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 1653 Eost Main Street 
 
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 (716) 482- 030(/- Phone 
 
 -(716) 288 -5989 -Fox 
 
 
THE SENSES CONSIDERED 
 
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 ^ijLATION TO THfi SCHOOL. 
 
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 • LOCAJf 8UPBRINTBNI)BNT OF SOj^OOLS FOR IJORTH WBLLINtfTON. ' 
 
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 " It shall l>e the duty of the Local Superintendent t^eliver, in each of 
 ^ ^ ' liis School Sections, at least once a year, a Public Lecture on some subject • 
 , connected with the objects, principles and means of practical Education.*' , '% 
 — iCow. School Act, Sec. 91, clatise 5."} 
 
 
 
 
 
 
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 A SCHOOL LECTURE 
 
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 lATKVER may Mt, by any poMibillty, lui a Wp or a Ain</rane« ill 
 Ihe education of the younjr, luuHt merit the noriou* attention of tho 
 Teachor^i^o Parent, of any '\\ short, who are intoroHtcd in their welfare, . 
 Such, in bcrUryaya, do tho Bodily Senses prove thenisolveB to bo. They 
 are indiBpcnHiQlo to the jicquisition of useful knowledge, thoy arc in their 
 highest vigour in the season of childhood and youth ; and yet they oftett 
 stand in our Way at that- particular era of our existence, if we are devoid 
 of consideration. Heroin lies to tho young, tho value of^wiso connsellori 
 in their Teachers, fully as much as of able instructors. For this reason, 
 there may be a want of wisdom observable in emploving extremely young 
 teachers of either sex, whcf, however well qH^lificd in all otlier respects, 
 cannot commonly bo oxpccted to possess li maturity of mitid much be- 
 yond their years. Never will tho mind bo in a bettor state to work oil, 
 tham in early school days, and, if not secured by the Teacher then, and 
 guided in the sight course, evil influences will, most assuredly, be aH 
 too successful in leading it astray. It is at this critical period that, a« 
 thepoetsays — . ^ ' .^ '^ * 
 
 " The mind, impreasible and Boft, with ease , . 
 
 Imbibes and copies what 8ho hoarn and seei; 
 •And, through life's labyrinth, holds lust tho clu* 
 That Education gives her, faUo or true." , 1. ; 
 
 To be of real value, the Education must bear on the whole being-* 
 physical, mental, moral, and religious. The latter is mentioned last in - 
 ' order, not by any means because of its being of secondary or inferior 
 importance, for tho directly contrary is the case ; but on account of the 
 attention that is given to it at our Common Schools, being inevitably 
 limited by the circumstances in which we are placed, these institutions 
 bbing literally "common" or open to thei children of those of every 
 creed, who choose to avail themselves of tho benefits and privileges the^ 
 holdout; so that while, under legal authority, the Word of God is 
 read i^ihem, and prayer is offered to the Almighty, no ofher more 
 direct religious training enters into the daily routine. This being the 
 case, the more attention is requisite on the part of the Teacher to the 
 moral training of the scholars, so far as he has the opportunity of 
 furthering it, whether it be by direct or incidental methods; so that, 
 while making progress in the various studies prescribed, there mapr tkn- 
 dorlie alt, that which alone can afford the hope of their provitig of 
 substantial benefit to the individual and to mankind, ihat " feai^ of tho 
 Lord " which is " the beginning of wisdom." 
 
 ' While the bodily senses to ^hich I have adverted and desired to. 
 dipeot attention in what follows, may be of the very highest beaefit to' 
 those who employ them aright at s^phool, they do, OB th^ other' niand, 
 very ofteti lead the scholars into manifold transgressions; so that their 
 exdroiBQ has to be checked in some respects, while it is heartily enoour* 
 aged in others. ,Iu the subsequent observations I do not propose to 
 aavance any novel views. All that I aim atf is, to make some remarks 
 _ that may aid those who are using efforts to employ fiiithfully the 
 '■ Itlesiioga offered by <mr Oommon Schools, fmd to lead the young espe* 
 
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 Vjuilly to offer a more determmctl ronlntanoe to the dangeri whioh the/ 
 will probably meet, and whioh luay HonietiiiK^ be rqjprded aa invariable 
 aoooinniuiimontfl of Public SohooU, by tliomi who are diiipoHed, from 
 «pt>ciul oaiinon, to Unik more ht the utstadvuntatfeH inoitbsntal to auoh 
 iiiNtitutionH than at the benofitii whioh cwi aonroely be o^rwino aeoured. 
 Of all the H(kHIv Honmm, th« facuUicN of Hight and Hcmriiin will bo 
 admitted to l>o of the high««t vnliu!. The imjiortunco of conducting a 
 onnHidorable pnA of the HtadioR that are porauod at aohool by meana of 
 the Kyo, Ik now, very gcnorully allowed. Wo thua (Ind ahjfrt Icaaooa 
 taking the placd of act tanka on jjonio MubicctH, or accompanying them, 
 creating far greater interest on the part or the ^holara, and leading to 
 tnoro Intelligont ocquainbnco with the aubjccts which laro htudied. A 
 bettor mode of fixing thcHc H'tudicB on the memory, and securing the 
 lively interest of the aeholara, it would, indeed, bo difficult to imagine. 
 Illu«tr«tivo teaching moy, from the very oom.mencoment of a child's 
 InHtruotion at Bchpoj, bo carried, to a greater or less extent, through- 
 eVery one of the studies pursued thorcj occasioning the feeling of plea- 
 sure, when formerly there exintod wearinosH, and only weariness^ alike 
 to the Teacher and thone he instructed ; whilcr, in addition to such 
 ttudiea as are pursued in every school, simple yet interesting Hupplemen- 
 tary lessons may soon bo given by ony Teacher of ordinary obility and 
 •orno love for the work, by the introduction .of some object or otner of 
 «ver^-day occurrence, and the employment of a judiciouB mode of ques- 
 tioning, that may draw <^ut what knowledge is already possessed, and 
 titt^rt.what more is desired or needed, in connoction with subieeta 
 Whieh have come up. ii;i the ordinary coarse of study, and without 
 deviating very greatfy frOm attention to them. Such teaching, it is 
 • true, may at first call for special study on tho part of the Teacher, if 
 be would bo skilful in this special department, and may seoKn to himself 
 Jnd to others to consume time that might bo employed more profitably; 
 but the evident benefit and quickened int'^rest will prove an ample 
 tcoompoose in most cases, 1 believe, for the additional labor it intolves; 
 Vhile thd Teacher, by degrees, will- accjuire ease in conveying his 
 thoughts in fewer and fewer words, and gam additional and most valu- 
 able powers to benefit others in this peculiar way. Not merely, how- 
 ever, in ^the actual and positive iotelleotual studies of the School, may 
 instruction by the Eye bo thus convoyed and greater interest awakened, 
 but even moral lessons may be given simply and yet, possibly, very 
 effectively* If it is true, as the poet Tupper says, and we think it is, 
 that ** The et/e eateheth in an instant what the ear shall not learn 
 Within an hour,*' and that " A sentence hath formed a character," it is 
 bUrelv wise, not merely to render our school rooms as attractive as 
 |)0Rsible, by the titmost taste that can be displayed in inexpensive deoo- 
 bition, but also to give promine^ice to such words of wisdom as, from a 
 Teaoher*8 lips, might often pass unheeded by some, but on whioh, the 
 eve being allowed to rest, may possibly, with them, prove an atenue to 
 ma heart. It seems to me, that we lose something, in these days, firoiS. 
 Hot keeping up in our dwellings this praotioe of our forefathers — the 
 pfAOtioe of bringing under our view, where we cannot help seeing them^ 
 (tphoHsms of the highest praotioal value; and we might beneficiidly 
 ^tttni tb suoh a practice, at all events, in our schooli. A writer oa 
 Miioatiui, who has himself aa a Teacher tested its Worth, recomueods, 
 •Hi tti^fUt ittdkietttal moda of oonvi^ing tboral leisons, ti^ eyaiy 
 
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 Mhool ahoult) h*T« tu>o Black Bownlif on on« of which notno vorM fVoit) 
 the Word of (lod nhoulil ho alwa^a oxhibittsd, a tlifTnrent oii« npiMmring 
 every dny. The «ye Uking thin in nt a gUimo, iiU«r»Mt iiiay bo uxoitud, 
 and th« truth iDitinotivolj, aa if wer«, initillod into aome luiuda, whigti 
 night uthiirwiiio hear It with apathy or iudifforeno«. 
 
 The more thoroughlv tho tflaohor haa hia own bodily aemmi trained, 
 the mor« HuorcrtMful will h« probably bti in tho diHohai^i of hia du.;ioa 
 in all ronpootD. Whutevuc, boiiotit uiutqru luindM might roooivt) from the 
 inatmotiona of thoHo who, although deprived of aight or honring, have 
 the ability to inatruot thoir ft)llowa notwitliHtniiding, it would poarcoly 
 be'^tho young whom we could oxpoot to bunoiit by-auoh toaohing. llow 
 almoat nopoleiM to them would be the tutik of >/oooiving inHtruoUon front 
 Buch a Houroe alone; how aad fur them if uono qIho oould be had t 
 Even where thene fuoulticH are itnpairod or naturally fuoblo, uiidrtr how 
 manifcnt und manifold diaadvantagCK muitt both Toauhor and Hoholara 
 pnorally labor — the one in communicating, tho other in receiving 
 toatruotion ; the one in noouring, the other in yielding nooojisnry nttt»n, 
 tion and obedience. Let uh merely glance at aome of the Hp<Hnul nm» 
 the eve Borvoa to a Teacher in the diaoharg^ of hia daily duty, How 
 
 readily, in a well-arranged and well-conducted school, can tho idlers b*'/ 
 detected, and tho diligent HoholarH noticed; tlie wmrce of any diaturlH/ 
 anoo reached, and the remedy applied, without the Teaoher'a changing 
 hia place, or almost Hpoaking a word. The well-behaved will meet his 
 searching eye unflinchingly ; thoHo ^ho are not, will moat commonly 
 ahrink firom it-^not alwaya perhapa, for aome are aa bold in acting » 
 lie aa in uttering a poaitive untruth, and if the Teaoher'a eyea are not 
 Often, aome ohildreo will cunningly elude tho blame they deaerve, and 
 even contrive to throw it on othera. It ia of no amall oonacquenoe to 
 save the lunga aa much aa possible by using tho eyes aright, and , apply*: 
 ing timely remedies where anything wrong is observed; and the acholan 
 will'very soon discover for themaelvea whether or not their Teacher 
 has tho right use of his eyes, and turn their knowledge to account, 
 Und^ a Teacher's eye, some of the scholars may very properly be culled 
 on, to assist him oocasionally in hearing recitations. Keul benefit mfiy 
 acorae from this plan, occupation being given to some who, if unemployeOi 
 would probably DO creating or adding to confusion; and opportunity 
 afforded for shewing confidence in others, in auch ap a Teacher feels he 
 (Dan safely trust with the temporary charge of a eluss, I^or, perhaps 
 while unable to propose any equivalent and altogether satiafaotory Hub- 
 gtitute, should serious exception be taken to a practice which sometime* 
 prevails, of causing particular scholars to look out for and- report to th^ 
 Teacher on misdemeanors of other pupils ; but a very careful appoint- 
 ment of suitable monitors, whether for reading or supervision, ia always 
 essential, and a constant general i^versight by the Teacher himself. I 
 would not seek, however, where it could be avoided otherwise, to use a 
 diild's eyes as evidence against his schoolmates, where any fault is di»- 
 covered, the perpetrator of which is unknown; since it is needful to 
 throw as few temptations to deceit as possible in the way of the young, 
 and they may be led, inadvertently, at first, into a process of deception, 
 by such means. We are ready sqmetime&*to tJiink that there are those 
 who can almost read the hearty detect its hidden emotiona, and praise or 
 blame with wonderful oorreotness independant of outward manifestations 
 
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 •f oharaetor, no intutUirtly aeotirtU |»hjr«iiognotni«iii 4o tb«y ■emu U> \m*' 
 To UM tli« languago of aiHtlh«r-«^ 
 
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 *' HomnliffiM, itt « kI«ik<«. Ami tiiitf^t ^»tt, 
 
 Ymtm imimIiI i»<l<l hull; li> lli> liii<>nl«<l«« t . 4|*t 
 Whflii nhnflly «liiwn(h iin th« rlumh, nr m»lM# 
 !■ Iiiworhifc III th» c»y«, whflii hoiifmt)r'« tifmn ^ 
 
 Brow, or the womuI l»fl«i<>f cuiiiilng la befur* lh««. 
 
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 Sucli a gi(\ hcMrorer, !■ iKNweMed by very few, and in iwaroflljr to bo «of^ 
 kid by any ; b^t apnrt from any n\i<Ai citraordinnry j^wfl*- of (HnocriimDnt, 
 Uiflr«tii or iii»y bn, gront power for good in th« human oyo, if it ia Hon. 
 •atly, fftithfully, and loviugly ompUiywd -. a apcoica of fancination, hoom* 
 whftl akin to Ibti of ooi tain of the lownr aoimala. W hat don* not aofcu- 
 nlly paHH uudor a Tondhor's cyo, ho cannot atrirttly b« hold rcuponaiblb 
 lor, although ho nmy ofUm havo to inv»!Hlignt4» and decide on oomplainta, 
 renpeoting diffioultiou which have ariaen among bin aoholani, when thoy 
 \; have been out of \m eight ; but ho should cortninly.havo open eyoa when 
 dansor evidently throiiUnw them: aa the hen gatfiora her brood under 
 her wmg wUco the hawk ia hovering near, A W|rnlog gUnco may.b* 
 the meunn of arnmling th« unnpoken profane <fr lingry.word; a tender 
 look may Btrongthon the timid and wavering acholflMrii, enoournging them 
 "T~T lo good conduct, when om the verge of tranRgreflsi^n. A Teaohwr miy 
 bo dijjiosod to abut hia'eyca in order to nave himaojf trouble, which he 
 feara may arise 'out of cenduot he ia lial^le oaNttnlly to obaorve. Thi» 
 ; however, cannot be right under any circttmatnucoii ; U even rendcm him 
 in some lori " art and part " in the wrong that emme^. He cannot ven- 
 ture to "connive" at what ho cannot cure, and "ovila not to bo endured, 
 , •nduro." It may bo quite true that, to cure certain <mlfl, may be'alto- 
 gethcr beyond his power, but he may at all evontB, pijt a check in the 
 way' of their commiesion, which may be followed up by others, indepen- 
 dent of him, yet aided by tho oounBol or hint he had originally given. 
 It were unwise however, nor would it bo right, to bo Hpeoiallv kioking - 
 out for delinqucttoion. Rather let ua as recommended by tho writer 
 already quoted, "• Trent lucn gently, trust thom strongly if wo wish theii' 
 weal ; or oautious doubts and bitter thoughts mil tompt the best to foil 
 .U8." Tho safeguard of some soholarB may be fonnd mainly, in the pos-^ 
 sible meeting of their Teachor'B eye. The consideration "He sees roe," 
 may chungo irresolution into deouion, nnd be the means of saving firoro 
 many a wrong action and many a bitter regret ; and a Teacher cannot 
 really divest himself of concern in his scholars, even when they ar^ 
 beyond his rea^h. He should, and I have no doubt many Teaohem do 
 feel a oertam r^pon^ibility, b^sed on what he may do whilo thoy are, or 
 what he might have done while they were und^r his immediate oyp; nnd 
 thoy likewise need to hove a wat^ over themselves, when no Teacher's 
 V eye is near. them. What-a blessed thing it would bo if the eye, like some 
 
 ' pbnti), bs.d a bias to light ; shutting itself at once to whatever was dark, 
 
 unholy, and sinful, opening only to whatever was pure and lovely — I 
 ' ' mean as a safeguard from pernicious influence from without. Tho 
 young, it is undeniable, do often run fearful risks of contamination in 
 their moral natures at school ; gnd a very watchful oye must be kept, 
 to shield them as fvr as it is possible ; and yet, what eye can really and 
 effectually do this but that under which nil now are alike. Teacher and 
 Scholars, and under whose scrutinizing glance all shall one day stand? 
 If th<q young OAQ be led to bear this habitually ip mind, they may come 
 to seek constantly JBU iuBpeciioa who roads theit very hearts^i aad iknuk 
 
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 to 4rMd and rafuM MlmitUno* to wlMtoimr ii known lo \m diim|«Ming 
 In Htm. I ahall only tdd, by way of Miiniiuary bar* : Tb« Tf*Mb«r 
 D«ed« to hMVii upciii ffyfM, to tm that hb pupiU ar« rmpiuywi profltabiy, 
 that llMlr inturMt in atudy doM not fltttf , that wboii it dciM, hn may 
 kindty adopt wmia ohai)g«, which, thottgh • aiotplo. fiiay y»4 ba 
 a aatialacViry rauindy. \l« nonda to hav« open eyaa, to <hito«t incnpiant 
 diaturbanoa or oonooalcd trtok«ry, and to mark any want of atriot truth 
 f\iln«fla or otJior Mp«ciiMi of immorality ; to nip th« oyil, If i( b« poaaibk, 
 in th« bud; to ao« who are roall^ dilignnt, and who ar« not; who ar« 
 trying to do right, and who ar« indiffi'mnt or <sar<iluaM about it, no an to 
 apportion to eaoh the due mocd of praiae or blani«. Ha no«da to havt 
 op«n eyea to oh<«k rudo, unmannerly oonduot,; to innul«at« mmaidora- 
 lion for othora, and riwpofit for «v«ry one in lh«ir aov^ral rvtntiona. All 
 thia in th« aehool. Abroad, he ia atUl th« Taaoher, although hia 
 Bohotara may not now bo undor hia dir«»ot control ; indirt«otly thay arti 
 ■0 whenovor ho happtuH U> come aoroiw th«m. Then, if h« thiuka and 
 ■eta as he ought, bia eyea may be uacd to good purpoae. He may be 
 tlw> raean».««' ahioldiiiK Honio tVctm many an evil, il he doea not throw 
 overboani, an noiio of hia oooo«rn, and as aome, it ia to bo feared, do, 
 ■U regard to hii fohdart when they are ono« ooUide of the aohool room. 
 Some Bcholara would aadly miaa their Toaohflr'a recognition; others, 
 who would not bo inclined to aeek it, may stand even more in need of it. 
 The yoholan, too, need to ha?e open eyea. If they are to be auooeeaAil, , 
 they mast be wide awake. Instruction will not oonie to those who tr* 
 net loQkihg for it. Th«y need to have their eyea shut to some things, 
 and ooen to othera: abut to the entioemonta of their sdhQolAiatca to' 
 lead them to trifle when engaged in study ; open to their studies all the 
 time the^ are pursuing them ; open to what it is really good for them 
 to copy in otheii ; abut to what may do thomselvoe harm m the oonduot 
 of others, or in anything that may injure them on whieh ^he eye lights 
 and ia pibrmittcd to rcat; open to opport,unities offering for forwarding 
 their own studies, or enabhng them propbrly to nsHiht othera in theira ; 
 open to every opportunity to do a kind turn to a schoolfellow, or to any 
 one besides ; .shut to allurements to disr^rd study, for the sake of 
 inferior gratifications, or to regard iel/ wholly or chiefly under any olr- 
 eumatuocea ; open, in short, to wliateyer is right to look on, shut ofosely 
 on evwything else.. 
 
 Above all, thejf need to seek sjpeoially, constantly) and very earnestly, 
 that the bodily vision may be guided by the njental, that the conscience 
 majr be ever kept sensitiyely alive— the bodily organ responding unhesi- 
 tatingly to its monitions or suggestions. 
 
 It seems to me, very foolish and very uselesa to discuss, as is some- 
 times done, the question, whether blindness or deafness is the greater 
 calamity — ^unless it be to increase our sense of the vastness of the 
 blesain^ comprehended in the full enjoyment of both these precious 
 gifts of a beneficent Providence, Deplorable in many ways ia the con- 
 dition of those who are either blind or deaf, mitigated as the evil often 
 undoubtedly is by alleviating oircnmstanoes, such as A keen perception 
 on the part of the senses which are unimpaired^ the symftethy that it 
 gmerall^ felt by tljpee who are in the entire posseasion of^ their senses, 
 and ohnatian rabmission and resignation to the will of CMd ; while the 
 dompensating goodness of jpod is often apparent still ftirther ia auoh 
 — " when the outward dnkneiB 4» aooompanied by « qnickettibg <ff^' 
 
 ti$ 
 
6 
 
 
 the Hl^ehenaioii of the inner faoulty, »nd where menUl organs, ftlive to 
 th« h«iboDie« of the unseen woi:ld, accomptny entirt inienslbiUtjr to 
 every external sound. As respeete the subjoot befin-e us, the ear ooeu- 
 
 ftiee a nDpst important part in connection with the school, ond in the 
 nteroourse of the scholars with each other as well as between them and 
 their teacher. To mention merely a few particubrs : A Teacher innst 
 hima«lf labor under no material defe<jt in respect of hearinj^ if he 
 expects to be successful to the fullest extent. Some might imagine that, 
 in one way, a Teacher's infirmity, in this respect, might rather be «i 
 assistauco to some scholars than otherwise, so very prevalent isthe habit 
 in schools of speaking or reading so as to bo almost inaudible, that the 
 v^ry peoulia;-ity of the oiroumstance would compel the scholars to exert 
 their voices more than they commonly do. I |im disposed, however, to 
 judge dififerenUy, and to conclude that it would not be productive of the 
 ^red result, at least not more than to a very limited extent; that the 
 /same drawba^ik would exist as may be found where a reading class is 
 placed at the extreme end of the school-room — some scholars speaking 
 better out, but others speaking still more inaudibly, frpm the increased 
 dbtanoe, and, consequently, having inaccuracies in pronunciation, or 
 otherwise, only more and more eonfirmed. It is a point of primaiy 
 ooDsideration in all good reading that it should be audible. There are, 
 of coarse, many other requisites, but this is the only one we 'have to do: 
 with at present. The more attention idl the scholars in a reading olass 
 oaa be got to give, the better, and the lets embarftassment pat in the 
 way of those who are naturally timid or diffident of their owh power*. 
 For this reason, it seems a good method, one that is not practically -^ 
 unknown, to make no corrections whatever, nor permit any, while a. 
 pupil 10 reading aloud > but w|ien that is ovar, to throw the reading, 
 wiith all its defects or inaoouracies, into the hands of the whole class for 
 ^eritioism. By this plan the scholars are taught to ^r with careful 
 discrimination, while any over^is:ht or error (rf' theirs is open to corree- 
 tibn by the Teacher himself, and the scholars' are not pat about by 
 oorreotions during their own recitations, which is liable to lead them 
 into many mistake they would otherwise avoid. It may be added, that 
 with respect to hearing, scholars ^require to be . cautioned against suffiBr•^ 
 ing themselves to be led mtrtif^ the mistakes of "others— letting the 
 ear take in the last heard sound, without fhe judgment being at work 
 9lo observe and correct the error that has been committed. 
 *" A correct ear as welt as a eorifect eye is of no small benefit to any 
 one, and Teachers do well to habituate their pupik to accuracy in all 
 ■ flitaiultaneous movements. 
 
 . When singing can be carried on in any school, as a relief from seve^rer 
 
 ^ttdy, an i^greeable r^reation and a healthy exercise, a few moments 
 
 demoted to it now and then during the day are, most assuredly, well^ 
 
 ' bestowed. Sweet sounds, no less than beautiful sights, exert a powerful. 
 
 'influence on most natures; and where the soitiments uttered have 'the 
 
 tendency of elevating, and nothing is permitted that is silly or wrong," 
 
 t^jkere can sdareely be two opinions as to the 'exercise bein^ profitable, 
 
 Ofie da^r thai has to be guarded -against in oonneotion vnth the ear, 
 
 * is hajiiitiia]; inattention, amounting to uneonstuousness, of what should be 
 
 .heard, such inattmtion bdng the ' rerolt of eentinned Jieedlessnew. It 
 
 is «NB«rk|Uy eai^ to get into ;ihe habit of not hearing. It mstMs 
 
 KtUA wlwtiber it 10 ^ sehool^ beU, or » ootamaad or ieqne8t,'0r ijrtimir> 
 
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 tyreyet, to 
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 r primary 
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 Mve to do 
 dingolass 
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 tion-^if the Bohoiarf at the time yre togaged in a pursuit that ^ 
 peculiar interest, they are very likely, unless specially watchful, to (urn 
 » 4eaf ear to it. Still, the sound has ^ne forth in their hearing, and 
 is a legitimate evidence against them if thoy are culpably dilatory, /H^ 
 an enoooragement and ?eal assistance if they'aire attentive. A pleasant 
 sound the sohodi bell, or summons to assemble, of whatever kind, always 
 has to the diligent scholar, when body and mind are both fresh and 
 aotive, at the oommenoement of the day; an equally agreeable sound 
 has the intimation " You may go,'** when the schoolday's work has been 
 concluded, and rest and change of pursuit are required. 
 
 The Ear, however, like the Kye, is in many cases merely the servant 
 of the heart, the will, or the aflections. It follows the impulse from 
 within ; is awake or asleep, confiding or credulous, as the case mav be ; 
 so that it is often not so much the training of the outward organ, that is 
 wanted, as the education of the moral nature which it obeys. The ear 
 and eye of a loving child, or friend, or scholar, will almost anticipate the 
 requeslfor desire of the friend, whose regard or smile is valued. There 
 is a speedier than electric communication at work in such cases, whieh 
 serves all the purpose of actual words. In School Booms as well as in 
 Families, how <rft§n do we find the same thing told, the same command 
 issued, and yet the same inattention to its performance, and why ? but 
 Just or chiefly because the loving heart has not been there, to res|tnd in 
 prompt obedience. It is indeed possible, that sometimes the tone in 
 which an order is issued, has something to do with the regard or dfero- 
 gard that is manifested ; some natures it may'alm(»t invite to disobedi- 
 ence. This, however, need never be, Commands may surely he givOT 
 with sufficient firmness, without rousing the opposition, which an im^ 
 table, querulous tone is almost sure to provoke. They may surely be 
 given in such a way, as in gejderal, to procure what is sought, in it P*®*"*" 
 ant mood and with a ready will. In all situations, and at every stqge 
 of our being, the ear, lik6 the eye, needs to bo shut to some things, and 
 open to othprs. In none more than in childhood and youth. Swift to 
 hear what will or may benefit, attentive to the instructions of the Teacher 
 in the school ; ready to leave amusement for duty, when the summons 
 Bounds on the ear; to leave ony pursuit, however attractive it may be, 
 .if.it cannot be longer indulged,' without involving disobedience. Open 
 also to appeals for assistance, not uncoBunon at school, where the strong 
 are sometimes disposed to tyrannize over the weak and timid, or torment 
 and annoy them. And it is no less needful, that it should be dosed 
 against enticements to do wrong, bad advice, or bad language; needful 
 to have the heart guarded from contamination ' through the channel of 
 the ear. Safety in certain cases, lies in shutting the ears, if* we cannot 
 leave the company we are in, as Bunyan's Pilgrims did, in passing throvigh 
 « Vanity Fair." " Example," the. poet tells us, " is a constant monitor, 
 and^good seed will die among thorns ; Gharaoter is mainly moulded h/ 
 the oast of the minds that surround it." We shall, most certainly, fe 
 oastinto the mould of those whose company we frec^uent by prefprenee, 
 whflfle language we persist in listening to, or whose misdeeds we willin^y 
 ' witniffiB, A Teacher may have to hear oomidcdnts which he would gladlV 
 disbeliesve^ and on this very account has to guard against hearii^ irim 
 piytiali^. He has to cultivate the disposition of bearing and forbearffig 
 loiohg his pupils, to check rather than enoourago the ditqposition of ohi^ 
 dreftto make |>etty oomplaintB, a^d to fimoy intended injursiiMbuUitidns 
 
" ' a 
 
 .„ '' - ■«'..''''. . ■ 
 
 of Iigfat-liearted frolic ; yet wliU« this ii w, he hu to ez«rt Deedfal 
 •uthority to prevent the minooB effecta of evil example, conniel and 
 aotioD, by the timely mm of aubh remedies as are ftt his oommand. Too 
 ready an ear be ought eertainly never to give^ if he is eonsoioos of not 
 e^rstepping the bounds of dsty, or negleeting any manifest obligation^ 
 torthe remonatraoces of parents, who may have been inflvenoed by the ' 
 aooounts given b^ their own children, and who would seek to prevent 
 ^e exercise of discipline, which had been rendered necessary by their 
 own failure to exercise it in season. Due protection has to be ainorded 
 to all the scholars, and restraint imposed on any who would act with 
 impropriety, inconslderation, or unkindness. AU in short, who arte con- 
 nected with the school, whether as Teacher or Sdiolars, have to take 
 heed tiow they hear, as well as lohat they hear. Failing to do so, the 
 wonit oonsequenoes must follow. 
 
 A few observations will suffice on the senses of Smell and Taste. — 
 There can be no reason whatever, why the former should not begratifiecl 
 even at school. A taste for flowers should be encouraged by the Teacher. 
 They minister to the enjoyment derived from more than one of the senses 
 with which God has endowed us, and, without the risk that attends the 
 Ratification of some of the othenj. It is pleasant to see them growing 
 in flower pots around the school house, or tastefully arranged on the 
 Teadter'e desk. They are in themselves proofs of the Divine Wisdom 
 and goodness. They afibrd pure and/fdmple delight, and are^nblemai* 
 ical of virtues and graces that are the fitting ornaments of the mind ; K> 
 that the cultivation of a spot of garden ground by the scholars, has not 
 only the recommendation of its direct and positive benefits to themselves, 
 in the pleasure they can at once appreeiate, but they may be led to 
 T(^ard it in addition as a silent monitor, teaching them to seek and 
 cherish such dispositions as are not indigenous to our nature, but which 
 by God's grace and blessing, may spring from it. And, if so, it is surely 
 of no lees consequence to guard against offensive odours about a school; 
 against whatever is calculated to create disgust; and foit>this purpose, to 
 keep up a constant circulation of fresh air, purifying t^e physical atmos- 
 . phere in which the Teacher and Scholars pass so much of their time ; and 
 removing by such means and attention to deanUness in all respects, what- 
 ever might taint it, or act hurtfully or even unpleasantly on the systenp 
 
 For the development of the sense of Tcute, there is no ^timate oppor- 
 tunity at school, ^cept it were in its cesthetic application, whatever occa- 
 sion there may ^metimes be for cautioning the scholars against practices 
 which have to' do with it; but it may not be out of place to make a 
 single remairk regarding the 7V)n^e, in the capacity of the oigan of the 
 WUi: Ai^iucb, in school days, it is peculiarly liable to tranf^reasioiL. , 
 It is then^ enbphatieally, the ofiendii^' member, and needs to be constantly 
 . and j^ously guarded, to prevent its owner being led into connUessdiffi- 
 culties and embsyrrassments, through that heedlessness which notoriondy 
 characterixes it. If the inner tongue, however, is sufficiently alive, «nd 
 permitted to speak out on every needful occasion, the outer organ will 
 be much less liable to those repeated acts of insubordination, which are 
 sure to bring down tlie reprimand or incur the punishment. The scholars 
 . will then be led to think Ifefore tbe^ q»eak, and to strive to speak thd 
 Jmth at ail times, without exurgeration or embelliahm^ni; and to afoid 
 BMF,op«r hinguage,80 highly o^sive to the God of Truth and HoUimm, 
 and to d iMMy^ iojurions to all eompanions or aaeofliates. 
 
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 The last of the ^Te Senses is the Kand^ for which abuDdnnt use is 
 found at school. It has its duties and its dangers, fully as uiuoh as any 
 of the rest. It enters into almost every kind of school study, as well as 
 every kind of school icrape. The hands, however, eveto in the work 
 
 Erovided by the Teacher, may sometinies be employed on what had 
 etter be let alone, I mean where disproportionate attention is paid to 
 oertain studies, at the expense of others ; - or where the practice of rules 
 iS'Obscrved, tvithout regard to the theory involved in them. At other 
 times, the hands might be turned to account much earlier than they 
 really are; for some Teachers ag well as parents, appear to have a great 
 aversion to putting slates and pencils into their scholars' or ohi^dren's 
 hands, before, as they conceive, they arc fit to use them ; but occupation 
 of some kind must be provided, and variety of pursuit is equally eeseutial . 
 to young children;' and, at a very early ,8tage, some good may be got 
 from feeble enough efforts, to imitate the letters or simple figures on 
 the black board, while the dagger to be apprehended may be almost 
 wholly imaginary. The hands, however, wo very well know, are Jre- 
 quently at work when they should be at rest. There is a natural propen- 
 sity in children to indulge in their use at times when they should be 
 otherwise engaged, and in ways which cannot bo permitted. When unem- 
 ployed, owing to whatever cause, school desks, or school books, or sohool- 
 mates, afford many inviting opportunities for their use. Th» true 
 remedy seems J» be useful occupation, by some means or other. It ha» 
 been well said — 
 
 *t Would Tou dam a flowing river, 
 ThinkiiiK it would cease to flow ? 
 Onward it must go forever- 
 Better teach it whore to go." 
 
 ^^* n^' 
 
 Let there be sufficient occupation always found for the scholars in school, 
 connected with their studies, vary them as you may ; and out of school, 
 let there hands be kept from mischief by having some pursuit provided, 
 that shall combine interest with benefit, in addition to the numerous 
 legitimate amusements that may be indulged in. Where mischief and 
 grosser evils prevail, we are quite aware that ft is, as with the other 
 senses, the hands are merely the organs of a will which needs restraint 
 of some sort. The Coiiscieoce, in such cases, is either ill-infoni^ or 
 callous; and that it is one or the other, may quite probably be charge- 
 able in no small measure on those who should have attended better to its 
 training. When the hands are made the oi^ns of unlawful desires, in 
 appropriating what they have nothing to do with, or of other evil passions 
 in any of the quarrels that occur at school, the heart is always the real 
 source of the mischief, whatever extenuating eircumstances may be 
 urged. It is the conscience that needs to be reachfed, the will controlled, 
 the temper curbed, the hasty word restrained, or the unkind insinttation 
 withheld, rather than the hands merely kept where they should be, and 
 employed as they ought to be. Still, they have their peculiar dangers, 
 against which, and the occasions of the danger, the youiig need to main- 
 tain a careful watch, and to be guarded by those who have more discre- 
 tion than themselves, and 1^ to look to a higher than human eye, and 
 hand, to be their continued and Ahnighty Guardian and Protector. 
 
 In the forgoing observations, I have endeavored to show, that, in 
 respect of Educational Tra,ining at school, oar Bodily Senses servftfer 
 use, for enjoyment, and for safety ; and that these Senses need always to 
 he nnder th« strict control dP the }Hoi(a\ Sensed m that the benefits whwh 
 
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 / 
 
it ift poiuble to receive from their emplovmeDt maj b« actatUy leoured, 
 that the eojoymenta mav be perfeotly legitimate, and that the daoMlrs 
 inoideo tally arisiog may be peraeveringly and resolutely ihanaed. Now, 
 we may have the unimpaired uae of all tide Bodilv Seoaea, and may 
 even have them in some degree under the control or the Moral Seiui^, 
 and yet, if we lack Common/ Sense, they will do us comparatively littla 
 good, and we may oven be justly culpable for failing to turn them to 
 right account. We may use them in such a way, moreover, as to do 
 ourselves and others serious injury. It is common sense and conscience 
 that, jointly, direct us to a suitable employment and improvement of 
 them. A fool's eyes are said to be in the ond^ of the earth, so that 
 what thoy should especially regard lies wholly unobserved by him ; and 
 the same is true with regard to the other faculties. What is given for 
 use, 'and is allowed to lie idle, is really abused ; the possible benefit is 
 removed, 4||^the ability to employ it in future weakened, if it be not 
 wholly deadened. It may not du amiss to remark, Xhat we must not 
 make too much of one sense at the .expense of the others. One who is 
 all eye, may have no etir; and one who is all ear'; inay have no eye. By 
 this I mean that we sho.uld seldom, if ever, place implicit confidence in 
 JfiJ one of bur aeniaes so as to become liable to reject the correcting tes- 
 
 timony we might get through the others. Seeing is said to be believing ; 
 but we niiay see numerous things from which we should draw very 
 unfair and unjust ooiiclusibns, if we wholly disregarded concurrent facts 
 of which we may be conscious. If WQ act on the evidence derived solely 
 from popular rumor, and let that outweigh every other consideration, 
 we shall, in all probability, do what is as unfair as it is unwise. Oom>. 
 mon sense arid conscience ard like the^^^balance wheel in machinery, 
 enabling .us to adjust our movements, and teaching us neither to approve 
 or (Bondemn while' we wilfully ignore anything that should exert mat 
 influence on^ur decision. 
 
 l?he iiodily isenses have been justly and appropriately dmognated 
 the gateways of Kjiowledgo*" Let these gateways, then, be jouooaly 
 ouir^edt b4 that, while all valuable knowledge has freedom -^ 
 Sntruace, ihat which is worthless or vile, however specious, may be 
 feaolutely eieluded. Let them, abovd all, bie constantly under the 
 'Strict control df Omnmon Sense and Conscience. That tliey, are so 
 
 - oftc», ooder no auoh control, but are suffered to act quite indepeddently, 
 is the reaaon, I believe, in no small measure, why we have not a greater 
 uoonnt of prosperity in our Schools. Wrangling and. bitterness will 
 neutralize the bedt efforts in the best cause imaginable ; and, so far m 
 future exertion is oonoemed, must weaken the hands of thoa^, who are 
 placed in situatiouB of trust and responsibility, either asTeachCrs of the 
 ypiing, or as Trustees of Schools, What headway can be made against 
 saofi #fficttlties, in the midst of which, School Authorities are frequency 
 called to work ? They are ofben,'in a manner compelled, as Teachers, 
 to seek some other sphere in which to zeroise their abilities^ or^ as 
 Trustees, to get rid of their Trust as speedily as possible. I would not 
 pretand to say, however, that Conscience and (Common Sense are invari- 
 ably and exclusively to be found with School Trustees and School 
 
 >-§C!eaeher8 ; but perhaps, in the majority of cases, where difficulties arise, 
 .tiiey doso, jaoooseqfteDce.of some report being allowed to get oircolft* 
 tim, which rests OQ a very shallow substratum dp truth. Causes of sftd- 
 4ifij3^^ -ate est^MBedingly various, aad the smallest mattw.if i( Wera 
 
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 thortoi^ly lifted fVon\ the man of aoeumuntod misiqppreliMiriMi ui4 
 miorepreaeotation, might very often be found to have prooured tibe re- ^ 
 moTal of a really efficient Teacher, against whom there was no Talid 
 groand of complaint ; or the injadioious appointment of another, on very 
 uight and .inaae<}uata if not wholly unjustifiabte grounds. Too ready 
 attention ia not uncommon to teatimoniala given rashly, and not always 
 of the moat recent date ; given too, in some inutanooH, bocauiie of Bympa> 
 thy baaed on conHiderationa thut have nothing whatever to do with the 
 applioant's real ability for the dischai^e of the duties of a Teacher; 
 and, in like manner, from altogether frivolous reasons, are individuals 
 frequently chosen to fill the situation of Trustees, contrary, as much to 
 their own deslire, as to the real interests of the school and of those who 
 choose them. Hasty, ilL-judged movements thus take place, by which, 
 casting aside the guidance of Common Sense, mistakes are made in haste, 
 to be repented of at leisure ; a party or selfiirtl' motive being often quite 
 enough to carry the day without much concern "as to whether or not the 
 true interests of the School will be thereby advanced. To remedy such 
 a state of matters, so deeply injurious to real Educational progress, there 
 must be an increased sense of moral obligation, accompanied by greater c 
 liberality of sentiment, and independence in carrying out honest convio- 
 tions. Let men have eyes that can and will see for themselves, and tarit 
 that can and will do their own hearing } that will not, as a general rule, 
 accept the testimony without question, of, such as would hear and see 
 for theu* neighbours as well as for themselves ; and yet, let them not haye 
 auoh dogmatic reliance on the evidence of their o^VL senses, as will cause 
 tlm superior opportunities of others, to be uniformly counted as of no 
 Tuue whateyer, and utterly rejected ' in oonsequence. Let oommou 
 sense, be carried into all Common School matters, along with simplicity 
 or integrity of purpose, and a fer greater amount of satisfaction win*'^ 
 undoubtedly be experienced. There is no reason, even as it is, why we 
 should not feel abundantly satisfied "With much" that we do see in con- 
 nection with our schools ; bjit no reason whatever to be content to take 
 things as we find them, if any wise action of ours can improve them. 
 After all, I do believe that the main thing is, to have a right minded 
 and thoroughly competent Teacher employed, even if in very many oas^ 
 ^e remuneration has to Be increased. We should not have so many , 
 Teachers, whom it is desirable to i*etain, drifting into other pursuits, if 
 t^ey could reckon on that provision which they should get. Experieaoe 
 is certainly of value, so far as we do not allow ourselves to travel in the 
 ruta we have made for ourselves, while a better road ties along sidei of 
 «a. Teachers who are disposed to plume themselves on their experienec, 
 need not feel disamwinted by yofunger men superseding them, iSVIam 
 will^ot examine all things, and while holding. &st what is good; 4vai^ 
 theiiaselyes of such real improvements as, in this day of prepress, are 
 eontinttally lieing brought to light ; and while it has been already tom. 
 inarked, that there is probably a want of wisdom in employing t^e very 
 -young, and wholly inexperienced unde^ certain circumstances, Common 
 Sense tells us, that they must-oommenoe before they have any expe* 
 rienee at all ; and that those who have most now, must, at onetime have 
 been equally destitute of it. There is no questicm at^all^ bat tiliat the 
 ynong have many advantages over tiiose as Teaohers, whb^are up ia 
 years. There is oommenly more sympathy, a more ready: aild<nP8laii<iu% 
 of a ehildls^ feelings, mwe animation, less otehisive adhweua to* modal 
 
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 „. instruction, which are geoerally folt, not to b« the very best fof 
 advancing the scholars in such a way as to make learning a delight ; and 
 are by no mcaus deatituto of youthful Teachfera, whoae youth baa 
 a no barrier whatever to their Buccesa, where it uiigUt have been 
 ■ed that it would ; whose hold on their scholars in the very best way^ 
 not been inferior to that of others greatly their Seniors, And, on 
 theWher hand, we have known some Teachers, whoso lengthened ex- 
 perience has been valuable indeed ; whoso weight of character has been 
 redo^ixed and felt, and who have not bean content to stand still, but 
 haveiept themselves abreast of the times, and maintained as it were^ a> 
 sort (f perennial freslmess. Still, those who have nut youth on theif 
 side, ftoel as if they were crowded out ; and one reason may bo, that the 
 young\(ian afford to toaoh for less ; the^ have probably no intention ot 
 oontiniing Teachers all their dajLS ; and a very moderate salary indeed, 
 !^what in other ciicumstances we might call a very mean one, satisfies them/ 
 Still, this is not best for the schools ; it has the tendency of making local 
 autliorilies desirous of getting teaching really below its value, and of 
 injuring those who have.borne the burden and heat of the day in the 
 >-Work. Wo one can bo known who is untried. I would not blanM 
 Trustees^ for giving but a moderate salary at first to a young Teacher 
 whose teliohing abilities are wholly undeveloped ; but when they have 
 been testJid and found adequate, and satisfaction has Been experienoed 
 in other iespccts, his salary ought not to remain as it was originally 
 fixed, just because it is rather less burdensome, and because ot%r young 
 
 Teachers lare 
 where a 
 every poss 
 ^d444fi*4 sources of 
 /•***^*TWiversaliy 
 such as ar 
 repeat, a 
 liberality o 
 
 ;,>^ming on the field. I have generally observ^, that 
 
 iher has been thoroughly efiicient, anci given satisfaction in 
 
 way, there has been much greater freedom frona other 
 
 iion. The rule, however, will certainly not hold good 
 
 difficulties are probably inseparable from the system, 
 
 encountered now, till, as I have already said, and now 
 
 sater amount of honest independence is manifested, more 
 
 oatholioity of spirit, and a generally increased siense of 
 
 an 
 
 W%' 
 
 moral obligation on the part of all who are concerned. 
 
 The fore^ing observations arejrespectfully submitted'to the Teio^re, 
 Trustees, and Ratepayei;8 of the Schools under my superictendence, in 
 fulfilment of the spirit, at least, of the obligation of the School Law, 
 ' contained inlthe 5th clause of the 91st Section, and as. a substitute, in 
 most cases, foir its literal fulfilment, which various and varying oircum- 
 Btances combline so frequently to render impracticable ; and also, as a 
 means of reaching some who may peruse remarks in such a shape, while 
 they would dot l^ found at an appointed meeting to listen to an address 
 / .embodying precisely the same words. 
 
 ; ;> ^ V ^ A. DINGWALL FORBYCE, \ 
 
 / Local Superint^dent of Schools N. li. Co. Wellington. 
 
 Fip^tip, Ontario, August, 1867* .,, . r (' 
 
 
 
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