CHAPTER V.RELIGIOUS INFLUENCE.

"I am very much prejudiced against spiders, and every insect in the known world, with scarcely an exception. There is a horrid sensation created by their ugly forms, that makes me wish them all to Jericho. The butterfly's wings are pretty, but he is dreadful ugly. There is no affectation in this, for my pride will not permit me to show this prejudice to any great degree, when I can help it. I do not fear the little wretches; but I do hate them.Anti-Spider-Sparer."

Anti-Spider-Sparer."

"This is not expressed very well, the phrases, "to Jericho" and "dreadful ugly," are vulgar, and in very bad taste. Such a dislike too is more commonly called an antipathy, than a prejudice, though perhaps it comes under the general head of prejudices."

"How may we overcome prejudice? I think that when we are prejudiced against a person, it is the hardest thing in the world to overcome it."

"A prejudice is usually founded on some unpleasant association connected with the subject of it. The best way to overcome the prejudice, therefore, is to connect some pleasant association with it.

"For example, (to take the case of the antipathy to the spider, alluded to in the last article,) the reason why that young lady dislikes spiders, is undoubtedly because she has some unpleasant idea associated with the thought of that animal, perhaps for example, the idea of their crawling upon her—which is certainly not a very pleasant one for any body. Now the way to correct such a prejudice, is to try to connect some pleasant thoughts with the sight of the animal.

"I once found a spider in an empty apartment, hanging in its web on the wall, with a large ball of eggs which it had suspended by its side. My companion and myself cautiously brought up a tumbler under the web, and pressed it suddenly against the wall, so as to enclose both spider and eggs within it. We then contrived to run in a pair of shears, so as to cut off the web, and let both the animal and its treasure fall down into the tumbler. We put a book over the top, and walked off with our prize, to a table, to see what it would do.

"At first it tried to climb up the side of the tumbler, but its feet slipped, from the smooth glass. We then inclined the glass, so as to favor its climbing and to enable it to reach the book at the top. As soon as it touched the book, it was safe. It could cling to the book easily, and we placed the tumbler again upright, to watch its motions.

"It attached a thread to the book and let itself down by it to the bottom of the tumbler, and walked round and round the ball of eggs, apparently in great trouble. Presently it ascended by its thread, and then came down again. It attached a new thread to the ball, and then went up, drawing the ball with it. It hung the ball at a proper distance from the book, and bound it firmly in its place by threads running from it, in every direction, to the parts of the book which were near, and then the animal took its place, quietly by its side.

"Now I do not say, that if any body had a strong antipathy to a spider, seeing one perform such a work as this would entirely remove it; but it would certainly soften it. It wouldtendto remove it. It would connect an interesting and pleasant association, with the object. So if she should watch a spider in the fields making his web. You have all seen those beautiful, regular webs, in the morning dew, ("Yes, sir," "Yes sir.") composed of concentric circles, and radii diverging in every direction. ("Yes sir.") Well, watch a spider when making one of these, or observe his artful ingenuity and vigilance, when he is lying in wait for a fly. By thus connecting pleasant ideas, with the sight of the animal, you will destroy the unpleasant association which constitutes the prejudice. In the same manner, if I wished to create an antipathy to a spider, in a child, it would be very easily done. I would tie her hands behind her, and put three or four upon her, to crawl over her face.

"Thus you must destroy prejudices in all cases, by connecting pleasant thoughts and associations with the objects of them."

"I am very often prejudiced against new scholars, without knowing why?"

"We sometimes hear a person talk in this way, 'I do not like such, or such a person, at all.'"

"'Why?'

"'Oh I don't know, I do not like her at all. I can't bear her.'

"'But why not. What is your objection to her.'

"'Oh I don't know, I have not any particular reason, but I never did like her.'

"Now whenever you hear any person talk so, you may be sure that her opinion, on any subject, is worth nothing at all. She forms opinions in one case, without grounds, and it depends merely upon accident, whether she does not, in other cases."

"Why is it that so many of our countrymen are, or seem to be prejudiced against the unfortunate children of Africa? Almost everylarge whiteboy, who meets asmall blackboy, insults him, in some way or other.""It is so hard toovercomeprejudices, that we ought to be careful how weformthem."

"It is so hard toovercomeprejudices, that we ought to be careful how weformthem."

"When I see a new scholar enter this school and she does not happen to suit me exactly in her ways and manners, I very often get prejudiced against her, though sometimes I find her a valuable friend, after I get acquainted with her."

"There is an inquiry I should like very much to make, though I suppose it would not be quite right to make it. I should like to ask all those who have some particular friend in school, and who can recollect the impression which the individual made upon them when they first saw her, to rise, and then I should like to inquire in how many cases the first impression was favorable, and in how many unfavorable."

"Yes sir." "Yes sir."

"Do you mean you would like to have the inquiry made?"

"Yes sir."

"All, then, who have intimate friends, and can recollect the impression which they first made upon them, may rise."

[About thirty rose; more than two thirds of whom voted that the first impression made by the persons who had since become their particular friends, was unfavorable.]

"This shows how much dependence you can justly place on first impressions."

"It was the next Monday morning, after I had attained the wise age of 4 years, that I was called up into my mother's room, and told that I was the next day going to school."I called forth all my reasoning powers, and with all the ability of a child of four years, I reasoned with my mother, but to no purpose. I told her that Ihatedthe school mistress then; though I had never seen her. The very first day I tottered under the weight of the mighty foolscap. I only attended her school two quarters; with prejudice I went, and with prejudice I came away."The old school-house is now torn down, and a large brick house takes the place of it. But I never pass by without remembering my teacher. I am prejudiced to [against] the very spot."Is it not right to allow prejudice, to have influence over our minds as far as this? If any thing comes to our knowledge, with which wrong seems to be connected, and one in whom we have always felt confidence is engaged in it, is it not right to allow our prejudice in favorof this individual to have so much influence over us, as to cause us to believe that all is really right, though every circumstance which has come to our knowledge is against such a conclusion? I felt this influence not many weeks since, in a very great degree."

"It was the next Monday morning, after I had attained the wise age of 4 years, that I was called up into my mother's room, and told that I was the next day going to school.

"I called forth all my reasoning powers, and with all the ability of a child of four years, I reasoned with my mother, but to no purpose. I told her that Ihatedthe school mistress then; though I had never seen her. The very first day I tottered under the weight of the mighty foolscap. I only attended her school two quarters; with prejudice I went, and with prejudice I came away.

"The old school-house is now torn down, and a large brick house takes the place of it. But I never pass by without remembering my teacher. I am prejudiced to [against] the very spot.

"Is it not right to allow prejudice, to have influence over our minds as far as this? If any thing comes to our knowledge, with which wrong seems to be connected, and one in whom we have always felt confidence is engaged in it, is it not right to allow our prejudice in favorof this individual to have so much influence over us, as to cause us to believe that all is really right, though every circumstance which has come to our knowledge is against such a conclusion? I felt this influence not many weeks since, in a very great degree."

"No; it would not be prejudice in such a case. That is, aprejudicewould not be a sufficient ground to justify withholding blame. Well grounded confidence in such a person, if there was reason for it, ought to leave such an effect, but not prejudice."

The above may be considered as a fair specimen of the ordinary operation of such an exercise. It is taken as an illustration, not by selection from the large number of similar exercises which I have witnessed, but simply because it was an exercise occurring at the time when a description was to be written. Besides the articles quoted above, there were thirty or forty others, which were read and commented on. The above will, however, be sufficient to give the reader a clear idea of the exercise, and to show what is the nature of the moral effect it is calculated to produce.

The subjects which may be advantageously brought forward in such a way, are of course very numerous. They are such as the following. In connexion with each, give the suggestions as to the kind of articles to be written, which the pupils may receive at the time the subject is assigned.

1.Duties to Parents. Anecdotes of good or bad conduct at home. Questions. Cases where it is most difficult to obey. Dialogues between parents and children. Excuses which are often made for disobedience.2.Selfishness. Cases of selfishness any of the pupils have observed. Dialogues they have heard exhibiting it. Questions about its nature. Indications of selfishness.3.Faults of the School. Any bad practices the scholars may have observed in regard to general deportment, recitations, habits of study, or the scholars' treatment of one another. Each scholar may write what is his own greatest trouble in school, and whether he thinks any thing can be done to remove it. Any thing they think can be improved in the management of the school by the Teacher. Unfavorable things they have heard said about it, out of school, though without names.4.Excellences of the School. Good practices, which ought to be persevered in. Any little incidents the scholars may have noticed illustrating good character. Cases which have occurred in which scholars have done right, in temptation, or when others around were doing wrong. Favorable reports in regard to the school, in the community around.5.The Sabbath. Any thing the scholars may have known to be done on the Sabbath which they doubt whether right or wrong. Questions in regard to the subject. Various opinions they have heard expressed. Difficulties they have in regard to proper ways of spending the Sabbath.

2.Selfishness. Cases of selfishness any of the pupils have observed. Dialogues they have heard exhibiting it. Questions about its nature. Indications of selfishness.

3.Faults of the School. Any bad practices the scholars may have observed in regard to general deportment, recitations, habits of study, or the scholars' treatment of one another. Each scholar may write what is his own greatest trouble in school, and whether he thinks any thing can be done to remove it. Any thing they think can be improved in the management of the school by the Teacher. Unfavorable things they have heard said about it, out of school, though without names.

4.Excellences of the School. Good practices, which ought to be persevered in. Any little incidents the scholars may have noticed illustrating good character. Cases which have occurred in which scholars have done right, in temptation, or when others around were doing wrong. Favorable reports in regard to the school, in the community around.

5.The Sabbath. Any thing the scholars may have known to be done on the Sabbath which they doubt whether right or wrong. Questions in regard to the subject. Various opinions they have heard expressed. Difficulties they have in regard to proper ways of spending the Sabbath.

(8.) We have one other method to describe, by which a favorable moral influence may be exerted in school. The method can, however, go into full effect, only where there are several pupils who have made considerable advances in mental cultivation.

It is to provide a way, by which teachers and pupils may write, anonymously, for the school. This may be done by having a place of deposit for such articles as may be written, where any person may leave what he wishes to have read, nominating, by a memorandum, upon the article itself, the reader. If a proper feeling on the subject of good discipline, and the formation of good character, prevails in school, many articles, which will have a great deal of effect upon the pupils, will find their way through such an avenue, once opened. The teacher can himself often bring forward, in this way, his suggestions, with more effect than he otherwise could do. Such a plan is, in fact like the plan of a newspaper for an ordinary community, where sentiments and opinions stand on their own basis, and influence the community just in proportion to their intrinsic merits, unassisted by the authority of the writer's name, and unimpeded by any prejudice which may exist against him. In my own school, this practice has had a very powerful effect. I have, myself, often thus anonymously addressed my pupils, and I have derived great assistance from communications which many of the pupils have written. Sometimes we have had full discussions of proposed measures, and at others, criticisms of the management of the school, or of prevailing faults. Sometimes good humored satires, and sometimes simple descriptions.'Tis true the practice is not steadily kept up. Often, for months together, there is not an article offered. Still the place of deposit remains, and, after a time, some striking communication is made, which awakens general attention, and calls out other pens, until the fifteen minutes, corresponding to the afternoon General Exercise, in the plan provided in a preceding chapter, (which is all which is allowed to be devoted to such purposes,) is not sufficient to read what is daily offered. Of course, in such a plan as this, the teacher must have the usual editorial powers, to comment upon what is written, or to alter or suppress it at pleasure.[A]

Footnote:[A]The following articles, which were really offered for such a purpose, will serve as specimens. One or two were written by teachers. I do not know the authors of the others. I do not offer them as remarkable compositions: every teacher will see that they are not so. The design of inserting them is merely to show that the ordinary literary ability to be found in every school, may be turned to useful account, by simply opening a channel for it, and to furnish such teachers as may be inclined to try the experiment, the means of making the plan clearly understood by their pupils.MARKS OF A BAD SCHOLAR."At the time when she should be ready to take her seat at school, she commences preparation for leaving home. To the extreme annoyance of those about her, all is now hurry and bustle and ill humor. Thorough search is to be made for every book or paper, for which she has occasion; some are found in one place, some in another, and others are forgotten altogether. Being finally equipped, she casts her eye at the clock, hopes to be in tolerable good season, (notwithstanding that the hour for opening the school has already arrived,) and sets out, in the most violent hurry.After so much haste, she is unfitted for attending properly to the duties of the school, until a considerable time after her arrival. If present at the devotional exercises, she finds it difficult to command her attention, even when desirous of so doing, and her deportment at this hour, is accordingly marked with an unbecoming listlessness and abstraction.When called to recitations, she recollects that some task was assigned, which till that moment, she had forgotten; of others she had mistaken the extent, most commonly thinking them to be shorter than her companions suppose. In her answers to questions with which she should be familiar, she always manifests more or less of hesitation, and what she ventures to express, is very commonly in the form of a question. In these, as in all exercises, there is an inattention to general instructions. Unless what is said be addressed particularly to herself, her eyes are directed towards another part of the room; it may be her thoughts are employed about something not at all connected with the school. If reproved by her teacher, for negligence in any respects, she is generally provided with an abundance of excuses, and however mild the reproof, she receives it as a piece of extreme severity.Throughout her whole deportment, there is an air of indolence, and a want of interest in those exercises which should engage her attention. In her seat, she most commonly sits in some lazy posture;—either with her elbows upon her desk, her head leaning upon her hands, or with her seat tipped forwards or backwards. When she has occasion to leave her seat, it is in a sauntering, lingering gait;—perhaps some trick is contrived on the way, for exciting the mirth of her companions.About every thing in which it is possible to be so, she is untidy. Her books are carelessly used, and placed in her desk without order. If she has a piece of waste paper to dispose of, she finds it much more convenient to tear it into small pieces, and scatter it about her desk, than to put it in a proper place. Her hands and clothes are usually covered with ink. Her written exercises are blotted, and full of mistakes."THE CONSEQUENCES OF BEING BEHINDHAND."The following incident, which I witnessed on a late journey, illustrates an important principle, and I will relate it.When our steamboat started from the wharf, all our passengers had not come. After we had proceeded a few yards, there appeared among the crowd on the wharf, a man with his trunk under his arm,—out of breath,—and with a most disappointed and disconsolate air. The Captain determined to stop for him, but stopping an immense steamboat, moving swiftly through the water, is not to be done in a moment. So we took a grand sweep, wheeling majestically around an English ship, which was at anchor in the harbor. As we came towards the wharf again, we saw the man in a small boat, coming off from it. As the steamboat swept round, they barely succeeded in catching a rope from the stern, and then immediately the steam engine began its work again, and we pressed forward,—the little boat following us so swiftly, that the water around her was all in a foam.They pulled upon the rope attached to the little boat, until they drew it alongside. They then let down a rope with a hook in the end of it, from an iron crane, which projected over the side of the steamboat, and hooked it into a staple in the front of the small boat. "Hoist away;" said the Captain. The sailors hoisted, and the front part of the little boat began to rise, the stern still ploughing and foaming through the water, and the man still in it, with his trunk under his arm. They "hoisted away," until I began to think that the poor man would actually tumble out behind. He clung to the seat, and looked as though he was saying to himself, "I will take care how I am tardy the next time." However, after awhile, they hoisted up the stern of the boat, and he got safely on board.Moral.Though coming to school a few minutes earlier or later, may not in itself be a matter of much consequence, yet the habit of being five minutes too late, if once formed, will, in actual life, be a source of great inconvenience, and sometimes of lasting injury."NEW SCHOLARS."There is, at ——, a young ladies' school, taught by Mr.——.* * * * * * * *But with all these excellences, there is one fault, which I considered a great one, and which does not comport with the general character of the school for kindness and good feeling. It is the little effort made by the scholars to become acquainted with the new ones who enter. Whoever goes there, must push herself forward, or she will never feel at home. The young ladies seem to forget, that the new comer must feel rather unpleasantly, in the midst of a hundred persons, to whom she is wholly a stranger, and with no one to speak to. Two or three will stand together, and instead of deciding upon some plan, by which the individual may be made to feel at ease, something like the following conversation takes place.Miss X.How do you like the looks of Miss A., who entered school to-day?Miss Y.I don't think she is very pretty, but she looks as if she might be a good scholar.Miss X.She does not strike me very pleasantly; did you ever see such a face? And her complexion is so dark, I should think she had always lived in the open air; and what a queer voice she has!Miss Y.I wonder if she has a taste for Arithmetic?Miss X.She does not look as if she had much taste for any thing; see, how strangely she fixes her hair.Miss S.Whether she has much taste or not, some one of us ought to go and get acquainted with her. See how unpleasantly she feels.Miss X.I don't want to get acquainted with her, until I know whether I shall like her or not.Thus nothing is done to relieve her. When she does become acquainted, all her first strange appearance is forgotten; but this is sometimes not the case for several weeks. It depends entirely on the character of the individual herself. If she is forward, and willing to make the necessary effort, she can find many friends; but if she is diffident, she has much to suffer. This arises principally from thoughtlessness. The young ladies do not seem to realize that there is any thing for them to do. They feel enough at home themselves, and the remembrance of the time when they entered school, does not seem to arise in their minds."A SATIRICAL SPIRIT."I witnessed, a short time since, a meeting between two friends, who had had but little intercourse before, for a long while. I thought a part of their conversation might be useful, and I shall, therefore, relate it, as nearly as I can recollect, leaving each individual to draw her own inferences.For some time, I sat silent but not uninterested, while the days of 'Auld Lang Syne' came up to the remembrance of the two friends. After speaking of several individuals, who were among their former acquaintances, one asked, 'Do you remember Miss W.?' 'Yes,' replied the former, 'I remember her as the fear, terror, and abhorrence of all who knew her.'Iknew the lady by report, and asked why she was so regarded, the reply was, 'Because she was so severe, so satirical in her remarks upon others. She spared neither friend or foe.'The friends resumed conversation. 'Did you know,' said the one who had first spoken of Miss W., 'that she sometimes had seasons of bitter repentance for indulging in this unhappy propensity of hers? She would, at such times, resolve to be more on her guard, but after all her good resolutions, she would yield to the slightest temptations. When she was expressing, and apparently reallyfeelingsorrow for having wounded the feelings of others, those who knew her, would not venture to express any sympathy, for very likely, the next moment,thatwould be turned into ridicule. No confidence could be placed in her.'A few more facts will be stated respecting the same individual, which I believe are strictly true. Miss W. possessed a fine and well cultivated mind, great penetration, and a tact at discriminating character, rarely equalled. She could, if she chose, impart a charm to her conversation, that would interest, and even fascinate those who listened to it; still she was not beloved. Weaknesses and foibles met with unmerciful severity; and well-meaning intentions and kind actions did not always escape without the keen sarcasm, which it is so difficult for the best regulated mind to bear unmoved. The mild and gentle seemed to shrink from her, and thus she, who might have been the bright and beloved ornament of the circle in which she moved, was regarded with distrust, fear, and even hatred. This dangerous habit of making satirical remarks was evinced in childhood; it was cherished; 'it grew with her growth and strengthened with her strength,' until she became what I have described."Laura.Though such a satirical spirit is justly condemned, a little good-humored raillery may sometimes be allowed, as a mode of attacking faults in school which cannot be reached by graver methods. The teacher must not be surprised, if some things connected with his own administration, come in, sometimes, for a share.VARIETY."I was walking out, a few days since, and not being particularly in haste, I concluded to visit a certain school for an hour or two. In a few minutes after I had seated myself on the sofa, the 'Study Card,' was dropped, and the general noise and confusion, indicated that recess had arrived. A line of military characters, bearing the title of the 'Freedom's Band,' was soon called out, headed by one of their own number. The tune chosen to guide them was Kendall's march."'Please to form a regular line,' said the lady commander. 'Remember that there is to be no speaking in the ranks. Do not begin to step, until I strike the bell. Miss B., I requested you not to step until I gave the signal.'"Presently the command was given, and the whole linestepped, for a few minutes, to all intents and purposes. Again the bell sounded;—'Some of you have lost the step,' said the general. 'Look at me, and begin again. Left! Right! Left! Right!' The line was once more in order, and I observed a new army on the opposite side of the room, performing the same manœuvres, always to the tune of 'Kendall's March.' After a time, the recess closed, and order was again restored. In about half an hour, I approached a class, which was reciting behind the railing. 'Miss A.,' said a teacher, 'how many kinds of magnitude are there?'Miss A.('Answer inaudible.')Several voices.'We can't hear.'Teacher.'Will you try to speak a little louder, Miss A.?'"Some of the class at length seemed to guess the meaning of the young lady; butIwas unable to do even that, until the answer was repeated by the teacher. Finding that I should derive little instruction from the recitation; I returned to the sofa."In a short time thepropositionswere read. 'Proposed that the committee be impeached, for not providing suitable pens.' 'Lost, a pencil, with a piece of India-rubber attached to it, by a blue riband,' &c. &c."Recess was again announced, and the lines commenced their evolutions to the tune of Kendall's March.' Thought I, 'Oh! that there were a new tune under the sun!'"Before the close of school, some compositions were read. One was entitled 'The Magical Ring,' and commenced, 'As I was sitting alone last evening, I heard a gentle tap on the door, and immediately a beautiful fairy appeared before me. She placed a ring on my finger, and left me.' The next began, 'It is my week to write composition, but I do not know what to say. However, I must write something, so it shall be a dialogue.' Another was entitled the Magical Shoe,' and contained a marvellous narration of adventures made in a pair of shoes, more valuable than the farfamed 'seven league boots.' A fourth began, 'Are you acquainted with that new scholar?' 'No; but I don't believe I shall like her.' And soon the 'Magical Thimble,' the 'Magical Eye-glass,' &c., were read, in succession, until I could not but exclaim, 'How pleasing is variety!' School was at length closed, and the young ladies again attacked the piano. 'Oh!' repeated I, to myself, 'how pleasing is variety!' as I left the room, to the tune Of Kendall's March."

[A]The following articles, which were really offered for such a purpose, will serve as specimens. One or two were written by teachers. I do not know the authors of the others. I do not offer them as remarkable compositions: every teacher will see that they are not so. The design of inserting them is merely to show that the ordinary literary ability to be found in every school, may be turned to useful account, by simply opening a channel for it, and to furnish such teachers as may be inclined to try the experiment, the means of making the plan clearly understood by their pupils.MARKS OF A BAD SCHOLAR."At the time when she should be ready to take her seat at school, she commences preparation for leaving home. To the extreme annoyance of those about her, all is now hurry and bustle and ill humor. Thorough search is to be made for every book or paper, for which she has occasion; some are found in one place, some in another, and others are forgotten altogether. Being finally equipped, she casts her eye at the clock, hopes to be in tolerable good season, (notwithstanding that the hour for opening the school has already arrived,) and sets out, in the most violent hurry.After so much haste, she is unfitted for attending properly to the duties of the school, until a considerable time after her arrival. If present at the devotional exercises, she finds it difficult to command her attention, even when desirous of so doing, and her deportment at this hour, is accordingly marked with an unbecoming listlessness and abstraction.When called to recitations, she recollects that some task was assigned, which till that moment, she had forgotten; of others she had mistaken the extent, most commonly thinking them to be shorter than her companions suppose. In her answers to questions with which she should be familiar, she always manifests more or less of hesitation, and what she ventures to express, is very commonly in the form of a question. In these, as in all exercises, there is an inattention to general instructions. Unless what is said be addressed particularly to herself, her eyes are directed towards another part of the room; it may be her thoughts are employed about something not at all connected with the school. If reproved by her teacher, for negligence in any respects, she is generally provided with an abundance of excuses, and however mild the reproof, she receives it as a piece of extreme severity.Throughout her whole deportment, there is an air of indolence, and a want of interest in those exercises which should engage her attention. In her seat, she most commonly sits in some lazy posture;—either with her elbows upon her desk, her head leaning upon her hands, or with her seat tipped forwards or backwards. When she has occasion to leave her seat, it is in a sauntering, lingering gait;—perhaps some trick is contrived on the way, for exciting the mirth of her companions.About every thing in which it is possible to be so, she is untidy. Her books are carelessly used, and placed in her desk without order. If she has a piece of waste paper to dispose of, she finds it much more convenient to tear it into small pieces, and scatter it about her desk, than to put it in a proper place. Her hands and clothes are usually covered with ink. Her written exercises are blotted, and full of mistakes."THE CONSEQUENCES OF BEING BEHINDHAND."The following incident, which I witnessed on a late journey, illustrates an important principle, and I will relate it.When our steamboat started from the wharf, all our passengers had not come. After we had proceeded a few yards, there appeared among the crowd on the wharf, a man with his trunk under his arm,—out of breath,—and with a most disappointed and disconsolate air. The Captain determined to stop for him, but stopping an immense steamboat, moving swiftly through the water, is not to be done in a moment. So we took a grand sweep, wheeling majestically around an English ship, which was at anchor in the harbor. As we came towards the wharf again, we saw the man in a small boat, coming off from it. As the steamboat swept round, they barely succeeded in catching a rope from the stern, and then immediately the steam engine began its work again, and we pressed forward,—the little boat following us so swiftly, that the water around her was all in a foam.They pulled upon the rope attached to the little boat, until they drew it alongside. They then let down a rope with a hook in the end of it, from an iron crane, which projected over the side of the steamboat, and hooked it into a staple in the front of the small boat. "Hoist away;" said the Captain. The sailors hoisted, and the front part of the little boat began to rise, the stern still ploughing and foaming through the water, and the man still in it, with his trunk under his arm. They "hoisted away," until I began to think that the poor man would actually tumble out behind. He clung to the seat, and looked as though he was saying to himself, "I will take care how I am tardy the next time." However, after awhile, they hoisted up the stern of the boat, and he got safely on board.Moral.Though coming to school a few minutes earlier or later, may not in itself be a matter of much consequence, yet the habit of being five minutes too late, if once formed, will, in actual life, be a source of great inconvenience, and sometimes of lasting injury."NEW SCHOLARS."There is, at ——, a young ladies' school, taught by Mr.——.* * * * * * * *But with all these excellences, there is one fault, which I considered a great one, and which does not comport with the general character of the school for kindness and good feeling. It is the little effort made by the scholars to become acquainted with the new ones who enter. Whoever goes there, must push herself forward, or she will never feel at home. The young ladies seem to forget, that the new comer must feel rather unpleasantly, in the midst of a hundred persons, to whom she is wholly a stranger, and with no one to speak to. Two or three will stand together, and instead of deciding upon some plan, by which the individual may be made to feel at ease, something like the following conversation takes place.Miss X.How do you like the looks of Miss A., who entered school to-day?Miss Y.I don't think she is very pretty, but she looks as if she might be a good scholar.Miss X.She does not strike me very pleasantly; did you ever see such a face? And her complexion is so dark, I should think she had always lived in the open air; and what a queer voice she has!Miss Y.I wonder if she has a taste for Arithmetic?Miss X.She does not look as if she had much taste for any thing; see, how strangely she fixes her hair.Miss S.Whether she has much taste or not, some one of us ought to go and get acquainted with her. See how unpleasantly she feels.Miss X.I don't want to get acquainted with her, until I know whether I shall like her or not.Thus nothing is done to relieve her. When she does become acquainted, all her first strange appearance is forgotten; but this is sometimes not the case for several weeks. It depends entirely on the character of the individual herself. If she is forward, and willing to make the necessary effort, she can find many friends; but if she is diffident, she has much to suffer. This arises principally from thoughtlessness. The young ladies do not seem to realize that there is any thing for them to do. They feel enough at home themselves, and the remembrance of the time when they entered school, does not seem to arise in their minds."A SATIRICAL SPIRIT."I witnessed, a short time since, a meeting between two friends, who had had but little intercourse before, for a long while. I thought a part of their conversation might be useful, and I shall, therefore, relate it, as nearly as I can recollect, leaving each individual to draw her own inferences.For some time, I sat silent but not uninterested, while the days of 'Auld Lang Syne' came up to the remembrance of the two friends. After speaking of several individuals, who were among their former acquaintances, one asked, 'Do you remember Miss W.?' 'Yes,' replied the former, 'I remember her as the fear, terror, and abhorrence of all who knew her.'Iknew the lady by report, and asked why she was so regarded, the reply was, 'Because she was so severe, so satirical in her remarks upon others. She spared neither friend or foe.'The friends resumed conversation. 'Did you know,' said the one who had first spoken of Miss W., 'that she sometimes had seasons of bitter repentance for indulging in this unhappy propensity of hers? She would, at such times, resolve to be more on her guard, but after all her good resolutions, she would yield to the slightest temptations. When she was expressing, and apparently reallyfeelingsorrow for having wounded the feelings of others, those who knew her, would not venture to express any sympathy, for very likely, the next moment,thatwould be turned into ridicule. No confidence could be placed in her.'A few more facts will be stated respecting the same individual, which I believe are strictly true. Miss W. possessed a fine and well cultivated mind, great penetration, and a tact at discriminating character, rarely equalled. She could, if she chose, impart a charm to her conversation, that would interest, and even fascinate those who listened to it; still she was not beloved. Weaknesses and foibles met with unmerciful severity; and well-meaning intentions and kind actions did not always escape without the keen sarcasm, which it is so difficult for the best regulated mind to bear unmoved. The mild and gentle seemed to shrink from her, and thus she, who might have been the bright and beloved ornament of the circle in which she moved, was regarded with distrust, fear, and even hatred. This dangerous habit of making satirical remarks was evinced in childhood; it was cherished; 'it grew with her growth and strengthened with her strength,' until she became what I have described."Laura.Though such a satirical spirit is justly condemned, a little good-humored raillery may sometimes be allowed, as a mode of attacking faults in school which cannot be reached by graver methods. The teacher must not be surprised, if some things connected with his own administration, come in, sometimes, for a share.VARIETY."I was walking out, a few days since, and not being particularly in haste, I concluded to visit a certain school for an hour or two. In a few minutes after I had seated myself on the sofa, the 'Study Card,' was dropped, and the general noise and confusion, indicated that recess had arrived. A line of military characters, bearing the title of the 'Freedom's Band,' was soon called out, headed by one of their own number. The tune chosen to guide them was Kendall's march."'Please to form a regular line,' said the lady commander. 'Remember that there is to be no speaking in the ranks. Do not begin to step, until I strike the bell. Miss B., I requested you not to step until I gave the signal.'"Presently the command was given, and the whole linestepped, for a few minutes, to all intents and purposes. Again the bell sounded;—'Some of you have lost the step,' said the general. 'Look at me, and begin again. Left! Right! Left! Right!' The line was once more in order, and I observed a new army on the opposite side of the room, performing the same manœuvres, always to the tune of 'Kendall's March.' After a time, the recess closed, and order was again restored. In about half an hour, I approached a class, which was reciting behind the railing. 'Miss A.,' said a teacher, 'how many kinds of magnitude are there?'Miss A.('Answer inaudible.')Several voices.'We can't hear.'Teacher.'Will you try to speak a little louder, Miss A.?'"Some of the class at length seemed to guess the meaning of the young lady; butIwas unable to do even that, until the answer was repeated by the teacher. Finding that I should derive little instruction from the recitation; I returned to the sofa."In a short time thepropositionswere read. 'Proposed that the committee be impeached, for not providing suitable pens.' 'Lost, a pencil, with a piece of India-rubber attached to it, by a blue riband,' &c. &c."Recess was again announced, and the lines commenced their evolutions to the tune of Kendall's March.' Thought I, 'Oh! that there were a new tune under the sun!'"Before the close of school, some compositions were read. One was entitled 'The Magical Ring,' and commenced, 'As I was sitting alone last evening, I heard a gentle tap on the door, and immediately a beautiful fairy appeared before me. She placed a ring on my finger, and left me.' The next began, 'It is my week to write composition, but I do not know what to say. However, I must write something, so it shall be a dialogue.' Another was entitled the Magical Shoe,' and contained a marvellous narration of adventures made in a pair of shoes, more valuable than the farfamed 'seven league boots.' A fourth began, 'Are you acquainted with that new scholar?' 'No; but I don't believe I shall like her.' And soon the 'Magical Thimble,' the 'Magical Eye-glass,' &c., were read, in succession, until I could not but exclaim, 'How pleasing is variety!' School was at length closed, and the young ladies again attacked the piano. 'Oh!' repeated I, to myself, 'how pleasing is variety!' as I left the room, to the tune Of Kendall's March."

"At the time when she should be ready to take her seat at school, she commences preparation for leaving home. To the extreme annoyance of those about her, all is now hurry and bustle and ill humor. Thorough search is to be made for every book or paper, for which she has occasion; some are found in one place, some in another, and others are forgotten altogether. Being finally equipped, she casts her eye at the clock, hopes to be in tolerable good season, (notwithstanding that the hour for opening the school has already arrived,) and sets out, in the most violent hurry.After so much haste, she is unfitted for attending properly to the duties of the school, until a considerable time after her arrival. If present at the devotional exercises, she finds it difficult to command her attention, even when desirous of so doing, and her deportment at this hour, is accordingly marked with an unbecoming listlessness and abstraction.When called to recitations, she recollects that some task was assigned, which till that moment, she had forgotten; of others she had mistaken the extent, most commonly thinking them to be shorter than her companions suppose. In her answers to questions with which she should be familiar, she always manifests more or less of hesitation, and what she ventures to express, is very commonly in the form of a question. In these, as in all exercises, there is an inattention to general instructions. Unless what is said be addressed particularly to herself, her eyes are directed towards another part of the room; it may be her thoughts are employed about something not at all connected with the school. If reproved by her teacher, for negligence in any respects, she is generally provided with an abundance of excuses, and however mild the reproof, she receives it as a piece of extreme severity.Throughout her whole deportment, there is an air of indolence, and a want of interest in those exercises which should engage her attention. In her seat, she most commonly sits in some lazy posture;—either with her elbows upon her desk, her head leaning upon her hands, or with her seat tipped forwards or backwards. When she has occasion to leave her seat, it is in a sauntering, lingering gait;—perhaps some trick is contrived on the way, for exciting the mirth of her companions.About every thing in which it is possible to be so, she is untidy. Her books are carelessly used, and placed in her desk without order. If she has a piece of waste paper to dispose of, she finds it much more convenient to tear it into small pieces, and scatter it about her desk, than to put it in a proper place. Her hands and clothes are usually covered with ink. Her written exercises are blotted, and full of mistakes."

After so much haste, she is unfitted for attending properly to the duties of the school, until a considerable time after her arrival. If present at the devotional exercises, she finds it difficult to command her attention, even when desirous of so doing, and her deportment at this hour, is accordingly marked with an unbecoming listlessness and abstraction.

When called to recitations, she recollects that some task was assigned, which till that moment, she had forgotten; of others she had mistaken the extent, most commonly thinking them to be shorter than her companions suppose. In her answers to questions with which she should be familiar, she always manifests more or less of hesitation, and what she ventures to express, is very commonly in the form of a question. In these, as in all exercises, there is an inattention to general instructions. Unless what is said be addressed particularly to herself, her eyes are directed towards another part of the room; it may be her thoughts are employed about something not at all connected with the school. If reproved by her teacher, for negligence in any respects, she is generally provided with an abundance of excuses, and however mild the reproof, she receives it as a piece of extreme severity.

Throughout her whole deportment, there is an air of indolence, and a want of interest in those exercises which should engage her attention. In her seat, she most commonly sits in some lazy posture;—either with her elbows upon her desk, her head leaning upon her hands, or with her seat tipped forwards or backwards. When she has occasion to leave her seat, it is in a sauntering, lingering gait;—perhaps some trick is contrived on the way, for exciting the mirth of her companions.

About every thing in which it is possible to be so, she is untidy. Her books are carelessly used, and placed in her desk without order. If she has a piece of waste paper to dispose of, she finds it much more convenient to tear it into small pieces, and scatter it about her desk, than to put it in a proper place. Her hands and clothes are usually covered with ink. Her written exercises are blotted, and full of mistakes."

"The following incident, which I witnessed on a late journey, illustrates an important principle, and I will relate it.When our steamboat started from the wharf, all our passengers had not come. After we had proceeded a few yards, there appeared among the crowd on the wharf, a man with his trunk under his arm,—out of breath,—and with a most disappointed and disconsolate air. The Captain determined to stop for him, but stopping an immense steamboat, moving swiftly through the water, is not to be done in a moment. So we took a grand sweep, wheeling majestically around an English ship, which was at anchor in the harbor. As we came towards the wharf again, we saw the man in a small boat, coming off from it. As the steamboat swept round, they barely succeeded in catching a rope from the stern, and then immediately the steam engine began its work again, and we pressed forward,—the little boat following us so swiftly, that the water around her was all in a foam.They pulled upon the rope attached to the little boat, until they drew it alongside. They then let down a rope with a hook in the end of it, from an iron crane, which projected over the side of the steamboat, and hooked it into a staple in the front of the small boat. "Hoist away;" said the Captain. The sailors hoisted, and the front part of the little boat began to rise, the stern still ploughing and foaming through the water, and the man still in it, with his trunk under his arm. They "hoisted away," until I began to think that the poor man would actually tumble out behind. He clung to the seat, and looked as though he was saying to himself, "I will take care how I am tardy the next time." However, after awhile, they hoisted up the stern of the boat, and he got safely on board.Moral.Though coming to school a few minutes earlier or later, may not in itself be a matter of much consequence, yet the habit of being five minutes too late, if once formed, will, in actual life, be a source of great inconvenience, and sometimes of lasting injury."

"The following incident, which I witnessed on a late journey, illustrates an important principle, and I will relate it.

When our steamboat started from the wharf, all our passengers had not come. After we had proceeded a few yards, there appeared among the crowd on the wharf, a man with his trunk under his arm,—out of breath,—and with a most disappointed and disconsolate air. The Captain determined to stop for him, but stopping an immense steamboat, moving swiftly through the water, is not to be done in a moment. So we took a grand sweep, wheeling majestically around an English ship, which was at anchor in the harbor. As we came towards the wharf again, we saw the man in a small boat, coming off from it. As the steamboat swept round, they barely succeeded in catching a rope from the stern, and then immediately the steam engine began its work again, and we pressed forward,—the little boat following us so swiftly, that the water around her was all in a foam.

They pulled upon the rope attached to the little boat, until they drew it alongside. They then let down a rope with a hook in the end of it, from an iron crane, which projected over the side of the steamboat, and hooked it into a staple in the front of the small boat. "Hoist away;" said the Captain. The sailors hoisted, and the front part of the little boat began to rise, the stern still ploughing and foaming through the water, and the man still in it, with his trunk under his arm. They "hoisted away," until I began to think that the poor man would actually tumble out behind. He clung to the seat, and looked as though he was saying to himself, "I will take care how I am tardy the next time." However, after awhile, they hoisted up the stern of the boat, and he got safely on board.

Moral.Though coming to school a few minutes earlier or later, may not in itself be a matter of much consequence, yet the habit of being five minutes too late, if once formed, will, in actual life, be a source of great inconvenience, and sometimes of lasting injury."

"There is, at ——, a young ladies' school, taught by Mr.——.* * * * * * * *But with all these excellences, there is one fault, which I considered a great one, and which does not comport with the general character of the school for kindness and good feeling. It is the little effort made by the scholars to become acquainted with the new ones who enter. Whoever goes there, must push herself forward, or she will never feel at home. The young ladies seem to forget, that the new comer must feel rather unpleasantly, in the midst of a hundred persons, to whom she is wholly a stranger, and with no one to speak to. Two or three will stand together, and instead of deciding upon some plan, by which the individual may be made to feel at ease, something like the following conversation takes place.Miss X.How do you like the looks of Miss A., who entered school to-day?Miss Y.I don't think she is very pretty, but she looks as if she might be a good scholar.Miss X.She does not strike me very pleasantly; did you ever see such a face? And her complexion is so dark, I should think she had always lived in the open air; and what a queer voice she has!Miss Y.I wonder if she has a taste for Arithmetic?Miss X.She does not look as if she had much taste for any thing; see, how strangely she fixes her hair.Miss S.Whether she has much taste or not, some one of us ought to go and get acquainted with her. See how unpleasantly she feels.Miss X.I don't want to get acquainted with her, until I know whether I shall like her or not.Thus nothing is done to relieve her. When she does become acquainted, all her first strange appearance is forgotten; but this is sometimes not the case for several weeks. It depends entirely on the character of the individual herself. If she is forward, and willing to make the necessary effort, she can find many friends; but if she is diffident, she has much to suffer. This arises principally from thoughtlessness. The young ladies do not seem to realize that there is any thing for them to do. They feel enough at home themselves, and the remembrance of the time when they entered school, does not seem to arise in their minds."

"There is, at ——, a young ladies' school, taught by Mr.——.

* * * * * * * *

But with all these excellences, there is one fault, which I considered a great one, and which does not comport with the general character of the school for kindness and good feeling. It is the little effort made by the scholars to become acquainted with the new ones who enter. Whoever goes there, must push herself forward, or she will never feel at home. The young ladies seem to forget, that the new comer must feel rather unpleasantly, in the midst of a hundred persons, to whom she is wholly a stranger, and with no one to speak to. Two or three will stand together, and instead of deciding upon some plan, by which the individual may be made to feel at ease, something like the following conversation takes place.

Miss X.How do you like the looks of Miss A., who entered school to-day?

Miss Y.I don't think she is very pretty, but she looks as if she might be a good scholar.

Miss X.She does not strike me very pleasantly; did you ever see such a face? And her complexion is so dark, I should think she had always lived in the open air; and what a queer voice she has!

Miss Y.I wonder if she has a taste for Arithmetic?

Miss X.She does not look as if she had much taste for any thing; see, how strangely she fixes her hair.

Miss S.Whether she has much taste or not, some one of us ought to go and get acquainted with her. See how unpleasantly she feels.

Miss X.I don't want to get acquainted with her, until I know whether I shall like her or not.

Thus nothing is done to relieve her. When she does become acquainted, all her first strange appearance is forgotten; but this is sometimes not the case for several weeks. It depends entirely on the character of the individual herself. If she is forward, and willing to make the necessary effort, she can find many friends; but if she is diffident, she has much to suffer. This arises principally from thoughtlessness. The young ladies do not seem to realize that there is any thing for them to do. They feel enough at home themselves, and the remembrance of the time when they entered school, does not seem to arise in their minds."

"I witnessed, a short time since, a meeting between two friends, who had had but little intercourse before, for a long while. I thought a part of their conversation might be useful, and I shall, therefore, relate it, as nearly as I can recollect, leaving each individual to draw her own inferences.For some time, I sat silent but not uninterested, while the days of 'Auld Lang Syne' came up to the remembrance of the two friends. After speaking of several individuals, who were among their former acquaintances, one asked, 'Do you remember Miss W.?' 'Yes,' replied the former, 'I remember her as the fear, terror, and abhorrence of all who knew her.'Iknew the lady by report, and asked why she was so regarded, the reply was, 'Because she was so severe, so satirical in her remarks upon others. She spared neither friend or foe.'The friends resumed conversation. 'Did you know,' said the one who had first spoken of Miss W., 'that she sometimes had seasons of bitter repentance for indulging in this unhappy propensity of hers? She would, at such times, resolve to be more on her guard, but after all her good resolutions, she would yield to the slightest temptations. When she was expressing, and apparently reallyfeelingsorrow for having wounded the feelings of others, those who knew her, would not venture to express any sympathy, for very likely, the next moment,thatwould be turned into ridicule. No confidence could be placed in her.'A few more facts will be stated respecting the same individual, which I believe are strictly true. Miss W. possessed a fine and well cultivated mind, great penetration, and a tact at discriminating character, rarely equalled. She could, if she chose, impart a charm to her conversation, that would interest, and even fascinate those who listened to it; still she was not beloved. Weaknesses and foibles met with unmerciful severity; and well-meaning intentions and kind actions did not always escape without the keen sarcasm, which it is so difficult for the best regulated mind to bear unmoved. The mild and gentle seemed to shrink from her, and thus she, who might have been the bright and beloved ornament of the circle in which she moved, was regarded with distrust, fear, and even hatred. This dangerous habit of making satirical remarks was evinced in childhood; it was cherished; 'it grew with her growth and strengthened with her strength,' until she became what I have described."Laura.

For some time, I sat silent but not uninterested, while the days of 'Auld Lang Syne' came up to the remembrance of the two friends. After speaking of several individuals, who were among their former acquaintances, one asked, 'Do you remember Miss W.?' 'Yes,' replied the former, 'I remember her as the fear, terror, and abhorrence of all who knew her.'Iknew the lady by report, and asked why she was so regarded, the reply was, 'Because she was so severe, so satirical in her remarks upon others. She spared neither friend or foe.'

The friends resumed conversation. 'Did you know,' said the one who had first spoken of Miss W., 'that she sometimes had seasons of bitter repentance for indulging in this unhappy propensity of hers? She would, at such times, resolve to be more on her guard, but after all her good resolutions, she would yield to the slightest temptations. When she was expressing, and apparently reallyfeelingsorrow for having wounded the feelings of others, those who knew her, would not venture to express any sympathy, for very likely, the next moment,thatwould be turned into ridicule. No confidence could be placed in her.'

A few more facts will be stated respecting the same individual, which I believe are strictly true. Miss W. possessed a fine and well cultivated mind, great penetration, and a tact at discriminating character, rarely equalled. She could, if she chose, impart a charm to her conversation, that would interest, and even fascinate those who listened to it; still she was not beloved. Weaknesses and foibles met with unmerciful severity; and well-meaning intentions and kind actions did not always escape without the keen sarcasm, which it is so difficult for the best regulated mind to bear unmoved. The mild and gentle seemed to shrink from her, and thus she, who might have been the bright and beloved ornament of the circle in which she moved, was regarded with distrust, fear, and even hatred. This dangerous habit of making satirical remarks was evinced in childhood; it was cherished; 'it grew with her growth and strengthened with her strength,' until she became what I have described."Laura.

Though such a satirical spirit is justly condemned, a little good-humored raillery may sometimes be allowed, as a mode of attacking faults in school which cannot be reached by graver methods. The teacher must not be surprised, if some things connected with his own administration, come in, sometimes, for a share.

"I was walking out, a few days since, and not being particularly in haste, I concluded to visit a certain school for an hour or two. In a few minutes after I had seated myself on the sofa, the 'Study Card,' was dropped, and the general noise and confusion, indicated that recess had arrived. A line of military characters, bearing the title of the 'Freedom's Band,' was soon called out, headed by one of their own number. The tune chosen to guide them was Kendall's march."'Please to form a regular line,' said the lady commander. 'Remember that there is to be no speaking in the ranks. Do not begin to step, until I strike the bell. Miss B., I requested you not to step until I gave the signal.'"Presently the command was given, and the whole linestepped, for a few minutes, to all intents and purposes. Again the bell sounded;—'Some of you have lost the step,' said the general. 'Look at me, and begin again. Left! Right! Left! Right!' The line was once more in order, and I observed a new army on the opposite side of the room, performing the same manœuvres, always to the tune of 'Kendall's March.' After a time, the recess closed, and order was again restored. In about half an hour, I approached a class, which was reciting behind the railing. 'Miss A.,' said a teacher, 'how many kinds of magnitude are there?'Miss A.('Answer inaudible.')Several voices.'We can't hear.'Teacher.'Will you try to speak a little louder, Miss A.?'"Some of the class at length seemed to guess the meaning of the young lady; butIwas unable to do even that, until the answer was repeated by the teacher. Finding that I should derive little instruction from the recitation; I returned to the sofa."In a short time thepropositionswere read. 'Proposed that the committee be impeached, for not providing suitable pens.' 'Lost, a pencil, with a piece of India-rubber attached to it, by a blue riband,' &c. &c."Recess was again announced, and the lines commenced their evolutions to the tune of Kendall's March.' Thought I, 'Oh! that there were a new tune under the sun!'"Before the close of school, some compositions were read. One was entitled 'The Magical Ring,' and commenced, 'As I was sitting alone last evening, I heard a gentle tap on the door, and immediately a beautiful fairy appeared before me. She placed a ring on my finger, and left me.' The next began, 'It is my week to write composition, but I do not know what to say. However, I must write something, so it shall be a dialogue.' Another was entitled the Magical Shoe,' and contained a marvellous narration of adventures made in a pair of shoes, more valuable than the farfamed 'seven league boots.' A fourth began, 'Are you acquainted with that new scholar?' 'No; but I don't believe I shall like her.' And soon the 'Magical Thimble,' the 'Magical Eye-glass,' &c., were read, in succession, until I could not but exclaim, 'How pleasing is variety!' School was at length closed, and the young ladies again attacked the piano. 'Oh!' repeated I, to myself, 'how pleasing is variety!' as I left the room, to the tune Of Kendall's March."

"'Please to form a regular line,' said the lady commander. 'Remember that there is to be no speaking in the ranks. Do not begin to step, until I strike the bell. Miss B., I requested you not to step until I gave the signal.'

"Presently the command was given, and the whole linestepped, for a few minutes, to all intents and purposes. Again the bell sounded;—'Some of you have lost the step,' said the general. 'Look at me, and begin again. Left! Right! Left! Right!' The line was once more in order, and I observed a new army on the opposite side of the room, performing the same manœuvres, always to the tune of 'Kendall's March.' After a time, the recess closed, and order was again restored. In about half an hour, I approached a class, which was reciting behind the railing. 'Miss A.,' said a teacher, 'how many kinds of magnitude are there?'Miss A.('Answer inaudible.')Several voices.'We can't hear.'Teacher.'Will you try to speak a little louder, Miss A.?'

"Some of the class at length seemed to guess the meaning of the young lady; butIwas unable to do even that, until the answer was repeated by the teacher. Finding that I should derive little instruction from the recitation; I returned to the sofa.

"In a short time thepropositionswere read. 'Proposed that the committee be impeached, for not providing suitable pens.' 'Lost, a pencil, with a piece of India-rubber attached to it, by a blue riband,' &c. &c.

"Recess was again announced, and the lines commenced their evolutions to the tune of Kendall's March.' Thought I, 'Oh! that there were a new tune under the sun!'

"Before the close of school, some compositions were read. One was entitled 'The Magical Ring,' and commenced, 'As I was sitting alone last evening, I heard a gentle tap on the door, and immediately a beautiful fairy appeared before me. She placed a ring on my finger, and left me.' The next began, 'It is my week to write composition, but I do not know what to say. However, I must write something, so it shall be a dialogue.' Another was entitled the Magical Shoe,' and contained a marvellous narration of adventures made in a pair of shoes, more valuable than the farfamed 'seven league boots.' A fourth began, 'Are you acquainted with that new scholar?' 'No; but I don't believe I shall like her.' And soon the 'Magical Thimble,' the 'Magical Eye-glass,' &c., were read, in succession, until I could not but exclaim, 'How pleasing is variety!' School was at length closed, and the young ladies again attacked the piano. 'Oh!' repeated I, to myself, 'how pleasing is variety!' as I left the room, to the tune Of Kendall's March."

By means like these, it will not be difficult for any teacher to obtain, so far an ascendancy over the mindsof his pupils, as to secure an overwhelming majority in favor of good order, and co-operation with him in his plansfor elevating the character of the school. But let it be distinctly understood, that this, and this only, has been theobject of this chapter, thus far: The first point brought up, was the desirableness of making, at first, a favourableimpression,—the second, the necessity of taking general views of the condition of the school, and aiming to improve it in the mass, and not merely to rebuke or punish accidental faults,—and the third, the importance and the means of gaining a general influence and ascendency over the minds of the pupils. But, though an overwhelming majority can be reached by such methods as these, all cannot. We must have the majority secured, however, in order to enable us to reach and to reduce the others. But to this work we must come at last.

4. I am therefore now to consider under a fourth general head, what course is to be taken withindividualoffenders, whom the general influences of the school-room will not control.

(1.) The first point to be attended to, is to ascertain who they are. Not by appearing suspiciously to watch any individuals, for this would be almost sufficient to make them bad, if they were not so before. Observe, however; notice, from day to day, the conduct of individuals, not for the purpose of reproving or punishing their faults, but to enable you to understand their characters. This work will often require great adroitness, and very close scrutiny; and you will find, as the results Of it, a considerable variety of character, which the general influences above described, will not be sufficient to control. The number of individuals will not he great, but the diversity of character comprised in it, will be such, as to call into exercise all your powers of vigilance and discrimination. On one seat, you willfind a coarse, rough looking boy, who will openly disobey your commands and oppose your wishes; on another, a more sly rogue, whose demure and submissive look is assumed, to conceal a mischief-making disposition. Here is one, whose giddy spirit is always leading him into difficulty, but who is of so open and frank a disposition, that you will most easily lead him back to duty; but there is another, who, when reproved, will fly into a passion; and there, a third, who will stand sullen and silent before you, when he has done wrong, and is neither to be touched by kindness, nor awed by authority.

Now all these characters must be studied. It is true that the caution given in a preceding part of this chapter, against devoting undue and disproportionate attention to such persons must not be forgotten. Still, these individuals will require, and it is right that they should receive, a far greater degree of attention, so far as the moral administration of the school is concerned, than their mere numbers would appear to justify. This is the field in which the teacher is to study human nature; for here it shows itself without disguise. It is through this class, too, that a very powerful moral influence is to be exerted upon the rest of the school. The manner in which such individuals are managed; the tone the teacher assumes towards them; the gentleness with which he speaks of their faults, and the unbending decision with which he restrains them from wrong, will have a most powerful effect upon the rest of the school. That he may occupy this field, therefore, to the best advantage, it is necessary that he should first thoroughly explore it.

By understanding the dispositions and characters of such a class of pupils as I have described, I do not mean merely watching them, with vigilance, in school, so that none of their transgressions shall go unobserved and unpunished. I intend a far deeper and more thorough examination of character. Every boy has something or other which is good in his disposition and character, which he is aware of, and on which he prides himself; find out what it is, for it may often be made the foundation, on which you may build the superstructure of reform. Every one has hispeculiar sources of enjoyment,—and objects of pursuit, which are before his mind from day to day; find out what they are, that by taking an interest in what interests him, and perhaps sometimes assisting him in his plans, you can bind him to you. Every boy is, from the circumstances in which he is placed at home, exposed to temptations, which have perhaps, had a far greater influence in the formation of his character, than any deliberate and intentional depravity of his own; ascertain what these temptations are, that you may know where to pity him, and where to blame. The knowledge which such an examination of character will give you, will not be confined to making you acquainted with the individual. It will be the most valuable knowledge which a man can possess, both to assist him in the general administration of the school, and in his intercourse among mankind in the business of life. Men are but boys, only with somewhat loftier objects of pursuit. Their principles, motives, and ruling passions are essentially the same. Extended commercial speculations are, so far as the human heart is concerned, substantially what trading in jack-knives and toys is, at school, and building a snow fort, to its own architects, the same as erecting a monument of marble.

(2.) After exploring the ground, the first thing to be done, as a preparation for reforming individual character, in school, is, to secure the personal attachment of the individuals to be reformed. This must not be attempted by professions and affected smiles, and still less by that sort of obsequiousness, common in such cases, which produces no effect but to make the bad boy suppose that his teacher is afraid of him; which, by the way, is, in fact, in such cases, usually true. Approach the pupil in a bold and manly, but frank and pleasant manner. Approach him as his superior, but still, as his friend; desirous to make him happy, not merely to obtain his good-will. And the best way to secure these appearances, is, just to secure the reality. Actually be the boy's friend. Really desire to make him happy;—happy, too, in his own way, not in yours. Feel that you are his superior, and that you must and will enforce obedience; but with this feel, thatprobably obedience will be rendered, without any contest. If these are really the feelings which reign within you, the boy will see it, and they will exert a strong influence over him, but you cannot counterfeit appearances.

A most effectual way to secure the good will of a scholar, is, to ask him to assist you. The Creator has so formed the human heart, that doing good must be a source of pleasure, and he who tastes this pleasure once, will almost always wish to taste it again. To do good to any individual, creates or increases the desire to do it.

There is a boy in your school, who is famous for his skill in making whistles from the green branches of the poplar. He is a bad boy, and likes to turn his ingenuity to purposes of mischief. You observe him some day in school, when he thinks your attention is engaged in another way, blowing softly upon one, which he has concealed in his desk, for the purpose of amusing his neighbors, without attracting the attention of the teacher. Now there are two remedies. Will you try the physical one? Then call him out into the floor; inflict painful punishment, and send him smarting to his seat, with his heart full of anger and revenge, to plot some new and less dangerous scheme of annoyance. Will you try the moral one? Then wait till the recess, and while he is out at his play, send a message out by another boy, saying that you have heard he is very skilful in making whistles, and asking him to make one for you to carry home to a little child at your boarding-house. What would, in ordinary cases, be the effect? It would certainly be a very simple application; but its effect would be, to open an entirely new train of thought and feeling for the boy. "What!" he would say to himself, while at work on his task, "give the masterpleasureby making whistles! Who ever heard of such a thing? I never thought of any thing but giving him trouble and pain.—I wonder who told him I could make whistles?" He would find, too, that the new enjoyment was far higher and purer than the old, and would have little disposition to return to the latter.

I do not mean by this illustration, that such a measureas this, would be the only notice that ought to be taken of such an act of wilful disturbance in school. Probably it would not. What measures in direct reference to the fault committed, would be necessary, would depend upon the circumstances of the case. It is not necessary to our purpose, that they should be described here.

The teacher can awaken in the hearts of his pupils, a personal attachment for him, by asking in various ways, their assistance in school, and then appearing honestly gratified with the assistance rendered. Boys and girls are delighted to have what powers and attainments they possess, brought out into action, especially where they can lead to useful results. They love to be of some consequence in the world, and will be especially gratified to be able to assist their teacher. Even if the studies of a turbulent boy are occasionally interrupted for half an hour, that he might help you arrange papers, or rule books, or cut the tops of quills, or distribute exercises, it will be time well spent. Get him to co-operate with you in any thing, and he will feel how much pleasanter it is to co-operate, than to thwart and oppose; and by judicious measures of this kind, almost any boy may be brought over to your side.

Another means of securing the personal attachment of boys, is to notice them,—to take an interest in their pursuits, and the qualities and powers which they value in one another. It is astonishing what an influence is exerted by such little circumstances, as stopping at a play ground a moment, to notice with interest, though perhaps without saying a word, speed of running,—or exactness of aim,—the force with which a ball is struck,—or the dexterity with which it is caught or thrown. The teacher must, indeed, in all his intercourse with his pupils, never forget his station, nor allow them to lay aside the respect, without which authority cannot be maintained. But he may be, notwithstanding this, on the most intimate and familiar footing with them all. He may take a strong and open interest in all their enjoyments, and thus awaken on their part, a personal attachment to himself, which will exert over them a constant and powerful control.

(3.) The efforts described under the last head, for gaining a personal influence over those, who from their disposition and character are most in danger of doing wrong, will not be sufficient entirely to prevent transgression. Cases of deliberate, intentional wrong will occur, and the question will rise, what is the duty of the teacher in such an emergency? When such cases occur, the course to be taken is, first of all, to come to a distinct understanding on the subject with the guilty individual. Think of the case calmly, until you have obtained just and clear ideas of it. Endeavor to understand precisely in what the guilt of it consists. Notice every palliating circumstance, and take as favorable a view of the thing as you can, while, at the same time, you fix most firmly in your mind the determination to put a stop to it. Then go to the individual, and lay the subject before him, for the purpose of understanding distinctly from his own lips, what he intends to do. I can however, as usual, explain more fully what I mean, by describing a particular case, substantially true.

The teacher of a school observed, himself, and learned from several quarters, that a certain boy was in the habit of causing disturbance during time of prayer, at the opening and close of school, by whispering, playing, making gestures to the other boys, and throwing things about from seat to seat. The teacher's first step was, to speak of the subject, generally, before the whole school, not alluding, however, to any particular instance which had come under his notice. These general remarks produced, as he expected, but little effect.

He waited for some days, and the difficulty still continued. Had the irregularity been very great, it would have been necessary to have taken more immediate measures, but he thought the case admitted of a little delay. In the meantime, he took a little pains to cultivate the acquaintance of the boy, to discover and to show that he noticed what was good in his character and conduct, occasionally to get from him some little assistance, and thus to gain some personal ascendancy over him.

One day, when every thing had gone smoothly andpleasantly, the teacher told the boy, at the close of school, that he wanted to talk with him a little, and asked him to walk home with him. It was not uncommon for the teacher to associate thus, with his pupils, out of school, and this request, accordingly, attracted no special attention. On the walk, the teacher thus accosted the criminal.

"Do you like frank, open dealing, James?"

James hesitated a moment, and then answered faintly, "Yes sir."

"Most boys do, and I do; and I supposed that you would prefer being treated in that way. Do you?"

"Yes sir."

"Well, I am going to tell you of one of your faults. I have asked you to walk with me, because I supposed it would be pleasanter for you to have me see you privately, than to bring it up in school."

James said it would be pleasanter.

"Well, the fault is, being disorderly at prayer time. Now if you like frank and open dealing, and are willing to deal so with me, I should like to talk with you a little about it, but if you are not willing, I will dismiss the subject. I do not wish to talk with you now about it, unless you yourself desire it. But if we talk at all, we must both be open, and honest, and sincere. Now should you rather have me talk with you or not?"

"Yes sir, I should rather have you talk with me now, than in school."

The teacher then described his conduct, in a mild manner, using the style of simple narration,—admitting no harsh epithets,—no terms of reproach. The boy was surprised, for he supposed he had not been noticed. He thought, perhaps he should have been punished, if he had been observed. The teacher said in conclusion:

"Now, James, I do not suppose you have done this from any designed irreverence towards God, or deliberate intention of giving me trouble and pain. You have several times lately, assisted me, in various ways, and I know from the cheerful manner with which you comply with my wishes, that your prevailing desire is, to give me pleasure, not pain. You have fallen into this practice throughthoughtlessness; but that does not alter the character of the sin. To do so, is a great sin against God, and a great offence against good order in school. You see, yourself, that my duty to the school, will require me to adopt the most decided measures, to prevent the continuance and the spread of such a practice. I should be imperiously bound to do it, even if the individual was the very best friend I had in school, and if the measures necessary, should bring upon him great disgrace and suffering. Do you not think it would be so?"

"Yes sir," said James, seriously, "I suppose it would."

"I want to remove the evil, however, in the pleasantest way. Do you remember my speaking on this subject, in school the other day?"

"Yes sir."

"Well, my object in that, was, almost entirely, to persuade you to reform, without having to speak to you directly. I thought it would be pleasanter to you to be reminded of your duty in that way. But I do not think it did you much good. Did it?"

"I don't think I have played so much since then."

"Nor I. You have improved a little, but you have not decidedly and thoroughly reformed. So I was obliged to take the next step which would be least unpleasant to you; that is, talking with you alone. Now you told me, when we began, that you would deal honestly and sincerely with me, if I would with you. I have been honest and open. I have told you all about it, so far as I am concerned. Now I wish you to be honest, and tell me what you are going to do. If you think, from this conversation, that you have done wrong, and if you are fully determined to do so no more, and to break off at once, and for ever from this practice, I should like to have you tell me, and then the whole thing will be settled. On the other hand, if you feel about it pretty much as you have done, I should like to have you tell me that too, honestly and frankly, that we may have a distinct understanding, and that I may be considering what to do next. I shall not be offended with you for giving me either of these answers, but be sure that you are honest; you promised to be so."

The boy looked up in his master's face, and said, with great earnestness,

"Mr. T., Iwilldo better. Iwill nottrouble you any more."

I have detailed this case, thus particularly, because it exhibits clearly what I mean, by going directly and frankly to the individual, and coming at once, to a full understanding. In nine cases out of ten, this course will be effectual. For four years, and with a very large school, I have found this sufficient, in every case of discipline which has occurred, except in three or four instances, where something more was required. To make it successful, however, it must be done properly. Several things are necessary. It must be deliberate; generally better after a little delay. It must be indulgent, so far as the view which the teacher takes of the guilt of the pupil, is concerned; every palliating consideration must be felt. It must be firm and decided, in regard to the necessity of a change, and the determination of the teacher to effect it. It must also be open and frank; no insinuations, no hints, no surmises, but plain, honest, open dealing.

In many cases, the communication may be made most delicately, and most successfully, in writing. The more delicately you touch the feelings of your pupils, the more tender these feelings will become. Many a teacher hardens and stupefies the moral sense of his pupils, by the harsh and rough exposures, to which he drags out the private feelings of the heart. A man may easily produce such a state of feeling in his school-room, that to address even the gentlest reproof to any individual, in the hearing of the next, would be a most severe punishment; and on the other hand, he may so destroy that sensitiveness, that his vociferated reproaches will be as unheeded as the idle wind.

If now, the teacher has taken the course recommended in this chapter; if he has, by his general influence in the school, done all in his power to bring the majority of his pupils to the side of order and discipline; if he has then studied, attentively and impartially, the characters of those who cannot thus be led; if he has endeavored to make themhis friends, and to acquire, by every means, a personal influence over them; if, finally, when they do wrong, he goes, plainly, but in a gentle and delicate manner, to them, and lays before them the whole case; if he has done all this, he has gone as far as moral influence will carry him. My opinion is, that this course, faithfully and judiciously pursued, will in almost all instances succeed; but it will not in all; and where it fails, there must be other, and more vigorous and decided measures. What these measures of restraint or punishment shall be, must depend upon the circumstances of the case; but in resorting to them, the teacher must be decided and unbending.

The course above recommended, is not trying lax and inefficient measures, for a long time, in hopes of their being ultimately successful, and then, when they are found not to be so, changing the policy. There should be, through the whole, the tone and manner ofauthority, not ofpersuasion. The teacher must be amonarch, and while he is gentle and forbearing, always looking on the favorable side of conduct so far as guilt is concerned, he must have an eagle eye, and an efficient hand, so far as relates to arresting the evil, and stopping the consequences. He may slowly and cautiously, and even tenderly approach a delinquent. He may be several days in gathering around him the circumstances, of which he is ultimately to avail himself, in bringing him to submission; but, while he proceeds thus slowly, and tenderly, he must come with the air of authority and power. The fact that the teacher bases all his plans, on the idea of his ultimate authority, in every case, may be perfectly evident to all the pupils, while he proceeds with moderation and gentleness, in all his specific measures. Let it be seen, then, that the constitution of your school is a monarchy, absolute and unlimited,—but let it also be seen, that the one who holds the power, is himself under the control of moral principle, in all that he does, and that he endeavors to make the same moral principle which guides him, go as far as it is possible to make it go, in the government of his subjects.

In consequence of the unexampled religious liberty enjoyed in this country, for which it is happily distinguished above all other countries on the globe, there necessarily results a vast variety of religious sentiment and action. We cannot enjoy the blessings without the inconveniences of freedom. Where every man is allowed to believe as he pleases, some will undoubtedly believe wrong, and others will be divided, by embracing views of a subject which are different, though perhaps equally consistent with truth. Hence, we have among us, every shade and every variety of religious opinion, and in many cases, contention and strife, resulting from hopeless efforts to produce uniformity.

A stranger who should come among us, would suppose from the tone of our religious journals, and from the general aspect of society on the subject of religion, that the whole community was divided into a thousand contending sects, who hold nothing in common, and whose sole objects are, the annoyance and destruction of each other. But if we leave out of view some hundreds, or if you please, some thousands of theological controversialists, who manage the public discussions, and say and do all that really comes before the public on this subject, it will be found, that there is vastly more religious truth admitted by common consent, among the people of New England, than is generally supposed. This common ground, I shall endeavor briefly to describe. For it is very plain, that the teacher must, in ordinary cases, confine himself to it. By common consent, however, I do not mean the consentof every body; I mean that of the great majority of serious, thinking men.

But let us examine, first, for a moment, what right any member of the community has to express and to disseminate his opinions, with a view to the inquiry, whether the teacher is really bound to confine himself to what he can do, on this subject, with the common consent of his employers.

The French nation has been, for some time, as is well known, strongly agitated with questions of politics. It is with difficulty that public tranquillity is preserved. Every man takes sides. Now in this state of things, a wealthy gentleman, opposed to the revolutionary projects so constantly growing up there, and from principle and feeling, strongly attached to a monarchial government, wishes to bring up his children, with the same feelings which he himself cherishes. He has a right to do so. No matter if his opinions are wrong. He ought, it will be generally supposed in this country, to be republican. I suppose him to adopt opinions, which will generally, by my readers, be considered wrong, that I may bring more distinctly to view the right he has to educate his children ashe thinksit proper that they should be educated. He may be wrong toformsuch opinions. But the opinions once formed, he has a right, with which no human power can justly interfere, to educate his children in conformity with those opinions. It is alike the law of God and nature, that the father should control, as he alone is responsible, the education of his child.

Now under these circumstances, he employs an American mechanic, who is residing in Paris, to come to his house and teach his children the use of the lathe. After some time, he comes into their little workshop, and is astonished to find the lathe standing still, and the boys gathered round the republican turner, who is telling them stories of the tyranny of kings, the happiness of republicans, and the glory of war. The parent remonstrates. The mechanic defends himself.

"I am a republican," he says, "upon principle, and wherever I go, I must exert all the influence in my power,to promote free principles, and to expose the usurpations and the tyranny of kings."

To this the Frenchman might very properly reply,

"In your efforts to promote your principles, you are limited, or you ought to be limited to modes that are proper and honorable. I employ you for a distinct and specific purpose, which has nothing to do with questions of government; and you ought not to allow your love of republican principles, to lead you to take advantage of the position in which I place you, and interfere with my plans for the political education of my children."

Now for the parallel case. A member of a Congregational Society, is employed to teach a school, in a district, occupied exclusively by Quakers,—a case not uncommon. He is employed there, not as a religious teacher, but for another specific and well-defined object. It is for the purpose of teaching the children of that district,reading,writing, andcalculation, and for such other purposes, analogous to this, as the law, providing for the establishment of district schools, contemplated. Now when he is placed in such a situation, with such a trust confided to him, and such duties to discharge, it is not right for him, to make use of the influence, which this official station gives him, over the minds of the children committed to his care, for the accomplishment ofany other purposes whatever, which the parents would disapprove. It would not be considered right, by men of the world, to attempt to accomplish any other purposes, in such a case; and are the pure and holy principles of piety, to be extended by methods more exceptionable, than those by which political and party contests are managed?

There is a very great and obvious distinction between the general influence which the teacher exerts as a member of the community, and that which he can employ in his school room as teacher. He has unquestionably a right to exertupon the community, by such means as he shares in common with every other citizen, as much influence as he can command, for the dissemination of his own political, or religious, or scientific opinions. But the strong ascendency, which, in consequence of his official station, he hasobtained over the minds of his pupils, is sacred. He has no right to use it for any purposeforeign to the specific objectsfor which he is employed, unless bythe consent, expressed or implied, of those by whom he is entrusted with his charge. The parents who send their children to him, to be taught to read, to write and to calculate, may have erroneous views of their duty, as parents, in other respects. Hemay knowthat their views are erroneous. They may be taking a course, which the teacherknowsis wrong. But he has not, on this account, a right to step in between the parent and the child, to guide the latter according to his own opinions, and to violate the wishes and thwart the plans of the former.

God has constituted the relation between the parent and the child, and according to any view, which a rational man can take of this relation, the parent is alone responsible for the guidance he gives to that mind, so entirely in his power. He is responsible to God; and where our opinions, in regard to the manner in which any of the duties, arising from the relation, are to be performed, differ from his, we have no right to interfere, without his consent, to rectify what we thus imagine to be wrong. I know of but one exception, which any man whatever would be inclined to make, to this principle; and that is, where the parent would, if left to himself, take such a course, as would ultimately make his childrenunsafe members of society. Thecommunityhave a right to interfere, in such a case, as they in fact do by requiring every man to provide for the instruction of his children, and in some other ways which need not now be specified. Beyond this, however, no interference contrary to the parent's consent, is justifiable. Where parents will do wrong, notwithstanding any persuasions which we can address to them, we must not violate the principles of an arrangement, which God has himself made, but submit patiently to the awful consequences, which will, in some cases, occur,—reflecting that the responsibility for these consequences, is on the head of those who neglect their duty, and that the being who makes them liable, will settle the account.

Whatever, then, the teacher attempts to do, beyond thespecificanddefinedduties, which are included among the objects for which he is employed, must be doneby permission,—by the voluntary consent, whether tacit, or openly expressed, of those by whom he is employed. This of course confines him to what is, generally, common ground, among his particular employers. In a republican country, where all his patrons are republican, he may without impropriety, explain and commend to his pupils, as occasion may occur, the principles of free governments, and the blessings which may be expected to flow from them. But it would not be justifiable for him to do this, under a monarchy, or in a community divided in regard to this subject, because this question does not come within the objects, for the promotion of which, his patrons have associated, and employed him,—and consequently, he has no right, while continuing their teacher, to go into it, without their consent. In the same manner, an Episcopal teacher, in a private school, formed and supported by Episcopalians, may use and commend forms of prayer, and explain the various usages of that church, exhibiting their excellence, and their adaptation to the purposes for which they are intended. He may properly do this, because in the case supposed, the patrons of the school areunitedon this subject, and theirtacit consentmay be supposed to be given. But place the same teacher over a school of Quaker children, whose parents dislike forms and ceremonies of every kind, in religion, and his duty would be changed altogether. So, if a Roman Catholic is entrusted with the instruction of a common district school, in a community composed of many Protestant denominations, it would be plainly his duty to avoid all influence, direct or indirect, over the minds of his pupils, except in those religious sentiments and opinions which are common to himself and all his employers. I repeat the principle.He is employed for a specific purpose, and he has no right to wander from that purpose, except as far as he can go, with the common consent of his employers.

Now, the common ground, on religious subjects, in this country, is very broad. There are indeed, many principles, which are, in my view, essential parts of Christianity, which are subjects of active discussion among us. But setting these aside, there are other principles equally essential, in regard to which the whole community are agreed; or at least, if there is a dissenting minority, it is so small, that it is hardly to be considered. Let us look at some of these principles.

1. Our community is agreed thatthere is a God. There is probably not a school in our country, where the parents of the scholars would not wish to have the teacher, in his conversation with his pupils, take this for granted, and allude reverently and judiciously to that great Being, with the design of leading them to realize his existence, and to feel his authority.

2. Our community are agreed, thatwe are responsible to God for all our conduct. Though some persons absurdly pretend to believe, that the Being who formed this world, if indeed they think there is any such Being, has left it and its inhabitants to themselves, not inspecting their conduct, and never intending to call them to account, they are too few among us to need consideration. A difference of opinion on this subject, might embarrass the teacher in France, and in other countries in Europe, but not here. However negligent men may be inobeyingGod's commands, they do almost universally in our country, admit in theory, the authority from which they come; and believing this, the parent, even if he is aware that he himself does not obey these commands, chooses to have his children taught to respect them. The teacher will thus be acting with the consent of his employers, in almost any part of our country, in endeavoring to influence his pupils to perform moral duties, not merely from worldly motives, nor from mere abstract principles of right and wrong, butfrom regard to the authority of God.

3. The community are agreed, too, in the belief ofthe immortality of the soul. They believe, almost without exception, that there is a future state of being, to which this is introductory and preparatory, and almost every father and mother in our country, wish to have their children keep this in mind, and to be influenced by it, in all their conduct.

4. The community are agreed, thatwe have a revelation from heaven. I believe there are very few instances where the parents would not be glad to have the Bible read from time to time, its geographical and historical meanings illustrated, and its moral lessons brought to bear upon the hearts and lives of their children. Of course, if the teacher is so unwise as to make such a privilege, if it were allowed him, the occasion of exerting an influence, upon one side or the other of some question which divides the community around him, he must expect to excite jealousy and distrust, and to be excluded from a privilege, which he might otherwise have been permitted freely to enjoy. There may, alas! be some cases, where the use of the Scriptures is altogether forbidden in school. But probably in almost every such case, it would be found, that it is from fear of its perversion to sect or party purposes, and not from any unwillingness to have the Bible used in the way I have described.

5. The community are agreed in theory, thatpersonal attachment to the Supreme Being, is the duty of every human soul; and every parent, with exceptions so few that they are not worth naming, wishes that his children should cherish that affection, and yield their hearts to its influence. He is willing therefore that the teacher, of course without interfering with the regular duties for the performance of which he holds his office, should, from time to time, so speak of this duty,—of God's goodness to men,—of his daily protection,—and his promised favors, as to awaken, if possible, this attachment, in the hearts of his children. Of course, it is very easy for the teacher, if he is so disposed, to abuse this privilege also. He can, under pretence of awakening and cherishing the spirit of piety in the hearts of his pupils, present the subject in such aspects and relations, as to arouse the sectarian or denominational feelings of some of his employers. But I believe if this was honestly and fully avoided, there are few, if any, parents, in our country, who would not be gratified to have the great principle of love to God, manifest itself in the instructions of the school-room, and showing itself, by its genuine indications in the hearts and conduct of their children.

6. The community are agreed, not only in believing that piety consists primarily, in love to God, but thatthe life of piety is to be commenced by penitence for past sins, and forgiveness, in some way or other, through a Saviour. I am aware that one class of theological writers, in the heat of controversy, charge the other with believing that Jesus Christ was nothing more nor less than a teacher of religion, and there are unquestionably, individuals, who take this view. But these individuals are few. There are very few in our community, who do not in some sense, look upon Jesus Christ as ourSaviour,—our Redeemer; who do not feel themselvesin some way, indebted to him, for the offer of pardon. There may be, here and there, a theological student, or a contributor to the columns of a polemical magazine, who ranks Jesus Christ with Moses and with Paul. But the great mass of the fathers and mothers, of every name and denomination through all the ranks of society, look up to the Saviour of sinners, with something at least of the feeling, that he is the object of extraordinary affection and reverence. I am aware however, that I am approaching the limit, which, in many parts of our country, ought to bound the religious influence of the teacher in a public school; and on this subject, as on every other, he ought to do nothing directly or indirectly, which would be displeasing to those who have entrusted children to his care.

So much ground, it seems, the teacher may occupy, by common consent, in New-England, and it certainly is a great deal. It may be doubted whether, after all our disputes, there is a country in the world, whose inhabitants have so much in common, in regard to religious belief. There is, perhaps, no country in the world, where the teacher may be allowed to do so much, towards leading his pupils to fear God, and to obey his commands, with the cordial consent of parents, as he can here.[B]

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