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Preparation to make a show.-Sometimes useful.-When?

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it appear what it is not. The wish, expressed or implied, of the parents, and the ambition of the children, all conspire to make the teacher yield to a usage so common. Consequently, several weeks will be spent to prepare the children to appear in public. During this time, they study not for improvement, not for future usefulness, but simply to make a show at the public celebration. An unworthy and unwarrantable motive actuates them during all this process; and, at last, unless strangely benighted, they are conscious of holding up a false appearance to the world. Now, under such circumstances, whatever of good is effected, by way of enkindling a zeal in the parents, is dearly purchased. The sacrifice of principle in a teacher-much more in the children -is a large price to pay for the applause of a few visitors, or even for an increase of interest among them in the cause of popular education.

Examinations, however, which are less showy, and which are of such a character as thoroughly to sift the teachings that have been given, and to thwart any ingenious efforts specially to prepare for them— examinations that look back to the general teaching of the term, or the year, and test the accuracy and thoroughness of the instructions-are unquestionably very desirable and useful. To make them so in the highest sense, and to exempt them from an evil tendency upon the minds of the young themselves, the teacher should be strictly honest. Not a lesson should be given with sole reference to the exhibition

Great motives.-Further caution.-Teacher should be honest.

at the close; not an exercise should be omitted because the examination approaches. The good teacher should keep those great motives before the mind, which look to future usefulness, and to the discharge of duty. The child should be taught that he is accountable for what he acquires, and what he may acquire, and not for what he may appear to have acquired; and that this accountability is not confined to a single day, soon to pass and be forgotten; but it runs through all time and all eternity.

I know not but the expectation of an examination may stimulate some to greater exertion, and make them better scholars. If this be so, it may be well enough; and yet I should be slow to present such a motive to the mind of a child, because a special or secondary accountability always detracts from the general and chief.

A strong reason, in addition to those already assigned, why special preparation should not be made for the examination, is, that where such preparation is expected, the pupils become careless in their ordinary exercises.

While, then, I think too much stress is at present placed upon showy exhibitions and celebrations, and that objections and dangers attend examinations, as frequently conducted, I would not recommend altogether their discontinuance. I would rather urge that the teacher, by his inflexible honesty, should make them fair representations of the actual condition of his school, without relying very much upon them

Restrictions and limitations.-Profitable examinations.

as a means of stimulating the pupils to exertion; that the pupils should be made to feel that the results of their exertion through the term, rather than a few special efforts near its close, would be brought into review; that no hypocrisy or management should ever be tolerated, in order to win the applause of the multitude; that no particular lessons should ever be assigned for the occasion; that it should be remembered, that the moral effect of an occasional failure at examination, will be more salutary upon the school than unbroken success; and that the children are irreparably injured, when they are made in any way the willing instruments of false pretension.

Under such circumstances, examinations may be profitable to all concerned. If teacher and pupils have done well, they have the opportunity of showing it without violence to their own consciences.

The em

ployers, and patrons too, have some means of forming a correct estimate of the value of their school; and all parties may be encouraged and stimulated. But above all things, LET THE TEACHER BE HONEST.

Talents in a clergyman.-Private character.

CHAPTER XI.

THE TEACHER'S RELATION TO THE PARENTS OF HIS

PUPILS.

IN the choice of a clergyman, after estimating his moral and religious character, and ascertaining the order of his pulpit talents, a third question remains to be answered, viz:-What are his qualifications as a pastor? How is he adapted to fulfil the various relations of private friend and counsellor; and in the family circle, in his intercourse with the aged and the young, how is he fitted to

"Allure to brighter worlds and lead the way"?

In that sacred profession every one knows that nearly as much good is to be done by private intercourse as in the public ministration. Many a heart can be reached by a friendly and informal conversation, that would remain unmoved by the most powerful eloquence from the pulpit. Besides, many are prepared to be profited in the public exercises by that intercourse in private which has opened their hearts, removed prejudice, and engendered a feeling of friendly interest in the preacher. The admonitions of the gospel thus have the double power of being truth, and truth uttered by the lips of a valued friend

Social qualities in a teacher.-He should call on the parents.

It is, to some extent, thus with the school teacher. He may be very learned and very apt to teach, and yet fail of success in his district. Hence it is highly important that he should possess and carefully cultivate those social qualities, which will greatly increase his usefulness. The teacher should consider it a part of his duty, whenever he enters a district, to excite a deeper interest there among the patrons of the school than they have ever before felt. He should not be satisfied till he has reached every mind connected with his charge in such a way, that they will cheerfully co-operate with him and sustain his judicious efforts for good. Being imbued with a deep feeling of the importance of his work, he should let them see that he is alive to the interests of their children. To this end,—

1. He should seek frequent opportunities of intercourse with the parents. Though the advances toward this point, by the strict rules of etiquette, should be made by the parents themselves—(as by some it is actually and seasonably done)—yet, as a general thing, taking the world as we find it, the teacher must lead the way. He must often introduce himself uninvited to the people among whom he dwells, calling at their homes in the spirit of his vocation, and conversing with them freely about his duty to their children and to themselves. Every parent of course will feel bound to be courteous and civil in his own house; and, by such an interview, perhaps a difference of opinion, a prejudice, or a suspicion may be removed, and the foundation of a mutual good understanding be laid, which many little troubles

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