Washington telegraph., 1850-11-06
EDUCATIONAL ITEMS.
NUMBER III.

men and thiags, teaches US that the most
effectual means Of success in the various
employmcnts of life, is derived from per-
severance united with the requisite ability.
No man has ever amassed large for
tune, or accomplished great enterprise.
without possessing, in some degree, this
particular trait of character,-th power
of directing his entire energies conlinu-
ouslv to one special employment Now.
what holds true Of the ordinary affairs of
life, equally applies to the subject in hand,
The second important characteristic OF
good school is perDaaneaCe. Without
this, I care not what may be the other
advantages. The school may possess
teachers of talent t,-suitable buildings
and all the facilities for impartin9 instruc-
tion,-but, unless it be placed upon
permanent foundation, sustained and cher
ished by permanent influence, and
directed by permanent teachers, 1t will
be curtaied in its measure Of usefulness,
and fail 90 obtain high rank among
educational institutions. 81 have spared
no expense in educating my children,
saws parent: Il have sent them to
dozen different schools and can perceive
no progress,-indeed / really begin to
think that my money has been useiessly
expended Is it to be wondered a; that
no improvement has been made under
such circumstances? Had these children
been continued at one school, in any re-
speet worthy of support, tar different
result would have been obtained. have
pupils in my own school. Of thirteen years
of age, who have been TO six OF eight
different teachers. Let pafemt seriously
enquire what is the effect of this system
upon the Improvement OF hls son or ms
daughter and he will clearly comprehend
the cause Of this want Of progress
The educated and conscientious teacher
endeavors, whenever child is entrusted
to his care. to inform himself OF the
nature, disposition. habits, and mental
ability of his pupil
Iiav;u. carefully formed his Judgment
upon all these points, he adapts his
course of study and his mode of instruc-
ton, to the condition and wants OF the
child. Any one who has ever been seri-
ousy engag ged IN this work, will under
stand how so many varied and different
motives aud modes OF treatment, must be
employed sn !he management OF even
limited number Of children. The teach
ey's AIM is to watch every movement OF
the inind,-to observe the slightest in
dications Of its awakening powers,--and
by his iudicious care, his cultivated skiil,--
60 aufoid, to invigorate, and to discipline
every faculty, and give direction and force
to the entire energies Of the mind. When
this knowledge is obtained on the part
of the teacher, and the course of mental
discipline properly begun and continued.
the scholars progress cannot be retarded
Should the teacher not have an educated
aud well-experienced mind himself.-or
fail TO act, in the management and ln-
struction or his scholars upon some we'll
defined system, designed to stimulate and
develope the powers of the mlnd.-the
improvements must necessarily be slow
aud uncertain, and gained not by the
Gorts of the teacher, but in spite of the
defects Of his management.
Now, mere glance at this position,
and the inference is readily percelved'-
it is, that nothing more predJudicia! 10
the sound, systematic, and thorough trsia-
mo Of the mind can offer ITSELF than
ers and schools. The experience OF every
good teacher supports The assertion, and
tAe evidence of thousands who have 1n-
wiaiingIy suffered the penalty, gives force
to its truth.
All teachers 60 not exercise their self
denying profession, for She sake alone o.
the peeuniary emoluEs.cnt. There are
other and higher rewards for the upright,
honest, and often maligned, instructor.
These consist in the consciousness OF duty
faithfully discharged. ill tae affection
and regard sometimes won from appre-
ciat;ve heams.--in the increasing conh-
delce and gratef&a rene naoranee OF parent
and pupil These perish not; these never
grow stale by use;-5ut form a rich
treasury of noble affections, of cherished
emotions, which often bring solace to
the heart when oppressed with care, and
ready to yield to the desponGlng influences
that SO often cluster around the teachers
pathway ia Efs.
Would you deprive the teacher OF al
these high and hardly-earned rewards!
Would you withdraw from his view iae
greatest and purest Incentives TO ais con
tinued exertions, his uneeaslng vlgils!
Render dis employment uncertaln.--take
from him his papis, as sooa AS the dnter-
course may become valuable to child end
endearing to teacher,-iet him forever be-
9in his work, and never experience the
delight of carrying it Oh to completion,
and your object is accomplished.-and
your teachers, denied this easily paid and
precious remuneration, will readily sink
their noble profession. and labor solely tor
"lhe main chance"
S. L. S.