THE GOVERNMENT OF PUPIL-TEACHERS.

A Paper Read before the United Association of Schoolmasters, by Mr. F. R. Crampton, Master of St. John's National School, St. John's Wood.

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BELIEVE I have chosen a subject of practical utility, for the “Government of Pupil-Teachers" is neither so easy, nor of so trifling importance, as to render any hints upon the matter superfluous. It is not my purpose to enter particularly into the Government regulations regarding their instruction and discipline, but to draw your attention to the means of forming their character, with the view of rendering them not only good schoolmasters, but honest men; not merely fit for their intended profession, but fit for the exalted privilege of possessing the breath of God for those ends to which they were created. Consider for one moment of what vital importance it is that no means should be left unemployed to make these youths champions of truth and integrity. Who can place a limit where their influence shall stop? As each one goes forth to be the faithful teacher, or the mercenary hireling; the humble, hopeful Christian, or the upstart pedant, many have to be benefited or injured by them; the welfare of hundreds depends upon the character, perhaps, of one of the lads of whom we hope the best at all times, but are often content with leaving to future years' experience what should be striven at now. Ought we not to hold our trust in fear and trembling, when we consider how many countless graces and manly aspirations may arise from a word spoken in due season; or what a pernicious instrument our negligence or insincerity may send forth to influence generations yet unborn? The oft-repeated maxim of wisdom coming with experience, is in this not only fallacious, but destructive of much usefulness. Many have to regret that they passed their youth in shameful indolence; that the world was to them full of good fairies, who waited to do their bidding. The tender remembrance of a mother's counsel or a father's sage advice will, perhaps, come to their remembrance in moments of terrible anguish of soul, when they are borne down by the torrent they are unable to stem. Oh how much there is to suffer from the inexcusable neglect of making a proper use of those years which precede the responsibility and self-reliance that must come in turn to all. Much difference of opinion has arisen as to the efficacy of the pupilteacher system; but I must urge in its praise, that it came upon us at a time when it was needed; it was carried on with great indulgence and sympathy at first on the part of the Government, and it has raised the standard of instruction materially. There was always a great idea of numbers in a school. Every clergyman appeared satisfied that all was right if the school was crowded; so there was a master with only human strength and ability engaged to educate two hundred, assisted (does it deserve the name ?) by a few little monitors, who used to play at "school" at one time of the day, and at "soldiers" another. Each was alike a burlesque. Now, however, a twofold object is answered,-useful assistants are given to the master, and useful schoolmasters are prepared for the country. The Government regulations contain, moreover, such checks and requirements as should provide for the proper instruction and discipline of each youth, and insure his usefulness during his apprenticeship. While giving a cordial approval to this part generally of

the Government scheme, I must at once express my conviction that the payment of the gratuity to the schoolmaster being stopped upon every failure of an apprentice, is unsound. That it should depend upon the examination either of the boy or the school being satisfactory, is fair and just; but that a man should suffer because a boy has done wrong in the face of all remonstrance, and he has been faithful enough to say so, is contrary to my notions of right. Many may have connived at some immorality because five pounds were involved: beset with numerous difficulties, delicate health, a large family, dearness of provisions, relying, perhaps, for a roof to cover him and his dear little ones, upon this very five pounds, he makes a compromise with his conscience, and, instead of acting firmly, reproves kindly, for the boy may be somewhat mulish; and thus concession after concession is made to the end of the apprenticeship. Let us not follow out too closely the probable results of such a course, but hope that the same merciful eye which saw the cause may have in store future restraints to prevent the influence of a tyrannical spirit.

I must now speak of the selection of an apprentice. This generally depends, as indeed it ought to do, upon the master; too frequently, however, intellectual acquirements, or the want of a more suitable candidate, determines his choice. Many circumstances should be taken into consideration before the selection is made, the absence of any of which will cause future mortification and disappointment :-The respectability of the character of the parents; their influence over the boy,-whether he is well looked after by them in his hours of leisure; how far they are likely to control and direct him in succeeding years; and other questions of importance affecting them.

One chief element in the boy should be truthfulness: mischief can be managed, slyness or deception is a loathsome reptile, that every schoolmaster detests; he should be of a good temper, able to bear reproof, active in his habits, and, above all other earthly gifts, he should be healthy to make a sickly boy a schoolmaster is a refinement of cruelty that we should certainly avoid.

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The first year of apprenticeship is one of trial for both teacher and pupil; the former should then be extremely careful that no laxity or carelessness on his part opens the way for future irregularity on the part of the pupil. To insure punctuality, it will be necessary to consider that one minute after time is a serious offence. The habit of being at the post at the very moment is of too great importance not to insist upon it, in spite of all difficulties. In this, as in all other matters of similar importance, one great feature must be apparent,—the pupil-teacher must see in his master a determination to carry out what he proposes; to know no excuse, no obstacle, no temptation to the contrary a plan is formed, and a legion of adverse circumstances is not to deter. Of this we may be certain, that anything like wavering is subversive of all control. There must be, of course, an adherence to the requirements of the Committee of Council as to the intellectual attainments of pupil-teachers; but it is essential to success that, before all things, the heart of the boy should be gained; this is indeed vital, for all subjects of instruction may be made alluring, all advice tempered with judgment and candour, if a boy goes on with the good understanding that everything reasonable is done for his interest, and

that he means to do his best. I do not think, nor have I found, this to be so difficult; how many kind feelings are engendered by a kindly interest being taken in a boy's health, his pleasures, his parents,—a timely joke, a friendly shake of the hand, a participation in his amusements; these, with many other things, weave a bond of interest between both parties that is not easily broken, and assure the boy of the earnestness and sincerity that begirt his path. It is not to be expected that when a boy leaves his ordinary schoolboy position, and emerges into his five important years of trial, he will cease to have the fun and hilarity of a boy; he is then, perhaps, just getting into that unenviable stage of his existence which we may call his puppyism. This begins earlier with a sharp, clever boy than with one more moderate in his attainments; and all have witnessed the important strut, the everlasting variety of the necktie, each time the dimensions becoming more ridiculous; but all this is to be expected, and shows that some regard is possessed for the opinion of others. A little wholesome ridicule will rectify the silly notions regarding dress, or other subjects of the same nature; but it will of course be given with good humour, and not in such a way as to cause unnecessary humiliation.

It is not essential that a boy should perceive the reason for each demand upon his patience or obedience, but that he should be brought to that state in which he will place implicit reliance upon his master, and render such cheerful compliance with his wishes as will prevent unpleasant results. I believe that it is quite possible for a boy to look upon his apprenticeship as a state of discipline, and that he can habituate himself to many duties from which he would have shrunk if he had had foresight at first to perceive how onerous they were.

His studies should be judiciously given, with a view of forming habits of thought and reasoning, as well as a capability of teaching those subjects required in his future profession. It should be borne in mind, that he is to be a useful member of society, and not a self-sufficient pedant. Upon this point, I cannot help quoting the admirable remark of Channing "But the ground of a man's culture lies in his nature, not in his calling. His powers are to be unfolded on account of their inherent dignity, not their outward direction. He is to be educated because he is a man, not because he is to make shoes, nails, or pins. A trade is plainly not the great end of his being, for his mind cannot be shut in it; his force of thought cannot be exhausted on it. How often does the pious heart of woman mingle the greatest of all thoughts-that of God -with household drudgery. A mind in which are sown the seeds of wisdom, disinterestedness, firmness of purpose, and piety, is worth more than all the outward material interests of a world. You tell me that a liberal culture is only needed for men who are to fill high stations; I answer that Man is a greater name than President or King."

In the long hour and a half which we are compelled to give each day, and the pecuniary reward for which (if that alone were our reward) is contemptible enough, time will be found to open to the minds of these youths such subjects of study as will help to give them zeal in their situation, and upright motives in their conduct generally. The lives of eminent men-a subject always interesting to the young-may show them how some have risen to greatness in spite of poverty, persecution, and other hardships; how the jewel sought so wearily by many was a suffi

cient reward to them when discovered; how others were set as beacons to guide the laggard, the thoughtless, or the desponding; how, impressed with the ennobling determination to benefit their fellow-men, some have walked the world to bless it, and to leave behind them the footprints of angels.

Let us show them the great Samuel Johnson. In an obscure corner or hole in London, plodding manfully in a half-starved condition for many years; the champion of the weak; the strong-armed lion, under whom the oppressed so often took shelter; the meek Christian, who would never allow the least irreverence to be shown to sacred things; superior to servility or adulation; working his way to a renown which few of his compeers possessed; and leaving a memory revered by all. How a Howard loved all men more than he loved himself; and how in gentleness he went, single-handed, to that merciful work which renders his name dear to us!

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Then, again, music is a powerful auxiliary, which will amply repay for all the time spent on it. I do not mean a meagre acquaintance with the nomenclature peculiar to each system of teaching vocal music, but an appreciation of the art, and an enjoyment in its pursuit, which can only be obtained by long practice and familiarity with good compositions. I have said that we ought to take an interest in the recreation of our pupil-teachers, and I am sure that there can be no recreation more wholesome than this. I have done much by teaching all my pupil-teachers to play the violin, and many an hour have they spent over it which would otherwise have been sauntered away in amusements frivolous and unprofitable. It is my usual salute of a morning to hear, not the strain of chanticleer, but "Logie of Buchan,” “ Sally in our Alley," or some such well-known air; and it is pleasing to know, that the same solace which has beguiled many a weary hour of mine, is in store for them. When the nerves have been strained to their utmost endurance, the head aching, and the limbs weary, this has been a pure heavenly enjoyment, which has afforded relief at all times. Moreover, it is a powerful instrument of intellectual culture; a refiner of the taste; a quickener of the imagination; the handmaid of religion. Mathematics will give them habits of precision and reasoning; and in teaching Euclid, I would not be satisfied with the simple enunciation of a problem, but interpose the question why such and such a consequence is arrived at continually. Every step should be made a matter of reasoning, and no mere rules will be of any service in improving the reasoning powers. In all matters connected with religion, there must be the mere headknowledge, and the reverential feeling totally distinct from this. reading the Bible, or studying any portion of its precepts, it must be regarded as entering into a sanctuary which will not bear the intrusion of other thoughts; lightness or carelessness of demeanour should be resolutely banished. The faithful teacher will lead his young disciples to view the Almighty as a kind father, ready to guide their feeble steps through the world. More profitable will it be to teach them plain homely truths, which we learned on our mother's knee, and which we have found to be our solace in hours of severe trial, than a host of dogmas invented by men, and kept up by factious spirits. It is not necessary that they should have a familiar acquaintance with every Anthony Fire-the-Fagot, nor will it much improve their character to be

well up in red-letter matter, missiles, relics, heresies, and the lives of the various anathematizers, whose zeal in promulgating their opinions has not been very often mingled with the gentleness of Christianity. They should undoubtedly become familiar with the history of our Church, and this may be made most interesting to them; but I would insist chiefly upon the simple teaching of the Bible, and endeavour that they should see God as "the friend that sticketh closer than a brother." The Scriptures will then become " a lamp unto their feet and a light unto their path." Indeed, as the writer of an excellent commentary upon the Acts of the Apostles says, " there is considerable danger lest even the study of Holy Scripture should degenerate into a mere exercise of the intellect or memory." Among other matters, let them have an opportunity of cultivating their taste in drawing, not depending upon courses of lines and segments of circles, but, in addition to their necessary acquaintance with principles, let them indulge their taste in any sketches, humorous or otherwise. They are all fond of "Punch," and it is surprising how accurately they will copy these sketches with pen and ink,

With regard to home lessons, I think two hours a day may be devoted to the subjects necessary for their study. These lessons should be very carefully reviewed, and it is a good plan to keep a record of their progress in each matter: the attention of the teacher must be drawn to their habits of carefulness and neatness, and it will be some trouble at first to get a boy at all times to put his work down on paper in such a way as if he were doing it for an examination. To be at one time careless, is to be depended upon at no other time for carefulness.

It is not my purpose to mention each subject which forms a matter of study to pupil-teachers, these, I have mentioned as helping more especially to lead their minds into healthy habits of thought and action. Doubtless there are many others of kindred nature; as, good poetry, chemistry, and other branches of science: these are all helps by which knowledge may be made alluring, and truths established which will not easily be removed. Certain stated times must be taken up to review carefully and candidly the school-work; and never should we get into the habit of complaining of their teaching or conduct before the boys. A few words quietly spoken when alone, they will remember and act upon; but all that may be said amid the noise and worry of the school passes away as vapour. The habit of reproving them before the children will moreover tend to reduce them to mere schoolboys, and lessen their authority, to uphold which is of so much importance. There is a very wrong notion with many, that if a boy devotes his time to the school, and is present when required to receive his private instruction, no further demand can or ought to be made upon him. Each boy must rather regard himself as he really is, an apprentice at the call and bidding of his master. There must be no fancies, either of his or his parents. He is not paid like an errand-boy for so much work done, for his pay is inadequate when measured by such standard; but he is assisted in a pecuniary way to fit himself for an important situation in life. Of course the annual stipend does materially assist him, but I must repeat that it cannot be regarded as an adequate payment for labour. great advantages of careful instruction of an extended kind, the elevation of the character, and future respectability, are the real advantages a pupil-teacher possesses.

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