Year: 1869

| thing that has thrille 4 and delighted
you, that you are asking them to share
the pleasure with you. 1fyou read a
6ne poem, if you hear Of an exalted act


if you get new idea, under the feel


ings thus excited, go to your pupils and
talk about it with them into the X
minds, so fresh and bright and impress
sible, will the kinder glow ofyour own
spirit pass, and the original impression
be communicated to many as an impulse
and motive. I have fine class of
girls ranging in age from ten to fifteen
ycars-glorious creatures they arc-of-
ten have I seen the eye light up, and
the whole face glow with emotion, as
some fine thought was apprehended for
the first time, and those fresh ingen-
uous minds were lai& open before me,
and responses were given back, which
showed me that here was the field for
influence I coveted, here the very vein
into the depths of earnest, true, un-
worldly natures. Young persons dis
like heartily any thing got up for their
es pecial benefit. and in which no one is
expected to be interested but them
selves, and this is the reason why: much
good instruction fails Of it's intended
end ; such instruction must be dry and
wooden, and make its subjects tho same,
if it influences them at all
I have said nothing of details, and
have not room to enlarge, but my idea
is this, that teachers must 1cork hard in
the vulgar sense Of working, must ex-
act risid]y the performance of tasks and
strict discipline, and. at the same time
keep up the pupils enthusiasm; let in
tclligence, and thought, and originality
pervade, as much as possible, every ex-
ercise ; dull, dry method Of hearing
recitations is killing get as much soul
into every thing .s possible; if you can
rouse your pupils to the delights Of in
tellectual culture, your work is already
more than half accomplished this
greatly aids the formation Of character,
by making the brightest and best also
the loveliest and most attractive. It is
bette, always, where you can, to lead
than to coerce the inclination which
would thus he enlisted against you !;
bring out the best traits and keep them
active, until they become habitual /;
indulge when you can without detri-
ment to them to thwart and cross un-
necessarily, Injuries the temper and
hinders the work of instruction much.
And I have but one thing more to say,
which is, however: repetition, but I
see it so plainly,-that as teacher you
must not spare yourscE Teaching is
hborious, sclfsacri6cinElife, but it is
not as has been too often said, Mank-
less one. Ifyou go into it rightly, Gt
will not do to be halfhearted in teach.
ing, } if you make it your passion, if you
bind your mind from day to day to what
may be called the drudgery Of the pro-
fession, your business, suffering not your
energies to flag, shrinking not from
toll, you will most assuredly find your
task becoming delight; !; you will reap
your reward, not the least of which will
be, that you will keep your own feelings
ever fresh, ever young and happy
Surrounded thus By young, loving,
happy hearts, with their beautiful un-
developed graces Of character Of which
to obtain glimpse is joy, and an in
spiration-I say to myself, I say to all
others engaged in teaching, be IN ear
-. Y NJ