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respects — 1. in regard to the accommodations, — 2. the instructions, 78, —

3. the arrangements, 79, — 4. the government, 80, — the domestic feelings

and affections which prevail in a family are not admissible in their full ex-

tent in a large school, 80, - a school, like a nation, demands of its members

an abridgment of personal liberty,—the advantage of practical application

of governmental principles to school authority, is too little recognised, 81, —

statement of some of these principles — 1. The government of a school should

be vested in a single individual, — school government necessarily monarchi-

cal, democracy not suited to the purposes of school government, 82,— 2.

It should not be despotic, but should be restricted by constitutional provisions,

and a code of definite laws, even the proprietor of a private seminary is

unwise if he do not put some check upon his own powers, 83, - the odium

which attaches often to the business of teaching accounted for, 84, — answer

to the objection that it is impossible to frame a code sufficiently extensive

to meet all cases, 85, account of a debate which took place subsequently

to the lecture, on the subject of school laws, 86, (note) —3. The presiding

teacher should be exempt from the personal instruction of classes - disre-

gard of this principle is destructive to health, bodily and mental, of the

teacher, 87, IL. The influences of Model Schools, teachers may exert a

very extensive influence, 88,- well attested instances of religious impres-

sions produced upon parents through the instrumentality of Sunday School

Teachers, duty of every teacher to do something towards elevating schools

in popular estimation, 89,- model schools might be made useful in the pre-

paration of teachers, two objects to be aimed at; to have them liberally

educated; and to have them instructed in the best modes of teaching, 90, —

conclusion, 91.

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Perplexities of the teacher's life waste of strength and spirits, 143, —

abandonment of the employment—the profession should be a happy one,—

desirableness of parental sympathy, - the difficulties of school-keeping ori-

ginate in the want of co-operation, or the misdirected influence of the pa-

rents, 144,— do not advocate the removal of the young from their parents for

the purposes of education desirableness of mutual understanding between

parents and teachers— consequences of the want of it, 145, — inquiry into

the causes of misunderstanding,—1. Parents do not feel the importance of ed-

ucation,-2. A false standard of excellence in the minds of parents, 146, — 3.

A suspicious spirit, — 4. A disposition to dictate, -5. A want of personal ac-

quaintance between the parties, 147,- 6. Teachers are often in fault -poor-

ly qualified, — college students lack interest in their duties as teachers, 148,—

desirableness of removing these evils,— prevention better than cure, — duties

of the teacher,—1. He should imbue himself with a feeling of the importance

of his work,-2. He should seek frequent opportunity of intercourse with pa-

rents, 149, -3. He should be willing to explain all his plans to the parents,

150, 4. He should be frank in all his representations to parents concerning

their children, 151, — duties of parents, 152,—1. They should reciprocate the

attempts of the teacher towards a mutual understanding, 2. They should

candidly listen to the plans of the teacher, and aid him in the execution of

them, 153,
- 3. They should thankfully listen to the teacher's account of

their children, even if that account be not a flattering one, 154, — 4. Pa-

rents should visit the schools, -5. They should promptly and cheerfully

supply the required books, 154,- 6. They should see that their children

are decently clothed, and cleanly in their persons, 7. They are bound to

secure the constant attendance of their children, — trifling excuses, 155,—

effects of absence upon the child upon the school - upon the teacher, 156,

-punctuality to the hour,-8. Parents should be slow in condemning the

teacher for supposed faults, 157, - parents not capable of judging in all ca-

ses, 157, expect more of the teacher than he can perform, — compare his

discipline with their family government, the analogy does not hold, 158,

— the life of the teacher - his perplexities — his anxieties, 159,-

-reasons

why parents should be considerate, -9. When the teacher is known to be

wrong, parents should possess a forgiving spirit, 160,- 10. Parents should

give to teachers their sympathy, 160,- parents often deficient in this,

grudge vacations — feel no obligation should be otherwise, the teacher

would be stimulated to duty, if encouraged by the co-operation and sympa-

thy of parents, 161, the profession would be better filled with talent and

worth, teachers would live and die in their work, 162.

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