Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1846-11-19

SPV" wv" may Wahily uepenu tue success or tail
ure OF rhe student. IN general, the problem whet
or the scholar shall become the close, accurate. an
well disciplined thinker the sound aud esleeme,
: member Oh the community or the weak, and nel
: hcient man, not Tree thinker, but free from al
thinking, is one for the solution of the teacher -
} The intellectual Improvement Of the pupil is il
part the legitimate product Of the masters labor
What the scholar is. and what the man shall be
have an intimate relation TO those who are the pat
tern OF his habits aud the guides of his education
A thorough disciplina,Ion is the highest style O
the teacher; and rigid discipline should he III,
motto Of every one who undertakes the training o.
the young
| whenever the master or mistress enter theil
school room in the morning LEI them not forget
that the impressions and dongs of that day MAJ
constitute an important ingredient IN the welfare
Of their scholars. when they shall have grown to
manhood or declined to tie feebleness of age
And finally the moral training of the scholar is
partly committed TO the teacher and especially is
he responsible Ear as the one is to be influence
cd by the tenor Of the others life. From their ne.
cnar relation. the teacher wields an incalculabe
power over the con6ding pupil. He goes out from
the presence OF his master with the sentiments and
feelings. the hopes and fears the habits aud resolves
with which his presence and instructions have in.
spired him.
Under the prompiings Of pleasing confidence,
II beset with trials, and despairng Of success, he
hasens to his teacher the oracle OF his wisdom
Who does not recoIlert with what respect--nay.
OF reverence he looked upon the master or mistress
when led by the hand by some older brother or SIS
ter. he for the first time entered The school room
How legby written on the tablets Of his memory
are the scenes which there opened upon his won
dering mind! With what marvellous thought he
gazed around upon those on the seats above him
with longing anticipation of the time, when he, TOO
should be entitled to leave the benches Of the youn.
each d 4! 4f s st hs he
And who has forgotten with what light aud joyous
heart he fastened home tell his parents or broth.
ers,or sisters all the strange events Of the ve long
day" How swelled his bosom aud sparklcd his
eye, he delivered some little message Of HE
teacher, or spoke of some cheerful word OF CON.
mendaton, received as the reward of his meriio-
rious conduct. The teacher fills all his thoughts,
and constitutes the chief object OF his little world
Early impressions are proserbially permanent
Those OF ripper years fade from The recollection
while these remain our life companions by day and
by night 1t is not, indeed, for us TO know but
tina, the habits aud opinions formed in the school
room, may decide the momentous question, wheih-
err the scholar there shall become the man or wo-
man. distinguished for all the virtues and charities
OF life whose praise shall be. that they went forth
with strong hand aud earnest heart, to the work
Providence had assigned them 10 do, aud whose
memories shall be cherished as a rich legacy by the
wise and good; or WHETHER abandoned 10 the scan
dial Of vice and crime they shall lead life Of mis-.
e-y and shame, and whose final end shall awaken
in the living only the prayer TO Heaven, ito be
saved from such life, and from such death"
The scholar should be early taught and constant
ly reminded Of the most important truth, that.
whatever else in this world may be desirable, a
pure and exalted moral character is above all price.
| mean character in its wide and liberal sense, as
embracing all our passions habits modes ofihoughi
intellectual, moral, and spiritual conditions
Wealth may not always be desirable, or ever yaln-
able. Its charms may fail to fascinate The love
Of high aud honorable station may grow chill over
the wreck Of disappointed ambition. Life itself
ma, hs.oue ;,,lo,;o,sf when ou,c,a.sd nv the
~..,;s.o oc o,;e.iols r., ,yho can Name A.,
,ima",hs ,lacs-o, The occasion yben he would
,.a .hovo all ~. f,,os Of an ,n,Ja,;sh
"a .,,,.,;on,
II is not insisted that the master should formally
announce the ,eacbine nj mo,ali,v oy rel;ron NJ ,
~ - = So, 10
part of his mission, Tor II Is most emphatically
,,ne in resnect 10 these. thai success does M, al
""e' =" 'esPee' W "e'e' ''a' '"eose' ooes "oi az