And for sale by the Booksellers generally throughout the United States. MITCHELL'S AMERICAN SYSTEM OF STANDARD | gether with the eleventh and twelfth. The errors by SCHOOL GEOGRAPHY, In a series; adapted to the progressively developing capacities of youth. which Theon and others have long vitiated these books, are corrected, and some of Euclid's demonstrations are restored. By Robert Simso., M.D., Emeritus Professor of Mathematics in the University of Glasgow; with ele MITCHELL'S PRIMARY GEOGRAPHY, Containing 120 engravings and 14 colored maps, de- ments of plane and spherical trigonometry. signed as a first book of geography for children. MITCHELL'S SCHOOL GEOGRAPHY, Accompanied with an atlas containing eighteen maps, engraved from the original drawings, and executed in a clear and distinct manner. MITCHELL'S ATLAS OF OUTLINE MAPS, (An accompaniment to the School Atlas,) Possessing all the advantages to be derived from map drawing, with a great saving of time. MITCHELL'S GEOGRAPHICAL READER, GUY'S ASTRONOMY, AND KEITH ON THE GLOBES. GOLDSMITH'S NATURAL HISTORY, Abridged for the use of schools, by Mrs. Pilkington; revised and corrected by a Teacher of Philadelphia, with questions, and upwards of 100 engravings. LIFE AND CHARACTER OF PATRICK HENRY, By William Wirt; revised edition, with headings to class book for academies and schools. Designed as a reading book for classes using the each chapter, and notes, rendering it suitable for a School Geography, or pupiis farther advanced. MITCHELL'S KEY, To the study of the maps, comprising his Atlas, in a series of lessons for beginners in geography. MITCHELL'S HIGH SCHOOL GEOGRAPHY, With an atlas, (in press,) will contain about 800 pages, and comprise a complete system of mathematical, physical, political, statistical and descriptive modern geography, together with a compendium of ancient geography, illustrated by engravings executed by the first artists of the country. The atlas to accompany the above, will contain not less than thirty maps, constructed particularly for the work, and designed to correspond with and illustrate it in the most precise man ner FROST'S UNITED STATES. History of the United States for the use of schools and academies, by John Frost, illustrated with forty engravings FROST'S HISTORY OF THE UNITED STATES, For the use of common schools, condensed from the author's larger History of the United States. FROST'S AMERICAN SPEAKER, Embellished with engraved portraits of distinguished American orators, on steel. DR. GOLDSMITH'S HISTORY OF ENGLAND, (Pinnock's improved edition,) From the invasion of Julius Cæsar to the year 1838; illustrated with thirty engravings. DR. GOLDSMITH'S HISTORY OF GREECE, (Pinnock's improved edition,) With questions for examination at the end of each section; thirty engravings. DR. GOLDSMITH'S HISTORY OF ROME. (Pinnock's improved edition,) With questions for examination at the end of each section; thirty engravings. KEITH'S ARITHMETIC; America, Europe, Asia, Africa, Rome, Greece, Islands, Tales of the Sea, Winter Evening Tales, Juvenile Tales, Anecdotes, Sun, Moon, and Stars-all adapted to the use of schools. WIRT'S LIFE OF PATRICK HENRY, 12 mo. Sketches of the Life and Character of Patrick Henry, by William Wirt, revised edition, with headings to each chapter, and such an arrangement of the notes contained in the former edition, as to render the book eminently suitable for School Libraries, or as a Class Book in Academies and Schools. COOPER'S NAVAL HISTORY-SCHOOL LIBRARY EDITION. The History of the Navy of the United States of America, in 1 vol. 12 mo., by J. Fenimore Cooper. This is Practical and self-explanatory; by an experienced an abridgment of the original work of Mr. Cooper, by Teacher of mathematics. himself, omitting documents, &c., matter of least interest to the reader, and as a narrative possessing more value than the original. The order of events is preserved unbroken, and the description of Battles, Attacks, Chases, &c., are retained in full, while at the same time, the history is brought down to a later period than the larger work. THE SCHOOL DISTRICT LIBRARY, PUBLISHED BY HARPER & BROTHERS, 82 CLIFF-STREET, NEW-YORK. FOURTH SERIES. Price $20 including a Case-$19 without a Case. American Biography. By Jeremy Belknap, D.D. With 147. Lives of John de Fuca.-De Monts, Poutrincourt, 148. Lives of William Bradford.-William Brewster.Robert Cushman.-Edward Winslow.-Miles Standish.-John Winthrop, John Winthrop, Jr.-George Calvert, Cecilius Calvert (Lords Baltimore), Leonard Calvert.-William Penn. 149. Manners and Customs of the Japanese, in the Nineteenth Century. From the Account of recent Dutch residents in Japan, and from the German work of Dr. Ph. Fr. Von Siebold. 150, 151. History of the Expedition to Russia, undertaken by the Emperor Napoleon in the year 1812. By Gen. Count Philip de Segur. 152. The Martyrs of Science; or, the Lives of Galileo, 153, 154. American Adventure by Land and Sea. Being 166. Lives of the Ancient Philosophers; translated from 157. Outline History of the Fine Arts. By Benson J. Lossing. With numerous Engravings. 158. Perilous Adventures; or, Remarkable Instances of 159. History of Michigan. From the earliest settle. 162. Essays on Property and Labor, as connected with 163. Beauties, Harmonies and Sublimities of Nature. By Charles Bucke. Edited and revised by the Rev. William P. Page. tory. By Andrew Crichton, LL.D., and Henry Whea ton, LL.D. With a Map and Twelve Engravings. 166. The Natural History of Selborne, By the Rev. Gilbert White, A.M. With numerous Engravings. 167. Von Wrangell's Expedition to Siberia and the Polar Sea, in 1821, 1822 and 1823. Map. 168, 169. Indian Biography; or, an Historical Account of those Individuals who have been distinguished among the North American Natives as Orators, Warriors, Statesmen and other remarkable characters. By B. B. Thatcher, Esq. 170. Essays, Moral, Economical and Political. By Francis Bacon. And the Conduct of the Understand. ing. By John Locke, Esq. With an Introduction, by the Rev. Dr. Potter. 171, 172. Journal of an Expedition to explore the Course and Termination of the Niger. By Richard and John Lander. With Portraits. 173. Memoirs of the Empress Josephine. By John S. Memes, LL.D. With a Portrait. 174, 175. The History of Philosophy, being the Work adopted by the University of France for Instruction in the Colleges and High Schools. Translated from the French, with Additions, and a continuation of the History from the time of Reid to the present day. By C. S. Henry, D.D., of New-York. 176. History of Charlemagne. By G. P. R. James, Esq. Portrait. 177, 178. Popular Technology; or, a Concise View of the Professions and Trades. Illustrated with eighty Engravings. By Edward Hazen. 179. Letters on Demonology and Witchcraft. By Sir Walter Scott. 180. History of Louisiana, from its first Discovery and Settlement to the present Time. By E. Bunner. 181. Court and Camp of Bonaparte. With Portrait. 182. History of Poland. By James Fletcher, Esq. With a Portrait of Kosciusko. 183. Principles of Eloquence. By the Abbe Maury. With an Introductory Essay, by the Rev. Dr. Potter, of Union College, N. Y. 184. Woman in America; being an Examination into 185. Nubia and Abyssinia; comprehending their Civil 196. Description of Pitcairn's Island and its Inhabi- 187. History of Persia from the earliest Ages to the present Time. By James B. Frazer, Esq. With Map and Engravings. 188. Xenophon's Cyropædia; or, Institution of Cyrus. Translated by the Hon. M. A. Cooper. 189. History of the Italian Republics, being a View of the Rise, Progress, and Fall of Italian Freedom. By J. C. L. de Sismondi. 190. History of Switzerland. From the Cabinet Cyclopædia. 164, 165. Scandinavia, Ancient and Modern; being a History of Denmark, Sweden and Norway; comprehending a Description of these Countries; an Account of the Mythology, Government, Laws, Manners and Institutions of the early Inhabitants; and of the pre-191, 192, 193, 194, 195. History of Spain and Portugal. sent State of Society, Religion, Literature, Arts and By S. A. Dunham, LL.D. Commerce. With Illustrations of their Natural His VOL. V. DISTRICT SCHOOL JOURNAL, OF THE STATE OF NEW-YORK. ALBANY, MAY, 1844. No. 2. TERMS FOR THE ENLARGED JOURNAL. STATE OF NEW-YORK-SECRETARY'S OFFICE. DEPARTMENT OF COMMON SCHOOLS. TO TOWN SUPERINTENDENTS. THE Commencement of a new and enlarged volume of the District School Journal, affords a fit opportunity for calling your attention to its reception and preservation in the several districts. The efficiency and success of the system depend so materially upon its faithful administration and upon the prompt and punctual performance of the various duties devolved upon those charged with that administration, that a rigid adherence in future to the requisitions of the law, will in all cases be insisted upon, where no unavoidable necessity exists for a departure from its strict provisions. It is therefore essen. tial to the districts that the directions, decisions, and orders of the Department should be known and preserved and you are directed to take immediate measures to secure the regular reception and preservation of the Journal, in the library of every district, by specially calling the attention of the clerk of each district to his duty, and to insist upon its punctual performance, under the penalty prescribed by the sixth section of the act of 1839. (No. 166.) : S. YOUNG, REPORTS OF COUNTY SUPERINTENDENTS' These valuable reports will be forwarded with the Session Laws, to the County Clerks-one copy for each county and town superintendent. STATE CONVENTION OF COUNTY SU PERINTENDENTS. THE State Convention of County Superintendents will meet at ROCHESTER on the FOURTEENTH day of MAY inst. We are gratified in announcing that the Hon. SAMUEL YOUNG will probably be present at the Convention. Invitations have been extended to the friends of education in our own and sister states; and there is reason to anticipate the co-operation of many distinguished advocates of general and sound education. The town superintendents are earnestly requested to attend and share in the business of the Convention. Could a delegation be sent from each county, it would give great additional interest to its proceedings. A general attendance is anticipated. Members of the Convention are requested to make their arrangements to be in Rochester on Monday evening, or as early on Tuesday as possible, in order that the Convention may have at least a FOUR DAYS' BESSION, and be enabled carefully to mature its business. The several committees appointed at the Albany Convention, to report on the subjects then allotted to them, are respectfully reminded of their duties. We have the pleasure of informing the members of the Convention, that the citizens of Rochester, through their county and city superintendents, have courteously and cordially invited them to partake of the Hospitality of their homes during the session. REPORTS OF COUNTY SUPERINTENDENTS. irrespective of consequences. Such scholars had doubtless been made thus combatant, had been CORPORAL PUNISHMENT. "whipt into pugnacity by surly, vindictive, and THE following communications from Messrs. ferocious pedagogues." Now let the appeal be STEVENS and HENRY, present conflicting opin- atrocity, he would receive the infliction of physimade to every reader, whether, if guilty of any ions on this important subject, which are now cal pain from deliberate choice? The spontathe more interesting, as they will aid in pre- neous answer which arises in his breast, however paring for a full discussion of this great quesit not from deliberate choice, he will feel a spirit penitent he may be, is No. Well, if he receives tion at the Rochester Convention. of opposition, though perhaps not perceptible by others, and the cultivation of this feeling is but [Extract from the Report of D. H. STEVENS, County the nourishing and developing of one of the baser Superintendent of Franklin.] "Order is heaven's first law;" so too, is good order in a school-room, a desideratum of no secondary importance, and I would be the last person to advocate the abolishment of corporal punishment, if by so doing, good discipline must be sacrificed to anarchy and confusion. But facts upon this subject, to which I shall by and by refer, proclaim, in language not to be misinterpreted, that the infliction of physical pain for misdemeanors, in every department of life, whether in civil, parental, or scholastic governments, may be abandoned not only with perfect impunity, but with the most happy results. That the infliction of physical torture for infractions, should be discountenanced by every member in the community, is evident from the following reasons: passions. Now let us look at its influence on the deceptive faculties. It is said that "chil dren and fools always tell the truth." The adage should be amended thus, with regard to the former: Children always tell the truth, until by the indiscretion of their parents and teachers, they are indirectly taught to lie. Let a scholar understand that disobedience is invariably followed by flagellation, at least as a dernier resort, and if he be naturally frolicsome, as most children are, the first thing that suggests itself to his mind, is, not the abandonment of his mistimed juvenile sports, but how he can best. succeed in the practice of them and escape detection. Hence those furtive glances, hence that insidious eyeing of the teacher, hence that ultimate resort to every species of duplicity, from the half articulated evasion to the downright and boldly uttered untruth. Nothing is more natural for young children, acting from their generous impulses, and just commencing to appreciate the difference between right and wrong, than when they have done wrong to confess it, and dis-immediately thereafter, nothing is more common than for an irascible, inconsiderate, and selfconceited parent or teacher to beat them "with many stripes," until statuary itself would fain 1st. It cultivates the animal propensities of both pupil and teacher, at the expense of the moral faculties. 2d. It does not have its desired effect. 3d. It is a prolific source of dissensions in tricts, and of dissatisfaction with teachers. 4th. Admitting that it is allowable in parents, no teacher is, or can be invested with the power which parents possess in this case; and, 5th. There is a better way. weep. 2d. The infliction of corporal punishment does not produce its desired effects. The attainment of two objects is attempted in its infliction. 1st. The securing of good order in school, which, with most teachers is a principal object; And, 2d. The reformation of the aggressor. Is the first effect produced? Let stubborn facts" answer. In the prosecution of this subject, each of the foregoing objections will be separately considered. First, then, corporal punishment should be abolished, for the reason that it cultivates the animal propensities of both pupil and teacher, at the expense of the moral sentiments. That in the education of youth, the animal propensities should be made to remain as quiescent as possible, until the moral sentiments get the ascen- If the advocate of corporal punishment will dency, is an axiom which cannot be too strenu- subject himself to the trouble of examining the ously inculcated by the learned, nor too well re-history of civil governments, he will find that membered by the illiterate. And it should be an object of primary importance with every teacher, to arouse and develop the latter, to the utmost extent of his abilities, while at the same time, he may safely entrust the former to the ever vigilant instincts of nature. those which have punished crime with the most corporeal severity, have had a correspondingly enlarged criminal calendar. Extending his observations to parental governments, he will invariably discover, that those parents who inflict the most physical pain for obliquities in their chil-But how is it that corporal punishment excites dren, have the most insubordinate families.these baser passions? The infliction of it arou. Most refractory children, get their incipient ses and develops the combative, and the fear of movement in the path of vice, from the misdiit the deceptive propensities. No scholar, were rected corrections of their parents. Continuing he large or small, however guilty and however his observations to schools, let him visit every penitent, was ever punished by the infliction of one if he choose, in the entire state, and request corporal pain, but that he felt a spirit of resis- the scholars of each that have not been punished tance, though, in consequence of physical infe.during the term, to rise, and he will find to his riority, he might not manifest it. I penitent, disappointment, that in those schools where this resisting spirit arose from the injustice of there is a unanimous rise, the best order obtains, the punishment; if impenitent, though the inflic-and as a general thing, just in proportion to the tive penalty might have been just, it arose from number that are obliged to remain on their seats, a pre-existing determination to trample, "rough do misrule and insubordination prevail. It is shod," upon the salutary operations of the school, an irrevocable law of nature, enacted by Him 66 "with whom there is no variableness, neither rod to his wayward child, than it is that he inshadow of turning," that crime shall perpetuate culcated suicide, by saying that a gormandizer punishment; and it is another law of nature, should apply a knife to his own throat. The equally irrevocable, that the right kind of pun- former proverbs are just as figurative as is the ishment, that which sends conviction, conversion latter. We are told by commentators that the and reformation to the offender, shall annihilate original word for which chasten stands, is frecrime. Crime then perpetuates punishment, quently translated, instruct, or educate. Hence and nature's punishment annihilates crime. But the wise man's figure is obvious. He that sparcorporal punishment perpetuates it, by arousing eth the rod of right instruction, he that neglects and developing, and exciting all the baser pas- the training of "his child in the way he should sions of the human breast. A gentleman of go" hateth him, but he that loveth him chastengreat experience in teaching, having charge of eth, instructeth, or educateth him betimes. Let one of the best schools in the Union, says, "I it be conceded, however, that "he that spareth do not choose to employ an antidote, which will the rod," &c. with its kindred verses, should be only serve to increase the demand for it. I literally understood, and then let the sayings of would rather diminish than augment the amount him who spoke as never man spake" (even of my labor, and to whip a child once to-day for Solomon himself not excepted,) be placed in dia misdemeanor, is but preparing him to merit rect contradistinction. Lord, how oft shall two flagellations to-morrow." If the first effect my brother sin against me and I forgive him? be not produced, it is conclusive that the second, till seven times? I say not unto thee until seven reformation, cannot be. times, but until seventy times seven." The Sa 3d. Corporal punishment is a prolific source viour's examples corresponded invariably with of dissensions in districts, and of dissatisfaction his precepts, for when he was reviled, he rewith teachers. Dissensions in school districts viled not again;" when "he suffered, he threatpresent barriers as insuperable to the salutary ened not;" and when ignominiously suspended progression of the schools, as any thing of which and exposed to the physical tortures of human we can conceive. It is a self-evident philosophi-and diabolical invention, he ejaculated in accents cal truth, that to remove any effect, whether of consummate benevolence, "Father forgive disastrous or otherwise, we must first direct our them." Never did he advocate the use of physiattention to the exciting cause. Hence, the ex-cal violence in the management of offenders, and citing causes of these dissensions, should be eager- never did he inculcate the principle which so ly sought-attacked-and if possible vanquished. completely accords with human inclinations and No one will contend, that a small scholar should human frailties, viz: An eye for an eye, and be subjected to physical pain for infractions, and a tooth for a tooth." a large one excused. If at all, it should be rice versa. Now supposing a large scholar should designedly and wilfully, violate some of the regulations of the school, and the teacher resolves on the infliction of physical pain, as the neces. sary corrective. If he produce subjugation at all, which is exceedingly problematical, he is obliged to contuse the culprit, and to inflict an amount, and an intensity of pain, which for the time being, converts him both in feeling and -appearance into a demon. 5th. Corporal punishment should be abolished because there is a better way. If of two evils we should choose the less," of two ways we should choose the better, and be it the task of every teacher, "To find that better way." The prominent characteristics of human nature have always existed, not only in every age and clime, but in every individual; " as is the teacher so will be the school," therefore he has only to know his own feelings, his own propensities and his own frailties, in order to understand those of his pupils. Hence the importance of studying one's self. "Know thou thyself, 4th. Admitting that it is allowable in parents, -no teacher is or can be invested with the power which parents possess in this respect. Allusion is frequently made by the sticklers of physical tinglings, to the wise sayings of Solomon. As a biblical commentator I make no pretensions, but "The proper study of mankind is man." will reiterate the well known fact, that the Bible abounds with figurative language, and as we are The first thing a teacher should attempt in told by learned expounders of it, the "Proverbs commencing his school, is to secure the confiof Solomon" are exceedingly characterized by dence of his pupils, for without this all his well that kind of diction. Many of them are a dupli- timed, well intended, and well directed admoni cature of two clauses, or verses, and a kind of tions will become "as sounding brass and a antithesis, expressed in the strongest possible tinkling cymbal." But to secure the confidence metaphors. To those that literally accord with of pupils, the teacher must first confide in them; our natural propensities, we are willing to at- he must believe, and let them know he believes tach a literal meaning, and to those which do it, that they have so much respect for their teachnot thus harmonize we choose to attach a figura-er, their parents, and themselves, they perfectly tive signification. Hence the two following are contemn any disrespectful omission of duty or generally literally understood: "He that spar-commission of acts. He, feeling thus, there will eth the rod, hateth his son, but he that loveth almost invariably be a reciprocity of feeling exhim chasteneth him betimes." "Chasten thy son while there is hope, and let not thy soul spare for his crying." But no one will even pretend that the one which follows should be understood literally. "Put a knife to thy throat, if thou be a man given to appetite." Now it is no more Let a sagacious teacher, saturated with the probable, that Solomon intended to inculcate" milk of human kindness," take his wayward that a parent should literally apply a physical pupil alone, and call to his aid the great pote.ey isting between him and his pupils, whereas if he is constantly suspecting and watching them, and dare not trust them out of his sight, he need expect nothing else than a reciprocation of the same feeling. |