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required to be taught in the common schools of the State should be taught in regular gradation, passing, step by step, from one grade to another, until they are completed. In

In the last number we gave some thoughts on How to Organize a Common School. In the present article we propose to say a few things on our directions, How to Organize a How to Teach a Common School. School, we assumed that every To organize a school is one thing, teacher would grade his school; for to teach it is another. As a general without this there can be no systemthing, he who is good at organiza-atic teaching. We recommend the tion will be good in teaching. There five grade system as the best for our is a sad lack on both these points in common schools. The school should our schools all over the land. They be graded the first thing. Each puare neither organized nor taught pil should be put distinctly into one. correctly. Indeed, the idea of ap- of these grades. Not partly in one plying system to these schools is grade and partly in another, but in considered by many to be impossible. the grade his advancement in arithBy others it is considered an inno-metic, grammar and geography vation which endangers the liberties places him in. These branches of the people, and is to be resisted should determine the grade after as tyrannical. But in spite of all the first, or primary grade. Readthese absurd notions, the time has ing, writing and spelling are the become when our common schools will ginning and attendant branches. be systematized, both as to organi- These attend the other branches, zation and the manner of teaching. but do not control the grading. The There is no better reason for having principal branches, arithmetic, grama college or high school systematized mar and geography, control the than a common school. Education, grading. History and physiology from the primary school up to the belong to the fifth, or closing grade, university, should be conducted by and therefore are called closing rule. By regular stages the youth branches. It is easy to understand of our land should be led on in their our idea of grading by remembering education from the alphabet to a that the eight branches are divided completion of all the branches that into three divisions, viz.: the beginare required in the curriculum ofning and attendant branches, readthe college. The eight branches ing, writing and spelling; the prin

cipal branches, arithmetic, grammar sense of touch may be employed in and geography; the closing branches, writing. In this way an amount of United States history and physiol-knowledge will be gained even by ogy. The principal branches deter- the dullest pupil that will be surmine the grading. A pupil may be prising. The old plan of simply adahead on reading, and behind on dressing the ear, and hearing lesarithmetic. He ought to be put in sons while the teacher simply sits in the grade required by his arithme- his chair at ease, ought to be aboltic. Now, after the school is prop-ished. At least it ought to be largely erly graded, it will be necessary that improved upon. Let the eye see the teacher keep his school graded. while the ear is hearing. Let the To this end we wish to give a few fingers touch while the tongue is directions how it is to be done. uttering words. All our knowledge 1. In the first place he is to teach comes to us through the senses. by grades. In other words, the The more of these five senses that grades are not to be broken into are employed in the gaining of classes. Grading is arranging the knowledge the better. That method school into classes, and when it is of teaching is the best which emso arranged there should be no other ploys the most of these senses. It arrangement introduced. If the follows, therefore, that the teacher grades are broken into classes, then ought to use the blackboard to adthe number of recitations becomes dress the eye of his pupils while he so great that one teacher cannot get is using apt illustrations in address. through with them in a day. The ing their ear. This rises to the digbest teachers maintain that there is nity of teaching, and is something no necessity of breaking the grades more than merely hearing lessons. into classes. It is only the inexpe- In this way he can teach the grade, rienced that think there is any such and bring them into the possession necessity. We wish to make it em- of about the same amount of knowlphatic that the grades are not to be edge and keep them together. It is broken. If such a necessity should very proper that the teacher should seem to arise in any school it will question the pupils to see whether show that the school is not properly they have studied the lesson or not. graded; and instead of breaking the Definite lessons should be given out, grades to remedy the difficulty, turn and every one should understand to the work of readjusting the that the lesson must be studied diligradse, when the difficulty will vanish. gently, aud that the teacher will find 2. The second direction will, we out who studies and who does not. think, aid materially in teaching the But this does not prevent the teacher grades. It is this: Let the recita- from explaining and making plain tion be largely interspersed with ex-what the pupil cannot fully underplanations which will be addressed stand by the most assiduous study, to the eye of the pupil as well as to It is the duty of the teacher to make his ear. This is the object method. plain whatever needs explanation. Let as many of the five senses be He should lead the way while his called into action as possible. The pupils follow delighted at the beau

tiful unfoldings of truth beside the he is excused he fails to get the fountains of knowledge. He is to benefit of the recitation, and a preteach their little hands to unfold, mium is offered to those who have and their lids to sip at the fountain. no books. Let it be understood that He is not to sit down in an easy no trick of this sort can interfere chair and find out how much of with the order of the school. If the knowledge his pupils have been so boy or girl fails to keep up with the enterprising and fortunate in gain-grade, let him or her fall back into ing without any assistance, but he the grade below, where, perhaps, he is to arise and give them knowledge or she can keep up.

that they cannot gain without his assistance. He is not to be always pumping out, but he is to pour in while he pumps.

We think we have said enough

RESPONSIBILITIES OF THE

TEACHER.

for the present on How to Teach a Common School. Much more might be said, but we do not wish to say 3. But there is a third item which more than will be useful. Let every we wish to mention. After the teacher consider well how he can school is graded care should be ex-perform in the best way that most ercised that the progress in the di-responsible of all human offices, the ferent branches be kept even. With-education of the youth of the out this care the grade will, perhaps, country. W. B. C. be through on one branch and be ready to be promoted while they will be behind on some others. If the teacher finds that the grade is ahead on some branch and behind on some Teacher, do you feel that you are other, he can let them stop on the fully prepared for the duties and rebranch which is ahead and give its sponsibilities that you are about to time to the branch that lags. This assume in the school-room? Did will bring it up, so that when ex- you ever sit down and allow your amination for promotion comes it mind to dwell awhile on the true can be had on all the branches, and importance of your vocation? If the promotion can be complete. We you never did, go now to yonder regard this direction as very impor- still, deserted grove; or sit down in tant. It insures regular and system- the privacy of your room, and mediatic progress in all the branches; it tate on the various duties, trials, prevents breaking the grades, giving disappointments and pleasures of promotion at the same time on all the teacher's life. It may be that the branches.

you will conclude that the crown of 4. Our fourth direction is this: the successful teacher is not a suffiRequire every one in the grade to cient compensation for the cross he come to the recitation, book or no is compelled to bear. And again, book. A good teacher can teach seeing the lasting nature of those school without books. If any one noble impressions that he has the in the grade has no book, then this power to make, and those sublime is an additional reason why he aspirations that he is enabled to should come to the recitation. If awaken in the minds of the young,

you may be more deeply impressed to trust. Some one has said "Bewith the nobility of your calling ware of that person whom little You have often been reminded of children will not trust," and I bethe susceptible nature of the child's lieve it is a pretty good test of the mind-that impressions made in secret nature of the heart. One youth will last forever-but you great secret in teaching is to begin cannot be too deeply impressed with right. Davy Crockett's apothegm, that truth. It is yours to build a "Be sure you are right, then go monument to your good deeds in ahead," should be followed out in the hearts of your pupils, or to leave beginning a school. By all means only the bitter memory of your im- inspire your pupils with confidence. perfections to be carried in the hearts in you as a teacher on the first day of those children through life. There of school, and make them underare many teachers who do not try to stand that you will be obeyed. win the affections of their pupils, Teacher, be careful and diligent, as who look upon the teacher's sphere if you were set to watch over a vast as a despotism where all must be treasure of diamonds. That which driven by fear, not led by love.

you have in your care is more precious than diamonds, and as you would watch to see that imitation stones were not substituted for the true in a heap of such treasures, so, also, be careful and see that nothing usurps the place of the good, the true, and the beautiful in the hearts

Teachers, if you wish to reach the mind by the quickest and best way, you must go by the way of the affections. First get the good will of the child, and you will then have a passport to the inner courts of the mind. Children place a great value on instruction that comes from one of your pupils. they love. They have great faith in those who first appeal to their hearts. We sometimes hear pupils EVERY TEACHER A STUDENT. using such language as this, when

CALVIN GOSs.

In

speaking of something that the The proverb says there is no exteacher has told them: "I wonder if cellence without great labor. that is true; I never heard of such theory we all assent to the truthfula thing before;" and, perhaps, a ness of this saying-nay, we go so little blue-eyed girl speaks: "Of far in our praise as to subscribe our course it is true; the teacher said names to the page on which the so, and she knows. I know she words are inscribed as a motto. We wouldn't tell a story." And why say the precept is good, but how does the little girl have such strong many of us ever think when we faith in her teacher? Because the have not attained to excellence that teacher has gained her confidence. it may have been for the want of The If your pupils say of you, "Well, I "great labor" on our part. don't know whether what he says is great majority of teachers are satistrue or not," be assured that you fied when they have secured a cerhave not taken the proper course to tificate from the County Superininstruct them. Children know whom tendent, or Board of Examiners, as