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 23 WEST MAIN STREET 
 
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 CIHM/ICMH 
 
 Microfiche 
 
 Series. 
 
 CIHIVI/ICMH 
 Collection de 
 microfiches. 
 
 Canadian Institute for Historical Microreproductions / Institut Canadian de microreproductions historiques 
 
Technical and Bibliographic Notes/Notes techniques et bibliographiques 
 
 The Institule has attempted to obtain the best 
 original copy available for filming. Foatures of this 
 copy which may be bibliographically unique, 
 which may alter any of the images in the 
 reproduction, or which may significantly change 
 the usual method of filming, are checked below. 
 
 D 
 
 Coloured covers/ 
 Couverture de couleur 
 
 □ Covers damaged/ 
 Couverturn endommag^e 
 
 □ Covers restored and/or laminated/ 
 Couverture restaurie et/ou pelliculie 
 
 D 
 
 Cover title missing/ 
 
 Le titre de couverture manque 
 
 □ Coloured maps/ 
 Cartes giographiques en couleur 
 
 □ Coloured ink (i.e. other than blue or black)/ 
 Encre de couleur (i.e. autre que bleua ou noire) 
 
 I I Coloured plates and/or illustrations/ 
 
 
 n 
 
 Planches et/ou illustrations en couleur 
 
 Bound with other material/ 
 Relii avec d'autres documents 
 
 Tight binding may causa shadows or distortion 
 along interior margin/ 
 
 La re liure serree peut causer de I'ombre ou de la 
 distorsion le long de la marge intdrleure 
 
 Blank leaves added during restoration may 
 appear within the text. Whenever possible, these 
 have been omitted from filming/ 
 II se peut que certaines pages blanches ajout«es 
 lors d'une restauration apparaissent dans le texte, 
 mais, lorsque cela 6tait possible, cas pages n'ont 
 pas 6t6 film^es. 
 
 L'Institut a microfilm^ ie meilleur exemplaire 
 qu'il lui a it6 possible de se procurer. Les details 
 de cet exemplaire qui sont peut-dtre uniques du 
 point de vue bibliographique, qci peuvent modifier 
 une image reproduite, ou qui peuvent exiger une 
 modification dans la mdthode normale de filmage 
 sent indiqu^s ci-dessous. 
 
 I I Coloured pages/ 
 
 Pages de couleur 
 
 Pages damaged/ 
 Pages endommagdes 
 
 □ Pages restored and/or laminated/ 
 Pages restaur^es et/ou pellicul^es 
 
 □ Pages discoloured, stainer^ or foxed/ 
 Pages ddcolordes, tachetdes ou piquees 
 
 □ Pages detached/ 
 Pages ddtachdes 
 
 □ Showthrough/ 
 Transparence 
 
 □ Quality of print varies/ 
 Quality indgale de I'impression 
 
 □ Includes supplementary material/ 
 Comprend du materiel supplementaire 
 
 I I Only edition available/ 
 
 Seule Edition disponible 
 
 n Pages wholly or partially obscured by errata 
 slips, tissues etc., have been ref limed to 
 ensure the best possible image/ 
 Les pages totalement ou partieil^ment 
 obscurcies par un feuillet d'errata, une pelure, 
 etc., cnt ite film^es i nouveau de facon ^ 
 obtenir la meilleure image possible. 
 
 □ 
 
 Additional comments:/ 
 Commentaires suppldmentaires: 
 
 [Printed ephemera] 1 sheet (verso blank) 
 
 This item is filmed at the reduction ratio checked below/ 
 
 Ce document est film* au taux de reduction indiqu« ci-dessous. 
 
 JOX 14X 18X 22X 
 
 26X 
 
 SOX 
 
 12X 
 
 16X 
 
 20X 
 
 J 
 
 24X 
 
 28X 
 
 n 
 
 32X 
 
The copy fiimsd hare has been reproduced thanks 
 to the generosity of: 
 
 Manuscript Division 
 Public Archives of Canada 
 
 The images appearing here are the best quality 
 posaibie considering the condition and legibility 
 of tl-te original copy and in Iteeping with the 
 filming contract specifications. 
 
 Original copies in printed paper covers are filmed 
 beginning with the front cover and ending on 
 the last page with a printed or illustrated impres- 
 sion, or the back cover when appropriate. All 
 other original copiea are filmed beginning on the 
 first page witn a printed or illustrated impres- 
 sion, and ending on the last page with a printed 
 or illustrated impression. 
 
 The last recorded frame on each microfiche 
 shall contain the symbol -"»■ (meaning "CON- 
 TINUED"), or the symbol V (meaning "END"), 
 whichever applies. 
 
 Maps, plates, charts, etc.. may be filmed at 
 different reduction ratios. Those too large to be 
 entirely included in one exposure are filmed 
 beginning in the upper left hand corner, left to 
 right and top to bottom, as many frames as 
 required. The following diagrams illustrate th» 
 method: 
 
 L'exempSaire film^ fut reproduit grice ^ la 
 g^nirositA de: 
 
 Division des manuscrits 
 Archives publiques du Canada 
 
 Lee images suivantes ont 6t6 reproduites avec le 
 plus grand soin, compte tenu d« la condition at 
 de la netteti de I'exemplaire filme. at on 
 conformity avec les conditions du contrat de 
 filmage. 
 
 Lea exem|,'2iree originaux dont la couverture en 
 papier est imprim^ sont filmte en commenqant 
 per le premier plat et en terminant soit par la 
 dornJAre page qui comporte une emprsinte 
 d'impresaion ou d'illustratton, soit par le second 
 plat, selon le cas. Tous les autres axemplaires 
 originaux sont film^s an commenqant par la 
 premiere page qui comporte une empreinte 
 d'impression ou d'illustration et en terminant par 
 la dernl^re page qui comporte une taiie 
 empreinte. 
 
 Un des symboles suivants apparaftra sur la 
 demiire image de cheque microfiche, selon le 
 caa: le symbols — ^ signifie "A SUIVRE", le 
 symbole V signifie "FIN". 
 
 Lea cartes, planches, tableaux, etc. , peuvent dtre 
 filmAs i des taux de rMuction diffdrents. 
 Lorsi^ue le document est trop grand pour dtre 
 reproduit en un seul cliche, il est film^ it partir 
 de i'angle sup^rieur gauche, de gauche k droite, 
 et de haut en baa, en prenant le nombre 
 d'images n^cessaire. Las diagrammes suivants 
 illuatrent la m^thode. 
 
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 I beg to submit for your consideration and guidance as a Teacher, the following observations. Mv oliect is not to cramr. 
 your exertions wuh r.g.d rules, but to offer you hints which may be useful in the performance of your arduous dSs. ^ 
 
 Xour hrst and constant care should be to convince your pupils, that you have a hiijh duty to perform.-that vou are anxious 
 they should learn, not because it benefits you. but themselves; that their ultimate character. su^es/Tnd happLess w^" n a 
 great measure, depend upon the nstruction they receive from you. and that your desire i, to m^ke all they ha "e Km aTeisv as 
 K'^lX You should be unceasing in your endeavours to cultivate the affectionate regard and respect of vou SsaKu 
 should be fixed ,n your reso ves never to be partial or unjust. You may fail in producing afftxitionryou marfail Kur ap Jala 
 ImSary'^iryJlrarde^^^^^^^^ "'" these cannot, and will not withhold from you. the^nse the^Lter.aiUfyrSTnd' 
 
 «™.-nJ'l^'"''"''^^^'"^"'°^^°"' «''!J*°°^'""5 <='«S8es. value and take care of time, never lose a moment unnecessarily, but euard 
 agams hurry and over anxiety. Arrange a general plan of instruction -, arrange its detail-what is to be done-what can bcTne 
 -and the .me m winch all is to be done, and your school will go on like clock work. There will be no confusion, no bust?e no 
 lessons badly karned. because every one will know what he has to do. and when he is to do it. and no one wi"l be tTked beyond 
 h.s powers. The regularity and order of school discipline has a wonder-ul effect on character in after life: That. wiU be bKalf 
 an education which has no tendencies beyond ihe acquirement of the prescribed branches, it should embrac; th nWne-se f 
 dependence-individual mdustry-coirection of disposition, social duty, rationr ' enjoyment, kindness, g.ntbness. and the thousand 
 little things which make existence pleasurable and mankind amiable. Every opportunity therefore.%hould be seized uZ. to 
 I nculcate and enforce these desirable attainments. ^ w j uo uci^cu uinin, lo 
 
 In your intercourse with those connected with the school, be guarded and circumspect, neither making too free nor putting 
 yourself in a position to allow of freedom being taken with you-self. You must expect m, have, enemies. Ithey spring up fom 
 among the envious, the censorious, the fault.finding. and those whom you may have unconsciously offended. The best answer to aH 
 they can do or allege-is, to let your conduct be such, as will set calumny at defiance. It is just as much for the well boinir of a 
 reflecting man. to have enemies, as to nave friends. Friends seldom see faults and less seldom speak of them. Enemils see 
 little but faults, and speak of i.ttle else; thus by having your faults set sometimes prominently before you, you will bi enabled 
 the more certainly lo walK uprightly. Be neat and cleanly in your dress and person ; the general rule should l^. to keep yourself 
 in point of dress and appearance on a par. with the neatest and most tidy, sensible person in the neighbourhood, avoiding both the 
 extremes of dttndyism and slovenliness. is ""• 
 
 It will olways be found prudent to refrain from political discussions ; the line of your duty is rather to allay than stir up the bitter 
 waters of strife ; and a moment s reflection will show you. that in advocating either one viewer another, you expose yourself to 
 atiack which may result in bad fee mg, perhaps dislike. And the same observations apply with double force to religious discussio-is. 
 To whatever denomination you belong, see that your conduct is consistent, and that in your walk and conversation you show that 
 you are actuated not by feehng and impulse, but by fixed and steady principles. Christian conduct is best taught by christian 
 example ; and this can be done, without inculcating the peculiar tenets of any denomination or wounding or offending anv member 
 of the community. ** s j •• •= 
 
 Never carry the tattle of the neighbourhood from house to house, or retpil news in school, it is unbecoming a teacher to do so— 
 your legitimate business in this respect, is to check, not to promote the natural thirst for idle curiosity. Never complain but where 
 yd have good cause, and to prevent misunderstanding let your complaints be in writing, dictated in mild and respectful— yet firm 
 language, and as a precaution do not send the letter on the same day it is written. This gives time for reflection ; and if it then be 
 found not quite what you approve, correct it. and let it lie over another day, then read it and you may venture to send it. But 
 never complain to parents of the rudeness, idleness, disobedience or stupidity of their children. It is your province to correct these 
 faults, and since some of them at least, have had their origin in the want of due exercise of paremal authority, it will be vain lo 
 complain with a view to call to your aid an authority which is shewn not to exist, by the very presence of those 'faults of which you 
 wish lo complain. Besides, parents never hear with good grace the faults, follies and deficiencies of their children. In truth 
 you must do the best you can. but never presume to complain on these grounds. 
 
 One of the great evils existing in this country is a want of respect for parental authority, and its baneful influence spreads, as 
 young men emerge from the parental roof, and manifests itself in a recklessness of bearing and contempt for any opinion or authority 
 which opposes their impetuous desires. You must, as a special duty, inculcate obedience to parents us the first and most important 
 part of a child s conduct : and you will have no difficulty in shewing that they are generally the best and most respectable men 
 who have been m )st noted for obedience to their parents. 
 
 Be punctual, never be behind your time a moment, better leave without breakfast than be five minutes too late in opening 
 your school ; if you have occasion to do this once, and your conduct shows that it is not done from ill temper or ill feeling, but from a 
 conscientious desire to discharge your duty, breakfast will be in time next morning. 
 
 In the discipline of your school, punishment of some kind will frequently be necessary. To me it appears that the moderate 
 and judicious use of the rod is the most salutary and eflBcient, but it should never be applied while any irritation exists, nor until 
 you have appealed in vain to the good sense and good feeling of the pupil, nor until you have endeavored lo shew him that the 
 punishmeni you are about to inflict is deserved, and that you do it in the discharge of a painful yet necessary duty, and if you attempt 
 to punish With the tod it must not be done by halves. In many instances it may be unwise to attempt to punish in this way. In 
 some neighbourhoods a squeamish dislike exists to this kind of infliction, and where this is the case no good can result from personal 
 chastisement. Every pupil knows the views his parents entertain in this respect and the scholar's tale will be listened to by the 
 indulgent ph rent, and you will be branded as cruel and tyrannical.— and thus the beneficial results you anticipated from the 
 ptt,^lSllment will be frustrated. Wherever a morbid feelinT of this this kind exists, it is wiser to adopt the next best mode of 
 puni'^timent which circumstances dictate. 
 
 Always take the precaution to reduce lo writing your agreement with your Trustees, and let every thing be expressed, leaving 
 nothing to be explained, varied, or understood, your lists should be kept with scrupulous correctness, never putting off an entry cill 
 to-morrow which should be made to-day. In order to afford yourself all the time you can, and to avoid causes of discord which 
 every Teacher has felt, avoid boarding round with the parenti of your scholars. It will be more satisfactory to do this, if your 
 salary should be leas, and indeed, the difference in emolument can be no compensation for the evils it necessarily brings. And in 
 conclusion. I would earnestly recommend the use of the books I have mentioned to the Trustees, and diacourag'e the use of those 
 whose tendencies are injurious. Be studious in your habits, and steadily pursue a line of conduct which will ensure self respect, 
 without which you cannot be respected. You should feel, and act on the principle that you are. and de-ervedly so, a useful and 
 influential member of the community, and thus Teachers instead of being what they have hitherto too frequently been, will become 
 a class, deserving, and commanding universal respect. 
 
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