Εικόνες σελίδας
PDF
Ηλεκτρ. έκδοση

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 employers, 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 which that intercourse in private the public exercises by 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 inter course 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

250

Object of his calls.-He should explain his plans.

can never shake. It may be very useful to have an interview with such parents as have been disturbed by some administration of discipline upon members of their families. Let me not be understood, however, to recommend that the teacher should ever go to the parent in a cringing, unmanly spirit. It would probably be far better that the parties should ever remain entire strangers, than that their meeting should necessarily be an occasion of humiliating retraction on the part of the teacher. Neither should the parents ever be allowed to expect that the teacher always will as a matter of duty come to their confessional. But it is believed, if there could be a meeting of the parties as men, as gentlemen, as Christians, as coadjutors for the child's welfare, it would always be attended with good results.

2. He should be willing to explain all his plans to the parents of his pupils. If they had implicit confidence in him, and would readily and fully give him every facility for carrying forward all his designs without explanation, then, perhaps, this direction might not be necessary. But as the world is, he cannot expect spontaneous confidence. They wish to know his designs, and it is best they should be informed of them by himself. The best way for the teacher to interest them in the business of education, will be freely to converse with them concerning the measures he intends to adopt. If his plans are judicious, he of course can show good reasons why they should be carried into effect; and parents are generally willing to listen to reason, especially when it is directed to the benefit of their own

Encourage inquirv.-No mystery.-Encourage parental visitation.

children. Many a parent, upon the first announcement of a measure in school, has stoutly opposed it, who upon a little explanatory conversation with the teacher, would entertain a very different opinion, and ever after would be most ready to countenance and support it.

It seems to me a teacher may safely encourage inquiry into all his movements in school. There is an old saying-in my opinion a mischievous one,-which enjoins it as a duty upon all, to "tell no tales out of school." I see no objection to the largest liberty in this matter. Why may not every thing be told, if told correctly? Parents frequently entertain a suspicious spirit as to the movements of the teacher. Would not very much of this be done away, if it was understood there was no mystery about the school? The teacher who would thus invite inquiry, would be very careful never to do any thing which he would not be willing to have related to the parents, or even to be witnessed by them. I would have no objection, if it were possible, that the walls of our schoolrooms, as you look inward, should be transparent, so that any individual unperceived might view with his own eyes the movements within. The consciousness of such an oversight would work a healthy influence upon those who have too long delighted in mystery.

3. The teacher should encourage parents frequently to visit his school. There is almost everywhere too great backwardness on the part of parents to do this duty. The teacher should early invite them to come in. It is not enough that he do this in general terms.

« ΠροηγούμενηΣυνέχεια »