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BY E, DUCO.
From the N. Y. Teacher. ness, that I did not promptly, as I should A SCHOOL INCIDENT. have done, inform my teacher of it, but
passed on out of the school-room. I returned in the afternoon with some degree
of ftrepidation; resolving that when a My teacher was a man for whom I felt, favorable opportunity offered I would exfrom the first day I entered his school, plain the circumstance. The first exerthe greatest respect. His bearing was cise was writing. My teacher, in passing gentle and pleasant, yet firm. He con- around giving instruction, paused behind ducted himself before the school and in my desk. Almost immediately his eye his administration of discipline, with what fell upon the defaced surface. “Edward," I should now term, a quiet assurance.- he inquired abruptly, "did you scratch His self-control was, I think, almost per- your desk?” His sudden question took fect. Never fretting, never scolding his me by surprise. A number of eyes were pupils, or occasioning a great excitement upon me. I wanted to explain; hesitatamong them by some unusual harshness ed; became confused, and answered--No! or severity. When an amusing incident My character for honesty and truthfuloccurred, or he engaged in a lively strain ness, had, up to this time, stood unimof reinark, causing some little exhibition pcached; and it was a principle of my of mirthfulness, he never forgot either teacher not to doubt the veracity of a himself or his school, so as to permit boy without good evidence. He replied, what was simply meant for a wholesome "I suppose it must have been done, perrelaxation, to degenerate into disorder haps carelessly, by one of the pupils who and confusion.
tarried at noon." Upon inquiry, o It is said that most teachers are hobby. course, no information was received ir riders. If my teacher ever rode a hobby regard to the matter. During the recita it was that of neatness. To present a
the afternoon, my teacher acted slovenly appearance, or to mar books or towards me so frankly, and with such as furniture, was with him a serious offence. absence of suspicion in his manner, tha As a consequence, the same spirit, to a while I felt grateful for his good opinion cominendable extent, prevailed among I was deeply humbled and abased in m the pupils, and a laudable degree of pride
own estimation. I realized that I wa was manifested in the care and appear- both a liar and a coward; not having su ance of everything connected with the ficient moral courage to speak the truth school.
My conscience said, “ go to your teache One forenoon, during the last half hour and acknowledge your fault.” My pric of the session, I was busy engaged in objected, "you have heretofore sustaine solving a difficult arithmetical proplem. a good character; no one suspects yc While absorbed in thought, I unconsci- have spoken an untruth; if you tell ously rubbed the point of my well sharp yourself
, you will lose the good opinic ene i pencil upon the surface of the desk. (of your teacher and schoolmates; sceir The tap of the bell for dismission, that the thing has gone so far, let it re brought me to myself again, when I first as it is, and do better, and act more car became aware of the mischief I had done. fully in the future.” This inward confli My desk was sadly marred. I felt so continued till the close of the wee mo tified and chagrined at my careless- when, after shedding many tears, I
BY G. W. CURSIS.
solved to inform my teacher of my trans
From the Oratur. gression. Accordingly on Friday after- THE AMERICAN ALADDIN. noon, I tarried after the dismission of the school. As soon as my teacher was at leisure I approached him, and bursting into tears acknowledged my falsehood and related the particulars that led me to
When we go out on Saturday after
noons to moralize and see new houses, it. He saw that I was truly repentant,
we usually take our young ones by Placing his hand upon my head he spoke Aladdin's palace. Aladdin was a Ya! kee. to me, soothingly and encouragingly, of He started life by swapping jack-kuives, confession and repentance, and of a pro- then putting the halves of the broken per self-respect; and in conclusion assured me that I stood as high as ever in his
marbles together and passing them off as whole ones.
When he had gathered esteem. I left the school-room that evening a happy boy.
some brass, he went to school all the When, on Monday morning, my teach- summer to learn the golden rule of rither simply announced that the one who
metic—addition for himself, and sub-trac
tion for his neighbor. had defaced a certain desk, had nobly acknowledged his offence, and that he
At an early age, Aladdin was considerdeemed the act, under the circumstances, he could always succeed in changing a
ed to be good at a bargain, which meint, excusable, without raising the slightest
worse for a better, always keepirg the suspicion toward me, I felt that he re
blind side of a horse to the wall when he garded my feelings; that he had not had to sell it; and the village said that wantonly exposed the breach in my character; and my gratitude towards him certainly Aladdin would succeed. When scarce knew bounds. My love for
he left," he will be rich," said the village,
my teacher, my love for truth, and my love with more approval than it would say, for an honorable course of conduct, was
“he will be generous and true." To sensibly increased. I never again allow-Aladdin, the world was but a market in ed myself to hesitate, or to equivocate,
which to buy cheap and sell dear. For in the acknowledgment of a fault.
him, there was no beauty, no history, no This little circumstance has had a great piety, no heroism. Vainly the stars influence in the formation of my charac- shone over him, vainly the south wind ter. I have often since thought, that if blew. In the wake of the great ship my teacher had, in the first instance, Argo, in which Jason and his companions doubted my word or, upon my con- sailed for the Golden Fleece, over the fession, reproved me sharply for my false- /gleaming Mediterranean, where the ships hood, or mentioned the circumstance so of Tyre, Rome, and of the Crusaders, had as to expose my fall from truth, in either been before him, through the Pillars of case I might have been disheartened and Hercules, through which Columbus sailceased my efforts to preserve what was
ed to find fame in a new world-OW partly lost. To repose confidence in a sails Aladdin to find fortune. To hin all pupil, to cultivate his self-respect, and to lands are alike. No Homer sang for him sympathize in his failings, are essential in the Ægean; he only curses the wind parts of a conscientious teacher's duty.
that will not blow him into Odessa. No Newark, N. J., Oct. 11, 1856. syrens sing for him, but he loves the
huge oath of the lively boatswain. With looks languidly at Mrs. Aladdin through the Bible in his hand and a quid of to-the thick smoke. bacco in his mouth, he goes about the By and by old Aladdin dics. The conholy places in Jerusalem, and “calcu- ventional virtues are told over as the lates” their exact site. He sees the land mourning carriages are called out. The of the Rameses and the Ptolemies; and papers regret they are called upon to dethe reverend records of the Lybian de- plore the loss of a revered parent, genersert, whose echoes have slumbered since ous friend, puplic spirited citizen, and they were tramped over by Alexander's pious man; and the precious swapper of ariny, are now awakened by the shrill jack-knives, and the model set up to the whistle of Old Dan Tucker. He insults young generation is laid in the dust.the Grand Llama, hobnobs with the Above his grave the stars he never saw Grand Mogul, turns his back upon em- now burn with a soft luster which no perors, and takes a pinch out of the lamps about a king's tomb can emulate ; Pope's snuff-box. He chews with the and the south wind, for whose breath Arabs, smokes opium with the Turks, upon his brow he was ever grateful, and rides for a bride with the Calmuck strews his lonely last bed with anemones Tartars.
and violets that his heels crushed when Aladdin comes home again, and the ad-living; and we who are to be formed upon miring village points him out to the
that model, carelessly remark as we stir younger generation as a successful man:
our toddies, “So old Aladdin is gone at “My son, look at him: he began with last; and, by the way, how much did he
leave?" nothing; now see." “My son" does see and beholds him owing a million of dollars, and of all societies of which he is INSTRUCTING CHILDREN.-It needs all not president, a director. His name is we know to make things plain. Instrucas good as gold. He has bought pictures tors of children-and it is a good thing and statues. He has, also, bought a Mrs. there are schools for such-should reAladdin and housed her in luxury; but member this in the exercise of their he picks his mouth with a silver fork.-- duties. He has a home for a poet; but he makes “I once saw a clergyman," writes one it his boast that he reads nothing but his who has made the thoughts and feelings newspaper. He goes to church twice on of children his study, "try to teach the Sunday, and only wakes up when the children of a Sabbath school that they preacher denounces the sinner of Sodom should live after they were all dead. He and Gomorrah, and those "tough old was too abstract at first. At length, Jews" of Jerusalem. His head is bald however, taking his watch from his and shiny with the sermons which have pocket, which arrested their attention in hit and glanced off. IIe clasps his hands a moment, he said: in prayer, but forgets to open them when “James, what is this I hold in my the poor box is passed around; and he hand?” goes home like a successful man, thank- “A watch, sir." ing God that he is not as other men are. “A little clock," said another. And after dinner he sits before the fire “Do you see it?" in his easy chair, lights a large cigar, and “Yes, sir."
"How do you know it is a watch ?" but, to his great favor, the meter was
“Because we can see it, and here it generally Adonic. tick.”
To this primitive machinery have been “Very good."
added many inventions and improvements, He then took off the case, and held it though its use, the thought of which so in one hand, and the watch in the other. haunted Steele for more than twenty years
“Now children which is the watch ! after his release from school, is by no You see there are two which look like means one of the "lost arts." In cases of watches. Now I will lay the case do.vn emergency, the rod will, doubtless, ever --put it there in my hat. Now let us be regarded as a sine qua non. The other see if we can hear the watch ticking." extreme in school forces is love. The
Yes, sir, we can hear it!” exclaimed child is won from his waywardness, his several voices at once.
enthusiasm kindled, his stupidity healed, “Well children, the watch can tick, and his soul warmed into an intense dego and keep time, as you see, when the sire for success, by the potency of affeccase is taken off and put in my hat astion and good will. The inventor of love well as before. So it is with you, chil- as the true art of school discipline, dedren; your body is nothing but the serves more fervent grattitude than a ground, and the soul will live, just as
Fulton or a Watts. well as this watch will go when the case
The medial agent-and one in pretty is taken off.”—Dryden.
general use—is the tongue. Of all school
forces this is the most potent. It comSCHOOL MACHINERY.
bines the fear of the rod and the charm
of affection. In its magic tones is a power Every school has of necessity some strong enough to quiet the rage of a manikind of machinery by means of which its ac, and in its discords and irritations movements are regulated, and order and lurks a demon, possessed of evil spirits study secured. The variety of instru- enough to convert any school room into a mentalities employed in the school room, pandemonium. It can flatter a stupid felis, probably, as great as in any other de- low into the belief that he is a prodigy, partment of labor. Each agency has its and put his sluggish soul into quite a brisk zealous advocates, who claim for it supe- movement for fame; or it can sting the riority over all others. The "Schools” sensibilities with derision and shame, unin school discipline are about as numer- til the inflamation consumes every aspiraous as in theology.
tion and hope of cuccess. The "armod The primitive agent was the rod. Even pedagogues," which were such a terror to in the days of Addison its use was nearly Steele, are important for mischief, comuniversal—not only to improve the Eng-pared with the Xanthippes of equally lish boy's manners, and lop off the un- ancient fame. Another agency in the necessary shoots of his depravity, but education of youth-without giving its also to awaken his understanding, quick-relation to those already mentioned—is en his dullness, barb his genius. He was what may well be termed the motive switched off?” His careless a in writing power. Motives of personal reward, pride was feruled into the intended o (ch!).— self-respect, honor, ambition, duty, etc., Even the false quantity of his Latin verse held up before the youthful mind, as was correctly measured on his cranium; a stimulus to effort. Neither the rod, the
tongue, nor the love of his teacher, in- than to the parts and adjustments of the fluences his conduct, or shapes his char- machinery itself. acter. He studies neither through fear One of these systems is known as the of, nor love to his teachers; but either to monitorial, and applies chiefly to the attain personal ends, or to acquire the government of the school. We remember ability of doing great future good to oth- distinctly our first introduction to a large ers. The potency of proper motives, as a Graded, or Union School. At the right means of school disciplin, should not be and left of the teacher sat the two monioverlooked; but the nature of the motive tors, with pencil and paper in hand, noting used, should be considered with great the whispering and other cases of disorcare. The selfishness of the human heart der among the scholars. It was to us a needs no special culture. Its aims and novel scene. The teacher, relieved from aspirations, on the contrary, need eleva- the care of the school was giving his "unting and enlarging—the groat motive for divided attention" to å recitation. It influence is duty. One has well said, seemed a regular gala-day for the rogues, that the motive truly glorious is when who, with eyes on monitors, vied with the mind is set "rather to do things lau- each other in adroitness and cunning.dable, than to purchase reputation." To The fellow who could cut up the most give an increase of force and weight to pranks and not get "spotted,” considered the influence of correct motives upon the himself the hero of the day. When fairyoung, the fear of the punishment, con- ly detected, and the monitor was about sequent to an improper course of conduct “to clap him down,” all his skill and pracis doubtless a valuable auxiliary. It was tice was brought into requisition to estaba custom among some of the ancient lish a case of innocence. The monitor on Greeks to make their slaves drink to ex- the other hand, who could make out the cess, and then expose them to their chil- tiggest list, was the most popular with the dren, that by this means they might re- teacher, as it was an evidence of great ceive an early aversion to a vice which faithfulness. As the monitors were exmakes men brutal and monstrous. cused from school duties there was a brisk
These embrace, we think, the principal competition for the post. We received agents, or forces, used in the school room. the impression then--and a more intiThe system of rules and usages-the pe- mate acquaintance with the system has culiar mechanism, by means of which but deepened it—that the monitor genethese forces are applied and combined rally, instead of being a check, is the ocinto a system of culture and discipline, casion of half the mischief he sees. constitute what we mean by the machin- Another system is the self-reporting; ery of a school. The forces used by dif- of this we have a more favorable imferent teachers are, frequently the same, pression; though in the hands of ineffiwhile the means of applying them vary cient teachers it is, doubtless, the source greatly. There is, however, sufficient of incalculable mischief. Temptations, similarity in the machinery of different at best, beset the pathway of every child; schools to give rise to what are called it would seem to be the duty of instructors “systems." This similarity, however, to remove, instead of multiplying them: pertains more to the means ofascertaining still
, where the means of detecting a false how the machinery of the school works, report exist and are vigorously used, the