and obtained before life's stream has so far ebbed; ere the shadows of life's evening gather around the soul, and bedim its perceptions, narrow it in its powers, and render it unfit to receive, if not incapable of receiving, spiritual and saving impressions. If we would "die the death of the righteous, we must first live the life of the righteous: if we would “ die in faith," the "life that we now live must be by the faith of the Son of God, who loved us, and gave himself for us.” Beloved young friends, I have so much exceeded the space which, in commencing, I allotted to myself for this little sketch, that, in conclusion, I must only say, Let us all-both teachers, and those also who are taught— earnestly endeavour at once to become and to continue "followers of them who through faith and patience inherit the promises." OMEGA. INSINCERE CONFESSION. An assistant in a school informed the principal that she had some difficulty in preserving order in a certain class, composed of small children. The principal accordingly went into the class, and something like the following dialogue ensued. "that "Your teacher informs me," said the principal, there is not perfect order in this class. Now if you are satisfied that there has not been order, and wish to help me to discover and correct the fault, we can do it very easily. If, on the other hand, you do not wish to cooperate with me, it will be a little more difficult for me to correct it, and I must take a different course. Now I wish to know, at the outset, whether you do or do not wish to help me." A faint Yes, sir," was murmured through the class. "I do not wish you to assist me unless you really and honestly desire it yourselves; and if you undertake to do it, you must do it honestly. The first thing which will be necessary, will be an open and thorough exposure of all which has been wrong, and this, you know, will be unpleasant. But I will put the question to the vote, by asking how many are willing that I should know, entirely and fully, all that they have done in this class, that has been wrong." Very nearly all the hands were raised at once, promptly, and the others were gradually brought up, though with more or less of hesitation. "Are you willing, not only to tell me yourselves what you have done, but also, in case any one has forgotten something which she has done, that others should tell me of it?" The hands were all raised. After obtaining thus from the class a distinct and universal expression of willingness that all the facts should be made known, the principal called upon all those who had any thing to state, to raise their hands, and those who raised them, had opportunity to say what they wished. A great number of very trifling incidents were mentioned, such as could not have produced any difficulty in the class, and consequently could not have been the real instances of disorder alluded to. Or at least, it was evident if they were, that in the statement, they must have been so palliated and softened, that a really honest confession had not been made. This result might, in such a case, have been expected. Such is human nature, that in nine cases out of ten, unless such a result had been particularly guarded against, it would have inevitably followed. Not only will such a result follow in individual cases like this, but unless the teacher watches and guards against it, it will grow into a habit. I mean boys will get a sort of an idea that it is a fine thing to confess their faults, and by a show of humility and frankness, will deceive their teacher, and perhaps themselves, by a sort of acknowledgment, which in fact exposes nothing of the guilt which the transgressor professes to expose. A great many cases occur, where teachers are pleased with the confession of faults, and scholars perceive it, and the latter get into the habit of coming to the teacher, when they have done something which they think may get them into difficulty, and make a sort of half confession, which, by bringing forward every palliating circumstance, and suppressing every thing of different character, keeps entirely out of view all the real guilt of the transgression. The criminal is praised by the teacher for the frankness and honesty of the confession, and his fault is freely forgiven. He goes away therefore well satisfied with himself, when in fact he has been only submitting to a little mortification, voluntarily, to avoid the danger of a greater; much in the same spirit with that which leads a man to receive the small-pox by inoculation, to avoid the danger of taking it in the natural way. The teacher who accustoms his pupils to confess their faults, voluntarily, ought to guard carefully against this danger. When such a case as the one just described occurs, it will afford a favourable opportunity of showing distinctly to pupils the difference between an honest and an hypocritical confession. In this instance, the teacher proceeded thus: 66 Now I wish to ask you one more question, which I wish you all to answer by your votes, honestly. It is this. Do you think that the real disorder which has been in this class—that is, the real cases which you refered to, when you stated to me, that you thought that the class was not in good order-have been now really exposed, so that I honestly and fully understand the case? How many suppose so? Not a single hand was raised. "How many of you think, and are willing to avow your opinion, that I have not been fully informed of the case?" A large proportion held up their hands. "Now it seems, the class pretended to be willing that I should know all the affair. You pretended to be willing to tell me the whole, but when I call upon you for the information, instead of telling me honestly, you attempt to amuse me by little trifles, which, in reality, made no disturbance, and you omit the things which you know were the real objects of my inquiries. Am I right in my supposition?" They were silent. After a moment's pause, one per haps raised her hand, and began now to confess something, which she had before concealed. I The teacher however interrupted her, by saying, "I do not wish to have the confession made now. gave you all time to do that, and now I should rather not hear any more about the disorder. I gave an opportunity to have it acknowledged, but it was not honestly improved, and now I would rather not hear. I shall probably never know. "I wished to see whether this class would be honest, really honest, or whether they would have the insincerity to pretend to be confessing, when they were not doing so honestly, so as to get the credit of being frank and sincere, when in reality they are not so. Now am I not compelled to conclude that this latter is the case ?" Such an example will make a deep and lasting impression. It will shew that the teacher is upon his guard; and there are very few, so hardened in deception, that they would not wish that they had been really sinIcere, rather than rest under such an imputation.Abbott's Teacher Taught. THE catechetical method is decidedly preferable to any other. Every teacher, therefore, should avoid the practice of lecturing, which is to be strongly condemned, except when very sparingly and judiciously introduced; and it may be laid down as almost certain, except with the most experienced, that unless a teacher is on his guard, he will slip into the habit of over much lecturing. This tendency he should most studiously resist. He should practise himself in the construction of questions. We deem this to be a most important branch in the art of teaching. No teacher that wishes to maintain general attention throughout his class should confine his questions to a portion of it; yet, if he do not watch against it, he will be apt to address himself too exclusively to the scholars nearest or immediately in front of him, or those that are most ready. and obtained before life's stream has so far ebbed; ere the shadows of life's evening gather around the soul, and bedim its perceptions, narrow it in its powers, and render it unfit to receive, if not incapable of receiving, spiritual and saving impressions. If we would "die the death of the righteous, we must first live the life of the righteous: if we would “ die in faith," the "life that we now live must be by the faith of the Son of God, who loved us, and gave himself for us.” Beloved young friends, I have so much exceeded the space which, in commencing, I allotted to myself for this little sketch, that, in conclusion, I must only say, Let us all-both teachers, and those also who are taught→ earnestly endeavour at once to become and to continue "followers of them who through faith and patience inherit the promises." OMEGA. INSINCERE CONFESSION. An assistant in a school informed the principal that she had some difficulty in preserving order in a certain class, composed of small children. The principal accordingly went into the class, and something like the following dialogue ensued. "that "Your teacher informs me," said the principal, there is not perfect order in this class. Now if you are satisfied that there has not been order, and wish to help me to discover and correct the fault, we can do it very easily. If, on the other hand, you do not wish to cooperate with me, it will be a little more difficult for me to correct it, and I must take a different course. Now I wish to know, at the outset, whether you do or do not wish to help me." A faint "Yes, sir," was murmured through the class. "I do not wish you to assist me unless you really and honestly desire it yourselves; and if you undertake to do it, you must do it honestly. The first thing which will be necessary, will be an open and thorough exposure of all which has been wrong, and this, you know, will be unpleasant. But I will put the question to the vote, by |
