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have long been estranged from all sense of human charity? What vast power over minds and hearts belongs to him, to whom every pupil looks, and cannot but look, as his best friend! Confidence is everything in government; confidence in our judgment, in our love. What will not the soldier do for the commander in whose judgment, skill, and kindness he can trust ? An army can be led to certain death by a Leonidas, whose bosom is the first bared to every danger, who takes the lead in every toil and sacrifice, instead of imposing burdens and requiring tasks which he would not bimself touch with one of his fingers.

It would indeed be a mistake to suppose that the utmost kindness, and the utmost wisdom, combined, will secure universal obedience. There is frowardness which is more than a match for infinite wisdom and infinite love, and it is found not seldom. But, while we may not expect universal success, with our highest combination and best exercise of these indispensable elements, we can expect no true success at all without them. The obedience we may seem to secure, will be mechanical, forced, not from the heart, not tending to form a habit of doing right, not leading our pupils to govern themselves.

A government, wise and kind, will always be respected, though it may not always be obeyed; and respect, real and heartfelt towards us, is vital to all our usefulness in forming character, and is a great step towards success. Without it, we can do nothing; and with it, we can do much.

To that infinite and uncreated Source, whence all light, all love proceed, let us reverently turn our obedient souls ; and let it seem in our eyes none other than the worthiest and noblest of offices to reflect of those good and perfect gifts upon waiting eyes and willing hearts around us.

What more can a mortal ask than to stand between the Divinity and his fellow creatures, and reflect his light and love on their minds, distant from his throne only by one degree? Let no teacher despise his birthright, nor sell it, like unbelieving Esau. All-judging Heaven will mete us out a just and large reward, if we be found watching for and doing our duty.

LECTURE III.

MANAGEMENT OF THE SCHOOL-ROOM.

BY ARIEL PARISH.

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The school is a miniature community, a section of society. It contains within itself all the elements of the body politic, of which it is a part. In it are the mag- . istrates, officers of government, mechanics, agriculturists, the men and women, of whatever grade and employment, of the next generation. There, in embryo, is every passion and feeling incident to human nature. There, already appear those incipient habits, which, if left to their own downward tendency, will sooner or later degrade the man into the brute or fiend.

Like the invisible electric fluid which pervades all material objects, beneath, around and above us, when left to its own eccentric and devious course, deals destruction to the works of man and death to himself, but under the control of omnipotent mind, becomes a submissive messenger swifter than thought, subserving his wants, so the invisible spirit that dwells within that little community, is endued with a power for evil or for good, which finite mind can never comprehend.

Into whose hands shall be committed interests of so vast a magnitude ? How can those who are to guide

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that subtle agency learn their duty, so as to discharge it with all due fidelity to God and man ? May we not fondly hope that this Association, whose career has so auspiciously commenced, may be greatly instrumental in raising up a generation of laborers, who shall be 6 apt to teach,” and devoted to their profession ? And while great men in high places, and a crowd of little men in their train, are heralding the virtues of explosive cotton, may it ever be the object of our highest ambition, to discover the great secret for producing expansive minds!

A thorough and successful teacher will exhibit in the discharge of his official duties, two prominent qualifications.

1st. SKILL TO IMPART INSTRUCTION. 2d. ABILITY TO GOVERN.

On these will depend, almost entirely, his influence and usefulness. And however much he may excel in the one, he cannot on that account afford to be deficient in the other. It is true, that in the department of teaching, he may impart such a degree of interest to the subject, or he may present it in so attractive a manner, as to absorb all the attention of his pupils, and thus, for the time, forego the necessity of resorting to any apparent controlling power ; — but this is only one of those desirable modes of so combining the elements of authority with the process of instruction, that only one, and that in its most agreeable attire, shall seem to the pupil to exist.

Important as the former must ever be admitted to be, the latter must nevertheless take precedence in prac

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tice, if not in actual merit. Allow me therefore to ask your attention to a few observations on the particular application of certain principles of School Government, before we proceed to notice the modes of administration.

That" order is Heaven's first law,is a sufficient reason why it should exist on earth, especially to those who desire any resemblance; and if anywhere on earth, it evidently should be found where the human mind is undergoing that purifying, renovating process, which shall prepare it for a holier influence, and fit it for its high destiny. But the common and almost only reason usually assigned, why order should be maintained in the school-room is, that those who wish to devote themselves exclusively to study and the exercises of the school, may do so without interruption or confusion.

This certainly is one very satisfactory reason in its favor, and would come near being conclusive, if two things were true, viz. : If the subjects contained in the text-books were the only ones to be learned or taught; and secondly, if pupils were mere machines, which could be set in motion and stopped, at the will of the master, as the engineer manages the locomotive. But if we rest satisfied with such reasoning, we fail to discover the full measure of benefit which a well digested system of government, judiciously administered, is designed to impart.

The ignorance of the child is not limited to the subjects comprehended in his text-books ; nor is the teacher to be confined to them in his instructions. He is as ignorant of propriety in action, of the time when and the manner in which he may act, as he is of the

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