To one looking out upon the life of the Teacher, as exemplified in the history of the instructors of our country, so great is the diversity of traits of character, and so few are the points of resemblance, that the casual observer might conclude that no one road more than another led to success; that every one might pursue his own course with an equally good result. But while we acknowledge the fact of great diversity of characteristics in the teachers of our land, we are unwilling to admit that success lies in every direction; though there may be a diversity of gifts and graces, still, true success lies within proper limits, and is subordinate to fixed law. We claim for the work of the true teacher the character of a profession; and in so doing we would elevate his calling to equal dignity and rank with other professions, and consider that sound principles. and carefully digested plans of conduct have here their sphere, as well as in the callings of the jurist, the physician or the theologian. It will not be denied that there are diversities here also; yet who would think of denying the existence of a profession in theology, because Doctors of Divinity differ? It would seem a part of the trade of physicians to disagree; yet who I ask denies that the doctor is a doctor. We all remember the simple minded farmer's definition of metaphysics-"It is what you do not understand, nor I do not understand, nor anybody understands that is metaphysics." Yet there is to-day, as well as when Plato and Pythagoras, more than two thousand years ago, lived and taught, the same science of mind, with all its laws, and principles and

* ADDRESS, before the Wisconsin State Teachers' Association, at the Annual Meeting at Janesville, July 30, 1862, by J. FORD, President.

profound truths, the crowning excellence in human thought and mental development.

We contend then that the teacher has his place by the side of other professional gentlemen, and it is in the full belief of this fact that we have here to-day assembled, and propose to look over the domains of our profession, and gathering from each other's experience, learn new truths in our calling. In furtherance of this belief and this object, we wish to introduce to your notice, during the few moments allotted us, some of the traits of the INDEPENDENT TEACHER.

This term we would employ in à restricted specific sense we mean independence not as opposed to wholesome law and order, but rather through them gathering its freedom of action; independence founded upon rule, in contrast with unlimited license; settled theory and regular plan, as opposed to vague and loose conduct.

cess.

And the first characteristic of this independence which we would mention, is system. System in teaching is one of the great elements of sucNot only does it stand opposed to the loose mode of seizing to-day at any random explanation (of a mathematical proposition it may be) and a different one to-morrow, but system gives form and strength to the thought, both in the mind of the teacher and taught. If the pupil is left to wander, and pick up any reason for the proposition before him that chances to come in his way; or, as it is too often true, to go without any, then unless of a peculiarly inquisitive mind, he will "see through a glass darkly"-have some dream-like conception of what the thing might be-but utterly lack what he ought to have, a clear and full perception. Every principle in mathematics should if possible be accompanied with a clear, distinct reason and demonstration. Let the demonstration be in plain, full characters, that the pupil will readily comprehend-not using Algebra to explain Arithmetic, as is often done— but in terms if possible suited to the subject; and above all let adequate abstract reason be furnished for every step. The pupil thus coming into an acquaintance with the rule and its reason, both are committed together, and the reason is ever present in the thought, to fortify and strengther the rule. I am aware that at this point the mind of the pupil recoils. He is willing to learn processes, commit naked propositions, perform page after page of examples; but he is unwilling to dive down into the depths beneath, and bring up the reason. Nothing in my own experience in teaching has ever troubled me half so much, as to bring a pupil to this single point; to fully apprehend and appreciate a reason, whether for a rule in mathematics, or for a proposition in some natural science. How few of our pupils can to-day give an intelligible reason why ice is formed upon the surface of water, and trace the

operation of that beautiful principle in the cooling of a body of water, from the moment the mercury drops below 40°; showing the ascent and descent of the particles till at last cooled to 32°. It is true that we cannot always arrive at an ultimate reason in nature; its great study consists in facts and processes, yet from these we can deduce conclusions which are decisive. But here, I repeat, the pupil drops short of the goal he should reach. He will reply to the inquiry, why does ice form upon the surface, "that water begins to expand, when cooling below 40°." This I affirm is an inadequate description, but just the reply I have often heard. The instructor who is himself familiar with the subject may by toil and patience succeed in infusing this spirit of inquiry; yet he often finds his pupils weary of the road and willing to take up with any conclusion. He can fully sympathize with a well known teacher who had labored hard to make a pupil trace the course of food, in its nourishment of the system and formation of blood. After great pains-taking, the pupil told him the food went directly from the mouth into the stomach and there all turned into blood!

Not only is system in teaching a great requisite in the successful teacher, but the same is true in government. Every offence should have its penalty, and every good achievement its reward. It is no trait of the independent instructor to allow such things to go loosely, trusting to the hour and the circumstances to suggest some mode of action. It is true that circumstances may materially modify his course of conduct; may even cause such a frittering down of rule, that to a stranger it may look like an abrogation of the rule; yet the skilful pilot knows his course and where he is drifting.

The rule of Draco-death for every offence-cannot be more subversive of good order than the rule of the practical believer in moral suasion. The one system makes every man a criminal; the other every man a saint. The one is an implacable leveller, and kill-all; the other is an amiable flatterer, and alike confounds the vicious and the good. It would be downright horror to many of our day to see the old Connecticut schoolmaster enter some of our beautiful school-rooms, and there hold forth as in olden time; teach that original sin and total depravity are the common inheritance of the race, and announce that he, acting upon that postulate, should administer an ample amount of punishment to cast out the unclean spirit. But better far see him than his opposite, the man who believes in an unlimited sense that "kind words can never die;" that parades his moral suasion hobby on every convenient and inconvenient occasion. Does a boy whisper, he gives him a dose of moral suasion; does he perform various feats of ground and lofty tumbling in school time, he administers moral suasion. Give me rather the Draconian law

of the Puritan mother, who administered a dose of pikery for every of fence; always with the prescription, "You must be siek my child, or you would not act so." We leave this part of our subject by saying, let no one ride his moral suasion hobby into our bailiwick.

But a complete system takes the middle course. It treats every one as rational, and yet holds firmly and kindly the reins of government. Some have carried this principle so far as to provide for irregularities and reduce them to rule. If things undesirable and even disorderly in their nature must be done, then make provision for them; reduce them to rule some way. Let system be present in every thing. As a full illustration of my thought, listen to a quotation from the Diary of Dr. Kane, when with his little, sick and worn out crew, he makes the desperate resolve that he will return home: "Whatever of executive ability I have picked up during this brain and body-wearing cruise, warns me against immature preparation or vacillating purposes. I must have an exact discipline, a rigid routine, and a perfectly thought out organization." A waste of ice and water of 1300 miles, the most dreary and desolate, lay between him and Upernavik, the nearest settlement; but he accomplished the task. Yet this giant undertaking was achieved through system and the most complete organization. Want of system has been the bane of many a school-room.

But the second characteristic that we would mention of the truly independent teacher is, that his government should be mild and firm but based on reason and law. Though government implies the exercise of authority in the hands of the governor, yet in no true sense can the government of the school-room be considered a mere exercise of power. This would be but a slight remove from brute force, and all the elevating influences that flow from a well regulated school-room would by such a course be completely ignored. Primarily government is not the appropriate work of the instructor. The great object to be secured is study; and the teacher stands to the pupil as the bare director or assistant in the successful accomplishment of his task. Anything else that the instructor may do is not in one sense appropriately his task; and only so far as it tends to secure study, can it be regarded as an incumbent duty. The teacher estimates the capacity and knowledge of his pupil as far as possible, and marks out the field of study to be entered. If there was now a hearty co-operation on the part of the pupil with the efforts of the instructor, government as such would be unknown. But alas for poor human nature, the teacher at the very outset finds himself called to do something else than instruct. Like the prophet he must "break up the fallow ground and sow not among thorns" and this preparatory work oftener calls more for an exercise of judgment, real ingenuity, and prac

tical skill, than for ripe scholarship. Yet after all, study is the end and aim-the goal toward which every effort should be directed. The instructor cannot, ought not, to demand compliance with his commands merely because he has the exercise of authority. The soldier yields a blind obedience to the will of his superior; the subject to that of his king; the slave to that of his master. Neither asks nor often knows, the motive that prompted the command. But the teacher is acting for the good of the pupil he governs; and the latter should claim the right to be admitted to the secret of the governing motive. In one sense he sits in judgment over his own acts, and when well instructed, in good and wholesome law, his conscience acts with his instructor, and pronounces the demand to be right.

And this brings to our view the third requisite in the character of a complete teacher. With the relation just noticed as existing between teacher and scholar, to what other principle than the good of the scholar, can the teacher appeal, in enforcing his just demands? And this too is the most effective kind of appeal, because it finds its highest motive in the good of the governed. Let this mode of appeal then ever te used toward the scholar; let him see that he reaps all the advantage from obedience, and his teacher nothing; that if he is made to obey, it is because another loves him better than he loves himself. If such teaching under corresponding treatment, finds no response in the breast of the pupil, then in our judgment his school probation should end, and he should be permitted to graduate at once.

But following out the natural leadings of such a principle, the wise instructor will call into play only such rules as are demanded by the conduct of those before him. Were there no profanity, he would not be required to promulgate a prohibition of it. Were there no cutting of desks or other injury of property, he would need no rule to prevent such a practice. Some of our most successful instructors have adopted the principle that you should never make a rule till you need it. One of the best regulated school-rooms with which it has ever fallen to my lot to become acquainted had but few rules, and but little government. With them it was a constant question of ethics: what is right-what does the general good allow-and what does it require? This was the touchstone to which every branch of wholesome order was brought and by which it was tested. Often in that room have I heard debates over the rectitude or otherwise of certain demands.

But to all this it may be replied: you are anticipating a more advanced state of order and moral perception than we find in our school rooms. To that I would reply, the principle is not changed, although the line of conduct in some particular instances might differ. In other words, be