E^B ^ IMAGE EVALUATION TEST TARGET (MT-3) c^' %p J^/ '■<■'■ ^ //., ^ 1.0 ^ I.I 1.25 "IB ^ 1^ M 2.0 111= U III 1.6 Photographic Sciences Corporation # •1 \ A \ \ 23 WEST MAtN STREET WEBSTER, N.V. 14580 ( /161 872-4503 6^ ^m -^«^^'^^ ^ eanllig of the term in these touching and most expressive lines? '< John Anderson, my Jo, John, we've clamb (hit hill tlie-gUhn. And mony a canty day John, we've had wi anj nniihcr, » , , i j Now we mauii taller down, John, but nana in hand wo'll j:o, Aiidslsfip thcgither at the foot, John An- dersoiti'niy Jo." Id iome pursultu, it is perfectly possible to iucceed by the simple, but vigorous use of the powers we are naturally «ndo*cd with ; wo may feel no occasion whatever for calling to our assistanee the mental or the bodily iacul- ties oif others. I'l othci undertakings, how* ever we find a very great rcliif in such assis- Unce, while, in others still, our own unaided tMrtiona would prove utterly inadequate to the accomplishment of our desires. Co-opera- tjon then, is frequently most valuable, and In !Mmr,oa«cs^U.tnay bo tculy said tP be ior valuable. Sometimes it is sinipty nffreeablo or Uttle more ; nccclerailng the work in hand by the iuf..3ion of greater life and spirit than \here would otherwise be. Sumclimes it is much more than thia ; permitting time to be greatly economized, and allowing an under- taking of magnitude, and not of an uuifurm nature, lo be dialribuicd among individual.^, each specially, and it may be solely, fitted fur the performance of their own particular por- tion ; while in other ca^es, it is actually ;u- dispensible. Not to multiply ox.imples, wit- ness the combined eflbrts of a I''iro Company, actively co-operating to save life and property from otherwise irremediable dcsiruction ; or the crew and pa.-jsengors of a sinking vessel working with might and main, to kce]) hir afioftt till a friendly shove can hi gained.— HowCTer independent man miy di>.sirc to bo, there do occur emergencies, in wh ch he must acknowledge how much, under I'rovideuce, he has been indebted to a fellow-creature, or e7an to the brute Instinct of a being, in many respects Immeasurably below himself; liow dependent he has then been on co-operation, to make his own exertions of any value what- ever. An illustration familiar to cv^iy one might bs drawn from the good Monks of Saint Bernard aud their noble and sagacious dogs. , In Educational matters, very little good can te done without hearty co-operation, aud lo DO sytlein, perhaps, is it of greater conse- qucace thnii lii that of our Common Schools. The Teacher has to co-operate with the Scho- Iftrt and the Scholars with their Teacher ; tho Trosteoe with the people, so far as they caL io go with r*;i"fccl propriety, aud y*l hold tha interests of the School to be pnramoai»f and controlling ; and the people with th *^iislee9, BO long as they do not exceed their certainly extensive powers, but use them wisely and honestly. The Tri'stces, in addition, have to co'opcratc With the Teacher in his i-fforts in his own sphere, for the good of the School ( while he and they together, so far as it ii possible, have to strive to secure the active co-opcralion of the parents and guardians of the scholars. In all measures employed to advance the interest'? of the School. No small amount of self-denying active cxBrtlott is involved Although entire unanimity may be unat- tainable, it is exceedingly desirable. In the very establishment of a School, I consider it to be of the greatest importance to obtain the good will of the j'eoplc, to carry them with you, if It can at ttU bo done. Thai being ac- complished, the battle may be said to be half ,von— for a battle it very frcq.i .. y is. In almost every Community, there au- some, who, jfnot ot)cnlv, will covertly oppose progress of this kind, either from self-will or supposed self-interest. Kven where it U so, the matter may be prudently agitated and public senti- ment bee .lie thereby Itiore enlightened — - Some questions arc npt to look very plain iiif!e'\n\\<\ pi)iiit : it v.c iixeiseit, the effect will probably be to moderate zeol against opponents, and possibly, convert them into friend!^ Our own conclusions arc frequent- ly reached from premises whiih are not wholly warranted', but even supposing tUfem to be correct, there are few who are hot open to conviction of what Is really right, if they are api)roached in the light way ; a certain amount of prejudice may have to be overcome, and some trouble should be taken fur the purpose of securing intelligent assent to our own views if tl.cy are riftht, rather than seeking to drive tv"crylhiii;r impetuously before us, with tlic view of gaining even the best end: fjr there is truth in the adage, soleci-sm though it may seem, that " a man convinced against his Will, is of the satne opinion still,"' and will] any such one, there can be little satis- faction In working, and little benefit to be expected from a merely nominal apparent co- operation. It is well to start on a voyage with a fair wind, even if we cannot count on ils continuing so throughout. Schools may sonlotinier, be carried on withabare majority, but it i.s far betltcr, in an object requiring, co- operation, to enlist public sympathy, even at the e.\|iense of a little delay. Schools may have been commenced aud upheld, even in the face of strong and determined opposition, but I feel very sure, lu such cases, the oppo- sition would have been much less, and mighi; have died away much sooner, had not strife very naturally engendered, embittered and extended strife, and thus made matters worse than they need have been, occasioning re- course to be had on either side to action neither strictly honorable nor perhaps quite legal . Prudence is a woodcrful auxiliary to every species of enterprise. In very many of our Bettlements, the ability of tho people in a matter of this sort is inevitably limited by their circumstances. Let ns assume that, in buch n case, where most of the peopU •tf» hitre quite cnougli tu do to make the ends meet, 11 t'limily or two come in from iin older SL'tllemi'iit, amon)( whom there may bo n dozen or so of cliildreii who could go to Bohool, if t!icy had ii scliool to go to. The faculties on nny given subji'Ct. the rctt'Jirk may be aomelimea heard, "The teacher hnr» worked wonders ; that dull atui.id b.iy ho hii» aetually imparted life to, ' and in a ri-rlaiii sense it may be so ; yet, after all, what he hiii* - • ire the n 'W comers, in all probability, have enjoyed done, may mainly have been to secut ' 1, and co-operalion of the child. There may havo ' ' . . 1 .-!„;.. ..II.. u,. school privileges where they came from have a corredpoiiding sense of the evil of their children's {^rowing np in ignorance, and di'eail of the additional risk they run of doing 80, if they let slip the season when they could learn mostereadily, and be niout easily spured from home duties for the purpose. If the parents themselves have enjoyed the op been little common ground originally between them, but just as u pump at certain seasons cannot be made to work without some water being i>oured into it, so, by persevering ellbrta to get this or that truth lodged in the boy 3 mind, the Teacher has got nearer and nearer to him, till the-/ can at length co-openitc. On portunity which they desire to secure for lookers may exclaim with astonislimont, "NVe lu..!.. -i.ii.i .1 _.... ». u.. .1 .1.. : V« .1.,. I..... " iiMli.iiit re. their children, they mav, to some extent, by private instruction, jirevcnt the time being wholly lost to them ; but if they are either unable or indisposed for this (and how many are so, who ore yet anxious for tlieir children's udvanccrncnt) an igitation for a school may be commenced and pressed forward before the locality is realty rendy to support one. — The school may even be established, but as likely as not, along with the School may come difficulty and embarrassment from the causes I have supposed, and the school, after all, may never be really efficient; while, by going to work in a better way, the good will of all might have been enlisted, and the school thus made a real benefit from the out- set, in place of very probably being all the time half alive, half dead, and kept open for only six months ir ao in the year. In making such remarks, 1 would not ho understood as arguing against progress. What I should wish is that the anticipated results should be as free from drawback as jiossible ; that the progress that is made, shoulu stand. I would not say " Let us have a school by all means, no matter what amount of opposition never ihcuulit it was in the boy," without re- fleetin;,' that the real ditlicully was to L'et il 01(t of hira". A teacher, without having strained every nerve to obtain an entrance to the Scholar's mind, should never be heard to say, " I can make noMiing of that boy or girl ; I cannot drive it into them " Need we wonder at the Teacher's failure, wh'lo the spirit lasts that gives rise to the e.vclamation ; but, going rightly about it, what could never be driven in, may quite possibly be drawn out. To secure co-operalion, the Teacher must endeavor to guagn accurately the child's mind and adapt his instructions accordingly- laboring to establish symiiathetic action, to get a hold of the various faculties, and have them brought to bear on the subject matter of instruction. A lively, intelligent interest will thus be created, the steady attention of a scholar or of a class secured, and unmistakc- able progress bo the result. A striking instance cf co-operatlon between Teacher and Scholars may be given in illus- tration, from an account of a visit to a School in Oeriuany by the eminent American, Horace there may be to it," I would rather seek, Mann, while an exercise on Elementary Geo- to conciliate any opponents graphy was going on. He says : — " the in the first place, to conciliate any opponents of the measure, or those who might be keep- ing aloof more through ignorance Mian ill- will, and I think if their co-operation were thus secured, better and more durable results would be sure to follow. The Co-operation of the Teacher with his Srholais is of the utmost consequence. It varies exceedingly in kind as well as in de- gree. The one may at times seem to be pour- ing out, while the others are busily drinking in I or the one drawing out, while the others yield by degrees a more copious supply, proving that the co-operation is mutual and to some extent successful. In the case of the blind beggar, sitting by the way side and holding his hat for alms, the passer by may manifest sympathy by dropping his coin into into it, while the poor man is almost uncon- scious of having received anything. In some such way, the scholar may be getting in- struction atone time with scarcely a thought that he is doing so — there is little ajiparent co-operation with his Teacher ; at another, ho may be literally drinking in knowledge as from a gushing fountain — the ci -operation is manifest and palpable to both, and to any observer. The Teacher, as such, cannot work alone, but if iib does not work, can it reasonably be expected that those under his charge will do so ? The Scholar must see that hid Teacher himself works, to get him to work. A sleepy headed teacher is a standing reproach as well as an unmitigated nuisance in any school. The professed object of the Teacher is to Educate, and what is that but to draw out? not out of a senseless machine, but from a living, animated, more or less in- tclligeiit soul, to -wake up the intellectubl graphy was going " Teacher stood by the Black Board, with the " chalk in his hand. After casting his eyes " over the class, to sec that all were ready, " he struck at the middle of the Board. With " a rapidity of hand which my eye could " hardly follow, ho made a series of those "short, divergent lines, or shadings, em- " ployed by map engravers to represent a " chain of monntains. He had scarcely turned "an angle, or shot off a spur, when the " Scholars began to cry out : ' Carpathian " Mountains, Hungary ; Black Forest Moun- " tains, Wurtemburg; Giants' Mountains, " Silesia ; Metallic Mountains, Pine Mountains " Central Mountains, Bohemia ; ' &c., 4c In " less than half a minute, the ridge which " separates the waters that (low North-West " into the German Ocean, from those that flow " North into the Baltic, and South-East into " the Black Sea, was presented to view, exe- " cuted almost as beautifully as an engraving. " A dozen strokes, made in the twinkling of '■ an eyt, now represented the head waters of " the great rivers which flow f;om that " mountainous range, while the nildren, " almost as eager and excited as though they " had actually seen the torrents dashing down "cried out: 'Danube, Elbe, Vistula, Oder,' " &c. The next moment I henrd a succession " of small strokes or taps, and hardly had my " eye time to discern a large number of dots, " made along the margins of the rivers, when " the shout of ' Lintz, Vienna, Prague, Berlin, " Dresden,' ic, struck my ear. At this point " in the exercise, the spot which had been " occupied on the Black Board was nearly a " circle, but now a few additional strokes "extended the mountain ranges' outwards " towards Hio pluiiia, the children rcspoiulmg " tlio names of the countries in which Ihoy " respectively lay. Willi ft low more ftourishea " the rivers flowed oiiwivrils towards their "spvcrnl terminations, iind, by nnother siic- " cession of dolo, new cities sprang np nlong '• tlieir banks. »y this time the children had " hecomc ns much excited as though they Imd " been present at a world making. Tiiey rose " in their seats, they lliing ont both hnnd.s, " their eyes kindled, and their voices bocanio "almost vociferous, ns they cried out the •' names of the dilVerent jdiiccs which rose " into view. Within ten minutes from the " commcuccment of the lesson, there stood "upon the Ulack Hoard u beautiful map of " Germany, with its mountains, principal " rivers and cities, the coast of the (Jerman " Ocean, of the Ualtic and the Black Seas, and " all so accurately proportioned that I think " onlv slight errors would have been found " had it been subjected to the test of a scale " of miles. A part of this time was taken np " in correcliuR a few mistakes of the pupil---, " for the Teacher's mind seemed to be in Li.; " car as well as in his baud— and notwith- " standing the astonishing celccity of his " movements, lie detected erroneous answers "and turned round to correct them. The " rest of the recitation consisted in questions " and answers respecting productions, soil, " climate, animals, .Sic, &c." A more than common amount of innate ability was nn- questionablv possessed by this Teacher ; but if a Teacher is thoroughly in earnest, 1 would not greatly care from what quarter of the world he came, or in what quarter be pursued bis vocation: with ordinary ability propor- tionably good results would be secured. To secure the fullest co-operation, I believe every one engaged in tcachius should aim at being us thorough, as able, and as accom- plished a Tcftclier ns possible, and there is one means of power which I think it were well that Teachers studied more than they do—that is, to be so completely masters of their subject, whatever it may be, as to feel little if any neod of a Text Book. The writer just quoted from says, that in his six weeks visiting among schools in I'rustia and Saxony, (in the course of which he witnessed exercises in a great variety of subjects,) in no one cas-; did he see a Teacher sitting while hearing a recitation ; and in no one case did he sec a Teacher with a book in his hand. " His book, " his books, his library, was in his head. " Promptly — without pause, without hcsitn- " tion, from the rich resources of bis own " mind, he brought forth Trhatever the occasion " demanded." The greater freedom from the Text Book, tlie greater then, I believe, will he the probability of co-operation. There are some other points which, I thiiik, are specially deserving of a Teacher's consid- eration, in order that he may secure co-opera- tion on the part of his Scholars. He hUs lo manifest perfect fairness in all his intercourse ■with them, shunning partiality or favoritism, and even preference on any otiier ground than that of attention to study, or correctness of conduct ; and never suflTcring proper appreci- ation, on any one of these groi'nds, to blind him to inattention to, or disregard of, the others ; ever acting so as that in any pnrdcular he could, if necessary, ask his Schclars lo copy his example. If he does otherv ise, he raises a barrier, in so far, against co-operation on their part in other respects, — and iu this, indirectly iacukfites co-operation of a kind unauthorized and injurious. A Teacher can not have two characters a* he may have two coats, one for Sunday, the othnr for Saturd:iy ; be cannot have one character in the School - and another outside of it. There are some who seini to consider that they may. A greater mistake could scarcely be made. A Teacher must be consistent; if he is otli rwise his influence is incalculably weakened with hi-< Scholars. He has likewise to distinguish in his Scholars between STiTiniTY and i.mioi.k.nok — between proper rinM.\Ess and obsti.vaoy. If his Scholars have need of patience in one way so has he in another; remembering the example of the good wonit;n who persevered so with a dull child as to repeat the same thing twenty times over, and wlien remonstra- ted with for such a waste of time, remarked, " If I had given over at the nineteenth time, he might never have known it." Her patience was crowned with success. The Teacher has to strive to maintain an equable temper ; not, as it were, throwing the reins on the steed's neck one moment, and pulling up sharply the next. In this respect his practice of to-day, supposing it lo be correct, must be sustained by that which he pursues to-morrow. In yet another way, I believe, may the co-operation between the Teacher and his Scholars be fostered. I meon by the Teacher not standing too much on the Jignity of his otfice, and keeping the Scholars all the time, a^ it were, nt arm's length ; but, while guarc'- ing against frivolity on their part, or want of piopcr respect towards any one, ui.beuOing or rchixiug at ))rop('r seasons — being ready at times to join in any harmless amusement or healthy recreation in which they delight — not forcing himself upon them at such times, but causing them lo feel a pride pnd pleasure when he does join them — by always exhibiting even in the School-room a winning manner — governing mq;re by the look than by many words — knowing that the most acute pain, ns well as the most exalted jdeasure, may be communicated by tlie varying expressions of the countenance. If a child is dull in ollur 6tumoiit— stand before liiin, the lifflit "and Bimdo of hope and fear nliernntely " crossinR his eounteniincc — lift his nrms and " turn his body «a a bowler who hn.s (riv«a u " wrons direction to his bowl will writhe his " person to bring the. bull biu-li npon its Irnck II — and finiilly, if the Jittte wrestler with dini- " cnlty triumphed, the Teacher wonld perhaps " seize and shake him by the hand in token " of congrntiilntion , and when- the difllcnlty " had been really fonnidnble, and' the effort " trinmphani, he nli^;ht c I'ch np the child in " hi!) arms and embrace him, as thoiifjh ho " were not able to contain his joy. I?e might " actually clap his Imnds with deligbt nt a " bright reply, and all this so natunilly, and " so nnaffcctedly, as to excite no other feeling " in the residue of the children than a desire, " by the same means, to win the same " caresses." There is another respect in which, it seems to mo, the Toucher may do much to secure the co-operation ot his Scholar?, or to weaken that co-operation if it has already existed. It is this: — The School Hours sbniild a'ways bn regarded as belonging sacredly to the Scho- lars. To explain ; There are, no doubt, in many Schools, apparently spare raonients or longer intervals of leisure, when no injury it is thought may be done by studying on a subject unconnected with the school duties, and yet of some fonsequcnce to the Teacher himself. Still, self-denial should be exorcised bero; any personal attainments made in such a way cannot be hnd with a perfeatly clear conscience. If the Scholars are all occupied at one time preparing work for the Teacher's inspection, it is better that he should bo en- gaged with some arrangemi'nts for facilitating their instruction than have hi" thoughts buried in a study foreign to the duties immediately devolving on him. He ought, if his eye is o(f them, to be occupied with what he will find n) difficulty whatever in leaviut; at any moment, wliich, in fact, will not ' ngagc; his thoughts to the extent of prevciitin,L; his hear- ing or seeing what maybe g ling on around him Indeed, the Teacher's eye, during 'chool hours, should never really be wholly olT the Scholars, cither to direct, to control, or to encourage. If this is the case, if the time during school boni's belongs to the Scholars for the purposes of the School, and cannot be properly appro- priated by the Teacher to him:iliiieiil in nut nquirinft* the time to he made up, and that their con- sideration in this respect would operate witll stich a Teacher in the best way, causing him to be do\;bly careful to let nothing of the kind occur that he could possibly avoid. With reg.ird, on the other hand, to such Teacher* as could not be said to merit indulgence of the kind. I think they should on no wcniint whatever he allowed to make up lime on Saturday, hut should suffer for the loss occa- sioned by their own fault in a deduction from their salary, corresponding to the time tho children have lost through them. I think Saturday teaching under such circumstances, besidics being ilfegnl, would not make up to the children for the- loss, that they sJtould not he reqii reif to attend then on nny suoli coa- sideration, aad that, by expecting it of them, the good fecKng that should csiat will b« materially lessened. I would add bore^ that a Teacher who seeki to co-operate to the fullest »-xtcnt with hit Scholar?, to he regarded by them at all liraei as their firm friend, ns well as their valued and able instructor, will study, if he conlinuea for any length of time in a situation, to become every successive year better fitted than oiv the preceding for the satisfactory performance of all his duties. In other words, friin tho commencement, there will bo a marked progress from one year to ano her in fresh accessions of ability for the chnrire tile- teacher liold-'i in respect of literary acquirements and power, and r^al hearifclt sympathy with ibei Scholars. I would further remark that I think Teacher* should aim ai strict compliance with the law in respect of Text Hooks appointed and au- thorized to be used, avoiding considerations of preferen:c, unless the iiooks preferred can be adopted with perfect propriety ; using all legitimate means for obtaining the sanction of any additional works of real value and moderate cost, in whatever department of study, where it can be done without tni;ltiply- ing to an injurious extent differeul books on the same subject — doing this either by mean« of such discussions as have alr<(idy taken place at the meetings of the Provincial Teachers' Association, or in any olher more direct manner — and thus shewing a desire rather to co-operate with the Rducationitl Departmept and Council of Public Instruction than to ignore the existence of regulations eman.ating therefrom, or appearing to set these regulations at defiance, earclebs of the dilemma in which it involves those who have to ndroin- Ister the law as it stands. Let Teachers be themselves fully masters of the various subjects of study, and it seems to me their o\yu acquirements will bo sufficient, in con- nection with authorized Te.xt Books and other accessories fiirnished by the Educational Deparlment, till all tlify c-nn reasonably desire in addition can be used without any hesitation wliatever. } would still further say, that T think it is always well for teachers to co-operate as far . ns possible with each other. Within u certain rancte thev mav hold intercourse, and whether If, he ^3• ftvoiUiiK lli"m'flT8l of Uio "Tiiltinp" dftVH lei?'illy ]iriivi(Ir.l fur th"lr benefit, or tiy ny very mulerlilly n3«Isl ouch Olh^r, hv O'l-opcration of ii Itiml ulike plcmaiit »n(l proltaMe. I ihln'c it w iilil aUobi wll tliu Niriiiil Mc'inil Toici-ri fi-ou'i tin ciuntrv, aiii thojp nnre y Im'd ng o t ill -ft oi fi'jin mny Unnlf, .hiio ild im'c ijiuciilly to C^-'ipiMte with eixcli other. Whatpvor thiir dilTi-rent modss of traininc have bscn, nach misht possibly loiirn somiMliing from tho Othor, ani tho |)cculiar advantagiM enjoyed by one, bccoiiio In a iierfecily proper way, to soin? extent, common property of both. I would n]ir> hrtvo ("omrron ind SBTiarnte School Tencher," in their several localiticR to oo-opcr. ate. Vy doinj; 90, visilinj? each othei'ii schools Slid eMCoiirnRini,' each otlicr in their work, the fueling of isolation, or of conflictinR inlermts, would be modihed, and tho gimeral efficiency of our Schools of whatever class would, I believe, be very (feaor^lly and gi'caily pro- moted. Mor would I hav? the»o remnrkt to npply solely to the Tcnchei-B of our I'uhlio SchonU— all Teachers I think would find tho benefit of co-operation, whether ihey are emoloyed in Pibmc r I'iuvatk Hohools. Their work is, to a oonaiderahle extent, tho same, although it may somi^litics seem that tho interest of one autf^rs if that of the other h advanced. I think there would he le^s of this, and the fact, if it is so— or idea, if it is no more than that — would not do much injury if there wore more of that cooperation between tho Teachers, whioh 1 would advise and re- commend as forcibly as I can. Ilaving rolfcprcd at some lcnf(th to the co- operation of Teachers with their Scholars, I •hall not dwell to any extent on the importaco of iliat oo-operalion being reciprocal. Tho duties and interests of both arc in a good degree interwoven. I shall, therefore, merely Indicate a few points, attention to which on the part of the Scholars U of consequence, if that co-operation which Is desirable is to be attained between them and a Teacher who is properly qualified for his position, and who is anxious to do his best for them in every possible way. They will co-operato with such a Teacher by a uniform attention to study and to tho Teacher's instructions ; by exerting themselves to understand and master their studies, cheerfully bearing any little mortifi- cation that may result from the occasional superiority of others, and only suiftrlng it to operate as a stimulus to renewed application. If they do not aim at this, under disappoint- ment they will bo discouraged, and fail to oo-operato with theii- Teacher. By striving to be regular and punotnal in their attendance at school each day, and orderly In their deportment there, discountenancing by thoir conduct the scholars who are disposed to bo indifferent, insubordinate and trifling. ]ty being kind and nccommodntiug to all thoir companions, assisting them when they have tho ability and can properly do so, but never violating truth, candour, or rules, when ren- dering such assistance, By studying to be paterns of good conduct in or out of school, and the larger scholars especially, as the stroiig, being ready on every needful occasion to stand np for the weak and timid, when they are in danger of being tmpoged upon or tormented. By assUtIng the Teacher tn th* utmost of their ability In carrying out snch ri'gulatioin BH he m.»y have for the benefit of tlm school; and by no needless a.ssumptiun of con e»M>peri.. lion of the Scholais with thi'ir Teacher iit whatever studies llu'V aiP puisninir, workin^f ..'.At .» will," 1,1 them, how vpiy uiuoli Iif \i hi'Ippd ! — III some ipsnecls their tusk may ofii-n he n hard one. Alistiactioii or coiici-n- tiiiliim of lhou;rht. is not always encouraged by a boy's surroiiiidi»<.'S. nor is natural to l)iA yiiiin^' Idle, trifiiinj companions may exer- (•is»< ,k bad indui-'ico which it will require no Binii^l share of firmness In shake (iff; hut th* nviio (lifli.'ht the seholai feels in learniiig,th(» pi filler his eni'"ls to got rid of influenres that would chock his pro'.'if'.ss- the more delight will every ri.»ht mlmli'd Teachrr lake in in- st.uctiir.' hiin, and the inoip nhi'ity will he train to do it 10 ^rnod puiposo. They work on. nnd niuluallv stiinulnte each other. Coonciation. however, between the Sehol. ars nnd itielr teachof, need not andshnu'd not he coiidned lo stmlies. It may he noticed, in some sohooln, by the pretty iiosf'iray or hnn- quel on llie 'j'l'aclior's desk ; llic rosy apple, not forfeitcil hy a scholar, hut ),'ratcfully ten deird to the Toucher, nrd as /iiitefully received ; hy the kind look or word in pass- in,' 1 niid I' pqueiil'y at the close of the day'il exorcises hy the disli ihiition of s!ips of cnid niurki'd 'for pni.ctualily' — (or 'irood coiidui l' — or, 'for perfect lecitiilionV — Small mailert it may he in appcninnce. hut fur firm tviflinif in tendency or 'psnlt : all hein:/ indicative of syinpalhy-^niutnnl eo npnation of n kind inva'ueble in its efrecls on all. While a Teacher's work is rendered far plcRsanter to himself and will be more suc- cessful, in proportion to the general co-opera- tion of his scholars, the exertion.s of bothmay be greatly strengthened by the co-operaiioii of ihe parents or guardians of the scholars, or weakened incalculably by want of co-opera- tion, or by conduct which must positively frustrate all attempts to tecire it. There are several wayj in which parents may cn-operat< with the Teacher in his labours for the in-- struction and government of their children.' By maintaining orderly habits at home, and being willing to make some saerifiees cheer- fully to allow of their children attending with regularity. By attending to method, so n» not to prevent their being at school piinctna)- ly ; by keeping them supplied with Ihe Text Books that are needed, and giving them some assistance where they can do so at home, in preparation for the exercises of the following day By guarding as far as they can, against the formation of inj'.irious habits, and as one great means, not perniitling them to roam abroad indiscriminately after dark, but pro- viding for them at homo such recreations s» the^ can safely enjoy, witbont risk of con- tftmlntitlon from (hlMrKn wli03C pnronH f«- •rciJl! no rentrBiDt over them, bill siilTor them to come n.d Ro, wh. n niul wliere they •.lo.i»e. ' Hy (tivitiK reaionnble oriKiJuralioii to the clr- ciimHtrtiices i.n.lor which their rl"!'!'-;" may be pliicetl, so an not to expect of the rnirher wh*t be caunol fairly be expected to do lor them, In conscfiiiencc of an overcrowded iohtxil, Inniiffleleiit nccommodalion there, or merely occasional attendance. Hy occislon- ally TisltInK the nchool, which will not only Increase their intercH in the cdiicalioii of their children but pnt them in a better pogKion for jiidirinK what notice to tnko of reports chil- dlioosed to listen to o»erlnres for n cliiinp;*, on tlie score of economy, limili d nhilily or such considerations. There are thote who would recUUM^Iy do lo. There are expenses comiecled with a Hchool wliii^li it is no real economy but decidedly the reverse to forejfo, oirucliiift it may be, the lu-allh of the scholars, or the opportunity aHordtd them for study in respect of the internal arriiiiKemenis of the .School House or the supply of apparatus that may bo uBcfiil or necessary ; and I think the Trustees when they hnvo a thorouglily good and approved Teacher, practice a judicious co-operalioii with him, by coiisultinK with forj.KlKinK wnai nonce .o "'^" "'; '^'•^- , " , „,„, ,pi„„ i„ a Rood measure Bui.lcd by liim Sch° raS'r m^Vketobtlin "^X 1" r-.-'o^ su'J.h matters as naturally fall WHICH, Hi »'7"7 l';^"''" ,. ' jyc bv the no- m..sl wilhin his »pli«ir ol uctiou. I mu'ht ic ?L» ?:::■: ,<,r"a IV tlk": of tlL by fer particularly to prize, for the Scholars, and ticE that is inconsldorately takan of them by others. The Ralepr.ycrs, whether Parents or not, •hew a wise eo-o|ierali(m I believe if they are appealed to, by cheefully sanclioniuK such outlay as the interest of the schoo; seems to demand, whether in respect of Teachers Salary, School accomodation, Furniture or AppaVatns; by avoiding the error of appoint- ing Trustees merely because they are sup- posed to be favorable to this or that particu- lar measure, or forany reason whatever other than efficiency and ability, so far as these can be ascertained before hand ; and wlien- ever rumours of dissatisfaction spring up, by receiving ihem with caution and allowance for exaggeration, neither condimning an ac- cused parly without a hearing, nor circulating «nfavorable reports, but ah ays siispendiiig judgment till facts are fully and propeily elicited. To do otherwise is frequently to co-operate with the designing against tlie Innocent. The success of the School and the comfort of those most nearly and constantly concern- ed, is dependent materially I believe on the Co-operation of the Trustees with each other, with the Teacher, and with the people. 1 be- lieve a great deal of harm results from parly work and a regard to private ends in the in- judicious appointment of Trustees as well as in the selection of a Teacher, in place of t'le real interests of the school being placed first and foremost in point of consideration, and everything else connected with it, taking then, a naturally subordinate place. There should be nn effort on the par* of all the Trustees to act in concert; and while, in some coses, it may be ditKcult, and in others impossible, to secure unanimity, the fact of its being so, even frequently, should never prevent the attempt in a kindly spirit to ar- rive at it. Their duties are important, their powers extensive, and the responsibility oc parti the most fair and cquiliiblo mode of distri- buting them, keeping always in view,n strict regard to real merit in tlioao who receive them. I believe that the Trusleca should liltcwisfl shew that thev do co-operale with the peoido in a rea.sonnble way, by never appointing special School Meeting.^ nt such times, as will not be generally snilablc for all who have the liberty or privilege of attending, and by perfect openness in all traiisncUoO!* connected with the School ; recording pcrupiiloiisly every item of expenditure, and carefully cora- l)lying with the law in respect of socuriiy that should be given bv any who uru appointed ti hold school monies. This is IVeci'.ienlly unwisely yet aystenmlically neglccled. The Trustees should likewise co-oiierate with the Teacher and wilh the Scholars, not merely by attending tiiochxl public cviiniinalioiis of the School, but by ocrasioniil visits, paiil in a friendly spiiit ; noticing progicse and ui>- holding the Teacher's au horiiy and by en- couraging the people to establish and bus- taiii a good Library us soon as they can do so. My belief likewiso is, that the Trustees'' manifest a proiier co-operation with all par- ties interested in the school, by avoiding any action that is not strictly vnrionted by law. I have referred already to legal teaching diiys, and 1 would notice in addilion, a some- wliiii similar indcpmidont mode ol woikinj which is very common niid lias the nppeni'- aiicc, but I believe merely llie appfariiiice of greater fairness, 1 do not think the cX|p«nse of providing the firewood in miy school should be exclusively required of the pureiils of the scholars who attend. I think the expciiso should be borue tia the law directs by all th^ : rate-payers. The parents of Stiiolai c whq ' attend at all regularly, l>y sending them tf>.. 01 casionally felt to be burdensome, leading to school, contribute to keep down the sehoq a desire to get rid of a portion of it, by means rate to the whole. Their httaring in iidditiqi^ - 'the whole expense of the tiicwood, is a con- cession tWey may pcrlmps voluntarily iiiake, but which, it seems to ine, they shculd iio» have the ojiporlunity of making. I can utidtii- stand that by doing so freely, they may be- lieve they "liulp more fully to liecuie the general goodwill of those who, seemingly, . . have little or no interest in (he school, und on Trustees is the appointment and retention ^^^,^ ^^ cotributn materially to its supporl if possible, of a frood Teacher in the School. ^^^^ ^.^^j, ^j^^ ^^^^ jg ,j„g ii„^,_ jf ealculatcc .J get rid ofaporti . . neither in accordance with law nor sound policy. I do not think any Trustee should Ue content to occupy the position of a Cipher, nor any one assume the entire management, if others, of ordinary capacity, independent judgment and honesty of purpose, are asso- ciated in the Trust. One of the most important duties devolving Kcal eOiciency and irreproachable character should be the main points to be considered in engaging a Teacher. When one ha* been secured with these requisites, and has borne them out while in charge nf the school, I believe that the Trustees' co-operation should rather be with him to secure his continuance with thsr., than with those who would be ally by itself, would scarcely be grud.^'ed by any one legally expected to bear it, while tho , supply '"of firewood, when obtained in this questionable way, is, I believe, often fur less re"ular than it should be ; and this irreguluiity , is a source of trouble, discomfort, and positivt?, injurv to the whole school. The more slriot. lhi» coinpllftiioo, III nverjr poulhlii wny, wilh Iho iHquiieini'iilK iif tlin liiw wliilo it ii'iniiinn n.H ii Ih, the )>i-ttnr I nrii |it>i'Hiiitil> d il will ho fur III!, mill lliitl liny micli iliiviiili.nt nil itie oiimioiiiilly iiiiulii I'loiii il, Imve lliuir coiiiii- piiriiliii.; (li'uwIiiiL'ka, HI) iM nut to lioiir nut all tliikt iniiy nomoliinc'ii buur^^fil in fKViir of th»in. I wiiuliJ uIdo Hiiy, lliiit wliile I ciiiild hitve •liiccrMly (Ic.ti It'll lliiit lliHiu IiikI lifi'ii no Sepitrttle Sclwinl!! wlmt«oinor, liiil ihiil our ailiniiiililu Ciimmim Siliool syMtcin liiid hi mi M iMiivHi'Hiil III in i>|i|>li('iitiiiii us, I believe, il in lilii.Mul ill iti) pi'ovi^ionit — i'iiiu't>ivin){ uh I do ihut it is tiltnil to incut the iieci-itnilieii of oil, wiihoiil eiici'oiu-hiii;^ on tlio iPin-l* of uiiy — wliile I could, for my own piui, Imve di-iiiied ■ucli a dlitte of niikitPia, yet, finilin^^ that SuiiiiriitH Srhools have be.-'ii le„'ally eAlahli;4li- «(l, I should wish, for the ;r(.|ieial iiileremu o*" our yiiuii^r people who ullfinl Hchool, to have coopi'iatioii in so far between the Truntees mill Sup|ioitiirH of ('i8wers as accurate and complete us possible. It is no more than justice to sny. that m a lengthened coriespon'dence with the Depart- ment, 1 hove never experienced anything but courtesy, attention and careful consideialiotl of mot lets submiiled. Replies have b"eii iec« iveJ, not perhaps, always so explicit in character as might have been thought desir- able, but explanation always given when solicited, on any point which might have in- volved donbl OS to the meaning of the advice vhichhod been asked or the opinion that hud been desired and I have more than once experienced the cooperation of the Depart- nient, when it anpeared proper to make appli- cation tor a giaiit from the Poor School Fund, to scl', ols struggling to maintain an existence, which hud been weakened by particular cii'cunistancea. The duties devolving on Local Superinten- dents of Schools whether ernployed for County or Town' hip Municipalities, are very Clearly defined by law ; and, if these duties are perfoimed in the spirit of the law, not as mere matters of course, but with a degree of interest corresponding to their importance, np #MMtln< thnt ihe-^ U « km )ii«hlf ni<-Miirt nf filiii-** for th»li dii|.h«ivi', i» wiilii lifld lur- Uinly vximt lor vuIumIiIii cit i)|iitniiiciii. | Ciliiiiotiiieiik of llii*v mine hiu hcMii (HhI >if n ili-nji^ im Ow pitit of the trcHt iimj.iiily of hcIi.h.I iiiistcca wjili Hhom I hitVtl h«l| lIlllMTlHIIIIl', t>> CO ll)ld|l|H •CliVHijr III HIIV HlfHtllll-ll lliKt |>l 11111141(1 |.i liicinwH I ha flUcii-iicy ..f llii'ii (I'hoo!*. Tlitf • tcc|iliiiin I hnvf ini-i wiili h«vi( Iipvii ho Mr*", ilmi, wlih Hit ihi) irnod ih.tt iiii.'ln 1... • X|H!i'lrd lo riMlilt in N'.iiih ii'.sliliil|.(ii of Ttiwimlilo lloiiid* of 'I'mhii.ih for lh(Hta nf School Mcclioiin, I Hhfiiild lut loih lo loiiH the hi'iiily iiiti'ii'Ht cxhiliid'd, iind luhoiioim, nelfdiMivliiir H)ilion put forth in in«ny It CiUP, for ilin liiMiulit of llic nchool liy \\tn»o iieliii^ nn Trii«lci-ii. The {JooppiHlioii «)f n LoenI Siiiitiiiiiti'iideiil is, howwcr, fit" (|iipiilly fulled for, iiidi>|M-iiili'iitof liin oidinni v vIhIu to lh« scImoIh uiiiI i'lMieriil coru'ipoi'i dfiice rHioflolliii Ihi'iii, at Httuionii wlicii thai calm, dnlitierHlR iitlcnlioii, cun «cB>»'cly l,» (riv**!! to niiilli-rii of i'oii)|iliiiiit. Hhii'h they require, on iiocoiiiit of ihi'He conlfiliiliilii Imv- to he lod;i>H Hi ti limn wliuii olhiM diiliuH hiiio tohontteiidfd III. thill cMiiiiol lie pout poncil — Uf cnurNR if ihiit eonipltilu no oficritlioii ihiit J« alwHyK dcHirHlile niiioii!; the inhaliiliiiila of ■ School Si>iiil teuihiiix davii iiiid T«xl Mouka — I'v HiMKiininiiij' iln'ir mliul«i»' infiucitii'*, and Hiiit iii{ lo gvi a wiilrunake ■ oiiil exi-ilrd itlid niiiiiiluiiiuti — liy cximi liiri|( d itL'iiiniiialinii, pmclibiMjf piiiitnii', ni.d tiiiiu- if>-ai!iii{ (aiiiKiM loMaiU iliflri ui all limK) and NHukio;,' to ni>(uiti iiiiiliiu. iuipiutuuitiit ill iiili'ieoiriu Hiiholhi'r liiu'hir*. }*fh'>lHr!i will co-operiitt' for llie gfiotl iif ihli Mrhooi liv dtli;{Vi:i'i-, iK'lHi'veiiihi'i', jtiiii'tiiHlliy and Nli'udint'uiipiul good conlliirl — liy ktii'liiiu u v.iiiili ovei ihi ir toiiL'ni'i uht'ii li-inpli'd lo muy itlilll >li mld.liu uiiAiiid — lir exliihiliiik' n iflpMil'iil d< nitiinor, niid ehiMiihiiig a jfriilLl'iil (ij>iviit(> ro-opeiale for ihe trood (if m!I liy eliltivuijiit; hui itiony anioiij^ tlieniHi'lvcB — liy ifiliiiix' and kt . iiiii»r a ({nod 'IViichiT, lemnniMiilin^r liiin Hidirinilly, aiid (MiiHiilliiii; willi liliii how hchl lo ini'i'l liie ival t iililH of the School — liy IiiUiil' itqiiiijltf ('I'uillv, Uiffiiujf ciKuiiisiiiinliul di'lailN nf all vri 1 lirlilun., cinnliniii;^ rniiuielent Alidilom, nnd iiiililiiilllii;; hon(«t and (liAlinct ai'cnmilii of proccrdiiiu'K— '>T L'liiini! a jjood Lihrarjr HH nonn iiA poHhilile— liy moI fihiikin;; icMriorni. MlilV, nor liiindlVniiiif ihfii'H iii'idleiHly |o . office of fVhool TriiMfu U not liy any means oiherH-liy not tnnkinjf lawn i.f iluir own, or coveted, there in Beanely a ai-imoii wiihoni ianellMnin'..' sneh as inav he rnndc. of n nainre •nniB exciiiii:{ cont.-M liy others, to get this or to conflid wiih ilieexisiirt r Si-IkmI I>»w— and that indiviiliitti elected iVi fill It Ij leal fliinerinfetidi'iil!! ihiiy fi-eqiienlly lie considered to he wantioL' in pinpir sviii|inlhy with petitionei-H, or with reinoiinivmilij when •llemlioiiR K-e ■nn 'hi fi r afTi'i-liiiir Union Hehool Sertionn. This is nrolmhly i levilable Onder the drciinislnn.-rH. .Sneh chiin'/eMnhon'd Vttrtai'nly never lie mado witlionl due deliliera- lion, and this I have fto donht eiil .^ineiiiilendents with Toachers, I wou'd add. is nf irreat conse- quence ; and I luuit say I have fuo'id Teachers, a' most wilhoiit exeeption, Tiiodt ready and willuitr t" act on advice given — to lend iheir cn-oneration to the carryinj nut nf measures which il was Iielieved would henefit llieir Rchnnts or inrrense f heir nwn nhilfiy to discharire their duties with credi'f nnd success. I have fnuiid iheni frequently quite ready to rnn personal risk in securinij Text Bnoks for their scholars which thev felt wore needed, •nd which nthnrvvt'se iniixht not have heen irnt for an indefinite period; and tn he at personal niitlay for Prizes when they coii'd not he ohtained in the ordinary way ; and I have »lwa»8 found ihem thankful for any su'/iregiinn hy not ini«inlerprelinr the law to miit iheir own purimses, when ihoie niav seem tu be • va"neness in nny of its prnvisions. I'aieiits will shew n judicinu* ro-opernlioii hy nliiHyin; order and nyslein, and some self- siieificeni homo to allow nf thiir chr!di>n heitii re(T|i!ai|y nnd |ifiiirt»mlly at School, nnd hy elviuL' them what help they can in piepnr- Inur presciihc'l fiisks — hy nininlainin); kind hut firm confrol, mild innkini.' home nltracrive to their chi'd'i'n, sons In nflcr them no induce- nienl In choose improper nssocfales nnd wander nhioad n' imnroner limes— hy visilin;; ihe .School occfisionnllv, npholdiii); the T-nehor's niilliorilv, nnd discoiinteiinnciiT)|^ TTi/e-fie-jn'ng' — md thx People will further the coni'eiiition of nfl pnrfies hy selerlinj; Tiuslees for nn other renson than leal inlereit in the .School nnd undeistnod efficiency — shunninir parly snhit. whether nnlinnal, politi- cal or reli'.'ious. in mnkinir such nppointnienlf j hy choosin? n fit Auditor of School Accounts, nnd snnctioMi'nst wise exnenditure for whatever pu-pn«p. when eonsu'ted. Innhilily to fulfil one pnri nf try prescrihej duties ho comp'elely ns I sh.niild desire, has induced me to lav these thnusrhts in their iiresent form hefore those whose cnnperalion I have a certainty of. nnd others whose cooperation T earnrst'v derive lo see enlisted in so good n canse. The System does not which mijht lend to the mnre areneral cooper- nlwnvs set the hesi chance lo shew what it •tion of others with them in their work, tiii'ht clTecl, were there less of jealousy and renderinz it easier and nleasanler. selfishness nl work ; hut with uniied. enerpelie It may he well hefore clogin? these re- and wise nctii.n on the tiart of its friends, mncfc marks, to jrive a brief Boilome of the most (rood ns it has assuredly hron;rhl ahoutaliendy. prominent fenlmes of d^sirahle Cnoperntion very much more. I lieliVve. will it nccomplish I have pointed out, so far as local influence, in the future. I^et its friends take courajre, the most important of all. is concerned. ,„<3 under God, access will crown their labors. Teachers, then, will shew a wise co-opera- ♦ion hj conijsteney of personal character and Printtd at (he Obterrer Office. Elwa.