Thoughts on Educational Topics and Institutions Part 8

We may contemplate woman in four relations with their answering responsibilities--as pupil, teacher, companion, and mother. As a pupil, she is sensitive, conscientious, quick, ambitious, and possesses in a marvellous degree, as compared with the other s.e.x, the power of intuition. The boy is logical, or he is nothing; but logic is not necessary for the girl. Not that she is illogical; but she usually sees through, without observing the steps in the process which a boy must discern before he can comprehend the subject presented to his mind. In the use of the eye, the ear, the voice, and in the appropriation of whatever may be commanded without the highest exercise of the reasoning and reflective faculties, she is incomparably superior. She accepts moral truth without waiting for a demonstration, and she obeys the law founded upon it without being its slave. She instinctively prefers good manners to faulty habits; and, in the requirements of family, social, and fashionable life, she is better educated at sixteen than her brother is at twenty. She is an adept in one only of the vices of the school--whispering--and in that she excels. But she does not so readily resort to the great vice--the crime of falsehood--as do her companions of the other s.e.x. I call falsehood the great vice, because, if this were unknown, tardiness, truancy, obscenity, and profanity, could not thrive.

Holmes has well said that "sin has many tools, but a lie is the handle that will fit them all."

In many primary and district schools the habits and manners of children are too much neglected. We a.s.sociate good habits and good manners with good morals; and, though we are deceived again and again, and soliloquize upon the maxim that "all is not gold that glitters," we instinctively believe, however often we are betrayed. Habits and manners are the first evidence of character; and so much of weight do we attach to such evidence, that we give credit and confidence to those whom in our calmer moments we know to be unworthy. The first aim in the school should be to build up a character that shall be truthfully indicated by purity and refinement of manner and conversation. It does, indeed, sometimes happen that purity of character is not a.s.sociated with refinement of manners. This misfortune is traceable to a defective early education, both in the school and the home; for, had either been faithful and intelligent, the evil would have been averted. And, as there are many homes in city and country where refinement of manners is not found, and, of course, cannot be taught, the schools must furnish the training. In this connection, the value of the high school for females--whether exclusively so or not, does not seem to me important--is clearly seen. Young women are naturally and properly the teachers of primary, district, and subordinate schools of every grade; and society as naturally and properly looks to them to educate, by example as well as by precept, all the children of the state in good habits, good manners, and good morals. We are also permitted to look forward to the higher relations of life, when, as wives and mothers, they are to exert a potent influence over existing and future generations. The law and the lexicons say "_home_ is the house or the place where one resides." This definition may answer for the law and the lexicons, but it does not meet the wants of common life.

The wife will usually find in her husband less refinement of manners than she herself possesses; and it is her great privilege, if not her solemn duty, to ill.u.s.trate the line of Cowper, and show that she is of

"The s.e.x whose presence civilizes ours."

It is the duty of the teacher to make the school attractive; and what the teacher should do for the school the wife should do for the home.

The home should be preferred by the husband and children to all other places. Much depends upon themselves; they have no right to claim all of the wife and mother. But, without her aid, they can do but little. With her aid, every desirable result may be accomplished. That this result may be secured, female education must be generous, critical, and pure, in everything that relates to manners, habits, and morals. Much may be added to these, but nothing can serve in their stead. We should add, no doubt, thorough elementary training in reading, writing, and spelling, both for her own good and for the service of her children. Intellectual training is defective where these elements are neglected, and their importance to the s.e.xes may be equal. We should not omit music and the culture of the voice. The tones of the voice indicate the tone of the mind; but the temper itself may finally yield to a graceful and gentle form of expression. It is not probable that we shall ever give due attention to the cultivation of the human voice for speaking, reading, and singing. This is an invaluable accomplishment in man. Many of us have listened to New England's most distinguished living orator, and felt that well-known lines from the English poets derived new power, if not actual inspiration, from the cla.s.sic tones in which the words were uttered.

A cultivated voice in woman is at once the evidence and the means of moral power. As the moral sensibilities of the girl are more acute than those of the boy, so the moral power of the woman is greater than that of the man. Many young women are educating themselves for the business of teaching; and I can commend nothing more important, after the proper ordering of one's own life, than the discreet and careful training of the voice. It is itself a power. It demands sympathy before the suffering or its cause is revealed by articulate speech; its tones awe a.s.semblies, and command silence before the speaker announces his views; and the rebellious and disorderly, whether in the school, around the rostrum, or on the field, bow in submission beneath the authority of its majestic cadences. It is hardly possible to imagine a good school, and very rare to see one, where this power is wanting in the teacher. Women are often called to take charge of schools where there are lads and youth dest.i.tute of that culture which would lead them to yield respect and consequent obedience. Physical force in these cases is not usually to be thought of; but nature has vouchsafed to woman such a degree of moral power, of which in the school the voice is the best expression, as often to fully compensate for her weakness in other respects.

It is unnecessary to commend reading as an art and an accomplishment; but good readers are so rare among us, that we cannot too strongly urge teachers to qualify themselves for the great work. I say _great work_, because everything else is comparatively easy to the teacher, and comparatively unimportant to the pupil. Grammar is merely an element of reading. It should be introduced as soon as the child's reasoning faculties are in any degree developed, and presented by the living voice, without the aid of books. The alphabet should be taught in connection with exercises for strengthening and modulating the voice, and the elementary sounds of the letters should be deemed as important as their names. All this is the proper work of the female teacher; and, when she is ignorant or neglects her duty, the evil is usually so great as to admit of no complete remedy.

Reading is at once an imitative and an appreciative art on the part of the pupil. He must be trained to appreciate the meaning of the writer; but he will depend upon the teacher at first, and, indeed, for a long time, for an example of the true mode of expression. This the teacher must be ready to give. It is not enough that she can correct faults of p.r.o.nunciation, censure inarticulate utterances, and condemn gruff, nasal, and guttural sounds; but she must be able to present, in reasonable purity, all the opposite qualities. The young women have not yet done their duty to the cause of education in these respects; nor is there everywhere a public sentiment that will even now allow the duty to be performed.

It is difficult to see why the child of five, and the youth of fifteen, should be kept an equal number of hours at school. Each pupil should spend as much time in the school-room as is needed for the preparation of the exercise and the exercise itself. The danger from excessive confinement and labor is with young pupils. Those in grammar and high schools may often use additional hours for study; but a pupil should be somewhat advanced, and should possess considerable physical strength and endurance, before he ventures to give more than six hours a day to severe intellectual labor. It must often happen that children in primary schools can learn in two hours each day all that the teacher has time to communicate, or they have power to receive and appropriate. Indeed, I think this is usually so. It may not, however, be safe to deduce from this fact the opinion that children should never be kept longer in school than two hours a day; but it seems proper to a.s.sume that, if blessed with good homes, they may be relieved from the tedium of confinement in the school-room, when there is no longer opportunity for improvement.

We are beginning to realize the advantages of well-educated female teachers in primary schools; nor do I deem it improbable that they shall become successful teachers and managers of schools of higher grade, according to the present public estimation. But, in regard to the latter position, I have neither hope, desire, nor anxiety. Whenever the public judge them, generally, or in particular cases, qualified to take charge of high schools and normal schools, those positions will be a.s.signed to them; and, till that degree of public confidence is accorded, it is useless to make a.s.sertions or indulge in conjectures concerning the ability of women for such duties. It is my own conviction that a higher order of teaching talent is required in the primary school, or for the early, judicious education of children, than is required in any other inst.i.tutions of learning. Nor can it be shown that equal ability for government is not essential. There must be different manifestations of ability in the primary and the high school; but, where proper training has been enjoyed, pupils in the latter ought to be far advanced in the acquisition of the cardinal virtue of self-control, whose existence in the school and the state renders government comparatively unnecessary.

Where there is a human being, there are the opportunity and the duty of education. But our present great concern, as friends of learning, is with those schools where children are first trained in the elements. If in these we can have faithful, accurate, systematic, comprehensive teaching, everything else desirable will be added thereunto. But, if we are negligent, unphilosophical, and false, the reasonable public expectation will never be realized in regard to other inst.i.tutions of learning.

The work must be done by women, and by well-educated women; and, when it is said that in Ma.s.sachusetts alone we need the services of six thousand such persons, the magnitude of the work of providing teachers may be appreciated. Have we not enough in this field for every female school and academy, where high schools are not required, or cannot exist, and for every high school and normal school in the commonwealth?

If it is a.s.serted that the supply of female teachers is already greater than the demand, it must be stated, in reply, that there are persons enough engaged in teaching, but that the number of competent teachers is, and ever has been, too small. It is something, my friends, it is often a great deal, to send into a town a well-qualified female teacher.

She is not only a blessing to those who are under her tuition, but her example and influence are often such as to change the local sentiment concerning teachers and schools. When may we expect a supply of such persons? The hope is not a delusion, though its realization may be many years postponed. How are competent persons to be selected and qualified?

The change will be gradual, and it is to be made in the public opinion as well as in the character of teachers and schools. And is it not possible, even in view of all that has been accomplished, that we are yet groping in a dark pa.s.sage, with only the hope that it leads to an outward-opening door, where, in marvellous but genial light we shall perceive new truths concerning the philosophy of the human mind, and the means of its development? At this moment we are compelled to admit that practical teachers and theorists in educational matters are alike uncertain in regard to the true method of teaching the alphabet, and divided and subdivided in opinion concerning the order of succession of the various studies in the primary and grammar schools. Perfect agreement on these points is not probable; it may not be desirable. I am satisfied that no greater contribution can be made to the cause of learning than a presentation of these topics and their elucidation, so that the teacher shall feel that what he does is philosophical, and therefore wise.

The only way to achieve success is to apply faithfully the means at hand. Generations of children cannot wait for perfection in methods of teaching; but teachers of primary schools ought not to neglect any opportunity which promises aid to them as individuals, or progress in the profession that they have chosen. As teachers improve, so do schools; and, as schools improve, so do teachers. The influence exerted by teachers is first beneficial to pupils, but, as a result, we soon have a cla.s.s of better qualified teachers. With these ideas of the importance of the teacher's vocation to primary instruction, and, consequently, to all good learning, it is not strange that I place a high value upon professional training. A degree of professional training more or less desirable is, no doubt, furnished, by every school; but the admission does not in any manner detract from the force of the statement that a young man or woman well qualified in the branches to be taught, yet without experience, may be strengthened and prepared for the work of teaching, by devoting six, twelve, or eighteen months, under competent instructors, in company with a hundred other persons having a similar object in view, to the study, examination, and discussion, of those subjects and topics which are sometimes connected with, and sometimes independent of, the text-books, but which are of daily value to the teacher.

At present only a portion of this necessary professional training can be given in the normal schools. If, however, as I trust may sometimes be the case, none should be admitted but those who are already qualified in the branches to be taught, the time of attendance might be diminished, and the number of graduates proportionately increased. There are about one hundred high schools in the state, and, within the sphere of their labors, they are not equalled by any inst.i.tutions that the world has seen. Young men are fitted for the colleges, for mechanical, manufacturing, commercial, agricultural, and scientific labors, and young men and young women are prepared for the general duties of life.

They are also furnishing a large number of well-qualified teachers. Some may say that with these results we ought to be content. Regarding only the past, they are entirely satisfactory; but, animated with reasonable hopes concerning the future, we claim something more and better. It is not disguised that the members of normal schools, when admitted, do not sustain an average rank in scholarship with graduates of high schools.

This is a misfortune from which relief is sought. It is a suggestion, diffidently made, yet with considerable confidence in its practicability and value, that graduates of high schools will often obtain additional and necessary preparation by attending a normal school, if for the term of six months only. And I am satisfied, beyond all reasonable doubt, that, when the normal schools receive only those whose education is equivalent to that now given in the high schools, a body of teachers will be sent out who will surpa.s.s the graduates of any other inst.i.tution, and whose average professional attainments and practical excellence will meet the highest reasonable public expectation. Nor is it claimed that this result will be due to anything known or practised in normal schools that may not be known and practised elsewhere; but it is rather attributable to the fact that in these inst.i.tutions the attention of teachers and pupils is directed almost exclusively to the work of teaching, and the means of preparation. The studies, thoughts, and discussions, are devoted to this end. If, with such opportunities, there should be no progress, we should be led to doubt all our previous knowledge of human character, and of the development of the youthful mind.

And now, ladies and gentlemen, before I conclude, allow me to remove, or at least to lessen, an impression that these remarks are calculated to produce. I have a.s.sumed that teaching is a profession--an arduous profession--and that perfection has not yet been attained. I have a.s.sumed, also, that there are many persons engaged in teaching, especially in the primary and mixed district schools, whose qualifications are not as great as they ought to be. But let it not be thence inferred that I am dissatisfied with our teachers and schools.

There has been continual progress in education, and a large share of this progress is due to teachers; but the time has not yet come when we can wisely fold our arms, and accept the allurements of undisturbed repose.

Nor have I sought, on this occasion, to present even an outline of a system of female education. In all the public inst.i.tutions of learning among us, it should be as comprehensive, as minute, as exact, as that furnished for youth of the other s.e.x. Nor is it necessary to concern ourselves about the effect of this liberal culture upon the character and fortunes of society. I do not antic.i.p.ate any sudden or disastrous effects. The right of education is a common right; and it is unquestionably the right of woman to a.s.sert her rights; and it is a wrong and sin if we withhold any, even the least. Having faith in humanity, and faith in G.o.d, let us not shrink from the privilege we enjoy of offering to all, without reference to s.e.x or condition, the benefits of a public and liberal system of education, which seeks, in an alliance with virtue and religion, whose banns are forbidden by none, to enlighten the ignorant, restrain and reform the depraved, and penetrate all society with good learning and civilization, so that the highest idea of a well-ordered state shall be realized in an advanced and advancing condition of individual and family life.

THE INFLUENCE, DUTIES, AND REWARDS, OF TEACHERS.

[A Lecture delivered at Teachers' Inst.i.tutes.]

It is the purpose, and we believe that it will be the destiny, of Ma.s.sachusetts, to build up a comparatively perfect system of public instruction. To this antiquity did not aspire; and it is the just boast of modern times, and especially of the American States, that learning is not the amus.e.m.e.nt of a few only, whom wealth and taste have led into its paths, but that it is encouraged by governments, and cherished by the whole people. Antiquity had its schools and teachers; but the latter were, for the most part, founders of sects in politics, morals, philosophy, religion, or the habits of daily life; while its schools were frequented and sustained by those who sought to build on the civilization of the times such structures as their tastes conceived or their opinions dictated.

There were not in Athens or Rome, according to the American idea, any schools for the people; and Carlyle, Brownson, and Emerson, are such teachers in kind, though not in power and influence, as were Socrates, Plato, and Aristotle. These men were leaders as well as teachers, and their followers were disciples and controversialists rather than pupils.

But it is not possible for modern leaders in politics, philosophy, and social life, to rival the ancients. Manual labor is not more divided and subdivided than is the influence of the human intellect. The newspaper has inspired every man with the love of self-judgment, and the common school has qualified him, in some degree, for its exercise. The ancients, whose names and fame have come down to us, taught by conversations, discussions, and lectures; the moderns, as Carlyle, Brownson, and Emerson, by lectures, essays, and reviews. But these systems are quite inadequate to meet the wants of American civilization.

Indeed, however men of talent may strive, there cannot be another Socrates, Plato, or Aristotle; for the printing-press has come, and their occupation has gone. Teachers were philosophers, pupils were followers and disciples, while learning was devoted to the support of speculations and theories.

But, while we have no such teachers as those of Athens, and need no such schools as they founded, we have teachers and schools whose character and genius correspond to the age in which we live. Teaching is a profession; not merely an ign.o.ble pursuit, nor a toy of scholastic ambition, but a profession enjoying the public confidence, requiring great talents, demanding great industry, and securing, permit me to say, great rewards. To be the leader of a sect or the founder of a school, is something; but the acceptable teacher is superior to either; he is the first and chief exponent of a popular sovereignty which seeks happiness and immortality for itself by elevating and refining the parts of which it is composed. The ancient teacher gathered his hearers, disciples, and pupils, in the streets, groves, and public squares. The modern teacher is comparatively secluded; but let him not hence infer that he is without influence. Socrates, Plato, and Aristotle, had their triumphs; but none more distinguished than that of a Ma.s.sachusetts teacher, who, at the age of fourscore years, on a festive day, received from his former pupils--and among them were the most eminent of the land--sincere and affectionate a.s.surances of esteem and grat.i.tude. The pupil may be estranged from the master in opinion, for our system does not concern itself with opinions, political or religious; but the faithful teacher will always find the evidence of his fidelity in the lives of those intrusted to his care. No position is more important than the teacher's; and his influence is next to that of the parent. It is his high and n.o.ble province to touch the youthful mind, test its quality, and develop its characteristics. He often stands in the place of the parent. He aids in giving character to the generations of men; which is at once a higher art and a purer glory than distinguishes those who build the walls of cities, or lay the foundations of empires. The cities which contested for the honor of being the birthplace of Homer are forgotten, or remembered only because they contested for the honor, while Homer himself is immortal. If, then, the mere birth of a human being is an honor to a city, how ill.u.s.trious the distinction of those who guide the footsteps of youth along the rugged paths of learning, and develop in a generation the principles of integrity and mercy, justice and freedom, government and humanity! If in a lifetime of toil the teacher shall bring out of the ma.s.s of common minds one Franklin, or Howard, or Channing, or Bowditch, he will have accomplished more than is secured by the devotees of wealth, or the disciples of pleasure. As the man is more important than the mere philosopher, so is the modern teacher more elevated than the ancient.

The true teacher takes hold of the practical and elementary, as distinguished from the learning whose chief or sole value is in display.

Present gratification is desirable, especially to parents and teachers; but it may be secured at the cost of solid learning and real progress.

This is a serious error among us, and it will not readily be abandoned; but it is the duty of teachers, and of all parents who are friends to genuine learning, to aid in its removal. We are inclined to treat the period of school-life as though it covered the entire time that ought properly to be devoted to education. The first result--a result followed by pernicious consequences--is that the teacher is expected to give instruction in every branch that the pupil, as child, youth, or adult, may need to know. It is impossible that instruction so varied should always be good. Learning is knowledge of subjects based and built upon a thorough acquaintance with their elements. The path of duty, therefore, should lead the teacher to make his instruction thorough in a few branches, rather than attempt to extend it over a great variety of subjects. This, to the teacher who is employed in a district or town but three or six months, is a hard course, and many may not be inclined to pursue it. Something, no doubt, must be yielded to parents; but they, too, should be educated to a true view of their children's interests. As the world is, a well-spoken declamation is more gratifying to parents, and more creditable to teachers, than the most careful training in the vowel-sounds; yet the latter is infinitely more valuable to the scholar.

Neither progress in the languages nor knowledge of mathematics can compensate for the want of a thorough etymological discipline. This training should be primary in point of time, as well as elementary in character; and a cla.s.sical education is no adequate compensation.

Elements are all-important to the teacher and the student. It is not possible to have an idea of a square without some idea of a straight line, nor to express with pencil or words the arc of a circle without a previous conception of the curve. Combination follows in course. We are driven to it. Our own minds, all nature, all civilization, tend to the combination of elements.

We think fast, live fast, learn fast, and, as the fashion of the world requires a knowledge of many things, we crowd the entire education of our children into the short period of school-life. Here, and just here, public sentiment ought to relieve the teacher by reforming itself.

It should be understood that school-life is to be devoted to the thorough discipline of the mind to study, and to an acquaintance with those simple, elementary branches, which are the foundation of all good learning. When a knowledge of the elements is secured, then the languages, mathematics, and all science, may be pursued with enthusiasm and success by a cla.s.s of men well educated in every department. Public sentiment must allow the teacher to give careful instruction in reading and spelling, for example, in the most comprehensive meaning of those terms--in the sound and power of letters, in the composition and use of words, and in the natural construction of sentences. This, of course, includes a knowledge of grammar, not as a dry, philological study, but as a science; not as composed of arbitrary rules, merely, but as the common and best judgment of men concerning the use and power of language, of which rules and definitions are but an imperfect expression.

Nor do we herein a.s.sign the teacher to neglect or obscurity. He, as well as others, must have faith in the future. His reward may be distant, but it is certain.

It is, however, likely that the labors of a faithful elementary teacher will be appreciated immediately, and upon the scene of his toil. But, if they are not, his pupils, advancing in age and increasing in knowledge, will remember with grat.i.tude and in words the self-sacrificing labors of their master.

We are not so const.i.tuted as to labor without motive. With some the motive is high, with others it is low and grovelling. The teacher must be himself elevated, or he cannot elevate others. The pupil may, indeed, advance to a higher sphere than that occupied by the teacher; but it is only because he draws from a higher fountain elsewhere. In such cases the success of the pupil is not the success of the master. He who labors as a teacher for mere money, or for temporary fame, which is even less valuable, cannot choose a calling more ign.o.ble, nor can he ever rise to a higher; for his sordid motives bring all pursuits to the low level of his own nature.

Yet it is not to be a.s.sumed that the teacher, more than the clergyman, is to labor without pecuniary compensation; for, while money should not be the sole object of any man's life, it is, under the influence of our civilization, essential to the happiness of us all. Wealth, properly acquired and properly used, may become a means of self-education. It purchases relief from the hara.s.sing toil of uninterrupted manual labor.

It is the only introduction we can have to the thoroughfares of travel by which we are made acquainted personally with the globe that we inhabit. It brings to our firesides books, paintings, and statuary, by which we learn something of the world as it is and as it was. It gives us the telescope and the microscope, by whose agency we are able to appreciate, even though but imperfectly, the immensity of creation on the one hand, and its infinity on the other. The teacher is not to labour without money, nor to despise it more than other men; and the public might as well expect the free services of the minister, lawyer, physician, or farmer, as to expect the gratuitous or cheap education of their children. While the teacher is educating others, he must also educate himself. This he cannot do without both leisure and money. The advice of Iago is, therefore, good advice for teachers: "Go, make money.

* * Put money enough in your purse." The teacher's motives should be above mere gain; though this view of the subject does not, as some might infer, lead to the conclusion that he ought to labor for inadequate compensation.

When George III. was first insane, Dr. Willis was called to the immediate personal charge of the king. Dr. Willis had been educated to the church, and a living had been a.s.signed him; but, becoming interested in the subject of insanity, he had established an asylum, and gained a distinguished position in his new profession. The suffering monarch was sadly puzzled to know why Dr. Willis was with him, and how he had been brought there. The custodian was not very definite in his explanations, but suggested that he came to comfort the king in his afflictions; and, said he, "You know that our Saviour went about doing good."--"Yes,"

said the king, "but he never received seven hundred pounds a year for it." This was good wit, especially good royal wit, because unexpected.

But there is no reason why actual monarchs of England, or coming monarchs of America, should be treated or taught gratuitously. The compensation, the living of the teacher, is one thing; the motive may and ought to be quite different. The teacher should labor in his profession because he loves it, because he does good in it, and because he can in that sphere answer a high purpose of existence. These being the motives of the teacher, he should educate, draw out, corresponding ones in his pupils.

The teacher is not to create--he is to draw out. Every child has the germs of many, and, it may be, quite different qualities of character.

Look at the infant. It is so const.i.tuted that it may have a stalwart arm, broad chest, and well-rounded, vigorous muscles; but yet it may come to adult age dest.i.tute of these physical excellences. Yet you will not say that the elements did not exist in the child. They were there; but, being neglected, they followed a law of our nature, that the development of a faculty depends upon its exercise. Nature will develop some quality in every man; for our existence demands the exercise of a part of our faculties. The faculty used will be developed in excess as compared with other faculties. It is the business of the teacher to aid nature. For the most part, he must stimulate, encourage, draw out, develop, though it may happen that he will be required occasionally to check a tendency which threatens to absorb or overshadow all the others.

He must, at any rate, prevent the growth of those powers which tend towards the savage state.

While the teacher creates nothing, he must so draw out the qualities of the child that it may attain to perfect manhood. He moulds, he renders symmetrical, the physical, the intellectual, the moral man. Nature sometimes does this herself, as though she would occasionally furnish a model man for our imitation, as she has given lines, and forms, and colors, which all artists of all ages shall copy, but cannot equal. But, do the best we can, education is more or less artificial; and hence the child of the school will suffer by comparison with the child of nature, when she presents him in her best forms.

In a summer ramble I met a man so dignified as to attract the notice and command the respect of all who knew him. I was with him upon the lakes and mountains several days and nights, and never for a moment did the manliness of his character desert him. I have seen no other person who could boast such physical beauty. Accustomed to a hunter's life; carrying often a pack of thirty or forty or fifty pounds; sleeping upon the ground or a bed of boughs; able, if necessity of interest demanded, to travel in the woods the ordinary distance which a good horse would pa.s.s over upon our roads; with every organ of the arm, the leg, the trunk, fully expressed; with a manly, kind, intelligent countenance, a beard uncut, in the vigor of early manhood, he seemed a model which the statuaries of Greece and Rome desired to see, but did not. He had at once the bearing of a soldier and the characteristics of a gentleman. He was ignorant of grammatical rules and definitions, yet his conversation would have been accepted in good circles of New England society. This man had his faults, but they were not grievous faults, nor did they in any manner affect the qualities of which I have spoken.

This is what nature sometimes does; this is what we should always strive to do, extending this symmetry, if possible, to the moral as well as to the intellectual and physical organization. This man is ignorant of science, of books, of the world of letters, and the world of art, yet we respect him. Why? Because nature has chosen to ill.u.s.trate in him her own principles, power and beauty.

That we may draw out the qualities of the human mind as they exist, we must first appreciate our influence upon childhood and youth. Our own experience is the best evidence of what that influence is. All along our lives the lessons of childhood return to us. The hills and valleys, the lakes, rivers, and rivulets, of our early home, come not in clearer visions before us than do the exhortations to industry, the incentives to progress, the lessons of learning, and the principles of truth, uttered and offered by the teachers of early years. In the same way the lines of the poet, the reflections of the philosopher, the calm truths of the historian, read once and often carelessly, and for many years forgotten, return as voices of inspiration, and are evermore with us.

That the teacher may have influence, his ear must be open to the voice of truth, and his mouth must be liberal with words of consolation, encouragement, and advice. He rules in a little world, and the scales of justice must be balanced evenly in his hands. He should go in and out before his scholars free from partiality or prejudice; indifferent to the voice of envy or detraction; shunning evil and emulous of good; patient of inquiries in the hours of duty; filled with the spirit of industry in his moments of leisure; gathering up and spreading before his pupils the choicest gems of literature, art, and science, that they may be early and truly inspired with the love of learning.

The public school is a little world, and the teacher rules therein. It contains the rich and the poor, the virtuous and the corrupt, the studious and the indifferent, the timid and the brave, the fearful and the hearts elate with hope and courage. Life is there no cheat; it wears no mask, it a.s.sumes no unnatural positions, but presents itself as it is. Deformed and repulsive in some of its features, yet to him whose eye is as quick to discover its beauty as its deformity, its harmony as its discord, there is always a bright spot on which he may gaze, and a fond hope to which he may cling. Artificial life, whether in the select school or the select party, tends to weaken our faith in humanity; and a want of faith in our race is an omen of ill-success in life. Teachers should have faith in humanity, and should labor constantly to inspire others with the belief that the true law of our nature is the law of progress.