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PALLISER'S Common Sense School Architecture.

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EDUCATIONAL NEWS,

BY THE

leave it an actuality. The law of school-life is therefore the

law of change - Change in Child-nature. PUBLISHED WEEKLY

Upon the teachers of the Public Schools rests very

greatly the responsibility so to direct the child's mind that EDUCATIONAL NEWS COMPANY,

he will in after life fill the leading positions in Church and

State, instead of the asylums and penitentiaries.
Philadelphia, Pa.

Habit and sentiment combined master the world.

They master the world because they master individuals;
CONTENTS,
COMMUNICATIONS:

hence we see the importance of fixing right habits and imMORALS IN THE SCHOOLROOM AND IN SOCIETY.............211 planting proper sentiments in the young. The duty of givHOW TO KEEP Boys BUSY DURING ARITHMETIC

ing attention to this is imperative upon the school, because CLASS..

.213 of the purpose for which it was established and is mainGEOGRAPHY AND NATURAL SCIENCE..

...214 tained, namely : To prepare the child for useful citizenship. AFTER ALL, WHAT IS EEUCATION ?.......

214

The following habits should be formed by the pupil dur. BUTTERFLIES AND MOTHS

215 ELOCUTIONARY

ing school-life. ARBOR DAY...........

.215

Punctuality-that promises may be faithfully kept. EDITORIAL:

Good Order--that due respect may be paid to the rights EDITORIAL NOTES.......

216 of others. PERSONAL ITEMS.............

..217

Regularity—that home life and business may be conHINTS.......

..218

ducted systematically and economically. EDUCATIONAL INTELLIGENCE.

.219 QUERY COLUMN............

Industry—that he may realize that that only belongs to

..221 LITERARY AND SCIENTIFIO,..

.222 him which he earns by faithful effort.

Self Denialthat he may be willing to bear others' bur-
Original and Selected.

dens and perform official duties.

Self Direction of Effort—that essential individuality For the EDUCATIONAL News.

may be developed, and with it a spirit of proper indepen MORALS IN THE SCHOOL-ROOM AND IN SOdence, and a sense of personal responsibility for public afCIETY.

fairs.

Obedience to the Dictates of Conscience-that each may
BY MISS SADIE M'NEIL, JAMESTOWN, PA.

promptly yield to the higher law of right. As complemen.

tary to this work, the seeds of love, truth, honesty, and The school bells of our county mingle their melodies patriotism must be sowa in the school. The teacher mist with thousands of others in this broad land daily, forming sow these seeds. one grand, harmonious chime that echoes from the Atlan- James Russell Lowell says, "All the beautiful sentiments tic to the Pacific, from the Great Lakes to the Gulf. These in the world weigh less than a single lovely action." This bells call three million children to our schools.

being true, it follows that the teachers will not inculcate The school is a bridge over which the child is to pass in her pupils right principles and morals by repeating beaufrom inefficiency to efficiency, from ignorance to knowledge, tiful sentiments only. We teach consciously and by from sirength to power, from impulse to reason,

words, but we teach a great deal more unconsciously and He starts upon this bridge a possibility, he is expected to without words. From the moment the teacher comes into

1

the presence of her pupils, this inconscious teaching be- suspicion of his associates. A man or woman resents nothgins. The silent lessons are doing what no words will ing so much as to have his statements questioned. He ever undo. The swift mysterious process by which im- who questions a man's veracity groundlessly offers him the pressions are produced from action, has pictured the real greatest of insults. character of the teacher upon the minds of the children so Yet there are many teachers who will accept no pupil's correctly that she would not recognize herself.

statement as true, unless it is supported by tangible and If her dress is careless, manners coarse, voice harsh, or undeniable proof. The very teacher who addresses some soul unsympathetic, it is as quickly reflected upon the child pupil of this common fashion,"How do I know, John, that mind as real objects are mirrored upon the retina of the what you tell me is true?" would be in a towering rage if eye; with this difference, they are not displaced by the the same words were addressed to him by an acquaintance. next object, but are permanent.

We believe that an undue vigilance on the part of teachers We may deceive each other by our skillful "make-up" on examination-day, a watchfulness that is advertised and but we have very little success in covering the truth from paraded before the pupils, has a tendency to make them the children. The only evidence they may ever give may dishonest. They will try to "get ahead of the teacher." be an unconscious, instinctive shrinking away from the It is easy to make pupils dishonest. It is not so easy to teacher. A teacher who feels this silent turning away from make them honest. But we can at least make the attempt. her should be startled by it into a most unsparing search of We should let each pupil feel we expect him to do someher heart to find what is or is not there, that the children thing noble, to be noble. The teacher must be all that he act thus.

require of his pupils. Some irritating circumstance may have put her out of all

A fountain will rise no higher than its source. patience in the morning, and have caused her to speak an.

A teacher's life will either intensify or nullify his teachgrily before the children. In the afternoon she has a little

ings, talk with them about kindness and gentleness with each other. They listen of course, for they can do nothing else,

This being true, how great is the responsibility resting but the real teaching was done in the morning and no upon the teacher ! A responsibility that is always with her

both in the school-room and in society. number of wise talks can undo it. The teacher who has faith in children, in their capabil

The teacher must always be a perfect example of moralities, their longings after the infinite something that is bet-ity. We believe Christian morality the perfect and final ter than the present, wields a power whose strength is mag- type. The teacher should be a consistent Christian, for, ical.

"Minds that heavenward tower, She talks to the children as though she expects they want

Aim at the widest power to do right and only need to be shown how. She does ex

Gifts on the world to shower;
And this is not at once by fasting gained,

And trials well sustained The children feel her faith, they are elevated; and they But by pureness, righteous deeds, and toils of love keep elevated than a moment,

Abidance in the truth, and zeal for God above."

more than an hour, more than a day. If they fall she is The teacher should be a leader of society in all that is sorry and surprised. It is the surprise quite as much as pure and noble and tends towards the promotion of pub. the sorrow that puts them on their feet again.

lic morality. This being granted (and no one will seek All children, even those of a larger growth, endeavor to contradict it) then, the teacher should not engage in (though perhaps unconsciously) to make their lives corre the popular amusements that have caused so many moral spond with the verdict which their acquaintances have wrecks upon the shores of time. passed upon them.

The popular amusements we have chief reference to, are If a suddenly finds that his friends have dancing and card playing. It is argued that a teachercan inplaced a higher estimate upon him than he in strict justice dulge in a dance at a private party, in the parlor of a deserves, he will desire nothing so much as tu be really friend, without harm. This cannot be, her reputation as worthy of their higher opinion. If on the contrary, he a model teacher will be assailed by patrons who criticise finds his word persistently doubted, his every act misin unfavorably all dancing, and her example will be followed terpreted and distorted, the probabilities are that he will by some of her pupils who look upon her as a model of exbecome reckless of consequences, and soon deserve the cellence and virtue, thus leading them to form a love for

pect this.

more

that which may prove fatal to their leading a pure noble begun, and then looked around for something to fill up life. Besides, the teacher who dances until the small hours their spare time. The something generally took the form of the morning is unfitted for active wide awake work, such of mischief. They used their fingers to convey their anas teaching, the next day.

swers to others; they looked on the nearest boys' slates, Teachers are human, hence they are just as liable to be and if they did not tell them, they could scarcely restrain come fascinated with dancing to such an extent that they an exclamation, showing that the wrong figure was put neglect their duties, as others are.

down. This gave rise to complaints. Those boys who We have heard of teachers neglecting the County Institute had very little chance of ever getting up a place took very in order to attend a ball, this is a very forcible illustration good care not to lose that chance, while the sharp boys of our last statement.

seemed perfectly indifferent whether they were at the botCard-playing is just as damaging to the morals of the tom or top of the class. It was only a temporary dispeople as dancing. Yet it is becoming so popular to play placement, which broke the monotony, as they were soon Pedro, Hearts, and Sintch that he who does not engage in back to their old places. In fact, they were surfeited with these games is pronounced " a crank" by the majority of the honor of being at the head of the class. And so the the young people, and by many who are older.

sharp ones took next to no time in doing their sums, and It is argʻied that there is no more harm in playing a game the dull ones took an unconscionable time. with the cards of the Euchre deck than in playing Authors, There is nothing like hammering away at an idea or a or any other innocent game.

problem, if you only hammer long enough you will hamThe same arguments used against dancing, can be used mer out a solution. There is nothing like keeping the against cards. They are instruments that Satan has used germ of an idea in your head. If you only keep it long for years to aid in luring from man his soul. Every teacher enough it will produce not only flower but fruit. And so should feel this to be true, and ought to look upon the the master, by continually asking himself, "How can I mere sight of these cards with as much horror as he keep those boys employed ?” at length succeeded in getwould look upon the guillotine or headsman's ax. One is ting an answer from himself. Of course there are many just as surely destructive as the other. The headsman's means of keeping boys employed in such conditions if you ax destroys the body only, but the cards have caused many have the conveniences, and he had to make the most (or to gamble away their very souls.

more than that) of what he had got. He noticed that those The red color upon the Euchre deck is very appropriate. sharp boys if they were not watched closely drew animals It fitly represents the blood that has flowed from millions (such as are seen only in nightmares) below their sums, of wounds made by knife or bullet in hundreds of gambling and when they had spent a fair time in drawing put down dens in the world and even in this country. Teachers their slates just in time not to appear too conspicuous by ought to look with actual horror upon these tools of Satan being last. One rule was that each boy had to put his and teach the pupils so to do.

slate on the floor as soon as he had finished his sum, and When Cromwell petitioned Parliament for soldiers in- was not allowed to touch it afterwards. But when boys stead of the old wine-loving men who filled the Common- had done their sums hastily in order to begin drawing, and Wealth army, he demanded that they should be men who afterwards happened to see or have telegraphed the answer "made some conscience of what they did.” We as teachers there was nothing to prevent their changing a figure or fig. should put conscience into the smallest duty and into ures which they thought were not correct. Sometimes when every act of our lives.

they had a doubt they did the sum over again. This We must teach as complements of morals by our exam not satisfactory. But then it seemed rather cruel to conple both in school and society habits of neatness, politeness, demn the quick boy to a period of inactivity simply beobedience, punctuality, a love for good reading and com- cause he was quick and others were slow, and the slow pany, Temperance, honor, truth, and reverence for God. boy not being hurried naturally took his time over the mat

ter. How to remedy all this was the question that the HOW TO KEEP BOYS BUSY DURING CLASS

master set himself to solve. Why not let them draw. It ARITHMETIC.

would occupy their spare time and keep them out of mis

chiet. It is true that drawing deformed horses, dogs, cats The teacher was at his wit's end. There were sharp boys and several stupid ones. The sharp ones had and cows would not do them much good, but then they

On generally finished the sum before the stupid ones had weil' might as well be doing that as doing something worse.

was

some

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