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whitewashed; and the whole of them ornamented with various carvings and images, which proclaims them to have been the scenes of confusion, and the abode of depraved tastes, and corrupted morals; the books thrown in disorder about the house; some kicking, or rather being kicked about the floor; most of them with broken covers, and many of them minus even an apology for a cover; some with covers entire, but the bodies missing-and all of them scribbled and disfigured with frightful images, traced with a pen, a plummet, or a piece of red chalk-all of which bespeak idleness on the part of the scholar, and a culpable neglect of duty on the part of the teacher.

Teachers are bound to look after these things; and they should consider themselves as the constituted guardians of the district property; and that they are under obligation to protect the house and its appendages from all unnecessary harm. It is certainly one very important part of their duty to teach morals, and manners, as well as correct habits; yet neither good morals nor good habits can well be promoted, in places which are themselves filthy, and which, from the unsightly marks and figures observable, one would be led to suppose had been occupied as a felon's prison, rather than as a school-house.

common centre of education. It is a half pau. perized independency, which falls between all categories and moves us neither in the way of respect nor of benevolence. The children feel themselves to be unprivileged in their attendance-and their parents have only a cold dispairing interest in the forlorn establishment, to which they are doomed to send them. How dif ferent the case, if they could see their sons and daughters in the same school and class with those of the more distinguished families; engaged, in a trial of talent and good manners, to excel them; sometimes successful; sometimes honored by public notice, at examinations; passing, at length, into a High School, where they are instructed in elegant learning and science; going home to speak at their simple table, of the great facts of science, to discuss questions and suggest tasteful thoughts. What a light and warmth would this give, in the bosom of a poor family, or in one just rising into character. How kindly would it bind the hearts of the pa rents to society as a whole, how genial the influence it would shed on their humble walk. In such a case, the children are not trained to hate those above them, but only to emulate them because they now see that there is justice and feeling and friendship for them, and that they are encouraged on all sides to aim at the highest excellence.

Yet destruction seems to be the order of the day in many schools, and teachers must certainly shoulder the greatest share of the blame.Nor should we omit to say that an education Those who are capable of governing their begun at the common school is, in many respects, schools, can easily prevent these evils; and better than a private school can yield. It does those who cannot, of course are unqualified for the children of higher families good, to sit on a the vocation. There cannot be the least apolo-level with the children of the lower, and, if it gy offered, for allowing a set of unruly scholars during an intermission, to turn the house upside down; to tear the benches and desks from their fastenings; to deal out wholesale destruction to the windows, books, slates, garments, &c. &c. besides creating half a score of "expunged eyes" and bloody noses, to grace the school-room in the after part of the day.

One very prominent reason why people generally are so unwilling to make repairs, or to be taxed for an extra appendage to their school. room, is that but few teachers seem to consider it a part of their duty to protect it. Would our teachers generally take it upon them to attend faithfully to these matters, we should soon see the community willing to take measures for rendering these buildings more pleasant and inviting. Those who cannot, or who will not control their scholars in this respect, had better retire from the business, and leave the field clear for those who will.

O. W. RANDALL, Dep. Sup't, Oswego County. Phanix, Jan. 21, 1843.

DEMOCRATIC CHARACTER OF COM.
MON SCHOOLS.

[From the report of Horace Bushnell on the schools of Hartford, Ct.]

When all the children of the more wealthy and influential families are withdrawn from the public school, it ceases, of necessity, to have prominence in the public eye, and draws no warm circle of expectation round it. It is not a mere charity school, in which we might feel the interest of charity, neither is it, on the other hand, a school dignified by its prominence as a

must be so, to be surpassed by them. It makes them respect merit, delivers them of their impractical conceits, and inspires them with a sense of justice. It is a great advantage also to know society. Hence the child who is brought up ex. clusively in a private school, and especially a boy, is not thoroughly educated. He does not know the people, and is not qualified to act his part among them. Their feelings, prejudices, tastes, deficiencies, are all unknown to them. His knowledge is more exquisite than the world is, and his character is practically unamericanized. Going into life as a statesman, or a law. yer, or in almost any other capacity, he will go under a decided disadvantage. How small a thing is it, indeed, to teach children the names of mountains and rivers, and other things equally distant from them, when they do not really know their own neighbors and countrymen.

The more is this to be regretted when the knowledge of their fellow-citizens, in lower walks of life, would so much diminish their distance from them, and breed in their hearts, a feeling of citizenship as well as of humanity, so much enlarged; for man is man, whether high or low, and it will always be found, however much we magnify the distinctions of society, that his actions and feelings do, after all, spring from his manhood more than from his condition. A knowledge of the high is a knowledge of many infirmities together with many traits of fellow-feeling, that pride never could suppress. A knowledge of the low, a knowledge also of many noble and fine qualities, together with some vulgar prejudices. There is ever more distinction in the outward show of ranks than there is within; for when the two come really to feel and weigh each other, it is not the rich

knowing the poor, or the poor the rich, but it is the man knowing the man, and both together knowing themselves to be allied by nature to the same God, as they are citizens of the same country. How fine a picture of society might we hope to realize, through the medium of a perfect system of public education. What an elevation of manners, in the whole people, what respectfulness to merit in all grades of life, what a friendly understanding, without jealousy of precedence or character. Gathering round the youth, with a common interest, we should share a common pride in their ingenuous efforts at improvement. Our streets would reveal the dignity of intelligence and character. Our houses would be abodes of thrift and self-respect, and virtuous happiness.

Teachers are recommended to adopt the im proved method of teaching ORTHOGRAPHY, name. ly, by DICTATION. The teacher reads from a book, or dictates a sentence of his own formation, to the pupil, who either writes it down verbatim, or merely spells the words as they occur, as if he were writing them down. Such as, 1st. Words similarly pronounced, but differently spelled. 2d. Words similarly spelled, but differently pronounced and applied. 3d. Words spelled and pronounced alike, but differing in signification. 4th. All words of unsettled orthography.

The following sentences may serve as examples:

Parallel to the beach ran a row of beech trees. He is a seller of old clothes, and lives in a cellar.

Did you ever see a person pare an apple or a pear, with a pair of scissors?

The bear seized him by the bare leg. I could not bear to look on.

So I stayed at home to sew my clothes; but John went to the field to sow wheat.

We observed at the edge of the slough, the slough of a snake.-An Outline, &c.

MICHIGAN.

[Extract from the report of T. Sawyer, jr. Superinten dent of Common Schools, showing the importance of "uniformity of books," made Jan. 3, 1843.]

UNIFORMITY OF BOOKS.

REPEATING AFTER THE TEACHER. There is one practice I require at the earliest age; that of repeating after me. It prepares for speaking and reading elegantly, and for that accomplishment open to all, of repeating poetry, in an expressive and interesting manner. You know there are birds, who ever after repeat that sound of the human voice which they first heard; and children have the same impressibility.Their pertinacity in their first blunders proves the fact, and gives us a hint to avail ourselves of it. Every infant should have the name of each thing sounded to it, in a clear and agreeable tone. It should be encouraged to repeat names and words, until it pronounces them as well as it can; and should never be satisfied with The presentment against schools, by the inmerely making itself understood. Do not let a spectors, for non-uniformity of books, is unanichild be left to chance to pick up a language; mous. All execrate the evil and demand a rebut frequently encourage it to practice upon medy. The district returns also show that not short sentences, varying the tone and expression. less than 33 different reading books are used in When three years old it will be able to repeat the schools, while nearly every known author simple stories after you, a few words at a time, or compiler of a spelling book, grammar, arithcopying tone, accent, and pronunciation exactly. metic or geography, is represented, not merely When it has repeated several, it is better to read in the State, but in every school. Who, under aloud, and to read the same thing over and over, such circumstances, has not fresh tears" to until both words and meaning are understood. shed over the misfortunes of teachers? It is Never pass on, and let it be satisfied with half not enough to reduce his monthly wages oneunderstanding. Let it hear as much good read-fifth, but two-fifths of the time bought must be ing as possible, and never any which is incorrect. Let it learn the delight of a book: and make the ear and enunciation nice.-Theory of Teaching.

SPELLING.

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consumed in unavailing efforts to economize both time and money by classification! If qualified for his place, and ambitious to exhibit a school that shall be creditable to him, how must he proceed? Twenty scholars, of equal proficiency in a particular branch, may be picked out and In pronouncing words for the scholar to spell, called the first, second or third class; what then? the teacher should always articulate them as Half a dozen different text books in that class, they are uttered by the best scholars, in distinct all treating perhaps upon a similar subject, have public speaking. The contrary method, prac- conducted the several members through protised by some teachers, of uttering words as cesses and to results widely, and, it may be, though every syllable were accented, prevents irreconcilably variant. Take the spelling book, the pupil from learning to spell the actual spo- for instance. Among those used in our schools, ken language; and consequently he receives lit-are Webster's Elementary, Sanders', and Benttle practical benefit. Hence the reason, why so many who are considered good spellers at school, never spell correctly when they attempt to write. The scholar should be required to pronounce his lesson before being called upon to spell it, and should utter each syllable distinctly, and the accented syllable, with a decided emphasis. An erect and firm position should be maintained by the pupil, while pronouncing words, the shoulders being drawn back; as a lounging posture, is inconsistent with a firm, distinct, and clear enunciation; and a leaning posture confines the vocal aparatus, and renders speaking much more difficult.

ley's Pictorial spelling books. In his preface, Webster says, that "the minds of children may well be employed in learning to spell and pronounce words, whose signification is not within the reach of their capacities." And the objects of his book are "chiefly to teach orthography and pronunciation." Sanders, in his preface, says a spelling book should not only comprise a system of instruction, embracing the subjects of orthography and pronunciation, but should teach also the signification and use of words." And his book, he believes, I will be found to secure this object." Bentley, to obviate the dullness of all other spelling books, and "ren.

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of things. He subdivides his class of twenty into as many sets as there are different books, and instructs only one set at a time. While this is going on, the others stand like so many stocks, listless and inattentive, or their minds are abroad upon the play ground or at home, and the mul tifarious divices of unemployed childhood are in process of rapid formation. When the five or six scholars, composing the first set of this strange class have terminated their labors, another begins, thus leaving the rest to follow in their "illustrious footsteps," intent only upon what is not going on around them. Now, if this class of twenty had the same books, attention would be secured, mutual instruction and vast

der the gradations of accent in the pupil's incipient attainment as easy and interesting as possible," has inserted in his introductory lesson such words as will convey familiar and definite ideas to the child," and "interspersed with them pictures." The pronunciation of Webster is sanctioned by the " most general usage of well bred people both in the United States and England; and his orthography is "that which is most simple and now the best authorized."— Sanders, in adopting the orthography and or thopy of Webster," says that the orthography of Dr. Johnson and his followers has not, either in England or the United States, been generally adopted." Bentley says, that, in his elementary books some years ago, the orthography and pronunciation of Walker's diction-economy of time and labor would result, and the ary were strictly adhered to." His present work, all this is a slight evil compared with others. the spirit of mischief be effectually layed. But the Pictorial spelling book, not being confined to that dictionary as a standard, will, in some few words, differ from those formerly published. Thus far, we have, in these three books, the materials for wholly different systems of arrangement, and of a partially different language. Again, Webster says that two vowels in a syllable, when only one is pronounced, are called a digraph." Sanders calls them an improper dipthong. "Webster says "a, e, o, are always vowels; i and u are vowels or dipthongs; w is always a vowel; and y is either a vowel, a dipthong or a consonant." Sanders disposes of the vowels by styling them regular and irregular-giving to o the occasional sound of w consonant and short u." Bentley says the vowels are a, e, i, o, u, and sometimes w and y." Comparisons of this nature might be extend ed through the books cited, and if necessary, through Cobb, Town, and others used in the schools; not, at this time, for the purpose of condemning the worst and passing judgment upon the best, for that would be a labor of critical analysis, but to show the stupendous evil of putting text books of various modes of ar. rangement, and, although treating of similar subjects, of dissimilar rules and definitions, into the hands of children attending the same school, and necessarily, for form's sake at least, arrang- IMPORTANCE OF INSPECTION-SCHOOL JOURNAL ed in the same class. So in respect to the score and a half of reading books, grammars, arithmetics, &c. &c. But it is not necessary.

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Districts change their teachers annually. Ow. ing to a variety of circumstances, and this very want of uniformity is one of them, teachers are driven from place to place like so many birds of while the bird returns to its wonted latitude, the passage-with this difference, however, that schoolmaster takes good care never to be caught in the same district a second time. And every succession of teachers brings with it a succession of new books. The necessary books of last year are upon the shelf or in the garret, the useless lumber of the present. The teacher, from the paucity of his wages, cannot afford to accommodate himself to the circumstances of his district, nor, as a general thing, are the parents disposed to accommodate the teacher. So

the wheel turns round, bearing with it expense, mutual heart-burnings, district quarrels, eviction defective classification, waste of time and means, of the teacher, disgust of officers, dissolution of the district, and general dissatisfaction with the best system in the world. This is not an overdrawn picture. It is precisely what results, in many cases, from a neglect to secure uniformity of books.

NEW JERSEY.

-PARENTAL INTEREST-MORAL TRAINING

BIBLE RECOMMENDED.

made to the Legislature, by William Pennington, Go

[From the report of the trustees of the School Fund,

Now, recurring to the class of twenty scholars, whose books differ like the texture of their gar-vernor of the State.] ments, how shall the teacher proceed with the recitation? Suppose it to be a spelling class. The teacher first takes up definitions. John, what do you call two vowels in a syllable, when only one is pronounced?" "A diagraph, sir." "Is that right, boys?" "Yes, sir," exclaim half a dozen who own Webster. No, sir," exclaim another half dozen, who study Sanders. Then follows the task of explaining the paradox that John is both right and wrong. So on through the lesson. And contradictions and explanations must use up time just in proportion as this or that author, or this or that standard of spelling and pronouncing is adopted. Similar diffi. culties attend other classes.

The teacher, thus driven to the wall, hits upon the only contrivance tolerable under such a state

* Fowle's "Common School Speller," recently published, follows the orthography of Johnson and Worcester, and the orthopy of Walker. The words are classed with reference to sound and other prominent

resemblances.

This want of a due inspection of our public schools is the worst feature in the administra. tion of the existing system of public instruction. The frequent, faithful and intelligent visitation of schools, is the main spring in rendering them useful. By it the teachers are improved, bad ones exposed, and good ones encouraged. Neglect, defection, discipline and erroneous methods of instruction are corrected. The superior methods of government and instruction in any one school are commended by the visiting committee, to the practice of all the schools in the township and finally to the whole state.The advantages and benefits of these visitations can hardly be over estimated, and for them there can be no adequate substitute.

The history of education every where, teaches that all laws fail in establishing good schools, unless they are followed by the zealous efforts of the people at large themselves. In Massachusetts, Connecticut and New-York, there are

periodicals devoted exclusively to the cause of popular education. The establishment of some similar publication, or the employment of one or all these, existing in neighboring states, to be circulated in every district in our own state, would be eminently advantageous in awakening, enlightening and elevating public sentiment in relation to the whole subject. For it cannot be too often repeated that the encouragement, and co-operation of parents and the friends of education, are vitally essential to the improvement and success of any system of instruction. Let it not be supposed that the trustees mean by the term parents, only fathers. They mean what the term imports, both fathers and mothers. The zealous and active co-operation of mothers is necessarily required. They guard the mountain spring of influence. The neat and cleanly appearance, manners and punctuality of the children, and the preparation of the lesson at home, mainly depend on them. Their individual and associated efforts, if well directed and continued, can effect a mighty revolution in our public schools for good. Let the mothers in a township become acquainted with the subject of education, of what a good teacher and good school ought to be, and of the true situation of the places where their little children are compelled to spend the greater part of the day, and the fathers and voters generally will know it and be prepared to act on the subject at the next district and township meetings. The efforts of associated females in other states has wrought powerfully in aid of public instruction. Let not the mothers and daughters of New Jersey be second to those of any other state in this "labor of love."

Let it never be forgotten by us all, and especially the Legislature, who, by their enactments, give a current to the course of public instruction, that education implies a deep and thorough moral training, as well as intellectual improve ment. Knowledge of every kind is said to be calculated to soften the mind and tends to link man with his fellows, and of itself ought to prevent the commission of crime; but, yet it is true that "high mental attainments are no adequate security against moral debasement." Many men, conspicuous in other days, and distinguish ed by wit, taste, learning, and knowledge, were no less distinguished by lawless passions and the disregard of all moral and social virtue.Lofty attainments are tremendous engines for the working out of good or evil. If not based on correct and safe principles, and accompanied by correct counsel, they become most terrible to work iniquity."

parents, husbands and wives, citizens and all who are in authority, are addressed and counselled. Their duties, their influence on others, their means of doing good, and their just respon sibility, are pointed out with such simplicity and clearness, that to hear, to regard, and to obey, seem perfectly easy, and disobedience entirely inexcusable. Every philosophical code of ethics which has been submitted to the judgment of enlightened men, has been valuable only so far as it conformed to the precepts of the pure morality of the Bible. Let, then, the moral prin. ciples and rules of action of the Bible be sedulously taught in the public schools.

MISSOURI.

We extract, with deep pleasure, the following glowing appeal to the Legislature of Missouri, from the address of John H. Lathrop, President of the State University. We rejoice that education has so able and devoted an advocate in the far west, and trust that the publication of a large edition of the address, by order of the Legislature of Missouri, is an indication that his efforts in this sacred cause will be sustained by the guardians of the common weal.—ED.

The subject, too, makes a strong appeal to national pride, in view of its bearing on our ultimate rank in the brotherhood of nations. Knowledge is national power. The time is at hand, and now is, when mere brute force may be considered an insignificant item in the sum of na tional greatness. We need but cast our eyes over the map of the world, and over the record of passing events, to be convinced that the nation which is first in intelligence is first in power. The way is open for our own country to win high honors in this intellectual race. If she diligently avail herself of the advantages of her position, and wisely use the means of progress within her grasp, she will be called upon to share the first honors, even with that country which we proudly claim as our father land. There is no man so humble that he may not bear a part in his national progress, and it should be the pride of every man, whether his station be public or private, to contribute the unit of his individual mind, the springs of his individual influence, to swell the tide of intellect which is bearing his country onward to this magnificent, this glorious result.

And now, gentlemen, allow me to come a step nearer to your business and your bosoms," In this connection, the trustees are impelled while I open to you the inquiry, what part is to suggest that the legislature, in any revision of MISSOURI destined to bear in the accomplishthe system, ought to recommend the introduction ment of this magnificent, this glorious result? of the Bible as a text book in our public schools. What golden contributions is she preparing to This suggestion is not made with a view of giv- pour into the overflowing treasury of the naing preference to any system of religious faith, tional intellect? What is the relative position or of introducing any sectarian instruction; but which she is to hold in this confederacy of resimply for the purpose of laying at the founda- publics? Is it in your minds that she shall have tion of all instruction, the pure and lofty morali-a place in the first rank in respectability and ty of the Bible, so that the axioms of its morality shall be taught at the commencement of any instruction and never intermitted. It contains a system of morality unsurpassed and unequalled. lts moral instructions concern that almost infinite variety of conduct in men which is exhibited all the relations they sustain. Children and

influence? If so, forget not that knowledge is power. And while you are looking gratefully, not to say proudly, on the elements of prosperity which a bounteous Providence has scattered in profusion around you-on your broad domain itself an empire; on your virgin soil rich in the accumulated mould of ages; on the untold mi

a systematic gradation, from the primary to the most elevated English school; and enables all the teachers to devote their talents and energies to great advantage, and with strikingly marked

success.

neral deposits beneath, inviting the hand of man to remove them from the vaults and safes of nature's primeval, and still scarce open treasury; on the great arteries of trade, rolling through your very body, the life giving tide, in unmeasured volume; on the very central position you In no particular is the successful operation of occupy on the map of your expanding country; the system more apparent, than in the sudden on your genial climate; and last, though not springing up in our midst of so large a number of least, on your descent-and who among you is substantial and spacious school houses. Many not proud of his blood-looking I say on these of them are most elegibly situated, surrounded elements of greatness: remember that all these by public squares and streets, affording a free are but the physical material, out of which a circulation of air, and giving ample opportunity creative intelligence, with plastic hand, must for the physical exercise of the pupils. The fashion the very body of your character, and citizens of many of the districts have evinced a breathe into it, by a divine inspiration, what-most commendable zeal, (and through their ever of life, beauty and power, it may present building committees have applied themselves to the eye of the world. well to the task,) in erecting, furnishing and fitting up, suitable and convenient houses. Most of them are well adapted to ventilation, and the seats properly arranged and rendered comforta

The just conception then, of the high destiny which is before us as a State, the firm resolve to be faithful to the endowments of Heaven involve, as a necessary consequence, the intellec-ble by proper construction. tual culture of our citizens. Without the high intelligence, the informing mind, the animating soul, our unrivalled physical advantages, one and all, will be enduring monuments, bearing in living characters the common inscription,

"Man is the only growth that dwindles here." But with a just appreciation of the advantages of our position, and a disposition to make them all subservient to the great object of the universal and liberal culture of the popular mind, we have it in our power, as we advance to the maturity of our political strength, to present to the world a model Commonwealth, in all that respects the intellectual, the moral, and the social advancement of man.

FREE SCHOOLS.

[From the Report of I. F. Mack, Superintendent of the Rochester city schools-made Jan. 2, 1843.]

Whole number of children attending the pub. lic and the ordinary private schools of the city the year previous to the adoption of the present system, as has been shown, was 2,355. Ave. rage attendance less than 2,000. The annual expense of which was $19,792, a fraction over $10 per scholar.

Every thing pertaining to school houses and the grounds attached, should be rendered as attractive and inviting as possible. They should be furnished with suitable blinds or curtains, and surrounded with shade trees to render them cool and pleasant in summer; and great care skould be taken in that season that they be properly ventilated; and in winter, that they be suitably heated and rendered comfortable in every part; not, as is often the case, heated at times to such a degree as to render a transit from the school room to the open air, as great a change as "a sudden leap from the extremes of the torrid to the frigid zones," thereby endangering the healths, and even lives of the children; but an equilibrium of temperature, seldom or never rising above or falling below 60 degrees, should be carefully maintained.

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Admitting the principle that universal intelligence and virtue, are the safeguards of our republic, and that the property of the country should be taxed to disseminate them, yet there are some who object to the system of Free Schools, on the ground that they impose an unequal and an unjust burden on those who have no children to be benefitted-or if they have, choose to educate them abroad, or in private The number attending the public schools alone schools, and consequently derive no benefit from the past year, as will be seen in the appendix, is the money they are compelled to pay. But is it 3,454. Amount expen led for the payment of so? Is there a citizen in this city, whose cirteachers, fuel and other contingent expenses of cumstances would be as good without as with a the school is $12,823.80, including salary of Su- system of efficient and universal education?-perintendent. It is proper here to observe, that Would it be as well for any one, if a large prothe expenses consequent upon fitting up and fur- portion of the children of this city were to grow nishing now houses, (in many instances paid out up without the restraint which intelligence and of the school fund of the district as contingent moral precept impose? Viewed only in referexpenses,) have materially contributed to in-ence to the present time, and through the mecrease the aggregate sum expended the past 'season; and have rendered the expenses of the schools essentially greater in proportion to the number of scholars attending the past, than will be necessary the future season.

The principle adopted by the Board, in the organization of the city into large districts, (once deemed by some of our citizens of doubtful policy,) I am happy to say is, in its application, of the greatest utility.

Collecting under one roof a large number of scholars, affords the only opportunity to separate the sexes and classify them, according to age and aivancement. It promotes economy, through a proper and judicious division of labor, establishes

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dium of self-interest, the annual tax for the sup port of the schools of this city, is to its citizens a good investment, and is but a light premium," viewed in prospect, for the permanency and protection of the property which is made to contribute.

There is still another, and a more enlarged view, which, in my opinion, every American citizen is bound to take of this matter. Parents or not-land-holders or not-we all have a vital interest in the welfare, and in the intelligence of the rising generation. They must soon fill all the offices of city and state, and wield the destinies of our common country, when we are in declining years. Whether the children of our

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