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Object of Education.

Some one has well said, "The real object of education is to give children resources that will endure as long as life endures; habits that time will ameliorate, not destroy; occupations that will render sickness tolerable, solitude pleasant, age venerable, life more dignified and useful, and death less terrible." Let this not be forgotten, but let it be your daily aim and effort to impress upon the minds of your pupils a true appreciation of the object of life. Teach them by precept and by example how to live, so that they may wisely act their parts in this life, and by a timely and faithful performance of present duties, be constantly and surely ripening for a higher and nobler existence when time shall be no more.

I might enlarge upon the magnitude and importance of the teacher's mission, but it may not be necessary. You have, I doubt not, well considered the subject; or if you have not already done so, I beg that you will, for unskilled or rude hands should never touch "the strings of that harp whose vibrations are felt in eternity."

In my next letter I will call your attention to some of the more prominent characteristics essential to the truly successful teacher, without which the highest literary talent and culture will prove of but little worth. With the earnest and sincere hope that you will prayerfully ponder the nature of the responsibilities you are about to assume, I remain,

as ever,

Your sincere friend,

C.

LETTER II.

PATIENCE. · EXEMPLARY CHARACTER AND

IN

DEPORTMENT.

MY DEAR FRIEND:

In my last I promised to write in relation to some of the characteristics essential to insure success on the part of the teacher. You evidently wish to know what you shall be, as well as what and how you shall do, in your chosen work. I need not speak of the necessity of accurate and varied literary attainments. It would be absurd for any one to undertake to teach that which he does not himself understand. A thorough and exact comprehension of all the branches to be taught is of the utmost importance; and if an extensive stock of miscellaneous knowledge can be added to this, so much the better. As is the fountain, so will be the streams flowing therefrom. Without dwelling upon this point, I will proceed to designate some of the traits which you should carefully and earnestly cultivate.

PATIENCE. — If there is any work that calls loudly and constantly for the exercise of patience, it is that of the teacher. His labors are arduous under the

Professor Huntington.

most favoring and favorable circumstances. The good seed sown in the school-room during the day may be rooted up by other hands in the evening, and, more than this, tares may be sown instead. Day after day will you, my friend, be called upon to undo and do over; and at times your very soul will almost sink within you, and exhausted Patience bet ready to take her flight. But let her depart not. In the expressive words of another,* "Lift up your eyes to the fields; they are white already to harvest. With the blessing of Providence go to the field of your slow, patient work. That slowness of the result may be the bitterest element in the discipline.

'To-morrow! and to-morrow! and to-morrow!
Creeps in this petty pace from day to day,

To the last syllable of recorded time.'

Be content to wait for Him with whom ages are days, and in due season ye shall reap if ye faint not. Go out with faith, with supplication. Ye shall come again in the jubilee and sabbath of the res urrection, rejoicing."

You have an earnest desire to improve, to become a successful and accomplished teacher. This is well. Without such desire you would be an unworthy member of your chosen profession. The great thing is to have your desire controlled and modified by existing circumstances. have your pupils advance rapidly,

You wish to to excel. In

your haste to have them do so, be not guilty of

* Professor Huntington.

Anecdote of an Irish Lad.

overtasking them, or of losing your patience. Do not forget that children often arrive at results by slow and tedious processes. Refer to your own experience. It has been only by many long years of patient effort that you have gained a mastery of the subjects you undertake to teach. To you they are now perfectly familiar, but remember that this familiarity was not gained in a day. It was only by long-continued effort that you acquired your present stock of knowledge. As you consider this, you will learn to be patient with the little ones, even when they seem to be intolerably dull and stupid. Be very careful to discriminate between what may be called dulness and that which is really nothing but heedlessness. Never censure a pupil for failing, for the fiftieth time, to comprehend a principle, if you are sure he is doing as well as he can. Some minds are exceedingly sluggish in their movements, -some naturally so, and others by mere habit. The former should be dealt with in the most kindly and alluring manner, while a degree of sharpness may not only be allowable, but desirable, towards the latter. I have somewhere seen an anecdote illustrating my point in part. A certain teacher had among her pupils a little Irish lad. She was endeavoring to teach him the letters of the alphabet; but, though an honest boy, he seemed to learn very slowly. After much patient effort, she succeeded in making him acquainted with all the letters but p and q. The little fellow could not comprehend these, and, time and again, confounded the two. In

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an unguarded moment, after he had repeatedly miscalled the letters, the teacher shook him, somewhat passionately, and said, in tones of censure, "Patrick, will you never learn your letters?" most imploring looks and words, teacher will never forget, he said, "Plase, ma'am, if you will say them a little asier I'll thry." Can you not learn a lesson from this? For wilful or heedless inattention, it may be right to reprove severely; but never for natural dulness.

Let

Every hour of almost every day will your patience be taxed, and sometimes, seemingly, beyond the power of endurance. But be not overcome. patience have her perfect work, and be not guilty of word, feeling, or act that will need to be repented of. Recollect that young minds develop slowly, and ever be willing to follow nature's teachings, — "First the blade, then the ear, after that the full corn in the ear."

-To

EXEMPLARY CHARACTER AND DEPORTMENT. one whose demeanor and habits are so correct as I know yours to be, it may seem out of place to say a word under this head. And yet, if possible, I would have you feel still more strongly the extent and force of example in teaching. No one can exist in and for himself alone. Parts of a mighty whole, each individual contributes to its general character and condition, and no individual part can deviate or become remiss without causing the whole to suffer. You know how prone the young are to be affected

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