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out the community. Our instructers would rank, as they ought to do, among the most respectable professions. We should know to whom we entrusted the care and education of our offspring. These instructers, corresponding, as they naturally would, with the institution which they had left, and visiting it at its annual, and my immagination already portrays, delightful festivals, would impart to it, and to each other, the discoveries and improvements which they might individually make in their separate spheres of employment.

In addition to all this, what great advantages such an institution would afford, by the combined talents of its professors, its library, its experimental school, and perhaps by the endowment of two or three fellowships for this very object, for the formation of the best books to be employed in the early stages of education; a desi eratum, which none but some intelligent mothers, and a few others who have devoted themselves to so humble, yet important an object, can duly appre

ciate.

Such an institution, too, would soon become the centre of information on all topics connected with the education of youth; and thus, the combined results of those individuals in domestic life, whose attention has been directed to the subject, would be brought to a point, examined, weighed, matured, digestel, systematized, promulgated, and carried into effect.

Such an institution would also tend to elevate the tone of public sentiment, and to quicken the zeal of public effort with regard to the correct intellectual and moral education of the rising generation.

friends and correspondents in various parts of the country, to whom they will from time to time communicate the results of their speculations and efforts, and to whom they will impart a portion of the enthusiasm which they themselves feel. Such an institution, too, would soon become an object of laudable curiosity. Thousands would visit it. Its experimental school, if properly conducted, would form a most delightful and interesting spectacle. Its library and various apparatus would be, I may say, a novelty in this. department of the philosophy of the human mind. It would probably, also, have its public examinations, which would draw together an assembly of intelligent and literary individuals. Its students, as they dispersed through the community, would carry with them the spirit of the institution, and thus, by these various processes of communica tion, the whole mass of public sentiment, and feeling, and effort, would be imbued with it.

Another advantage resulting from such an institution would be, that it would lead to the investigation and establishment of those principles of discipline and government most likely to promote the progress of children and youth in the acquisition of intellectual and moral excellence. How sadly vague and unsettled are most of the plans in this important part of education, now in operation in our common schools. What is the regular and well-defined system of praise and blame; of rewards and punishments; of exciting competition or appealing to better feelings; in short, of cultivating the moral and religious temper of the pupil, while his intellectual improveEven the gardener, whom you employ to deck ment is going on, which now pervades our schools? To accomplish any great object, the co-opera- and rear your fruit trees, you expect to proceed your flower beds, and cultivate your vegetables, tion of numbers is necessary. This is emphatically true in our republican community. In li- upon some matured and well understood plan of vidual influence, or wealth, is inadequate to the operation. On this subject I can hardly restrain task. Monarchs, or nobles, may singly devise shame on those fathers and mothers who inquire my emotions. I am almost ready to exclaimand carry into effect Herculean enterprises. But not at all, who almost seem to care not at all, we have no royal institutions; ours must be of with regard to the moral discipline that is purmore gradual growth, and perhaps, too, may aspire to more generous and impartial beneficence, disposition of their children. On this subject, sued by instructers in cultivating the temper and and attain to more settled and immovable stability. every thing depends on the character and habits Now to concentrate the attention, and interest, of the instructer; on the plans he lays down for and exertions of the public on any important ob- himself; on the modes by which he carries these ject, it must assume a definite and palpable form. plans into effect. Here, as in everything else, It must have" a local habitation and name." For system is of the highest importance. Nothing instance, you may, by statements of facts, and should be left to whim and caprice. What is to. by eloquent appeals to the sympathies of others, be this system? Who shall devise it? Prudence, excite a good deal of feeling with regard to the sagacity, affection, firmness, and above all, experi deaf and dumb, or to the insane. But so long as ence, should combine their skill and effort to proyou fail to direct this good will in some particu-duce it. At such an institution as I have prolar channel of practical effort, you only play posed, these requisites would be most likely to round the hearts of those whom you wish to enlist in the cause. They will think, and feel, heart improved, while the mind expanded; and Then might we hope to see the and taik, and hope that something will be done; knowledge, human and divine, putting fort its but that is all. But erect your asylum for the fruits, not by the mere dint of arbitrary authori deaf and dumb, and your retreat for the insane. ty, but by the gentler persuasion of motives adBring these objects of your pity together. Let dressed to those moral principles of our nature, the public see them. Commence your plans of the cultivation of which reason and relation alike relief. Show that something can be done, and how and where it can be done, and you bring into action that sympathy and benevolence which "HE that will inquire out the best books in would otherwise have been waste l in mére wishes. every science, and inform himself of the most maand hopes, and expectations. Just so with re- terial authors of the several sects of philosophy gard to Improvements in education. Establish an and religion, will not find it an infinite work to institution, such as I have ventured to recom-acquaint himself with the sentiments of mankind mend, in every state. The public attention will concerning the most weighty and corbusive be directed to it. Its professors will have their subjects."-[LOCKE.

be found.

inculcate.

REWARDS, PUNISHMENTS, PRAISE AND BLAME. REWARDS and punishments, praise and blame. are the main supports of authority, and its effect will greatly depend on our dispensing these with wisdom and caution.

A very frequent recourse to rewards does but lessen their effect, and weaken the mind by accustoming it to an unnecessary stimulus; whilst punishment, too freely administered, will fret the temper, or, which is worse, break the spirits.

Locke remarks, “that those children who are the most chastised, rarely prove the best men; and that punishment, if it be not productive of good, will certainly be the cause of much injury."

faultiness, of the offender; not to the degree of vexation he has occasioned ourselves. A child should be praised, reproved, rewarded, and corrected, not according to the consequences, but according to the motives, of his actions-solely with reference to the right or wrong intention which has influenced him.

Children, therefore, should not be punished for mere accidents, but mildly warned against similar carelessness in future. Whereas, some people show much greater displeasure with a child for accidentally overthrowing the table, or breaking a piece of china, than for telling an untruth; or, if he hang his head and will not show off in company, he is more blamed than for selfishness in the nursery. But does not such treatment arise from preferring our own gratification to the good of the child? and can we hope, by thus doing, to improve him in the government of his temper, or to instruct him in the true standard of right and wrong?

It is better therefore, if possible, to effect our purposes by encouragements and rewards, rather than correction. But if this be impracticable, we should still keep in view, that punishment, being in itself an evil, and intended simply to Punishment, administered in anger, is no deter from what is wrong, and to induce sub- longer the discipline of love, but bears too much mission and penitence, ought never to be ex-the character of revenging an injury, and will tended beyond what is absolutely necessary to certainly excite in the sufferer a corresponding secure these objects, and, unless inflicted by pa- temper of mind. From fear, indeed, he may rents, or those who are possessed of the first yield externally, but the feelings of his heart authority, should be of the mildest and least would lead him to resentment, rather than to alarming character. penitence and submission. And let it never be forgotten, that if we desire to perform our duties to children, it is not to their outward conduct, but to the heart that we must direct our chief attention.

When a child has been punished, he should be restored as soon as possible to favor; and when he has received forgiveness, treated as if nothing had happened. He may be affectionately reminded of his fault in private, as a warning for the future; but, after peace has been made, to upbraid him with it, especially in the presence of others, is almost a breach of honor, and certainly, a great unkindness. Un der any circumstances, to reproach children in company, is equally useless and painful to them, and is generally done from irritability of temper, with little view to their profit.

We are to remember that shame will not effectually deter children from what is wrong; and that in employing it too much as an instrument of education, we have reason to apprehend we may lead them to act from the fear of man rather than from that of God. Every thing, too, which may in the least injure the characters of children, is to be strictly avoided. To have the name of a naughty child will produce so disheartening an effect upon the mind, that the ill consequences may probably be felt through life. It is on this account desirable, that tutors, governesses, and nurses, be cautious of enlarg ing upon the faults of those under their care, to any but the parents.

Blame, and even praise, are to be dispensed with nearly as much caution as punishments and rewards for a child may be called "gool,"

naughty," ," "troublesome," "kind," or "un. kind," till either his temper will be kept in continual irritation, or he will listen with perfect indifference.

A child must not be punished or reproved from the impulse of temper; we may regulate his actions, but we cannot hope to subdue his will, or improve his disposition, by a display of our own wilfulness, and irritability; for our example will more than counteract the good effects of our correction. If irritated, we should wait till we are cool, before we inflict punishment, and then do it as a duty, in exact proportion to the real

To punish with effect, requires decision, and sometimes courage. If, in addition to this, our punishments carry with them the stamp of love; if they are inflicted with an undisturbed serenity of temper, with a simple view to the good of the offender. "not for our pleasure, but for his profit," they will rarely fail in accomplishing the intended purpose; for children have a quick sense of the motives that influence us, and their hearts are not unfrequently as much softened, and their affections as powerfully called forth by such correction, as by the most gratifying rewards that could be bestowed upon them.

QUALIFICATIONS OF TEACHERS.

A teacher should not only be a learned man, he should be able to communicate his knowledge with such directness and clearness that the child would feel

"As if the soul that moment caught

Some treasure it through life had sought." An aptness to teach, united with a warm, generous fellow feeling for children, is indispensably requisite for him who is

ter.

"To aid the mind's development, to watch
The dawn of little thoughts-to see and aid
Almost the very growth."-

A teacher should possess a good moral charac

He should be at all times under the most watchful self-government.

He should possess a good judgment-" that high, clear, round-about common sense," as Mr. Locke calls it.

He should have an even and uniform temper.
He should have decision and firmness.

He should be capable of surmouuting difficulties, and of showing pupils the importance of knowledge.

DISTRICT SCHOOL JOURNAL.

MORAL EDUCATION.

disturbance of physical order from the one cause. as of moral order from the other. Dissolute company, gambling, intemperance, neglect of the Sabbath, are the popular, because the apparent, as oftentimest he proximate causes of moral degradation; but to attribute it to each or all of these, is but putting the elephant on the tortoise. For why was the gaming table resorted to, the Sabbath profaned, or dissolute company loved? Because the early impressions, the embryo tastes, the incipient habits were perverted by that false system of education, which severs knowledge from its relations to duty. And this false education is found in many of those schools, which are the favorite theme of national eulogy; the proud answer of the patriot and philanthropist, to all who doubt the permanence of free institutions, or the advancement of human happiness. Were we not misled by he great and increasing num. ber of these primary institutions, and inquired more carefully into their actual condition, the

We are suffering from the evils of neglected and imperfect education. Want,, vice and crime in their myriad forms, bear witness against our educational institutions, and demand inquiry whether they can prevent or remedy the evils which are sapping the foundations of society. That the schools have not accomplished the object of their creation, if that object were to nurture a virtuous and intelligent people, unfortunately requires no proof. Their moral influence has undoubtedly ameliorated our social condition; but it has failed to give that energy to virtue, which is essential to safety and happiness. It has also been an accidental effect, rather than a prominent and distinct object of school education; and while by its agency, intellect has generally been developed, the moral sense has been neglected, and the common mind, though quick and scheme-tone of confidence would be more discriminaful, wants honesty and independence. The popu- ting and less assured. lar virtues are the prudential virtues which spring from selfishness, and lead on to wealth and reputation, but not to well-being and happiness. Were their source moral feeling, and their object duty, they would not only distinguish the individual, but bless society. Man has lost faith in man; for successful knavery, under the garb of shrewdness, unblushingly walks the street and claims the sanction of society.

charged on the school; that admitting the perma. It may be said that too much responsibility is nence of impressions at that tender age, when the mind is "wax to receive and marble to retain," when those physical, intellectual, and moral habits are formed, which constitute character and control life, that these impressions and habits depend as much, or more, on the influences of the fireside, the pulpit, and that great common school, the world. It might be 'inquired, what gave to these influences much of their peculiar character? whence came the men who now un

It is said that the moral condition of a people may be conjectured from the vices and virtues that prevail, and the feelings with which they are regarded. What must be the state of pub-consciously act as teachers of each other in the lic sentiment, where frauds, robberies, and even duties of daily life, strengthening or undermin murders excite little more than vague surprise, ing the faith, the patriotism, and the prosperity but lead to no earnest investigation of the gene- of our country. They came from the common ral cause, or possible remedy. And the most school, and bear its power and spirit in their alarming consideration is, not that crime is so hearts. Their habits of industry, order and per common as hardly to be a noticeable event in the severance, their self-respect and love of virtue,, history of a day, but that from this state of pub- their sense of duty to God and man, were either lic feeling must be engendered a still greater and developed and fostered, or enfeebled and pervertmore fearful harvest of social and public evils. ed, by the influences of the school-room. Waiv If there is any truth in those familiar maxims,ing, however, all consideration of their comparawhich in every form and in every tongue, describe the child as but the "father to the man," then much of this moral degradation and social danger must be charged on the neglected or perverted culture of the schools. Indeed it is not unusual to refer in general terms, the vices and misery of society to this source; but it attracts little more attention than the statement of the philosophical fact that the fall of a pebble affects the motion of the earth; and many would as soon anticipate the

tive power, conceding even that either the fireside or the pulpit more deeply affects the national character, yet what more powerful friend or dan gerous foe can either have, than those institu tions in which nineteen-twentieths of our youth receive all their school education. If a bad ha bit in childhood will re-appear a misfortune in after life, if a mere error in youth often grows into a vice in manhood, is there danger of overrating the power of those schools which to-day

are forming good or bad habits, and cherishing virtuous or vicious dispositions in half a million. of youth within our own borders? Is there not reason to distrust the wisdom, piety and patriotism of those, who, unable to deny their impor-especially designed for the young. The author of tance, refuse all sympathy and co-operation in the reformation of these seminaries of a nation?

ORAL INSTRUCTION. [Communication from the author of the 'Young Friend.'] HALF a century ago, there were very few books Sandford and Merton declared that in his early life, the Grand Cyrus and the Fool of Quality were the only ones with which a young mind could be entertained, after the manser mcst agreeable to a child. Now we all know that children

feited. Curious to learn what instruction might be contained in the history of the Persian prince, we took up the English Xenophon-one of the cheap volumes of Harper's Classical Library, and found in the Cyropædia, one of the most interesting and moral books we have ever seen, It would be highly edifying to boys-not to exclude girls-to read this lite of a man who lived five centuries before Christ, who, from the cra

tue, and who died, being thankful that he had fulfilled the ends of life-" doing service and pleasure to all, and hurt to none."

Xenophon's Institution of Cyrus is the first written fiction out of the province of parable, poetry and the drama, that has come down to our; times; but it is one of the fictions founded in the truth of nature, and therefore it affords wise lessons, not only to the young, but to those who have by a suggestion that arises from one of the prac charge of them. The latter may be benefitted tices assumed to have been followed in the education of the young prince. As there is no royal road to wisdom, the discipline of princes, well conducted, is efficacious in all conditions.

"It is our fashion," says Plutarch, "to dis-of the present day are not only supplied, but surcuss and to doubt whether virtuous habits and upright living are things which can be taught," and it would seem to have remained a matter of doubt to the present day, from the general want of "fit methods" in our schools. To act from right principles, with right motives and for right ends, is the object of education; and knowledge, however vast its range, or infinite its storeddle to the grave was under the discipline of vir wealth, is worthless if it subserves not virtue. That it does not necessarily; that the greatest at tainments in science may exist in conjunction with utter ignorance of, or reverence for, those moral principles which alone can rule in harmony the discordant elements of knowledge, needs no further comment than the horrors of that revolution which leaged the first scholars of France with assassins. So uncertain is the relation between knowledge and virtue: so important is it that they should not be severed in the schools of life. And yet, instead of exercises, to devel op and invigorate the sentiments of truth, of justice and benevolence, to form those virtuous habits, without which a rule of conduct is utterly inefficient, to explain the nature and importance of filial, social, and civil obligations, and to lead out the mind to right views of life and the means of making it useful and happy, the schools deal in barren generalities, whose relation to the pupil is unfelt, and whose rightful power over his appetites and passions is never established. The child's feelings are untouched, his nobler nature unrecognized, while the mechanism of instruction goes on as regularly and artificially as the movements of a spinning jenny, and the thread of thought so drawn out, is oftentimes so worthlessness in a child, and encroaching conceit in a man, that if woven into the web of daily life it rarely gives it either strength or beauty.

If Locke is right in saying "that nobody is made anything by hearing of rules and laying them up in the memory," and if the teacher is anxious to convert dead rules into living principles, remembering that the mind is not a storehouse to be filled, but a spirit born of God, to be trained for usefulness and happiness, this miserable rote system will soon be abandoned, and methods calculated to attain these ends be introduced into these nurseries of a people.

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"Cyrus," says our version, was perhaps a little over-talkative; but this he derived partly from his education, his teacher obliging him to give a reason for every thing that he did; and to hearken to the reason of others, when he was about to give his opinion on any subject; and besides, being very eager after knowledge, he was always asking those about him abundance of questions how such and such things were-how they existed, and of what use they were. when questioned himself, being of a ready and that from these things he contracted an over-talkquick apprehension, he instantly answered; ativeness."

And

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The readiness of the boy's answers was doubt, less facilitated by the manner in which his faculties were cultivated, by the kindness and skill with which his natural curiosity was excited and satisfied. But if such a course were to induce pert

It was not boldness and impudence that appearit were better let alone. Xenophon proceeds to say: ed in the freedom of his speech, but simplicity and good nature, so that those present with him, than that he should be silent." The effect of were desirous rather to hear what he had to say, this early habit is thus related: "As years added to his growth, he used fewer words, and became full of modesty, so as to blush frequently in the company of older persons; and thus his conversation was extremely agreeable. In regard to his equals in age, he did not challenge, in emulation, those whom he knew to be his inferiors, but such as he knew to be superior;" fashioning himself after their excellence. We assume that there is a true instructiveness in this example,

because it must have been drawn from experience and the final destiny of the human soul; and thus by the friend of Socrates; and we quote it as a he will call out the powers, and enlarge the cawise monition to all that are interested in the for-pacity for the enjoyment and usefulness of all mation of character. entrusted to his care.

It takes us back to oral instruction as the aid, not the source, of the best education. In this paper we generally speak of the public education; that which is to be given in help of all other, that is good; in counteraction of all that is bad; and in defect of any other, good or bad. We would now inquire how far oral instruction can and ought to assist that imparted by the book, and obtained by diligent use of it in our common schools, for the service of all our children?

Men plant and water, but God giveth the increase, and that increase is given after known laws. There may be, indeed must be, counteracting influences that restrict the operation of gentle and wise training and all good counsel, but men have not yet been so thoroughly disci plined as children of the state to disprove the assertion of Solomon, "Train up a child in the way he should go, and when he is old he will not depart from it." Let our schools do this all The first qualification of a teacher, before he over the land. Let them inculcate the righteousenters a school at all, is that he have knowledge ness that exalteth a nation; let the book teach sufficient for his duty-that thus qualified, he as much as it can; and let the teacher teach as may teach nothing false and foolish, nor be defi- much more as he can without in the least supersedcient in any point that he may be called to illusing the industry that is the first condition of acquir trate; and next he must have the dignity of cha-ing, not only knowledge, but every object that is racter, the natural authority that shall command good, that is sought wisely, or turned to good acobedience; which keeps order in a school, and count in possession. This is the function of oral which, by its influence, compels children to in- teaching; it is "a light to the feet, and a lamp dustry, to continued attention, and patient thought. to the path"-the voice of the guide; it is no subWe will suppose such a person, male or fe- stitute for toil of the learner; it only helps him, that he may the more effectually help himself. male, surrounded by children of different ages, different capacities for the attainment of knowledge, different measures of knowledge already attained, and different degrees of curiosity. This teacher is supplied with books that teach letters and the elements of popular science; and also some that inculcate sound merals and a just literary taste; and he has, besides, the faculty to make his pupils persevering in the use of these books, so that they become acquainted with them to the whole extent of the letter. Now if the master or mistress of a school, thus furnished, that is, with weight of character and suitable instruments for his or her work, has no qualification beyond authority, no various information, nó ready talent to communicate such information, no faculty of interpretation, no art of question-appeared to prefer this mode of living, and paid ing, no fine perception of what passes in the minds of various pupils, he or she will not do for those under cultivation, half that might be done; but our teacher is thus endowed, and will produce a superadded effect through such ability.

AN ARISTOCRATIC EAGLE.

A writer in Silliman's Journal, giving an ac count of the birds of Connecticut, thus describes an Eagle, domesticated in his yard. It was what Audubon calls the Washington Eagle."

"This noble bird was shot in New Canaan, in April, 1821, and was sent to me in Stratford, by Mr. J. Silliman. He soon recovered from his wound, and became perfectly domesticated. I kept him a while confined, but soon found it unnecessary, because, if he left my premises, he would return to the stand at night. I have known him to eat fourteen birds, mostly kingbirds, and then he was satisfied for a week. He

no attention to a daily supply. He, however, in the course of the summer, became so mischie vous among the young ducks of my neighbors, that I was compelled to kill him. A single an ecdote of his conduct may not be uninteresting. It is dangerous in extreme, that the teacher While he had possession of my front yard, occushould do the work of the child-that study and pying the centre as his stand, (the walks making labor should do less, because the teacher does a semicircle to the door,) he would remain permore. There is no germinant operation in that fectly quiet if gentlemen or ladies entered; but seed which, being good, is sown in sand-in if a person with tattered garments, or such perminds that do not operate in harmony and con- sons as were not accustomed to come in at the tinuity with the influence attempted to be exerted front door, entered the yard, it was actually upon them. Therefore we assume that the dangerous for them, and they could only escape teacher, (such an one as has been described,) the tremendous grasp of his talons by running with proper appliances, (he can do next to nothing with their full strength and shutting the gate without them,) first induces the pupil to minister after them. Facts of this kind often occurred, to himself by the sober and thorough use of his and I was occasionally compelled to release from books, and next is able to give clear expositions his grasp such individuals as he had taken cap. of them in all their suggestions and even to go tive. With one claw in the sward and grass, he far beyond them, and that he will make or find would hold quietly any man with the other. occasions perpetually to inform and exercise the My domestics, both male and female, often felt mind of the pupil. He will direct his observa-this power of his talon and grasp. He would tion to the economy of nature, to the contents of such miscellaneous books as he may know the child to make use of; as, for instance, those in the District School Library; to the actions and conduct of great men, to the general conduct of men in different ages of the world, and to the special duties of the individual in his own social and moral relations, to the providence of God,

not allow their passing in that yard, and long acquaintance did not change his temper towards them. If, however, such persons passed by him in the adjoining yard, to the door in the rear of the house, he made no complaints. What ren. ders this truly remarkable, was, he had no training to this purpose while in my possession, and was wild when I received him."

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