The central Presbyterian. [volume] (Richmond, Va.) 1856-1908, 1892-08-10

in every pupil under his or her care,
and all the time. Ceaselesslv is
the work progressing under the
teachers influence, directly or in
directly, consciously or unconscious
ly exercised. In the majority of
cases the pupil is more influenced
by the teacher than by the parent.
Often the teacher is the highest
ideal or model the pupil has set be-
fore him, and often the child or
youth is on more intimate terms
with the teacher than with the
parent. The possibilities here sug-
gested must be left to each ones
conscience and intelligence, es-
pecially in regard to indirect in
huence. But as to direct influence
no measures have proved more
beneficial to youth than earnest
talks to our scholars on those prac-
tical personal principles which tend
to form a noble character. Those
educators whose influence for good
over their pupils has become his
torical, have attributed most of the
benefit derived from their training
to this plan. If time permitted |
could mention many instances of it.
There is no small benefit rebound
ing to the teacher from the reflex
influence of this practice upon him
self.
From what has been already said
1t is evident, that not only CONNER
cial and prudential qualities are to
be cultivated in the school room.
those which best subserve one in
the struggle for wealth, but also
and especially the moral qualities
which constitute character, and
which must be developed and
strengthened in the soul for the
struggles of life.
In the first place it is of great
service to this cause for the pupils
kindly to be made to see the use
and necessity of school discipline
in the formation of good habits;
how habits of application come
through the steady, faithful prosecu-
ton of tasks whose daily recurrence
might otherwise produce a sense of
irksome bondage. Regularity, sys-
tenn and promptness enforced in
well-conducted school, serve greatly
to correct the tendency to procras-
tination, caprice and self-induI-
gence in young people. Impulsive-
ness, lack of self-control, irrever-
ence must give way to habits of stu
diousness, obedience and reverence.
The conviction that moral Gull
ture is more important than in
crease of knowledge will greatly
affect a teachers method of instruc-
ton. We are all familiar with that
glib recitation which shows that
words or expressions and not
thoughts have been acquired, and
how content such pupils are to
know nothing in reality if their
recitatlons will only pass. 1t is the
teachers duty to correct this super
fetal way of reciting, because it is
inconsistent with truth. 1t is a
pretence to knowledge. 1t is hypo-
crisy or delusion which prevents
improvement and vitiates character.
Young people cannot be made strong
and true without being made to
know that there must be ingenious
consistency or correspondence be-
tween words and thoughts, express
sion and knowledge. The way some
pupils have been mistaught their
algebra or geometry, mistaking
their memoriter exercises for knowl-
edge and understanding is deplor-
able. OF the method of either they
are entirely ignorant. This defect
enters into their very character.
Teachers should feel it to be IN
truthful in them to leave a pupil in
such delusion about any study.
The Old Theology.
While rejoicing in much that