The Jeffersonian. [volume] (Stroudsburg, Pa.) 1853-1911, 1855-08-02
NO. 81.


much thinking, much practice; and con-
sequently the matter is made clear to the
chlId's mind as he goes on. Therein lies
the whole secret Of success in teQchlng.-
Steam may be the very best agent in the
world to propel an engine; a complexity
of wheels and handspring may keep the
best of time; but neither steam nor wheels.
nor any winding-up process whatever,
can avail with the mind. 1t must act of
itself, must see, know, and comprehend.
have heard teachers object to so much
explanation and familiar conversation
with children about their lessons, on the
ground that such course tends to make
the pupil depend upon his teacher instead
OF bis own mind, as is intended. But there
is no necessity that such a result should fol-
low. Let the instructor explain &queston,
and draw out questions upon certain sub
ject; connecting his teaching perhaps with
a page from the textbook: then, at the
proper time for recitation, let him require
thorough exposition of the same subject
from his class; not a mere repetition of tho
words contained in the book, but q clear,
concise account of the matter; and if this
course is carried out fully, can the schol-
ar depend on anything else but his own
exertions, his own mental efforts!
All this may look like a very Iabori-
Gus task. It IS hard. Teaching is al
ways hard task: but it is easy also; and
all teachers know and feel that it is caslSct,
when we can see that our pupils really
know Of themselves what we have endeay-
ored to teach them. 4 sudden look of
intelligence in child's eye, as he catches
the true meaning of some difficult prob
lem which we have spent hours aud per-
haps days in ezpoundiDg to him, more
I than rcpays Us for those hours and tho
assurance that the seed we have planted
has taken root, and will grow, and thrive
and bring forth fruit, is the sweetest re
ward We can receive.
There are children; more or less, in all
schools, who will not be taught reasona-
bly,; who cannot be induced to love learn
ing for itself, or for the benefits it be
slows; whom no kind incentives will in
fuence, in whom we can excite no real
ambition for virtue and truth in short,
who seem determined to educate them
selves only for evil. But thank God, they
are few comparatively,-the exceptions to
the beautiful. For such let US do always
what we can, kindly if We may, severely
If we must. And though they may seem
onl y to mock our endeavors, the germ Of
truth and right hidden away in their
hearts will be touched, and in due time,
though we may not live to see it, good
results will follow, as surely as there are
a seedtime and harvest.
Kind words, cheering smiles, and looks
of appreciation, are very efficient agents
in the school-room. Teachers should al
ways be ready to approve the right, and
not, as is in many instances the case, re-
ceiVe the good passively, as if it required
no effort This is all very well in the
intercourse Of man with man, but who are
apt to forget that children are not men.
Let US never find fault unless it is ab-
solutely necessary. A teacher who is
continually fault-fnding, will soon dis
courage even the most ambitious scholar.
Let US treat them always as reasoning,
thinking, immortal beings, able to do an5l-
tttRg that they firmly purpose to do, and
capable of growing very near to the hcav-
enly.
Here is great work to be accomplish
ed, and we are but 'hewers of wood and
drawers Of water but it is early morn
ing now, and the task is wen begun. Let
rs do ca" work faithfully, and faint not
by the way.