The Lambertville record. [volume] (Lambertville, N.J.) 1872-1968, 1875-10-06

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4 by the innocent in the darkness of error OF
forsalxen By the hayward for the broad road
that leads to ruin.
| In works upon this subject evil is treated
under two heads. The means for the preven-
1 ton OF evil and the means for its cure.
1t is to the credit of our teachers and our
schools that the practice Of inflictiug punish
ment as well as the occasion for such mode
of discipline is ON the wane.
Punishment wrongfully administered, OF
when it is not commensurate with the offense,
is the fuel of its own fire. But when a judici-
GUS teacher makes the child see a logical con-
nection between the offense and the punish
ment, the occasion for the correction of that
child will continue to decrease, and it will be-
come better as it feels the correction to be
just. Authority is all-important in this rela-
ton, and it can be maintained only ly an i'm
partial though strict rule, which fails net to
mete out equal justice to all. Reprove the
misdemeanors of A, B, c, to-day, but pass by
the same in X, Y, z, tomorrow, and soon au-
thority will be lost
The end of authority is to secure right
Whoever Injuries right forfeits his own rights
in proportion to his crime, and is in rebellion
against authority.
Would that every child understood how sa-
cred is right. What lives, what blood, what
heritance is not SO cherished. Life is not
more dear. Let children be taught what are
natural rights, and the lesson will prevent a
multitude of sins. 1t will go far in helping
to cure evil, and for the rest you have only to
study how temptation may be avoided and
the passions repressed. Repress passion in
the bud. The earlier in life the more certain
the cure. Starve it in the CRADLE Murder its
hope. As are the thoughts, SO will be the
countenance of the child. Tell him so, and
he is half-converted from the error of his
ways.
+ Let this then be your rule. Insist upon
cleanliness, punctuality, ORDER perseverance,
earnestness, justice, truthfulness morality,
and industry. These are comprehended in
the word obedience, and repay these with
sympathy, forbearance, charity, mercy and
benevolence.
AS instructor To educate is -eminently
the mission of the teacher, and his first in
quiry should be. Z" What is the object of edu-
cation9'' Hegel answers the question in a
word ut is to make a child ethical" The
ethical must become second nature to the
child. Whatever knowledge tends to this
end is the knowledge of most worth.
Customs manners, and the forms of right
doing-=in a word, the conyentionalities- of
civilization-th is ethical education into
which every child under your charge must be
initiated. Man, in his career, constantly seeks
to attain correct living. Civilization springs
from community, and this is the lot of the
man. He cannot avoid it, He can scarcely
evade it. He may disturb he cannot de-
stroy
| Without community there can bc neither
correct living nor ethical education. Then
arises the question, which should be the study
of every teacher What are the necessary
conditions under which good community
may exist and this question will be satisfac-
torily answered to him only who has studied
deepest the history of the human race.
am proud to feel that teachers are every
day multiplying proofs of their appreciation
of the necessity of pursuing studies ON
higher plane in preparing for their calling
The stream of education to-day is too broad
for the teacher Of twenty years ago. new
continent has been discovered. He was false
when he taught that the poles of the educa-
ton world were the textbook and the task
His ship is unseaworthy. A new vessel, under
the guidance of very different MASTER glides
upon the waters. Built with more talent,
tact, and skill, and freighted with the great
principles Let education proceed according
to nature let the teacher rouse the child to
self-activity and let the faculties be develop
ed in harmony. So the voyage gives promise
and hope.
If, then, so great difference exists between
the old and new school of teachers, how shall
it be accounted for? Doubtless many reasons
can be given, but it win suffice if we show
that they differ in the character Of instructor.
The teacher of the old school thought little
or nothing of preparation for his work with
the teacher of the new, due preparation is a
constant solcitade. 1t is quite logical that
results should be as different, as it 10 that the
two characters should be different.
Goethe says "There are few who at once
have thought and the capacity of action
Thought expands, but lanes action animates,
but narrows." These words contain an i'm
portant lesson, which, after a little thought,
will suggest itself to every instructor. 1t is
this
We are to deliberate and prepare and get
through with these, before coming into the
field of action. Every good instructor must
have decision and resolution. Now these two
qualities follow due reflection. First think,
then act A confusion of reasons are liable
to perplex him who has not fixed by reason
the ground upon which he purposes to act,
and confusion is fatal to decision, is fatal to
resolution, is fatal to success.
shall illustrate what is meant by prepar-
alton by considering the subject of reading
in the school. In many of our schools tho
merit of the reader is measured more by his
sound than by his sense of the theme.
Much is offered to the ear very little tc