West-Jersey pioneer., 1866-11-30
STUDY THE cHILD's CAPACITIES.

II pOliO oiV h"ooi"Aiy NoA'5 HnN w
strive to do well, notice the effort and do
not censure the .dullness. A teacher
might as we'll scold child for being
near-sighted, as for being naturally dull.
Some children have . great verbal memo
ry, others are quite the reverse. Some
minds develope early, others late. Some
have appeared stupid, because the true
spring of character has never been touch
ed. The Ounce Of the school may turn
out in the end, the living, progressive,
wonder working genius of the age. In
order to exert the best spiritual influence,
we must understand the spirit upon
which we wish to exert that influence
For with the human mind we must work
with nature, and not against it. Like
the leaf Of the nettle, if touched one way
it stings like wasp; if the other it is
softer than satin. If we then would do
Justice to the human mind, we must find
its peculiar characteristics, and adapt
ourselves to individual wants. In con-
versation on this point with friend who
is the principal in one Of our best gram
mar schools, and to whose instruction !
look back with delight, "Your remarks"
said he, care quite true; Get me tell you
little incident which bears upon this
point Last summer, l had a little girl
who was exceedingly behind in all her
studies. She was at the foot of the divi-
sion, and seemed to care but little about
her books. 1t SO happened that as re-
taxation, | let them at times during
school hours unite in singing. | noticed
chat the girl had remarkably clear,
sweet voice, and | said to her, Jane,
you have good voice, and you may lead
in the singing She frightened up, and
from that time her mind seemed more
active. Her lessons we're attended to;
and she soon gained a high rank. One day
as was going home | overlook her with
school companion. well, Jane, said !,
"you are getting along very well; how
happens it that you do much better now
than at the beginning Of the quarter 2
"I do not know why it is,' she replied.
"'I know what she told me the other
day. said her companion.
"EAud what was that z | asked.
"'Why she told me she was encourag-
ed.'"
Yes, here we have it-she was encour-
aged! She felt she was not dull in
everything. She had earned self-respect
and thus she was encouraged.
Some twelve or thirteen years ago,
there was in the Franklin School an ex-
cessively dull boy. One day the teacher,
wishing to look out word, took up the
lads dictionary, and on opening it found
the blank leaves covered with drawings.
He called the boy to him.
ssDid you draw these Z" said the teach
er.
eyes, sir" said the boy, with down
cast look.
"I do not think it is we'll for boys to
draw in their books" said the teacher,
"and would rub these out, if were you
but they are we'll done. Did you ever
take lessons n
The boy felt he was understood He
began to love his teacher. He became
animated and fond of his books. He
took delight in gratifying his teacher by
his faithfulness to his studies; while the
teacher took every opportunity to en-
courage him in his natural desires. The
boy became one Of the first scholars, and
gained the medal before he left school
After this be became an engraver, laid
up money enough to go to Europe,
studied the works Of masters, sent home
productions. from his own pencil, which
found place in some Of the best collec-
tions of paintings, and he is now one of
the most promising artists of his years in
the country. After. the boy gained the
medal, he sent the teacher a beautiful
picture as token of respect; and | doubt
not, this day, he feels that teacher, by
the judicious encouragement he gave to
the natural turn of his mind, has had a
great moral and spiritual effect on his
character. si6