I-lASZAR.D'8 GAZETTE, JUNE 28.

~ 5- '_'r''‘'t' ‘ v “._.' ii, _Y_ .’E: I cognggpojnnjcl A by tlteir teaelim’ B'olmttt::l'fI'.li its ltli eatel~e‘salio..l‘ IIm9__ll_b£2r yr ntisie. Aanthsrgraat uaoalq at Wutiui a.l'eis -yeeu put, em. rim. .,,g-“my 6-, . .-_._.-_..“.";;._;.'—mm“' “Tm,-H; um“, L 3) d 1 pablvlmtpire dips ynovemettll through? melting “pile do tlie_ir_ duty liorirtil and’ woll, is in. IIIIIIIIIII has been (ItlVaIll‘i'l.o vocal rriiisic iii.-n,,'i,,,,,, pui-iie'.'i'.'.:.r'i.''..i'..' .. r.....:v.‘3:'a r..a,.... 4......“ 0 uy wil -«.-. one war ii _90lwIfi. v iiecare i no-operation and yaoic as lnltireil of ‘M lllliid. sothatiii ereny ‘places the

onrsires reg-eudblo e such eentvibtiion

To fill Eorron or Haesallfs GAll‘l“l'l-

Six.

The following address delivered before the Belfast Teeoher'e Association, at its eionthly meeting es the 30th April last, being thought at the time too lengthy for publicatioe along with the- iiiinutos_ of said teeeting. I new take the liberty of forwarding it to you for that purpose, hoping you will liiid room for it to oblige,

Yours very trely.

W. M‘I’irati..

To the B. '1‘. Association. lllr. Chairman and Gentlemen,

You will probably expect something from me in the way of an essay, us] was the first to propose addreesin the ziseociation formally on a given stab- ject. I ear. however. on will be disappointed. Much of my tinie.t-at o school hours.“ on are aware. is required for the performance 0 duties apart from those of teaching, in which case, I he to be excused forlargely quoting from others itcll versed in each niutters. I propose to allow my remarks to include any or everything connected with Teticliiiig as a Profestien. , . . F

.l!1dut-atiea preeenisa widely extended fleld of operation to mitikiod, mankind Isey emphatically. It is in fact if viewed aright, the iiiuiri basinese of men in time. For it will be found that all without eaecp.iria are engaged in educating tlioso around, either for good or evil, liy precept or exam lo. ow iioprsrtarit then, that a right direction be given to the various avenues for leading the mind out to knowledge, and that the three niain agents in this greet work- the I'iireat, the teacher, and the minister, and espe-I cislly the ’parent, by reason of his greater respon- sibility for, and nearer connection with his child-'—'

liiilli-ct on-or-oratiogly. and witha single eye to the “chief end" in veiw, via : God's glory. man's liigrrol good. i i h

at the question at present is. how shall wee

teacliui-ii, best promote the noble work of Education? (‘hell we liiitlessly go through. as it were,’ I certain rnecliatiicnl routine of school duties dail , and when the flock itt disriiissed at 4 o'clock in tie evening, bestow not another thought on the subject till 9 o'clock next morning? Or shall we earnestly throw our whole heart and mind into the business, and make it what it ought to be. our niitiii study P

“llur wor is 'of the utnioet r-ensequoiice and and interest, so fur (ll relates both to the presetit arid future wellbs-iisg ofthoeo with whom, and for whom we devote our iinie and talents ; rind while it due appreciation. correct knowledge, and faithful dis. charge of appropriate duties, viiil lead to airioat desirable degree of true 0IvtlIIll0lI. a wrong estimate a want ofclriar understanding. or on unfaithful per- furtnzince of them. will tend to the injury and deprtsslion of the teacher and pupils, to an extent proportionate to the degree of the deficiency.” When we consider that there are in our Island, thousands of youth ofa school oing ago. whose future success, happiness and use ulness, depend in so great a degree upon the nature and extent of their school training, and school influences. with what“ weighty power for good or evil, does the coniiider- stion invent the hundreds of teachers to whose care and training they are intrusted.

“Tliere is probably nothing which tends so much to prevent the developeinoitt of rare excellence in teaching. as the habit of relying too much upon the experience of others, or ofexclusive iinitation iii the modes of teaching and disciplining a riclinol Your-g teachers particularly tire teinptid to fu low in titt- steps of those who have devoted tnitn_\ yrunt um‘. much attention to the business of iiistruciiozi 'l'lii.~ is all well enough, it the effort to lllilllllrt ollii-rs is

not carried to such excess as to di-stroy all intlividii. W

ality. 'l‘eacherii. whether oflirriited or ltlrge experi- ence should ever be ready and willing to learn. They should possess is teacliable spirit, and endeavour to draw instruction from pll proper sources. lrolhtgr.

wise. they will grow wise only “in their own con- ‘ll

cert.” Ilut wliile gaining this knowledge. the

lonelier should be extremely careful that he does not allow himself to become a st-rvile copyiet'" A mode of imparting instruction which may seem perfect in one school, will not prove cqtiiilly e eious in another. Such can be the cttae only where there is a precise siinilisriiy between the two. Every school, to be at all successful, must have some system, and the teacher to some extent, niuat be cxnct etirl mclliodical in the execution of his plans, but he should be sole to make and execute his own plans, because EVl7l'_y man s own system is the beat for him, although he may derive irnporlsiit assiistarice for the experience ofothors, such mtiy be inter] nt teachers’ inectinps, from visits-to other so mile, from public or private discussion ofscliool questions, and many other sources from all of which the judicious teacher may derive many useful hints."

Yet after having projected and set in operation. perhaps a very excellent plan, let a teacher not expect that the precise and unvnrying operation of it will always produce equally gratifying‘ results. therefore let him very his mode of teaching a little occasionally, if he wishes to have it work well. and _ continue to interest himself and his scholars’. ‘‘Variety'’ is the spice of life and a little of it is nocbasary in the too often rriniiotoneus busineeso teaching.

Clieerfulneseise great assistance to the teacher.

I’ ”_Well said Mr. tire

"Well do the bodiug treniblers learn so tucg

The days disasters in his IllOlIIllI'Vf§¢., Teachers are oftcntoo etern rind precise in their movements, seine one said of a teacher, that lit: wore a eosetenence that seemed to say like the alriianaclt. "Look out for it sttirm about t .i.i time" Jud with more certianty than that predicted by ‘uh. .'h.,.'...¢k_ . ow if teacnern would have pleeshiir gcholayg they must he so themselves. and be ready to smile at any time, and not unwilling to provoke laughter even in their pupils soiiieiiiiiee [iy suit a course, and by their observing the teachers diigeeee, pupils will be incited to diligence themselves, without which till the teitoltefl’ Illothiwill he In 4 ' V r

Constant employment in it useful, interesting way. will do insult to keep scholars in a good is of discipline. Nopolt-err I: used to say, “If . Jog‘ hes a bone to giuisv, he will not bite." so when he W ‘ or. he kept the Parisisns quiet by giviii lhellt something to do, and keeping them omplqye on great public wi-rks.

Dr._ A_rnolil,(e celebrated English teacher) adopt ed a siiniliar course in the iuenitiremnni rif his iielinol He would lmllel hie boyalre idle, lest they should be discontented. and disposed to inielicief. Hg was 070? dfllllnl 50! Neel. to create in his pupils. fresh int_ereet.and—.difiQ_ice in their studies.

‘_‘An itidtrlctor liity po-tens every literary qualifi- cetioii, and work constantly, and indurtriouely and yet fail of success, if he lies not the requisite skill for tvisttlv governing his pupils." 0... tin pguifiul - said "lftliere is any place on thd etirfaee eftle ''5°l’°_°'d°|‘ *5 "I0 lint. last. and highest law, that place is the school rooiii. “'illioiii it there he I; no such thing as progreps. " - ’

‘so . ‘may Iiecririipiired to, and Indeed is. "a large family. made up of many sti.allt.-r our-s, sub» jected at home perhaps to as ivinny different kinds of dtlcipll -0. ti; Ali»: heroes. mi nus t.o‘ai which I ey curhc,so tlllat e teacher has great udgnieul in the riiuniigiinient. of so lipterogeriepus is uiziss ol liuiiriin nature as is’ to be'l'eu d"‘iri n echpol room. Few regulations, the propriety en.l justice of which inuel be obvious to the yotirtgcst scholar, vvll better obstivvedevid foil list of ru.lee._with tliie.-iterred penalties aaoexed. ',

l" "'“"'“""'“ll d-Helpline, it is not IQCIIIJIPYJO be f°“$l' -'-ml ‘"9"’. armed with bludgeone, iniuiidirig out hrirsli tlirosts full of sound and fury rignifyio nothing, but prompt decision, firm p."PM.' 5.‘, eniforiii_ action is wlnit does the b¢.in..._ Tho more name a persuti makes in his eflbrts to obtain order. the more he mtist make. As the Poet lisii well said, “Be obeyed when thou corntuendest, but ooinrnand not often.’ ontinusd scoldio and whping will only tend to make lllld children worse, and good one. indifl'eriini. A Llllckilllllll brought up his son. to whom hr! wee very sevdre, to his own trade. One day, the old Vulcan was attempting I0 lltirllen an 0-d chisel but could not succeed. Ar lull lhtfywlli. who vvis eiaiidlngnear, willing to impart knowledge. vvh-zh he had gained by bitter

Ilh. "H-ireewhip it f.-ther, ifthnt won't hnrdt.-n it nothing will.

Citaoe no doubt occur, in which the good of the school and the elfet.der.cslls for severe eliaatire-

owed then ‘a io_i'i'g'l

0l_P0"9"¢°i exclaimed with an expression full of I‘

parents with regard to what their children do in M§_°0l. and it may be observed that whatever tends 10 lnleffill ll“ ptlpils, will must surely, have is favouri- able_ influence on the pi-gnu; “.4 5;’ 5. um‘ possible to obtain it right fe'slliig as the part of pupils, without securing a corresponding feeling on the .n of the parents. because their feelings and prejuiiicea ti-ciitnlly act on each other. ‘I lie childs denie-incur io_the tc_schor so surely _iiidieete the state cl’ feelings Wllll which parents regards the teacher, as if the P"°"l _l||]|llOll expressed it in words. A goodwtiy tifpbuiiuing this co-operation ofperents, is by visit. ing them at lllrll’ firesitles. the cltarucler and dispooitidn of each a ll must li_e studied, so its to govern the whole at? hpt, so no ttrrie or place is so well cslculnied to atfor an -“Ill” ‘N7 '0'“ I pllrposeita at their own liotiies. Ind wlieti Iurroendotl by the peculiar inluaecos ll“ b9" ‘P99 “Wily they llalfsn hours converse- "P" "94 0b|9l\‘I|t0lt in such circunisi.-mces. wi;l )|°lIl _l|I lily serviceable infortnaiton. 'l lzcse visits, “r‘"‘ ‘X '“'°°'P'0cttted by ulO.[IllIIlIlsl i in-its to the '6 Wl. 10 Ice rind licpr the exercises, it ill have a good Iflitcl in stimulating the energies of all concern- " '9" '"°‘"' 0" llllll-0|’. must be used for such

d. 'I'l P“'l'°'Ur "OI" if parents and pupils entertain errone- oes_ veiws or feelings, the teacher must labour to ‘lllllulll ll|ll|_I- 'I‘o coilipllin of their indifference 0|’ |Il‘Bl°¢lr wi<l only tend to alienate feeling and make bad worrio, _ l~_.r_uu|stioi_i and priseeare soini.-times limieticinl in inciting pupils in diligence and etiperitirily, but the are liable to ob _ iron. 't‘tie_ dilliculty of selicting t o most deiierviiig out ofs class of con-pctitors is ' rent. and wli_egi some up It§|t:_,qlvtI._0\lIel'I‘ perltiip) "Q"l7 dlillly as deserving mlist be neglected. tlius "'“'“l"l"'K the few, and discourtigiri the many.

ml 5°)” lfvllo are trained to regard [flu rallttlttmont flfitllfl pug film cllipr llddlltfiielt fit eacel, Ilf. °“°" "'“l";0 _o‘rcsort lotlislioiiour.-able and selfish lllelllls on re nr 7 is risl o i ht. t r“',.m5‘.oro.‘n'";| tl _ pp f r g and lie

Says S|l_ Walter Scott. "Tliero was ' s boy in my class at tId.t0ol.’tvltt:_t _iili_tt_sys stood at the litrtid tiflim "llllli Ill‘? could [with till my efforts, suppl.int hitii. PU Ell“ ll-Ur Wt-.ek alter week, he kept his place, '“ ‘PM ‘fill my endeavours.

l Ill leligtlt observed. that when n qticiitit-it was "l“=_*l hlm. he always fumbled with his ling.-rii :it is particular butloirriii his \eil. To reiiiow it ili-:iefure lieoiinie expedient in uiy eyes, and iii ltll evil hour it was removed with it knife. Great Wltil tiiy anx- my I0 lillow the success of my measure, and it succetdetl too well. When the boy was again ques. !~""l¢\‘li lllll fingers sought asiiauel for the button. but it was n~rt.to he foiintl. In Iiiti tlliilrele l r- loo ell d°W" f‘ l’ N6 but he could neithrr are iii-r feel it. He Ilnod ciriifonndod, and ltoolt poser-sriioii of his PIN“ W" dill he PVC! l’t:co\‘BI’ it. nor UIISINECI who was the antlio_r of his wrong. Often lll nfior-llfo hits the sight ofl-rm eiiiote tire, and I often reso vet! to males liiin some reparation, but it ended in good resoliitiono.

l‘|l.‘l what one gained by strata ern prousd ti seriiitte loss to the other. How then I roll a teacher form titdIist_iiotts_hiib-ts in his pupils ivitlioui ciuulation.’ Let him eaito their curiosity and love ofapprubation,

merit, but it should lie calmly and deliberately done, and iii such is rsianrinr, that all concerned may set: an feel itistn painful duty is being performed. ‘ibis followed by a kindness on the part of the teacher t»tli«‘nt'io,' that it Wt‘! not done in trialici-, will have n gt-III‘ etft-«.t. If persons exercised more motion and Jlldglnllll. and an only what they ltlt'iIlI, niitl lIit‘iIII just wliattliey say, itiii kind an- ~.it-Iiliiig ri.:ii.iier, it would rnri-_v be necessary to rt-.~ort to the esiri.-riiiiy of sex ere punishment. Oli. iuiniriir perlict lllllllcfitl in ii sclioolrooin, by suspend. tug all exercises for at single minute, often operates

all. Most children have little idea ofn quiet till they can learn it by some such contra

ut the teacher should be regular inhie disciplinary ‘ etforts; if strirt to day, and his to-iiiorrow, punishing one time, what he iliarr-gerdii at another, the schi-l.irs lose cenltdence lll his juogineiit, which wil. have it very unhappy influence.

Again; the teacher should slriire to incite in his pupils a desire to do well rntlicr than nruch, roniem- lit-ring that it little well done, is for preferable to rniicli that is but ‘lialf-done. Thtirouglineu in all they--'Up,gphould be impressed upegi their minds, so that the exercise of the passing hour, tvliellier it he griiuimnr or epelling, should bciiiitde the exercise, and receive uiitlivided attention until clenrly ttrltlrl‘. ittootl. The rcc-illet‘Li'in of such I corms of traiiiing will prove eneficial to them in tifter life. so tltut in wliutever crillitrg they niny he i-ii ugt-d liowt.-vi_-r lovv'_v, if lautlnlilo. they bllllll lsnve Earned that to perform its dutitrs well and thoroughly. is the orilywny to success and liottour. ‘‘'I‘ tore was once lll Ilostoii ii note an very wetitlily nicrliuiit, ltniilietly -lrnowii ll l3illy_ Gray. \_Vlion lie was 2-oiiiett-but a piece of carpeu r‘q worlr. .-iiitl ind occiie' coiisure till: worlttiinn‘ for not doing his work well. The carpenter had known Ililly iii- laioyeiitlv, end‘ ratlior st.-tisiviie at the reproof ilius Qdllpllllillfffld . lio- euitl.’( .“Billy. Gray. what do you prcniiiiu lti‘- vi‘cold' _ e for? you are it rich innii tie’ true, ,but didn't I -ltiiow you when you were nethlltg but it drummer?

y dido) I ilruui troll? tdri’l Idruiii wcll ?" /)0 en Me pluplle to‘ do their work well, it should be made as easy as possible to

l 1

3

0 I -or

"Cheerfalnese and kindness, like the sun. warm and animate; and there is that in the heart ofevery‘, child that never fails to respond to it When a little fellow enters school in the morning

with iii. eyer and rice sperlrlln and smilin wit l animation and pleasure. he shoul iuetes ' ' g get and damped by a frown, be r aid by an; approving smile from the teacher. and t on he VIII’! be happy for the day. Plfllf soon leara ' toe geese;

them, ctrnslsfently with ti ‘due degree of iitentsl ac- tivity on their part, by prescribing short leesone, end taking an Intel lgenl interest in all their studiéii. and lpy analyzing rniiiulcly, the subject of every lesson.

eking it plain sometimes by rectical _ itlintmiiva eliccdotcs draws from ;".'f’!£ . lifi, rather ilrari text books. But the other extremeofiitsltittg lessons

too simple eliould be voided. Knlwl d without an effort is not :0 highly prized. tmtarxu . - ‘ ‘u. , . ‘. .

,n .q.

schooiroom .. st.

sdvniiced it years he was orie_al:r supertriierid'pg’oril..i IN! tlttl, iiut;li'iu

and sctupori them to a certain e\tent.

Go-til jtidgmeiit ltlld discretion are required in llIt5.lII_l[llIn€lIl of lessons. and the mode ofmnduciiiig recitiitions, the true design ofwliit-h llllflllltl not bt‘ to store llitt niinrl with words rind rules, lint to discipline it, and lit it for grasping and coiiiprr-lieud- irig wliat ever subject may come bi-fore it in life. in other worrle to train it to investigate and think.

l'upils should be made to study llirir lessons so that they run be able to give clear proof that they understand I em when called upon to recite it pupils l\llI'l\ but cannot toll. They know just ulierc ii iii, liui lil<t-ii iliiefe lionrstt-, in :t rm-iiit-tit of t-i:rl_ it is not t‘linrt- ? Tlicy strum. to lie wt-ll V(!I'r(‘tl, rintl trzn y to ctiiiiiiiurilculii, so long its the t||l€‘4"llI‘l iisltirg lonelier rmiiiiigcs tlio rlisirhiirgiiig it-ti. lint, vtlieii it ithoiit tho rm-ialaiiice tiftliotr-iiolit-r'.- question, they are asked lti ll.'ll wlirii tlitiy luttriv ofu stibjoci, nlss ! they suddenly find that their 'tiitiwleil_;r-, like farewell emotions, llee too deep for nttererit.-e- Much depends upon the riiaiiniiriif conducting it recitation. From a visit to some iltlioola. one iiii;;lit infer that it was the teeclii-r‘s port to incite, and that in many cases, tti very iiuittsnli-uliitleeers. wlioretut the scholar sltould he iiiI‘0 to feel“ toibs‘ Ms duty to recite, Ind to give cl: hr prriiiipt urtsivt-rs to tpiirslioiis. Mtitiy ticliolurs .-mpiiio RI liabii or

t:onl‘ua.,.l.gr-i-e lll rtiletiori to their lit,-‘.1trll.~l. ’l'liuy iiiiiy IL-cl pretty ct-rttiirt that one of two rinstvt,-r;i is ‘ct-rtt-ct. Ii‘-I ciiimttl any perltivi-|_v, which. The c-iltinr of the uriiclie uiitler fltll|IItll'IlIllltfl is either‘ lliluclt or tvliitp, lint tli--y .-ii-4-. not aim‘ wliivli, tlllll {tire much in lliniiiiiiil condition as llll_' [l’(‘l’llll, ulio

ing nskrrtl by his otlicor, what his in-Eglii mm,

5 -<

‘on lit: lit-plied that the man who iiicosurod llllll mid it urn :"ll\'~l fcct tin. or ten foot live, but _rxui‘ll_t' tvliicli rlle cduld net ti-ll at all at iill. llinugll sort-jlw w;i'ii, one tr: was right.” Now who does tint see that clitiilciiess is no knowledge? it he iiicru guessiii . ._

Scliiiol iixniiiinnlions also, when properly regarded nld jtttlicitilely coiidttuted. have it lra_tre,ti '.il set. ‘they iiliotild not liowcvcr lie coiisiderctl tie on end, list riiqrely as an auxiliary in the great work of edu- cutioii. The examination da should not be looked apon as tli_e daygfor Miidli s I dtlit-r days are made, and formal preparation for its cxercisett tnade, as it tends to form incorrect vii-we ofthe tree rtalife I purposes of all school truinin .: Occasional. Glen. of trustees and rents, wit iii‘ previous notice, would better alford an insight into the every day inovernerrts and state of ii school than formal public esrusiupiony. _ ‘At the tiniest!‘ these visits it pslioiiltl be theleim nt'tho teacher to conduct the several exercias precisely, qs present that the scltoo ins condition. -. _

_wliOpi|o ‘visitors are y ippeer in its issue]

nit just planted in the grave.

W _ ad _ uh i‘t‘hus become . VOID oxorci . a in eosie o s it profitably lntr iiesd. ' ‘u h.“

I know two’. siysdt‘. The qutidlou they be up- or-l_. fillet good reeelto from it? singing ind. go protrrute good order in school end to increase ti. ltsppitiers_ of the pupils. In every school there is more or le_sa of nioiiotony asd an occasional run. will do. much to relieve it. and will as I have experi. -need. put!» I most tgsmslile variety for the bust.

cctual' tiiste. ' ‘lie in lltllfill niusie upon ch. iuorsl feelings is liiglilyysulutary. If as the poet says

"Music has cliariiis lo soothe the savage l)io|!‘.,"’ it will certainly require no lo iinagiutttioti to show that it has the suite e ct over the feelings and passions of hi.-edlers boys. No one. who has witnessed a school engaged in singing, can have failed to observe its salutitry efl'et.-ts. No angry

ooli. or nioiooe fee.-irig can exist at such a tline. We_ll was be acquainted with roast salute and the sprrtige of action, who said "Let use make the songs of a people, and I care not who make their we."

But we should not neglect the means for ear ow self-liiiproveinerit, professionally I mean. It quite desirable that those who are engaged in the entire vocation should ul'lcn' meet together. for pur. pose of mutual improvement. Hence the formation of our Association,‘ and l‘arti sttv'e it has already tended to iriiprove our proton-ional character and sluttdlrig us teacher's, as well its to stimulate the pupils ofoor ditliircnt sclioole lo l’£'II9Wt‘p‘l exertions. I‘lie biznelits derived by as from our vieitaiione of each others schools are neither few not trivial;

No two scholars are precisely alike, neither is it It-sirtiblti tlir should be so. While is all some ex- celhinces will be found, we need hardly expect to find any one so entirely without fault, gas to desire the opliliet of perfect. To visit eat h othefwiili pro-

t. we riiust be candid and teuoliab'e, and ready to edit-it, that others have good qitnlizies as well as ourse ves, and perliispe better. itnd lxouovor shilfal A Teacher I rriny tliinlt myself, I must not expect to 6nd ti school in \\ bichl cannot. reap sortie benefit. A more llitlctlll utteodsrice on three meetings can do but little 50nd. It slieulr‘ be a leading object and desire with us, to impart sonis useful thoughts and suggestions to others, it bile on tlto other hand, we receive seine valuable hiiiie and iriees in return. No use can attend these meetings witlout gaining some- thing. hltiieovt-r, the opportiinitir-i which they nf- fotrl for the cultivation of the i'r'ir-ridly and social fe-:lii-genie nfno iiicniisiderzitile itiiptirtiince. It is iililui plmiszrrit mid profit:-ble for those of I cniriiiion ptsrnull often to rriet-tend “ltnld secict counsel to- gether." We will return to our appropriate i- tions of labor with fresh coiirngo. iew iinpu see, clearer views, and more definite rllllllfl and designs, for "as iron sharpeneili iron. so a train sharpenetli the rouiiteiiaiico of his friend " beg leave.