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SELECTIONS.

"Nature now spreads around in dreary hue,

A pall to cover all that summer knew."

THE BAD SYSTEM.-De Stael but utters the sentiments of every eminent writer on the subject, that the system is a bad one by which youth are taught to spell and read a little; to acquire a trifling knowledge of geography, grammar and arithmetic, without the power of using them. A system is a bad one by which that habit of mind is acquired, and which is so difficult to eradicate, of repeating de and reading, without comprehending; of laboring, without getting any thing valuable; of keeping scholars going over the same thing in different forms, till they are tired and worn out; of breaking down the mind's flexibility, and narrowing its intrinsic force, by making it skip over the intermediate links by which successive ideas are kept up, and made to tend to some point; of obliging them to go forward, whether able or not, without knowing what they have been over, and thus making their heads a scene of confusion; which neglects the due cultivation of all the mental powers; which aims at giving a little knowledge to the head, while the heart is forgotten, or is held secondary; which allows without restraint a too free indulgence of the passions; and which looks upon man as a mere thing of earth, without reference to his high moral and intellectual capacity, and the destiny which awaits him in another existence. This we call a bad system."

WHAT WE WANT AND MUST HAVE.-We want "men whose minds have been disciplined in the school of rigid study and virtue; whose faculties have received polish, energy and firmness from their deep acquaintance with literature and science; men who have the power of arresting the attention of the most listless by taking hold of their intellect in the proper way; who can transfuse into minds their own knowledge, and make it an imperishable part of their stock. This, it may be said, is requiring much, and so it is; and the reason it is required is, because our children and our country demand it. We want and must have, if we expect justice done to our offspring and our purses, 'teachers who, by patience, observation, and a philosophic study of the working of the human mind, have acquired a knowledge of what is elementary in thoughts, and successive in their development, and who have learned the practice of the art of gradation in the art of instruction; who know the art of going backwards with what they know, or with their knowledge, in order to make their scholars comprehend them.' Men who are thus qualified are the ones wanted. One man of this character is worth a thousand of those gossips who lay claim to a perfect knowledge of the human mind, and who deal out at retail a certain round of school-book lessons and other men's thoughts, unable to strike out a glowing thought, or arrest the attention of wearied pupils, by animated description or just reasoning; who figure a feverish hour with an A, B, C book in one hand, and a slate pencil in the other, as lords of the academic floor-as masters and controllers of their scholars' minds.

Put the question to an enlightened teacher, what constitutes the soul of teaching, and mark his answer. It will be, that to teach successfully, it is necessary to become complete master of the operation of young minds; that, as much as possible, precision of instruction must be united with vivacity of impression; that it is not so much the depth of any science, as obscurity in the manner of presenting it, that hinders children from obtaining it; because they comprehend everything by degrees, and the essential point is to measure the steps by the

progress of reason in infancy; and this progress, slow but sure, will lead as far as possible, if we abstain from hastening its course."

-"Do not hope," says Abbott, "to make all your pupils alike. Providence has determined that human minds should differ from each other, for the very purpose of giving variety and interest to this busy scene of life. Now, if it were possible for a teacher so to plan his operations as to send his pupils forth upon the commu. nity, formed on the same model as if they were framed by machinery, he would do so much towards spoiling one of the wisest plans which the Almighty has formed, for making this world a happy scene. It is impossible, if it were wise, and it would be foolish if it were possible, to stimulate, by artificial means, the rose, in hope of its reaching the size and magnitude of the apple-tree, or to try to cultivate the fig and orange where wheat only will grow. No; it should be the teacher's main design, to shelter his pupils from every deleterious influence, and to bring everything to bear upon the community of minds before him, which will encourage, in each one, the development of its own native powers, Error on this point is very common.

DILIGENCE And Delight. It is a common observation, that unless a man takes a delight in a thing, he will never pursue it with pleasure or assiduity, Diligentia, diligence, is from diligo, to love.

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SCRAPS.

It has been said that "God is an immense artist, and invites to His concerts only the great geniuses of humanity." This in one sense may be true, but all who have any of the mobler religious feelings are now inspired to worship.

"Behold congenial autumn comes,

The Sabbath of the year."

The Teachers of Ohio, now that the beauteous days have come "when Autum's yellow lustre gilds the world," in this harvest season of temporal blessings-should awaken in the youthful minds in their charge, a deepfelt gratitude to the bountiful Giver of all our good, and inculcate the important practical lesson, that

"All is the gift of industry, what'er

Exalts, embellishes, and renders life
Delightful."

The true Teacher, the warm friend of the human race, who has

"the large ambitious wish,

To make them blest

Should have also "the fearless great resolve"-"Great minds have wills; others have only wishes."

As autumn comes, then star-girdled, "crowned with the sickle and wheaten sheaf," her cornucopia running over with glossy fruit, take hold of the hands and hearts of your pupils, Teachers, and lead them out to look on the golden pomp of Nature and thence up to God, "The eternal cause support, and end of all !"'

"We are all bondsmen for each other; the happiness of every individual is attached to the happiness of mankind."

INCH BY INCH UPWARDS.-That was the career of George Stephenson, the founder of the Railway system of England, the first constructor of the locomotive. He was born among the ashes and slag of a poor colliery village, in an unplastered room, with a clay floor, and a gar

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ret roof. But, content to mount by short, firm steps, keeping his eyes well to the ground that laid next before his feet, this collier and cow-boy, who, at eighteen, could not read nor write his own name, employed a poor teacher in a night school to instruct him in letters and pot-hooks, and finally got up the hill of difficulty, becoming a great and useful man.

ENDOWED SCHOOLS.-The friends of Norwich Free Academy, Connecticut, are rejoicing over the success of a new experiment they have made in adding to their free school system the feature of an endowed High School, securing by voluntary contribution a large fund in addition to that raised by taxes, to obtain the ablest instructors for their locality. This may all be well enough in a few instances, but the main reliance for the children of the "people" is in the money of the "people," expended from one common Treasury. When we have shown our devotion to the welfare of our "Primary" Grades, the tax payers will see it to their interest to contribute still more liberally for the higher schools.

CRAMMING.-By some "courses of study" more is given to the students to learn than they can digest. Much of the fault of the non-assimilation of the food given, is that of the Teacher; it is given in "chunks." Knowledge always pleases youth if properly presented; every thing of the nature of mental acquisition must, from our constitution, give us pleasure. In a recent discussion on this subject, we heard an experienced Teacher remark, "you can't cram a child, if the Teacher is vivacious, spirited and in earnest, if he gains the ear and heart of his pupil." He evidently believed in the doctrine-love your children-learn them to love you -and you can do what yon please with them. Some Teachers appear to avoid making studies attractive, for fear that, in two years the children will know more than the master.

FLOWERS AND FISHES.-It has been said, that were the flowers of the world to be taken away, they would leave a blank in creation. We should be grateful, then, for the gift of flowers, and as the season approaches for their disappearance out doors, they should grace our school rooms. Not only cages of canaries, but fish ponds are now to be had in our houses as sources of study and pleasure. Basins of artificial sea water, small and large sizes, framed with glass sides and top, are constructed, or glass jars provided, in which are contained and preserved all the family of small fishes of the sea. It has been found that by placing a certain grass or aquatic plant in the water with the fish, the carbonic acid is decomposed and carbon restored to the water, so that with a snail to consume the mucus from the plant, water can be kept constantly pure in these artificial reservoirs, and the eye can at all times dwell upon the wonders of the finny tribe, in parlor or school room.

THE RECORDS OF MY SCHOOL.-Who would not derive a melancholy happiness in reading over a continuous record of the history of the important events of the school where he spent his boyhood days? Who was the first Teacher, the incidents of examination and exhibition days -the latter white days in the school calendar-change of trustees, names of important visitors, programme of hours of recitation, etc.; all these would bring up a thousand pleasing and saddening memories. The School Board of Cincinnati have ordered the Principals of all their schools to commence and continue such Records. There have been provided large blank books, of good paper, well bound, extra cover, with the title of the respective schools printed thereon, for the thirty odd schools of the Queen City. Some will seek out the early history of their school, to preface the record, and, thereafter, will follow the history, day by day, of the school. Will not there be local features of great interest in this enterprise? Is not there an appeal in this announcement, Teacher, for you to do likewise? We believe a truthful photograph might be taken of the living faces of each school room, as an additional memento of the charming past. Who will try it?

COCOON TEACHERS-HATRED OF WORK.-Rev. Henry Ward Beecher says: "God is the most wondrous worker in the Universe-facile, sleepless, untiring—but men, instead of counting it a joy to labor, are always striving to evade what is to them a burden, and look forward to the time when they can 'retire.'" As a worm feeding upon mulbery leaves, might say, "How glad I shall be when I am fat enough to roll myself into a cocoon." So they eat the leaves of duty, and long for no higher joy than this silk worm's happiness; and thus we have cocoon merchants, cocoon ministers, cocoon everything. We may add, that we have many cocoon Teachers, whose silk is not worth unwinding.

BE NEAT AND TIDY.-Don't let visitors say of your school, "Slovens teach there." There is a moral culture iu cleanliness-pupils learn from the example of their preceptor-order is heaven's first law.

FALL AND WINTER READING.-School Teachers have it in their power to extend their literary labors far beyond the school room, and enliven the society of the neighborhood in which they dwell. Reading circles can be formed, meeting weekly in farmers' houses, where congenial spirits of both sexes may entertain each other in reading original and selected pieces, and welding all by charming conversation.

LOOK WELL TO YOUR CUSTOMS.-Accustom thyself and thy youth to what is highest and best. Lord Bacon says: "Mens' thoughts are much according to their inclination; their discourse and speeches according to their learning and infused opinions; but their deeds are often as they have been accustomed: therefore there is no trusting to the force of Nature, nor to the bravery of words, except it be corroborated with custom. Therefore, since custom is the prin cipal magistrate of man's life, let men by all means endeavor to obtain good customs."

Boys in their plays at recess, and in their idling or occupation in vacation, as well as in school hours, are making up that bundle of habits which is to constitute their character as men. Parents and Teachers, look well to their customs.

"SCHOOL TONE."-Thayer, in his "Letters to a young Teacher," thus refers to that reproach to our schools, conveyed in the expression, "It was read in a school tone." The fault begins in the Primary School. The true idea of what reading is seems not to enter the minds of many Teachers, and hence this bad habit. I understand reading to be nothing more nor less than talking with a book in hand. Hence it should be, in practice, simply an imitation of talking; and the very first words read, and all that follow throughout the school life, should be given as if the sentiments were uttered in personal conversation. Instead of this, the scriptual injunction in our Primary School reading books, "No man may put off the law of God," is usually read, No-ah ma-an ma-ah poo-ut o-off the-ah law-er o-off Go-ud. Here then the remedy should be applied. The child should be told to repeat the sentence without the book, and be required to go over and over again with it, until he utters it correctly. The Teacher, of course, will give the proper reading of it after the pupil has made a faithful effort without success. Proceeding in this way, and never allowing an erroneous reading to pass uncorrected, the 'school tone' will never obtain a footing in the classes."

THE MUSIC LESSON.-Thank goodness, the thraldom is nearly over; the half hour for vocal music in many schools, instead of being a torture, a period of punishment, has become one of recreation, of delight. New methods have made of the science of vocal music, the easiest and most elementary of all the sciences of pleasure—a science within the reach of all ages, of all professions, of all fortunes. We have witnessed the elementary instruction in our public schools, of the enterprising and industrious Professor who furnishes the pages of music for the "Journal," whose methods, if adopted, will "flood with harmony the rising generation." We have before us his manuscript music, published by Applegate & Co., Cincinati; Time Books, ruled with musical lines, to be filled up by the pupils; also "chants and hymns for the use of schools;" a blank and the words of a chant, a blank and the words of a hymn on each page -eight pages. The Teacher writes the music of the chant on the black board, and the pupils write the music themselves on their own books. The voices are classified in Prof. Mason's school, and the pupils show by their looks that their exercises never commence soon enough, or continue late enough.

LIBERALITY OF SENTIMENT.-That is to be taught youth as well as their letters and figures, man is selfish. "To acquire sentiments of liberality is not the work of a day, nor of months, but of years; they are generally the fruit of early instruction, for those opinions which we acquire in our youth make the deepest impression, and are longest retained. It is of great consequence, therefore, that the passions and opinions of young people should be early submitted to the discipline of reason, and that they should be taught to see things in their true light. Liberality of sentiment is the greatest sentiment of man, it embellishes all his other good qualities, and makes them shine with double lustre. Other virtues can only be exer. cised at particular times, but liberality is perpetually requisite. Liberality of sentiment gives an amiable cast to all our words and actions, and distinguishes one man from another more than any other quality, for it is more extensive in its operation."

THE

Ohio Journal of Education.

COLUMBUS, DECEMBER, 1857.

County Common School Superintendents.

The people of Ohio have just cause to be proud of their school system. We are emphatically an educational people. Nothing, however, has so retarded the progress of education in this State, as a persistent, unsound policy of forcing the official care of this important interest upon the hands of officers who should not be trammeled with it.

For the last twenty years, the people of Ohio have steadily manifested a willingness to have something decided and effectual done for education; yet this feeling seems ever to have been unfortunately restrained by a fear lest too earnest an action might be taken; consequently, the progress of education has been seriously impeded, and all beneficial action partially neutralized by indecisive, hesitating, half-way measures, inevitably tending to dissipate much of the benefit intended to be conveyed.

For many years the official charge of our Common Schools devolved upon the Secretary of State, and he was expected to devote a portion of time that he could not well spare to the concerns of an interest which it was impossible for him thoroughly to investigate.

Under our present law, a grand advance has been made, but yet the same retarding policy trammels the amount of good capable of being effected. A clerk who can ill spare any time from his own peculiar duties, is allotted to our State Commissioner, who, for the want of efficient assistance, finds himself overburdened and worn out, without being able to accomplish all that might be done and all that education requires.

As we descend the scale, the evils of this exacting, half-way policy, become more apparent. Our County Auditors find their office saddled with duties, many of which, to say the least, might with equal propri

VOL. VI.-No. 12.

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