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our keenly sensitive nerves, every throb the best evidence of unfitness.
I do not of an aching head, will cost some inno- say that all suffer equally from this so'irce; cent urchin an unmerited word or look, nor do I say that, in its full extent, it is or, it may be, blow of reproof. This is a an absolute necessity; but I do say, that severe trial, and all the more severe be- he who knows nothing of it is far from cause we fail to trace it to its proper being the perfect teacher he fancies rim
Every attempt at correcting it self to be. The dullness of the ; upil but increases its power, for we will not is an easy hobby to ride, and under -ome admit that our nerves are unruly pupils. circumstances, is made to bear more than The confinement of the school-room and its just burden. We are apt to fill to the anxiety of the true teacher, but in- trace to its proper source, this trial, and creases his unfitness for his work and adds instead of setting ourselves resolute y to to his trials. Do not understand me as work to guard against it, we are co' tent saying that these must be so. I am now with allowing the poor pupil to bear the speaking of facts as they are. There is effects of our indolence and incompetenno ill but has its remedy. Of the reme-cy. This trial is severe, and the more so dy hereafter.
because we are unwilling to acknowl-dge This trial is often heightened by a con- that, to a great extent, it lies at our own scious inability to instruct. He who door, and may be removed by our own never feels any doubt in regard to his ca- exertions. The remedy I will leave for pacity may well doubt his fitness. The the present. teacher who has at heart the improve- The work of discipline is the teacher's ment of his pupils will often, very often, most trying work. It involves the quesfin dhis mental incapacity a source of tion of right and wrong, a knowledce of bitter trial. To labor for days and weeks the moral character of each pupil and an and perceive no progress in some pupils, understanding of his previous moral must awaken in the teacher the feeling training. The course of discipline suited that in all respects he is not competent to to one, fails entirely in the case of anothhis task--that there are minds whose pe-er. “The sun which melts the wax hardculiar bias he cannot comprehend, whose ens the clay.” “What is one man's moving springs he cannot find. How poison is another man's cure." The often, after his best endeavors, does he wind which drives one vessel into a safe find himself completely unsuccessful. harbor may drive another upon shoals Have you not, fellow teacher, borne away and breakers. There is no panacea for from a recitation, a heavy load, as you moral irregularities. There have heen have received in reply to your best illus- those who have laid down certain rules trations a long drawn yawn or a vacant of discipline, but these rules have heen stare? Have you not felt like sinking found in many cases useless, or if followed under the burden of misapplied or mis- strictly have wrought as much harm as construed explanations ? And with this good. One child needs all gentleness, has not sometimes arisen the thought, “I another but little. To know just how am not fit to teach?”
If not, then are cach may be treated is a task of no small you happily exempt from one of the most magnitude. To add to this trial comes bitter of the teacher's trials; but allow, in the fact, that upon the discipline of me to say, this very exemption is but the school depends, to a greater or less
degree, the future well being of the pu- in which it is. An education which pil, both for time and eternity. We have would be liberal in Patagonia would be to do with an immortal soul. Just in contemptible in Wisconsin. We are to proportion as we realize the nature of bring our pupils up to the full measure our work, will be our sense of moral ina- of the standard of men, well informed bility and the trial consequent upon it. and well trained in principles of thought In our schools we find characters of all and action for that life in which they are grades, from the most impressible to the to move. As representatives of the State most hardened. We find the lively and and of the parent, it is our duty to exerthe gay, the lonely and sad, the cheerful cise a caution respecting principles which and ever smiling—the sullen and morose; are still controverted among the men of the lovely and affectionate--the repulsive the community in which we act. But the and soulless; the simple and artless— same representative relation requires us the hypocritical and deceptive; the obe- to instill with special care the principles dient and trust-worthy—the willful and which are established in our civilization. false-hearted. With such a variety of Our English civilization is charactercharacter, is it to be wondered at that ized by two principles—which are oneteachers find in their management much namely, freedom and truth. Liberty is cause for anxiety-much, and bitter, the state, and truth is the law of a true trial?
English mind. These, we say, are one. Such are some of your trials, fellow- Truth is the root, and liberty is the tree, teachers. These spring entirely from neither can live without the other. Truth within yourselves. Conscious inability is first and from it must spring liberty. —whether physical, mental, or moral— Our own liberty has grown out of the is a source of trial. Is it any the less so honest truth of English hearts-from when it exists without our conscious- Alfred to Washington. When truth dies ness? or, when we attribute the effects freedom dies. No one educated in the to other than the true cause? Must we sentiments with which the English lanlabor under its weight, year after year, guage is alive, needs any demonstration of or is there some remedy? There is the proposition that a false man is a remedy.
In our language, the word expressing For the Journal of Education.
the meanest condition is slare, and that TRUTHFULNESS AS A BRANCH OF for the meanest character is liar. And EDUCATION
we may remark in passing, that the Our business as teachers is to commu
thorough nobleness of the English lannicate to our pupils those acquisitions
, guage, that is
, of the mind which speaks accomplishments and principles which through that language appears in this,
that while the noble opposite of liar is will fit them to take their places as honorable and good members of the commu
true-man,—the opposite of slave is not nity. We are to bring them up to the master, but free-man-thus showing that
the honest truth avowed in the Declaracivilization of the present time, and so
tion of Independence is the soul of our prepare them to work in advancing that
love of liberty.
We are to educate, then, in the prin
ciples of our State, in truth and freedom; watchfulness—a work not only involving but first and most in truth, because truth the earnest exhortation of a soul and is the life of freedom. We are strong mind full of truth and the love of truth, enough now to fear no danger to free but a patient day-by-day carefulness in dom except from our own loss of truth. discerning and repelling the approach of But whenever evil man comes to have a temptation from those under our charge. distrust of his neighbor, founded on his The angels that guarded Eden were not own consciousness of insincerity, popu- sufficient to keep the father of lies from lar liberty becomes, of course, impossible, the first human souls, and our charge is for mutual confidence is its only bond. like theirs. For where else on earth is a
We are then to secure the future well- garden planted by God if not where these being of the free commonwealth by cul- souls
, newly from His hand, are gathered tivating truth of character in those who in their early training for immortality? are soon to compose that commonwealth. Of such a garden, a teacher is made the That there is a great and urgent need of guardian as well as the cultivator. And such culture, in order to counteract a ten- when we view our office in this light it dency to falsehood in public matters, is becomes noble and sacred. We are perthe most glaring fact upon the present mitted, and if we are permitted, we are surface of affairs.
required to attempt this high and true
culture of the minds committed to us The first lesson in truthfulness is sug- and we ought never to be satisfied with gested by this English language which is all the while educating us all in the con
our work in the case of any pupil unless victions of the great and true men, and
we have done what we could to make him generations which have developed the thoroughly true; nor with our success, tongue. Let a child get the English idea unless we have been able to send him of the word lie fixed in his mind with all forth prepared to be a true man in exthat intensity of meaning which the loath-pression, in mind and in heart. ing of centuries and of millions has crowd- This enlarged, this liberal education in ed into it. So let him learn to speak the truthfulness as we may call it, is the truth. And when he learns to hate, and more needed in our schools because there to despise, and to shudder at a lie as is so little hope that coming life will supworse than leprosy or plague spot, let ply the lack of it. If a boy should come him learn that searching application of into manhood without learning to flee the principle, which is the next advance from the character of the liar, he soon to be made in the public conscience. For finds that the judgment of the community telling a lie is certainly no less mean than overwhelms it with a flood of infamy; the world pronounces it. But the same so that if the falsehood were all, we pest is to be exterminated from all the might trust the purifying influence of the life of man, and if we can teach the ge- social atmosphere to cast out falsehood. neration to come to abhor all the lies that But at this point our moral civilization are done and all that are expressed by has met a countervailing influence, against silence, we shall have made a clear and which it has hardly held its own for great advance toward the perfection of centuries. human civilization.
This loathing of a lie has been an It must be a work of pains-taking and English trait from of old. It was no an
achronism of Shakspeare to make Harry of such intense practical activity should Hotspur say,
preserve an ambiguous character. We “0, while you live, tell truth, and shame the must have one or the other of the two devil."
greatnesses possible for such a character, Or Cardinal Wolsey
either cunning or truth. Which shall it "Let all the ends thou aimest at be thy be? The answer is with the educators country's, thy God's and truth's."
of the people.
[For the Journal of Education.) out into practical life, and has felt, in the
Disseminating knowledge to gratify come to be worshiped as gods of the land, vanity; mouthing erudition; instead of and the setting up of their images in the telling what you know, telling what you temple which belongs to truth has been have learned, are forms of Pedantry.working a peculiar demoralization. Men The character of it depends on its localihave learned to leave this exterior detes-ty. . In college, where there is so much tation of the lie still standing in our learning and so little business, pedantry civilization, and exercised their ingenuity is a pest. In the world, where it is just to invent a million artifices of smooth- the other way, much business and little faced deception under it; and for all learning, pedantry ought to be a virtue. these has been proposed the prize of for- The pedantry that feeds on classical tune, and even of fame, for smartness. antiquities and Greek roots, is different
It is this tendency to corruption, work. from the pedantry that feeds on spelling ing in the coinmunity, which we wish to books, hard sums and geographies.. The counteract, and which must be counter- former, burrowing in the mould of cenacted, by the one influence which is able turies, can but make a show of cast off to counteract it, namely, the influence of wares and literary trumperies, which fail early education. Let a boy learn, while to interest. The latter hawks from house he is a boy, that truth is a thing and not to house the pins and needles of science, a name, and that it has to do with all the knives and forks of table-talk-things human actions. In that, for it comes to so serviceable as to defy derision, and nothing less, let him leave school with a make inattention imprudent. While the clear, sound and intelligent conscience, former pedant may be considered as which will not suffer itself to be imposed a peddler of antiquated notions, the latter upon and hood-winked by those misera- may be considered as a peddler of Yankee ble subterfuges under which men that notions. have neither eourage enough to speak or Pedagogic pedantry of this kind dedo the truth, nor hardihood enough for a serves nursing instead of cursing-declear spoken lie, piece together for them- serves a bounty. A man of this kind in selves a life made of motley “shreds and a district is a godsend. Tho difference patches” of cunning. From such a life between him and an Educational Misas that we are to save our people, for it issionary, is hard to tell-pretty much in not in the nature of things that a people the eye.
D, J. H,
Knowledge, like religion, is seasonable Holofornes. Bone ?--bone for BENE : Precision a little
scratcheth ; 't will serve. at all times and in all places. They who
After you read this you will feel like confine the one to the school-house, confine the other to the church. Car
joining me in the petition: From perying the latter into the bar-room or ball- dantry in pedagogues, good Lord deliver room, they brand as Fanaticism ; carrying the former into these places, they Office or School AND UNIVERSITY LANDS. brand as Pedantry.
Madison, Nov. 5, 1856. Pedantry, too, has gotten evil to its to the State Supt Public Instruction: name from keeping bad company. Its General Laws of 1856, we herewith report the
Sir:-In pursuance with Chapter 40 of the boon companions are Loquacity and Con- transactions, during the month of October ceit-living in the shadow of two silly last, in relation to the sale of School and Uni
versity Lands, and of the funds arising therethings makes it look silly ; but an objec- from, as follows: tion so insignificant ought to be tied at 1. Funds received from sale of S.
& U. Lands
$892,66 once in one corner of the mantle of 2. Interest on Loan
3. Penalties on Forfeitures
674,63 4. Fines
160,65 The Pedagogie Pedant is full as much 5. S. & U. Lands sold, 3,200 aeres of a desideratum among teachers as the To whom sold, see schedule an
nexed. colporter is among evangelists : as you 6. Amount Loaned
$2,350 do not expect to find the highest style of 7. S. & U. Fund on hand 1,132,66
10,192,49 pulpit oratory in the latter, so you need 8. Income on hand
Respectfully, not expect to find the highest style of
CHAS. KUEIN, teachership in the former.
W. R. SMITH, Our Pedant takes up arms in defence
Commissioners. of Etymology, keeps an argus eye on Orthography, is the unflinching cham- SCHEDULE OF LANDS SOLD DURING THE MONTI
OF OCTOBER, A. D. 1836. pion of Grammatical precision. Bad
Co. in which grammar grates harsher on his ear, and Name of Pur'r. No. Ac's. Sec.
lands are. A. F. Frary,
Portage Co. produces deeper catastrophic emotion, E. II. Smith, than news of a shipwreck. A sort of Anson Blake, Literary Duenna, to preserve intact the David Mcknight,
Daniel McFarland, 120 moods and tenses, he points triumphant- D. R. W. Williams, 40 ly to his watchword—“Eternal vigilance M. Frary,
W. M. Herster, the price of precision.”
John P. Hobart, 120 Hear Holofernes, the pedantic peda- John Thompson,
John A. Byrne,
120 gogue Shakspeare has drawn:
M. G. Frary,
N. W. Roth,
160 Than the staple of his arguments. I abhor
Peter Winter, Such fanatical fantasms; such insociable and point- II. Stunsland, devise companions ;
F. Whittaker, 160 Such rackers of Orthography, as to speak dout, fine, Samuel Harris,
when he should say DOUBT ; Det, when he should pronounce it Debt-d-e-b-t-not L. Frary,
Isaac winter, He clepeth a calf, cauf; half, hauf; neighbour, vo- A. St. John, catur, nebour-neigh abbreviated, ne ;
Ruel Noyes, This is ab hominable (which he would call abomina
H. F. Frary, ble), [t insinuateth me of insanic: Ne intelligis domine?
160 to make frantic lunatic,
Thomas Hayes, Nathaniel. Laus Deo bone intelligo.
W. T. Hall,