The

another. Such knowledge may serve for exhibition, but it will prove of little value in after-life. pupil whose attainments at school are but the echo of what his teacher has learned, will be sure to become one of that large class of citizens whose opinions and actions are always governed by those who have the independence to think and act for themselves.

The theory of most teachers is better than their practice. It is easier to teach facts than principles; and easier to teach principles than to form correct habits of reasoning, and judging, and originating. Hence the constant and inevitable tendency is to fall away from our own standard of duty.

It is not enough for us to believe in the abstract, that the mere acquisition of knowledge is of little value compared with the formation of correct mental habits. We must impress this sentiment upon the minds and hearts of our pupils and of their parents. We must feel it and live it ourselves; and we must require our pupils to feel and live it also.

Let me say, in conclusion, it is all-important that we study the mental processes of our pupils. It is only by a careful analysis of the inward working of the pupil's mind, that we can learn how to adapt our instructions to his real wants. And let us also devote ourselves faithfully and constantly to the cultivation and improvement of our own mental habits, lest, while we attempt to guide others in the right way, we ourselves should be found wanting.

LECTURE IV.

THE SCHOOL SYSTEM OF THE STATE OF NEW YORK.

BY JOSEPH MCKEEN,

OF NEW YORK CITY.

Ladies and Gentlemen of the American
Institute of Instruction :

I PROPOSE to offer some remarks on the School System of the State of New York. This State, from its early settlement, its position, its numbers, and from various other causes, has in recent years attracted as much attention as any in the confederacy. Its school system, so far as it is a combined or consolidated system, has been often ill understood, and often misrepresented, both by friend and foe; the one considering it the best and the most liberal, and the other the worst and most arbitrary ever devised or established in a free country.

I propose to examine it under several aspects.

1. As seen at a distance.

2. Trace its History from the first school established in the state to this day.

3. Give some account of its School Fund, and means of support and growth.

4. Show what have been the impression and experience of those who have been working its machin

ery.

5. View it prospectively.

1. The perspective. It appears from a distance like a symmetrical colossal pyramid, with a broad base of the Tuscan order, with twelve thousand foundation stones; these representing the District Schools; unadorned columns, whose bases are on a level with the common path. It is accessible in thousands of places equally to all. This pyramid is graduated up by several successive steps to a considerable height; and then one large step is taken, and a new platform is superimposed of a richer and more polished material. The superstructure now rises, supported by two hundred and four Doric columns, which may represent the Academies, occupying many steps in the ascent. Then again comes a new platform, on which stand twelve columns of Corinthian beauty, representing the twelve Colleges of the State, crowned in excelsior, as one glorious edifice, one university, under twenty-one Regents, who dispense under the eye of the Superintendent, and the Governor of the State, reproofs or degrees in honor, as the case may require. The daguerreotype of this pyramid is beautiful. As seen in the morning

sunlight from a high tower in Massachusetts, it is an imposing spectacle of remarkable magnificence, presenting aspects, in many of its features, of grandeur surpassing all others, reminding the beholder of the oriental splendors in architecture of ancient days.

As seen by a good observer in Connecticut, it appears to great advantage. The Hon. Henry Barnard says, that "New York occupies the most honorable and commanding position in the front of the American States, in the movement which is now going forward in behalf of the more thorough education of the American people. If I am not misinformed in the history of her school legislation, while she has borrowed liberally from others whatever is good, she has improved what she has borrowed, and in turn become the most bountiful benefactor to others. New York was the first State to make legislative provision for the education of teachers, and the first to extend the means of Common School instruction beyond the school-room into every family, by opening libraries of good books in every school district, accessible to the old and the young."

Observers in Canada West, Michigan, Virginia, and other places, are filled with admiration at the imposing appearance of its proportions and grandeur. Persons on eminences in the State catch glimpses of its beauty, though it requires a certain distance for the perfection of the perspective. When one gets into the middle of it, he is surrounded by such a multiform machinery, complex at first sight, and

running so unsteadily, that he is apt to lose his poetic sentiment of its beauty and loveliness by the forced contact into which he is brought with its defects and disturbed working. Many a man has been attracted by a fair exterior, and has so bepraised the object of his admiration, that he had no power to make it or her better. I do not propose to place myself in this predicament with regard to the school system of the State of New York. I want that all who have a sincere friendship for the State should hold themselves in that position, that they can point to excellences or defects without incurring the imputation of partiality or prejudice. A true friend tells us of our faults, and one who deserves a faithful friend profits by the information. It will be our purpose to present the features of the system as they are, with true historic fidelity, allowing no complacency or chagrin to give discoloration to our description and narrative.

THE ORIGIN, PROGRESS, AND HISTORY OF EDUCATION IN THE STATE OF NEW YORK.

Hendrick Hudson, an Englishman in the service of the States General of Holland, was the first civilized navigator who ascended and explored the great river of New York which bears his name. In 1609, Hudson ascended this noble river to the vicinity of Albany, for the purposes of discovery and trade, and not, as was the case with the Plymouth settlers, for the special purpose of enjoying undisturbed the rights of conscience. The establishment of churches