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derstandingly by a well qualified teacher, they need not wonder nor be astonished that the school-house, with its appendages, is the most hateful place to which children can go; and that instead of loving their books, their school, or their teacher, they not only abhor the whole, but through all their after life perseveringly avoid each and every thing connected therewith as much as possible. It is also quite percepti. ble that the small, filthy, dismal, and pestilential school-houses to be found in some parts of the country, in public highways, or in dreary, disagreeable situations, are not contemplated in the same light that they were some years ago; and their influence in producing a disagreeable, dismal, wretched state of mind in those who are compelled to resort thither, is also acknowledg

order that persons may be prepared for such an examination, and above all, to be successful teachers, they must study the science and art of teaching. These principles can be learned from a book to be found in every district library; it is entitled "The School and the Schoolmaster." Hall's Lectures on School Keeping" ought also to be studied. No candidates need apply to me for certificates, unless they understand thoroughly, the principles contained in the former of these works, at least. The old teacher who is behind the improvement of the times, and does not practice the improved methods of teaching, and is not familiar with the text-books now in use, will not be licensed. Very young persons, unless their minds are in advance of their years, will not receive a certificate from me, and they should not be employed to teach school. Teach-ed; while neat, comfortable, convenient houses, ers with whom I am not personally acquainted, applying for certificates, must bring written testimonials of their pure and undoubted good moral character; and if the application be for a county license, testimonials showing also their reputation and success as teachers, must be presented, These principles I shall rigidly adhere to, as they are intended for the benefit of the teachers as well as the public.

Town Superintendents should carry out the spirit of these rules. They must make themselves familiar with our present school system, modes of teaching, text-books, &c. A good knowledge of the principles contained in "The School and the Schoolmaster," should be obtained by them, and their practice rigidly insisted on, as far as may be, among teachers and schools of their respective towns.

WORTHY PUTNAM,

Co. Supt.

in pleasant, agreeable situations, with pleasant, agreeable, competent teachers, impart a pleasur able, cheerful state of mind, calculated to make individuals pleased with themselves, with each other, and with every thing about them. Besides all this, it is pretty evident that teachers who are worth having, and who think anything of themselves, and the business of teaching, are very rarely to be found in those misshaped, misplaced, and miscalled school-houses, except in the most temporary manner imaginable.

The District Libraries, too, are admitted to be eminently useful, by almost every one, except now and then an individual who has been unfairly dealt by, or subjected to unkind, improper treatment and instruction in his youthfal days, and cheated out of nearly or quite all the beneficial influences which a correct and wholesome education is tended to produce. The books in our district libraries have hitherto, so far as I can judge, been selected with good taste and judgment. If the same care is exercised in future, throughout the town, none of the disappre-tricts will be likely to be deprived of the library money on account of having any improper books, although they may lose it hereafter by misapplying any part of it, as in the purchase of a case, or from not expending it in the time required by law. (See Journal for Jan. 1844, p. 151.)

Mr.

Sinclairville, March 27, 1844. The following notice of Mr. Putnam, from the Maysville Sentinel, shows that he is ciated by those he serves so faithfully. Superintendent of Common Schools.-It gives us sincere pleasure to announce the appointment of Worthy Putnam, Esq., to the office of County Superintendent of Common Schools. A better selection could hardly have been made. Putnam is a scholar of good attainments-an experienced and successful teacher-endowed with enlarged and enlightened views and sound judgment and withal is a very companionable, clever fellow. If the office can be of service to the people, he will make it so. If energy, efficiency, and a sincere desire to mete out strict justice to every person with whom he may have business, are qualifications necessary for a good superintendent, the public may expect something from him. From a long acquaintance with him, we give it as our opinion, that he will most fully answer public expectation, and make a capital superintendent of schools.

QUEENS.

Extract from the report of the Town Superintendent of Hempstead, published in the Inquirer. We wish we were able to give more of this excellent communication.

Parents are opening their eyes to perceive that if their children are not sent to a convenient, pleasantly situated school-house, and taught un

In making the foregoing observations, I have
adverted to such parts of the common school
law as require especial attention on the part of
the district officers, in the hope that with the aid
afforded by that valuable periodical the District
School Journal, they will not hereafter permit
any thing to occur in the way of forgetfulness,
omissions, or neglect, by which any districts
will be likely to incur the loss of the public
money. To secure the equitable rights of the
districts in this respect, the administration of the
common school affairs must be in strict confor-
mity to law, and the regulations and decisions of
the Superintendent, as may be seen by referring
to the Journal for December, 1843, page 132,
and for January, 1844, page 160.
ELIJAH A. SMITH,
Town Supt.

Hempstead, March 18th, 1844.
STEUBEN.

Town celebrations have excited more interest in the schools, removed more prejudice from the public mind, and aroused more zeal in the teachers of our youth, than any other means adopted

by the County Superintendents. Let them be discreetly conducted, and they will soon become an annual fête day in every town of the state.

BO.

PULTENEY SCHOOL CELEBRATION.

of the sixteen thousand children in our cousty, as can be brought together, for a grand celebration. The Superintendents of the several towns are earnestly solicited to lend their cordial co-operation, in this matter, and as many as are willing to exert themselves for its accomplishment, will please signify their intention so to do, as soon as possible, that the arrangements may be made and published in due season.

R. K. FINCH,

Sup't Schools for Steuben Co.

Mr. Editor-I am sorry to trouble you so often, and yet I am glad there is occasion to do The indications of an increasing interest among the people of this county, on the subject of popular education, are so numerous and unequivocal, as not to be mistaken, and must afford the patriot and the philanthropist grounds of mu. tual congratulation. Three years ago, a person The following admirable letter to one of the might travel from one extremity of our county town superintendents, has, by being mislaid, to the other, and hear nothing said of our long been withheld from our readers; but its sehools. A deathlike apathy seemed to pervade

Bath, March 23, 1844.

careful consideration:

the public mind, and prevent it from a clear per-suggestions are as useful, as seasonable and as ception of duty, in reference to the claims of the necessary now as when they were penned, and no rising generation, for that moral and intellectual one will regret the time he may give to their aliment, which is necessary to the healthy growth and full development of the human understanding. But now, these schools of the people are thought of, and talked of by every body, and in almost every place; circumstances, which taken together with others, plainly show that there are causes, inherent, in the new organization of our educational system, that are rapidly effecting its renovation.

Bath, Oct. 25, 1843. DEAR SIR-I was much pleased to learn from you, when you were last at Bath, that there was a prospect of an important improvement in your village school, and that the district had voted a sum of money sufficient to build a commodious and convenient house. This is as it should be, and I hope the whole matter will be conducted with a spirit of unanimity and liberality, that will have a tendency to prevent any interruption of the work. In the arrangements of a school

On the 20th inst. I attended a meeting of the schools at Bluff Port, in the town of Pulteney. This town has participated deeply in the prevailing indifference, above alluded to, but the exertions of a competent and faithful town superin-district, the location and construction of the tendent, and the influence of a class of highly intelligent and spirited teachers, seem to have aroused the attention of the inhabitants. Although the weather was exceedingly unfavorable, and the roads bad, they assembled in such numbers as to remind me of the political gatherings of 1840. The church was filled to overflowing. It appears to me that I never before saw so many people crowded upon an equal area; and yet many were obliged to retire without gaining admittance.

school-house are matters of primary importance, and have a greater influence on the prosperity of the institution than we are apt to imagine. None but those who are in the habit of carefully observing the operations of their own minds, and of tracing their thoughts and emotions to their real sources, can fully understand the extent to which we are affected by the circumstances in which we are placed. A mote in the eye, the irritation of a decayed tooth, or even the inconvenience of a constrained and uneasy posture, will often break up the order and coutinuity of our thoughts, and totally disqualify us for vigorous or continued mental labor. Nor is the influence of the mind over the physical system, less remarkable. Between these apparently dissimilar and yet intimately and' mysteriously connected constituents of humanity, there exists a mutuality as manifest

The exercises commenced with a salutatory address, which reflected much credit upon the speaker. The declaimers sustained themselves well, and many of them exhibited talents, which under proper cultivation, would do honor to the pulpit, the bar, or the senate chamber. The compositions were highly interesting, and had the characteristics of strict originality. There was no sing-as it is inscrutable. There needs no philosophy ing, but we were favored with excellent instrumental music by the Prattsburg Band.

A similar meeting has lately taken place in the town of Wheeler, but owing to a mistake in regard to the arrangements, I was deprived of the pleasure of attending it. I am informed, however, by a gentleman who was present, and who is well qualified to judge of the performance, that it was numerously attended, and its exercises of the most interesting character.

The utility of such meetings in arousing the attention, and enlisting the feelings of parents and guardians, and in impressing upon the minds of children, the importance of early and thorough instruction, is unquestionable, and the undersigned would respectfully submit to the consideration of the people of the county, and the school officers of the several towns and districts, the propriety of assembling at Bath, on the 4th of July next, or at some later day during the summer, as many

to discover the influence which the mind exercises over the body-it is seen in all the gestures and locomotions which follow our ordinary volitions, as well as in those less frequent mental excitements which raise the blush, elicit the tear, and urge the current of life to the extremities of its channels, or drive it back and stagnate it at its fountain, as witnessed in the emotions of shame and grief, or in the sterner passions of terror and despair. At no period of our existence are we so easily affected by the influences above mentioned, as in our childhood and youth. During these periods, when the mind is as facile and impressible as its material tenement is tender and delicate, almost every object we meet affects us, either with pain or pleasure-either for good or evil; and it is generally at these stages of our lives that we form those prejudices and predileetions which exercise a controlling sway over our manhood. It is therefore the duty of every

parent, guardian and educator of youth, to look well to all the circumstances which bear upon the great and important subject of education-to remove from the objects of their care, every thing that has a tendency to excite the baser passions, to sour the temper or corrupt the heart; and to assemble around them all that can promote health, cheerfulness and regularity, or serve to elevaté and refine the moral feelings.

the place delightful and attractive. The site should be selected with special reference to its natural advantages-it should be remote from the noise and bustle of the streets or highways, on grounds sufficiently elevated to render it dry and firm. The premises should be of sufficient extent to afford ample play-grounds, neatly enclosed, and planted with trees sufficient for shade and ornament. Provision should be made for an abundant supply of water, which should be rendered easily accessible. In the erection of the building itself, with its necessary appendages, the utmost care should be exercised. In its ex

I have no doubt, that if we should seek out the foundation of that unconquerable antipathy to instruction which we often meet with in children, we should find it to have originated, either in the gloom and inconvenience of the school-house, or interior it may be plain, but it should be firm in its the mismanagement of the teacher. The element of a child is play-it delights in the free and unrestrained exercise of its expanding faculties, and possesses a restless curiosity which leads it to examine and enquire, and which, if wisely directed and not rudely crushed and repressed, is productive of the most beneficial effects. Take a child thus constituted, from his pleasant home, where he has been accustomed to the kindness of a father, and more especially to the tenderness of an affectionate and devoted mother; where he has been soothed by indulgence, and left to liberty large as his desire-where he has taken his pastime in green meadows and blooming flower gardens, and when wearied of his sports has been permitted to enjoy his careless slumber. Take such a child and confine him to one of our common school-houses, located, constructed and furnished as they generally are, and if he does not suffer by the transfer, he has not in his constitution the ordinary elements of human nature. But in almost every instance it will be found that he has associated with the idea of instruction, all the disagreeable impressions derived from surrounding objects. The lone and cheerless situation of the building, placed, perhaps, on some bleak eminence, exposed alike to the unrestrained fury of the winter blast, and to the scorching heat of the summer sun, in some grave-yard, or on the margin of some fen, inhabited by the most loathsome reptiles, and exhaling from its putrid surface the seeds of disease and death-the gloomy and repulsive aspect of its interior-its dirty floor-its confined and tainted atmosphereits naked and blackened walls, and broken and uncomfortable seats; all these and many others which might be mentioned, will be found to have united their influences in producing the disgust and antipathy which I have mentioned.

Equally unfavorable are the impressions some. times made by the disposition, manners and personal appearance of the teacher. If he be of a sour and sullen temper, a severe aud unconcilia. ting deportment, and forbidding aspect, the young pupil will almost invariably find, associated with all his ideas of that important relation which exists between the teacher and his charge, the feelings of fear and tyrannical restraint, which will render the pursuit of knowledge irksome, and instruction almost useless. The indifference or inattention of the community to these adventitious circumstances, (as they are generally re. garded) has materially retarded the improvement of our schools, and rendered the munificent provisions of our laws, on this subject, but partially beneficial.

construction and symmetrical in its proportions, substantially underpinned and neatly painted. In its internal arrangement, no circumstance should be overlooked which can have a bearing on the comfort or convenience of the pupils. There should be a suitable number of closets and reci. tation rooms, a wood-house and other necessary buildings. The principal apartment should have an altitude of from ten to twelve feet, with the necessary means of warmth and ventilation. At one end of this room, extending across its whole diameter, should be a stage or platform, with an elevation of about sixteen inches, rising by two steps. On this should be placed the teacher's desk and chair, and in front, and facing this platform, should be arranged the seats and desks for the accommodation of the pupils, leaving between the front range and the stage, an open space of about six feet in width. The lowest desk should be in front, the others increasing gradually in elevation as they recede. They should be con. structed each for the accommodation of two scholars, with the same number of compartments, with separate lids, so that he can be opened without disturbing the other. Instead of leaving the walls blank and naked, there should be arranged upon them, in their proper places, black-boards, planispheres, maps, geometrical diagrams, historical charts, arithmetical tables, illustrations in natural history, consisting of the representations of beasts, birds, insects, &c., on a large scale, and alphabetical cards. In a school-room thus arranged and furnished, absolute idleness can hardly have a place. If the eye wander from the book, the proper object of attention, it rests upon something that will awake attention and employ the thoughts, and prevent that vacuity of mind which often results in the most discouraging intellectual apathy.

I

In the selection of a site for your new schoolhouse, and in its construction and arrangement, hope that you and the people of your village will pay a due regard to the suggestions above made, and especially do I hope that you will not erect your new building on the site of the old one. which I consider every way objectionable. Asking your pardon for occupying your attention with so long a letter, I remain

Your friend and obedient servant,

R. K. FINCH, Co. Supt. for Steuben. CHENANGO.

TEACHERS' INSTITUTE.

As these temporary schools for the improve

In the location and construction of a schoolhouse, nothing within the ability of the districtment of teachers, have acquired much importshould be omitted, which will tend to renderance by the zeal and success shown in their or

ganization and management, and as but comparatively few counties have tested their value, we have published this entire report of one of

the most successful in the state.

[From the Oxford Republican.] In compliance with the directions of the circular previously issued by the County Superintendent, about 150 teachers of common schools, mostly females, assembled in the village of Oxford on the 27th of March last. On making a list of the names of the members of the Institute, it appeared that every town in the county was represented by some of the teachers of its common schools, who manifested their zeal in the cause of education, by associating together for two weeks, for the purpose of mutual im. provement, and to learn something more of the practical duties of their profession. The committee appointed to publish the proceedings of the Institute, found, on examining the journal as kept by the secretary, that the entire proceedings could not be published, without occupying more space than they felt warranted in asking of the editors of the newspapers in the county; hence they were compelled to condense them much more than was anticipated at the time the institute adjourned. It is believed that nothing of interest or importance to the public has been omitted, except the spirit with which the Institute was conducted, and which could not be transferred to the columns of a public journal.

ORGANIZATION.

rai exercises, in addition to the special recitations, awakened a deep interest, and not a few of the obstacles which beset the teacher's path in a common school, were removed.

LECTURES.

There were, on an average, two lectures each day, except Saturday, during the session. The Rev. Messrs. Burtis, Van Ingen, Sperry, Goodrich, Bennet and Richards, and Messrs. Childs, Mason and McKoon, delivered one or more lectures each, on subjects connected with the teacher's profession, the responsibility of his office, his duties, &c., on general subjects connected with education, and several of the sciences. These lectures were highly instructive and interesting, from their peculiar adaptation to the occasion, as well as from the sound learning which they severally displayed. Mr. McKoon gave eight or nine lectures on Natural Philosophy, Chemistry, and Astronomy, illustrated with experiments with apparatus, enli vening them in an agreeable manner with remarks upon the general order and harmony of nature, as exhibiting satisfactory evidence of the original design and perfections of a Great First Cause. Miss Hall gave the young ladies of the Institute an excellent lecture on History, and Miss Hyde gave two lessons and a lecture on the subject of writing compositions, and happily illustrating the manner of teaching it in common schools.

DISCUSSIONS.

The Institute had evening sessions during the The Institute was organized by appointing term, at which time, various questions connectD. R. Randall, County Superintendent, chaired with school discipline and management, were man, and S. E. Smit of Pitcher, secretary, brought forward for discussion. These discuseach for the session. The exercises were com- sions on all occasions elicited a crowded audi. menced each day by reading a portion of Scrip-ence, and were frequently conducted with great ture and by prayer; the clergymen of the vil. zeal, ability and eloquence. The Oxford Union lage officiating in turn, according to an arrange- Association and the Calliopean Society, two litment previously made by the County Superin- erary societies of the village, were invited to tendent. The members of the Institute were participate in the discussions, thus bringing to divided into five classes for the convenience of bear upon this portion of the exercises of the recitations, each class under a separate teacher. Institute, the experience, the talents and learning of these two excellent and well conducted societies. The following are some of the questions discussed, and the decisions of the Institute upon them.

RECITATIONS.

Would the entire abolition of corporal punishment be an improvement in the government of. common schools? Decided in the negative.

Ought the studies of children to be conducted in such a manner as to be an amusement instead of labor? Decided in the negative.

Is the practice of occasionally reading and reciting in concert in common schools beneficial? Decided unanimously in the affirmative.

Ought emulation to be encouraged among scholars by means of rewards? Decided in the negative:

The several branches taught in common schools, were the subjects of the recitations, and they all received that attention which their comparative importance and difficulty seemed to demand. Orthography, and Geography wi h the use of Globes and Mitchell's Outline Maps, were the subjects of a few recitations, and In. tellectual and Written Arithmetic received special attention. English Grammar was one of the daily lessons through the session, and the principles and practice of several contemporaneous authors on this subject, underwent the severest scrutiny. The best methods of impart. ing instruction in these several branches were exhibited, and the comparative merits of differ ent authors were considered. At the close of the lessons in English Grammar in the forenoon. and Arithmetic in the afternoon, each day, under the several teachers, the Institute went into a committee of the whole on each lesson, at which time each individual was at liberty to ask any question in relation to the lesson which Are written rules of order in common schools, he or she might choose, and the person appoint beneficial? Decided in the negative. ed to superintend this general exercise, answer- Is a change of teachers every term beneficial, ed the question with such explanations and il-admitting their qualifications to be equal? lustrations as appeared necessary. These gene-Decided in the negative.

Is the practice of vocal music or singing in common schools beneficial? This question was argued at great length on both sides and by agreement, it was left undecided.

Ought teachers to join occasionally in the sports of their pupils? Decided in the affirmative.

Are teachers responsible for the conduct of their scholars while going to and from school? Decided in the negative.

Is the practice of "boarding round," as it is termed, as beneficial in its ultimate consequences as it is to board at one place? Decided in the negative.

Would declamation and writing compositions in common schools be beneficial? Decided in

the affirmative.

Several other questions of some importance were discussed, which were either subsequently reconsidered by the Institute, and embodied in the form of a resolve, or were, by consent, erased from the minutes.

REPORTS OF COMMITTEES.

The committee appointed to report to the Institute a daily order of exercises for a common school, consisted of the Misses Jones, Tuttle, and Andrews, and Messrs. Throop and Bundy. It is a matter of sincere regret that the space allotted to the publication of the proceedings of the Institute, will not admit the entire and able report of Mr Throop on this subject. It exhibited much practical knowledge of the duties of a teacher, and contained many valuable suggestions in regard to physical education, and sound views on the various common school exercises, &c. The following is the order of recitations for common schools as amended by the Institute, on examination of the report:

9 A. M., Reading a portion of the Scriptures, and hearing the first class in reading. 9 1.3. The second class in reading. 9 2.3.

scholars.

Reading and spelling of younger

10. Intellectual Arithmetic, 2d class.

neglect the instruction of the younger scholars. The relative importance of different subjects was ably treated and their views, expressed at considerable length, were in a high degree satiafactory to the Institute.

THE TEACHERS' CONFERENCE.

During the last three days of the session, the Institute resolved itself into what may be termed the Teachers' Conference, during which time various topics connected with school keeping were submitted for consideration, and the members of the Institute were severally called upon to state their own experience and practice in teaching, and to express such views as they possessed in regard to these topics. The following are some of the subjects which were more or less fully considered during the conference:

The best method of teaching the AlphabetThe best method of teaching Spelling, Reading, Orthography or the sounds of the letters, Penmanship, definition of words. &c. The follow ing topics elicited many interesting remarks, the results of the experience of eminent and practical teachers: First lessons to be committed to memory by children; Oral instruction; Story telling or anecdotes by the teacher; Self education; Biography; Mode of suppressing falsehood; Calling out classes for recitation; Study out of school hours; Proper degree of study for children; Physical education; School Libraries; District School Journal; &c. Very deep inter. est was awakened among the members of the Institute, while these several topics were under consideration. On several occasions much zeal and learning were exhibited in placing these subjects before the Institute in such a manner as to give correct view and principles to those

10 1-3. Recess of ten minutes for each divi- who were inexperienced, and awaken in their

sion.

10 2-3.
11. Geography, first class.

Arithmetic, first class.

11 1-3. Reading and spelling of smaller scholars.

11 2-3. Spelling of 2d and 1st classes.
1. P. M. English Grammar, first class.

1 1-3. Second classes in Grammar and Geography.

minds a lively sense of the teachers' high and responsible duties. The subject of physical education was commented upon with great earnestness, and the moral sense of the members of the Institute was appealed to in an eloquent manner, to give more attention to the subject and set such examples before the rising genera. tion as would be safe to be followed. The fol lowing resolutions were ably advocated by seve

1 2-3. Arithmetic, 2d class, or reading of ral persons, and submitted to the young ladies smaller scholars.

2. Penmanship.

of the Institute for their action, the gentlemen by consent declining to take any part in their

2 1.3. Recess of ten minutes for each divi- adoption : sion.

2 2.3. Intellectual Arithmetic. 3. Reading of smaller scholars.

3 1-3. Spelling and recitations of smaller scholars.

3 2-3. Spelling of the first class, and miscelaneous exercises.

The committee did not expect that this daily order of exercises for a common school could be exactly followed by all schools, or even by very few, without some modification, but regarding a time for every thing and every thing in its time, as of great importance to teachers, they thought the order proposed would serve as a guide to teachers in modelling a system for themselves. It was supposed by the committee that scholars pursuing the higher branches of English education would recite either before or after school, or during the recesses, or at such time as would not draw the teachers' attention from a due regard to the common branches and cause them to

Resolved, That we, the members of the Teachers' Institute, regard physical education of the most vital importance, and that we will give increased attention to this subject in teaching our schools.

Resolved, That we regard binding the human body with ligatures unnecessarily tight, to be attended with the most pernicious and often fatal consequences, and that we will discountenance it in our practice, and endeavor to persuade others to do the same by convincing them of its injurious tendency.

Resolved, That we consider the fashion plates in our periodical magazines a representation of a distortion of the human form, and calculated to be productive of great evil to those who are guided by them in their practice. The mover of these resolutions remarked that the ladies might vote to lay them on the table, or reject them, or pass their opinion upon them, as they chose. Their introduction had elicited the desired infor

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