While this must, I think, be the inevitable consequence in such a case as I have supposed, may there not be such a tendency in all elementary teaching? The teacher is occupied with children's work. He is attempting to convey ideas to their minds, and must do it in a mode adapted to their comprehension. For the time, he becomes a child himself. Now, how shall he retain, undiminished, his manly character? Plainly, by doing man's work as well as that of the child. If sometimes he creeps, again he must stand erect and resume the mien and gait of manhood. Comparing himself with the young minds whom he is instructing, he may fancy himself a giant. He needs, therefore, to hold intellectual converse with men, his equals and superiors. This will restore him to his true place. His gigantic dimensions disappear, and he again becomes a child. He who is always the teacher, regard ing himself as such, will form an over-estimate of himself; he must look at himself from another point of view, if he would correct the false impression and obtain a true estimate. He must be a learner as well as

a teacher.

is

The remedy, then, for this narrowing tendency of elementary instruction, or, if you please, of all teaching, is private study. It may be that there is such a tendency in all continued teaching of the same branches, especially if from the same text-books. It becomes a thing of rote. The mind by degrees becomes satisfied with the formula of words, and breaks not through the verbal shell to the fruit within. This tendency may be, must be, counteracted by study. It is a duty which the teacher owes himself. The rust which this mechanical process slowly collecting on the mind must be removed, that it may appear in unsullied brightness. But how will study effect this? Suppose the teacher is engaged in imparting elementary instruction. To be successful, he must follow nature's method; and nature never brings truths or principles to the child's mind in the form of science. The concrete, and not the abstract, is the form she always adopts for the child. It is what the child craves, and what alone his powers will enable him to receive. But the man, the mature teacher, craves something more. He must go down to nature's method, if he would benefit the child; he must lift himself up to science, if he would benefit himself. Suppose the subject of study is language, in its elementary form. He gives to the young pupil, little by little, exactly in that quantity and in that order which will best meet his wants. But the teacher himself needs to look at it as a noble science worthy of the maturest powers. Thus viewed and grasped, it gives breadth and comprehensiveness to his

mind. Order and beauty reign where before only was confusion. The narrowing tendency is not only wholly counteracted, but the mind itself is strengthened. It passes readily from one view to the other, yet ever keeping them distinct, and never suffering them to be interchanged.

Deeming this matter of the teacher's private studies-his efforts for self-improvement as one most intimately connected with educational progress, let me indicate the mode in which, in my judgment, these studies should be prosecuted. It will be remembered that my purpose, in what has been said, has been to consider the teacher's calling with respect to the teacher himself. Assuming, then, that he is prepared to discharge the duties he owes to his school, we inquire as to his duty to himself. We suppose him to understand the branches in which he is expected to instruct He can pass successfully the most searching examination. He is fully competent to conduct all the class exercises. There are two modes in which he can prosecute his work of self-culture, or there are two classes of studies to which he should give special attention, though these may sometimes overlap each other.

The first has been already alluded to. It is a scientific knowledge of the branches in which he is called to instruct. It is not enough that he understands the routine of his daily work; that he is master of all the knowledge to be gained from the text-books used, and from others of kindred character. He needs now to study the various subjects, not in their particular rules and in their detached parts, but as made up of a few great principles. He wants a more comprehensive, philosophic view, than any book, designed as a text-book, can furnish. The materials for this kind of study are not as abundant as they should be; but the teacher will find, in encyclopedias and elsewhere, single articles which will be to him as a precious mine. He must also bring his own mind to bear upon the questions raised. He must follow out the trains of thought which his reading and his daily school work will, from time to time, suggest. Let him commit to writing any principle that may occur to him as shedding light upon any of these subjects, or which appears to bind together facts which before were apparently disconnected, and destitute of any common element. Were a work like this entered upon by the teacher at the commencement of his professional career, and prosecuted steadily and perseveringly, he would find himself most amply rewarded for his labor. The superficial observer might not, from a cursory visit to the school room of such a teacher, infer his superiorty to another who had prosecuted no such course of private study; but its results would be none the less real. Sit down and dis

cuss with him questions pertaining to any of the great departments of ordinary education, and you find an enlargement of view, a depth and comprehensiveness, which inspire you with profound respect. You feel that here is no mechanical teacher; here is one that does not live, as it were, from hand to mouth, but one who has made large accumulations of intellectual wealth-whose storehouse is filled with treasures of knowledge.

The other course--and the two are not spoken of as alternatives, but as auxiliary to each other, and both equally indispensable-is, the systematic prosecution of some severe study-one that will task the powers to the utmost. We can not stand still. Advancement is necessary to prevent retrogression. Taking this fact in connection with the generally believed deteriorating influence of teaching, and the obligation of the teacher to study is most manifest. Now all experience shows that study is of little avail without a plan. It is not enough that one determines to devote one or more hours each day to intellectual labor, in addition to the ordinary preparation of lessons. It will do little good to study one thing for a few days, and then pass to another. Some one work or treatise, and that, if possible, the best on the subject of which it treats, must be selected, and the allotted time daily given to it until it is mastered. Suppose a teacher is a good arithmetician. He may spend a portion of each day in studying other treatises besides the one used by his class, or he may devote the time to the next branch in the great department of mathematics. He may take up algebra. Now I hesitate not to say that the latter method will be, beyond all comparison, the most beneficial. It will bring up the various parts of arithmetic in a modified form. It may reveal the fact, that there are things in common arithmetic which he did not understand, though he was not aware of it. It will, in truth, be of more service to him, as a mere arithmetician, than fourfold the time devoted to that subject itself. it leads him along much farther in that magnificent arithmetic forms the first stage. And the study itself—the effort to master these new truths, the mental exertion to solve the difficulties that are constantly coming up-strengthens him. Whether he knows it or not, he is constantly increasing in intellectual strength. Were there no contracting tendency in the work of instruction which needs counteracting, should the teacher remain stationary? Because his acquirements are sufficient to enable him to take the part of instructor, is there, therefore, nothing more for him to learn? Has he attained the stature of a perfect one, intellectually? The teacher expects those of

But besides this, science, of which

his pupils to make the most rapid improvement who have already made the most advancement. Why not apply to himself the same principle which he applies to the intellectual growth of his pupils? "To him that hath shall be given," if he labor for it, is as true of the teacher as of the taught.

Sandusky Public Schools.

In the October number of the Journal, a brief description of the course of instruction adopted for our Primary Schools was given. In our school system there are five secondary schools of fifty pupils each, averaging about nine years of age.

The regular branches taught, are the elements of the English Language, Mental Arithmetic, Geography, Grammar, (orally,) Writing and Drawing.

Classes are promoted, annually, from these schools to the Grammar Schools, usually about one-fourth of the whole number each year. They are passed only upon regular and fair examination, at or near the close of the school year in March.

The following is the order of exercises for these schools for the present

It will be seen from the foregoing order, that Moral Lessons hold a place in the daily course of instruction, as in the Primary Schools. These lessons are arranged expressly for scholars of this grade, and the exercise is conducted essentially in the same manner as in the Primary Schools-namely, in a cheerful, earnest, conversational manner. The following constitute a part of the lessons of the present week, in this department:

RIGHT PRINCIPLES.

LESSON XXXII.—EVIL SPEAKING.

1. If we know that others have done wrong, is it always right to speak of these wrongs? (Only when duty requires it.)

2. If you know that a brother or sister at home has been guilty of some wrong act, ought you to tell any one? (Your parents only.)

3. Would it be right to tell your teachers of the faults of your associates without any reason, except to do them an injury?

4. If we know that certain persons have bad habits, as swearing or telling lies, may we tell our friends for the purpose of warning them not to associate with them?

5. If we know that some of our associates have a very hasty temper, may we tell our friends of this for any reason? For what?

6. If evil is spoken of the absent in our presence, merely for the purpose of injuring them, may we silently listen to what is said? Ought we to defend the absent as far as we can honestly?

7. Some persons tell of the faults of their best friends to one or two other particular friends, and charge them never to tell any body else. Is this right? 8. Children sometimes mimic the actions of others without saying anything about them. Is this right?

LESSON XXXIII.-THE COMMON GOOD.

1. If you should happen to see a boy throw a stone and break a window, and he should plead with you not to tell any one of him, what ought you to do?

2. If the same boy should offer you his knife or twenty-five cents, if you would not tell of him, would it be right not to tell of him, for the sake of his knife or his money?

3. Suppose the same boy has stolen your book, and when you find it out, he offers to return your book and give you a dollar if you will not expose him; what ought you to do?

4. If you were to find one of your friends, or a stranger, by the road side, having been injured by being thrown from a carriage, what ought you to do?

5. If you were to meet a little child that had lost itself in the streets, would it be right for you to pass along and say to yourself, that " the crying of the child was nothing to you, that you had no time to attend to it?"

6. What ought you to do, if any one who has been unfortunate calls upon you for relief?