Year: 1876

It is a somewhat general opinion that the life of school teacher is one of interrupt ed comfort and ease, that because his du ties require no great physical exertion they are mere formalties, through which he glides for few hours day, very much as @ person would take walk or ride for ex- cercise or pleasure. Such view (and 8 too general one, too, arises either from ig norance or from culpable misapprehen- sion of the facts of the case. Taking su- perficial view of the subject there perhaps are some reasons for such an opinion. They say |: The school is in session but six hours day at most, (which is but two-thirds of the time that very many are required to labor. You have 8 comfortable CD room, an easy chair, and only need to sit quietly down, stretch yourself out, give few or- ders, ask some questions, do little scold- ing and good deal of advising, dismiss school, turn the key, and go off whistling Yankee Doodle as merrily as a boy with new pair of boots. The picture certainly has very pleasant look, but it will not bear the test of close scrutiny. The colors | are all in water, single brush of the sponge obliterates them and leaves nothing but the canvass. Why six hours came to be settled on as the standard for days session know not, except it be that from | actual experience twas found it was as long as human nature could bear the strain for any length of time. It is certain that no species of physical labor, engaged ln for ten or even twelve hours day> produces so thorough a mental and physical prostra- | tion as does the labor of six hours in the school-room. Of course very little or per haps none of it is caused by violent bodily exertion, but by mental labor, and when we consider how great is the influence of the mind over the whole physical organiza- | tion, we can form some idea of how great the prostration of mind and body which results from the distracting labors which are daily contended with in the school room.

 | The teacher is sort of commonScenter where myriad of burning rays of denun- ciation, criticism, scoffs, islander and false hood, not only from the school room but from the farthest confines of the district, collect themselves and form focus; he has to deal with as many temperments as he has pupils, and with almost as many different foi bles and whimsical notions as they have relatives, among whom largely the troubles take their origin. One expects this, another expects that, and the third something else; one expects his progeny to make unheard of progress in all of the studies of the school, and be absent half of the time, another that great deal of wis dom and learning will be instilled into his child Cnto whose adamantine head an idea never as yet could be drilled) in an incredi- bly, short time, and if the teacher by hook or crook has happened to gain the good opinion of the juvenile, whether the slight est progress has been made or not in his studies. he makes favorable report, which is taken for law and gospel by the parents, without the slightest examination into the merits of the case, and the teacher is spok- en of favorablv, but if in his efforts to drill something into the youthful brain he ncurs the youngsters displeasure, an adverse re- port goes to the parents and the unfortu- nate teacher receives fearful anathemas. In disputes among men, sensible people always insist upon hearing both sides of the story before forming any conclusion, because men are apt to exaggerate. They view things from different stand-points, and consequently the most honorable and virtuous peoples version of the same trans. action vary strangely; but these very same people perchance will believe every idle, vicious and slanderous report about a teach CT. concelYed in the juvenile brain, without once taking the pains to think that there is another side to the story, or that children will exaggerate and often lie, and at once condemn him in the most violent terms, when perhaps there is not the slightest req son for it. This evil is really one of the worst that the teacher has to contend with, and is the point of radiation for many oth- CTS. We would consider it an outrage up on law and common justice, to see a man tried, judged and condemned by the testi mony of one interested person, without having the privilege granted him of appear ing in his own defense, yet this is just what is done constantly with the teacher-he is tried, judged and condemned without the opportunity of saying one word ln his own defense, by an interested party, and upon the sole testimony of child. The subject is prolific one and might be continued al most ad Snfnitums, but feel that have trespassed upon your space and good na- ture, MT. Editor, already more than ought, and will cease with the remark that a teachers profession is hard and thank less one at the best. and reasonable for bearance on the part of parents and guar dians, with the exercise of little common sense, would strip It of many of it's most disagreeable features. ALPHA, Salisbury, Conn.,. Sept. 9th. '76.

 Perlls of BallOOning.