Personal Habits in Schools.
By Editor
If any man or woman needs to be circumspect on account of the effect of example, it is the Sabbath-school teacher. And there is no safety for him unless this watchfulness is observed everywhere and at all times. A casual word may lead to results of good or evil of which the speaker has not the remotest apprehension. One of the most important school-habits to be cultivated by the teacher is that of uniform, punctual, self-denying attendance in his place. We are persuaded that it is a very prevalent fault among teachers to feel at liberty to attend school or not, as their convenience or inclination may decide. The teller of a bank, the captain of a steamboat, a policeman, might be excused if illness or other providential cause should prevent their attendance at their respective posts. How often do these men go to their employments with headaches, and bearing up against weariness and incipient sickness, under the strong sense of responsibility, and with the consciousness that any failure may endanger their hold upon their offices! How constantly do we observe men who have no such consequences as these to apprehend, resisting the strongest inducements and persuasions to remain at home, on the plea that their business is too imperative to be neglected! They must be at the counting-house. If they cannot walk, they will ride. Or, if their vote is wanted at the polls or in the legislature, they will be carried thither on their beds rather than let the cause suffer in which their hearts are so deeply interested. This spirit is wanted in our Christian duties; and, though we would not encourage the risk of health or life to meet Sabbath-school engagements, we would have teachers feel as strongly bound to them as salary, gain, or ambition can bind the men of the world to their objects of pursuit. A deficiency in this point on the part of the teacher is seen at once in the state of his class. Late attendance, frequent absences, by-and-by vacancy upon vacancy, tell the reproachful tale. And not his class only, but the whole school, in all its order and discipline, feels the disastrous influence of a single example like this. Having established the habit of uniform attendance, it would be well to make it a rule to avoid every act which would have a tendency to diminish a sense of the seriousness of the day's occupation, either in our own mind or in the minds of our scholars. Let this be our maxim when we enter the school, whilst we remain in it, and when we leave it. Teachers, it is presumed, always go to their classes fresh from the place of private prayer. If when we enter the school-room we find we are some minutes before the time, or that the superintendent is some minutes behind it, let us be on our guard lest the manner in which we spend the interval shall dissipate our seriousness and distract our thoughts. We may find, for instance, a knot of teachers in pleasant discussion about the alterations of the place of worship, or the new tune which the choir has introduced, or some other topic of equal or greater importance. The scholars are also amusing themselves in their own way, and the inducement is very strong to join the circle. But, before we give way to the inclination, let us remember the object for which we came; let us remember that the scholars will receive their impression of the importance of the exercises of the school from the conduct of the teachers; that they will not distinguish the subject of our conversation, whether theological and scriptural, or secular and trifling. All they see is that their teachers like to have a pleasant talk together as long as they can, before they are obliged to take their seats with them. Think, also, how often such conversations are mingled with smiles and laughter, and how this appearance will contrast with the devotional employments and scriptural lessons that are to follow. Reflect how much such conversation, even for a few minutes, may disengage the thoughts of the teacher from the practical instructions he has to administer to the class. As soon, then, as we enter the school-room, let us go directly to our own seat. If none of our pupils have arrived, we will lose nothing by giving the lesson one more look. If there should be one, or two, or more, it is a precious opportunity to drop some kind inquiry, to direct the thoughts to the object of instruction, to prepare the mind for the occupations of the school, and to give a Sabbath complexion to the whole scene. This is the time for familiar, friendly intercourse with the class individually. Now we may learn much more of the character of each boy than when all are assembled and the lesson is in progress. The one addressed will see that we take a real interest in him, that we are willing to talk with him and teach him even out of the prescribed hours. We cannot want occupation for this extra time. If we have nothing special in the way of personal instruction or inquiry, we may take this interval to communicate some interesting fact which has come to our knowledge, or to converse on the library books that have been read, and discover what impressions have been made. Indeed, the man must be dull and unobservant who can find nothing useful to talk about for a few minutes with a child or youth, anywhere. We would add, let the same devotedness mark our conduct whilst in the school. Let us keep up the spirit of the lesson, and let not our manner indicate weariness or a loss of interest. If we get through the prescribed exercises before the school is dismissed, we can fill up the time with additional comments and practical improvement. We need not lose a moment. Let us stay by the class until the school is closed, and then let them not see in our behaviour or conversation anything inconsistent with the solemn instructions and admononitions that have been occupying their attention. —The Teacher Taught.