Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1882-12-26
EVENING.

SuBJEcr-MoRALs AND MANNERS: Ne
cEssIrY FOR TEACHING INCIDENTAL
INSTRUCTION; DIRECT TEACHING. By
Miss SUSIE b. TwiTcHELL, BETHEL.
Mis-. Twi,chelrs essay was finely writ.
ten and wa. full of valuable suggestions,
which i, published herewith in full. 1t
wa, too good to be simply reported:
Es.AY-MoRALs AND MANNERS.
ri MISS SUSIE Il. TwIrCHELL.
It's with much reluctance that come
before this association tonight, for my
experience Is so very slight as compared
with the subject, given me.
In my childhood days. was often en-
tertained by my grandmother with little
anecdotes OF the early settlers OF the town
and their customs and manners; and one,
| especially remember perhaps because 1t
was used TO point moral) was, concern
ing the good minister who lived here near
ly a hundred years sgo-Parson Gould, as
he was revereutly called. She said, "As
he went about from house to house, he
would gather the children around him and
in an impressive tone OF voice tell them
They must be mannsrdly.'" Long before
this. think the lc0rd he used, must have
become obsolete but that the principle he
strove 10 inculcate might continue 10 be
taught to the young OF the community, he
endowed this institution which now bears
his name, and left Us all legacy, In his
very good example. Pope says, Man
ners make the man." and as we know
IT'S Natures plan the child grow unto
the man" perhaps the citizens OF this town
owe the good minister a greater debt OF
gratitude than they know.
Ills education forms the common mind.
just a. the twig Is beat, the trees Inclined
And, ~ q young tree IL taken from its na-
tive soil aud placed by the roadside, that
II NAV be pruned aud trained, so 1t shall
Offer beauty. shelter and shade 10 the trav-
eler. so the child Is sent from his home,
and the watchful care OF his parents, To
the .chool.room, that he may grow strong
In body, mind, aud heart, lifted to oil his
place in the world, sturdy, well-5alanced
aud Just, n blessing 70 all. Perhaps the
frs, thought OF the faithful teacher IL, the
necessity OF enforcing laws which shall be
conducive To healthy. well-deyeloped
body; while Reading, Writing, and Arth-
metic, with the attendant arts aud SCI
ences, fully occupy the second thought.
But. does not the moral principle which
directs aud regulates the strong body and
powerful intellect, call for the first and
best consideration; /, is often the fact
that the pupil OF quickest wit and bright
est Intelligence, influences and leads the
whole school Shall he not be taught,
that his brilliant powers unless controlled
BY strict integrity. are but the more capi-
Die OF doing harm; Must he not be i'm
pressed that all his arrangements and plans
should be- governed by the Golden Rule:
We all know that knowledge is Power
and do We not as truly know, that "kuowl-
edge without principle may make man
powerful villsinl" Does 1t not follow
then, that the teacher must give his pupils
such moral instruction, as shall make 1t
safe to give him knowledge:
We see, therefore, the necessity of moral
instruction that the child shall progress
toward q true manhood. Morals and
Mansers-our subject, the latter the out
growth OF the former, for, while We can
hardly affirm that Manners produce Morals,
we are sure that Morals are seldom found
without Manners. How ocen as We APP
proach the school-room are our nerves
and finer sensibilities shaken and shocked
by rudeness OF speech, BY rough, unkind
treatment and by unfair dealing. Surely,
we think, these children have not attained
that happy way of saying and doing things
which Emerson calls, manners; and we
wonder how we can best meet this con-
fusion and discord of sights and sounds.
II is said, that teacher will govern more
by his manner, than in any other way, and
we are almost always sure 10 notice, how
readily the child responds 10 courtesy In
teacher. haze eren heard that true po-
likeness will always win its true rccipro-
cation" 1.-THE scholar receives polite no.
tice from the teacher, he will be more
likely 10 treat his fellow-pup!ls with po-
likeness. Two teachers were once walking
together in the streets of large town.
Several boys whom they met on the side
walk raised their caps as thy exchanged
the common salutations with one OF the
teachers. What boys are these that
pay you such attentions!" inquired the
other. They are my scholars, answered
his friend. "Your scholars why, how do
you teach them TO be so polite! Mine are
are pretty sure never 10 look at me, and
generally they take to be on the other side
OF the street" II am unable To tell"
said his friend; ~ never say anything
about IT. usually bow to them and they
are as as ready to bow to me- The whole
secret consisted in this teacher meeting
his pupils in the spirit OF kindness. We
must, l think, in some degree, repose con-
fidence in our pupils, aud at the same time
show them that our chief interest is their
highest good. Day by day, we must strive
to reach the higher feelings Of the young,
relying upon the power of conscience, and
the law Of reciprocal affection. We often
hear it said, that None are 80 hardened
but they can be reached in some way"