, 1854-08-19

duty to God and our neighbor, which
should lie the paramount guide in this, as
in every other relation in society.
And yet standing as he does on grounds
of equality Of rank and right, with the pa
rent, the teacher is more liable to agrees.
ion partly because he is in fact, the work
man, the parent the employer, the Judge
and because he has more TO DO, he is more
liable to err
There are more points in his conduct,
and therefore a greater possibility of the
existence Of some to which exception may
be taken. And again--for we must calcu-
late upon the influence Of numbers-parents
are many, and strengthen each other-the
teacher stands alone TO combat the dnicul-
ties and yexations, arising from the imper-
feet conceptions of many persons respect
ing scholastic trimming, though in other re-
speets they may be kind, cOnsiderate and
indnlgent ... ...'
One or two of these difficulties we will
touch upon in detail
First, in reference 10 plans of nstrue-
tion
1t has been, and may be still in some
cases, practice of parents to judge of
these plans by the verbal report which the
pupils take home-possibly they do not
like some-possibly they do not sec The
reason Of others-plans needful 70? the
school differ in many respects from those
pursued by parent in the home training
and IL may be excused that the plans Of
the school should not be at once appfecia-
ted by those who have not in later life had
any connection with them, but it is due to
the teacher as well as requisite to maintain
a cheerful hope in the child's mind, that
no depreciating remark be made at home,
as well as that mention by the pupil of the
school be carefully guarded and checked
in the recollection, that children often un-
intentionally misrcpresent facts = detail
only parts Of them, and are biased and
partial observers as parties interested in
the result Of their own report. 1t is better
for the child, better for the parent, and
better for the community that the parent
be for time even ignorant Of school de-
tails-and that the scholar be not made
too precocious in observation, but be
taught obedience and reverence, and not
criticism and contempt Not that the
manly, conscientious and kind teacher has
much to fear on that head, but the parent
has herein on important duty TO fulfil.
The time and regularity Of attendance at
the school is another point to be noticed
in which home management affects the
order Of the school, and tho teachers use
fulness. Time is divided and its own duty
appropriated to every hour. We will sup
pose the pupil is not present in time. Some
important instruction is being given to the
class, and either it must be separately re-
peated, or the absentee remain in ignorance
of that particular subject or part Of the
subject, a hiatus-a blank is made, link
of the chain is lost. This is thought
less towards the teacher, occurring, as it
often does, from some trivial irregularity
at home, or from the performance Of some
unimportant errand. think right mind
ed parent would make some effort to pre-
vent irregularity Of attendance II he knew
the i'll effect Of any interruption to the
teacher, the scholar and the class
There are other triaing points, such as
oral messages not always clearly delivered
requests to punish for faults committed
at home-complaints about books, &c,
which we will not now dwell upon. But
the prime view Of the relation we are
speaking Of is this The position occu-
pied by the teacher makes him tempora-
ry substitute for the parent himself. He is
in fact the parent during the time the chill
dren are under his care His are the tolls,
the authority, the griefs, the joys, the sat
isfaction, the disappointment Of the parent
His duty calls for the exercise Of feelings
and emotions which no money can buy, no
money canrepay. His duty is self-sacri6ee,
is personal efort-it is not the instruction
bat the instructor that must educate
There is an unperceiyed influence exerted
continually by the teacher upon bis charge,
for good or evil Every gesture, every ex-
preston Of countenance, will do its work.
1t is not the uplifted rod or the scowl Of
simple displeasure unmingled with anxiety
or sorrow-not the loud yociferation of re-
proof or angry threat, but the dignifed ex-
preston Of disapprobation which carries
home to the mind in every word or look
the sense Of absolute wrong in the act Of
misconduct 1t is the tender or earnest
appeal, on the ground of well known rea-
sons for self application or careful beha-
WORT is the fact, the absence of which
nothing can qtone for, nothing supply-the
fact, thai the teaehv does really care for the
child is anxious for his welfare-feels real
sorrow when he strays from right, and re-
joices when he does we'll For the teacher
who thus fills his Office, would respectfully
claim the parents deep sympathy and earn
est cooperation. The effect of this harmo-
ny and concert on the child's mind is most
sanitary.
The next topic is, general diScipliHe--or
reward and punishment.-On this subject
the parent has just right to be watchful