For the Massachusetts Teacher. THE EXAMPLE OF THE TEACHER BETTER THAN PRECEPT. Ir it be true that children are emphatically creatures of imitation, it is equally true that they will copy after no one sooner than the teacher. Although both may be mutually unconscious of the fact, yet there is a picturing of the feelings, the habits, the principles, in short, the very self of the teacher upon the mind of the child; not to remain for a few brief months, and then to be obliterated, but to form an essential part of his future character, and to determine his usefulness and destiny. The teacher should be a living example, known and read of all his pupils, not only in great, but in little things. The scraper at the door, the brush and the mat, should not be passed by him unused, unless he would have his pupils enter the schoolroom with unclean shoes. He should not take the liberty to do things inimitable by them, because he is the "master," but should remember that he is also, or should be, the model. What teacher, habitually or occasionally tardy at school, can successfully enforce the duty of punctuality? He may reverse the pointers upon the clock, but he cannot reverse the silent decision of his pupils. "He is late." We have known a teacher to punish scholars for eating nuts or fruit in school, while he treated himself to them without "note or comment." And "tell it not in Gath"-shall we be pardoned, if we say that we have heard of teachers lecturing their pupils very eloquently upon the evil of using tobacco, drawing their arguments from the laws of health, of mind, of morals, and, not least, the purse, and yet who make free use of the article themselves? We trust such things are becoming less common, and for the honor of our profession, yea, for its respectability we hope that the time may not be distant when no man who has to do with the tastes and habits of the young, will be found a slave to so useless, injurious, and filthy a habit as that of using tobacco. Fellow teachers, let us unite our influence, precept and example, to banish not only from the school, but ultimately from society at large, this evil. Again, it is the doing and not the professions of the teacher that will tell upon the intellectual life and progress of his scholars. He may tell them how much he desires their good, and what sacrifice he would make to promote it, or of the beauties of knowledge and the ills of ignorance, of the Newtons and Frankfins they may all become, of the flowery path that leads to the dome of that temple so inviting to their footsteps, and crowned with profusest honors; all this will please for the moment, but it will not be that good seed which shall bring forth much fruit. Let pupils see that the labors of their teacher are unceasing, and his efforts for their good untiring; that he does not value an extra hour, or, occasionally, an evening, if so he may render them some needed assistance; let them see that fixed and constant interest in their every task, and even in their innocent amusements, which witnesses that his heart is with them in all things, and he will not long feel that he is laboring in vain, or that his efforts are unappreciated by both parents and pupils. No less in his moral influence should the teacher be a practical man. Here, above all else, should he know what he does. Time will fail to unfold the results of his labors; eternity, alone, I will be sufficient. Would he cultivate a strict observance of the sabbath, reverence for the Bible, for prayer and other religious services-a scrupulous regard for truth even in most trifling things-respect for the aged, the virtuous poor, and pity for the unfortunate-a spirit of universal benevolence, of charity, of forgiveness-a disposition to deal justly and love mercy;-in short, would he create and foster those deep and pure sentiments and principles which characterize, in the best sense, the man and the Christian, let him exemplify in himself, not only in every thought and word, but in every deed, the true man and the consistent Christian. But where shall he find sufficient reward for all his self-denying efforts, his watchings, his anxiety, his toils, his patience, his counsels ? Let not the faithful and successful teacher fear for his recompense; though it seem to tarry long, it shall not be forgotten. As he follows his numerous charge from the school-room to the arena of life, and sees the seed that he has sown, springing up around him and bearing the fruits of honorable and useful living, he enjoys his highest earthly reward. Upon his tombstone shall be inscribed, "He hath done what he could;"-upon the heavenly record, "Well done." Rockport, May, 1851. PUNCTUALITY. - C. H. I" give it," said the late Dr. Fisk, "as my deliberate and solemn conviction, that the individual who is habitually tardy in meeting an appointment, will never be respected, or successful in life.' There is some severity in the remark; but we endorse it as a truth sustained and corroborated by history and observation, which in our short life we have been able to make, and which the experience of none can possibly invalidate. THE CHILD IS FATHER OF THE MAN. "Tis a fond yet a fearful thing to rule ESSEX COUNTY TEACHERS' ASSOCIATION. THE twenty-first semiannual meeting of this Association was held at Ipswich on Friday and Saturday, April 18th and 19th. Notwithstanding the inclemency of the weather and the inconvenience of access, the meeting was well attended. A lecture was delivered by Mr. Charles Wheeler, of Salem, on the Duties of School Committees, Teachers, and Parents, to the Schools; by Thomas Cushing, Jr., of Boston, upon the Comparative Results of the Present Educational Appliances and those of Former Times; by Mr. Marshall, of N. Danvers, on Drawing in Schools; and by G. A. Walton, of Lawrence, on the Teacher's Preparative Resources. The following topics, suggested by the lectures, elicited animated and profitable discussion, sustained by members of the Association and others: The Teacher as a Man; Teaching as a Profession; Range of Studies; Compromises in Education and Discipline; Implicit Obedience; Quietness in School; Normal Schools; Teacher's Institutes; Associations; Bible in Schools; So-called Innocent Games; Phonography; and Progress necessary to the Teacher. A Report was presented by Charles Northend, Esq. Chairman of Committee on School Supervision, which was discussed at length, and finally recommitted, to be acted upon at the semiannual meeting in October. Mr. Putnam, of Salem, moved an amendment to the Constitution, which will admit of the annual meeting's being held on the Friday and Saturday succeeding Fast Day. The object of this amendment is to avoid an interruption of the schools. The following resolution was unanimously adopted. Resolved, That the thanks of the Association be presented to the several gentlemen who have favored us with lecturesto the Eastern and Essex R. R. Companies for extra accommodations to the County Commissioners for the use of the Court House to the Selectmen of Ipswich for the use of the Town Halland to the citizens of Ipswich generally, for hospitalities so freely extended to the Association. Having sung Old Hundred, the Association adjourned at 11 o'clock, on Saturday, to meet in October at S. Danvers. Lawrence, April 22d, 1851. A DIALOGUE FOR 1843. GEO. A. WALTON, Rec. Sec. "HENRY, my father says the world will be all burnt up next spring." Thomas very moderately and thoughtfully replies "Well, I don't care. Our folks are going to Ohio.' "THE ALGEBRAIC PARADOX."- WHERE IS THE "FALLACY?" It seems to me J. S. E. and H. T., in the October and February Nos. of the Teacher, have failed to point out the errors, and the question is yet to be explained. I regard the work as strictly correct in every sense of the word, till you substitute a for x in equation. I do not see the fallacy in passing from the fourth to the fifth. I admit that the equation may take the form of 88; but no fallacy can be shown from Prof. Chase, who says "this expression may therefore represent any quantity whatever;" for by representing any quantity whatever does not forbid its representing a particular quantity in some cases. Neither is it shown by Prof. Whitlock, because in this case we cannot consider it "in itself abstractly;" and although so considered, it may have "no meaning at all," when we attach to it no "idea independent of its origin," it must have a meaning, for we have the origin. Nor can it be shown from Profs. Davis, Loomis, Hackley, and others, who give various examples showing that it " may express a determinate, an infinite, or an indeterminate quantity." In the given example, J. S. E. has committed a serious error in his conclusion. The first equation, a (-a) 8 reduced, is equal to a; in the second equation, = reduced, is equal to x+a, but is not equal to 2a, for x is not to a. Now as there is no impropriety in this case, "in the equation a (x-a) (x+a) (x-a), that is, 0=0," yet there is no absurdity in saying that the determinate values of the two fractions and (*)(*) are equal, for the first being a simple equation, its root is a ; but in the second, it being quadratic, it has two roots, and the root a being suppressed by the reduction, we do not know what value to attach to x in the expression x+a. It may be zero, and is zero in this case, as I shall soon prove; and the equation a=x+a, instead of becoming a=2a, become a=0+a, or a=a. = a (7-1) 1 (x-a) (x+a) I must beg leave to quote a sentence from H. T.'s communication, with an amendment. "In the October number, J. S. E. very improperly decides that the fallacy is in passing from the fourth to the fifth equation." I must also beg leave to differ from H. T. To my mind the assertion that zero has no factors is false. I would also like to see a question proposed where the algebraic solution fails and a physical or geometrical one gives a rational result. I must also ask for the proof that every quantity into which 0 enters is rendered an absurdity. I have not at my elbow Chase, Whitlock, Davies, Loomis, or Hackley, hence cannot refer to the page, but will refer the reader to the principles admitted by all mathematicians. |