Year: 1874

that tho general appeal, in dealing with the
child, should be to q nobler instinct than that
of fear. The short term. only fourteen weeks,
during which the attendance can be enforced,
ought not to be wasted in even single IN
stance in disciplinary struggle between the
master and the pupil. Children whose evii
example may prove contagious, who from inc
first exhibit disobedient and intractable pro-
pcnstics, should be committed, after talr out
brief trial. to other hands.


1t would be only dscOuiaginS, we fear, IL
We were to enter into any abstract discussion
of the moral and intellectual qualities which
should be found in school teacher. There IS
no ayocatiOn, not even that of the clergyman,
which requires more delicate tact anu more
earnest sclf-devOtion. The pcdagogno has
% double and difficult task before him-he Is
to deal according to certain universal pTinci-
pies with the aggregate school, while he gives
proper and intelligent attention 20 individual
and idiosyncratic dispositions and qualities.
OF course this kind of education would bc
simply impossible, if it wcro not for the
homogeneity of children. Lancaster was the
first great educator to discover this, anu prac-
ticaly to apply it. lie was weak man, full
of foiblcs, and perfectly incapable OF wisely
ordering his own life; but he had ideas of
school education, Of dealing with masses OF
children, of ecouomizing the affections, and of
innocently appealing to the cumulative and
competitive passions. which i'll his time were
simply great discoveries. The Lancastrlan
schools have entirely disappeared, but traces
of their system are still to be observed III the
Kindergarten; and it modified the manage
mcnt of all schools in a way which is yet
gcnsibly felt. Ultimately its mOnitOria! features
will probably be revived, or something like
them. The strictly natural plan is undoubtedly
to afford an exclusive instructor to every cnlld:
and this, in tho abstract, should b0 the parent
whose affection at once may promote due
diligence and mitigate passionate severity.
But society, the constant tendency OF which
is to limit private and personal action OF every
kind, and to force us, willing or unwilling,
into association, has been obliged to assume
the labor for which domestic cxigcncies have
left the parent no leisure and perhaps no
inclination and the schools OF society are
necessarily grcgariOus. So, 1t IS equally true,
ia all mankind to the Father of All; and yet
the divine economy cOmprchcndS equally the
unit and the aggregate ana God can care no
more for million than he cares for one.
With due reverence should the teacher learn
from this the lesson of his duty. The whole
school no may govern by kind of labor
saving machinery by routine and rules, and
with something of military precision; but his
noblcst ~ well as his incest work !! WIN the
uniLs. with each child committed to his care;
and this he can only successfully accomplish
all,
winning, if possible the special confidence,
rcsDect, and affection of every pupil upon Ills
roll-call


This new experiment, then. i. valuable chiefly
rs it affords opportunity. There may be many
teachers who will not rise to the dignity and
value of the occasion for every liberal call
ing has members whom it might well spare.
Special moral instruction can be anticipated
onlv in limited degree but it must be re-
membcrcd that even the elements OF all USE
ful knowledge exercise moral influence anu
that. othrr things being equal or only par
tally so, right living keeps pace with the
intelligence which fits its posSc'SOr for hon
orablc and reinuncratyc employment. a boy
il not necessarily safo from temptation to do
wrong because he can read and write. but



sclf-rcspcct, and thus stimulate his conscience,
but they make it easier for the benevolent to
assist those who are in need of help. Other
possible benefits from the plan-tle adyan-
tagcOus employment of time, and safety from
the dcmOralzing influence of the streets-t Is
unnecessary for lis to dwell upon. 1t Is
always gratifying when society recognizes a
duty to It's humblest member by discharging
it, which is the only recognition OF much value.
1t is now fairly understood that the more money
we wisely spend in establishing and maintaining
schools, the less we shall be forced to spend
in supporting courts of justice and i'll build
ing prisons. OF course there will be dlscOur-
agcmenls and the work needs faith and
patiencc. Tho best scholar of q given school
NAV turn out knave in time, and the worst
a perfectly honest man; but education Is our
ony resource, and will be until we find
something sllrer to take the place of it. From
the fact that the criminal is usually ignorant,
one thinker may dcduce q truth dissimilar in
form to that arrived at by another; but all
the difference of opinion in the world as to
effects, each equally to be deprecated, will not
change the noxious and cOntaminating char
acter of ignorance, the first cause. 1t is with
that we must primarily deal, and may do so,
with the assurance that nothing essentially
evil can come of such dealing.


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