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books recommended, but also in respect The remarks of Miss Stone were enterto the propriety of attempting to enforce taining and instructive. She did not proa uniformity. Upon the second day, this fess to be a very dignified teacher, for fredifference of opinion was still further and quently she deigned to be familiar with more decidedly developed, during a pro- even the poorest and sinallest of her tracted discussion. This subject is wor- scholars, and even sometimes went so far thy of consideration, and it is hoped that as to participate with the scholars in their it will receive that attention from expe- plays; but for some reason she always rienced educators which its importance secured the love of the scholar and condemands.

sequently their obedience, and in teaching The paper presented by G. S. Dodge, some ten years had never whipped but Esq., abounded in good suggestions, and three scholars, and those young men, and possessed positive merit, and was designed that for swearing at her. The principle to show that any system of education is of love and sympathy should govern.imperfect which fails to provide for the She liked those loving teachers to whom physical development of the youth. The reference had been made by others, and colloquial remarks following the papers did not believe in whipping only as a last presented upon “The best method of em- resort, but she would uhip young men ploying the time of small scholars in who would sirear at her. The scholar school, and the best means of properly should be made to feel that he is reinfluencing and controling them,” were spected and regarded with kind wishes of a highly interesting character, being and sympathies by the teacher. really practical in their nature, and better

Miss Stephens illustrated the effect of calculated to instruct and benefit than set kindness toward a wicked boy, which had essays or addresses. They had reference ever after softened his harsh spirit, and to the little ills,-the little embarraszents curbed his high temper, while in her and perplexities incident to the teacher's

presence, showing that government by profession.

kind and gentle means, is not only the We would suggest that much good surest way to control, but the only way trould be secured in our Educational Con- to effect a permanent reform. ventions by more frequently engaging in

The writer of this spoke at some conversation, when an individual can

length upon a thought suggested in the throw off the restraints accompanying the idea of spcechifying, and feel at ease and Teacher should always be truthful, and

paper read by Miss Lowber, “That the consequently uinembarrassed. From ma- should never say .what he did not feel, ny a timid female who could not stand up

as the child would soon learn the lanand deliver an address, may, in this way, guage of the heart, whatever might be the be elicited remarks in respect to the phil- language of the lips." He thought that osophy of teaching, of entertaining and most of our efforts to teach morals (from governing youth and overcoming evil dis- which alone can spring good manners,) positions, eliciting thought, and develop were ineffectual because of the lifeless and ing the idea of responsibility, directing unfeeling manner of these efforts. These the sympathies, and preparing the pupil attempts were generally so devoid of for happiness and his great destiny, of soul, so destitute of animation and real the highest value.

sympathy with the subject, on the part

of the teacher, that the only effect was to sort, all moral and reasonable appliances chill the sympathies, and to lull into in- having failed; but that he would never difference the emotions. Add to this, a say to a school he would not whip. He lifeless teethod of conducting all the other would govern and control even if he had exercises of the school, and the scholar to whip. The premium systemı he woald will ever after loathe the school room, not adopt. and hate the thought of " study.Save Mr. Collins, by the way, is an old and our youth from the killing influences of experienced teacher, and is at present Suthe rigidity, the frigidity, the austerity, perintendent of Schools of the city of and the tyranny of the soulless, heartless Janesville, and while we hope he will acand lifeless instructor! The teacher of complish much for the schools of his our youth should be alire; should have city, we hope to hear from him occasiona heart and a soul, with sympathies alive ally through the columns of the “ Educa. to all the wants of the youth; and sho'd tional Journal." feel, in his very soul, all he attempts to The address of Mr. Barry, Sapt. of Pub. teach, and should be animated and in- Instruction, in the evening, was a good spired, daily, with a love for his work- effort, and the sentiments of the address should feel a holy enthusiasmi as he were of a high order. It was designed to comes in contact with the mind of youth show the necessity of education to the whose destiny he is to control. happiness of any people, and to the per

This is the great secret of success in petuity of a Republic, especially of moral teaching anything, but especially in culture, and upon these points it took teaching morals or religion. The warmth high ground. of the instructor's heart, and the sympa

The organization of a “County Teachthy with, and love for, the sentiments he ers’ Association,” though not yet perfectinculcates; as read by the scholar from ed, we look upon as a hopeful indication his countenance, alone can enkindle that of progress. We confess to have been sacred flame upon the altar of the youth- behind the times here in Rock Co., in ful heart, which shall give an abiding and this respect; for we regard well managed controling love of the virtuous and the Teachers' Associations as among the most good.

efficient means of promoting the interests Mr. Williams thought it an excellent of education, and of elevating the "Teachway to interest and entertain the scholar er's Profession." Let the Teachers of to give each a slate and pencil, and in- the county now come in to the support duce him to write, or print, on the slate, of the Association with an enthusiasm a composition, in which exercise in a lit- that may atone for the past. tle time all would become much interest

Milton, Wis.

A. C. s. ed, and so entertained as to be of little trouble to the teacher.

DUTIES OF DISTRICT BOARDS. The address of Mr. Collins on School Government,” was not only appropriate DOUBTLESS the Teachers for our schools to the occasion, but it took high ground, during the summer, are nearly all emand was práctical. On the subject of ployed. Perhaps many of them enter corporal punishment, he said he would upon the discharge of their duties for the inflict such punishment only as a last re- first time. But whoever the teacher may

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be, or whatever may have been his expe- been made, no one can perform the durience, he will need the hearty co-opera- ties of parents and officers in addition to tion of the District generally, and partic- those of teacher. His zeal and untiring ularly of the District Board. It some efforts may do much; but he needs the times happens, however, that the teacher influence, the help of others. To whom meets with decided opposition from a part shall he look for this! Every person of the Board, or others in the District, owes a duty to the school his children owing to some disagreement.

attend. How rarely do we find this duty But a few days since the writer of this performed! Men engaged in the eager was informed of an instance where the strife for riches, do not stop to inquire opposition was carried so fır, that, during their duty with reference to the education the excitement intentionally produced, of the youth of our land; and when their the teacher was removed without time duty is pointed out, they often reply, being given for a trial of ability to teach; "We employ competent persons to look thus breaking up the school to the regret to these things, and they have only to of the district when time for reflection make out their bills and we are ready to was taken.

foot them.” It does not change the facts The conduct of another district con- to say this; it should not be. People, gentrasts strongly with the above. It was erally, do not gire teachers that aid supposed that there were serious ohject- uhich they might, and achich they are in ions to the person employed to teach.-- duty bound to give. To who, we again The matter was investigated, persons ask, shall the teacher look for this assisgoing to the Teacher, and talking with tance to be promptly rendered that the him a second time before being satisfied school may early feel its benefit, if not to withdraw their opposition. They did to those who employ him? It is not withdraw it. He taught the school, and only their moral duty to see to this work, last winter the district were anxious to but it is a duty self-imposed by accepthire him again, offering additional wages, ance of office, and which they should con

The first course has led, as it always sider themselves solemnly pledged to perleads, to animosity of feeling among the form. inhabitants of the district; the other re If they would know what assistance is sulted in no ill feeling, because what wasi neerlel, let them frequently visit the done, was done in no spirit of opposition school-room. Unless the school-houses but because the objectors were satisfied of our State and their fixtures have been to give a fair hearing and a fair trial. greatly changed within a short time, many

It is manifestly the duty of the minori- will be the physical wants which they ty to cheerfully acquiesce in the decision will be able to supply. But neither this of the majority, in the selection of a nor the counsel which they will be able teacher, as opposition must necessarily to give the teacher will be the great good hinder the progress of the school, is it resulting from such visits.

Teachers, should not entirely destroy its usefulness, and especially young teachers, need the But this is not sufficient. There must be endorsement of the district; not that siwork done by others, as well as by the lent endorsement exhibited by the indifteacher.

ferent; but an endorsement manifestHowever well the choice may have by the action of at least the Dis

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trict Board, and which will be felt, if LAWS OF SCHOOL ARCHITECTURE. properly rendered, by every member of the school. The teacher will not be then The subject of School Architecture is an isolated being, attempting a work in eminently appropriate to the pages of the

• Teacher." It is one in which teachers which none feel an interest, and which and pupils, parents and children are all the scholars may justly suppose unim-interested. Its leading principles and portant. But there will be an influence important details should therefore be united with his to quicken every recita studied by every one who is to instruct tion, to strengthen every tendency to the fluence (and who has not the latter?) in

in our schools, or to have a vote or inright, and to enable him to carry out ev- determining their accommodations. ery requirement necessary to the success What is requisite to constitute a good

school house? What must be its properof the school.

ties and characteristics? In the first Fond du Lac, Wis.

place, it must have the appropriate con

veniences for study, recitation, and good [For the Journal of Education.]

order on the part of the pupils; and for GIVE US YOUR EXPERIENCE. instruction, care and good discipline on

the part of the teacher. Secondly, it Let every teacher in Wisconsin give must have every provision and arrangeschool-room experience-sparks from the ment required for the physical comfort

of the pupils during the time which they furnace, fresh and glowing. Be not anx- must spend in or about the school house; ious to weave some fine spun theory, in and this time, it should be kept in mind, which the imaginary outstrips the real, is, with many pupils, no less a portion of but come right to facts-real, every day

the day than seven or eight consecutive

hours. These provisions and arrange occurrences-such as go to make up ev- ments, if the prime end of education is ery school teacher's life.

not to be sacrificed, must be so made as I am sure the teacher whose whole soul to be in perfect consistence with proprieis in his labors—the real, living teacher ty and delicacy-with propriety the most

exact, and delicacy the most scrupulous. -who is not content with merely satis- Thirdly, the house must have room for fying his patrons--but whose tangents visitors, especially on occasions of school from the bark mill tread, are many and examinations or exhibitions; and in our effective, has no right to the exclusive

rural districts, if we respect immemorial benefit of his experience.

usage, must be an appropriate place for

educational and other meetings. * FourthWe have in Wisconsin, a vast number ly, it must have a healthy pleasant locaof real, practical, efficient teachers--those tion, readily accessible, without being who are bright and shining lights to the exposed to the dust 'and noise of a

thronged thoroughfare; and attractive circles in which they move. Now, what grounds, sufliciently ample for the sports is demanded, is, that such should enlarge of childhood, without giving annoyance their circle-give the rays a broader to neighbors or travelers, or perilling the

limbs or lives of young children in the scope. Let the pages of the Journal be

street. the medium, and from this time forth,

In what precise way these requisites of give to us freely from the book of life— a good school house can be best secured school teachers' life.

in each particular case, must be deterInstruction becoming thus mutual, duly authorized building committce.

mined by the town or district, or by the must be of vast importance to all con- Stili

, amid the great variety of adaptations cerned.

V. B. to differing circumstances, there are some Kenosha, Wis.

general principles or rules of school ar



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chitecture, which ought never to be lost enhanced, and the benefit of study still sight of. We beg leave to commend the more diminished, by the use of donble inmost important of these to the attentionstead of single desks. The difference in of our readers, and to their careful ob- expense between single and double desks servance, as opportunity may, from time in the Boston furniture for grammar to time, arise,

schools, about $1.2 to a pupil), is too 1. Every school house for young schol- small a sum to be taken in consideration ars, should have as many separate school- in the permanent furnishing of a schoolrooms, as there are regular teachers ;

The single desks occupy a little except as the principal of a large school more room, but do not give to each pumay have an assistant to take charge of pil more space than is desirable for the his particular room, while he is visiting sake of good air and on other accounts * other rooms. The military movements

3. A zone of blackboard, low enough of successive dasses, forward and back- for the youngest pupils and high enough war between the main room and the re

for the cldest, should extend entirely citation rooms, however skillfully they around the room, except where interrupmay be ordered by nice tacticians, never- ted by doors or windows. The teacher theless cause disturbance and 'loss of who knows how various and valuable time Discipline becomes more difficult and almost of necessity more summary (95) - are generally to be preferred to double ones.

.. Single desks," says Mr. Leash, (17th Resort, P and severe, according as its subjects are the whole expmuse for roon and desks is about aggregated in large masses. In the case twenty per ent more." If : proper width be assign of the young, it is of great importance, as ured by two rows of scholars, need to be wider

ed to ile aisles between the double desks, for these, that the teacher to whom they recite, than those between single desks, ille difference will should be with them while they are stud-bu still oss.

In the work on School Architecture, ly that able ying their lessons. This teacher only and faithful iuborer in the cause of Public Schools, will know how to give the requisite direc- Ilon. T. !! Burrowes, just published in the State of tions, to answer questions, and to appor- double desise," The turmer would be the most vierirtion assistance, watchfulness, and stimu- alilo in all cises." lus to the several members of the class.

Mr. Philbrick, the Superintendent of Schools in

Coouecticut, in his last report, uses the following From the higher character of the instruc- language in describing the recently erecter I'vion tion demanded from the principal, an es- school house in Norwalk:-- a single desk. mounted pecial loss arises, when his time is occu- ach chuir is supported by a single iron portal. pied and his mind distracted, in the l'robudily this is the best method of furnishing a midst of important exercises, by the ne- in preening his ideal of a peræet schw-house in the cessity of taking care of the immediate buty of his report, ho estigos to vach schular a sepapupils of other teachers. Other argu- rate desk avid chair.

Quincy school.bonse, in Boston, was furnished for the ments might be added.

school under his charge, he was very earnest and

usei much effort to secure for the whole school the 2. In schools where most of the study- superior avantages of single desha. ing is done in the school room, each schel Dr. Alcott, in his Essay on the construction of ar should have a separate desk. A doub-School-houses to which a prize was awarded by the

American Instituto of Instruction, uses the following le desk is a screen for inuch quiet play ; enpliatie lançuara:-" 1u recard to the expense of it causes interference between the occu- crerting, separate desks. I am most decidedly of the

opinion that the amount of time saved by it will be pants, and sometimes serious altercation; more than a sufficient compensation. it is a powerful tempter to whispering which ruvex time, paves money, and I think time and other coinmunications; it leads to to amount, at the lowest poss bile estimate, to $100 much unobserved assistance of one pupil including focil, clothing and tuition.–for there are by another; it renders those exercises in properly included in the estimate. The saving need

be but fifteen minutes a day to each of fifiy pupils. which writing is employed, and which Let him who has had experience in the buriders of are now so extensively and profitably instruction say whether more than even this amount introduced in our best schools, less val- majority of existing school rooms. My purpose has uable from the difficulty of a scholar's not been to keep economy in view in every suggestion. seeing what his desk-mate is writing, and separate dorks for cac! pupil 1 rezare as abs lutely the tendency, with many, to copy this give to the school.room, it should be remarked, that either verbally or virtually. The difficul- the purposes of health cannot possibly be answered ty of government in school is materially hare proposed, whether we use single desks or not.”

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