How acquired.-Natural order.-Science of teaching.

exactly his perplexities and feeling his precise wants, can become the apt teacher. Those who fail in this are usually those who have forgotten the steps they took to acquire their own knowledge, or perhaps who never noticed what steps they did take.

To acquire this rare qualification should be the constant study of the teacher. To this end he should recall, as far as possible, the operations of his own mind in childhood. By studying his own mind, he learns, often most effectually, what he needs to know of others. Whenever he is preparing to teach any principle or fact to others, let him ask himself questions like the following:-What was the dark point in this, when I studied it? Where did my mind labor most? What point did my teacher fail to explain? Such questions will frequently suggest the very difficulty which perplexes every mind in the same process. Again, the following inquiries may be very useful :— In studying this, what was the first point which appeared clear to me? After this, what was the second step, and how did that follow the first? The next in order? And the next? Was this the natural order? If not, what is the natural order? The right answers to these questions will suggest the course to be pursued in the instruction of a class.

The teacher can scarcely ask a more important question than this:-What is the natural order of presenting a given subject? The ability to determine this, is what constitutes in a great degree the science of teaching. This inquiry should occupy much thought

Thorough knowledge.-Its advantages to the teacher.

because a mistake here is disastrous, and ever will be, as long as divine wisdom is superior to human. He who can ascertain the order of nature, will be most sure of exciting an interest in the subject he is endeavoring to teach.

Some further suggestions as to conducting school recitations are contained in the following paragraphs.

1. The teacher should thoroughly understand what he attempts to teach. It is destructive of all life in the exercise, if the teacher is constantly chained down to the text-book. I have no objection, indeed, that he should take his text-book with him to the class, and that he should occasionally refer to it to refresh his own memory, or to settle a doubt. But who does not know that a teacher who is perfectly familiar with what is to be taught, has ten times the vivacity of one who is obliged to follow the very letter of the book? His own enthusiasm glows in his countenance, sparkles in his eye, and leaps from his tongue. He watches the halting of the pupil, perceives his difficulty, devises his expedient for illustrating the dark point in some new way, and, at the proper moment, renders just the amount of assistance which the pupil needs. Not confined to the text, he has the use of his eyes; and when he speaks or explains, he can accompany his remark with a quickening look of intelligence. In this way his class is enlivened. They respect him for his ready attainment, and they are fired with a desire to be his equal.

How different is it with a teacher who knows nothing

Printed questions.-Special preparation.

of the subject but what is contained in the text before him, and who knows that only as he reads it during the intervals occasioned by the hesitations of the class. Every question he proposes is printed at the bottom of the page; and as soon as he reads the question, without a glance at the pupil, his eye sets out on a chase after the answer in the text. If the scholar has not already been stupified by such teaching, and happens to give an intelligent answer, yet not in the precise language of the book, he is set right by the teacher's reading the very words,-just so much detached from the sentence, as he fancies was intended. to answer that one question! In this way he discourages thought in his pupils, and sets a bounty on mechanical study. In this way, too, he congeals whatever of interest they bring with them to the recitation, and they sink into indifference, or, following the instincts of their nature, they seek occupation in play or mischief, even under the sound of his voice!

2. The teacher should specially prepare himself for each lesson he assigns. This is naturally suggested by what has just been said. The teacher's memory needs to be refreshed. We all know how difficult it would be to recite a lesson, in geometry for instance, weeks after studying it. It is so in other things. Now the teacher should be so familiar with the lesson which he proposes to hear recited, that he could recite it himself as perfectly as he would desire his scholars to do it. This is seldom the case. I have heard a teacher, with

The tables turned.-Common-place book.-Its use.

the text-book in his hands, complain of the dullness or inaccuracy of his classes, when, if the tables had been turned, and the pupils allowed to ask the questions, the teacher would scarcely have recited as well. And I may add, this is no very uncommon thing! If any one is startled at this assertion, let him request a friend, in whom he can confide, to ask him the questions of a particular lesson in geography, or history, or grammar. The teacher should daily study his class lessons. This will enable him the better to assign his lessons judiciously. In this daily study, he should master the text-book upon the subject; and more than this, he should consider what collateral matter he can bring in to illustrate the lesson. He should draw upon the resources of his own mind,-upon the treasures of his common-place book,*-upon the contents of some

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* It is an excellent plan for every teacher to keep a common-place book of considerable size, different portions of it being set apart for the different subjects upon which he is to give instruction. On the first twenty pages, "Geography" may be the head,-the next twenty pages may be set apart for "History,"-twenty more may be assigned to " Reading,”and a like number to "Arithmetic," Grammar," " Spelling," "Writing," &c., reserving quite a space for "Miscellaneous Matter." This would make a large book, but when it is remembered that it is to be used for several years, it is well to have it large enough to contain a large amount of matter. Now, whenever the teacher hears a lecture on a peculiar method of teaching either of these branches, let him note the prominent parts of it under the proper head, and especially the illustrations. When he reads or hears an anecdote illustrating Geography, History, or Grammar, let it be copied under the proper head. If it illustrates Geography, let the name of the place stand at its head. When he visits a school, and listens to a new explanation or a new process, let him note it under its head. In this way he may collect a thousand valuable things to be used with judgment in his school.

Use of the eye.-Correct language.

encyclopædia,―upon any source, from whence he can obtain a supply of knowledge for his purpose. This will improve his own mind, and he will be encouraged, as from time to time he teaches the same branch, to find that he is able to do better than ever before, and that, instead of becoming weary with repetition, he is more and more enthusiastic in the subject.

Going thus to his class-so full of the subject, that were the text-book annihilated, he could make another and better one-he will have no difficulty to secure attention. As he speaks, his eye accompanies his word, and as his pupils answer, he sees the expression of their countenances; and what a world of meaning there is in this expression! It betrays, better than words can do, the clearness or obscurity of the mind's perception, when a truth is presented. How different the beaming of the eye when the soul apprehends, from that almost idiotic stare at vacuity when words are used without import. And how necessary it is that the teacher should be free to observe the inward workings of the soul as indicated upon the counte

nance.

3. The teacher should be able to use our language fluently and correctly. In this many are deficient. They hesitate and stammer, and after all, express their ideas in vague terms, and perhaps by the use of inaccurate or inelegant language. A teacher in no way gives so effectual instruction in grammar as by his own use of our language; and there can be no sight more mortifying than that of a teacher laboring to fix in the