Lewistown gazette. [volume] (Lewistown, Pa.) 1843-1944, 1862-10-01
For the Educational Column,
Two Hints to Teachers

L. OR OpentAJ ErerciSeS 1t is ems
tomary IN about nine tenths of the school
ct the county, for the teacher, either a!on.
or accompanied by the scholars. to read ,
chapter In the Bible This practice is al
together commendable, and it would h,
gratifying if it were adopted in every school
However, there arc different modes Of con
dactlng this exercise, some of which seen
to me unwlse and really useless. To thu
mnJorlty of scholars, the close reasonino,
OF fauls Eplstles are not very useful OF
edlfying, because their profound character
places them beyond the comprehension OF
children, not to say of very many persons
OF mature years
think the teacher should use his best
judgment in this matter. and have the
scholars read only such portions of Scrip.
ture as are, IN the main, easily understood
and from which rules or suggestions 70,
their conduct can readily te derived. In
order to render this exercise properly USE
tul, 1t seems lest for the teacher to call the
attention Of his pupils to the lesson taught
In the Scripture read, ard to make brief
pointed application of it to the incidents of
everyday occurrence in the schoolroom,
ana In the intercourse of children and
youth with the world. 1t is we'll to shun
these two extremes first, going through
the exercise as mere form, of no real use
orlnterest; and second, regarding all parts
OF the Bible equally profitable for the in
struetlon OF the young, and therefore refu
sing or negIecting to use ones good iudg-
ment in the matter.
In some schools the teacher is wont to
follow the Scripture reading with PRAYER,
and this also is entirely commendable, if
1t be done in the right spirit and manner.
VI course, prayer in schoolroom is essen
TALLY the same as prayer in any other
place, and one spirit should characterize it
cverywhere-a spirit of thankfulness, hu-
milty, penltence, and trust; but the form
and extent of prayer should be deter
mined, IN great degree, by the place and
circumstances 1t should be appropriate,
should have direct reference to the persons
for whom it is offered So in the school
room, 1t seen 5 fitting that prayer be brief;
simple, SO that pupils may inteIigently
though silently join in it; utterly truthful,
so that they may feel that in this exercise
their teacher is thoroughly sincere, free
from the slightest faint of hypocrisy
The sinsins Of two or three verses Of n
hymn is very salutary in lis influence, and
should be practised whenever possible, the
teacher selecting such hymns as his pupils
can understand and sing with healthful
zest.
These opening exercises, or any one or
two of them, need consume but little time,
if rightly conducted and their influence
upon both teacher and pupils cannot fail to
be highly. beneficial, to fit all for more
hearty and successful performance of the
days duties, and for greater delight in
them.
2. The Teachers Manner before his
Pupils.-H teacher can succeed in Civ
ing his pupils these two distinct impress
sions,-that he is certainly master in the
schoolroom, and that he is genuine man,
he has gained the victory; if he fails in
either of these respects, he is hopelessly
defeated from the start.
1t is absolutely necessary that teacher
be, and feel himself, sure of success in es-
tablishing and preserving good order, in
carrying into effect whatever regulations he
deems requisite to the highest prosperity
of the school. Let him give the subject
of school government and management SO
much and so careful previous study, that
he may be prepared for all kinds of emer-
gencies, ready to meet any perplexity, sure
that he knows what to do next Let his
manner be such that scholars shall instinct
lively know him as their master, as one not
to be trifed with, as one who fully knows
what he is about and what be intends to
have them do-in VOID, as master of the
situation.
But when this wholesome impres,io has
been produced, let the teacher not fail to
show himself thoroughly man, in ability
and desire to instruct, in hearty interest in
the progress and JOY of his pupils, in sym
pathy with them in the trials of their pa
tience, their little troubles and delights
Let him show that while he has sSrong
hand to restrain, he has willing hand to
assist; while his eye is sharp to detect
wrong-doing he is quick to see diligence,
obedience, and generous conduct; while
he can use sternest tones in reproof of
malice or meanness, his voice has most en-
couraging tones for the faithful and merit
orious. In fine, let the teacher seek to
show his pupils the style and character of
a manly man. -. s. 5.