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 eacher 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

*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," "9" Wriand a like number to "Arithmetic," "Grammar," "Spelling," ting," &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, 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 in accurate 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

"Sums."-" Question."-Anecdote.-Animation.

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minds of his class some rule of syntax, when his own language at the very moment shows an entire disregard of the rule. It is very common to hear teachers talk of "sums" to their classes in arithmetic, and even te ask them to do "sums" in subtraction or division. The term "question" is often as improperly applied, when no question is asked. The teacher, should be accurate in the use of terms. Question" is sometimes the proper word; sometimes "problem," and sometimes "exercise," or "example," may with more propriety be used; but "sum" means the amount of several numbers when added, and it should not be applied as the name of an exercise. Some teachers use the terms ratio and proportion* interchangeably, as if they were synonyms. Such inaccuracies in the teacher will be sure to be reproduced in the school, and it is a great evil for the scholar to acquire a careless habit in the use of terms.

4. He should have proper animation himself. Horace Mann describes some of the Scotch teachers as working themselves up into a feverish excitement in the presence of their classes, and the classes in turn as literally bounding from the floor when they answer their hasty questions. Now, while I think these Scotch

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*We are reminded by this of the college student who was examined rather closely by his tutor. "What is ratio?" inquired the tutor. "Ratio?" said the young man, ratio is proportion." "Well, what is proportion?" "Proportion? proportion is ratio." "Well, then," said the tutor, looking perplexed, "what are both together?" "Excuse me," said the pupil, “ I can define but one at a time!"

Children imitative.- Attitude.-The attention of the class.

teachers go quite too far, I do think that many of our own teachers come short of a proper standard of animation. A teacher should be ready, without being rapid; animated, without being boisterous. Children are imitative beings; and it is astonishing to observe how very soon they catch the manners of the teacher. If he is heavy and plodding in his movements, they will very soon be dull and drowsy in theirs; then, if he speaks in a sprightly tone, and moves about with an elastic step, they almost realize a resurrection from the dead. If he appears absent-minded, taking but little interest in the lesson which is recited, they will be as inattentive, at least, as he; while, if all his looks and actions indicate that the subject is of some importance, he will gain their attention. Nor can I refrain in this place from suggesting to the teacher the importance of regarding his manners, while engaged in conducting a recitation. His attitude should not be one of indolence or coarseness,—and when he moves from his seat, and appears at the blackboard to illustrate any point, it should be done gracefully, and with a constant regard to the fact, that every look and every motion teaches.

5. He should never proceed without the attention of the class. A loss of interest is sure to follow a want of attention. Besides, a habit of inattention, while it is very common, is also a great calamity to the person who falls into it during life. Many a sermon is lost upon a portion of the audience in our churches every Sabbath from this cause. When the attention is