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ing and tact. The teacher needs to remember into how many homes in our land the horrid vampire has entered, and how many young hearts are smarting under the wounds it has inflicted.

GOOD DISPOSITIONS SHOULD BE ENCOURAGED.

The nourishment of the good is the surest way of repressing the evil. Thus, the growth of generosity is the decay of meanness; so it is all round. The life of the virtues is the death of the vices. Where there is sensitiveness as to the feelings of others, there is shrinking from rudeness. Generosity quickens the sense of shame at the rise of a selfish feeling. The love of truth will summon courage to its aid, rather than screen itself from suffering behind the mean shelter which a falsehood might afford. In this way it is apparent that a teacher can do much to prevent the outbreaks of evil by the judicious and hearty encouragement he gives to all examples of well-doing.

1. The first and most constant form of help is that afforded by the spirit in which school discipline is maintained. If that illustrates throughout the play of good disposition, the children are unconsciously won to admiration and imitation of the same. It is not despotic government which is favorable to the growth of virtue, but the government of reason and sympathy-in other words, a government founded on moral excellence. If the children have any occasion to complain of injustice, some injury is done to their moral training. Let the atmosphere of justice and kindliness pervade the school-room, and the scholars will grow up in robustness of moral life.

If an unintentional injustice has been done, let the error be freely, and if needful, publicly acknowledged, and let the error be rectified as far as possible. None of us profess to be perfect; it would be purest affectation to conduct a class on the assumption that we are. It does not lower the dignity of a teacher to own a fault on a fitting occasion. But the acknowledgment must be a proof of strong and moral purpose, not a painful admission of weakness and bewilderment. It must give evidence of the power of self-command,-not of the want of it.

2. Next in importance is the power of direct encouragement. If the teacher gain the affections of his scholars, and give regular evidence of his wish to stimulate them in well-doing, his influence over them will be great. They have a desire to stand well with their teacher, and if this desire be utilized it becomes easy to contribute daily toward the formation of a good character. In order to pre

serve this influence, however, it is needful to remember that praise as well as blame must be used sparingly. The child must know and feel that he has gained approval, but only at rare times should he hear himself praised before others. So delicate a process is that by which character is developed, that there is danger from frequent commendation, just as there is on the other side from frequent faultfinding. The dangers here are two-that of encouraging pride while encouraging well-doing, and that of tempting a child to suppose that there is something peculiarly meritorious in simply doing his duty. The former is the more conspicuous, and is certain to attract attention if it arises, and thereby suggest the need for counteractives. But the latter is one not so easily observed, and which goes much more quickly in the direction of undermining the character. The child must be made to recognize that if he has done well, he has only done what is naturally required of him, and what he must be required to do a hundred times a day with as much ease and fixedness of purpose as appear in his use of speech. In view of the danger thus indicated, it is desirable that a child more commonly feel that he has gained approval rather than hear the expression of it. It is with encouragement, as with so much beside,—it is most easily conveyed through the eye, and by this vehicle of communication there is least risk of error or injurious effects. A look is, indeed, fleeting, and can not be long sustained; but there is an advantage in this for the purpose here contemplated. On the other hand, however fleeting, a look of encouragement is long remembered by a child.

3. The opening RELIGIOUS EXERCISES of each day, if properly conducted, must greatly aid the work of training. The rate payers of the country have declared unmistakably for religious teaching as the true support of moral training. Teachers who include moral training in their ideal of professional duty will be thankful for the decision. The 'Conscience Clause' frees a teacher from irksome apprehensions as to interference with the religious convictions of those who have intrusted him with the delicate task of training their children. The teacher is assured that in these opening relig ious exercises he is starting the work of the day as the great bulk of the people wish him to do, while complete protection has been provided for exceptional cases. As a moral trainer, the teacher is immensely aided by opportunity for touching the deeper feelings of human nature. To lift the whole set of duties into the light of God's eye, and to associate childhood's efforts with the wealth of divine

sympathy and help, is at once to raise life higher, and make effort easier and more gladsome. To link the moral sentiments with the religious feelings is to bring the strong forces of the human mind into play for support of arduous effort.

INSTRUCTION AND TRAINING SHOULD BE REWARDED.

The grand ends of teaching are embraced in the two words Instruction and Training. Failing in these, or in either of them, the teacher fails to attain the end he has set himself to reach. A lower aim can not be accepted without falling beneath the true professional level. No true teacher can make salary the end of effort. No matter in what profession a man may be, if pay is the one end for which he works he is self-degraded. We come very near the source of sound moral life in this matter. The discussions of ancient philosophers as to receiving payment for teaching show how much the dignity and power of the teacher were conceived to be dependent on superiority to the mercenary spirit. If these philosophers discussed the question, not only with eagerness, but even with undue keenness of feeling, this shows how important it seemed in their eyes. We can discuss the question now free from the feeling occasioned by the conduct of professed Sophists. We clearly see how honorable it is that a man should live by his profession; but we as clearly perceive that it is unworthy of a man to hold his profession exclusively for the living it affords. It is, however, well for us, and for all interests concerned, that pay is needed by all workers in the several spheres of human activity. This granted, it is clear the teacher's salary should be such as to give him a good position in society. If the general standard of income for teachers be low in any country, it indicates either want of spirit among the people, or want of reflection as to the real value of education. Our country is not without blame in this respect, but fortunately a remedy has been provided. The School Boards of the country have shown their sense of the value of liberal remuneration for efficient service. High efficiency and high pay must go together. This is a lesson which by force of circumstances the School Boards are likely to press on each other's attention. On the other hand it is of unspeakable importance that the teacher keep his own mind fixed on some end vastly higher than payment.* There is a wide difference between making a livelihood by one's profession, and discharging professional duties for the sake of the livelihood. Toil and remu

*This whole subject is admirably treated by Mr. Mann in his Lecture on The Teacher's Motives, in Barnard's Journal, XIV., 277-304.

neration are naturally associated; but money is a poor reward for life-long effort in any sphere.

Work has its real reward in the end it seeks. Work which can not be reckoned for in money payments has a better recompense. To make good citizens, as Plato was wont to argue, is better than to seek pleasure; or better still, as Christianity teaches the lesson, to aid others in attaining moral goodness in all its forms is a task worthy of the highest endowments. Here it is the teacher can render the greatest service. No nation can keep in the front rank except by education. For stability and influence the nation must look to parents and teachers, who are molding the character of the rising generation. During the Franco-German war, the oft-repeated remark was that the schoolmaster had gained the German victories. The fact was clearly established. Germany had the best intelligence of the country in the ranks. Under our military system nothing akin to this can happen; but the roots of national influence go immensely deeper than the army, and stretch immensely wider. It is the morality underlying the intelligence which is the secret spring of vital energy in a people. The war test we do not wish to see applied; but if British teachers can quietly and steadily turn the forces of vice and crime, we shall have reason to rejoice more than the Germans did over the return of their victorious troops. Our worst foes are within our own borders. Our best friends are those within our own lines, who promote intelligence, self-control, and devotion to a noble life. Amongst these our teachers stand conspicuous. But it is never to be overlooked in our estimate of teaching that moral fruits are the best. If a teacher, year by year, present the great bulk of his scholars for examination, and succeed in passing over ninety per cent. of them in all departments, he may well be congratulated. But there is another aim higher still. It is to have his scholars so habituated to self-control, that they shall be prepared for wise direction of their own conduct when all the checks and helps of home and school are completely withdrawn. In such a case the after-life of the scholars will reflect honor on his labors as discovering, though at a great distance of time, the fruits of the discipline of school life. This is the highest result of educational effort. It is the full reward of anxious thought and toil. In such a case the teacher sees his own better life reproduced in those who caught from him many of their early impulses toward a life of moral elevation.

WILLIAM JOLLY-PROFESSORSHIPS OF EDUCATION.

The training of teachers in the science and art of their profession has, up till this time, been very partial. Teachers, as a class, have received no professional training. Normal Schools, certainly, have been established for this purpose, but these have been taken advantage of by only a small part of the middle class of teachers. The higher members of the profession either could not or would not avail themselves of the training provided there, and have rested satisfied with, at the best, an arts curriculum, without one hour spent in becoming scientifically acquainted with the principles of the art they have to practice; the lower parts of the profession have, from poverty or other causes, been prevented from attending these schools. Moreover, in the past, this work of training has been done only by certain churches, who have honorably taken upon themselves this important duty, which should have been done by the profession, or by the country, or by the universities. These churches can not be asked to continue this onerous, and to some extent, thankless work. Such ecclesiastic connection was natural and praiseworthy in the past, and was the proper complement of a denominational system.

Teaching is the only learned profession with no training machinery for its members, as a class, to prepare them for their peculiar work, -work that requires all the special knowledge and skill that a man can obtain. Other professions have their special classes for professional accomplishment, in which their students pass through a thorough noviciate preparatory to work in life. The necessity for professional training for every pursuit in life is becoming a feature of the age, and is extending itself even to trade, in technical education. Surely such a training ought to be provided for a profession that has as trying, difficult, and delicate work to do as any other!

Professional training for teachers should be broad enough to embrace the whole profession, should be provided at convenient centers throughout the country, and should be of sufficient social status to command the attendance of the highest parts of the service.

To the question, how and where such training should be provided, there can be but one adequate and permanent answer: It must be done in and by our Universities.

Our Universities have, for generations, been training schools for divinity, medicine, and law. The anomaly has existed, and still exists in the Universities, that for certain classes of the community elaborate systems of professional training have been provided, and none for the educational. Such an omission was natural for gener

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