One has a peculiar mode of
teaching spelling, which is successful almost entirely through the magic
influence of his interest in it, and he thinks no other mode of teaching
this branch is even tolerable. Another must have all his pupils write on
the angular system, or the anti-angular system, and he enters with all
the zeal into a controversy on the subject, as if the destiny of the
whole rising generation depended upon its decision. Tell him that all
that is of any consequence in any handwriting is that it should be
legible, rapid, and uniform, and that, for the rest, it would be better
that every human being should write a different hand, and he looks upon
you with astonishment, wondering that you can not see the vital
importance of the question whether the vertex of an _o_ should, be
pointed or round. So in every thing. He has _his way_ in every minute
particular--a way from which he can not deviate, and to which he wishes
every one else to conform.
This set, formal mannerism is entirely inconsistent with that commanding
intellectual influence which the teacher should exert in the
administration of his school. He should work with what an artist calls
boldness and freedom of touch. Activity and enterprise of mind should
characterize all his measures if he wishes to make bold, original, and
efficient men.
(7.) Assume no false appearances in your school either as to knowledge
or character. Perhaps it may justly be said to be the common practice of
teachers in this country to affect a dignity of deportment in the
presence of their pupils which in other cases is laid aside, and to
pretend to superiority in knowledge and an infallibility of judgment
which no sensible man would claim before other sensible men, but which
an absurd fashion seems to require of the teacher.
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