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Victims of kindness.-Passive recipient.-A jug.

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even of an agreeable thing to make one sick, and 1 produce loathing forever after. Now many teach are just such misguided caterers for the mind. T. are ready to seize upon the victims of their kindne force open their mental gullets, and pour in, with mercy and without discretion, whatever sweet th they may have at hand, even though they surfeit é nauseate the poor sufferer. The mind, by this proce becomes a mere passive recipient, taking in with much resistance whatever is presented till it is full.

“A passive recipient !" said one to his friend, "wł is a passive recipient ?“A passive recipient,” i plied his friend, " is a two-gallon jug. It holds ju two gallons, and as it is made of potters' ware, it c: never hold but just two gallons.” This is not an un illustration of what I mean by making the mind passive recipient. Whenever the teacher does no first excite inquiry, first prepare the mind by wakin it up to a desire to know, and if possible to find ou by itself, but proceeds to think for the child, and t give him the results, before they are desired, or befor they have been sought for,—he makes the mind of the child a two-gallon jug, into which he may pour jus two gallons, but no more. And if day after day he should continue to pour in, day after day he may expect that what he

pours

in will all run over. Themind, so far as retention is concerned, will act like the jug; that is, a part of what is poured in to-day, will be diluted by a part of that which is forced in tomorrow, and that again will be partially displaced and its

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An example.-A spectator astonished.—Teaching History!

John looks upon the floor. “Is n't it always the same as the dividend, John ?" “ Yes, sir.”

“Very well, John,” says the teacher, soothingly, “ what denomination is this dividend ?” pointing to the work upon the board. . “Dollars, is it not ?" “Yes, sir; dollars."

Very well ; now what is this remainder ?” John hesitates. “Why dollars too, isn't it?" says the teacher.

“Oh yes, sir, dollars !says John, energetically, while the teacher complacently looks at the visitor to see if he has noticed how correctly John has answered !

A class is called to be examined in History. They have committed the text-book to memory, that is, they have learned the words. They go on finely for a time. At length one hesitates. The teacher adroitly asks a question in the language of the text. Thus: Early in the morning, on the 11th of September, what did the whole British army do ?” The pupil, thus timely reassured, proceeds : " Early in the morning, on the 11th of September, the whole British army, drawn up in two divisions, commenced the expected assault.” Here again she pauses.

The teacher proceeds to inquire : “ Well, Agreeably to the plan of Howe, the right wing' did what ?"

Pupil. Agreeably to the plan of Howe, the right wing"

Teacher. The right wing, commanded by whom?"

A further example.-Yes, sir.

Pupil. “Oh! 'Agreeably to the plan of Howe, the right wing, commanded by Knyphausen, made a feint of crossing the Brandywine at Chad's Ford,'" &c.

This is a very common way of helping a dull pupil out of a difficulty ; and I have seen it done so adroitly, that a company of visitors would agree that it was wonderful to see how thoroughly the children had been instructed !

I may further illustrate this drawing-out process, by describing an occurrence, which, in company with a friend and fellow-laborer, I once witnessed. A teacher, whose school we visited, called upon the class in Colburn's First Lessons. They rose, and in single file marched to the usual place, with their books in hand, and stood erect. It was a very good-looking class.

“Where do you begin ?" said the teacher, taking the book. Pupils. On the 80th

page,

3rd question. Teacher. Read it, Charles.

Charles. (Reads.) A man being asked how many sheep he had, said that he had them in two pastures ; in one pasture he had eight; that threefourths of these were just one-third of what he had in the other. How many were there in the other ?”

Teacher. Well, Charles, you must first get onefourth of eight, must you not ?

Charles. Yes, sir.
Teacher. Well, one-fourth of eight is two, isn't it?
Charles. Yes, sir ; one-fourth of eight is two.

llard mental labor.-An interposition.

Teacher. Well, then, three-fourths will be three times two, won't it?

Charles. Yes, sir.
Teacher. Well, three times two are six, eh?
Charles. Yes, sir.

Teacher. Very well. (A pause.) Now the book says that this six is just one-third of what he had in the other pasture, don't it?

Charles. Yes, sir.

Teacher. Then if six is one-third, three-thirds will be-three times six, won't it?

Charles. Yes, sir.
Teacher. And three times six are—eighteen, ain't it?
Charles. Yes, sir !

Teacher. Then he had eighteen sheep in the other pasture, had he?

Charles. Yes, sir !
Teacher. Next, take the next one.

At this point I interposed, and asked the teacher if he would request Charles to go through it alone. "Oh, yes,” said the teacher, “ Charles, you may do it again.” Charles again read the question, and—looked up.

“ Well,” said the teacher, “ You must first get one-fourth of eight, mustn't you?" "Yes, sir.” “And one-fourth of eight is two, isn't it?" “Yes, sir." And so the process went on as before till the final eighteen sheep were drawn out as before. The teacher now looked round, with an air which seemed

“Now I suppose you are satisfied.” “Shall I ask Charles to do it again ?" said I. The

to say,

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