Year: 1867

to be otherwise. There is, we are
fully convinced, no other one thing
which serves so effectually to drive
persons from the profession of teach
ing as these difficulties and obstacles
in the government of schools. Ev-
cry one of these adds to the neces-
sity of an increase to salaries, for if
we throw obstacles in the way on
the one hand, dollars must be put in
on he other to induce proper per-
sons to attempt to overcome them.


This truth can not be too forcibly
impressed upon the minds of all. In
proportion as the difficulties, perplex-
tiles and responsibilities of calling
are increased so must the compensa-
tion be augmented.


We do not desire in the least to
relieve teachers of the weight of re-
sponsibility resting upon them in
this matter. They have an import
ant part to perform, which they
should undertake with cheerfulness
and earnestness. Many of them neg
lect to cultivate the spirit and en-
thusiasm of the true teacher without
which they must fail. Their hearts
are not in the work. The sooner
such are induced to seek some other
vocation the better. There are ma
ny however who are laboring earn
estly and zealously for the good of
those in their charges. Let these
receive substantial encouragement.


We throw out few suggestions
and hints which may possibly be of
service.


l. That teacher who fails to receive
the approval Of the better judgment
of the majority of his pupils in his
means or mode of government, may
be assured something is wrong ; bet
ter search himself for it first.


2. The teacher who does not pos
sess a friendly or conciliatory spirit,
must not expect such spirit to be
manifested toward him by pupils or
patrons.


3. The teacher who feels thus: l
have the law on my side-don't care
whether you send to school Or not
Pll have my pay any how, is, if in
school, where he ought not to be,
and the sooner he is out of it the
better.


4. The teacher who on becoming
acquainted with the larger pupils,
male or female, permits them to take
improper liberties, or those not al
lowed to others, should make note
to this effect lack moral courage
and love of justice, for | show q par
tiality for which l am justly liable to
censure.


6. The teacher who cannot call to
order, reprove, or punish pupil if
necessary, in the spirit of kindness,
but must to do either, be energized
by passion, may be assured he lacks
at least one quality essential to
good teacher


6. The teacher who is profuse in
commands, threats, promises, or use
of corporeal punishment, gives evil
dence of weakness and want of
knowledge of human nature.


I. The efforts to prohibit entirely
the use of the rod in school, has had
an injurious effect upon the order of
schools and increased the necessity
for its use.


s. A wise discretion must be eXer-
cised in administering punishment !;
they never should be inflicted with
any other feelings than for the good
of the offender.


O. The teacher whose interest in
the welfare of his pupils, or whose
desire for Improvement is not strong
enough to induce him to improve
some of his leisure time in prepara-
ton for school room duties, lacks
that degree and kind of interest
which every teacher should possess.


TO- The teacher who does not re-
spect the rights and feelings of pa
rents, as far as is consistent with his
duty to his pupils, in managing the
affairs of his school, will not be like
ly to receive such support as every
teacher needs.