The Caledonian. [volume] (St. Johnsbury, Vt.) 1837-1867, 1857-11-14

ath Siaa 10 see good beginning made
under the invitation of the Committee of the
State Teachers Association. refer to the
communication n. G. C., which has appeared
IN several Of the papers, under the caption,
"Get Good Teacher" very important sub
Ject, ably discussed. hope we shall hear
from n. q. C. again on the same subject.
There IS remark in the article in regard
to female teachers. which suggests few
thoughts that woul1 like to utter. In COM
pairing the value of male and female teaching.
the writer says: "O,her things being equal,
the male teacher can maintain in himself a
calm dignity of manner, and secure rever-
ence for just authority in the minds of the
scholars, better than the female, because
known to he able to enforce obedience. when
not cheerfnlly rendered" The mc,nin, and
force turns upon the word "because.- in its
connection with ability to "euforce obedience
ihs brings up the question with regard to
force and moral influence in their comparative
efficacy. as instruments ofschool government.
Inns Is lntrlrslcallv very important question
and 1t has an added importance by reason of
It's connection with the question as to the
relative value of male and female teaching.
In the part of his article preceding the
quotation have made, y. G. c. SAYS, Il, is
not enough that Your scholars learn some
thing. read better, and 60 through the ariti,-
metlc; the more important part of the teach
er's influence is upon their habits and charac-
ter. in refining their tastes. and inducing
respect and regard for education. and for all
that is good and worthy in a word, in the
impulses for good that silently 90 ont in all
directions. from the really good teacher, who
at once commands the respect and lore of his
pupils"
l have italicised two very significant parts
OF this quotation. thank Y. G. c. for
bringing out and giving prominence to these
thoughts impulses for good that silently
so out from the good teacher, and the power
in commanding the respect and love of his
pupils.
Respect and love. Nothing can be done in
the way either of instruction or government
without them. There may be an apparent
attention to the studies prescribed. but if the
teacher is an object of dread rather than af.
lection. it will be constrained, unnatural and
defective. So there may be constrained,
reluctant. sullen obedience, without parti-
Gle of the true spirit Of obedience.
How then. shall respect and love be secur-
ed' This is great question. To this y.
y. [. has given the true answer, namely: By
the impulses for good that silently 80 out, in
all directions from the good teacher.
These impulses for good are various. subtle
and complicated. They NAV be summed uo
i'll one word-CnARACTER. That is. distinct
and well defined moral and intellectual ouali-
ties. In how many ways NAV character be
brought out. SO as to make an impression.
1t sits on the brow, it looks out of the eyes.
it beams from the countenance, il utters IT,
self in the voice. il moves in the step. It
creates an atmosphere atmosphere that
will fill schoolroom with its influence. Chill
dren are generally good judges of character.
They will read and understand their teacher
whatever else may or NAV not be read and
understood by them.
Now what are the leading element. of
character that will command their respect
and love? Obviously. intelligence. capacity,
kindness. firmness. patience. sympathy, con-
benevOlence love of goodness.
Let these be combined IN Just and harmoni-
Gus proportions, and what magic power
will s,e exerted upon school. by the mere
presence of the teacher.-Who, in adult
years. has not felt the power of presence
marked by these traits of character. But the
Young are more susceptible of such impress
sions than the mature in years. How spon-
will love and respect spring up in
their hearts. when brought in contact with
such a combination of mental and moral
qualities.
On the power derived from the possession
Of these qualities. should be the main reliance
FoT successful school government. and not up
ON the ability to enforce obedience. Enforced
obedience is like the bending of bow. by the
application ofphysical strength. While the
force is applied. the bow remains bent; but,
it returns to its original position.
Now, instead of a strong arm, let magnet be
brought and held within attracting distance
the bow being of a substance susceptible Of
how different will be the re-
suit Not less different will be the results
Of the enforcing and attracting systems of
school government. This illustration does
not. howver. exactly present the true differ
'nce between the two systems Of govern
nent, since the bow steadily resists the a.
racting power of the magnet, as it does IT,.
olce of the arm, whereas the magnet powe.
If such character as l have described is TO.
'nly calculated to draw the pupil to ohc,i-
,nce. but, withal, to draw from him the sl,;r-
t of disObetience. 1t disarms him before n,
Knows it. as the sun in the fable gently drew
IF the cloak which the wind had in vain al
tempted to force off
How different these drawing and repelIiny