Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1882-12-26
ture, how few would resist even his seem.

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iugly unexerted influence! Possibly, not
. moment passes while In the school-room,
but We are teaching incidentally or uncon-
sciously, certainly we are leaving an i'm.
preston on some mind, the influence OF
which, time alone can disclose. l have
read that 1t Is the teachers sphere even to
improve the community In which he moves,
not only in learning, but In manners and
morals. He teaches wherever he Is: his
manners, his appearance, his character,
are all the subject OF observation aud to q
great extent OF imitation by the young.
Notwithstanding the great good that 10
to be the result OF the example and innu.
ence OF the teache, 1t Is well also to teach
by precept, and especially in that school
where the unconscious moral suasion OF
the teacher Is greatest, will the direct
teaching be the most effective. There Is
an old proverb that "oAe swallow does not
make summer" and in the many different
schools, the intuition and tact OF the
teacher will best show how, when and
where it is to be given; and speaking at
the right time, every ear will listen, every
heart respond.
With the greatest affection and respect,
I recall the faithful teacher who within
the walls Of this new old Academy, en-
braced his one golden opportunity, by re-
quiring each OF the students under his tut
ton to pledge themselves to abstain from
all intoxicating drinks and from using pro-
fame language during the term. Who can
calculate the results OF the good seed
thus sown? In some cases II seems al
ready TO have brought forth ian hundred
fold"
True morality walks hand in hand with
Religion, and this affords the earnest
teacher one OF the best opportunities to
call the attention OF his pupils TO the high
est and strongest obligation resting upon
him-his duty to the Great Teacher sent
from God, who gave TO all, the one CON-
mand which contains the whole duty en-
braced in both Morals aud Manners
"Thou shalt love the Lord thy God with
all thy heart, and thy neighbor as myself"
The discussion followed by six-minute
speeches from several gentlemen who
were not allowed by the President to
make use of apologies or introduc,ions.
Mr.. W. w. Mayo said a teacher
should lead the school to govern itself as
far as may be to observe proper regula-
,ions because it is right. Thus the NOR
al nature of the scholars is strengthened.
1t is not a teachers principal work to
teach morals, but this kind OF instruction
is all important. and a teacher may do
much in this direction without neglect
ing his work of educating the intellect.
Mr.. II. w. Johnson continued the
discussion.
If we are to teach Morals and Man
ners in our schools, we must decide upon
the best way Of doing it. Two ways
have been set forth here by previous
speakers, direct and indirect. | would
combine the two methods. We should
teach this subiec, both by precept and
example, bearing in mind that the stream
never rises higher than its source, and
that as the teacher is, so is the school.
five expect our pupils to be polite and
mannerly we must set them an example.
Every teacher impresses his individuality
on his school. He can't help it, whether
he wishes to or not.
The morals OF school are seen in its
behavior in school hours. This touches
on school government, and it has been
my experience that the fewer regulations.
the better the order. The average boy
knows what is expected of him without
being told, and the teacher who puts up
list of regulations on his doors, and
undertakes to tell his pupils what they
shall and shall no, do, spends his breath
for nothing.
II were to teach this subject directly,
| would use Cows "Gcod Morals and
Gentle Manners" and | would take the
first ten minutes Of every forenoon for
this work, reading a few passages. and
commenting thereon as read. But, in
my opinion, example is better than pre-
cep, in work of this sort.
Mr.. Collins said | use in my Reading
Glass text book on Morals and Manners"
Glass read and then question them on
what they have read. The results Of
this practice are excellent. Order is
more easily preserved through this than
any other method. Pupils understand
what is for their best good, and readily
follow the right.
Rev. Mr.. Garland said that scholars
are good artists. They are sure to take
a good likeness of their teachers. If the
teacher possesses the principle Of morals
and manners he will show it 10 his face,
and exert a good influence on his schol-
ars. The teacher should never correct
his scholars in ironical language. The