELLIGENTLY.

of the end to be attained.

any

faithful citizens, and above all as responsible beings.-L. L. CAMP, in Conn. School Journal.

In order to realize the nature of work, we must understand two things, viz:-the object to be worked upon, and TRY AGAIN; THERE IS NO REMAINDER.— the design to be accomplished by it, or When I was a lad, just after I had in other words, we must have a clear idea commenced the puzzling study of arithmetic, I one day had occasion to seek the This is the case with all labor. The teacher's aid in solving a "question."sculptor first studies carefully the most It was in Division, and cipher as I would, graceful forms, the fairest and most sym- I could not get an "answer without a metrical models of beauty. Then when remainder." After "trying" for two his ideal is fixed in his mind, he selects long hours, I took my slate, marched up the rough block of marble, measures its to the desk, and handed it to the teachdimensions, studies carefully the grain or He looked at the work, said not a trata, and endeavors to ascertain whether word, wrote something on the slate, and is ideal does really exist in that rough handed it back. Vexed and out of pa>iece of rock. tience with his cool indifference, I return

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The engineer calculates the height of ed to my seat, and after indulging in he mountains to be leveled, estimates the some very rebellious thoughts against lepth and breadth of the chasms to be him, I read the writing. It was, Try panned, or the distance in the solid again; there is no remainder." The sigranite through which the iron horse lent but expressive sentence gave me nust force his way, uniting city with more assurance than if he had spoken it ity, and hamlet with hamlet. These a dozen times. It inspired me with conhings he must understand fully before fidence. I did try again, and again, and e is ready to make even a beginning. after repeated exertions I succeeded in Thus it is with every business of life. obtaining a correct result, without a "ret must be understood to be accomplish-mainder."

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There must be close calculation, These six words were stamped indelareful study, and at all times a full un-ibly upon my memory, and ever aftererstanding of the great end and object wards, when apparent difficulty stared me be attained. in the face in an undertaking, they reHow important then that the teacher, curred to me. Right there before meore than all others, should understand with my mind's eye-I can see them on is work. The material upon which we the slate, every word, every letter disct is mind; the breath of God; that tinctly, and I take fresh courage and "try hich places man so far above all other again." Those words were the talisman reatures. And shall we not study this to all I have ever accomplished. They onderful thing? Aye, study earnestly, are not cherished because of their authorhoughtfully, then work faithfully, and ship. The crabbed little schoolmaster hdeavor so to educate our pupils as to that wrote them was the least beloved by t them to act well their part in the me of all my youthful instructors, and usy drama of life, as good and honest yet he wrote six words that are engraved embers of society; as intelligent and on my heart.

Editorial Department.

won. Make them feel that the noblest victories are those of the mind. Point out the relation of success in study to future prosperity and

HOW SHALL I INTEREST MY PUPILS? happiness, and, in short, show them that the

BE

exercises of the shool-room are the necessary
preparation for the future.

2. Make the school-room attractive.
Let there be no petulance or moroseness

Let the

E sure that unless you do, you will fail as a teacher. Feel that you are responsible for the progress of every child committed to your charge. Do not excuse yourself by charging there. Be in earnest, let the movements of indifference upon the parents or neglect of teacher and pupil be active and still. Be acduty upon the District Board. Understand commodating and kind. Let the tone of voice that you are to correct, as far as possible, all and the manner of expression be such as will that has been amiss in the conduct of former encourage the timid and restrain the wayward. teachers, as well as to advance the school. In Adorn the walls with works of taste and use, short, do not complain. Study to feel an in- pictures, busts, maps and charts. terest yourself. Enthusiasm is contagious. A school-room be kept scrupulously neat and teacher, in earnest, can do all things. Nothing clean. Make it seem like home. Allow no will supply the want of a deep interest in the boisterous conversation, no rude playing in it. business of teaching. All cannot feel this, as Let it be sacred to what improves, refines and all cannot paint or use the sculptor's chisel, or educates. write an epic-but let those, who cannot, seek some other calling. No man can teach except he be called. He must be a man in the man- Go to the play-ground,-run, jump and play liest sense of the term, He must be educated, at ball, or engage in any sport you can comjust, generous, kind and firm. He must fur-mend. "Be familiar, but by no means vulgar." nish the clearest evidence that his motives are Give evidence that you feel an interest in the disinterested, his objects noble. He must sym- enjoyment of your pupils, and you will secure pathize with the unfortunate, defend the de- their friendship. Every teacher should study fenceless, and show in his daily conduct those to understand what sports and games are promanly virtues, that children and youth so much per for the play-ground, and thus be qualified admire. A child instinctively despises a mean to direct there as well as in the school-room. act in a teacher. As to some of the means which the teacher may adopt we may mention the following: 1. Show a rational interest in the studies of or benefit those who have no rational ideas of the school.

3. Manifest an interest in the recreations of the pupils.

4. Cultivate the moral powers of your pupils. Show them the importance of living for some object truly good. You cannot interest

the end of life. Show your pupils that God Do not attempt to make the lessons so simple has inseparably joined goodness and happiness, that recitation becomes a pastime. Show your and that to expect the one without the other is pupils that effort is the price that all must pay folly. A school is as dependent upon its moral for knowledge. Let them feel that, what is not tone for success, as a community. Reverence striven for is not worthy of them. Inspire the truth in all you say and do, and act and› them with a conviction that the studies of feel. Let scholars feel how mean it is to utter school are important, and then all necessary or act a lie. In all your teaching, teach the labor is pleasant. Let them feel that there truth,-never make a rash promise, but fulfill must be hard study, close attention and self- to the letter every one you make. Cordially, denial in school in order to secure the objects of and without cant or hypocrisy recognize the the school. Explain to them daily the relation claims of the Creator upon the obedience and: between vigorous, persistent and intelligent love of all men. Cherish all those virtues that effort and ultimate success,-tell them of diffi- adorn and beautify a noble, generous, manly culties surmounted, of obstacles overcome, of life. Hold good men up as models for imita-1. intellectual battles fought, of glories victorious [tion and as objects for respect. Without a

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public opinion in school, which is in favor of voice proper, and, in short, let the pupil feel virtue and good order, the school is an unmiti-that he is engaged in an important exercise. gated curse.

INTELLECTUAL ARITHMETIC.

7. Let the exercises of the book be occasionally varied by examples proposed by the pupils or the teacher. Let there be a weekly examination; divide the class, and let one part question the other under such restrictions as the teacher may impose.

energy.

In a majority of our schools this branch of study is either entirely neglected or incorrect8. Avoid dullness; let there be life in all ly taught. The cause of its neglect may be in- that is done. If the interest flags, stop and difference on the part of parents and pupils, on rest a moment, and then go on with redoubled account of not understanding the benefit to be derived from it, or the ignorance of the teacher. No study is more important, and none requires greater care on the part of the teacher. Intellectual Arithmetic calls into exercise more faculties than any other branch. It develops discriminating power, which is of the utmost importance. It exercises the reasoning powers, keeping constantly in view the relation between cause and effect. It imparts that strength to the mind which enables its possessor to suc- Let those who have neglected this important cessfully pursue any other branch of study, and if properly taught it becomes Rhetoric, Logic

and Grammar as well as Arithmetic.

Every scholar who is more than seven years of age ought to recite daily in this study until he has mastered some good work, and has acquired the power of concentrating his faculties upon any given subject, and of investigating .t. We propose a few suggestions, the result of some experience and observation:

1. Assign such a lesson from the book as the lass can become familiar with, before the time of recitation.

Each teacher will adapt his instruction to the peculiar wants of his class, of course, so that no very definite directions can be given. Parents sometimes object to the introduction of this branch into school. Under such circumstances, let the teacher be forbearing and explain the matter, and we are confident that any person qualified to teach it, can convince any parent of its importance in a short time.

branch think of this subject, for upon scarcely anything depends the prosperity of a school more than upon this.

REV. M. P. KINNEY, for several years past connected with the schools of this city as Superintendent, has resigned. At the charter election of 1853, he was elected to this office against a strong opposition, since which time he has been unanimously chosen; both political parties thus endorsing his official action.Much of the prosperity of the Racine schools is due to the intelligent and efficient manner in

2. Allow the class to have no books during which he has performed his duties. At the ecitation.

time he became Superintendent, the schools were unorganized, and few places in the State were more poorly provided with good school

3. Read the question once carefully, or if it s long, twice, and then call on some member f the class to enunciate it. Let this be done accommodations. Under a school law con

n good taste both as regards Grammar and Rhetoric.

14. Allow a minute for thought, and then let hose who think they have a correct answer, adicate it by rising, or by raising the hand.

5. Call upon some scholar for his answer, nd the solution of the question. Let him ommence, and let others "take it up," so that he attention of all may be secured, and the xplanation understood.

6. Let the reasoning be most rigid, the atention fixed, the language correct, the tone of

fessedly imperfect, the affairs have been so administered as to develop in the minds of community a lasting confidence in the Union School system. We presume few men, in the discharge of difficult duties, have made more friends and so few enemies. This has resulted from a firm, conscientious discharge of duty, without fear or favor.

In his intercourse with teachers, Mr. Kinney has been fortunate, securing their respect in all cases, and in most a warm regard. They will regret the circumstances that required his re

signation. Among them he will find his warm-land, moving forward in the line of duty, justly regarding the cause in which they are enest friends.

We understand that duties towards the gaged as second to none in importance. Mere church of which he pastor, as well as declin- political triumphs are of little account, if prosing health, have made it necessary for him to perity attends our nation in the future as it has withdraw his official connection, though we in the past, it will be as a result not of party trust not his interest, from the Public Schools. success, but of education. As our limits extend, as we develop our material forces, we must develop our intellectual and moral also, or we perish.

VISIT THE PARENTS.

TEACHERS are not acquainted with the parents of pupils, as a general thing, and thus "When we labor often at great disadvantage.

went boarding round," we became acquainted,

UNQUALIFIED TEACHERS.

I will tell you what I think of the capabili

and this was one of the redeeming features of ties of an ignorant or unqualified Teacher. the itinerating, lodging system. A teacher should visit the homes of his pupils. Few parents will fail to welcome the teacher of their children. If he be a true gentleman, he will alway be welcome. Without an acquaintance with the parents, we almost inevitably fail to secure their co-operation, and we are more liable to suffer from misrepresentation or mistake. Pupils will be less inclined to respect those who are not well spoken of at home. Besides we may by a little exertion make our influence felt for good in promoting all the important interests of community. By becoming acquainted we become more influential in advancing those educational objects that we may

At the other end of a long street in our town, there stands a respectable looking building, as wide as long-and not very long either, over the door of which a white wooden sign tells you that within a grocery is kept by Mr W. Brown.

have in view.

Now, Mr. W. Brown was born in a county town, and bred a cooper; a very excellent bar rel, too, he could make. But it occurred to Mr. Brown, once of a day, that the coopering. trade was a hard profession to follow, and straightway he concluded to throw up the ol business, and go into something at which h might more easily earn the bread for Mrs Brown and little Katy, than at the old tune o rive and shave.

The result of this proceeding was the grocery The teacher can with propriety call upon the parents of his pupils, and thus take the initia- aforesaid. The usual varieties of the trade ar tive in forming an acquaintance-and custom to be found in Mr. Brown's establishment. Th makes it his duty to do so-most of the diffi- first impression that settles upon a customer of culties of school may be prevented by a general entering, is that of hot weather and codfish.acquaintance in the district. In ten years ex-To be sure the season of the year calls for th perience we find no instance of serious dificulty weather, and Mr. Brown's codfishes have flound with a pupil, with whose parents we were ac-ered themselves into a pile on the floor at th quainted.

TEACHERS' INSTITUTES.

back end, between the molasses and lamp-oi His cheese, the forlorn little piece left by th flies, has tented itself down on the counter i the shadow of a log-pen made of tobacco.Since the publication of our last number, Several specimens of herring have quietl Teachers' Institutes have been held in various moored themselves on his shelves, to enjoy th parts of the State. We publish the proceed-mingled sweets of his raisins and his candy. ings so far as they have reached us. We will quantity of starch has hid itself in a box unde thank our friends to send us an account of all the shelves, but is yet a prey to the rats an educational gatherings for publication. mice. Sugars-white, brown and black hav It is cheering to see the friends of education, hived themselves in barrels under a board, f amid the excitement that now surges over our better protection from a stack of bar soap whic

seems intent on not obeying the laws of gra- hearts and the brains of the children than Mrs. vitation. His butter has packed itself away in O'Driscoll's butter would be to their stomachs, a patent pail, on the other side, in company and their manners are as unseemly and as unwith some pumpkins and cabbages. Mrs. O'-cared for as those of the Grocer Brown's black Deiscoll couldn't sell her butter down town for dog Growler. Such persons, when they go into the highest price, so "to be sure she'd thrade it wid Misther Brown; he's sich a nice mand, and don't find fault."

the school-room, undertake to teach things they never knew themselves, and to train precious little children in qualities of heart and soul which they never themselves practiced or appreciated. A slovenly, incompetent teacher should not be allowed the charge of a school one day. He should be turned out to be a

Tea, coffee and crackers, with the usual varieties of pepper, spice, salt and saleratus are to be found in the several departments of Mr. Brown's grocery. On the front window several ancient lemons lay basking in the sun, while clerk, grocer, cooper, ditch digger, or to star

just behind the door a pile of feeble looking vation.

onions and beets are dozing in the friendly shade of a potatoc barrel; a cow-bell dangles from a nail upon one side, the clock ticks from its shelf on the other, and Mr. Brown's black dog, Growler, stalks up and down between, scenting the heels of his customers' boots.

Now this is a genuine grocery. Mr. Brown is a well dressed man, and sells cheap.

ITEMS.

WAYSIDE.

Mineral Point is to realize the benefits that re

sult from a good system of Public Schools.

We can assure the people there, that, as a pecuniary enterprise, twenty thousand dollars could be well invested, while the direct benefits in intellectuality and morality, would be incalculable.

An Educational Convention was called to meet at Mineral Point, on the 14th inst.-Our friends in that place are making efforts to elevate the Public Schools. We visited them about a year ago, and were fully persuaded But would you send Fanny there to buy that "something ought to be done." During butter for her biscuit, or cheese for your teathe past year much has been done to arouse table. Would you put William there an ap-public attention, and we hope soon to hear that prentice to learn the Grocer's business? Why not? Oh! Mr. Brown's grocery is not neat and tidy, your stomach quakes at the thought of eatables coming from his place; and he has neither system, energy or knowledge of business in him to impart to others. You want your boy to acquire correct business habits, and you will have him under the example of a correct and thorough business man. Precisely. We understand that the Teachers of But suppose Mr. Brown were keeping school Jefferson county, at their late meeting at Wain your neighborhood, wouldn't you send Fanny tertown, had a very pleasant and profitable and William to him? Why! Couldn't he session. We regret that we have not received teach them reading, spelling and arithmetic, the proceedings. It would add much to the and train them into systematic modes of think-interest of our Journal, if the Secretaries of ing, neatness of person, gentleness of disposi- the different County Associations, would send tion, quickness of action, and clearness of per-us a copy of the proceedings at as early a day ception, any better than he could your son in as practicable. We cheerfully publish all that the modes of packing away articles, marking is sent of an Educational character. the parcels, keeping the accounts, and selling the wares of a grocery? He can't indeed.

We notice that the people of WaushaMr. Brown's school will be just like Mr. ra county are awake. An Educational Convention was called, to meet on the 3d inst., Brown's grocery. You can tell it by a glance but we have not received the proceedings yet. through the door. The very air will have a codfish taint. Everything is slipshod. The In all parts of our State the Teachers are discipline is slipshod, the recitations are slipmoving. The Northern part of the State shod, the books and the studies of the school is particularly active in holding Institutes, and are rendered vastly more a disrelish to the 'in arousing public attention.

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