THE Vermont School Journal. Vol. VI. MAY, 1864. No. V. MORALS AND MANNERS. Most parents greatly need the assistance of teachers in training up their children in the way they should go; and hence, as has been a thousand times said, every teacher ought to be a perfect model of correctness in morals, manners and expression. Not only should they be living epistles, known and read of all their scholars, but they should have the ability and the disposition to correct all the waywardness and the boorishness that manifests itself. To do this as it ought to be done, requires a rare combination of gifts and graces. A few have been thus endowed by nature; but how very few are there who can say, "I am in all respects sufficient for these things?" How large the proportion of those that are painfully conscious of their need of improvement! The self improvement of teachers, as it relates to their intellect, their social, moral and religious affections, their physical development and external demeanor, is a subject well worthy the attention of all teachers, and might afford interesting matter for one, two, or half-a dozen essays. The foundation of all is a heart that is right in the sight of God. The writer has some painful as well as interesting recollections of his early experience in teaching. He had no doubts as to his duty to correct such delinquencies as profanity, falsehood and dishonesty; also that the sanction of religion should be brought to bear upon the mind and heart. But the prov. erb, "Physician, heal thyself," came home to his own soul with a convincing power; and he hopes that by self-examination, "earnest attention," and humble supplication, aided by the Good Spirit, he was enabled to obtain a better heart. It is sometimes said that the schools of the present day are not so good as they were forty years ago. A few of us can recollect something about the common schools as they were then conducted in this State. We also are somewhat familiar with the schools of the present day; and we know that, as a whole, and in respect to methods of instruction, and branches taught, the latter are vastly superior to the former. We hope and believe that in respect to morals and manners, there has also been a corresponding improvement; but we may perhaps derive some useful hints by a recurrence to early times. Forty years ago, it was not an uncommon thing for scholars to recite a biblical lesson Monday morning, and to repeat the texts of the sermons of the preceding Sabbath; also, at the close of the week, the teacher would say a few words of a religious nature. The visiting committee were generally ministers, who, whatever else they might say, never failed to close with "serious remarks" and prayer. If one scholar injured another, he was required to make amends. The writer has a distinct. recollection of being required to ask forgiveness of a big girl" whom he had struck in the face and made her nose bleed. She replied, she did not know whether she could forgive or not. "Well," said the teacher, " you ought to know. He has asked you to forgive him, like a man, and if you don't forgive him, you don't deserve any further consideration." The teacher probably understood that the girl was most to blame of the two, and took this course to correct both. Profanity was not common among school boys. The writer can not now recollect having heard a profane word among boys at. school till after he was twelve years old. The scholars did not dare to be profane. Lying was sometimes punished with great severity. Most teachers took pains to impress upon the minds of the scholars that the greatest fault they could commit would be to tell a lie, and that they would be punished more severely for that than anything else. When scholars were on their way to or from school, they almost invariably made their obeisance to those whom they met the boys pulling off their caps and making a bow, and the girls dropping a curtsy. The same thing was done on entering and leaving the school room, and also in the classes. The author of the "District School as it was," gives an amusing description of the hurried and twisted manner in which the boys jerked their heads for a bow, when they "went out" at recess. When a scholar gave a pen, a book or a knife to the teacher, he was expected to present the feather end, the handle, and the right side up to the teacher; and the bow or the curtsy was the never failing accompaniment. Scholars always said "Yes, sir," and "Yes, ma'am," never"Yes," and "No," to their teachers. When the committee or other visitors entered the school, and when they left, the scholars all arose.. So much we can affirm with regard to morals and manners in the schools in the northern part of this State forty years ago. We know it, for we saw it all, and a small part of it we were. It was sufficiently stiff and awkward, but it was, at least, an attempt in the right direction. Has there been any improvement in these respects in more modern times? Have young Americans become any more reverential of God or man-any more humane or truthful, or polite than they were then? Do not a majority of common school teachers practically ignore the whole subject of morals and manners? Nay, more, do they not by their example give intensity to the existing rudeness and hardness of heart? We insist upon it that something ought to be attempt. ed, and that something is practicable. Every teacher of a common school ought, for instance, to be also a Sabbath school teacher. Do you say you are not good enough for that? I hope you will never have a very exalted opinion of your own goodness. My own opinion is, that it requires a higher order of goodness and piety to teach and train children acceptably during the week than to instruct them for an hour on the Sabbath. Those who have adopted for themselves a theological creed "as straight as a shingle," may pronounce this opinion heterodox-but we shall all agree that there is no danger of being too good for either place. All teachers can and should have the Bible read every day, and avail themselves of propitious moments to fix its solemn admonitions upon the mind. Teachers should take pains to know what their scholars are doing outside of the school room. The more intimately they become acquainted with the habits of thought, conversation and employments of their scholars, the more varied will be their opportunities of exerting a moral and a humanizing influence. To say `nothing of the future welfare of the pupils, as a matter of discipline, the teacher will find it for his advantage in exerting all the moral influence he can upon the scholars out of school. With regard to manners, can not every teacher speak politely, or at least civilly, to the scholars?. Can he not require respectful deportment and language on the part of every pupil? If he can not, either the teacher or the pupil is clearly out of place. Can he not teach them how to stand, walk, sit, hold their heads, give and receive books, articulate, spell, and read. There are some scholars to be met with who really need to be informed how and when to say, "I do n't know." There are others who seem not to understand the appropriate use of the comb and pocket handkerchief. There are others who do not know that sometimes they ought to take off their hats. While the Vermont brigade were engaged last summer in teaching the New Yorkers a little good morals und manners, several of the parents and friends of the "boys" availed themselves of the opportunity to pay them a visit. They took some pains to get them out of camp for a few hours, and into genteel houses. One of the boys who had done his duty at Bull Run, Chickahominy, Fredericksburg and Antietam, sat a whole evening in a large parlor with his hat on. It would certainly have been well if some considerate teacher had given this young man in earlier life a little information with regard to this appendage. I shall leave it to Mrs. Farrar, or somebody else, to inform the ladies whether they ought to wear gloves at a fashionable dinner, or whether they ought to take off a chain or other ornament and hand it to a gentleman who offers to examine it on their person; and to Chesterfield or D'Orsay, to decide whether it is genteel for a real gentleman to play on a musical instrument, when he wants a little music, rather than to hire a fiddler. "There are a great many "little things" which belong to ordinary life, which every well bred and well read teacher ought to know, and which he is in duty bound to communicate to his scholars. M. B. THE TWO SCHOOL ROOMS. THE FIRST PICTURE. In a school room small and low, Teacher weary, |