Year: 1872

AS an association Of teachers assem-
bled for mutual instruction and inn
provement in our art, it becomes the
duty of each aud every me nber Of the
same to contribute something to the
exercises. In this view therefore with
great diifdence) l offer my own hum
BILE mite relying upon the generosity
of my auditors to overlook all defects
of style, while they give me their at
tentiou to the principles | shall at
tempt to illustrate.


Since Education lies at the basis,
and is in fact the foundation upon
which must rest the superstructure of
all good government; and good socie-
ty, it becomes question Of paramount
Importance what Influences or Sur.
roundings are most favorable to the
early development of the faculties Of
the mind.


1t becomes at once patent to every
observing miud that these Influences
do certainly exercise great power in
directing the interest and energy of
the pupil. For we may say that what
is true in social life is equally true in
student life. The relations are the
same governing the moral and intel
lectual instincts of our nature, and de
veloping these into higher or lower
order of attainment. The distinction
then usually drawn between the two
is entirely erroneous. You will OBJ
serve that while in our houses the
necessary controlling elements are
sought after for developing us into re-
fined, intelligent beings-while our
drawing roooms are tastetully " decorat-
ed, ornamented with paintings, and
brackets, and statuettes, the walls tint.
ed with agreeable colors; our school.
rooms for the most part abound in
bare walls, and rude uncomely furni-
ture.


There is in their very association
something at once repulsive, expelling
ambitious feeling; making study irk.
some; having tendency to degrade
the moral as well as TO blunt the in
tellectual.


Who is there present, but will say,
speaking from actual experience, that
one quiet hour in tastefully furnish.
ed library is worth weeks of labor in
room where there is naught but
"blank plaster about and above to en-
gage the attention" Hear Ruskin on
this point: The notion Of fixing the
attention by keeping the room empty
is a wholly mistaken one: y x 1t
is just in the emptiest room that the
mind wanders most; for it gets restless
like blrd for want Of perch and casts
about for any possible means for get
tug cut and away"


7 il is impracticable to suppose that
we could Eestow upon our school. rooms
the same elegance we lavish upon our
private drawing-rooms at the same
time if we would turn our attentinns
to the matter in the right spirit, look
ing to the eventual good to accrue,
there might be made many improve-
ments without much additional ex-
pense. A little taste in form and col
oring should be exercised as one of the
essentials. We can usually determine
without much difficulty what will be
pleasing; our natural instincts leading
us to distinguish readily between the
agreeable and the disagreeable. There
is no just reason for painting windows
aud doors with certain sombre shades
such as brown or lead-color, when
more agreeable colors might be as
easily procured, and at the same
rates. would wish no worse prison
than a room set oil in this detestable
lead color; and were | employed to
teach in a school-room whose doors
and desks were of this same unheaven-
ly hue, | think | should at once re-
sign my position in the convictinn that
with such unhappy influences about me
all my Efforts would prove useless.


was afforded, some months since,
an opportunity Of visiting one Of the
District schools in this State. The
approach to the building was certainly
pleasing; the situation wholly disira-