Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1857-10-23

er. Some examples in subtraction
Borrowing ten, is dividing the minuend
into two parts. for convenience. Thus
we use what We have. to get what we
have not Exercises closed.
EMMA l.. TREvETr, Frankfort.
Evening services commented at o.
clock. Singing by the Choir.
Lecture on School Government by
Prof. Chadbourne. He said. first, schools
must be governed. Reasons-lst, That
trey may be profitable; in other words,
that the scholars may mahe rapid and
thorough improvement. I'd, Our Gov
ernmcnt is republican, and no individual
is fitted to govern unless he has been
g, verned, or has learned to Obey.-How
shall they be governed? Village ph:los'
ophers will give thousands of rules, but
they fail in nine cases out Of ten For
merly, great size and physical force were
considered essential to success in this
respect. The public mini has become
more enlightened, and such qualities in
the teacher as the following, are consid-
cred more etfectual in securing and MAIN
tanning government Ability to ln'
tercst the scholars. They will ever be
busy about something - Whispering,
pinchins. swapping paper balls, unless
their attention is engaged in some inter.
est'ng exercise. Cd, Selfcontrol. Teach
ers should be calm, and collected under
ali circumstances. That teacher who
can say to scholar, shall punish you
for this offence, and promptly do it, has
an element of success. Sd, Kindness.
We may chain tiger and lead him with
chains, but nevcrcan change him to a
lamb. No more can we make good chill
dren by the slavish chains Of fear must
get hold Of their affections, and excite
the higher emotions of the soul. 4th,
Uniformity. If laws and rules are brok.
en-, penalties should follow, and be as
sure as the result which follows the pre-
sumptuous act of putting the hand into
the flames, or jumping from some high
elevation. 5th, They should show no
par;iality, should treat all alike; that is,
Just as the physician treats his patients,
as their respective wants demand. 9th.
Teachers should have large share of
that most invaluable and uncommon thing
called common sense. Good common
sense is considering and dealing with
the world as it is.
These are essential qualifications, which
may oe considered more Immediately
under the control Of the teacher, and
which Prof. Chadbourne thinks essential
to the prope, government of schools.
Professor Chadbournc then spoke Of
some points which teachers think are be-
yond their control, but which he thought
came within the sphere of every teachers
duty.
LIST, Proper care of the school house.
Everything educates, and it is too true
that many Of our school-houses educate
for the haunts Of degradation. The
school house should be an object, and the
schoolroom a place. the appearance Of
which would impress the mind with the
principles of virtue and sound morality
1t is the duty Of the teacher ~ keep it
so.
Teachers should know how their schoi-
ars are governed at home. For this
reason they should become acquainted
with the parents. This viii. assist in
sustaining them in the community.
Teachers should know the natural dis
positions Of scholars. Most districts
have one Knowing scholar. He is always
fin ding fault with the teacher. The best
way to get rid of him is, to let him ALONE.
Manage bad scholars by. contigued
kindness. Show them that you have
confidence in them. Impose upon them
some important trust, and in most cases
they will not violate it.
A fev Special Items.
Be as familiar with your scholars as
you can and govern them. Need not be
afraid of laugh or "a joke. A teacher
should be respected for his Office. After
all. corporeal punishment will in some
cases be necessary; but it should be so
administered as not TO degrade, or cause
the scholar to lose h,s self-respect, and
especially never to cause bodily injury.
Never encourage tattling.
After teachers have done their best,
people will find fault. Don't let it trou.
BILE you. You are put into tn, school 70