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suming, then, as the foundation of our future remarks, that our youth must be religiously educated in order that they may become the true exponents of humanity, as divinely conceived and originally made, and that it is the province of the public schools to afford the means and facilities for such education, we approach the eminently practical question, how shall the work be accomplished?

In the discussion of this question at the present time, we shall pass by the legislatures that frame our school laws, and superintendents, and school boards that execute them, and come directly to the teacher, whose skill must plan, and whose energies must execute the great work now under contemplation.

It is presumed that every teacher possesses a good moral character; for this is plainly the purport of the license that allows him to enter upon the duties of his high profession. Yet it cannot be reasonably supposed that all that is here implied is simply total abstinence from the commission of positive evils, a studions care to avoid conventional improprieties in speech and life; but we are persuaded that the idea embraces a recognition of the divine existence, individual relations to God, and the duties and obligations arising from such relations. True morality embraces these thoughts in its doctrines, and also the divine law of commandments in its practice. If it come short of these, it is defective, and, like Cæsar's mantle, shows an aperture where the body has been wounded. Having this morality, which is the original idea of religion, and would be the only and universal idea, were it not for the inherent defects of humanity, the teacher, possessed also of other suitable qualifications, is prepared for his noble work of teaching our youth.

You, Mr. President, and others, may tell him how to teach reading, writing, arithmetic, and the like, while it is my mission on this occasion to tell him how to impart religious instruction.

As the youth are proverbially imitators of those who are older, and especially of those who are honored with the possession of authority over them, so example is ever teaching them lessons bearing its own characteristics, which they most readily learn, and whose impressions are most lasting. Hence the teacher of youth should be among his pupils as the embodiment and personification of all that is good and true, in thought, in feeling, and in action. It is not sufficient that he maintain an external show of religious deportment, which is as the dry husk that encloses the life-bearing kernel; a true religious sentiment should abide in his soul, a living, acting principle whose natural fruits shall extend outward, and adorn the life with unfeigned, genuine excellence. Then his presence in the school-room, and with his pupils, will be as the sun in its genial influence upon nature. His example will tend to lead out and enlarge all that is good and beautiful in the young minds committed to his training. Its impress upon them will be as that of the die upon the precious metal, rendering it valuable coin, and giving it desirable currency in the associ

ations of men. He who has failed to grasp the idea of a divine existence, one making and controlling the creation in all its departments of mind and of matter—who, himself, has no soul aspirations after the excellencies contained in that existence, and, therefore, seeks to gain for himself no higher ends than those that are earthly in their origin, nature and tendency, cannot lead his pupils up towards the high table-lands of a superior manhood. Indeed, whatever may be the attainment to which the pupil should be brought, the teacher must have been there before him, having a practical knowledge of the way thither, and also in some degree of the treasures garnered there.

To a correct religious life, should be added timely precepts, given with the same frequency, earnestness, and fidelity which should attend all our efforts at teaching the youthful mind. By "precepts" we do not mean simply the authoritative command, conveyed by the stern and dictatorial "thou shalt," and "thou shalt not," but those oft-repeated and evervaried moral lessons which the Bible, nature, and human associations are constantly bringing to the teacher's open hand.

The Bible is pre-eminently the book of God, and as such it belongs, by divine grant, to every human being,-to the youth no less than to the aged. It has an equal right to the school-room, with the air which that same God has made; and its truths are as necessary to the life and development of the soul, as is that atmosphere to the growth of the body. No school-day should be allowed to pass except some of its immortal truths are brought to the attention of the pupils. It should ever be at the teacher's right hand, as the representative of God in the school-room; and it should speak daily to the minds of the tens of thousands who are so soon to be the self-moving springs that shall urge on the various enterprises of earth towards the period of their completion. Let the teacher imtroduce the duties and exercises of the day by reading a portion of the sacred writings, following this reading by a prayer, if he have a heart to pray; and if he have not, he should be diligent to gain one, for it is with teaching as with every enterprise to which finite energies are given, "Except the Lord build the house, they labor in vain that build it.” The blessing of Him whose blessing is the sure spring to success, is of vital consequence here. If God must give the husbandman the harvest in gracious response to his protracted toil, how much more is the divine favor needed in the rearing and perfecting of immortal minds?

Thus are the youth early and continually impressed with the idea of their relations and responsibilities to God, as their creator; and this idea will have a powerful and abiding influence over them in their studies and general deportment. The school-room will exhibit a life and interest that can never be awakened by a toilsome discharge of naked duties. Humanity, whether it be represented by youth or age, cannot be itself, nor act under a consciousness of its relations to God, as well as to men,

for these relations are the natural issues of its constitution, as divinely arranged, and a disregard of them is a flagrant violation of the conditions of its being, which must be detrimental to its development. Diamonds may lie for ages beneath a mountain of rubbish, and be diamonds still, for God has perfected their nature by creative skill and power; but things and creatures of growth must enjoy the conditions necessary to such growth; otherwise they will appear deformed. And humanity must be developed with God, just as the plant must grow in the sunlight, that flowers and fruits may appear.

Nature, as the issues of God, should be brought into the school-room daily. The snow-flake, the rain-drop, the leaf, plant, flower, fruit, whatever objects the time and occasion may suggest, are all as so many texts, which the teacher may use in his religious discourse to his pupils; for they, as such issues, are eminently suggestive of the power, wisdom, and goodness of God. They remind us of the divine care and supervision, and show that the greatness of God extends downward to the minute of his creation, as well as upwards to the sublime and expressive. The insects, too, have their lessons, which the youthful mind can apprehend; and the boy whose cruel sport it may have been to impale them and to witness their dying struggles, should be taught that the exercise of mercy is far sweeter and more desirable than the exercise of cruelty. Nature should never be divorced from her God.

Thus, in conjunction with the daily lessons which the text-books afford, nature in its several departments will furnish additional means in the religious instruction of the youth.

The occurrences that are constantly taking place in the associations of men, are also more or less prolific in lessons which may be impressed upon the minds of children. And the teacher alive to his noble profession will be supplied with weekly and daily journals that shall keep him thoroughly posted in the current news and literature of the passing day. These, freely communicated to his pupils, both in the class and as a school, will not only render their tasks more interesting, but they will also give occasion for much profitable moral teaching. By these means the skillful teacher can readily find opportunity to impart such instruction as will tend to the right development of the moral nature of his pupils. Yet, after all that can be said by way of general suggestions, the detail must rest with the chief actor in the premises. Skill and labor will accomplish the work, if attended by the blessing of propitious Heaven. And he who enters upon the profession of teaching must not expect that success will crown his labors unless they are wisely, earnestly and perseveringly made. This, among the noblest professions, is no sinecure. Perplexities and difficulties will come unsought. Toil must be endured. Energies will waste away under the burden imposed upon them. Life itself may be sacrificed upon the altar of devotion. Still, the reward is

ample and compensating. It may not come in earthly goods, but conscience, men, and God will conspire to add to your blessings here, and crown your being with richer gifts hereafter.

THE TEACHER'S VISION.

THE last scholar had gone, and silence once more reigned in the schoolroom. Weary and disheartened, the teacher leaned her head upon the desk, while the silent tears coursed down her cheeks. Impatient at the slow growth of the seeds she had attempted to scatter, and distrustful of her own fitness for the position she held, she yielded herself to murmurs and self-upbraidings. Busy memory dwelt not alone with the present, but, far down in the distant past, scenes were reviewed, actions scanned, and motives questioned, till her whole past life seemed arrayed before her. Around her stood all the children and youth she had ever taught, and while attempting to trace the history of each, and the bearing her teaching and influence had had, not only through the changes of the past, but also to penetrate into the unknown future, gradually the scene became confnsed and indistinct, and from the misty vapor that seemed to surround her there issued a fair, bright being, who thus addressed her: “I am thy guardian angel, the one appointed by thy Father and mine to watch over thee, protect, guide and encourage thee. Often thou thinkest thy burdens too heavy to be borne, forgetting that they are appointed by the great All-Wise, who cannot err; but lest thou shouldst yield to the whisperings of discontent, and thus unfit thyself for the faithful discharge of life's duties that still await thee, I am permitted to tear aside the veil that hides the past and future from the present, and give thee a glimpse of things not lawful for mortals to know. Look! Behold the fruit of thy labors." As she gazed there stood before her a lad of tender years, whose perceptions seemed dull, and intellect beclouded, with a natural distaste for study and application. Through her long-continued patience, and kind encouragement, he was at last induced to apply himself, till he finally stood before the world learned and great, a blessing to his race.

Again she saw a youth whose early training and associations had been among the low and vile. For a few short weeks he was under her care, when, with faithful admonition and earnest entreaty, she had sought to warn him of the danger of his course, and point him to the "perfect way"; but he had gone from her, and she had mourned for him as one that was lost to all that was good. Now she saw him encountering temptation after temptation, with solicitations to evil from every source, all of which he met with the firm resolve in his heart, "I'll heed the advice of

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my teacher." And as she continued to look, she saw him bravely conquer every evil habit, till, passing on to man's estate, he became himself a noted philanthropist, spending his time and substance for the good of his fellow beings. On his death-bed he exclaimed: "All that I am or have been I owe to my teacher."

Again she looked, and far away in a bamboo hut on the banks of the Ganges, sat the wife of the missionary, teaching the alphabet to the native children gathered around her. "What first led thee to think of devoting thy life to the heathen?" inquired the spirit guide, approaching her. "The instructions received from my pious teacher," was the reply. "Are you satisfied, or would you look still farther?" said the guide. Tears were again swiftly flowing, but they were tears of gratitude and thanksgiving. "No more will I murmur at my lot. I have been ungrateful. I am unworthy this high reward," said the humbled teacher. As she turned to thank her guide, he disappeared; and while wondering at the strange things she had seen, she awoke. The weary teacher had slept and dreamed; but there was comfort and encouragement in her dream: she could now continue her labors, inspired with Hope. BERLIN, July 1859.

F.

THE USES AND ABUSES OF ENGLISH GRAMMAR.*

BY REV. J. W. PRATT, A. M., PROF. ENG. LIT. UNIVERSITY OF ALABAMA.

Ir is a notorious fact that while English Grammar is taught in all our schools, very few of the pupils who receive the instruction attain any degree of proficiency in speaking or writing our language with accuracy.

It is also undeniable that the very first definition they learn, is, "English Grammar is the art of speaking and writing the English language with propriety." If the preceding statement is true, and the definition is correct, it is evident that, although the pupils in our schools spend years in learning something, they never learn English Grammar.

This being universally conceded, the inquiry is naturally suggested, why is it that while every other art may be acquired by means of certain methods of instruction, the art of speaking our vernacular cannot be imparted by means of the appliances ordinarily used in our common schools? It is certainly an anomaly that the very methods which for a long period have been considered the proper methods for teaching an art, should have invariably failed to accomplish the very results for which they have been assiduously pursued.

Some teachers, finding, by sad experience, that the text-books in common use fail to impart a practical knowledge of the art, assume that the *Read before the Alabama Educational Association, third meeting.

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