On taking the chair, the president of the association, free-put upon our necks the tyrant's yoke, and Holley Esq, briefly stated the object of the we would break it, and slay him and his min-meeting, and the success which had attended thus far the efforts of the association. ions with its fragments-crush us under a mon. On motion of Samuel Cole, Esq., committees on eyed aristocracy and we would on principles of equal justice turn its golden streams into chan- teachers' institutes, town associations and common The committee on teachers' institutes reported the nels, to bless the poor, the widow and orphan-school celebrations, were appointed. yea, demolish our academies and universities, and from their ashes, phoenix-like, would spring others of equal fame. "But what is this system-its foundation-superstructure and furniture? It is founded in benevolence-in pure good will. This is its chief corner stone. It is constructed of the principles of equal rights and protection to the poor. It is furnished with houses of refuge, in which are eyes for the blind, ears for the deaf, and under. standing for the simple. This is the system. It is impartial; it knows no name, no sect, no cast, no color-alí are alike invited to partake of its benefits. Its object is to promote universal in. telligence and virtue; to banish semi barbarism from every nook and corners of the land. without proper "But what is this system What are school-houses, agents to work it. (houses of refuge for intellect,) libraries, officers, literary funds, &c., without the common school teachers. It constitutes a splendid and perfect machine, but destitute of the motive power. The teacheris this power. It gives us a body perfect in it form and adaptation, but it is lifeless, till the presence of the common school teacher animates it. Teachers! you are the sine qua non of the system. Without you it is nothing. You are its animating principle-upon you therefore as a class, more than any other of the secondary agencies, depend the perpetuity of all that is excellent in our national character and institutions, above other nations. Is it exaggeration then to affirm, that your calling takes rank-nay high rank among the useful and honorable? The thrift, intelligence and virtue of the producing classes, the bone and sinew of our country, and the eminent in the learned professions, many of whom were the offspring of or phancy and poverty, as they call to mind the spring of their ambition, answer no!-nay the cultivated fields and thriving villages,with their glittering spires, pointing heavenward, that dot the landscape at every view, send up the respon. sive reply, no! no!! Turn where you will and the same reply will meet you, except from two Those whose children never suffered the so called disgrace of association with the children of the populace, and who of course never condescend to so low, or rather so high a pro. fession, as common school teaching; and those who hate knowledge and despise reproof By such your calling will never be appreciated. This is their folly, and as the fruits of it, they furnish by far the greatest proportion of fops and fools on the one hand, and the embodiment of vice and crime on the other. The mass of the intelligent, however, in whose hearts, not on whose tongues, virtue has fixed her abode, will award to you the honor due to your exalted station." sources. WAYNE. WAYNE COUNTY COMMON SCHOOL A850CIATION. Pursuant to notice, a meeting of the "Wayne County Common School Association" was held at the Court House, in Lyons, on the 23d day of August, inst... following resolutions, which were unanimously adopted: Resolved, That we regard teachers' institutes as powerful auxiliaries in promoting the cause of educa tion, by educating the teachers in not only the great principles of science, but also in the most approved methods of teaching, and that in our opinion, such institutes ought to be established in each of the counties of this state. Resolved, That the county superintendent, John T. Mackenzie, Esq, and Professor N. Brittan, Le, and are hereby appointed a committee to make the necessary arrangements for, and establish a teachers' institute in Lyons, and such others, at such places in the county as they may deem proper, on or before the 22d day of September next; that they give notice of the same through the several newspapers in the county, and that teachers throughout the county are respectfully invited and expected to attend the same, preparatory to en gaging in the business of their profession. The committee on town associations and celebrations, reported the following resolutions, which were unanimously adopted, viz: Resolved, That in view of the beneficial results which follow from the establishment of town associations and the holding of common school celebrations, by affording to the teacher increased facilities for improvement in the art of teaching, and awakening anew an interest in the mind of the patron as well as the pupil, we earnestly recommend the immediate organization of such association in each of the towns in this coun ty, and that the town superintendents of the several towns are requested to use their efforts in establishing the same. Resolved, That we recommend the holding of public examinations or celebrations of the schools, in the several townз in this county, at the close of each term, and that parents and all others interested be invited to attend the same. J. M. HOLLEY, President. J. T. MACKENZIE, Secretary. [For the District School Journal.] THE PLASTER BLACKBOARD. Perhaps no greater improvement has been made in any of the appendages of the schoolroom, than in that useful article the blackboard. This improvement consists in the use of colored plaster instead of the painted board. It has many considerations to recommend it. The chalk is used upon it without noise. It is easily erased. There is no reflection of light thus obstructing the sight; and last, though not least, it is very much cheaper than boards. In erecting a building the black surface can It can be be put on at a very trifling expense. applied to any old surface with equal facility. Any common mason can apply it who knows how to use the "hard finish." We may do the cause of common schools an essential service by giving the following simple directions for MAKING THE PLASTER BLACKBOARD. First, wet a sufficient quantity of lamp-black with alcohol, to color the plaster to be used, and mix this coloring with the "hard finish," at the time of putting it on. The lampblack may be wet with sour beer instead of alcohol. If it be wet with water it will not mix uniformly with the plaster on account of the oily matter contained in it, and the surface will not dry uniformly black, but will have a spotted appearance. DISTRICT SCHOOL JOURNAL. ALBANY, OCTO 3ER, 1845. TEACHERS' ADVOCATE. During the past term, lectures by the Principal have been given, on various subjects. The Professor of Mathematics has given courses of lectures on Mathematical and Physical Geography-Tides-Laws of Motion-Laws of Falling Bodies-Mechanical Powers-Teach This is the title of a new school journal re-ing Arithmetic, &c., &c. cently established at Syracuse, under a resolu. tion of the teachers' convention. Its editor, EDWARD COOPER, Esq., as principal of various academies in different parts of the state, has manifested great zeal and devotion in the cause of education, and we trust that his journal will be distinguished as the eloquent and successful advocate of its interests. STATE NORMAL SCHOOL. The full notice of the recent review of the Normal School, given by the Evening Journal and Argus, makes any further account unneces sary. In a word, it was worthy of the reputation of the school. COARD OF INSTRUCTION. DAVID P. PAGE. Principal. GEORGE R. PERKINS, A. M., Prof. of Mathematics. SUMNER C. WEBB, Assistant Teacher of Arithmetic. SILAS T. BOWEN, Assistant Teacher of Grammar and Geography. WILLIAM W. CLARK, Assistant Teacher of Natural Philosophy and Chemistry. WILLIAM F. PHELPS, Assistant Teacher of the Experimental School. MISS ELIZABETH C. HANCE, Assistant F. J. ILSLEY, Prof. of Vocal Music. LIBRARY. Besides an abundant supply of text-books for the use of the pupils, there is connected with the Institution, a valuable educational and miscellaneous library, consisting of about six hundred volumes. This library was mainly procured by funds received from the heirs of the late Hon. James Wadsworth, of Geneseo. APPARATUS, &c. The school is already supplied with a valuable philosophical apparatus, and also with globes, maps and charts, and other means for illustrating the various sciences taught. Additions will be made to the apparatus of the school, till it shall be sufficient for all the purposes of instruction. LECTURES. A course of twelve chemical lectures was delivered to the school by Professor MATHER, illustrated by experiments. Hon. SALEM TOWN and J. H. MATHER, ESQ., by invitation, favored the school, each with several practical lectures. Among the other individuals who have lectured by invitation, may be mentioned, Rev. Dr. POTTER, of Union College-Prof. HENRY, of Princeton-JAMES HENRY, Jr. Esq., of Herkimer county-Prof. COMSTOCK, of Philadelphiaand FRANCIS DWIGHT, of Albany. Mr. DWIGHT-I very well know it is not pleasant to look at the dark side of the picture when contemplating our institutions, but prudence admonishes us to look at both sides. Entertaining these views, I must add that there are probably hundreds of school districts in the state, the inhabitants of which do not avail themselves of the advantages of the libraries in their dis During each term, a course of lectures will be given by the Principal, and Professor of Mathe matics, on various topics connected with teach-tricts. ing and the teacher. Other distinguished indi- I have frequently heard the librarians of disviduals have occasionally favored the school tricts say that not a book was called for from with lectures, by invitation of the Principal. one month to another; and sometimes for six months in succession. This subject ought to be agitated by every newspaper in the state. I have something to say about the delinquency of town superintendents, aye, and of county superinten. dents, too, which I will send you if you wish it. TEACHER. Perrysville, Madison co., August, 1845. We hope our correspondent will fulfil his promise and expose whatever may require amendment or reprehension in any part of the working of the school system. Our columns have ever been open to every communication whose spirit was good and whose object was improvement. The statements in regard to the district libraries, however unwelcome, are corroborated by the returns made to the department. The following extract from the report of J. J. Rockafellow, county superintendent of the southern district of Allegany, graphically portrays the bright and the dark side of this picture, and we call attention to it for the purpose of inquiring whether some remedial action is not possible and practicable? DISTRICT LIBRARIES -The whole number of volumes in all the libraries, as reported by the librarians at the time of visitation, is ...... ..... 9036 Average number in circulation for the summer, 1430 titles of these books are all before them, and hence they have no apology whatever to offer for this abuse of the English language. "The establishment of libraries," says Mr. Lindsley, county superintendent of Yates, "is ten years in advance of public opinion; a generation must pass away before they will be read." "Our libraries," says Mr. Cooke, coun ty superintendent of Niagara, are rather lights under a bushel than on a candlestick." And is there no remedy? It is easy to reply that a taste must be created; but how can it be done? The art We must begin with the children. of reading is now taught, the taste to use the art must be cultivated, until the mind craves knowledge, as the body, food. Then the library will be valued as the treasury of riches "that waste not in the using," and books, that are books, will become the companions and friends of those barren hours which now drag so wearily onward, scattering few seeds on the field of thought, but tares, for life's great harvest. Then the Martyrs, the Heroes, the Sages of humanity; its Socrates', its Hampdens, its Howards, its Washingtons, its Franklins and its Shakspeares, will find a reverential but cordial welcome in the homes from which ignorance now churlishly excludes those, whose presence would honor and whose influence would bless. "For a good forever; unalterably it speaketh the truth, warped not by envy or interest;--thy sin, thy slander or neglect chilleth not, quencheth not its love;-it listeneth or it speaketh when thou listest ;-it praiseth thy good without envy, it chideth thine evil without malice-it is thy willing slave and thine unbending teacher ;-it draws thee out of self, thy petty plans and cautions, to teach thee what thou lackest, to tell thee how largely thou art blest ;-to lure thee from thy sorrow and to graft another's wisdom on the barren stock of thy own thought." Leaving a balance of ............. 7606 District 2 in the town of Genesee has no district library, for the reasons that they have a large, well selected circulating library, and have never fully approved of our library regulations. They therefore chose rather to lose the benefit of the library money than to throw themselves under such "rigid, unreasonable?' restric-book is the best of friends, the same to-day and tions. District No 5 in the same town, district No 11 in the town of Independence, district No. 11 in the town of Alfred, and district No. 6 in the town of Scio, are also destitute, having been organized since the last ap portionment of library money. The books are gener ally in good condition. In most districts they are read with a good deal of interest and are duly appreciated. In others they are allowed to sleep upon their shelves month after month-if they have shelves; otherwise, they are often crammed away in some remote nook or greasy hole of a pantry, as though they were the most valueless things of earth's valuables. In a few instances, upon opening the library case, I have beheld a he terogeneous mass of books, newspapers, antediluvian scraps and documents, dirty snuff boxes, greasy candlesticks, shaving implements, and in one instance a nest of young vermin! The condition of those districts and their schools is analagous. But these were extreme cases, and perhaps ought to be withheld. I regret to say that many injudicious selections have been made-works of a pernicious tendency; some through ignorance of the real character of works selected, others through carelessness, and a few from choice. "Thaddeus of Warsaw," Tales of the Ocean," "Pirates' Own Book," and a few others of similar stamp, have found way into almost every library. In every case their removal has been promptly urged, and generally performed. A great many are kept in very bad taste, or rather without taste-catalogue and library the very pictures of chaos. Among other novel circumstances, I found one library stuffed away in an old wood box, down in one corner of the house. I examined the catalogue, and found at the bottom "ninetynine books in the hole," very appropriately, for they were all jammed down in a dirty hole. From other catalogues, I read Tails of a Granfather," "Tails of American Yuth," "Tailes for Childern," &c. These are specimens among hundreds equally ridiculous and unpardonable. I would not make an illiberal attack upon the ignorance of parents, for I am but too well aware that they were destitute of those great educational advantages which their children are enjoying. It is their sheer carelessness of which I complain. The Such is the glorious office of the good book; such the exalted privilege of those who can hold communion with the great and good of all time, And yet it is unvalued by thousands, who hold the key of knowledge in their hands, without a wish to unlock its treasures. Life is to them a blank, a weariness;-aimless, hopeless; its pathway full of the pitfalls of ignorance, and leading at every step deeper into the gloomy shades of superstition. It is therefore a question of momentous importance, whether there is not a remedy for this evil; whether the million and a half of volumes now in the libraries of our districts are to be the means of forming a new by the trustees, if they see this class of books thus made subservient to the good of the children. If the books are not kept in the school-house, there will be more trouble imposed upon the teacher, but there are many teachers in every race, of purer, wiser, happier citizens, or to be-dren is usually too small, it will soon be increased come the food of moths, in the "holes" and "corn baskets" in which they now are kept. Were there but few districts and small sections of the state, where the libraries were neglected, we hardly should press this subject, rather waiting patiently for the gradual awakening of in-county who cheerfully encounter much greater telligent interest; but the number is large and if a remedy cannot be found, there is danger that the library system itself, admirable and benefi. cent as it is, will be in jeopardy. We, therefore, earnestly call upon superinten. dents and teachers, to devise and apply a remedy to this corroding evil, and if no better plan is proposed, we trust they will adopt one which has been successfully tested in a few districts. A REMEDY. difficulties in their earnest devotion to duty. The good teacher says with Leggett, "satisfy me that it is right, and I will find a way to reduce it to practice." The occasional exercise, called "Topics," now in somewhat general use, might also be made subservient to rendering the library more interesting and useful both to the school and to the district. Geography and history should be so taught as frequently to send the pupil anxious for farther knowledge, to the library of the district. But we must leave the subject, with those who feel and are able to unfold its relation, to the well being of the communities in which they are called to labor. FUTURE. Let Wednesday afternoon, or at least an hour of the afternoon, be set apart by the teacher for questioning and conversing on the books drawn from the library. Call upon some of the more intelligent pupils to relate any fact read in those books that may have interested them, and upon some who are less advanced, to read some short THE PAST, THE PRESENT AND THE passages, making them the occasion of remarks, sometimes relating an anecdote or stating any fact that will illustrate the same subject. For the teacher, the Germans say, should be a good story teller, and we assume that he is equal to his duties. Connect with this reading and conversational exercise, information in regard to the events of the day, referring to the map to show the pupils where the Russians are now carrying on their operations in the Caucasus, where the free ports are, opened by China, or through what region our army is now moving to the frontiers of Texas. In this manner books will be associated with the business and interests of life, and connected with the exercises of the school. The pupils becoming interested, will not only draw books with avidity, but take them to their homes and make them the subject of conversation, awakening a wish in their several families to know what pleases and inter-on their first visitations, and by the gentlemen in ests their children. Thus the circle of readers extends, until the library is prized as the best friend of the district. IN perusing the last annual report of the County Superintendent of the southern section of Washington county, (WILLIAM WRIGHT, Esq.,) we were forcibly struck with the contrast which it so ably and forcibly exhibits, between the present and the past condition of the schools under his supervision, and with the sanguine but lucid and well digested views of the future in which he indulges. What has here been done, with reference to a portion only, of the schools of a single county, we hope to be able at an early day to present, with reference to the entire state; to note the progress which has been made under the existing system of supervision, in elevating the character and extending the influence of our common schools-to contrast their present condition with that in which they were found not only by the County Superintendents differen: sections of the state who had previously been designated as Visitors, under a special act of the legislature passed in 1839-and to "There is no difficulty," we may be told, "in show distinctly and specifically the source of trying this experiment, where the library is kept the manifest improvement which has been the in the school-house, the teacher is sub-librarian, result, in the more thorough, efficient and uniand suitable books are found in the library adap- form supervision growing out of the system of ted to the age and wants of the children." There County and Town Superintendents, and particuis little difficulty in most cases, we reply, if the larly the former. In the mean time we are teacher is anxious to test its practicability. Suit- anxious to present our readers with a few exable books are generally to be found in the li-tracts from the admirable synopsis of the Washbrary, and although the numler adapted to chil-ington County Superintendent, as a favorable specimen of the salutary change which has al- who always look to "the law and the testimony," have ready been effected in this respect : "When I first entered upon the discharge of the du ties of my office as county superintendent, some two years ago last February, I entered upon the duties of a thankless office, and upon an employment, against which there were then strong and bitter prejudices! The common school system had just been revised. A new officer, "heretofore unknown to the laws," had been created. A new system of supervision, never, in any form, a favorite with the people, had been institut. ed; and that too, without having been clamorously called for by the great mas3; and hence the whole movement was looked upon with a jealous eye; the new officer regarded as a pensioned agent, settled upon the people,to eat out their substance," and his duties as involving an unwarrantable and meddlesome interference with the private affairs of the "sovereign people!" "The bitter spirit of party and of faction, which knows nothing too sacred or too hallowed to pervert to party use, not content to leave the battle to the prejudices of ignorance and cupidity, had been invoked, and readily joined in the strife; so that for a time, destruction seemed the inevitable consequence. But when a democratic Legislature had the high moral courage to rise above party considerations, and not only to sanction, but to labor to perfect what their political opponents had commenced, the bitterest foe was disarmed of his most powerful weapon; a truce was immediately sounded, and the consequent cessation of hostilities which followed, gave a most favorable opportunity for reflection and calm consideration. That reflection was most benign and salutary in its results. For the moment this question was deprived of its political aspects, and both great parties, by their acts, fully committed to its support; nearly all, either because "that which cannot be cured must be endured," or from higher motives, seemed to settle down under the conviction that it might, after all, be best to give the system a fair trial! "That system, as I have already remarked, has now been in practical operation for about three years. Its results have thus far exceeded the most sanguine expectations of its friends. Its policy and wisdom is now now no longer doubted. Some of its bitterest opponents have now become its warmest friends. The office of county superintendent has become a popular one; so that instead of going about and begging for an incumbent, it has now more disinterested and humble applicants, than could well be supplied with places in the State. "The tone of public sentiment has also changed, in relation to the management of their schools. In the employment of teachers the question which almost universally was, "what is your price?" has now given place, in a very good degree, to the much more appro priate and judicous one, what are your qualifications?" "Parents now more frequently visit their schools. A deeper interest is manifested in the moral, intellectual and physical training of their children. "School-houses are beginning to improve; school apparatus to be introduced, and the whole system of instruction to be changed. In short, we are in the midst of a great moral, intellectual and physical revo lution. The tide in our educational career has set, and if we will but take it at its flow, will lead on to fortune." "But, I mainly propose to review the past condition of our common schools; to show from that review, what are some of the prominent errors which were suffered to grow up under the old system of supervision, and which, it must be admitted, are still quite too prevalent among us; the effect which the propagation of these errors has had, and the consequent destructive influ ences which they are still exerting upon community at large; and finally, shall attempt briefly to point out a remedy for these evils. "That our common schools have not fully accomplshed the great end of their institution, I believe is almost universally felt, and as universally admitted. But with regard to the causes which have hitherto prevented the full attainment of our hopes in this respect, there ever has been, and probably will continue to be, a great diversity of opinion. Whilst the one class have strenuously insisted that the whole fault or blame was justly attributable to the teacher; another class have as strongly urged the doctrine, that the fault was more in the general apathy and criminal indifference of the people than in any thing else. A third class, however, imagined that they saw, or could see, an insuperable barrier in the structure and peculiar features of the common school laws; and hence they have, and still maintain, that the only remedy that can be furnished adequate to the disease in question, is new legislation! "Without stopping to examine the arguments pro and con upon this subject, I rather propose to myself to show that after all the primary difficulty consisted more in the false notions and false principles upon which our whole system of instruction was founded, and the consequent erroneous practice under it, than in any thing else; and that, inasmuch as both teacher and people were responsible for the maintenance and perpetuation of that system, both are perhaps equally to blame! "The great radical error of that system consisted in teaching written "words" rather than developing ideas; of submitting the arbitrary representative of an image for the image itself, and in treating the memory as though it were nothing more nor less than a great receptacle, into which it was the business of the "master" to force, with birchen arguments if necessary, a certain quantity of words, and then in calling the retention of those words in that receptacle, education. An idea," says an eminent author, "is the image of an object painted upon the mind," just as sight is known to be the image of an object painted upon the retina. ་ "Now, as the pupil of the eye is the only avenue of visible perception, so is language the only medium of vocal thought; and the attempt to feast a blind man upon the beauties of the visible universe, or to delight him with the harmonious blending of colors, would be no more absurd than to attempt to feast and gratify the immortal thinking mind upon the mere sounds of incomprehensible or inexplicable words! And yet I appeal to the good sense of every man at all acquainted with the past history of our schools, or with the prevailing sentiment of the public upon this subject, if our school system was not founded, at least practically, upon the error that I have pointed out; and if the popu lar sentiment does not, among the mass, even now strongly sustain it? We need but to enter the common schools of the present day, taught upon the phinciples of the old system, and listen to the routine of a single day's exercise, to discover the truth of this position. "So far, then, as the general order and arrangement of the schools was concerned, and so far as action could speak, all strongly indicated that mind had little or nothing to do with the various exercises, or that thought, the element of mind, was deeply engaged in investigating the hidden mysteries of science, or in ferreting out the surest road to knowledge. In short, a moment's observation would teach us, that, under that system, masters "kept schools" rather than taught them! But let us not speculate upon a subject, in proof of an assumed position, that so richly abounds in facts; I propose rather to enter the school room; to withdraw for a moment the curtain, and present a scene with which my eyes have been but too familiar! The teacher, or rather the "master," with all the dignity becoming one so blest with power and authority as himself, has taken the chair of state," and beside him stands, for the first time in his life, the young novitiate; the long black catalogue of "skeleton shaped, bloodless and ghostly apparitions," in the garb of twenty-six Roman letters, are presented to his astonished vision; the master's knife is soon directed to the top of the column, and in rapid succession passes from the first letter down to the last, and perhaps back again; the child repeating after his monitor in a drawling, unnatural, and often monotonous tone, A-ah, B-ah, C-ah, and so on to the end of the chapter. The child having been thus gravely introduced to the twenty-six strangers, and made to repeat over their names, is hastily dismissed and sent to his seat! How many of them, however, he is expected to form a speaking acquaintance with, at this first lesson, and from such an introduction, I have never yet learned. "Now, it would seem to require but very little knowledge of human nature, or of children's nature at least, to teach us that a process so unnatural and so little attractive as this, could not, in the nature of things, be very interesting to the restless, buoyant spirits of a child; that it could hardly be regarded by him as a satisfactory substitute for his out-door amusements, because it is so entirely destitute of every feature in those exercises in which he is wont to engage, that constitute their principal attraction. Such an exercise must, therefore, early pall upon his senses, and such uniformly was the result. Children, under this system of training, early acquired a habit of inattention; so |