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TEACHER AND THE

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n 0 S 'l' 0 N:
JENKS, lfJ('l\LIN< l , & SWAN,
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W !. :::SH l N '; 'l' U .N

8 Th E E T .

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has found their views in accordance with l1is uwn.

In

all such cases he has made the proper acknowledgment;
and it is believed that the quotations he has made will
not diminish the value of the work.
Having had an experience of uearly twenty years as
an instructor in public schools, the authol' feels that he
can, in some degree, appreciate the nature of the teacher's work, tho qualifications esst:Jntit~l to a wise discharge
of appropriate duties, and something of the trials, perplexities, and pleasures, connected with the same.
l*

How

PREFACE.

VI

far he has succeeded in accomplishing his design, must
be for others to decide.

With the sincere desire that this volume may prove
an acceptable addition to works _on education, and be

CONTENTS.

instrumental in advancing the great interest of common
school instruction, it is affectionately and respectfully
commended to the candid consideration of teachers and
parents, with the hope that the truths advanced may

.. · DANVERS, MASS.,

Common. Schco!e,

May 1, 1853.

.l •

CHAPTER I.

have their proper influence, though dressed in a plain
and fa.nlllia.r style.

T

PART

..

-

~

-

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•

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~

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~

•

..

•

•

•

..

11

CHAPTER II .

The Tea.oher, • • • • •

.................

16

CHAPTER III.
Thorough Knowledge, Aptness to Teach, Accurncy, Pntience,
anu Perseverance, . . . . . . • . • • • . . . . • . • 26
CHAPTER IV.
Cnndor, Truthfulnees, and Courteousness,

31

CHAPTER V.
Ingenuity, Individuo.lity,

36

CHAPTER VI.
Kindii.ess, Gentleness, Forbearance, and Cheerfulness, .

41

CHAPTER YU.
Common Bense, Knowledge of Human Nnture, General Information, Desire to do Good, and Hopefulness, • . . • • •

46

CHAPTER Ynt.
Correct Moral Principles, Exemple.ry Ho.bits and Deportment ;
Diligence, • • • • • • • • • . • . • • • • . • • • • . 63
CHAPTER IX.
Neatness t.11d Order ; Self-Control, . . .

58

IX

CON'l'ENTS.
CONTENTS.

VIII

CHAPTER. XXtV.

CHAPTER X.
~rnestne11s,

66

Energy, Ent.hnsia•m, • . • .

• • • • • . • • 191'

Spelling, • • • • •.
CITAPTJ-:R XXV.

CHAPTER XT.

Penm11nship,

J udgment and :Prudence ; Syswm and Punctuality ; Independence, • • • • • • • • • • • • · ••• •••

i1

CHAPTER XXVI.
Geography, • • • • • • . • •• • · • • • • • • • • • • • 211

71;

Grammar,

81

Letter-Writing and Composition,

CHAPTER XII.
l'rofef!l'linm>l J<' ooling •md

lnf~l"(>~t

; a

Il~p

. . • • • • •• 204

• • . . • • • . . ·

cHA.l'T.lm xxvn.

and Well-gri>unrll"'l

~

. . . . .

CHAPTER XIIL

CUAPI'ER XJi:VIII.

Means of Improvement,
C'HAITER :XJT .

• • • • • • • • • • • • • 225

VllAPTl.m

Tea.ching • . • • • • •

X...~IX.

• • • • . • . • 229

Arithmetic. • • • • •
CIIAJ'T:r;!t XXX.

CILU'TER XV'.
• • . . • • . . . 106

Bnok-Keeping : Dccln.mnt.ion, . . , , . . . . . • . . · · - 23 7

CIIAI"l'F.R LUI.

CIIAI"l'.l::tt X \'1.

.

• • . . • • • . . 119

CHAPTER

xvrr.

••

. ••••

2·11

( 'HAPTf,Tt XXXTT.

ll1ornl Instruction, .

• . • • • . . . 130
CHAPTER

. . . . • . . • 219

Mil!Celle.neou~. . • • • • • • • • • • • • • • • • • • • • • 245

xvm.

Emulation and Prizes,

. . . . • . • . 147
CHAPTER XIX.

Primary Schools,

• • •

. • • • • • • . • 164

PART II.

CH.APTER XX .

.Les.'!Ons nnd Recitations,

• • • • • • • • • 163
CHAPI'ER L
CHAPTER XXI.

Examinations and Exhibitions, • • • • •

• • • • • • • • 178

Introductory Remarks, • • • • • • • • • • • • • • • • • • 261
CHAPTFJ\ II•.

CHAPTER XXII.

Multiplicity of Studies, . • . • • . . . • •

182· .

• • • • . • • • • 267

. • •

CHAPTER III.

CHAPTER XXIII.
Reading, • • • • • •

School Houses,

186

Children should not be sent to School too Young,

• • • • • 262

T.;

r.-..•;.t., (;.. .... l

\'IT AI'1TR I\".
!

'l!~chcrs • • • • • • •

......

• . .. . . :.!-titl

• • • • • • • • • 278

CH.U''l'.t;H. VL

COMMON SCHOOL FDTT\'.Al1TON.

I'attn ts should .Enooura.ge Ute Teaoher, • • • • • • • • • • 280
('fl\ l'Tl'll I"ll

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El?hoob should be ob,ic•;t3 of ~ pc c iu.l intcrc~t. to c1•cry
n11r 1:_~ni11r1.

('ll!Zett

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nndf'J' 1·r11\·idr'Jl<'i', d1,'l "' !}1!

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(l!) tli1_·111 , !1 :•1r t• t}l:l!l 1q1 :u1y ntf1 1•r

t!1!1 '.:('

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clearly a.nd extensi\·cly r c fl c cte tl, -~ the best. safeguard.-;
against all the ills of ignorance and vice. Withou t thc111
no r epublican governm<:'nt can long cxifl t. and flourish:
wilh ll1\Cm, 11 iscly fosLc r \C<1 awl g\Cucrally s lll>J'Or!e1l, l<'>

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nn1l

r1'0J1l••.
Frf'e f'Choolfi !ll'f' tlrn rmrf!PriP~ of thfl pnhlic rnirnL - th r>
lights liy wl1ich n opu blll::.L11 nr l u es :Lml hunurn a.re rnusl

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d:ff1t ~ i 1111

l1l1•c: . .:_ i11 ;~.:::

-

- - - -- - - - - - -

tyrant \~ s \va_y (':in l11ng ('i1ntitilll': no l f 1~< 1 t'~ vil·ws 111 ·
widely disscmin:itcd. In Yi cw of this . how ca rn cBtly arnl
n>1siduuusly sliuuhl every gnu<l <:itizC' n slr11'< ' t" g1w nl ;tti•l

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H
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imprO'iC a jw\i<.:" i 0 ll~ S)'~lClll of pu1J\ic-Sdl•Y.'l in .- trnctinn 1
Common schools have been very appr0pri ately style•l
the "l'eople's Colleges; " and the characte r of lhosc who
grn,duate from them must detBrmine whnt the general
conditiu11 of onr country f<hall liP. It iR true that our
1u:11Alerni"~ :rnrl c0llrg"" !'XNt a p(>\\'Prf11l influence, aml

224

COMMON SCHOOL EDUCATION.

I~

ANAJ,YSIS AND PARSING.

•

interrogative pronoun, a conjunction, and a verb m the
infinitive mode.
By proceeding in this way, a class will make m~re
sure and pleasant progress than by giving their attention
to prepare for a verbatim recitation from a text-book. ·
As soon as sufficient advancement has been made,
much time and attention may be given to the analysis of
different sentences, and, also, to technical parsing,though the last named is of but little value, without the
11bility to comprehend the other points allude<l to.
At an early period, much attention may be very profitably devoted to the writing of sentences of a simple nature, which will prove useful, as .preparatory to t~~ more
formidable exercises of composition and letter-wntmg,subjects which I shall reserve for consideration in another
chapter.

CHAPTER XXVIII.
COMPOSITION

AND

LETTER-WRITING.

THERE are so many individuals who have thoughts,
but cannot express them,-" who know, but cannot tell,''
- that it seems very desirable that pupils in our schools
should be carefully and early trained in the practice of
writing composition. I am aware that many teachers,
and many pupils, regard the subject with a peculiar
dread ; ·but it is, nevertheless, a subject of much importance, and may be made an interesting one. The. reluctance with which this exercise is undertaken often p1·0ceeds more from the manner in which it is tr~atcd, and
from nn injudicious selection of themes, than from any
inherent difficulty.
The exercise is usually delayed till too late a period
of the pupil's life ; arnr then it is treated in a Jil[l,nner so formal rmd repulsive, as to create a strong
disrelish for the whole suhject. If, instead of being
delayed till scholars arc nearly ready to leave school, it
should receive attention much e11rlier, and in a less formal
and less exacting ma,nner, the general results would be
much more satisfactory and gmtifying. Let scholars, as
soon a,9 they are able to use ;1 pen or pencil, and to spell
with a, fair degree of coirectncss, be req?ired to write
short sentences on some subj ect of interest to them, a,ncl,if they are judiciously man~gcd , they will surmount
many of the difficulties which usually - though, in a

226

CO~!J'•.L<:[TlO N

COMMON SCHOOJ, EDUCATION .

AND LETTEll-\YnTTING.

227

LI< I Tl<ll-W R lTI :\' !L

- ·· ··

---

- - - - - - - -- - - - - - -- -- - - - - -

great degree, imaginarily - hang arouncl the subject,
before they are aware of having taken lite first step.
For illustration; suppo~s~~~a~
c~he~rg~~~~~~~
~lass of young pupiJS, "

THE CARPENTER.

A
A
A
A

WALK.
JOURNEY.

VESSEL.

jl:trlic1ilar~, th:1t it 111 renlly
dcscrvin/.! nf lll!>i'(~ :1 tte11ti .. n tl1:111 it orilin:1rily l'l'\'\•in·~ ­
Lf 1'sp•~ cird atlt' 11tinn i~ n·11uircd in rel:1tinn to s1wlling,
11sc of c:ip ital ~. 1rnnc1.11:1tion. &c., tli(' PXl'l'f ~ isr rnay he
made as profit:1l>lc :i.:i :in,v ol' tli.1:« ; i1d.rod11ec•l i11l11 <>llr

quaintarn·e 1yitlt sn mrn_r

.

schnnk No pnpil shoulJ feel that he is prepa.red t0
leave school, until he ha11 acquired the n,bility to write a,
legible ann intelligible composition; and no teacher should
fer] that he ha ~ 1li sclmrgc•1 his whole clnty , until he ha,~
imparted suit.a.hie aid m1<l instruction in r eference to the
whole subject, anrl rlonc wlmt he coulcl to inspire those
umler hii:; charge with a j11st ripprecin.tion of the importa,nce of the same.

TRAIN OF CARS.

The wise teacher will not be at a loss in the selection
of subject~; and, if those are selected in which the pupils
manifest an interest, they will acquire considerable s ·u
in writing, before the direct exercise of
named . By pursuing a course similar t
gradual improvement will b
subject will be divested
point.':!.
It is a very common fau
words which are, strictly,
With a sort of impression
att.racti vencss of a,n article,
that whi ch they so studiously
If they are ea.rly taught to use p
langu:1ge, and to give all their
an easy
and natu ral style, they will more surely succeed in becoming good and interesting writers.
The exercise of composition requires a degree of ac-

J,ETTP.R-WRIT!NO.

Intim ately connectcl1 with the above, and, I may say,
part of the same, is tl1c practice of letter-writing.
Every inclividua.l in the community, wh o occupies any
iihportrtnt station, - and, indeed , every person, high or
low, rich or poor ,-- may haYe, n,nd probably will have,
occasion to write letters. '.fo do this in lt neat and easy
manner is of no trining con seriuence ; and yet, every one
who h:is ever lookc•l at th e letters in any post-office must
have ohscrve•l the 1'e l'y genera l want of taste an<l neatness in the rn n1lcs of fo ldin g :wcl snpcrscribing letters ;
iinrl, if the eontPnts sho11h1 be examine<!, they would be
found to correspond with the external appearance.
Now, it shouJ.l be the aim of every tcri.cher to impart
instruction on the suhject of letter-writing. General
<lirecti ons aml explanations, in refl'ren cn t0 t.h e commencing and closin g of' a Jetter , the IWlllll C I." of foJ1Jing, superscribing, am1 sealing, rn:ty h~ g ivrn t0 a. whole school, by
11.

. !

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228

COMMON SCHOOL EDUCATION.
A LE'ITER 01' RECOMMENDATION.

using the black-board ; and it will not require much of
the reacher's time or attention to furnish all the instruction th~t may be needed.
It is to be hoped that more consideration may be
attached to this simple but useful exercise, and ·that all
pupils may possess the ability, when they cease att:ending school, to writ:e letters which shall be accurate and
natural in their style, correct in orthography, systematic
and proper in all their parts. A letter neatly written,
correctly expressed, and properly folded and superscribed,
will always prove a " letter of recommendation" to its
writer ; while the reverse will exert an influence in no
respect favorable or complimentary.

l

·"

CHAPTER

X XIX.

ARl'l' HMETIC.

I

I

IT is, probably, true thnt more time and attention are
devoted to the study of Arithmetic, in our schools, than
to any other branch. Perha.ps its practical importance
renders this advisable. Be this as it may, no one will
deny the great value of a familiar and thorough knowledge of the science of numb~rs . To give precise and specific directions, in rehtion to teaching the various principles and rules of arithmetic, would require more space
than can be given tQ it, in this connection. It will be
my aim, simply, to offer rt fm'( suggestive hints, in reference to the subj ect.
1. I would urge tlte importance of careful trainin{i
in mental arithmetic.
·
It will be but the expression of a common feeling and
opinion, prevailing among the best of teachers, to say
that Warren Colburn 1lid more for the science of numbers, in the preparation of his " First Lessons" in mental
arithmetic, than has been done b.Y any other individual
Others have attempted to eclipse him, by improving upon
his plan ; but we have yet to loorn that any one has been
successful in this particular. It is unquestionably true,
that pupils, properly trained in exercises similar to those
contained in the book alluded to, will make more intelligent and rn,pid progress in written arithmetic than those
who have not had such mental discipline.

20

