M. Indeed, she is not so backward as you imagine. She has studied astronomy, botany and geometry, and her teacher was preparing to put her into algebra, when ill health obliged her to relinquish her school. T. Have you ever examined her in these sciences, madam? M. O yes, indeed. Fraxinella, my dear, tell the lady something of geometry and astronomy. What is astronomy, my dear? Ask her a question miss, any question you please. T. What planet do we inhabit, my dear? T. What do you live on, my dear? C. On meat. ma'am ; I did not know what you meant before. M. No, my dear. the lady wishes to know what you stand on now; on what do you stand? C. On my feet, mother; did she think I stood on my head? M. Fraxinella! dear, you have forgotten your astronomy the three days you have staid at home. But do now say a line or two of your last lesson to the lady, now do, dear, that's a darling. C. The equinoctial line is the plane of the equator extended in a straight line until it surrounds the calyx or flower cup, for the two sides of an isuckle triangle are always equal to the hippopotamus. M. There, miss, I told you she had it in her, only it requires a peculiar tact to draw it out. I knew she would astonish you. T. She does, indeed, madam. You speak of the plane of the equator, iny dear, will you be good enough to tell me the meaning of the word plane? C. Ugly, ma'am, I thought every body knew that. T. How many are three times three, my dear? C. Three times three? T. Yes, how many are they? C. I don't know. Mrs. Flare never told me that; she said every body knows how to count? T. She taught you to read and spell, I sup pose. I have thus, in a very familiar way, endeavored to expose the too prevalent error of attempting to cram all sorts of knowledge into the mind through the single avenue of the verbal memory, to the neglect of all other kinds of memory, of the external senses and of the reasoning powers. The first great principle which should guide us in the education of children is to teach only what is necessary and proper, and what the child is competent to understand; and the next is to illustrate, explain and demonstrate it, as far as possible, to the understanding and the senses. I have given you the result of twenty years' observation and experience; and whether I am in error, or whether the common system of instruction is in fault, you, gentlemen, must judge. COUNTY AND TOWN SUPERINTENDENTS, THEIR PLANS, THEIR LABORS AND THE RESULTS. In this and the succeeding Journals we intend to give brief notices of the proceedings of the various school officers; their addresses and communications to the inhabitants and trustees of the several districts; their conventions, examinations, inspections and celebrations. And that we may do them even-handed justice, we request them to forward such accounts of these educational movements as will clearly exhibit the condition and progress of the great cause. We anticipate much good from these brief chronicles of school reform. Not only will the various plans tested, be widely diffused, but the people will be put in possession of those facts which will enable them to judge of the fidelity and ability of the officers to whom the welfare of their children, the happiness of their firesides, and the prosperity of their families, is so largely confided. And although the brief extracts our space allows, will but give a glimpse at their various and undervalued services, enough will be known to lead on to that inquiry which will honor the faithful and devoted school officer, and condemn him, if any such there should be, who has slept upon his post, or betrayed his trust. We begin with the first account received since April; it is of the school convention in ULSTER. This was called by GILBERT DUBOIS, the County Superintendent, at Kingston, on the 30th of April. Rev. Eliphaz Fay, of New-Paltz, President; H. G. Abbey, Secretary. M. No, I positively forbade that. I wished to have her mind properly developed, without having her intellect frittered away upon the ele-livered by Mr. George Gifford. ments. But I see your school will not do for my daughter. I was afraid you only taught the lower branches. Come, Fraxy, dear, let us call on Miss Flourish; perhaps she is competent to estimate your acquirements, and finish your edu The leading object was the organization of a County Association. An able address was de cation. Among many admirable resolutions, we ask attention to a few which clearly and strongly pre sent the claims of this great cause, and show the spirit which actuated the convention. We hope-we are aware that it is asking much, but they are not caucus resolutions-that they will be read. WHEREAS, there exists a relation and intimate connexion between ignorance and crime, immorality and misery-Therefore Resolved, That Mr. Hopkins select and assign to each member, such subject as he shall deem suitable and proper, as themes for such essays. Whereupon, Mr. Hopkins selected and assign. ed subjects to the several members as follows: On town celebrations of common schoolsMr. Brace, of Victor. On the importance of using black-boards and outline maps-Mr. Jewett, of Richmond. On the mode of teaching reading-Mr. Pearce, of East Bloomfield. On the mode of teaching spelling-Mr. Rogers, of Canadice. Resolved, That the moral, intellectual and scientific education of our youth, is an object of the very first importance, eminently worthy the talents and the ambition of the most gifted and influential minds of the country, and is among the highest earthly duties of the citizens of these United States; and that indifference to, or neglect of this subject is inconsistent with the re-lay, of Canandaigua. quirements of good citizens, and at variance with the plain manifest obligations of patriots, philanthropists and christians. AND WHEREAS, the common schools of our country are chiefly to be relied on as the source of this education, affording the only means for the education of the whole people; for at these institutions alone are the entire youth of the land equally privileged. Here all are alike entitled and invited to enter; whereas at private or select schools, few except the heirs of affiuence or the children of fortune ever gain admittance, leaving by far the greater number-the rugged sons of toil-the inheritors of comparative poverty, to grow up in ignorance and obscurity, or what is worse, to commence an education in the street, the bar-room, or the gambling house, which is too likely to be carried out at the prison or the penitentiary-Therefore Resolved That our common schools are entitled to the affectionate regard and fostering care of the wise and good, and ought to receive the liberal patronage and confiding support of the whole community, as the nurseries of the mental, moral, social, and political character of the nation. Resolved, That we highly approve of the plan of establishing a Normal School in the city of Albany, for the education of common school teachers, and look upon it as another step taken towards raising the dignity and worth of the teachers' profession. Resolved, That we approve of the calling of this convention by Mr. Gilbert Dubois, our county superintendent, and that the manner in which he has thus far discharged his important official duties entitles him to our thanks, and to the favorable consideration of the friends of education throughout the country. ONTARIO. On vocal music in common schools-Mr. Fin On the construction of school rooms-Mr. Prescott, of Phelps. On physical and moral training-Mr. Sprague, of Naples. On government-Mr. Allen, of Hopewell. On the enlargement of school districts-Mr. On Union schools, in villages-Mr. Hopkins, County Superintendent. On teaching small children-Mr. Beebe, of Canandaigua. On teaching the higher branches-Mr. Powers, of Seneca. On the necessity of union in feeling and action amongst patrons of common schools-of their duties in sustaining and visiting schools--importance of regularity in the attendance of scholarsMr. Arnold, of Farmington. On female teachers-Mr. Bostwick, of WestBloomfield. On the importance of teaching orthography in common schools-Mr. Foster, of Manchester. The following resolution should be school law. Resolved. That public examinations at the close of each term, in every district, are eminently calculated to promote the prosperity of common schools, and that we will use our best exertions to bring about an object so desirable. If the teachers would respond to the following resolution, the Journal could be sustained in its present form-we hope they may do so. Resolved, That we think it the duty of every teacher to take and read the "District School Journal," we solicit public attention to this work, and hope that every family in our county will be induced to take and faithfully peruse this Convention of Town Superintendents on the 8th most interesting publication. of May. The following plan for awakening the interest and increasing the usefulness of school officers, is novel and well adapted to secure its object. We hope to receive some account of results for publication hereafter. On motion of Mr. Hopkins, Resolved, That each member of this convention write an essay upon some subject connected with common schools, and read the same, before this convention, at some future period, as soon as may be convenient. On motion of Mr. Beebe, CORTLAND. In May, Henry S. Randall, County Superintendent, issued a circular to teachers, which is admirably adapted to make the succeeding summer visitations in the highest degree useful to the schools. It is direct, frank and pertinent, indicating a sound judgment and a devoted spirit. We can give but a few extracts, but hope that they will induce those county officers, who have not been accustomed to prepare in this manner the schools for supervision, to adopt the measure on the opening of the winter campaign. Every school visited by the County Superintendent during the present summer, (and it is his determination, if practicable, to visit every one in the county,) will be examined in reference to the following points, and the results reported to the Superintendent of common schools. Trustees and parents receiving the paper containing this, are earnestly requested to submit it to the perusal of the teachers in the district where they reside : 1. What are the literary qualificatious of the teachers. 2. Aptness to communicate instruction, and adapt it to the comprehension of the pupil. 3. Government and disipline. The teacher should punish rarely-inflict corporal punishment still more rarely. He should not keep a rod in sight--and especially, not be in the habit of carrying one in his hand, unless he would give himself the appearance of a tamer of wild animals. He should never threaten, and never break his promises to the pupil. He should appeal to the feelings and the conscience of the erring child-never betraying temper or peevishness-but constantly exhibiting kindness, gentle ness and patience. These will ordinarily beget a corresponding disposition on the part of the pupil. Good order must be maintained, at all hazards. When all other means fail the teacher is justified in inflicting moderate corporal punishment. This should usually be done alone with the pupil, after the close of the school, and after kindly admonition. A teacher who possesses the requisite qualifications for governing a school will rarely be driven to this resort. 4. System in teaching,-i.e. a regular organization of the school into suitable classes, and undeviating regularity in the time and manner of hearing every recitation and exercise-The time should be justly divided between the several recitations, giving each pupil his share of the teacher's time and attention. But one thing should be done at a time, which requires the attention of the teacher and while attending to that, the teacher should permit no interruptions by questions or otherwise. 5. List legally kept. If not, a teacher cannot recover wages; and this is no hardship, as the form of a legal list is plainly set forth in the District School Journal. [We omit Mr. R.'s remarks on the following subjects.] 6. Music. 7. Reading. 8. Definition of words. 9. Books. 10. Classification. 11. Penmanship. 12. Credit Marks. Every teacher is advised to keep a regular account by credit marks with every class in the school-in reading, writing, geography, definitions, arithmetic, &c. "Head Marks" should not be given, as there is neither propriety nor justice in giving all the credit to two or three scholars in the class, who are older, or who may have had better advantages, or who may actually be able to outstrip their fellows. Credit is due to every one who does all that can be reasonably required of him, and the most backward frequently deserve the most credit. Give a credit mark, therefore, to every one in each class, who has fully discharged his duty. 13. Cleanliness of House. 14. Cleanliness about the house. 15. Damages done by breaking or cutting the house, seats, desks, out-houses, &c. during the time kept by present teacher. The Town Superintendents are requested to direct attention to these particulars, in their visits to the schools. HENRY S. RANDALL, Co. Sup't Com. Schools. ALLEGANY. County Convention of Town Superintendents, held at Angelica, 4th June. R. H. Spencer, Chairman; J. J. Rockafellow, Secretary. (The County Superintendents.) The convention discussed many of the great educational topics of the day. Mr. Coe, Member of Assembly, Rev. Mr. Irish, Messrs. Diven, Bartlett, Cady and others, took part in a long, varied, and spirited discussion. The following resolutions are MOST IMPORTANT; may they be heeded. 2d. Resolved, That the teacher who only aims to cultivate the intellect of his pupils, neglects by far the more important part of his duty, and may be doing community a serious injury; inasmuch as the mere ability to read does not prevent crime, but may prompt the individual to its commission. [Remarks by Mr. Irish.] 3d. Resolved, That where the moral sentiments are weak, and the appetites and passions strong, the depraved taste will give a bias to the reading which will only corrupt and demoralize: The ability to read is simply a means to purify and elevate, or to pollute and debase. [Remarks by Messrs. Irish and Coe.] is defective which does not insure industry and 4th. Resolved, Therefore, That the education integrity. [Remarks by Dr. Cady.] The following resolution seemed to contem, plate a blow at the academy, and called out a lengthy debate. 5th. Resolved, That in a Government like ours, all should have a fair start, and no distinctions should be made in the early education of all the citizens; and this can never be done until the common school is made the best school, and all patronize it. Mr. Rockafellow thought that the period had not yet arrived, and indeed questioned whether it would ever arrive, when we should be prepar ed to dispense entirely with the academy. He contended that the public school could, should and would soon be elevated to the present standard of the academy, and that the present number of the latter, would consequently be greatly dimin ished, but the remaining academies would necessarily erect their standard still higher, and thus serve as an important stepping stone from the common school to the college. Mr. Coe, in reply, said he was fully convinced that we needed no such stepping stone, and he believed that every true friend of education would very soon be of the same opinion. He would have the student step from the common school to the college. He would make the public school what the academy now is, and thereby suspend the necessity of the latter. He believed that the period was not distant when the public school would be made to accomplish all that the private school now accomplishes, and thus effectually do away the invidious distinction which at present exists between these two nurseries of intelligence. Dr. Cady could not fully agree with Mr. Coe, in doing away with our higher institutions; at all events, he conceived that time to be yet quite remote. His arguments were brief, but to the point. Other remarks followed, and the resolution passed unanimously. We have also received a private letter from Allegany, from which we give an extract, as it throws additional light on the state of the county. Hunt's Hollow, 7th June, 1844. I have just returned from a visiting tour among our "National Colleges," and I must boast a little; bear with me one moment, for I must own I am proud of what some of our teachers are doing up here in Allegany, (I wish there were more such,) those who teach instead of merely keeping school. I recollect my friend Sprague, of Fulton, last summer gave a very interesting account of a school in that county. I will not say he is outdone; but I am quite certain he is equalled in more than one school that I have visited in the last two weeks. Every thing in and about the house of these schools, is calculated to animate, instead of depress, the feelings of the visitor. Flowers and evergreens inrich luxuriance, bedeck their houses, and little misses, and lads too, instead of romping in the streets, and spending their leisure hours in rude and indecorous behavior, as I am sorry to say they have too long been in the habit of doing in many places, are now employed in cultivating flowers and shrubs, in and about their school rooms, and in an occasional botanical and geological excursion in the fields and woods, with their teachers and friends; the ingenious teacher, going into a detail of facts instead of being con. fined wholly to abstracts; calling into requisition that richest of all sources of instruction, conver sation. This has been too long overlooked and neglected. Said Mr. Webster, "We have taught too much by manuals, too little by direct discourse with the pupil's mind." I am happy to see this old verbal method of teaching coming into disrepute. Teachers should teach THINGS, instead of mere words. On examining the lists of such schools, I find very few blanks opposite the names of any of the scholars, and when I do, on inquiry, almost always find they are absent from necessity, not from choice. You will recollect that when in Rochester at Convention, the members all recommended the District School Journal as a powerful auxiliary in forwarding the educational interests of the State. For one, I am disposed to show my sin. cerity by deeds, as well as words-and really hope others will do so too. I now forward you, &c. R. H. SPENCER, Co. Supt. Com. Schools for the Northern Section Allegany Co. WASHINGTON. Convention of the Superintendents for the Southern Section, held at Union village, June 8th, Mason Martin, of Argyle, in the chair, Wm. Wright, County Superintendent, secretary. We have space but for a few resolutions. To that which alludes to Mr. Palmer, we would ask particular attention, as every county may receive the benefit of his services. Resolved, That, to render supervision useful and economical, it must be thorough and efficient; and that no efficiency can be secured where the amount of labor, or multiplicity of cares, are disproportioned to the number of officers charged with the execution of this duty. Resolved, That, in the opinion of this Convention, the Board of Supervisors of this County acted wisely and economically in appointing two County Superintendents, as a less number would so far impair the efficiency of the system as to render it nearly nugatory. The resolution might have added that two better officers than the Brothers Wright, could with difficulty be found. Resolved, That the office of a teacher of common schools, is one of deep and fearful responsibilities; and that those teachers who neg lect to keep pace with the improvements of the age-who fail to qualify themselves for the faithful and enlightened discharge of these responsibilities which they thus voluntarily assume, by neglecting to read some of the numerous publications or periodicals of the day devoted to this subject, are unworthy of the station which they oc upy, and ought to be discarded by an intelligent community. Resolved, That as the "District School Journal" is a correct exponent of the views and sentiments of the great educational pioneers of the age, and furnishes the best, and at the same time the most economical means of becoming acquainted with the past history and present condition of common schools, as well as the modes of teaching, and general management most approved of in them, not only in this, but in foreign countries, we feel that it is a periodical that ought to be in the hands of every teacher of a common school in this state. Resolved, That the very liberal offer of Thomas H. Palmer, Esq. to deliver gratuitous ly a course of lectures upon the subject of "the most pressing wants of the schools, and the best method of supplying them," in each of the counties or half counties of the state, to which he may be specially invited by its superintendent, be accepted, and that the County Superintendent of this section of Washington Co., be requested to invite Mr. Palmer to visit us as soon as practicable. THE ALPHABET. [Continued from last Number ] Mr. Gall of Edinburgh, is the author of this plan. For the four letters bd, pq, he uses the following rhyme: "bright and d left looking upward are found. p right and q left pointing down to the ground.” 7th. Words are taught first. One word is gilaudet, My First School Book, and Worcester's ven to the child for a lesson, and after he exa- Primer. mines it attentively, let him pronounce it: he The undersigned, in preparing the various should then select the word from among others; modes here suggested for teaching the alphabet, and when he can do this readily, give him an-acknowledges a very liberal use of "The Teachother word and proceed as before. The words er Taught," by Emerson Davis, a work that chosen should be the names of objects familiar ought to be in the hands of every teacher. This to the pupil; when several words, enough to in- explanation is deemed sufficient without the usuclude the whole alphabet, are learned in this al marks of credit, &c. manner, the child should form them into sentences, by writing them on the black-board or slate, and he may then learn the letters-commencing with those in the first word learned; cach word again forms a lesson, and must not be passed over until the letters are thoroughly learned. When the letters of a word are learned, let the child spell the word. Care should be taken that no word or letter, when once learned, is forgot. ten. If a class be taught according to this or any other plan here suggested, it is recommended that the words or letters be chalked upon the black-board. Further details in this report, respecting the mode now recommended for teaching the letters, are deemed unnecessary, as full directions are contained in the above mentioned books. "Tis hard to venture where our betters fail, "KNOWLEDGE IS POWER." THE following admirable and comprehensive enumeration of what has been and may be effect ed by an early, judicious and enlightened cultiThe plan of learning words first, and then the vation of the powers and faculties of the human letters that form them, has the decided approval mind, is from the pen of THOMAS DICK, L.L.D., of many eminent teachers, and it will, no doubt, author of "The Christian Philosopher," &c. in a short time, supercede all others. Teach á "As man has a natural desire after knowledge child according to this method and he is interest-and a delight in it, so he is furnished with noble ed from the beginning-he knows what he is faculties and vast capacities of intellect for enaabout, and understands the use of words and let bling him to acquire and to treasure it up. By ters as fast as he learns them; and what is of the powers of his understanding he has surparamount importance to the child, he learns to veyed the terraqueous globe in all its varieties of think-his mind is not darkened with a cloud of land and water, continents, islands and oceans; (to him) unmeaning characters or sounds. He determined its magnitude,its weight,its figure and is not tasked and drilled for months in commit-motions; explored its interior recesses, descended ting to memory the names of the letters, merely, without being permitted to know their use. But he is regarded, from the commencement, as an intelligent being and possessing a mind capable of improvement-his course is constantly onward, and he will no longer despise the schoolhouse, for he finds there amusement; and this amusement is blended with instruction in a most happy manner. Let this plan be adopted and the abcedarian will no longer regard his lesson as an onerous and a useless task, imposed on him for no useful purpose whatever, but he will find his lesson his most interesting pastime-a continual feast. The tender child has been carried tound in a circle while learning the alphabet quite long enough. The time, it may be hoped, has now gone by, when he, unpitied by any one, was doomed to sit on "hard benches" for days and months in succession, and not allowed to know more than barely the names of the letters from A down to Z and back again. The motto now is, "Teach him to think." into the bottom of its seas, arranged, classified the infinite variety of vegetables, minerals and animals which it contains, analyzed the invisible atmosphere with which it is surrounded, and determined the clementary principles of which it is composed, discovered the nature of thunder and arrested the rapid lightnings in their course, ascertained the laws by which the planets are directed in their courses, weighed the masses of distant worlds, determined their size and distances, and explored regions of the universe invisible to the unassisted eye, whose distance exceeds all human calculation and comprehension. The sublime sciences of Geometry, Trigonometry, Conic Sections, Fluxions, Algebra and other branches of Mathematics, evince the acuteness and perspicacity of his intellect; and their application to the purposes of Navigation and Geography, and to the determination of the laws of the celestial motions, the periods of their revo. lutions, their eclipses, and the distances at which they are placed from our sublunary mansion, demonstrate the vigor and comprehension of those reasoning faculties with which he is endowed. But to amplify further on this subject would, in the opinion of the undersigned, be an act of "By means of the instruments and contrivances supererogation: teachers that are disposed to which his inventive faculty has enabled him to plod along a century behind the age, will do so form and construct, he can transport ponderous in despite of a remonstrance. They have chosen masses across the ocean, determine the exact a nut shell for their habitation while teaching; position in which he is at any time placed upon recommendations or arguments directed to them its surface, direct his course along pathless dewould, therefore, be unavailing. Teachers that serts and through the billows of the mighty are determined to make themselves useful, and deep-transform a portion of steam into a mewho are willing to devote their best energies to chanical power for impelling wagons along roads, teach the tender mind, will, no doubt, give the and large vessels with great velocity against method now recommended a fair trial, with-wind and tide; and can even transport himself out further suggestions; if they do this, it is onfidently believed they will adopt it, &c. The ollowing books are suited to this mode of teaching: The Mother's Primer, by Rev. T. H. Gal through the yielding air beyond the region of the clouds. He can explore the invisible worlds which are contained in a putrid lake, and bring to view their numerous and diversified inhabs |