dying man, and looked around upon his children growing up virtuous, intelligent and upright, respecting and honoring, as much as they loved their father; when I saw his wife, though overcome with grief for the loss of a tender and beloved husband, yet sorrowing not as one without hope, but even in that moment of agony deriving comfort from the belief that she should meet him again in that world where

'Adieus and farewells are a sound unknown;'

to CATHERINE DE MEDICIS-HENRY IV. up to JEANNE D'ALBRET. We detect the influence of the mother in Louis XIII.; and discover his Spanish origin in the pride, in the luxury, in the romance, in the alternating sensuality and devoteeism which distinguished and characterised Louis XIV. Female education-the education of those who shall be the mothers of the next generation-ought dearly to be tendered by a state that professes itself regardful of the welfare of its subjects.

when I listened to his fervent expressions of gratitude, and saw him calmly awaiting the ine- liament any measure which may tend to diffuse Is the Minister prepared to recommend to Parvitable stroke, trusting in the mercy of God, and still more widely the blessings of education? He at peace with his fellow-men; and when I is prepared to build up again the broken walls thought what the reverse of all this might have of our fortresses-to cause to swarm in our seas been-crime, misery, a disgraceful and disho nored life, perhaps a shameful and violent new agents of warlike destruction; but will he death-had I yielded to the first impulse of indig-which, creeping on, is paralysing our strength guard us from domestic ills-from the weakness nation, I felt a happiness which no words can express. We are told that there is more joy amongst the angels of God over one sinner that repenteth, than over ninety-nine just persons that need no repentance. With such joy as we imagine theirs, did I rejoice over poor Smith, as I closed his eyes, and heard the attendant minister in fervent tones exclaim, 'Blessed are the dead that die in the Lord; yea, saith the spirit, for they rest from their labors and their works do

follow them.'

My friends, I am an old man. During a long and eventful career in business, I have had intercourse with almost every variety of temper and disposition, and with many degrees of talent, but I have never found reason to swerve from the principle with which I set out in life, to temper justice with mercy.

ENGLISH NORMAL SCHOOLS.

We have selected from the London Times, of Feb, 8, 1845, the following interesting notice of "Training Schools" for Teachers.

"The child's the father of the man." 66

Men,"

as a nation?

is helping to this great end-that private purses It is idle to answer that private benevolence are open for the relief of mental as well as physical destitution-that beneficent hearts are to be found as willing to fill the hungering mind as the hungering mouth. The State itself ought to be moving in the great work, and spreading among the people that education that shall make them worthy of their dwelling in this glorious world, built up by the hands of Providence it self, and fitting heirs of that, still more glorious, promised to the good and holy hereafter.

It is, however, grateful enough to see that, neglectful as the state is of this its chiefest duty, individuals have not been found wholly wanting. The great object has been to extend the influence by raising the character, that is, the estimation of the educator. So important has this eleva. London, for the purpose of aiding the progress tion been esteemed, that a body, associated in of popular education, actually p oposed it as the subject of a prize essay. Clear enough it is To a government conscious of its mission, and that in no way can we secure to the educator anxious worthily to discharge it, the education that estimation which is needful for his efficienof the people must be an object of primal inter- cy, than by rendering him in every way worthy est. The moral and intellectual improvement such an estimation. We must educate the edu of the adult population they will not neglect, cator. The blind must no longer lead the blind. but still less will they approve themselves indif- that we have found established, in the various It is, therefore, with the sincerest pleasure ferent to the culture of the national youth. dioceses of England, schools for the training of said our EDWARD VI, sagaciously, "keep long-schoolmasters, and, of all these, that of York, est the savour of their bringing up." In respect judging by the results, appears to have been the of the female youth, nothing can be more worthy most eminently successful. the regard of the state than their education."The old systems of education," said NAPOLEON to MADAME CAMPAN, "are worth nothing. What is wanting, in order that the youth of France be well educated?" "Mothers!" replied MADAME CAMPAN. This word struck the Emperor. "Here," said he, "is a system of education in one word. Be it your care to train up mothers who shall know how to educate their children." "This maternal influence." as M. AIME MARTIN in his admirable work, "Sur l'Education des Meres," remarks, "exists every where in the cabin of the poor as in the palace of the rich" Well spoke NAPOLEON when he declared, that "the fate of a child is always the work of his mother;" and to his mother did the Conqueror of Italy, Victor of Germany, Lion of the North, ascribe all his greatness. History certifies to the fact. We trace CHARLES IX. up

At a meeting the other day of the society, by which this school is maintained, Lord Morpeth, as chairman, made in reference to it some striking remarks which we extract, as they appear to indicate the principles by which all such establishments should be regulated. He observed that

"What made me chiefly willing and eager to bear a part myself in this work, and to do what in me lies to urge it and impress it upon others, is my own conviction, derived from those limited opportunities of observation which I have had, of the actual and positive excellence of the training and middle school now established within this city, and of the whole system of tuition and instruction carried on there, mainly under the control and superintendence of the present principal, Mr. Reed. For I have been uniformly struck, whenever I have visited this establish

ment-and, as I have already hinted, my opportunities of doing so have not been so frequent as I could have wished-with the union of kindness with discipline, and of sobriety with animation; of so much of what, perhaps, I may be permitted to term a gentleman-like spirit, without any approach to anything like parade or frippery; that I feel convinced we cannot better support the real and lasting interests, whether of the church in whose doctrine and discipline this system is altogether grouded, or of the country in which we are apt to pride ourselves as exhibiting a warm-hearted and filial interest, or of the body of the community at large of which we are members, and of which we ought to be well-wishers-and in our own proper spheres and according to our proper means the benefactors-I do not think that we can so well consult the true welfare of these combining and converging interests, as by using our best efforts to maintain and enlarge and perpetuate the institution now happily founded within our walls, and which from its character and circumstances, admits of almost any extent of interest."

The character thus given, as all who, like Lord Morpeth, have visited the institution referred to are well aware, is given most justly, should distinguish all institutions of this kind; and we promise to ourselves, from the unequivocal success of the York school, a most decided and undeniable advance in the cause of popular education.

(Abridged from the English Bap. Mag. for Oct., 1843.]

PHONOGRAPHY OR TALKING ON PAPER. "The invention all admired, and each how he, To be the inventor missed; so easy it seemed, Once found, which yet, unfound meet would have thought Impossible"-MILTON.

THIS is a

"Wonder of Art;" and one too of the highest order. The word Phonography, signifies the writing of sounds; or the writing of words exactly as they are spoken. It has been the object of the author (Mr. J. Pitman) to exhibit upon paper, characters which shall convey an idea of every sound of the human voice. This he has successfully effected by representing each of them by a distinct sign or letter; consequently, as one sign represents only one sound, and every sound has its own appropriate sign, when these was written, and a word composed of any of them is presented to the eye, it is as easily recognized as if it had been spoken. We think, therefore, that an art based on such principles cannot have a more fit. ting designation than Talking on paper,-for as the ingenious and excellent author has observed "It may almost be said that the " every sound of every word is made visible." The signs, too, are not thrown together without order, but are so arranged that they make a natural alphabet of sounds, in which each letter is in its proper place.

We most earnestly recommend our readers, especially the senior portion of them, to learn this admirable system of writing; as it is remarkably easy, very, very interesting, and is attended with great advantages. Nothing real ly worth possessing is to be acquired without some effort. Phonography, however, is so easy

that very little study is required. The difficulty,-if difficulty, it may be called-attending it is the novelty of the characters, and is very soon got over; and an individual may learn to read and write it well in a month; but to learn to read and write well in the old way takes many years.

The following facts will show how rapidly a knowledge of it is spreading. Since the system was first introduced, about six years ago, nearly a hundred thousand copies of it have been published, besides numerous other works on the same subject,-last year about fifty thousand letters, all written in Phonography, passed the postoffice,-such is the demand for reading in the Phonographic character, that a portion of one of the monthly periodicals is printed in it,for the same reason "Charlotte Elizabeth," the editor of the Christian Lady's Magazine, has written a book for the express purpose of appearing in the same character; and another lady resident in America, the author of the beautiful lines on "Heaven," in the last number of this Magazine has recently sent one to the "Phonographic Institution" at Bath for a similar purpose. Institutions are formed in many of the principal towns for teaching it.

As to the interesting character of the art, we shall only say that it is so easy, brief, and beautifully distinct and harmonious in all its parts, and has such an irresistible charm about it, that an individual only needs to know it to be delighted with it. Numerous Phonographic communications which we receive from persons who have learned it,indicate this most unequivocally, and we can say for ourselves, that we never learned any thing more interesting. Now then, about its advantages. These are really so very numerous that our limited space will not admit of our enumerating a tenth part of them—we can briefly mention only one or two. It enables persons to write truthfully. This is the great fountain head whence spring all the important advantages derivable from the practice of Phonography, and which, like so many fertilizing streams, are destined to be a blessing to mankind, whenever they flow.

The principal benefit arising from this writing is an almost incalculable saving of time; it is much shorter than our present cumbrous long hands, and the character may be made so quickly, that as much may be written in ten minutes, in Phonography, as would require an hour by the ordinary method. Another important advantage of Phonography is that by means of it, speeches, sermons, lectures, &c., can be taken down as they flow from the lips of the speaker.

The study of phonography, instead of being a task, is felt to be a delightful recreation; it is an excellent means of imparting a correct pronunciation; has a direct tendency to improve the memory; forms a valuable aid to the acqui. sition of knowledge; and is truly an admirable medium for letter writing. We recommend our young readers to set about it immediately; if they once fairly begin, they will not easily be induced to give it up. Those who neglect it, will find themselves behind hand.

N. B. The science is taught, and books published by J. Wilson, at the Institute, Albany.

DISTRICT SCHOOL JOURNAL,

OF THE STATE OF NEW-YORK.

ALBANY, MAY, 1845.

time, patience nor ingenuity to live up to the For one copy, in all cases, (per annum,)... 50 cts. requisitions of the present complex common "one hundred copies, each, school system. Now then, after I have put all my wits together, run through the district to get the materials, and in good faith written six pages on a full sized sheet, and spent a brace of good laboring days to carry the report to head quarters, I am informed for the first time, that I am two weeks too late,[1st Feb.] Consequently the public gift must be shoved over to some more tractable menial.

Now, since I have been driven on to the course by intimidation, if through my most innocent lack of information we loose our inheritance in the public gift, I then assert that no fine howevEvery year and every month the perplexity er great, even if I am incarcerated in durance has increased, till it has reached a point of mag-vile till the moths carry me out through the keynitude which I as a trustee will not tamely sub-hole to pay it, will intimidate me sufficiently to mit to. ever make another application for money from that source.

ALBANY, April 3, 1845. SIR-Your letter of the 10th of February last was not received at this office until very recent ly, or if it was, my attention was not called to it when received. I most sincerely and deeply regret there should have been in your mind sufficient causes to justify the feelings which seem to have predominated when you penned the letter; and I should be pained and mortified almost beyond any power of expression I possess, could I bring my mind to the belief that those causes are founded wholly on a true and proper view of our Common School System. That there are some defects in the system, no one will deny: and pray inform me, if you can, where we may find any work of human inge-peradventure hereafter, of so many hundreds nuity or human wisdom that is perfect?

school district libraries; an annual expenditure of over one hundred thousand dollars for the enlargement of these highly necessary and valu. able appendages to our schools; and an invest. ment in school-houses and school-house lots, which, at a very low estimate, exceeds one and a half million of dollars; besides other funds and property to a very considerable amount, which I will not now attempt to recapitulate. Now, sir, is it safe or prudent to intrust these large sums to the hands of irresponsible or voluntary agents, without any legal restraints to coerce, if needed, a faithful application of them to the purposes intended; and is it a dictate of humanity to commit the well-being here, and

of thousands, and we may soon add millions, of the youth of our country, to the tender mercies of those you are pleased to call "a slippery, litigious set of inhabitants"? No, sir; no. We might as well dissolve our compact immediate. where mere animal prowess governs and rules the destinies of the weaker portions of our race,-as to subject and expose ourselves to the impositions and pilferings of an unrestrained and voluntary agency in a widely diversified administration of pecuniary affairs.

You seem to entertain an opinion that when a citizen is elected a trustee of a school district, he is bound to accept the office and discharge the duties of it, or he will forfeit and become liable to pay a pecuniary penalty, and com-ly-return into a state of primitive barbarism, plain of this as one of the objectionable features that should be abrogated; without regarding the important object to be attained, in exacting from every member of the community a fair contribution of service or duty for the common benefit, when he has no "sufficient cause" to offer in excuse. I now appeal to your own good sense and sound judgment, if there is any thing wrong in requiring every constituent member of the state to bear his just and fair proportion of the duties neccessary in every civilized community.

I need not now inquire how far, or to what extent the present legal provisions embraced in our School System, are made up of "all the freaks and capricious notions of the whole list of Superintendents, from 1814 to the present day;" nor shall I venture upon a task so herculean and difficult; but I may, and with truth, I think, say, if this be so, that with more than fifty years experience in human events, I have not found so little diversity of opinion in an equal number of my fellow-men.

Would you commit the cultivation of a farm to an untutored savage, or even to a son, who had no practical knowledge in the ways of husbandry? Your answer will be no and for the most obvious reasons. Our whole system of government is based on the theory that our race possesses all the capabilities for self-govern ment, and the power to improve these capabili ties, and adapt themselves to any condition of civilization and social intercourse. We very well know that our present relations and connections with other members of the Union, and with other portions of our race, commercial and civilized, exercising governmental autho rity, necessarily compels us to adopt a very dif. ferent arrangement of internal organization than would be even tolerable in a purely pastoBut I will not further pursue a particular ex-ral state, or in one where no international comamination of the positions assumed in your letter, and I am not aware of any direct benefit to result from it. I shall now endeavor to meet the main position you seem inclined to advance and establish-that not any legal restraints or regulations are either necessary or compatible with our institutions and form of government, in the discharge of a grave and highly impor. tant duty, that of educating and instructing the members of the state, so that they may discreetly, intelligently and justly perform their high and responsible duties with credit to themselves and safety to the community. I submit whether this can be practically, efficiently, and beneficially consummated, without some rule to guide and some regulation to direct in the various measures to be adopted and pursued, to promote the object and accomplish, in the most direct way, the great ends of all civil institutions. I shall not make an attempt at exactness in the statement I am about to submit. There are now upwards of seven hundred thousand children taught in the common schools of the state; and one million of dollars annually applied in payment of teachers' wages; upwards of one million of volumes of books belonging to the

munication exists. The constituent members of the state exercise the sovereignty: and the question is, shall this authority be vested in those whose intellectual qualification and practical knowledge render them competent; or shall we lay aside all the considerations of duty, repu diate every dictate of wisdom, and hazard the perpetuity of our institutions, by transferring this power to the hands of those who are incapable of discharging it? Our relations are ever varying and changing: and although the constituency of our day may be well educated and well informed, we are not therefore to infer as a consequence, that it will remain so twentyone years hence. The progressive changes in society, as well demand our vigilant and scrutinizing attention, as any other subject relating to our natural and social being. Some have supposed that our present system was at least half a century in advance of the age; and others contemplating the present, while recurring to the history of the past, can see nothing but the tottering imbecility of old age pervading our whole social system. I have no desire to speculate on either of these notions. The risk of sinking the investment and coming out bankrupt, is a

OF THE STATE OE NEW-YORK.

greater hazard than I am now willing to take. not," whenever occasion calls for it to do so. I must respectfully dissent from your position, It is generally more apt to put forward the "lamentations of affliction," than to indulge in that there has not recently been any improvement in the Common School System, or in the "songs of gladness and joy," when it becomes necessary to raise the wind." For myself, I schools themselves. Well authenticated infor- " mation from different parts of the state fully shall regard no labor too severe and no toil too sustains me in the assumption, that as a gene-irksome, if I can be instrumental in promoting ral proposition, this ground is untenable. If and improving our educational system. On its you can spare the time, and will take the trouble successful progress depend the hopes and hapto read with care the reports of the several piness of millions of our countrymen, and the County Superintendents for two or three years ultimate destiny of our common country itself. past, and compare the concurring testimony Allow me, very sincerely and most respectfully there found, I think you cannot fail of being to ask you to co operate with me in the disfully convinced of the great utility of the pre-charge of my official functions, by aiding and sent plan, and that an abandonment of it, in the encouraging your friends and neighbors amidst present exigency, could not fail of producing the most disastrous results.

the difficulties and perplexities they may en-
counter in the all important enterprize of com.
municating knowledge to the rising generation.
From the tenor of your letter, I fear I can only
hope to be gratified in this respect; but I trust
this appeal may not prove altogether fruitless.
I am, sir, with great respect,
Your friend,

N. S. BENTON,
Supt. Com. Schools.
Mr. J. B. ATTWOOD, Newfane, N. Y.

We must read, think, and judge for ourselves, and not by proxy; and I have no fears that it will ever require any thing beyond a fair portion of "common sense and common honesty," (two qualities that are too often disregarded,) to discharge any or all the duties of a school district officer, provided we will only read. Allow me to illustrate this view of the subject by relating an incident which actually occurred a day or two since: A young gentleman came into the office, and asked me if the trustees of a district CIRCULAR TO SCHOOL OFFICERS. had the right to apply any portion of the library At a meeting of the members of the legislature money to the purchase of apparatus, without a vote of the inhabitants or qualified voters of and other friends of education, held in the As the district, legally convened, where the whole sembly Chamber, at Albany, March 24, 1845, number of books required by law were already the undersigned were appointed a committee to owned by the district? I asked him if there take into consideration the views and plans was any difficulty in understanding what the presented on that occasion by Mr. JOSIAH HOLlegal provisions were? if the law was not plain, BROOK, of New York. After due consideration intelligible and explicit? He did not know; but of the subject, the committee take pleasure in thought there might be some doubts about it. stating it as their opinion, that the system of I read to him the section applicable to the case general intellectual and moral improvement prostated, containing a full, plain, and direct an- posed and widely extended by that gentleman, swer to the question, and again asked him if is well worthy of the attention not only of pa there were any difficulties whatever to be solv-rents and teachers, but of the several public offied; and he admitted there were none. day will be the proudest in the history of our country, when every elector can read and write; and this achievement is not only attainable by the application of a mere pittance of our means, but should be accomplished were it to cost as much of treasure and of toil as did the assertion of our rights in the struggle for freedom and the "fair heritage" we now enjoy.

That

cers appointed and elected to the supervision and management of our public schools. It is evident that a large proportion of the subjects and modes of instruction now generally prevailing, fail in calling fully into exercise the various and vast energies with which children are so bountifully and wisely endowed by their Creator; and the committee believe that the system proposed and satisfactorily tested by Mr. Holbrook, so proA few more years, and to you and me each vides for the employment of these energies, as succeeding one will seem shorter and shorter as to secure not only their due and proper developAvailing it. we approach to the goal of our destiny; and the ment, but their pleasurable exercise within the difficulties and intricacies which now to many bounds of virtue and beneficence. of us seem to surround and be interwoven with self of the ceaseless impulse to activity, both the system under consideration, will gradually physical and mental, inherent in the very constivanish and finally wholly disappear, by contin- tution of the child, it directs those energies that ued use and a practical application of its pro-demand the broadest and fullest scope, into those visions to the "diffusion of knowledge" among channels of natural research and congenial em mankind. It is, indeed a "consummation deployment, which conduct the mental and moral voutly to be wished," when the qualifications powers to their appropriate field of exertion and of the trustees of our several school districts will be equal to those of the teachers;" and we should not despair of accomplishing this. With regard to the alleged necessity of their becoming professionals," we shall not differ in opinion, that this would be "of very question able expediency," as it certainly is and must ever continue to be unnecessary.

66

I do hope, sir, that you will reconsider this whole subject. There is no danger that the "public press" will not " 'cry aloud and spare

influence. By thus providing suitable aliment for the physical and moral nature, in its earliest expansion, the head and heart, as well as the hands, are diverted from much of the evil which surrounds them on every side, and educated to habits of industry, virtue and usefulness.

It must be evident to all, that the early attention of children is eagerly and most agreeably occupied by the objects of nature scattered around them, so beautiful, so abundant, and so useful, by the hand of their Creator. By this attention