Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1843-05-26


MouAL Relations BETWEEN TEACHER, Az,
PuPrLs.--The great practical question, "what s,h.
thing most wanted, on the part of school teacher,
in order that they may fiji more worthily their biob
and responsible Office 2 is thus answered bv tbo
Rev. Mr. Putnam, in his Report, for the ScbooI
Committee Of the town Of RoAbury, Mass
1t is desirable, that the mind of the teach.
or should stand in relation of cordial SYM
patty with the minds of the children. He
should not only acquaint himself with their
capacity Of getting lessons, but their tenn.
pers and dispositions also. A school should
not be mere machine for turning out good
Rotations, but scene in which the master
mind is a centre from which all good in0u.
ences radiate, to brighten and expand ali
other minds. The heart Of child is
great study for his teacher, and he is but
poorly fitted for his Office till he understands
that heart, and knows how to make his wav
TO If. 1t is not enough that the children
receive all his instructions and do ali his
bddings; we want to know what motives
he appeals to, what feelings he excites, wha,
he dilluses The young buds of spring
want sunshine, and so do young minds
the sunshine of kindly and gracious words
and looks; they must have it, or be dwarf.
cd and chilled. Let us hear the ordinary
tones of the teachers voice in his inter
course with his scholars and we can come
to the conclusion as to his usefulness
quite as just and important as when we
have listened to the exercises of the class
es. We can tell whether he care for the
children's Improvement for their sakes, or
only for his own triumph at the next exami-
nation. And here lies the difference be-
tween mere disciplinarian and a true-heart-
ed, whole souled instructor, who is disci-
plinarian TO be sure, and great deal more
besides,- difference not sufficiently under
stood. A thorough disciplinarian, sue
cessiul exacter of good lessons, is valua-
BILE man as the world goes but when you
find man who, besides being this, has
sunny and genial spirit, an agreeable TEN
per, sympathetic heart, knows how 10
come at, and draw out and keep out, the
best, most generous and pure and high
toned sentiments in the breast of child.
and to promote the growth Of the heart and
soul, as well as of the intellect he is a
rare and great man; you cannot prize
him too much: money cannot pay for the
good he does.
Corporal punishment is not, and canno,
be, absolutely prohibited in our schools
There are some young spirits that cannot
be brought under higher influences, except
by this as preliminary. The rules of our
board allow it only as a last resort. We
would have it the teachers strange work.
And a firms 80 ,,ch -, II.
No instance of such punishment that has
been investigated by this committee has
given proof Of any cruel or unnecessary Sc
verify, and yet we hope that personal chas-
tiScment will be found more unfrequent and
unnecessary. We must not take the rod
out of the teachers hands, but we NAV hone
they will never have tho J;sps.:.:sn, aud
very seldom feel the necessity, TO take it in
to their hands. But whipping is no great
err evil than scolding, If SO great. Taunts,
Jeers, threats, sullen or sharp words, out
breaks of Immature and vexation, tones fix
ed into harshness, and looks unchangably
soured, these are the pest of school, the
besetting sins of Observation-Disclosures incl
dent to his position, and which he has pres
sing occasion TO resist These things ale
Mate his pupils from him. put barrier
of ice, nay of sharp spikes, between his
mind and theirs. The intellect of the child
may be sharpened and crammed, but his
soul will he pinched and beggared; his spir-
ii will either be cowed and crushed, or else
embittered; and he is permanently injured,
and that too though he recite like book,
and 60 through the drill with precision of
a grenadier. In all our schools we want
TO hear words of encouragement, tones of
kindness. We would see authority temper
ed, not relaxed, by love-; firmness for
t!fied by mlldness heart answering TO heart;
mind pouring itself into mind genially; the
common routine of labor and learning, be-
come labor of love; and all the inter-
course between the teacher and the taught,
full of the tokens of mutual interest, afec-
ton. and respect.
But is this practicable this union Of
discipline and genileness thorough drill and
soft manners; absolute authority aud pleas
ant speech; is it possible! Yes, is il posi-
Bile, but it is difficult; il is a very high and
rare attainment. In its perfection we ex-
pect not to see it soon; something of it We
do see already; vastly more of il we hope
to see. 1t is very difficult. Whose attaiDs
digh degree of it will show himself su-
perior man. 1t is the great thing TO be al
tended to now by teachers and their coun-
sellers. 1t is this that must mark the next
great era in the elevation of schools. Drill
and recitations were the last-this the next,
the hardest of the greatest not TO super
cede the former, but to be superadded tot:
The first step towards forwarding this kind
OF improvement should be taken by school
committees. They should notice and ap.
preciate other things besides the degree Of
Stiffness in the room. and promptness IN the