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BOOK-KEEPING. PHYSIOLOGY. — DRAWING.- HISTORY, ETC.

. 252

LETTER XIX.

DECLAMATION. STUDY OF NATURE AND OF WORDS, ETC.

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LETTER I.

THE TEACHER'S VOCATION.

MY DEAR FRIEND:

I AM glad to learn that you have decided to devote yourself to the business of teaching; - glad because it is a noble work, and still more glad because I feel that you possess many traits which tend to fit you for your chosen calling. You ask me for advice on several points, assuring me that you wish, in every possible way, to increase your qualifications. The very fact that you are desirous of learning what you can in relation to your duties, is one of the surest indications that you will succeed in their performance. It is a lamentable fact, that many persons engage in teaching without any just sense of its importance, — without any natural or acquired fitness for the duties to be performed, and without the least desire to become more enlightened. It has been from such persons that the teacher's profession, and the community, have long and greatly suffered.

It will afford me sincere pleasure if I can be in any degree instrumental in awakening any new

The Nature of the Work.

ideas in your own mind, or in suggesting, as the result of my own experience and observation, any hints or plans that may be serviceable to you. In my own plain way, I will endeavor to comply with your wishes.

manner.

No

At the very outset, let me urge you well to consider the nature and importance of your contemplated mission. Without a true understanding of the work to be performed, it would be in vain to expect any very favorable results. Some seem to imagine that to "teach school" is merely to spend six hours daily, for six days in the week, in asking questions, hearing answers, and preserving a tolerable degree of stillness in the school-room. very special results are thought of, no very desirable ones are realized. A certain formal round of daily duties is performed in a very formal and heartless But with you, I am quite sure, it will be different. I am confident that you wish to know your duty, and also to perform it. The faithful teacher's work is a glorious one, both in its nature and in its results. We admire the skill of the artist, who causes the inanimate canvas to exhibit lifelike expressions; — and the sculptor who, from the shapeless and lifeless stone, succeeds in producing the image and semblance of the human form and features, is deemed worthy of high honors and rewards. And this is well: we would not have it otherwise. But while we are ready and willing to accord to these the rich meeds of praise, we would not be unmindful of him who moulds and develops

Dr. Channing's Views.

the living mind, — and to the faithful and successful teacher we would give the highest rank and the truest and most lasting honors.

To the instructor is committed the tender and impressible mind of childhood. It is his to mould and instruct; to fill with true and useful knowledge; to illumine with the light of science; to purify and ennoble with the full rays of moral truth; to fortify against the errors and the evils which will assail it; to fashion and discipline for wise, virtuous, and useful action, so that he may be made to "honor and glorify" his Creator. To take the child of to-day, in all his ignorance, weakness, and dependence, exposed to evil influences and temptations on every hand, and lead him on through the devious and dangerous paths of childhood and youth, and finally place him upon the battle-field of life a truehearted and intelligent being, richly furnished with those traits and qualities which will nerve and strengthen him to "act well his part in life," - to do all this is the high privilege and duty of the teacher; and is it not a noble and godlike work?

The lamented Dr. Channing thus expressed his views of the teacher's work: "There is no office higher than that of a teacher of youth, for there is nothing on earth so precious as the mind, soul, and character of the child. No office should be regarded with greater respect. The first minds in a community should be encouraged to assume it. Parents should do all but impoverish themselves to induce such to become the guardians of their children.

Jupiter crowns the Teacher.

They should never have the least anxiety to accumulate property for their children, provided they can place them under influences which will awaken their faculties, inspire them with higher principles, and fit them to bear a manly, useful, and honorable part in the world. No language can express the folly of that economy, which, to leave a fortune to a child, starves his intellect and impoverishes his heart.'

It is said that, when "Jupiter offered the prize of immortality to him who was most useful to mankind, the court of Olympus was crowded with competitors. The warrior boasted of his patriotism, but Jupiter thundered; the rich man boasted of his munificence, and Jupiter showed him a widow's mite; the pontiff held up the keys of heaven, and Jupiter pushed the doors wide open; the painter boasted of his power to give life to inanimate canvas, and Jupiter breathed aloud in derision; the orator boasted of his power to sway a nation with his voice, and Jupiter marshalled the obedient hosts of heaven with a nod; the poet spoke of his power to move even the gods by praise, Jupiter blushed; the musician claimed to practice the only human science that had been transported to heaven, Jupiter hesitated; when, seeing a venerable man looking with intense interest upon the group of competitors, but presenting no claim,- What art thou?' said the benignant monarch. Only a spectator,' said the gray-headed sage; -all these were once my pupils.' 'Crown him! crown him!" said Jupiter; crown the faithful Teacher with immortality, and make room for him at my right hand.””

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