Every-day practice." Nothing extraordinary.”—Avoid imitation.

teachers, be strictly honest.

They come to learn

from your every-day practice, and not from a counterfeit; and whenever you dress your school in a showy garb, to win the applause of a fellow-teacher, you do him a great injustice. You may not please your friend so much by your ordinary mode, as by something assumed for the occasion; but you may profit him far more; and in the end, you lose nothing by pursuing the line of duty.

I well remember, that a somewhat distinguished teacher once visited my own school, who, on going away, expressed himself somewhat disappointed, because he did not see any thing "extraordinary," as he said, in my mode of procedure. The truth was, nothing extraordinary was attempted. He saw what I wished to show him, an ordinary day's work; for I had before that time imbibed the opinion, that a man's reputation will be more firmly established, by sustaining every day a fair mediocrity, than it ever can be by an attempt to outdo himself on a few special occasions. As the value of biographical writing is often very much diminished, because the writer has endeavored to paint his character too perfect to be human, so these visitations will lose their utility, whenever, by substituting hollow pretension for sober reality, the teacher endeavors to exhibit such a school as he does not daily keep.

2. Avoid servile imitation of any model. It is often remarked, that every man's plan is the best for him; and that many besides David can never

Adapt rather than adopt another's plans.-Avoid self-sufficiency.

All

fight in Saul's armor. This is generally true. experience, then, should be considered, in connection with the circumstances under which it was tried, never forgetting the character and genius of the person who relates it. What might succeed in his hand, may fail in yours; particularly, as you will lack the interest of an original inventor.

The true secret lies in listening to the views of all, and then in making a judicious combination to meet your own character, and your own circumstances. It is often better to adjust and adapt the plan of another, than to adopt it. Servile imitation precludes thought in the teacher, and reduces him to a mere machine. The most successful teachers I have ever

known, were those who would listen attentively to the plans and experience of others, and then strike out a course for themselves, attempting that, and that only, which they were confident they could successfully execute.

3. Avoid undue self-sufficiency. Men usually cease to learn when they think they are wise enough. The teacher is in danger of falling into this error. Moving for the most part among children, where his decisions are seldom questioned, he is very apt to attach undue importance to his own opinions. Such a man meets his fellows with much self-complacency, and is but poorly prepared to be profited by the views of others. But the teacher should never cease to be teachable. There are very few men too old, or too wise to learn something; and they are the wisest,

Babes and sucklings.

if not the oldest, who are willing to welcome a real improvement, even though it should come from comparative "babes and sucklings," out of whose mouths God has sometimes perfected praise.

Miscellaneous hints.-Things to be avoided.-Prejudice.

CHAPTER XIV.

MISCELLANEOUS SUGGESTIONS.

ON looking over the notes which I have at various times made of my own experience and observation, during twenty years of practical teaching, I find there are several thoughts which may be of some service to the young teacher, and which have not been introduced under any of the general topics of this volume. I have therefore thought best to introduce a special chapter, with the above title, where I might lawfully bring together, without much regard to method, such varied hints as may convey to some reader a useful lesson. Some of these hints will refer to faults which should be carefully avoided, while others will point out some duties to be performed.

SECTION 1.-THINGS TO BE AVOIDED.

1. Guard against prejudice on entering a school. It is not always safe to rely upon first impressions as to character. At the opening of a school, perhaps fifty individuals for the first time are brought before the teacher. Some of them are from humble life, and perhaps bear upon them the marks of parental neglect

Danger of prejudice.-Its injustice.-Why?

Their persons and their clothing may present nothing to attract and gratify the eye of a stranger. Little accustomed to society, they exhibit an awkward bashfulness, or an impertinent forwardness, in their manner. Contrasted with these, others appear who have been the children of indulgence, and who have seen much more of the world. A more expensive garb attracts the eye; a more easy and familiar address, conforming to the artificial modes of society, is very likely to win the heart. The teacher is very prone to find his feelings committed in favor of the latter class, and against the former. But this is all wrong. A judgment thus hastily formed is extremely hazardous,—as a few days' acquaintance will usually show. The child of blunt or shy demeanor often has the truest heart,—a heart whose sentiments go out by the shortest course, -a heart that has never learned the artificial forms of the world, because it has never felt the need of them. And how unjust to the child is a prejudice founded on the circumstance of dress! Must the inability or neglect of his parent be doubly visited on him? Is it not enough that he daily feels the inward mortification of a contrast with his more favored school-fellows? Must he be painfully reminded of it by discovering that his teacher repels him on that account, and bestows his kindliest smiles upon those who are "the brightest and best clad"?

And yet such unjust prejudice is common; wrong and unfeeling as it is, it is too common. A fine dress, and a clean face, and a graceful manner, I know