Litchfield enquirer., 1836-11-10

In thy far away dWelllng wherever It be, .s believe thou hast visions of mine; s5,# -a
 And the love that made all things music to me,
 lhave not yet learned to resign. a.'...
 In ss .ona h1s of be night on the of the sea-
 have ever presence that whispers of thee, E
 And my spirit lies down and islstill. & From the Common School Assistant. lf,s,.
 THE BELOVED scHooL-aa4sTER.
 That is title few schooImasiets win.-- had mamy. Some feared--some (alas!) almost hated-one there was loved {; and net only I. but every pupil he eyer had. His name (why should conceal il, for should this poor tribute meet his eye, his kind heart will not chide mine for indulg- ing its affection) was James Steveas0n.- God bless hin, in his snowy years If every teacher werc like him, the school would moi, be the place of gloom, that it is so often. Do you ask what were the characteristics of this beloved teacher whom I honor with fears as l write his name twenty years after was his pupil2 Twill attempt to describe ihem--perchance some may seek to emulate him. It will be no iancy's sketch, but fac short 1oiithe living reality.f7 l@a g3 ~odw ghsesa aetsHI aat f Hs Rad Aimself e lov;ng ksart.a He loy- ed luis God, aud therefore he loved every living thing, but especially, his pupils, for those he considered the lambs God had given him, to feed with ibs bread of ihe soul. lthink I see him now standing at the school room door tapping with his rod against the side to call us lin. Tlsere is no frown upon his face n0 boy is afraid to look up into that benevolent eye, but his pleasant Good morning, my soiis. meets with ready response from all. as we pass by him to o0r seats. His smile is like suD- shine in the room. Who can help loviug one who 90 evidently lovesfuslt We are ready for any task, for love makesit sweet. : tt@iEH4b3 BOW HE TAU0Ii1. alslt3taatui
 Y .He t0NgM as one ahO yenssmbered he lad to give an account. The lirsi duty 10 which he called us, was prayer to the grea. .eacher.,i Hardened, beyond the ordinary depravity of youth, must that boy haya been, who did not feel tue sacred infiuence of those brief petitions in which he be- sought of Him, who give,h wisdom to all who ask it, to enable him to teach US. and incline our hearts 10 learn from him. We all felt it duty to listen to one who felt so deeply his du,y to us. '. .-@
 He was patient with our difficulties. He remembered that we were there to ledrn, not fo know. and he therefore tangat and explained instead Q: chidiDg us for block heads, because ws saw not by iRiuition.-- If one explanation was not sufficient, he gave another, but never Jeff any ihing inlel- ligible unexplained. Like the mother teaching her child to walk. he accommo- dated his step to our tiny stride. He did not march ahead, commanding us 10 fol- low, bu, seemed 10 walk with us, sympa- ,Itising with our little troubles and cheer ing ns on with pleasant words and encour- aging smiles. If we did not at once com prehend, he rather laid the blame upon bis insufficient teaching, and tried to amend it. He never forgot his dignity in abusing us with opprobrious terms, and we never for get it by insulting him. .4ri
 He encouraged Onr propsr cariosify:-
 He was never weary of answering our, It. tie questions, but gladly availed himself.Oi any expressed desire fDr knowIedgs hy sis- ing ready and familiar repiy. It was therefore, a pleasure to recito to him. In other schools the boys try to shun their turn in reehstion, but all his scholars, who may read this, will remember, that we were always disappointed in not having the opportunity of showing we had moi been idle. The idfsrSs punishment was to be kept silent while the rest won his grateful thanks for having, at Ieast. desired to know. The dunce, from whom God had wiihicld the ordinary gifts of minds was not treated as criminal, but sti~uta,ed to do ''what he could, :" and allured to exertion such as he was capable of. Manys whom other teachers would harshly have turned back Disappointed and despairing. did he lead on 10 tha. sure industry. which, by pcrseyer- ence gains much ground. though slowly.
 nE tBApE THE SCHOOL PHEASANT. [.
 Hs made our studiss plsas0at Sy JaHit- ;ar illustrat;ons. He did not disdain 10 make his boys laugh by weif amed joke. I shall never forget some of his .ransia- lions of dry grammatical rules. Thus. the rule of the relative and the verb. 90 hard oi comprehension by the yonng mind. became easy and well fixed in the mind by thu forms "If no big dog come between the }. ii,,ls dog and the bone, ihe Ii.,le dog vii
 get itl: but t a big dog cOme between then
 Door lis,le fellow be must % wilhoHi.s EAnd the ruie-" The in6nitise mood hHl an accusatixe both before eu0 after Tts