Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1890-11-20

ed in all its horror, and the ultimate pun
ishment of the liar. E4uirocdtion and er-
dggeration stand in the mind of the
youthful learner for sins terrible and aw-
full but in time. he learns the every day
meaning of these terms. The master says,
II have not time to perform problem for
you now, will write an explanation for
you this evening" The ambitious lad Is
all enthusiasm over the problem he has
spent days perhaps in trying to solve. He
dreams OF it; the morning comes. the mas
ter says. "Ahem, II had not time to do
the work mentioned. had callers until a
late hour last evening. / will do the work
this evening" Another night passes with
the same result. Too often, thought Of
the problem never enters the teachers
mind. His word is doubted by the pupil
who would trust him implicitly, couid he
do so, and half the teachers influence over
that lad is lost forever Again we hear
him Jimmy, If you dsobey me again. I
shall punish you severely. | will whip
you. MiSchievous Jimmy repeats the act
and the teacher repeats the threat, but Of
ten the punishment through fear or neglect
does not follow. Severe punishment is by
no means necessary on ordinary occasions,
but the teachers threat should he cautious
~ uttered and carefully executed.
1t Is nearly time To close the school
session and the teacher says. Those
who have not whispered may answer
10. Those who have violated the rule
may remain one hour and learn two
pages in geography" Tommy remembers
he thinks OF the long hour of study. His
little heart beats fast. and he hesitatcs a
moment. His name is called and with all
the brazen element in his nature ccntcrcd
In his face, he answers 10, is not qucs-
toned and passes from the school room.
Thus the way IL msdc easier to the next
ialsehood. Teachers, do not lead your
boys aud girls into temptation. \ wills
per is obnoxious To you, but il " i'll not be
one thou>andth part a. annoying as the
record Of fal>chocds for which you NAV
be obliged to answer If justice be done.
Some pleasant afternoon our pedagosuc
tells Of the evils in state and nation aris-
ing from theft, and pictures the jail> and
Prisons that await thieves. He is modest
ed during his discourse by noise OF knives
and pencils. and he quietly though risidly.
takes them from the noisy holders aud
places them in lis pocket or upon the desk
They lie unihought Of BY hm, forgotten
aud never returned. But think you that
the child forgctst Think you that he will
be more likely TO return what he horrow-
In after life from such an example: The
apple, the pencil may seem triAe, but 10
the child it seems much, and early in life
should the child be taught to render unto
others their due, and abstain from borrow
ing and debt
This model instructor then considers
"politcnes>. a. 4 subject to be considered
before his pupils. He tells Of the neccs-
sity Of refinement and culture, and then he
adds John, pass me that book, quick.
PICK up my pencil and the gentle
please" and thank you" lind not place
in these fayors taken il matter Of course.
The blow i foIccful, no doubt. The fer
uc has it. place, but the Kind WORT Will
60 ever - far with the ordinary child.
The treatment of child as a human be-
lug-a being with sensitive feeling aud
virtuous character Will very. very often
conquer >tubbornncss and disarm malice,
making the child conscious of his own
evil nature aud creating desire for re
form, where the blow viii often drive the
e,il farther within and cause it to take
deeper root.
Another element which our hero wishes
10 cultivate is Humility" He believes
tins to be a virtue and desires to see its
development among the youthful learners.
And then he says. ITO him who will have
him who viii miss iewest words. viii
give prize" ITO him who Will pass me
the neatest composition, | will give
prize Susie gets much assistance at
home; the composition is not hers alone
mother helped her, but then-she wanted
the prize. Sammic says, IF | can only
get above John in my spelling; if ne viii
miss only one word. | shall be victor"
Nay. let Us not teach an ambition that
seeks the downfall Of others; let US not
encourage undrrhand means for winning a
prize. Teach humility, rather Stimulate
in the youth love Of education for Its
own benefit; desire to strive for tie
highest knowledge we can obtain so as to
enrich our minds and lives, but also 10
stop in the race to lend hand to tie
struggling ones below us, content to win
what we can, but not at the expense Of
another.
To-day we read much about methods of
teaching; the best way to teach mathe
mates. how 10 incite love for history in
the minds of the students, how to explain
fractions, how to conduct reviews and ex-
aminations. People discuss the treatment
of the idle scholar, the mischievous or re-
bellious boy, the tobacco chewer and many
other topics. These are indeed practical,
important food for profitable thought
Let US discuss them; but let US not forget
that the most efficient teacher in all the
branches enumerated may yet fail to instil
into the minds of youth those virtues
which we should cultivate. Let us look to
the example as well as precept; let US
look to our own acts and make ourselves
models, not only in methods and disci-
pline, but in morals and virtue
At the present time children should be
taught punctuality, order, cleanliness, po-
liteness, humility, diligence, truthfulness,
honesty and desire to be useful to others.
To-day, as formerly, men are not all be-
levers in the gospel, not all are striving
to uplift mankind and exercising their ut
most skill to quench the evil propensities
which the flesh Of children IS heir to, yet
breathes there the man who is an unbe-
lever, breathes thlre a man who is a skep-
tic, who is desirous that his son shall be
taught to lie, steal and kill? Nay. verify,
he complains not when he sees in the
hrin inb IL