Nature's Teachings.

With

such as that

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.

Every hour of almost every day will your patience be taxed, and sometimes, seemingly, beyond the power of endurance. But be not overcome. Let 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."

EXEMPLARY CHARACTER AND DEPORTMENT. - To 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

Force of Example.

by the habits and views of their parents; and though the effect of good and faithful parental instruction and example may, for a time, appear lost or inefficacious, yet it is as sure to become visible and forceful, at some future time, as good seed, seasonably and properly sown, is sure to germinate and bear fruit, it may be an hundred-fold. And if a parent's influence is so great, it must be admitted that the teacher, who for so large a portion of time stands "in the place of parents" for a whole neighborhood, must exert a power, for good or ill, which is truly immense. Do not, my dear friend, forget that you are daily surrounded by young and tender minds, whose very being is intimately connected with yours. A hasty word or act, an unkind look, a slight deviation from the true path of duty, an improper or careless expression, or any kind or degree of unfaithfulness, on your part, may be instrumental of never-ending consequences, even

"As a pebble in the streamlet scant

Has turned the course of many a river,

A dew-drop on the infant plant

Has warped the giant oak for ever."

As you enter the school-room, ever bear in mind that the eyes of your pupils are upon you to notice every movement, their ears open to catch every tone of your voice. They spend more of their time, daily, under your immediate influence and discipline, than they do under the immediate care and observation of their parents. To a great extent you will be their exemplar. Earnestly strive to be a worthy

one.

Anecdotes.

Let all your movements, expressions of countenance, tones of voice, your entire bearing, be such as they may safely imitate.. What you are, such, in a good degree, they will become. If you are fretful, unkind, impatient, they will partake of the same spirit. Said a little girl, "Mother, I try to love my teacher, but she gets angry in school and speaks unpleasantly, and then I find it very hard to love her. Is it right to get angry, mother?" How natural, and yet how significant. If teachers could only be unseen listeners to the conversation of a group of their young pupils, how many useful lessons might they learn!

As your pupils return to their several homes at night, you will not be forgotten. At the tea-table or by the fireside, (must I say stove-side?) your sayings and doings will form prominent topics for discussion; and the happiness of the little ones will be increased or diminished just in proportion to your fidelity and kindness, or to your deficiencies. "I love to go to school, now," said little Genevra, "for my new teacher is so kind and so pleasant that she makes me feel happy. She is not cross, as my other teacher was, but she always tries to help me. I love her dearly, and I mean to do all I can to please her." These words were uttered to Mary, who attended another school having a very different teacher. As she heard the remarks, she looked sad, and said, "I wish I could go to your school, for my teacher is hardly ever pleasant to us, and she never speaks kind words, and there's no use in trying to please her."

A summing up.

Do not forget, my friend, that your pupils are but children. Some of them may possess many unlovely and unlovable traits, but most of them possess loving and confiding hearts. They may have been mismanaged, neglected, or even abused, at home, and their uninviting traits may result from such wrong treatment. Win them to you by kindly words; bind them to you by kindly aets, and then you may control and guide them at will. You will often find generous hearts and noble impulses in the breasts of those whose exterior is coarse and unattractive. Let your own example be correct, and it will be potent for good. I would thus sum up my advice under this head: Speak as you would have your pupils speak; appear as you would have them appear; act as you would have them act; be what you would have them be.

Your sincere friend,

C.

LETTER III.

CHEERFULNESS.-LOVE FOR THE WORK. — INDIVIDUALITY.—ACCOUNTABILITY.

MY DEAR FRIEND:

I Do not propose to write at length of the several characteristics essential to give success to the teacher. The model teacher should possess, in an eminent degree, every good trait, and exercise every virtue. You say you cannot hope to become a model teacher; but you certainly must hope to become a successful one. You should, then, aim to become just what we claim for the model teacher. Place your mark high, have it right, and constantly strive to reach it. I shall in this letter speak of other qualities, which I consider as peculiarly important, on account of their direct bearing upon your pupils; though they are all implied in the summing up" of my last letter.

66

Your

CHEERFULNESS. This is all-important. school is a miniature world; you are the controlling power, and your pupils are the subjects. Let them see that you desire nothing so much as to do them good, and if you really possess this desire, it will