Year: 1862




The descriptions Of old time schools and
teachers, to which am often treated, sug-
gest the query: How much like home
should a school be? The question is also
prompted by the painful evidences, so abun-
dant in Eany schools, that the teacher is
not regarded as friend, but as master :;
while the teacher, in turn, looks upon the
pupils as so many Wild birds, to be Gagged
and tended as easily Us possible. The nat
ural consequence is, that the school is no
place Of delight to either teacher or pupils;
both 20 thither reluctantly, and when the
hour for dismissal comes, both rejoice as If
great burden were removed In such
school there is no enthusiasm on the part
of the teacher, no kindling joy at sight of
developing faculties, increasing intelligence
and enlarging thoughts; no exultation as
scholars, through patient effort which he
has encouraged and rendered pleasant,
overcome some obstacle and experience a
thrill Of satisfaction in the glad conscious
ness Of victory; no calling forth of the
pure affections, no winning of the frank
confidence, no inspiring Of the noble an
biton, Of those who are at once his pupils
and his trusty friends. And on the part
OF the scholars, there is not that longing
for knowledge which wise and sympath
etlc teacher seeks to awaken; there is no
sufficient incentive to manliness OF conduct
aud excellence Of character no growth in
generous thoughts, in unsefsh purposes,
in desires to be helpful to mankind; no
feeling that the teacher is Z f.iend, to
whom trouble may be communicated, by
whom a sorrow will be synipathctically
shared.


Such school fails in most important
respect to accomplish the highest and best
objects Of school, to develop the deyel-
op the affections, the moral sentiments, the
social virtues, Of scholars. 1t is squarely
opposed to the homeiike school, which
seems not only more attractive to children,
but also far more likely to secure their we'll
being,


Ny idea is, that in all essential respects
the school shall be like 4 good home that
the order, the government, the indictments
to diligence and correct department, the
restraints upon Incidence and mischief the
whole social atmosphere, and the entire
moral influence Of the school shall be in
spirit such as a judici0us parent would seek
to have prevail in the home OF his children.
Respect TOR the authority of a teacher
should DC filial, not servile the children
should feel that their teacher is not ty-
rant to oppress and render them w'retched,
but an elder brother TO aid and encourage
them. 1t is eminently fitting that teachers
manifest for their pupils that tenderness
which mothers feel, and that wise and af-
fectionate interest which all good fathers
possess.


| do rot mean that teachers shall indulge
in any weakly sentimentality towards their
pupils, but that they shall strive TO realize
how important it is that all their conduct
be noble, unaffected, such as will attract
the respect, and win the confidence, and
elevate the character, OF their Scholars
while at the same time the intellectual dis
cipline of the school shall be rigid and
persevering Some teachers act as if they
feared to let their pupils know that they
are made Of common clay, possessed oi
common human interests and Affections
They seem so imagine that such knowledge
would destroy their authority and perhaps
impair their dignity. But this is all a
mistake; children are too keen to be duped
by straws, and their respect and affection
for teacher correspond to his intelligence
excellence and sympathy.


All those who by happy experience know
what blessing good home is, will eager
ly admit that it would be very desirable tc
have the school as like it as possible; and
for those whose "lines" have not fallen sir
pleasant places" who know only by pain
ful contrast how dear good home is, how
greatly welcome would be school whose
atmosphere should be like that of such ;
home S.