Year: 1875

the twig is bent, the trees inclined,
and never was a truer one spoken or
written, both in respect to the moral
and intellectual education of the chill
dren. l have seen picture represent.
ing an old, gnarlcd, knotty, crooked
tree which dozen or more stout
workmen were pulling at with all their
might and main in order to make it
straight. Ridiculous as the task may
seem, it is nearly as hopeless one to
attempt to straighten and build up in
fair proportions, a mind dwarfed and
deformed by false instruction or by the
want Of proper training IN the tender
years OF childhood.


The necessity Of thorough primary
education is sadly felt throughout our
State, Heretofore our young men and
women have been hurried through the
common school coursc-the very es.
sentials to a good education-in order
to fit them to enter College, and the
consequence is that We often see those
who have finished the course of study
at these higher institutions, incapable
of teaching correctly the primary
branches. The influence of this state
Of thin gs is often seen in our public
schools. Girls and boys sometimes
think it great honor to throw aside
the reader, spelling book, geography,
&c, and take up Algebra, Philosophy
or some other study with a big name
to 1t. None but a teacher knows how
hard it is to combat such false ideas.
When the little child first comes to
us from the parents, who thus gives up
to us for time the right to control,
guide and direct it. there is a sacred
trust reposed in us which we should
appreciate we'll before opening up to
that young mind the treasures which
lie before it, and the teacher who does
not feel the responsibility thus resting
on him will fail to meet the success he
wishes. A very common expression
about primary teachers is this; lie
don't know much, hut he'll do very
well to teach the iittle children. 1t is
to be hoped that the day is nearing
when parents will see the injury they
are doing to their children by sending
them to teachers with no better recon-.
mendation than this. Parents are of.
ten the cause OF much unnecessary ex-
pense and trouble to themselves and
their children by employing incompe-
tent teachers. They are a little like
the crooked tree themselves and do not
know any better.


The pupil may learn much from its
surroundings in school. A neat, com.
Portable house, properly furnished
havinga place for everything and
everything in its place." has a salutary
influence on the tastes, dispositions
and habits Of the children.


Let the teacher wear q pleasant
countenance. a smile will carry glad
ness TO the heart Of a child whose heart
is troubled-for children have sorrows,
keen and poignant as their elders have
Let them feel that their teacher is theil
friend, and to whom they are not afraid
to come with the recital of their joys
or sorrows. Respect their feelings, and
they will respect yours.


There are important lessons besides
a, b, c's TO teach the young pupil at the
first start. 1t is the opinion of some
persons that children should be coaxed
INTO their lessons, that they may thinl
it something funny, something like ,
play. The child thus deceived viii
rarely like his book. Let him find out
the very first day he enters school thai
everything must be done at the proper
time. This can be done without .
frown or harsh word. 1t is useles.
to assign regular study to a child whit
knows nothing about applying hi
mind to lessons. But he must be KEEP
busy. Give him some easy task tha
he can do. A half hour with slat,
and pencil copying letters or drawing
some figure will amusc and instruc
him--Then change his employment t.
something different, hunting for letter
you have shown him or even littl,
words. Small children need more re
creation than those who ore older ant
their recesses should not be more thar
an hour apart Intersperse The exer
cises ofthe school with singing o.
sometimes object lessons 50 the time
will not seem dull and tiresome. lie
the eye. ear and hand all aid the minC
in gaining knowledge. Teach children