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up his sign, before he is called in to heal the maladies of the body. It is long before he can inspire confidence enough in the people to be intrusted with their most difficult cases of ailing, and very likely the noon of life is passed before he can consider himself established. But it is not so with the teacher. He gains access to the sanctuary of mind without any difficulty, and the most tender interests for both worlds are intrusted to his guidance, even when he makes pretension to ro higher motive than that of filling up a few months of time not otherwise appropriated, and to no qualifications but those attained by accident. A late writer in the Journal of Education hardly overstates this matter :-“Every stripling who has passed four years within the walls of a college ; every dissatisfied clerk, who has not ability enough to manage the trifling concerns of a common retail shop; every young farmer who obtains in the winter a short vacation from the toils of summer,-in short, every young person who is conscious of his imbecility in other business, esteems himself fully competent to train the ignorance and weakness of infancy into all the virtue and power
and wisdom of maturer years,—to form a creature, the frailest and feeblest that heaven has made, into the intelligent and fearless sovereign of the whole animated creation, the interpreter and adorer and almost the representative of Divinity !"
Many there are who enter upon the high employment of teaching a common school as a secondary object. Perhaps they are students themselves in some
Inte signal. Celo noma.
THEORY AND PRACTICE 7.23.07
THE MOTIVES AND METHODS
BY DAVID P. PAGE, A. M.
PRINCIPAL OF THE STATE NORMAL SCHOOL,
ALBANY, NEW YORK.
PUBLISHED BY HALL & DICKSON.
NEW YORK :- A. S. BARNES & CO.
BOSTON :--W. J. REYNOLDS & CO.
Entered, according to Act of Congress, in the year 1847,
By DAVID P. PAGE, In the Clerk's Office of the District Court of the United States for the Northern
District of New York.
C. A. ALVORD, Printer,
MANY a meritorious book has failed to find readers by reason of a toilsome preface. If the following volume meets a similar fate, whatever its merits, it shall lack a like excuse.
This work has had its origin in a desire to contribute something toward elevating an important and rising profession. Its matter comprises the substance of a part of the course of lectures addressed to the classes of the Institution under my charge, during the past two years. Those lectures, unwritten at first, were delivered in a familiar, colloquial style,—their main object being the inculcation of such practical views as would best promote the improvement of the teacher. In writing the matter out for the press, the same style, to considerable extent, has been retained, -as I have written with an aim at usefulness rather than rhetorical effect.
If the term theory in the title suggests to any mind the bad sense sometimes conveyed