Year: 1879




The teachers profession % is in
deed an arduous calling, not only
mentally, but physically; for the
teacher, in order to accomplish the
greatest amount of good, must not
only possess a physical constitution
capable of sustaining the bodily Cin]-
activity necessarily imposed upon
him, but mentally he must be active,
clear-headed and comprehensive,
besides being morally warm hearted,
sympathetic and afable, as well as
energetic, persevering and firm.


Knowing the necessary duties and
responsibilities de7ol7ing upon the
teacher, any suggestions that tend
to equip him more fully for his Ia
Dor, thereby making his usefulness.
more effective, and task more pleas
ant, should be thankfully received by
him; and he should not hesitate to
avail himself of all the necessary
knowledge pertaining to his sphere
of action. But it is not my purpose
in introducing the subject of Physi-
ognomy to our fraternity, to impart
any instruction beyond that which
we are already acquainted with, or
ought to be, but simply to call our
attention more directly to the sub
ie2t, and, if possible, to create a spir-
it of more careful investigation and
observation.


Let us step into any school-room
we may, and at a glance we readily
distinguish at least three prominent
physical characteristics, manifested |
in the temperaments of the pupils,
and which PhrenoIogists are pleased /
to designate as the Mental, Vital /
and NOtige. There are modifea-
cations of these three primary classi-
fcations of the temperaments, such
as the Mental Vital, the VjtaZ-lNo-
tire, the Bilious and Sanguine 10
tiUe, &c, but these we viii not stop
to notice. For instance, here is a
child possessing a head widened at
the crown, with a tapering face and
chin; he has a quiet mien
and thoughtful look, with a bear
ing that at once strikes US as being
altogether too "old" for so young
a face. Now, it takes no critical eye
to "see" that this child studies too
hard, and the judicious teacher viii
not assign all the work it can per
form mentally, but rather restrain its
mental action, if possible. It always
stands at the head of the class, and
always comes tOrecitatlOn with we'll
lessons.


We imagine we hear our brother
teachers exclaiming, "Give us more
such pupils, and we will teach them
with pleasure" but, teachers, we for
get that this mental voracity of our
youth is often manifested at the ex-
pense of their physical constitution
that while mentally they may be
giants, physically they may be
a,1art5, Intellect in q weak body is
'like gold in a spent swimmers
pocket" A mechanic may have tools
of the sharpest edge and brightest
polish, but what are these without a
vigorous arm and hand? Of what
use is it that your mind has become
a vast granary Of knowledge, if you
have not strength to turn the key?


We would not wish to be under
stood from the preceding remarks,
IS discouraging in theleast the men
tai efforts of the child, but rather to
sxhort the teacher not to impose
more work on the child in whom this
temperament is predominant, than
it is able to bear.


Here is another child, whom at a
glance we recognize as being full Of
ife, froicsome and gay-whO finds
more pleasure in outdoor exercise {
han in close confinement to study. ]
It is always wide awake, listens ca
yerIy when the teacher speaks, and
ikes to get its lessons orally, in ]
stead of from the text book Itlearns
'eadily, provided the lessons are made
.asy and not too long. Children Of
his temperament are round-faced,
uddy, overhowing with animal spir-