Εικόνες σελίδας
PDF
Ηλεκτρ. έκδοση

An exclusive spirit-without excuse.-Mutual visitation.

nence, and the secret is with me. I will enjoy it alone. When you have toiled as long, you may be as wise. Brethren, help yourselves." Such a spirit would perhaps be tolerated by the world in an avaricious man, who had labored to treasure up the shining dust of earth. But no man may innocently monopolize knowledge. The light of the sun is shed in golden refulgence upon every man, and no one if he would, may separate a portion for his own exclusive use, by closing his shut ters about him,-for that moment his light becomes darkness. It is thus with the light of knowledge. Like the air we breathe, or like the rain from heaven, it should be free to all. The man who would lock up the treasures of learning from the gaze of the whole world, whether in the tomes of some dusty library, as of old it was done, or in the recesses of his narrower soul, is unworthy of the name of man; he certainly has not the spirit of the teacher.

An exclusive spirit may be borne where meaner things, as houses, and lands, and gold, are at stake; but in education and religion-light and love,-where giving doth not impoverish nor withholding make rich, there is not even the shadow of an excuse for it. The man who is exclusive in these things, would be so, I fear, in heaven.

How can teachers encourage each other?

1. By mutual visitation. Very much may be done by social intercourse. Two teachers can scarcely converse together an hour without benefiting each other. The advantages of intercourse with friends,

Dr. Young.-Even one's faults may instruct us.

as delineated by Dr. Young, may not be denied to eachers.

66

"Hast thou no friend to set thy mind abroach?

Good sense will stagnate. Thoughts shut up want air,
And spoil like bales unopened to the sun

Had thought been all, sweet speech had been denied.

[merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors]

But not only should teachers visit one another,—it is profitable also for them to visit each other's schools. I have never spent an hour in the school of another without gaining some instruction. Sometimes a new way of illustrating a difficult point, sometimes an exhibition of tact in managing a difficult case in discipline, some times an improved method of keeping up the interest in a class, would suggest the means of making my own labors the more successful. And even should one's neighbor be a bad teacher, one may sometimes learn as much from witnessing glaring defects as great excellencies. Some of the most profitable lessons I have ever received, have been drawn from the deficiencies of a fellow teacher. We seldom "see ourselves as others see us ;" and we are often insensible of our own faults till we have seen them strikingly exhibited by another; and then by a comparison we correct our

own.

Besides, by a visitation of a friend's school we may

Stated teachers' meetings.-Their use.-Employ the pen.

not only receive good, but we may impart it. If there is mutual confidence, a few words may aid him to cor rect his faults, if he has any,-faults which but for such suggestion might grow into confirmed habits, to his permanent injury.

So important is this mutual visitation among teach ers as a means of improvement, that I doubt not employers would find it for their interest to encourage it by allowing the teachers to set apart an occasional half day for this purpose.

It would, moreover, be very useful for the teachers of a town to hold stated meetings, as often as once a month, for the purpose of mutual improvement. It would cultivate a fellow-feeling among them, and it would afford them an opportunity to exchange thoughts on most of the difficulties which they meet in their schools, and the best methods of surmounting them. At these meetings, a mutual exchange of books on the subject of teaching, would extend the facilities of each for improving his own mind and his methods of instruction and government.

2. By the use of the pen. Every teacher should be a ready writer. Nearly every teacher could gain access to the columns of some paper, through which he could impart the results of his experience, or of his reflection. Such a course would benefit him specially, and at the same time it would awaken other minds to thought and action. In this way the attention, not only of teachers but parents, would be called to the great work of education. One mind in this way might move

Teachers' Associations.-Institutes.-Their utility.-Should be practical.

a thousand. If a teacher does not feel qualified to instruct, let him inquire, and thus call out the wisdom. of others. This could be done in nearly every village. The press is almost always ready to promote the cause of education. By the use of it, teachers may profitably discuss all the great questions pertaining to their duty, and at the same time enlighten the community in which they live. This is an instrumentality as yet too little employed.

3. By Teachers' Associations or Institutes. These are peculiarly adapted to the diffusion of the best plans of instruction. Rightly conducted, they can never fail of being useful. Every man who lectures or teaches, is profited by the preparation. If he is a man of wisdom and experience, he will benefit his hearers. If otherwise, the discussion, which should ever follow a lecture, will expose its fallacies. It has often happened in such associations, that an honest and experienced man has, in a half-hour, given to the younger portion of the members, lessons of wisdom which it would take them years to learn by their own observation. Errors in principle and practice have been exposed, into which many a young eacher was unconsciously falling, and hints have been given to the quicker minds, by which their own modes of teaching and governing have been speedily improved.

As far as possible, such meetings should be made strictly practical. The older teachers, who usually have the most to do with the management of them,

A perversion.-Talk.-Encouragement by meeting friends.

should bear in mind that they are mainly designed to diffuse practical ideas of teaching, particularly aniong the younger .members. Too often, these meetings are made the arena of debate upon questions of very little practical importance to the teacher. I have seen a body of men spend an entire session of a half-day, in discussing a series of overwrought resolutions, upon some topic scarcely at all connected with any duty of the teacher, frequently leaving the main question to wrangle about some point of order, or of "parliamentary usage ;" and after the resolutions were passed or rejected, as the case might be,-(and it was of very little consequence whether "carried" or "lost,")—the ladies and younger teachers who had porne no part in the talk, would find it difficult to tell "wherefore they had come together." Nothing had been said or done by which they could be aided in their schools. Lecturers, too, have frequently mistaken their aim. Ambitious to shine out as literary men, they have given orations instead of practical lessons. In these meetings, it seems to me, nothing .ostentatious, nothing far-fetched is what we need; but rather the modes and experience of practical men. We need to come down to the schoolroom, to the every-day business of the teacher, and thus prepare him to do his work more successfully on his return to his duties.

Another, and no inconsiderable advantage of such associations, is, that the teacher gains encouragement and strength, by being thus brought in contact with

« ΠροηγούμενηΣυνέχεια »