it must be accomplished, the difficulties to be met, and we need faith in ourselves to allow us to undertake the work. Single handed we can do but little; we must have the cooperation of other earnest souls; we need to know that there are some who sympathize with us; who, though not of us, are yet co-laborers with us in our great work. But more than this confidence in self or in mankind, does the true teacher need faith in God. That he himself shall be taught by the Spirit; that the strength he lacks shall be supplied from the Fountain of all good. As he watches the tardy growth of the seed he endeavors to sow, he must faint if not assured that it is "God who giveth the increase." Seeing, as he must, evils beyond his reach, disheartened at the thought that with his most earnest efforts, he can do but a small, imperfect work, he needs to know that the work he does is in the hands of his heavenly Master, but a small portion given him, and with it a promise of strength and grace; the knowledge, yea, and the strong abiding belief that God holds in His own hand the remedy for all evil, and in His own time will use it. But aside from the anxieties of his work, the teacher must often feel, in himself, a great want which nothing but this strong unyielding faith can satisfy. The more engaged in his work, and devoted to its interests; the more drawn out of and away from himself; the more he feels the need of some one to keep watch in his own heart, to preserve its purity, to perfect its devotion and singleness of purpose. The teacher needs confidence in himself, but there are times when his heart fails; he needs faith in his fellow men, but these may prove false when he most relies upon them, and naught but a living faith in the unchangeable God can supply his want, and renerve his soul for the conflict. "Governments, religion, HUMBOLDT said ten years ago, property, books, are nothing but the scaffolding to educate a man. man. Earth holds up to her Master no fruit but the finished trolling anxiety of the thoughtful man." AN INCIDENT. For the Common School Journal. MANY years ago, when our schools were mostly governed by the fear of the birch, old Master G was teaching in what had long had the reputation of being a "hard school." Some dozen of large boys apparently came for no other purpose than to make a disturbance. Mr. G. was an experienced teacher, and well versed in the study of human nature. He soon discovered who the ringleaders were, and made a strong effort to conquer them by kindness. But it all seemed to be in vain. None of his earnest appeals to their sense of right, none of his constant and varied expedients to interest them in study, seemed to make the least impression for good. The only result was, a more bold opposition to the rules, and more apparent pleasure in annoying their teacher by all the thousand ways which such boys can invent. Mr. G. had borne long with them, but patience, at length, had had "her perfect work." He came to the conclusion. that Solomon's remedy must be vigorously applied, or his school would certainly be spoiled. The crisis soon came, and the punishment was duly administered. Two or three of the ringleaders, in an unexpected moment, were severely chas tised, and the reins of government were tightly drawn. Consternation reigned among the larger boys for a few days. They were evidently astounded that any one should attempt to govern them; but as the teacher showed no signs of relaxation, they soon settled into an orderly course, and during the remainder of the term their deportment and improvement were both commendable. As was usually practiced in the olden time, the punishment was inflicted in the presence of the whole school. That evening, little Mary White was rehearsing at the fireside the events of the day,-not omitting of course, the "whipping." She was cautioned to be very careful lest she should be punished, too. Looking up into her mother's face, she exclaimed with great earnestness, and with childish simplicity: Long years have passed by since then, and that teacher's head is now silvered with age, and his feet are tottering on life's verge. Fifty-eight winters he has earnestly labored in the school-room as a teacher, and yet he considers these few simple words the highest compliment he ever received. Whenever he speaks of that little incident of his school-life, his eyes flash again with their youthful fire, and his face beams with its olden earnestness. Teacher, toiling from day to day in some back-woods district, with scarce one friend near thee who can feel thy trials, learn from this little incident a lesson that shall be of use to thee in thy pilgrimage. Guide thy charge into the true path by gentle means if thou canst, but if not, resort to severer ones; for if thou wouldest truly succeed, govern thou must. Learn, too, to win the confidence of thy pupils, by thine own consistent character. So shalt thou prove a rich blessing where thou toilest, and be richly blessed in return. WESTFORD, Conn., Nov. 26, 1860. S. J. W. MANUAL EXERCISES.* TEACHERS, and especially those who have charge of primary and intermediate grades, will find it conducive to the happiness and quiet of their pupils, to devote a few minutes daily to some manual exercises in which all may take part. It will relieve them from the usual monotony of school-room exercises, and make discipline more easy. Such exercises will also be promotive of health. After a little careful practice, they will, with remarkable precision and readiness, assume the position as the teacher calls the number. Let perfect attention and promptness be required. Two sets of these ex * Those who may wish to pursue a more systematic and extended course, will find some excellent models in a little work prepared by Miss Beecher, and published by Messrs. Harpers, New York. It may be procured by mail for 50 cents. It is entitled "Calisthenic Exercises." ercises follow, and the teacher can add, change, or extend, as circumstances may render desirable. 1. Sit erect. 2. Fold arms. 3. Extend right hand. 4. Extend left hand. SET No. 1. 5. Extend both hands, in front. 6. Clap three times. 7. Place right hand on head. 8. Place left hand on head. 9. Raise both hands perpendicularly 10. Clap twice. 11. All rise-without noise. 12. All face the north. 13. All face the east. 14. All face the south. 15. All face the west. 16. All sit, quietly. 17. All take slates (or books,) without noise. SET No. 2. 1. Hands clasped and resting on edge of the desk. 2. Sitting erect, arms folded, 3. Arms folded behind. 4. Ends of fingers resting on shoulder. 5. Fingers meet on top of the head. 6. Palms of the hands meet above the head, with one clap. 7. Arms folded on the desk, head resting on them. 8. Arms akimbo, hands on the hips, fingers towards each other. 9. Right hand extending, left hand on the hip. 10. Reverse the preceding. 11. Both hands extended horizontally. 12. From the 11th position, hands brought up perpendic ularly, fingers shaking. 13. Soft part of the ends of the fingers tapping on the desk, imitating the sound of rain. 14. Hands twirling one over the other, then brought sud denly to the desk with a noise. 15. Right hand extended, left hand on breast. 16. Reverse the preceding. 17. Both hands crossed on breast. 18. Arms extended forcibly and carried back. 19. All rise. 20. All sit. 21. Assume a devotional posture,-hands on the face, and head bending upon the desk. 22. Study lessons. ENCOURAGEMENT. WORDS of encouragement! What a magic influence they often exert upon those to whom they are addressed! How many a desponding heart has been cheered and re-animated by a few words of commendation kindly spoken by some friend, and, alas, how many have been left to despair from the want of such words fitly spoken! In all classes and in all situations may be found those to whom such words will prove like "apples of gold in pictures of silver." But it is for teachers and pupils that we would plead for words and acts of encouragement. Let parents strengthen and animate the teacher by kind words and friendly deeds, and they will find their reward in the increased interest and improvement of their children. Let school visitors utter words of cheer to the teachers under their supervision, and they will accomplish far more than by assuming the position and manner of mere supervisors, whose only aim is to seek for and expose defects. And then how much do the young need encouragement. They are required to learn lessons and to perform exercises the true object and advantage of which may not be obvious to them at the time. They must often walk by faith rather than by sight, and kindly words from a faithful teacher will often animate and inspire them. Especially do the dull need |