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ing able to present one that will meet the minds moral instruction, which should be embracedby of this body. the teacher for that purpose,

Moral education consists in a knowledge of what is right and what is wrong. The stan dard of this right and wrong is the will of God. But here the coincidence of our opinions stops. Dissimilar are the answers given to the question, "How is the will of God discovered?" It therefore becomes a question of very great interest, and we forbear to pursue it further, lest it should appear that there is more than one source from which it is derived. To impart Moral Instruction, two things are necessary, viz: information of what is right and wrong should be laid before the young in a manner adapted to their capacity; and they should be furnished with incentives which will induce them to pursue the former and shun the latter. The practical moral education that the youth receive at school is acquired from the actions, opinions and general example of their teachers. They adopt the notions of their instructors and acquire insensibly a similar set of principles and a similar scale of right and wrong. Hence, unless the teacher possess a good moral character and pay homage to virtue and morality, unless he possess hones. ty, truth, temperance and kindness, it is manifest that the youth under his charge will be taught amiss. It is, therefore, important that children be placed in a situation in which the knowledge and practice of morality shall be inculcated by the habitually virtuous conduct of those whom they are to copy.

The child that is placed in such a situation is in an efficient moral school. Although the child may unavoidably be subjected to bad example and much that is immoral elsewhere, yet if its parents, who are the natural moral in. structors, possess a moral character and disposition, the child will effectually resist the insin

uation of evil.

The judicious teacher will often find that the moral culture of his pupils may be promoted without seeming to have the object in view. There are many opportunities which daily present themselves for associating virtue with their affection-for weaving in among the many accumulating mental habits, principles of rectitude which shall pervade and meliorate the whole. Teachers should always check the appearance of obstinacy in their pupils, and the sallies of passion; impress the deepest, most amiable, reverential and awful sense of God, a future state, and of all things sacred.

In endeavoring to attain these ends, there is one great pervading difficulty-consisting in the imperfection and impurity of the actual moral

D. R. RANDALL, H. H. INGRAHAM, E. S. SHUMWAY,

Committee.

REPORT OF THE COMMITTEE ON THE CHARACTER AND DEPORTMENT OF TEACHERS.

The Committee, to whom was referred the subject of the Character and Deportment of Teachers, would respectfully report:

That, knowing as they do, the imitative character of children, and the almost omnipotent power of teachers, in implanting principles, and moulding the minds and forming the habits of the rising generation, they cannot but regard the subject referred to them, as one of paramount interest.

If it is a truism that "like priest, like people," so is that other saying equally true, that "as is the teacher, so will be the school." The teacher puts the impress of his own character and deportment upon his scholars. No surer is it, that the die leaves its own impress on the coin, than does the teacher plant his own principles, habits and manners upon the child. And they are even more imperishable; for the coin will wear away, and the characters be obliterated; but the mind will live forever. It is said there is a kind of ink which when first written with, is so pale as to be scarcely visible but by age, growes blacker and blacker, until it becomes so black, that you may burn the material on which it is written, and the words can be traced in the cinders. Such is the influence of the teacher. He teaches by example as effectually as by precept. Exerting then, an influence so powerful, of a man ought a teacher to be!" "what a model

so extensive and so permanent,

That the teacher of a district school should be noted for strict moral honesty, unbending integ. rity, and purity of character, few, at this day, doubt. That his principles should be such as the scholars may safely adopt-that his language such as they may repeat, and his habits such as they may imitate, is also admitted by all who have reflected on the all-controlling influence of the teacher.

The teacher of a school, in a country district, is usually considered a model for all to imitate. He not only forms the minds, tastes and princi. ples of his scholars; but exerts a powerful influence on all the youth of the district. "The teacher does this, or says that," is a sufficient reason why others should do the same. above suspicion, is absolutely requisite for a teacher of youth. Man, mentally and physical. educated, without moral principles, is a tiger unchained. He will prey upon all with whom he comes in contact. The state has constituted a good moral character, as essential in all teachers who would share in the public bounty. The state has done its duty in this matter; but too many officers have neglected theirs. Too many teachers are yet found in our schools who have not that scrupulous regard for truth-those fixed principles of right and wrong, which a teacher ought to possess. They are instilling their own loose principles and immoral practices into the

Moral character, and that unsullied, and even

condition of mankind. Your committee enter
tain the belief that the subject of moral instruc-
tion is not looked upon with that high regardly
and veneration which it demands--and in con.
clusion, present the following resolutions for
the consideration of the convention :

Resolved, That in imparting moral instruction, the first great requisite is to be moral ourselves. Resolved, That while we regard the Bible as the text-book of morals, we recognize the incidental manifestations of immorality, arising during the session of the school, as the most effectual and appropriate occasions for imparting

minds of the young, while their characters are in a forming state. The sly jeer, the vulgar jest, are just as effectual in poisoning the minds of children, as the bold scoff and the open railing against all that is good or virtuous.

The great object of education should be, to make men better and happier-fit them for duties here and happiness hereafter. And as all experience as well as Revelation declares "that the way of the transgressor is hard"-that "the wicked are like the troubled sea that cannot rest"-and that "there is no peace to the wick ed:" then, to make men happier and better, they must be taught to be virtuous. And they must be taught young too, for it is written by inspiration, can the Ethiopian change his skin, or the leopard his spots? then may he learn to do good who has long been accustomed to do evil." And it must be taught in our common schools; for here the mass of the people are educated. And he that would be a successful teacher of ethics, must practice what he preaches. No lesson of fine-spun morality will leave any salutary effect on the scholars, if they do not see the doctrine exemplified in the conduct of their teacher.

Children should be taught in our common schools, benevolence, kindness, generosity, and forgiveness of injuries.

The soil of the human heart produces, without cultivation, a luxuriant growth of selfishness, unkindness, avarice and hatred. These noxious plants must be eradicated by the teach

er.

And they should be removed early, when first visible, before they have taken deep root; and other plants, which will produce better fruit, be placed in their stead.

The natural heart of man is fitly compared to the earth since the curse of God rested upon it. Weeds, thorns and thistles spring from the ground spontaneously, and grow luxuriantly without cultivation. But to produce that which is adapted to man's wants, the earth must be tilled, the seed sown, and much labor and toil expended to bring it to maturity. So with the heart of man; all the wrong principles and vile passions spring up unbidden and flourish exceedingly, without cultivation; but to produce any virtuous or holy principles, requires constant and laborious efforts. This the teacher should understand, and make those unwearied efforts which are adapted to produce these desirable results. He should give "line upon line. precept upon precept," and above, and more than all, he should exemplify in his own person these heavenly graces.

But there is another branch of the subject referred to your committee which we deem of scarcely less importance, and which is too frequently entirely overlooked.

The deportment of a school teacher-his personal appearance-his habits-his address, and every thing connected with his manners, are not trifling matters in the qualification of a teacher. For, let a teacher be possessed of intellectual knowledge, and even moral honesty ; yet if he is uncouth, slovenly, or in the habit of violating the ordinary principles of decorum, it destroys in a great measure his usefulness.

The teacher should be neat in his personal appearance; he never should permit himself to go nto school in a slovenly slip shod attire. Some ¡eachers seem to feel, because they have none

but children in the school, it is not necessary to pay any attention to their dress or manners. But the truth is, that the children imitate the teacher in all things. Extremes, also, should be avoided. The teacher should equally shun the example of the dandy and the sloven. The teacher should be comely in his appearance, neat in his apparel, and a perfect gentleman in his school.

The address of a teacher is also important. His language should be kind, and his manners conciliatory and pleasing. An abrupt, harsh, or fretful manner in answering the questions of scholars or parents, is well calculated to destroy all his usefulness.

The teacher should be correct and pure in his language. No vulgar expression or cockneyism should ever escape his lips. Your committee have often been pained, when visiting schools, at the frequent use, by the teacher, of cant phrases, vulgar terms, and opprobrious epithets, such as serve to belittle the language, cultivate impure thoughts, and implant coarse and brutal passions. Instead of this, the words that fall from the lips of the teacher, should be pure, elevated and kind. His object should be to elevate the language of the scholars; not degrade it. His words should be culled with care, and the choicest only used. He must remember that water in a receiver, will not rise higher than the fountain; and that the scholars will seldom use better language than their teacher.

The teacher should always mean what he says. The scholars should learn that the teacher always speaks the truth. Many teachers are in the constant habit of threatening their scholars with punishment for violations of their rules, when they intend to do no such thing. The first case of this kind that the teacher is guilty of, is followed by loss of confidence and respect of the scholars. They see that their teacher is not a man of his word-that he threatens and does not perform-in short, that he has been guilty of falsehood. This course soon results in anarchy and confusion.

The teacher should not be fretful. Our mental and physical frames are so intimately connected, and are influenced by so many circum. stances, that we cannot always feel alike. We are irritable at times-every thing goes wrong, and every body does wrong; and woe be to the urchin who comes within reach of the irritable teacher's rod or ferule. Severe mental or physical toil, deprivation of sleep, or certain states of the atmosphere, produce nervous irritability. Teachers under this morbid state should be very careful how they act. They should strive to wear a pleasant countenance, make use of kind and cheerful language, even though they feel the reverse. The scholars should not be able to "read the day's disasters in the morning's face." Scholars act as spies upon their teacher. Every word, look or action is criticised. And although teachers may not feel that,

"A chiel's among them taking notes,
And faith he'll print 'em;"

Yet they may consider themselves as extremely fortunate, if they escape without condemnation for every wrong they commit. Children soon learn to distinguish right from wrong. They have a quick perception of injury or partiality. Teachers should study their own physical being,

66

so as to be able to detect the difficulty, and apply the remedy.

A gentlemanly and polite manner in his intercourse, with both parents and scholars, is requisite and important in a teacher. Good breed. ing adds much to the pleasures of social life, and is always a passport to respectable society. It is an ever present letter of introduction. This ought then to be taught in our common schools. And it cannot be successfully taught, unless it is practised by the teacher.

The advocates and patrons of select schools, give as a reason for their course, that the chil dren in common schools contract vicious practices and vulgar habits; that no attention is paid to mauners or morals; nothing done to elevate and refine the minds of the scholars or improve their manners. This ought not to be. The teacher of the district school should be as refined and polished in his manners, as the teacher of the more select school; and he should be even more assiduous to improve his scholars in these respects.

Teachers of youth should not contract vulgar or filthy habits-chewing or smoking tobacco, taking snuff, or any such disgusting practice ought to be avoided by him, who is held up as a pattern for the youth of the land. Too many teachers are in the habit of using this filthy weed; and boys, thinking it manly to imitate the teachOne of er, strive to become masters of the art. your committe has found school-houses so full of tobacco smoke, as to make it almost impossible to breathe in them; and one teacher was so addicted to the practice, as to smoke even during school hours. These habits, when once formed, become "second nature"-the victims, like the victims of alcohol, find themselves bound as with fetters of brass.

long after he is forgotten, and time is swallowed up in eternity.

With this imperfect view of the subject, the committee would recommend, for the consideration of the convention, the following resolutions: Resolved, That high moral sentiments are absolutely requisite in those who have the teaching of the children of the land: so that their practice as well as their precepts may instruct.

Resolved, That teachers should be more assiduous than has heretofore been the general practice, in inculcating moral principles; such as reverence of God, obedience to law, justice, benevolence, kindness and mercy.

Resolved, That teachers ought to possess that genteel deportment, and that suavity of manners which will enable them to teach the principles of good breeding, by example as well as by precept.

Resolved, That every practice or habit, inconsistent with strict propriety and decorum, should be at once and forever abandoned by teachers and superintendents of common schools, and they should use their influence to prevent children from forming any; so that the next genera tion may grow up not only intellectual and virtuous; but polished and refined.

ALBERT WRIGHT,
N. TIDD,
F. P. MOULTON,

Committee.

REPORT OF COMMITTEE ON MAPS, &c.
The Committee on Comparison of Maps,
Drawings and Penmanship, report—

That they have examined the numerous specimens submitted to their inspection as carefully as the limited time allowed to them would admit.

They have been pleased as well as surprised, at the high station attained by our common schools, as shown by this interesting exhibition. Where so many have done so well they find difficult to award a premium.

it

and variety, as well as for general neatness and finish, are perhaps deserving of the first place.

Your committee cannot give, in detail, the various specimens which they consider worthy

of notice.

That these practices are of no use-do not in. crease the happiness or improve the health of any; but that they are in most cases positively injurious to health, and in all cases expensive, inconvenient, filthy and disgusting, all are ready to admit. Grave bodies of clergymen have been The maps and drawings executed in the pub. refused admittance into some of our best fur-lic schools of the city of New-York, for number nished churches, to transact business, on account of the prevalence of this loathsome practice among them. Many of our country churches look like the bar room of some low tavern, by the use of this weed. No place is too pure, no temple too holy to escape pollution from the tobacco chewer. The common bar-room, the private dwelling, and even the sanctuary of the living God, equally give evident tokens of his presence. And the evil is wide-spread. We are called a nation of spitters." Who shall set about reform? Who can be as successful as those who implant principles, and form the tastes and habits of the young? Let the prac. tice be abandoned by teachers, let them use their influence to prevent their scholars from forming the habit, and let them show its expense, its inconvenience and its disgusting features, and the evil would soon be greatly lessened.

Then let the teachers remember that though their precepts and example may at first be confined to a small circle; yet like the ripple made by the falling of a pebble into the waters of a placid lake, they will grow broader and broader,

They, however, feel bound to make mention of some few of the many schools which are de serving of high credit for the excellence of their performances.

From the New-York schools they would particularly notice:

1st. The Maps exhibited by No. 11. 2d. The Maps with geological drawings from No. 10.

3d. The Maps from Nos. 4 and 5.

4th. The drawings and pencillings from No. 12, and from No. 16.

5th. The drawings, maps and specimens of penmanship from the colored school.

The finest specimens of landscape pencillings were exhibited by common school No. 1., Camillus. There were also well executed maps from the same town.

A splendid portable Globe was executed by the scholars of District No. 10, Skaneateles.

Also, well drawn maps by schools of that town, Drawings by girls from 9 to 12 years of age, from Albany county, were highly creditable. Outline maps, well executed, were exhibited from Tompkins county.

the mind and its higher wants, no such general provision is made, although neglect in this respect is productive of such disastrous results. Happy indeed would it be if the assiduous care which parents bestow upon the bodily and outward interests of their children could be extended to their mind!

Several fine maps from the Albany city schools, and a map of the town of Guilderland, Albany county. This map is deserving of particular But your committee must refrain from everynotice for its careful execution, and for another thing like a general discussion of so wide a subpeculiarity; all the School Districts are delin- ject. They therefore, content themselves by eated, and a map of every town in the State of submitting to your indulgence, a few remarks a similar description would afford a more per-upon topics of obvious practical bearing upon fect chart of the State than is at present to be found.

Your committee would say in conclusion, that they feel gratified and proud of the present po sition of our schools, and they confidently expect that the day is near at hand, when through the length and breadth of the state, it shall no longer be necessary to go beyond the walls of our common schools to acquire a thorough acquaintance with these highly useful and ornamental branches, as well as all the substantial parts of a good education.

the relation which inhabitants sustain to their schools. First. Your committee advert to the great duty of harmony and concession among such inhabitants. We are constantly compelled to witness, with feelings of painful regret, how matters of subordinate importance are permitted to become the occasion of protracted and bitter differences in districts, always to the prejudice, and often to the destruction of all usefulness and happiness connected with the schools. Where many are to be consulted, there will of course be difference of opinion, and difference of interest. The building of school-houses, the change of their sites, the alteration of districts, and many other matters of district business, are allowed too often to become a fountain of bitter waters. Your committee are aware that this is a subject exceedingly difficult practically to reach, but they respectfully submit that county and town superintendents, by a kind, firm, and impartial deportment, can do much to allay the irritations which unavoidably arise, and often to prevent, in a great degree, the evils likely to In-result therefrom. There must needs be harmo ny, if any other good is expected or desired.

Resolved, That at the next annual convention we each pledge ourselves to produce ten specimens of maps and drawings from our respective counties, for comparison with each other.

W. S. WETMORE,
S. I. FERGUSON,
J. HOBBS.

DUTIES AND RESPONSIBILITIES OF IN.
HABITANTS.

The committee to whom was referred the subject of the Duties and Responsibilities of habitants, beg leave respectfully to report

That they have bestowed upon the subject committed to them by the convention, such attention as time and circumstances have permitted, if not such as its vast importance would require.

It would be presumption in them, within the limits to which they must be restricted, to do more than present in a desultory and superficial way, a few considerations which may perhaps be not altogether inappropriate in connexion with the subject, nor perhaps wholly unproductive of good to the community.

It is for the inhabitants and their children that schools are established and sustained. In these primary institutions the great body of our people receive, and must in all probability continue to receive whatever of rudimental instruction may fall to their lot. The importance, therefore, of making them as efficient and use ful as possible, need be enforced upon this convention by no words of ours.

Trusting that they shall not encroach upon a province which does not belong to them, your committee would refer in the next place to the character and condition of school-houses, in connexion with the question of the duties and responsibilities of inhabitants, as well as an indication of the degree of faithfulness with which those responsibilities and duties are met. As a matter of experience, your committee can tes tify, that wherever they have found a commodious school-house, well furnished with appa ratus and proper appointments within, and with play-grounds without, there they have not failed to find also, a corresponding spirit on the part of the inhabitants, of faithful regard for their duty and responsibility. A school-house of such description, is at once a cause and evidence of interest in the district. It becomes a matter of just pride-is shown to strangers as such, and is visited by its proprietors with gratification and satisfaction. But when the school-house is in that other condition, unfortunately too common; when to original worthlessness are superadded dilapidation, neglect and decay, full sure may we be of a deplorable want on the part of the inhabitants, of all proper sense of both the duties and obligations which spring from the reNatural affection, as well as the authoritative lations which they sustain to each other. That monitions of conscience, require that the rising our houses for primary instruction may speedily generation should be cared for, cherished and be made to afford a more creditable indication of sustained by those who have attained to man- the state of public feeling in regard to the prohood. So far as the sustenance and comfort of per end and aim of school district organization, the body are concerned, this duty toward the is the sincere desire of your committee, in young-except in rare cases of deplorable de- which they are sure the convention and all linquency-is not neglected. But in regard to friends of education will cordially concur.

What then must be the duties and responsibilities of inhabitants in respect to their schools? Nay, rather what must they not be? What de. gree of pains taking, of anxious attention, and benevolent exertion, is not to be fully justified by the greatness of the object.

Your committee will take time to advert to one other particular in relation to this subject. They refer to the great and important duty of visitation by the inhabitants, of the schools where their children are receiving instruction. But in regard to this topic, which has received much discussion in the public press, and else. where, and which has become somewhat trite, though by no means unimportant, your committee do not deem it incumbent upon them to dwell at length. They have only to express their high sense of the indispensable importance of such visitations, and to add, that no supposed or real lack of ability to form a critical judgment concerning the course of instruction, or the proficiency of the pupils, should for a moment be admitted as an excuse for the neglect of this great and important duty. That is not the way in which common sense directs our peo. ple to conduct their private business. Does the farmer, who employs an architect to erect a dwelling for himself and family, wholly absent himself from the building during the progress of its construction? Does he, because not himself an artisan, feel justified in bestowing no thoughts or glance upon the labors of those whom he has employed for such a purpose? By no means. Well does every practical man know that his presence, and the manifestation of his interest, are not only beneficial, but indispensa. ble. And yet, how much is it to be deplored, that a like rule of common sense does not more extensively prevail in respect to schools-where not the outward dwelling, but in a great degree, the character, moral, social and intellectual, is built up-where the plastic mind of youth is to receive an impress and form for weal or for woe, durable as the unending ages of its being.

the youth shall learn the contents of certain books, to be forgotten as soon as learnt, and to be useless while remembered; but they are bound to provide instruction fitted to kindle the latent, living spark of intelligence in the human breast, into a flame which shall warm, animate and illuminate, the individual being through every step of its future progress. They are under obligation to provide a school in which the young mind shall be made a self-instructor; so that when the sway of the schoolmaster shall cease, and the admonition of parental care be no longer heard,-each individual for himself, may be enabled to travel without a guide, and with onward step and upturned face over the great field of human knowledge, trusting under Providence in the cultivated resources of his own soul.

Your committee, anxious to suggest, if possible, some expedient to enkindle more regard on the part of inhabitants, for the proper discharge of their duties and responsibilities, ask leave to submit the following resolutions :

Resolved, That this convention, viewing with profound regret, the indifference prevailing among a large portion of the people, in regard to the character and proper management of district schools, do hereby recommend, as one mode of exciting interest, and consequently right action, the holding of county, town, or neighborhood celebrations of common schools, at convenient intervals, where the whole population, so far as practicable may be convened, to witness the proficiency of the pupils, and the qualifications and skill of the teachers.

Resolved, That we have observed with exceeding gratification, in many parts of the state, the good effect which such celebrations have produced in calling the attention of our people to the great subject of juvenile instruction, as well as in presenting the public with an opportunity, in some degree, to test the qualifications of teachers, and we commend these celebrations as being well calculated to impress inhabitants. with a sense of both their duties and their responsibilities.

Your committee beg leave to say a word upon the duties of inhabitants in regard to teachers. It is a lamentable fact, that the selection of instructors is too generally left in blind trust, with those officers of the district whose business it is to make the legal contract. How often is it that the only question asked, is one which betokens merely a sordid desire for pecuniary saving? Before that pregnant inquiry "how much does he ask a month?" all considerations of his moral and intellectual character, all curiosity in respect to his fitness to instruct, and all solicitude in regard to the effect of his conversation and his manners upon their children, fall into the shade. REPORT OF THE COMMITTEE ON VO.

No words are needed to impress a deep reprobation of such criminal indifference, or to excite in all philanthropic minds, an earnest wish for its reformation.

Your committee might speak of many other indications which, unhappily, are too obvious, of a want of that due appreciation of the duties and responsibilities of inhabitants which is necessary to the proper discharge of the same, but they forbear to claim the time of the convention for that purpose.

The duty of the inhabitants of a school district, is beyond all question, by every means in their power, to render the school where their children must be taught, an instrument of the greatest possible good. They are to see that it is fitted to confer upon their offspring, right and true instruction. They require to provide, not for the mechanical acquisition of a certain amount of knowledge, falsely so called; not that

ALEXANDER MANN, ALEXANDER FONDA, LEWIS R. PALMER,

CAL MUSIC.

Committee.

The committee, to whom was referred the subject of vocal music, ask leave respectfully to report:

That, from the fact, that the practice of vocal music, in our common schools, meets with almost universal favor, it needs no labored argument to prove its utility.

The committee are not prepared to go so far as to say that he that hath no music in his soul is fit for treason, stratagem, and crimes;" yet they will say, that should such a being ever be found, who had no music in his soul, they fully believe it is to be found in every human voice, and that where there is no organic defect, every person can be learned to sing. In this opinion the committee believe they are sustained by most, if not all, those who have long practised, and become eminent as teachers of the science of music; and if the sacred influences of music

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