1, 1842, concludes a notice of one of these schools ted other teachers in the work of self-culture; in these words: "If this and similar institutions and even in those parts of the commonwealth shall continue and prosper, their good effects which have received no direct advantage from will be more and more manifest in the better the establishment of these institutions, either in health and improved dispositions, the superior the education or employment of normal scholars, intelligence, the more real information, the high-a spirit of emulation has been excited, an ader morality, and the greater goodness of the vance has been made in the qualification of teachchildren of our land." ers, and a salutary impulse has been given to the cause of education." They express a "deep regret" that they have not the means to send a well-fitted, certificated normal scholar into at least each town in the commonwealth.

In a report made to the board of education in 1842, it was stated, "such is the estimation in which their services have been held, that many districts which have once employed normal scholars, are extremely unwilling to employ any other teachers."

In their report the present year, the board say of the Lexington school, "Such is the reputaAs the funds in the hands of the board for the tion of this school, that applications have been support of the normal schools would be exhaus-made to it from seren of our sister states for ted that year, early in the session of 1812 a joint teachers." committee of the two houses was appointed to An important question here arises, how are examine and report upon the propriety of making these institutions regarded in those sections of a further appropriation to aid those schools. the state which have had an opportunity of emBefore that committee, on the 16th of Februa-ploying the normal scholars as teachers? In ry, Mr. Emerson, one of the most distinguished looking over the reports of the town school offiand successful educationists of that or any other cers during the years 1811-2,* after these instistate, after speaking in strong terms of approval tutions had been in operation little more than of the normal schools, said: "In a large town three years, they find not one instance of disapwhich he had visited during the summer, the probation or disappointment expressed-but they unanimous testimony of the school committee do find many of the reports from seven out of was given to the superiority of that one of the fourteen counties, speak of the normal schools teachers who had passed through the normai with marked commendation. As specimens, the school, over all others in the place. The Hon. following are selected: The school committee of Horace Mann, the secretary of the board of the town of Lincoln say, that in one teacher from education, read before the same committee "six the normal school they have "had an opportu or eight letters from a large file that he had re-nity of witnessing the effects of teaching upon ceived unsolicited, from school committees residing in the country, in regard to the success of the normal pupils, as teachers, in their respective towns." These letters spoke of the better class of the pupils from the normal schools as decided. ly superior to any teachers of which the committees had ever had any knowledge: and it was said that the second-rate teachers were better than common school teachers had ordinarily been."* The joint committee, "without a dissenting voice," recommended that the sum of six thousand dollars be annually appropriated for three years to the support of normal schools. The resolution to that effect, passed in the House of Representatives "by a large majority and with out a count"-in the Senate by a vote of 20 to 12, and was approved by the Governor on the 3d March, 1842.†

This was the second legislative scrutiny to which these schools had been subjected. They were a serious innovation and early excited at tention, not to say suspicion and jealousy in some minds. In March, 1840, they were examined by a legislative committee, hostile to their continuance, and an attempt was made to abolish them, and signally failed; they had so far disarmed this prejudice that when the term of three years, for which provision had been made for them, was about to expire, the legislature, as already stated, with great promptness, made an appropriation for their further support.

In their sixth annual report to the legislature, (1843,) the board of education say, pils who have gone forth from these schools have met with extraordinary success in the perform. ance of their duties. Their success has stimula.

*Mass. Com. School Jour. vol. iv. p. 85, 88. †Vol. iv. Mass. Com. School Jour. p. 97, 104.

66

the teacher; though young and inexperienced, she appeared to understand her place well. There was a directness in her teaching which we too seldom see; she had an object always before her, and was constantly advancing towards it; her object seemed to be to fix the lesson more deeply in the child's mind," &c. Another town committee say, the establishment of normal schools has done much and will do every thing to reform the system of teaching, if persevered in." Another says, "if this town could have two or three teachers annually, who had enjoyed the privileges of a normal school, that would be of ten-fold more benefit to our schools than any other measure that could be adopted." Another town uses these words, "we look for still greater improvement through the agency of the normal' schools, or schools for the especial education of teachers, whose establishment we hail with great' joy. They must soon introduce a new era, by giving dignity to the teacher's calling, by bringing into the work minds that are well disciplined and trained. By raising the standard of the teacher's qualifications, by making good teachers more common, by throwing light along their pathway, by diffusing among all the experienced and improved methods of all, and by demonstrating how good an education may be given at the common school, when it shall be perfected as a system-by all these means the normal schools will act upon the public schools, and through them upon the moral and social condition of the people at large, with the happiest results." Another town bears this testimony,

public opinion has grown stronger and stronger in support of these institutions, till the time has arrived when their opponents are converted into

*The committee have not access to returns of a more recent date.

The

friends, and men of all parties equally unite in interest the thoughtless, to repress the mischiev commending them to the patronage of every phi-ous? A matter of no trifling consideration, is lanthropist in the state." We make but one the fact, that scholars require some opportunity more extract from these reports: "No measure to become acquainted with the ways and has ever been devised, tending so directly to the mode of instruction of the teacher before they improvement of our system of public instruction, can make all the improvement that the comas the establishment of these schools. The spe- mon school is capable of imparting. cific design of them is to prepare teachers for our reputation of a high school or an academy would common schools. The results of the experiment soon be frittered away by a constant change of in our own county, (Plymouth,) so far as they principals once in two or three years; and have have had time to appear, have been most satis-district schools no reputation to suffer from the factory. We, of this town, have had some means more frequent recurrence of the same course? of judging. Five of our young women, and two We lock to the establishment of normal schools of our young men have spent, part of them six as a means of curing or modifying this evil. months, and part of them a year, in the normal | From town officers, from county superintendschool, and have received instructions in all the ents, from the friends of education in all parts elementary branches of learning, much more of the state, the call has been and yet is long thorough, and much better adapted to enable and loud-" give us better qualified teachers," themselves to teach, than they could have re-until that call can be responded to, there will ceived at any school or academy with which we are acquainted."

continue to be change of teachers; intelligent districts will not be satisfied with indifferent or poorly qualified teachers; if they chance to en gage such once, they will not do it the second time.

In concluding so much of the report as has particular reference to the normal schools of Massachusetts, the committee would say, that twelve of the normal scholars, all females, are If this demand can be supplied with qualified now employed as teachers in the public schools professional teachers, this evil will cease; and of Boston; that an intelligent school officer, such teachers we can only obtain by educating. whose duty it is in some districts of the town to It may be said that thus far the supply has select teachers remarked to the chairman, that equalled the demand, and that it will so continue other things being equal, he invariably gave the to do. There are unmistakable signs in various preference to those teachers who had spent some parts of the state, that the nature of that detime at the normal schools; that a year's train-mand is undergoing a change-that the time is ing there was more than equal to three years' ex-coming when teacher's qualifications must be perience, the acquirements in other respects being the same in each case. Another school officer remarked that a good teacher from the normal school, would and did advance schools in one year, as far as common teachers did in two years, or even three years.

greatly advanced from what many of them now are. It is painful to reflect that the demand for better qualified teachers has already outstripped the supply; and that this supply will now be the work of years. A good teacher cannot be prepared as a merchant or manufacturer tills an order for goods. Even Adam Smith excepts education from the mercantile or economical law, that the supply will follow and equal the demand. "In every age, even among the heathen," says Martin Luther, "the necessity has been felt of having good schoolmasters in order to make any th ng respectable of a nation. But surely we are not to sit still and wait until they

In those schools taught by these and other good teachers, so far as the same were visited, children of four and five years of age, seemed as interested, attentive and orderly as older scholars; pupils of 6 and 7 years of age, judging by question and black-board, were as conversant with geography generally, topography, mental and written arithmetic, &c., as those in our district schools who have the advantage of ten ad-grow up of themselves. We can neither chop ditional years.

Such was the origin-such the growth-such the effect and such is now the appreciation of normal schools in the commonwealth of Massachusetts, a commonwealth that last year paid towards educating in its public schools its 184,896 children between the ages of 4 and 16, $517,215.97, of which $510,590.02 were raised by a direct tax. In the five preceding years its three hundred and eight towns expended in the erection of school-houses alone, $516,122.74.

them out of wood, nor hew them out of stone. God will work no miracles to furnish that which we have the means to provide. We must, therefore, apply our care and money to train up and make them."*

One obstacle in the way of making teaching to any extent a profession, has been inadequacy of compensation. But in very many districts, has not the pay been fully equal to the worth of services rendered? Have not very many teachers felt and acted the veritable saying of the What improvement can be looked for in schools, English dame, it is but little they pays me, when change, change, is the one unchanging fea-and it is but little I teaches them."

?ure.

It is believed that but very few instances can Experience has long since taught that the fre. have occurred in this state where persons have quent change of teacher is the great bane of fitted themselves to teach, and had "sufficient schools; that when a teacher is "apt to teach "ability" to instruct and manage a school, and yet -has a good faculty of governing, the school failed to obtain employment and reasonable comwill make much greater proficiency the second pensation. term than it can the first. It takes a quick teacher several weeks to become thoroughly acquainted with the various attainments, the dispositions and capacities of each scholar; and without such acquaintance how can he know what incentives are best adapted to spur forward the laggard, to Education.

Perhaps the most serious obstacle in the way of making teaching & profession, remains yet to be noticed-the low estimation in which that oc

Fifth Annual Report of Secretary of Mass. Board

cupation is held, especially so much of it as pertains to common schools.

How can this be otherwise, so long as so great a proportion of novices, ignoramuses, and incompetents are permitted to hold the station of public teachers?

are to be spent in the office of a practising lawyer. It has also denied hitherto, to those who assume the care of the body, the aid of its laws to collect pay for their services, unless a fixed course of study, or attendance upon lectures, has been rigidly pursued and properly certified. Yet In too many cases teaching is resorted to by thus far, neither common consent, nor common academic and college students merely to eke out understanding, nor statutory provision, have rea stinted income to aid in completing their studies quired any apprenticeship, any special education, -by young girls desirous of obtaining the means the spending of any fixed term of time, preparatoof finishing their education by spending one orry to entering upon an employment where is laid two terms at a higher seminary. The ruling the very foundation of all these superstructures. motive here is praiseworthy, and far be it from Here, inexperienced, unskilful hands are perthe committee to disparage a youth of scanty mitted to make experiments to perfect themselves means making such efforts to obtain an educa--and yet the subjects of these experiments are tion; but the fact is nevertheless true, that not immortal beings. unfrequently schools suffer by the employment of such teachers. Their minds are intent upon their own studies-to them their hours out of school are devoted; with such the duties in the school-room must and do become secondary considerations; not expecting or desiring a permanent connexion, there cannot be that entire giving up of the whole mind and attention to a temporary occupation, which yet is so essential to ensure success in any employment, and especially in that of teaching school.

From the very nature of the case, the teaching of such teachers cannot but be in low estimation; the art they practice suffers by their inexperi ence and unskilfulness. If no preparation, no training preparatory to the practice of that art, continue to be thought necessary, it must remain where it now is in the public estimation. It can never be elevated while so little is required from those who practise it. S

COMMUNICATION.

EXPERIMENTAL EDUCATION. Į

There is another class, quite too numerous, whose mercenary motive is not extenuated or relieved by so laudable an object-a class who engage in teaching without any love for the art, [By the author of Popular Lessons, School •Friend, &c.] without any consideration of the incomputable. importance of the trust committed to themwithout any other further object than to keep scholars and parents from complaining until the school closes. They enter the school-room as the eye-servant enters the shop or the field, to spend the allotted time-to watch for the going down of the sun-to count the hours, the days, the weeks, the months, that must come and go till "the last day" arrives, when the task will be ended and the money be received.

Dr. JULIUS, a functionary of the Prussian government, sent some years ago to this country to examine our institutions, told the writer, that once being in a large school in one of our cities, he asked the scholars to tell him of a specimen of an animal, vegetable, and mineral, and to describe the distinctive character of each. Not one of them did it. Now not one of these children was liable to confound the three kingdoms of nature; they had never been pointed out to Can such a teacher profit a school? Can such them. Mr. George Combe. in his book of traa teacher be respected by his scholars, by his vels in America, says that when in Philadelphia employers, by himself? This class of teachers in the public school, a boy read the phrase, must disappear before the occupation of teaching "Mr. Jefferson ratified the treaty," he enquired can become respectable, sufficiently so to be re- of him what it signified. The boy made no recognized as a profession. It must come to be ply, and the teacher remarked that he did not more generally understood and acted upon, that know, and that he had, himself, no time to exa poor teacher is very poor-that all of necessi- plain such things; he supposed the boy would ty are poor teachers who have not taken some understand what he read when he should be oldpains, spent some time specially, to fit themselves er. This schoolmaster was no philosopher; he for teaching-that great skill and experience are supposed that the boy would form the habit of requisite to know how to teach well. By com-reading without information, and then, at last mon consent, it is necessary to serve an appren- truth would reveal itself to his henighted under ticeship of years to know how to make a hat, a standing, notwithstanding his superinduced shoe, a coat, or erect a building, and then the blindness. The schoolmasters in Holland, beapprentice is admitted and recognized as a sides competent knowledge of the elements "workman," "a mechanic." taught, are required to possess "cultivated minds," because such mind alone enables a man to aid his pupil intelligently.

A common understanding seems to prevail among most Christian denominations, that no one shall be recognized as rightfully having "the cure of souls," who has not, preparatory to the exercise of that "function," spent some time with an approved divine, or at some seminary specially instituted for the education of the ministry.

The state, too, has not regarded as beneath its care, to require that no man shall be recognized as competent to take charge, in its courts of justice, of the property, the reputation, or the life of his fellow-men, until he has gone through a course of seven years' study; three of which

The mere capability of reading is only an in. let to truth-an avenue that may be opened or choked up by the manner in which initiatory reading is practised. When Sir William Jones was a child, his mother had not leisure to answer all the questions he asked her, she put him in a way to gain the knowledge he sought by this reply-"Read, and you will know." It is not to be presumed that this judicious mother did not give the child the right book when she commanded him to read. She thus made 'him depend upon his own mind, and the great

Books," said Grimes, "are not dead things, but do contain a potency of life in them, as active as that soul whose progeny they are. They preserve, as in a vial, the purest efficacy, and extraction of that living intellect which bred them. They are as vigorously productive as the fabulous dragon's teeth." Hence it follows that school books should be sifted as wheat. We deprecate a censorship of the press, but we would invite enlightened criticism-not that which is paid, or expects to be paid for its oracular opinions, but just such a criticism as the Are we teaching or are we not? Are we givhighest minds exercise upon works of the high- ing bread or giving poison? Is it the fruit of est pretensions, from the love of literature and the tree of life, or the fruit of the tree of knowthe love of truth. From such an ordeal, pre- ledge only, which, if it makes us like unto Gods, tension, or ignorant presumption, could not es-drives us out of Paradise at the same time, which cape; and from it the philosophic writer might we are holding forth to the eager appetites of the expect a sentence of justice as sufficient for the country? These are momentous questions.proper exhibition of his value as the furnace is Wyse. to the ore of the mine.

MISCELLANY.

The following extracts, with their illustra-nication, whether for a single individual or a tions, are from a very curious and interesting load of goods. The roads were not only very book, recently published by W. H. Colyer, left by the Romans. narrow, but nowhere graded, except a few roads New-York, entitled the Social History of Great Britain, by William Goodman.

HOME TRAVELLING.

"Soon shall thy arm, unconquer'd steam, afar
Drag the slow barge, or drive the rapid car,
Or on wide-waving wings expanded bear
The flying chariot through the fields of air."
DARWIN, 1793.

The government couriers were the lettercarriers. There is now in preservation a letter from Mr. Bagg, (dated 1623,) deputy mayor of Plymouth, to Sir Edward Conway, Strand, London, with all its endorsements on it at the various posts during the distance, which is 211 ór 214 miles: it took the courier fifty-seven hours. In 1825 the defiance coach used regularly to trav. el the same distance in twenty-seven hours.

These government couriers were under mar. tial law; and if it was found they anywhere lingered, they were liable to be hanged, as a warn

PILLION RIDING.

"This riding double was no crime

THIS quotation contains a prophecy. At the time it was written, steam was only in its infancy; but it presents an admirable contrast to the state of travelling at the beginning of the seven-ing to the next. teenth century, two centuries before the lines apply. To state the case in a concise manner, as it has been stated, "in our domestic traffic, pack-horses have given way to wagons; wagons to canals, and canals to rail-roads." But I apprehend my readers would not be satisfied, without I stated how these gradations came about; and this I propose doing in this chapter.

In the first great Edward's time,

No brave man thought himself disgraced
By two fair arms about his waist;
Nor did the lady blush vermilion
Sitting on the lover's pillion,
Why? because all modes and actions
Bowed not then to vulgar fractions,
Nor were tested all resources

By the power to purchase horses."
QUEEN ELIZABETH often used to ride, on state
occasions, on a pillion, behind the lord chancel.
lor or lord chamberlain.

COACHES.

It is said to have been Henry Fitzallon, lord steward of her household, who introduced coach. es.§ It is well known she had William Boonen, a Dutchman, for her first coachman, in 1564.

A Lancashire gentleman now can have his own carriage, containing himself and family inside, and some of his domestics out, put upon a railroad car, his own horses, which drew him down to the station, put into safe boxes on another car, and he will be set down in London (a) distance of two hundred miles) in twelve hours. Now, let us see what was done in 1603. Queen Elizabeth died at three o'clock on the morning of Thursday, 24th March. Sir Robert Carey stole away from Richmond Palace, and arrived in Edinborough, with the news to King James, in the course of the following Saturday night. The distance from Richmond to London is nine miles; from London to Edinborough, 383 miles. This is the present distance: it may be within bounds to assume that the distance at that time was 400 miles. He performed this distance on single horses, say in sixty hours; and, taking into consideration the then state of the roads, he In 1625 Captain Baily, an old sea officer, first would be pronounced a good horseman. Hor- set up coaches to ply for hire; hence they obses at that time were the only means of commu-tained the name hackney-coaches.

As the nobility at this period lived mostly by the side of the Thames, they used to move about in their own splendid barges, until they began to have coaches, which at first were driven (though so clumsy) with two horses; but the profligate Buckingham flourished away with six, and sometimes eight.

In 1605 coaches were partially used by the nobility and gentry.

Gentlemen's Magazine, 1838.

tWith, I suppose, bottelles of wine strapped to his saddele, and pastyes of salmonde, troutes, and eyles wrapted in toweles."-Froissart, by BERNERS.

In 1713 Bristol (then the second port in the kingdom) had no carts; but the traffic was all moved about the city on sledges, winter and summer.

The following extract is from Dr. Bannatyne's Scrapbook, as given in Dr. Cleland's statistical account of Glasgow:

"The public have now been so long familiar to stagecoaches, that they are led to think they have always existed. It is, however, even in England, of compara tively late date.

"The late Mr. Andrew Thompson, sen., told me that