men? Different opinions were expressed the other into all that is soft and amiable. by the members; but, in my view the My firm conviction, as the fruit of much most judicious opinion was, that, both in op:ortunity to observe their progress from capacity and disposition, the children or childhood to full maturity is, that men are, the same family are exceedingly u:like by'in faet, far less what they were by nature nature ; that parental example and mutual than what they are by education and by affection make them approximate toward grace. each other as they grow up; and that a DR. DWIGHT AS A TEACHER.-Of the judicious education may, hy the grace of many instructors of youth with whom it God, bring them all finally to the same has been my happiness to be intimately high standard of excellence. The greatest acquainted, several hare presented high prospect which either parents or teachers models of the gift of teaching; but in runhave of accomplishing so desirable a re- ning along the illustrious line, my eye sult, begins with a clear understanding of fastens upon President Dwight, as the one the peculiar powers and propensities of who exhibited this gist in its highest deeach child. One requires the spur and an- gree of perfection. Ile combined in one other the rein. Is the child sellish and all those elements which have been enustingy? teach him the pleasures of be- mnerated as composing that extraordinary nevolence, by leading hin, unconsciously gist: the benevolence which earnestly to himself, to perform acts oi disinterest- longs for the good of the pupils and never edness and generosity. If there were in the tires--the kindness which wins affection same family two boys, of whom one was the authority which secures obedience excessively seltish and the other lavishly ---the dignity which insures respect-the generous, we should probably see in the accuracy which inspires confidence-the one the type of the sordid and penurious zeal which awakens enthusiasm-and the man, and in the other of the noble and learning which compels admiration. The generous citizen. But when they grew contemplation of President Dwight, as a to manhood, we might find the first giving model instructor of youth, proves that no largely from principle what careful and splendor of genius or intellect, and no eleeconomical habits of life had enabled him vation of moral attributes, are unapproprito save, and we might find the other either ate to the accomplished teacher. Since it poor, with nothing to give, or scattering is an acknowledged fact, as already menhis gifts profusely and indiscriminately. tioned that men of brilliant powers of mind Parents are apt to be pleased with even an and great learning are sometimes deficient excess of generosity in the young child, in the gift of teaching, while the same facand it appears, indeed, to be an amiable ulty is possessed in a good degree by othtrait of character; but it sometimes turns ers of less distinguished talents, some have out badly. The same indifference which hastily concluded that great talents, and the child manifested to what was his own, especially brilliant genius, are of no use, makes him equally insensible to what be- and quite out of place in the character of longs to others; and along with a profuse the teacher. But in the case of President generosity grows up a want of conscious- Dwight, every one of his great powers, ness of the sacredness of property, and a both moral and intellectual, was in daily corresponding want of strict integrity.- exercise, and each contributed its share; I knew a physician who would sometimes a powerful intellect in developing and exmake the most exorbitant charges, es- pounding truth-genius and taste in clothpecially if his patient happened to be rich, ing it with interest and beauty--the elonot because he was eager for money, but quent tongue to persuade—the flashing because, in fact, he attached no value to eye to enkindle—the ardent zeal to awakit, and felt it to be of little consequence en enthusiasm--the spirit of love to win whether it was in his patient's pocket or affection--the faith of the Christian takhis own. In the degree of native sensi- ing hold on eternity--stores of learning bility, too, children differ exceedingly ;- so ample and arailable, to elucidate every one is the sensitive plant, that shrinks at point in discussion, that each subject that the least touch; another is as impenetra- successively came up seemed to have been ble as iron. Yet a proper education may that upon which the attention of the arm the former for the strife, and mould teacher had been specially employed; and,

71

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pupils.

1

indeed—so constantly had the purpose of such an aptitude would enable its posHle

filling to the utmosthis profession of teach- sessor to reach a higher mark; but wither, been the grand object of his life-overy out the most assiduous and long-continued important fact he met with in his daily eliört to develop and perfect the gift of nareading, and every new truth at which he ture, he may see himself greatly surpassed arrived in his hours of meditation, was by a rival who had not one spark of orig. carefully stored away for the benefit of inal genius. And if we look at the elehis pupils. It was, moreover, so method. ments of the gift of teaching-benevoically arranged, and so intimately in his lence, authority, the power of forming memory with the lesson when it was to instinctively, a just appreciation of the be called out in proof or elucidation of character and genius of the pupil-we see some truth, that it never failed to present that the life of each consists in action.-itself when the occasion required its ap- What is benevolence, as an abstraction? plication. Forty years and more have Is it anything separate from the actual exnow elapsed since I sat at the feet of this ercise of the spirit of love? What is augreat teacher; yet hardly a single day thority, except when used to command ? passes but brings to my recollection some And of what use is such a power of disuseful saying of his, so fully did his rich criminating the genius of the pupil, exand varied instructions reach forward to cept when exalted by caresul observation ? all the exigencies of the future lives of his We can not indeed promise, that by any

art the purely selfish can ever make good I imagine that the late Dr. Arnold, the teachers. We would certainly recomrenowned Master of the Rugby School in mend them to follow some other calling, England, afforded a similar proof that the than that of training the ininds and forinprofoundest and most varied powers of ing the hearts of childhood; but grant us mind, and the richest stores of intellectual benevolence, and on it we may, by assidwealth, are all appropriate to the accom- uous culture and due experience, become plished teacher, and are all available in the adepts in the art of teaching. exalted art of training and storing the But, now, if we would portray the model opening mind of man for the highest in- teacher, whether gifted by nature, or tritellectual efforts, and for molding the heart umphing by voluntary efforts over all the to the noblest deeds of virtue; for such is antipathies of nature, we must dip our the lofty idea that properly attaches to peneil in the purest colors and make the the exalted profession of teacher. dimensions of the canvas exceedingly am

3. THE GIFT OF TEACHING ACQUIRED, ple. It is required of the instructors of It remains to inquire, in the third place, children and yonth, that they themselves how far the gift of teaching may be culti- be examples, as far as lies in their power, vated and improved, where it exists as a of all the excellence which they desire natural faculty, or how far the same power or expect from their pupils. If, brother may be acquired, where it was not given and sister teachers, we would make accuby nature herself. So far is the gift of rate scholars, we must ourselves be accuteaching, considered as a natural faculty, rate scholars. Nothing but entire and from being sufficient without due cultiva- uniform accuracy on the part of the pretion and improvement, that without these ceptor, either can or ought to command it is nothing, like genius to the sluggard, the confidence of the learner, who justly or wealth to the miser; and so far may looks to his teacher for a standard of truth skill in teaching be acquired by those who If we would witness, in the young aspir are not thus gifted by nature, that no one ant, delight in the acquisition of know need despair of becoming, by his own vol- edge, we must erince by all our conduc untary efforts, if rightly directed, a useful the high appreciation in which we held and even an eminent teacher. Is it not so great a treasure. If we expect him in other arts and sciences? In music, or piy the oar with all his might and mai poetry, or sculpture, or painting-in math- we must set the example of the highe ematics, or mechanics, or astronomy, did industry and be most frugal of time. any one ever become great by the mere we would aid him to gain the mastery o possession of genius for that particular art stormy passions, or groveling apetites, or science? With the proper cultivation must make it plain that we have gair

a

DY MIYXIE GRAVS.

he same victory over ourselves. If we

TEACHERS. would have him acquire refinement of manners, and true politeness, we must reg.

IMPROVEMENT OF Teachers. — If our ulate our intercourse with all persons, schools are to be kept in a good condition from the child to the man of gray hairs, and to progress from year to year, they by the principles of the true Christian gen- must have good teachers. And these tleman. If we expect that he will heed teachers must every year become more our advice, to seek above all to become a and more skillful, as well as more learned. Christian, we must exhibit in our lives and There can be no such thing as standing conversation the beauty of holiness.

still, on the part of our schools. If they do not partake, with all branches of bu.

siness and science around them, of the TIIE DREAM LAND.

common impulse and law, and move on, at a pace commensurate with the progress

of all else that is good, they must, very They may talk as they list, but the Dream soon, fall behind the wants and demands Is the loveliest land of all, [Land of the community, and be discarded. For the beautiful flowers,

But in spite of the increasing attention of its perfumed bowers,

paid to schools by the legislation of a On the senses never pall !

State; in spite of the increased interest Oh! the radlient lights of the Dream Land! felt by parents and guardians, in the wel. How they dance and flicker and flow,

fare of the schools at which the children Till their glorious gleams, And their rainbow beans

of our population attend; in spite of all Make bright the world below!

the labor and study, expended in writing,

printing and speaking on this popular Oh! the sweet voice of the Dream Land! How their echoes float along!

topic-education; if the teacher cannot

be made to feel the need of constant proThrilling the ear With music clear

gression on his part, and of higher and Of some old remembered song!

nobler attainments each year in his pro

fession, the schools cannot long maintain Oh! the sunny smiles of the Dream Land ! With the loving words and tones

their hold on the affections of the people. Float softly o'er

"As is the teacher, so will be the To that golden shore,

school,” is a maxiin as true now as when Where the heart's pure gems lie strewn. Pestolozzi first said it. Thank GOD for the blessed Dream Land !

To keep the teachers, therefore, on the Where the loved ones come and go,

road of progressive improvement, in their Like angels bright

own personal character and habits, they In the holy night

must, like any other profession, be able To the slumbering bere below.

Ito have frequent meetings, for discussing

among themselves the great principles that INNOCENCE AND ENVY. lie at the foundation of success in their

work. They must often, or at least sometimes, be brought in contact with the lead

ing minds engaged in the same holy callOn a clover blow,

ing, and drink in their spirit. They must, At the twilight darkling,

in some way or other, be enabled to see Sat a fire-fly low, Innocently sparkling;

new methods tried, and to hear new theHim a toadling base,

ories, if such there be, propounded and Fix'd his deadily eyes on,

examined. They must not always read, And upon his rays

and study, and experiment in solitude ; Pour'd his elammy poison. but must come into personal contact with “Toad! what have I done?

others, and learn how they have studied, What designest thou ?”

what they have read, and now their exSaid the envious one, ““ Wherefore shinest thou ?"

periments have succeeded or failed. All

FROM THE GERMAX.

voting his energies, and to which he ought him, and find him more self-possessed and to contribute something of improvement. flrent than is usual with young candi

MEETINGS OF TEACHERS. — In order to dates, and he receives the coveted certifido this, teachers must have opportunities cate, which makes him a schoolmaster.— of frequent and elevating intercourse with He now enters upon his school without each other. And paid, as they are, so in- any specific preparation for the daily rousufficient wages, and laboring so entirely, tine of the school-room, and is but a poor as they do, for the advantage of the State, substitute for a master or teacher. Learnit is but just and proper that the State ing and communicating knowledge are alshould meet a large share of the expense most as much opposites as the two poles of their gatherings. This has been the of a galvanic battery; and something more spirit which has governed this Legislature is needed than a thorough and accurate is making the annual appropriation for acquaintance with scientific truth, in orthe Teachers' Institutes, and no one ques-der to enable a man to instruct, to govern, tions, but that even a larger sum, ex- and to elevate in virtue the youth compended for this same purpose, would be mitted to his charge. Truth must be still more profitable.

mastered. But, in addition, the teacher It seems highly proper to suggest that should know much of his own nature, and the State by its Legislature, or the sev- of the nature of the human mind; and eseral town committees ought, in some way, pecially should he know how to apply to grant privileges to those teachers, who motives to stimulate inquiry, and how to give up their time for a week, and cheer- arrange methods for gaining and for refully pay their expenses to and from these taining what this inquiry may bring home. gatherings, in order that they may be- Thus the teacher needs much study and come more useful in the school-rooms practice in the methods of communicating where they shall hereafter labor. This truth, in disciplining minds, and in gov

consideration might be given in time, as erning and controlling the actions of those ! is proposed in the State of New York, for whose conduct he is in some good where a week spent at an Institute, and sense now made responsible. To acquire certified to by a County Inspector, shall all this, demands time and opportunity. entitle the teacher to draw the wages of He ought to have been some seminary an extra week, from the treasury of the especially designed to train him for his district where he shall be employed; or it vocation. might be in the form of a higher certifi- The Teachers' Institute is designed, in cate, which would carry with it assuran- some good degree, to supply the want of ces of greater zeal and enthusiasm, if not such opportunities; and it has done a vast of greater literary and moral qualifica- amount of good. Circulating from place tions.

to place annually, it has-while instructQUALIFICATIONS of Teachers.-A tho't ing and inspiriting teachers, and inciting closely connected with this, has reference them to know, to prize and sympathize to the qualifications of teachers. "Much with each other, and to love and honor annoyance is caused to school commit- their own profession--accomplished for tees by a lack of proper moral and literary the people of each place, a vast amount of qualitications. The half-educated, and good, by stimulating them to renewed often thoughtless, young man, or woman, zeal in the cause of education, and by urgoffers himself as a candidate for the re- ing them to greater exertions in maintainsponsible post of teacher, with little re-ing all the accessories of a good school.flection, and less preparation, for his mul- Robt. Allyn, Com. Schools, R. I. tiplied duties. He has been over the round of school studies, and has found himself more fluent than his companions;

INGRATITUDE. and hence concludes that he is fitted to instruct those younger and less experi- INGRATITUDE is the arid desert in the enced than himself. He presents himselt region of the human heart, warmed by before a trustee and proposes to teach a the sun and watered by the rains, yet school for a small compensation, and is continuing as bare and unproductive as hired. The school committee examine before. It exhibits the sluggard's garden

NUMBER THREE.

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in our soul, bearing disgraceful testimony which has poisoned the happiness of both against its owner and itself. It is many homes. Dear friends, be kind to like the barren fig tree in our profession, children. which after years of watching and of cultivating, brings forth no fruit. The dark

(For the Journal of Education. mine yields ore, and the hard rock gives COURSE OF INSTRUCTION FOR OUR gold; from the worthless shell we gain a

SCHOOLS. pearl, and from a poor worm we are supplied with silk; but from ingratitude we get no return. It is darker than the mine, and harder than the rock; it is more

N ancient manuscript, in speaking of worthless than the shell, more mean and Mary Beatrice of Modena, who afungenerous than the worm.

Some sins terwards became wife of James II, says: have a specious appearance in the eyes of " For her acquirements she read and the world, whereby men's minds are oft beguiled to call them virtues; but ingrat- wrote Latin and French, possessed some itude possesses not a single redeeming taste in painting and was a proficient in quality. It has no specious appearance, music; but of those royal sciences Geogno fair colour, no bright side whatsoever. It is unmixed evil-essential ever—"only raphy and Ilistory, which ought to form evil and that continually." Historians the most important part of the education have not recorded it in any single instance of princes, she knew so little, that when with approbation. Moralists have made her mother announced to her that she was no exceptional case in its favor to admit it among the virtues. Poets have not been sought in marriage by the Duke of York, heard to sing its praises in any nation or

she asked with great simplicity “who the language under heaven. Philosophers may Duke of York was.' Her mother told have pandered to almost every vice, but her that he was the brother of the King none have pandered to ingratitude. Mer- of England and heir presumptive to the chants have made gains of innumerable sins, but no man has turned ingratitude realm. But the princess was not a whit to account. It is an unstamped coin of the wiser. She had been so innocently the kingdom of darkness. None acknowl- bred,” observes James in his journal, edge it in earth or hell. It is a vice so

that she did not know of such a place as base, that even the vilest of men will burn with indignation when denominated in England, nor of such a person as the Duke grates. Ingratitude is robbery, for it de- of York.” This innocent education seems prives the benefactor of the acknowledg- most barbarous for a princess to say the ment that is his due. Ingratitude is least. In our land all are princes and rebellion, for the King of heaven has commanded us in every thing to give thanks. princesses. These "royal sciences” are Ingratitude is cruel, how many a heart important to all. To become a good citihas it not broken? Ingratitude is a mon- zen, a sovereign citizen and to be able to ster which, whenever it appears, obtains exercise the rights of sovereignty wisely, universal execration, standing unrivaled in its own peculiar turpitude, alike ünex- one must possess a good knowledge of cused and unexcusable.

Ilistory and Geography. A knowledge How revolting, therefore, how "

ex of the physical features and resources of ceeding sinful” is ingratitude towards God. the globe, an acquaintance with the posiIt deepens the guilt of all our other sins against him, and imparts to each of them tion of different commercial marts, their its own hateful charaoter.

case of access and the sources of their

prosperity, a general idea of the form and Be kind to Children.--People seem to structure of the earth, its motions and forget the keen anguish which an unjust word brings to a child. It rankles deep, their effect upon the climate—a pracand in after years leaves a bitter fruit|tical knowledge of the position, shape and

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