The Middlebury register. [volume] (Middlebury, Vt.) 1850-1882, 1857-11-18
NUMBER 81.

Il
is good and worthy lin alword, in the
impulses for good thar silently 80 oxt
10 oil directic ps, from the really good
teachers, who 1t once commands Gte re.
spect and love Of his pupils"
/ lave italicised two very significant
parts Of this quotation. / thank N - g,
Q. for bringing out aud giving promi.
nence to these thougbts--the impulses
for good that silently 20 out from the
good teacher, and their power 10 com.
manding the respect and love Il his pu.
pills q LOS ~. ...,.i,,sa,.,,s,t i
Respect aud love Nothing Gao DO
done in the way either Of instruction or
government without them. There may
be an apparent attention to 1.-The Jtudios
| prescribed, but If the teacher 10 an, OBJ.
| ject Of dread, rather than affection, it
will be constrained. unnatural and de-
fective So there may be constrained. I.
reluctant, sullen obeIieucs, without .
particle Of the true spirit Of obedience.
How, then, shall respect and love be
secured This is the great question.
To this N. G. c has given the true 40.
swer, namely: By the impulses for
good that silently 20 out, in ell diree.
tions, from the good teacher.
These impulses for good are various,
subtle and complicated They may be
summed up in one word--CHARAcreR
that is, distinct and we'll defined moral
ard intellectual qualities In how many
ways may character be brought out. 50
as to make an impression 1t sits 90
the brow, it looks out of the eyes, Is
beams from the countepsnoe, il utters
itself in the voice, it moves iu the stop
II creates an atmosphere-au atmoe.
pbere that will fll school room with
its influence. Children are generally
good judges Of character They wiz
read and understand their, teachers,
Whatever e.so may or may DOT be read
and understood BY them -' p'1-
Now what are the lesding el lements Of
q character that will oomEa and thrir 70.
spect and lovc2 Obvious y, intelligence,
capacity, kindness, 6rmness, patience,
sympathy. conscien tiousness, benevo
lence love Of goodness Let these he
combined in just aud harmonious pro.
portions, and what magic power will
be excrted upon q. school, BY tho mere
| presence Of the teacher Who, in sduit
years, has not fels the power Of . pres.
ence marked by these traits ofchsraotes.
Bot the young are more susceptible Of
| such impressions than the mature 10
years How spontaneously will love aud
respect spriug up in their- hearts. when
brought in contact with such = eombi.
uation Of mental aud moral qualities.
On the power derived from tho pos.
session of h se qualities. should be the
main reliance fpr succc ssful scbo.l gov
ernm mt. aud not upon the ability TO en-.
force obedience Enforced obedience is
ke the bending of bow, by the srpli.
"a ion # physical strength. = While the
fore, is applied. the b. " remains bent
but. wi,htrawn, it returns to its original
position. Now. instead Of strong arm
let magnet be brought and held with.
in attracting distance the bow being OF
a substance susceptible Of atrrs.tiou-
and how different will be the result. Not
less different will bo the results Of thc
enforcing aud attracting sysiems of
school government. This illustration
does not, however, exactly present the
true difference between the two systems
OF government, since the. bow steadily
resists the attracting power Of the mag.
net, as it does the force Of the arm,
whereas the magnetic power Of such
character as have described i, not Only
calculated to draw the pupil TO obsdi.
ence, bat. wi hal to draw from him the
| spirit OF disobedience. II dissrms him
before he knows it, as the sun 10 the IA.
Tie gently dew of the cloak which the
wind had in vain attempted 80 force Of
How different these drawing and re-
pelliug influences in their governing
power the power, moan, to iaovs and
mould the heart and secure its .obedisncs
Let the teacher SO condue, .himsslf A. to
make the power to enforce obedience.
the main instrument Of securing H. and
fear, dread, aversion, sod desire to GET
away from school viii become predomi.
nant. The pupil will regard the teacher
as standing in a position Of hostility to
him and bis feelings viii either become
ca lous and doiapt, or sinh down 70
reluctant, eringing, .abject submission.
What an ipHusnee op character Feel
iugs irri,ated. soured, jealous, aud missn.
tbIopic, at moment when the direction
given .o-thought ssd fsetipg will, With.
ont strong counterseting ipdpensss, be-
ooms fixed aud enduring. -.
On the other hand, let love, respect
and confidence be secured by . uniform
exhibition of The qualities Of mind end
heart l have spaa estsdsAd What ready
cheerful obsdisnoe will be the resalt.l
Love aud confidence How deep do
they take hold Of the human heart How
great their power. Go into school M.
der their influence See how mindful
the pupil are Of the wishes. OF their lov.
ed teacher How afraid TO offend; how
happy to please. Ano into what an sx-
cellent working mood are they brought.
Their hearts buoy ant their minds o.
wake cheerful in mental sppliestio
The teacher regarded as friend (; Ad,iOs
listened to; instruction gratefully re.
ceived. All the fruits Of love and conf
dence, begotton and sustained By love
and confidence. i.nI I.at.l ID 1.ilis
| This is 10 fancy sketch, There have
been m any such schools There will b