Page images
PDF
EPUB

asking how many are willing that I should know, entire ly and fully, all that they have done in this class, that has been wrong."

Very nearly all the hands were raised at once, promptly, and the others were gradually brought up, though with more or less of hesitation.

"Are you willing, not only to tell me yourselves what you have done, but also, in case any one has forgotten something which she has done, that others should tell me of it?"

The hands were all raised.

After obtaining thus from the class a distinct and universal expression of willingness that all the facts should be made known, the principal called upon all those who had any thing to state, to raise their hands, and those who raised them, had opportunity to say what they wished. A great number of very trifling incidents were mentioned, such as could not have produced any difficulty in the class, and consequently could not have been the real instances of disorder alluded to. Or at least, it was evident if they were, that in the statement, they must have been so palliated and softened, that a really honest confession had not been made. This result might, in such a case, have been expected. Such is human nature, that in nine cases out of ten, unless such a result had been particularly guarded against, it would have inevitably followed.

Not only will such a result follow in individual cases like this, but unless the teacher watches and guards against it, it will grow into a habit. I mean boys will get a sort of an idea that it is a fine thing to confess their faults, and by a show of humility and frankness, will deceive their teacher, and perhaps themselves, by a sort of acknowledgment, which in fact exposes nothing of the guilt which the transgressor professes to expose. A great many cases occur, where teachers are pleased with the confession of faults, and scholars perceive it, and the latter get into the habit of coming to the teacher, when they have done something which they think may get them into difficulty, and make a sort of half confession, which, by bringing forward every palliating circumstance,

and suppressing every thing of different character, keeps entirely out of view all the real guilt of the transgression. The criminal is praised by the teacher for the frankness and honesty of the confession, and his fault is freely forgiven. He goes away therefore well satisfied with himself, when in fact he has been only submitting to a little mortification, voluntarily, to avoid the danger of a greater; much in the same spirit with that which leads a man to receive the small-pox by inoculation, to avoid the danger of taking it in the natural way.

The teacher who accustoms his pupils to confess their faults, voluntarily, ought to guard carefully against this danger. When such a case as the one just described occurs, it will afford a favourable opportunity of showing distinctly to pupils the difference between an honest and an hypocritical confession. In this instance, the

teacher proceeded thus:

"Now I wish to ask you one more question, which I wish you all to answer by your votes, honestly. It is this. Do you think that the real disorder which has been in this class-that is, the real cases which you refered to, when you stated to me, that you thought that the class was not in good order-have been now really exposed, so that I honestly and fully understand the case? How many suppose so?

Not a single hand was raised.

66

'How many of you think, and are willing to avow your opinion, that I have not been fully informed of the case?"

A large proportion held up their hands.

[ocr errors]

Now it seems, the class pretended to be willing that I should know all the affair. You pretended to be willing to tell me the whole, but when I call upon you for the information, instead of telling me honestly, you attempt to amuse me by little trifles, which, in reality, made no disturbance, and you omit the things which you know were the real objects of my inquiries. Am I right in my supposition?"

They were silent. After a moment's pause, one per haps raised her hand, and began now to confess something, which she had before concealed.

I

The teacher however interrupted her, by saying, "I do not wish to have the confession made now. 2 gave you all time to do that, and now I should rather not hear any more about the disorder. I gave an opportunity to have it acknowledged, but it was not honestly improved, and now I would rather not hear. I shall probably never know.

"I wished to see whether this class would be honest, really honest, or whether they would have the insincerity to pretend to be confessing, when they were not doing so honestly, so as to get the credit of being frank and sincere, when in reality they are not so. Now am I not compelled to conclude that this latter is the case ?"

Such an example will make a deep and lasting impression. It will shew that the teacher is upon his guard; and there are very few, so hardened in deception, that they would not wish that they had been really sinIcere, rather than rest under such an imputation.Abbott's Teacher Taught.

[ocr errors][ocr errors][merged small]

THE catechetical method is decidedly preferable to any other.

Every teacher, therefore, should avoid the practice of lecturing, which is to be strongly condemned, except when very sparingly and judiciously introduced; and it may be laid down as almost certain, except with the most experienced, that unless a teacher is on his guard, he will slip into the habit of over much lecturing. This tendency he should most studiously resist.

He should practise himself in the construction of questions. We deem this to be a most important branch in the art of teaching.

No teacher that wishes to maintain general attention throughout his class should confine his questions to a portion of it; yet, if he do not watch against it, he will be apt to address himself too exclusively to the scholars nearest or immediately in front of him, or those that are most ready.

It becomes a sacred duty with a teacher to attend to his manner; for any unnatural tone of the voice, an affected diction, an awkward play of the arms, or contortions of countenance, are sure to excite the risible propensities of the young, and to provoke their powers of mimicry.-Report of the Free Synod of Aberdeen.

CLASSIFICATION.

I. A PROPER classification includes that of classes in a school, and of scholars in a class. It is scarcely possible to lay down specific rules for either; and yet there is no branch of school arrangement on which the success and comfort of the teacher more depend.

II. The following general suggestions, however, may be offered :

1st. That the classes rise in a regular and easy gradation, from the lowest to the highest.

2nd. That a gradation of lessons (both as to quantity and kind), corresponding as nearly as possible to the gradation of classes, be used.

3rd. That entrant scholars be examined by the superintendent, or a teacher appointed for that duty, where there is no superintendent, to ascertain what class they are fitted to join: and that they be not allowed to join any other than that class. If this is not attended to, the very best classification will wear out.

4th. That a periodical revision of the classes be made by the superintendent of the school, assisted by the teacher of each class, with the view of ascertaining whether any of the scholars should be translated to another class; and where such translation is found to be requisite, the teacher should not allow any attachments to stand in its way.

III. On the arrangement of the scholars into classes, the following additional observations may be offered :

1st. The principal elements in this classification are, age, progress in knowledge or acquired attainments, and natural abilities.

2nd. These are often found together in an inverse proportion; thus, a younger boy may outstrip his seniors, where we have progress inversely as age: a boy of talent, from inattention or other causes, may allow himself to be surpassed by one of inferior parts; here we have natural and acquired abilities in an inverse ratio.

3rd. It is this circumstance mainly which renders a just classification so very difficult, inasmuch as it often turns out to be a balancing of contrarieties; the judicious examinator, however, will learn by experience how to strike the average of these differences.

4th. The classification should not be so rigorous as to reduce the whole class too much to a dead level; for it requires a slight degree of superiority somewhere to stimulate the general body.

5th. But on no account should this difference be too marked; for in that case, either the superior scholars will become indolent, or the inferior be overtaxed.— Ibid.

NOTICES OF BOOKS.

Chapters on Missions in South India. By the Rev. HENRY W. Fox, B. A., late Church Missionary at Masulipatam. Seeleys, Pp. 235.

This little volume possesses a melancholy interest, from the circumstance of its devoted author having been called to his rest since its publication. But by his book "he being dead yet speaketh." Oh that the burning zeal which animates every page of the "Chapters on Missions" may penetrate the minds of the clergy, of Sunday-school Teachers, and the whole body of faithful men in England, that so the reproach may be wiped away that, while God wants men for the missionary work, the church is contented with sending money. When children ask their fathers for bread, they do not give them a stone; yet the churches at home act with less humanity. Missionaries abroad write home with earnest entreaty for more men, the churches answer

[ocr errors]
« PreviousContinue »