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Oh, yes; we can so far conquer our selfishness for Christ's sake, that at last we shall very much prefer other people's happiness to our own.”
Pierre looked thoughtful, but was much comforted, and so far reconciled to life, that the call to supper and nice hot cakes was by no means disregarded.
One pleasant Saturday, a few weeks after, Pierre rushed in with a bright face.
“ Well, sister, it's done at last. I and Mr. Simmons have bought the sled, and it is a regular beauty. Its name is · Rocket,' and it's the brightest red. Oh ! won't Herbert's eyes snap! But now, sister, do you think it was wrong for me to wish for one too? There were plenty more beauties in the store, but they cost money," and little Pierre sighed. “Never mind” he continued bravely, “ Herbert is just the best fellow,—and I really do think at last, that if only one of us could have it, I would rather it should be he, and I think I'll give him my little flag, too, so every thing will be complete, and people will know the establishment goes for the Union. And oh, sister, I almost forgot,-examination will end Wednesday, and I'm to have the honor of presenting the sled. But do you know, I'm afraid Herbert half suspects, for he is in the greatest spirits, and says he knows something splendid that's going to happen before long. Some of the boys have got hold of it, too, I'm sure, for one of them said today, · There's something going on right under your nose, Pierre, but Dutch people never get their eyes open till 4 o'clock.' I was so happy I didn't mind it a bit, and only laughed to think how much wiser I was than any of them."
The great Wednesday came. Herbert and Pierre passed very fine examinations, and at the close Pierre arose to deliver the speech which had been carefully prepared for the occasion.
“ Herbert Bell,” began Pierre, but, (iiow awkward ! )
there was Herbert coming forward, too, and beginning" Pierre Vanderberg-"
Keep still, Herbert,” whispered Pierre," I am to make a speech, and present you with a sled."
* Just exactiy what I am to do for you,” whispered back Herbert, with a merry laugh.
Poor bewildered Pierre looked imploringly at Mr. Simmons, who rising, said --
" I believe I shall have to decide this matter, and say that the sled belongs to Pierre Vanderberg, who has ten inore good marks than Herbert."
*0 Vr. Simmons," cried poor Pierre, but entirely broke down, while Herbert slanok his hand as if it were a pumphandle. Lois wiped her eyes in a corner, and the boys, who were all in the secret, made the old school-room shake with a perfect tempest of applause. -Selected,
THE GRAVE OF LYOY.
They have borne him away to the land of his birth,
Ah! sad is the requiem we chant o'er his grave,
Not alone in the hearts of his kindred he lives,
Where his ashes repose with the graves of bis race.
H. M. G.
BE PATIENT WITH CHILDREN. “ Ye have need of patience !” Nothing can be more true than this, and nothing is more applicable to those who have to do with boys and girls. There are so many prov. ocations which demand endurance, so many faults which require correction, so much carelessness which provokes rebuke, and so much perverseness which calls for firmness and control, that “teachers of babes, if not of a temper absolutely angelic, need to have “ line upon line-line upon line, precept upon precept-precept upon precept," to aid in the work which has fallen to their lot.
There are so many temptations and accessories to impatience, too. It is so easy and so natural for the strong to tyrannize over the weak. Absolute power is too frequently abused; and the power which a parent or a teacher exercises over a child is so far absolute that immediate resistance can be rendered unavailing. True; the parent has parental tenderness and love to restrain the impetuosity of impatience, but the teacher has not; and if parents are often, in spite of natural barriers, impetuous, what wonder that teachers are so, too.
It is less trouble, so far as the present time is concerned, to blame, and scold, and punish a child for negligence, stupidity, or misconduct, than to explain, reason, and in. struct. It takes less time to box a boy's ears for being mischievous, or to push a girl into a bedroom “ all by her. self," for being idle, or talkative, or troublesome, than it does to investigate intentions and motives, or to inquire into causes; and we do not wonder that the patience of the most patient sometimes gives way; but it is not the less to be deplored when it does give way. In one hourin less tine than this--in one minute, evil may be wrought which will undo the work of months, or which years of judicious treatment will not obliterate. Do we say, then, that children should be indulged and pampered, and their faults overlooked ? No; this, again, seems easier to the indulgent and self-indulgent teacher than the wearying work of constant watchfulness and wise circumspection. But patience is as much required in the avoidance of false indulgence as in the banishment of undue or injudicious severity. It is easier, for the moment, to yield to the wishes and dispositions of children than to oppose or regulate them; but, notwithstanding this, Patience should " have her perfect work.” Oh, ye teachers of the young, ye have need of patience ?” And not patience only.
?" In the proper exercise of discipline, discrimination and keen perception must be united with it, or even patience will fail. Perhaps no two children in any given number are precisely alike in formation of mind, disposition, and general capacity. One will be timid, another bold; one sensitive, another obtuse ; one quick, another slow. In different things, and at different times, the same boy or girl may exhibit contradictory qualities, and yet there shall be nothing in all this that ought to be construed into a fault, or that should call for even a rebuke. Patience here will be lost in a maze, to which discrimination alone can furnish the clue, and that not always, for we have the word of inspiration to assure us that "the heart is deceit. ful above all things ;” but, in general, perhaps, the heart of a child may be pretty correctly read by those who do not, idly or contemptuously, neglect its study.
At all events, it is better to be credulous than incredulous-better that a child should ten times escape the just punishment of a fault through an excess of patience, than be once unjustly punished through want of discrimination. The memory of the injustice will rankle in the soul, and produce worse fruits there, tenfold, in after years, than will spring from the consciousness of having committed faults innumerable with impunity.
Teachers or parents never will or can deal wisely with a child unless they dispense with impulse, and scrutinize, in every possible way, what appears worthy of condemnation; and the best way to follow out this scrutiny is
mentally to change places with the offender-to be a child again-to divest one's self of all but a childish judgment and capacity—to throw back one's self upon childish views and feelings—and to submit to be guided by childish reasonings, and then, after all, if there be a doubt, to give the child the benefit of that doubt. But, oh! what a deal of trouble is all this! Very well; we are not think. ing aboutyourtrouble, but about the child's good. Though as to trouble, the best way of doing anything is the least trouble some way in the end. But by trouble you mean painstaking, time, attention, and regard to the ultimate object. Now, can anything in the world, worth doing, be well and properly accomplished without these ? Can a pudding be made, or a pig be fed, or a beard be shaven. without these ? Trouble ! shame upon those who, under the selfish, but vain, plea of saving themselves troublepresent trouble—make trouble for others in after years! Let them do anything, be anything, rather than teachers of the young.--Godey.
TEACHING ARITHMETIC. I am glad that -“ Modes of teaching Arithmetic”-have
been introduced to the readers of the Journal in the brief abstract of Mr. Dana's Lecture given in a recent number. As so large a portion of scholars in our schools make Arithmetic their principal study, it is especially important that the better modes of teaching it should be employed. Will you allow me, therefore, to call the attention of some of our younger teachers to one or two points in relation to these modes, not referred to in the Lecture mentioned above, which seem to me of primary importance, and which, if I mistake not, are very much neglected in many of our schools. WRITING THE SOLUTION OF PROBLEMS UPON THE BLACKBOARD.
Have you not oftentimes, Messrs. Editors, in your employment as teachers, when you have requested one of your older scholars to indicate with the proper mathe