EDITOR'S DEPARTMENT.

Robert Allyn, Editor.

Commencement of Third Volume.

Visitation of Schools.

WE have rather neglected the Schoolmaster of late-in fact, ever since November. We confess this for the purpose of saying a few words in re

HERE we begin a new volume. We have noth-ference to some personal visits we have made to

ing to say-and of course may occupy a small space in saying it-for we notice that when a person is obliged to make such a confession, he must needs prove it by showing clearly the truth of his assertion. Our subscription list has already had a gratifying addition of many valuable names; and our old advertising patrons have sent us their favors, and some new ones have been added. We are grateful.

the schools in several towns in the State. We

do not mean to boast of what we have done; and we do not intend to praise the schools into which we have looked; much less do we mean to censure the teachers or scholars whom we have seen.

Our object is simply to tell a simple story of what we saw, and to draw same plain and practical lessons from the observations made. Let us say, in the first place, that in these visits we have Our readers will see that the type is new and met with a greater or a less number of the school very beautiful. This will please them. Then committees of sixteen towns in Rhode Island; another publisher has charge of the work. It and in every instance we have been highly pleaswas well printed last year, and Knowles, Anthony ed with their kindness, and assisted by the ready & Co. deserve our thanks and those of our read-zeal with which they have given themselves up ers for the good looks of the last volume. And we know they will not grumble if they are beaten in this respect during this year. We mean to do better than ever, for we have learned by experience. The Editor will have a little more time to devote to his part of the work, and that will be for his advantage as well as for that of our read-be otherwise than grateful to these committees,

ers.

Now let us say, friends of education and of the Schoolmaster, that we hope you will increase the load of our obligations to you. That burden is one that we, in common with the rest of mankind, can bear very easily. Obligations for kind and cheerfully given favors are never burdensome, particularly to modest people like us. So we say "lay on," and we will not soon cry "hold;" though we shall insist on thanking you sincerely, and in trying to do our best to repay you, in the shape of good and profitable advice and instruction. Help us to spread that information as widely as possible. Get up clubs in your schools, in your neighborhoods, in your villages; and let us jog along, hand in hand, chatting cosily about our own faults, now and then, and how to correct them; about what is going on in the great world of intelligence and education, and how we can take advantage of it; about our duty and how we can best discharge it. And we hope that we may all live and labor more earnestly and more disinterestedly than ever.

Let us hear from you, good friends, in the shape of letters, articles, communications, cash, names of subscribers, clubs,-in short, do all you | can to please us, and we will try to do all in our power to help and to please you.

Thus we make our third annual bow, and seat ourselves in the chair editorial for our work.

to aid us. We are, if possible, more than ever convinced of the ability of the people to manage their own schools, and to elect from their own number men who, by their wise foresight and active labors, are fully competent to regulate and improve their own public schools. We cannot

and we would here record their names if we did not think that they would so much more prefer to have us remain silent. We want, also, to say that other persons besides the school committees laid us under repeated obligations by their kindness and courtesy. We have their names recorded in a place which we trust is better than this page, one that we turn over and review not seldom.

Now let us say that in our visits we have given special attention to several points. We.name them here: 1st. To the general condition of the school-house, the yard and out-buildings. 2d. To the condition and supply of school text-books. 3d. To the method in which reading was taught to all the scholars. 4th. To the common treatment and method of instructing the small children. Shall we state frankly what we saw? Don't be offended, good teachers, if you suspect that we are speaking of your own short comings. We call no names, and it is by no means certain that we mean you. But if you are sure we do, we beg you will not expose us by telling of it. That would be a breach of trust on your part. Facts are common property, but names are not. And while you look at the facts and the advice we shall give you, do not add names to those facts-not even your own; especially do not appropriate all the advice to yourself. Let your neighbor have his share.

1st. As to the condition of the school-houses, ed, reluctantly, to confess that in by far the the grounds and out-buildings.

We have seen among more than one hundred school-houses about twenty-eight that were models of neatness and good order. And we have seen about fifteen that were absolutely nuisances, on account of their intolerable filth and disorder. In these latter we saw pools of tobacco spittle that were really fearful to think of; we passed through heaps of dirt that would instantly remind one of the Augean stable-litter that made the floor appear like the assorting room of a ragman -and marks, cuts, drawings, sketches, etchings, and designs that would cause all eyes to stare in wonder at the marvelous skill of invention there displayed. Then the yards in many cases were abominably filthy. The dirt had been swept from the school room to the front edge of the doorstep and there rested as much as the wind would allow. Billets of wood were thrown about, and stones were lying around in all manner of shapes. But worst of all was the conditions of the outbuildings. We dare say nothing here for delicacy sake. In the cases first named we saw nothing but neatness everywhere, and why not, we ask, in these later cases?

majority of the schools the text-books in all the
branches of study, from A B C up to Algebra,
If the
were very much the worse for wear.
scholars had not actually extracted all the know-
ledge these books contained, they had pretty
effectually abridged the surface over which it
was spread. We saw reading books that were
innocent of all covers, and minus many a leaf,
while all the other pages were dog-eared, as
though they contained important information,
the place of which it was absolutely essential to
find readily. Arithmetics were worse off than
books without answers, for they had not half of
Grammars without
the examples themselves.
beginning or end were not uncommon reminders
of the vagueness and vastness of that highly use-
ful study. While primers, once new, undoubted-
ly, were now reduced to remarkably thin ghosts
of their pristine beauty and fulness.

Do not say that a teacher is not responsible for this state of things. Do not say that he did not keep the school last winter when the damage was done. And that children cannot be made to keep old books as well as they will keep new and These things may be true in them

clean ones.

The answer must in many cases be, the teach-selves, but they are are not true in the sense in ers have given no attention to this subject what- which they they are said. The teacher is in good ever; and where the teachers do give some at- part responsible, and the damage was not all tention the people of the neighborhood do not done last winter. Scholars can be made to treat second their exertions. Now we affirm that there an old book fairly, and they must be, in order is no more difficulty in keeping the school-house that they shall know how to treat a new book and its appurtenances entirely neat and clean- when they get it. But we mean in the next numfree from all impurity and obscenity-than there ber to insert an essay on the method of preservis in keeping the sitting-room at home in that ing school books in schools, and will, therefore, condition. It may require more work on the close this topic here. part of the teacher, but we apprehend not. It will require kindness and vigilance. In this matter, as in the case of liberty, eternal vigilance is the price of success. But when that success is attained, and the school-house is as neat as a parlor, and its grounds clean as a lawn, how valuable is the result? No price can pay for it, for it is tending directly to make clean the souls of the children who attend the common schools. And if this work can be done we may well be proud of our glorious system of public education. While, if the schools are left to teach only disorder, confusion and slovenliness, no pen can describe the injury they will inflict upon the community.

2d. Closely connected with this matter of neatness in the school-room itself, is the manner in which the school books are kept. In many of the schools visited we found new reading books, or new geographies, just introduced and in a very good state of preservation. But we are compell

3d. The common method of teaching reading we have found to be quite unphilosophical. There were many exceptions. And we think we saw evidences enough to convince us that the most of the teachers do much better when they are alone teaching this great acquirement, than when they have visitors and are very desirous of making a fair show. There was often a nervousness and an evident anxiety on the teacher's part-natural enough, we know,-such as would tend seriously to embarrass a class in all their exercises. But the method most common in the schools which we entered was where the lesson had been given out the day before-from three to six pages-and the scholars were called on to read each a paragraph, and during the time of reading the teacher told the scholar every hard word, corrected every wrong pronunciation, and aided in every difficulty. Sometimes after the reading the class was called on for "corrections," or "mistakes," which they generally showered

upon the unfortunate reader with "a vengeance," but in such a manner as was impossible to make it at all profitable.

different towns which we have visited for many kindnesses and favors. They have taken us to their homes as they would an old friend; they have given up business to visit schools in our company; they have been to the expense of carriage to send us over the town; and, in short, have spared no pains to make our visitations pleasant to us and profitable to the schools. We thank them most heartily, and shall cherish the menory of their good deeds with the highest pleasure.

Close of Winter Schools.

The only true method of teaching scholars to read gracefully and appropriately, must be to hear them read, and not to see them read. After they are so far advanced as to be able to call the majority of words, the teacher should listen and ask questions till he can fully understand the passage read. He should not often allow the class to criticise; nor yet should he do this himself much. He should endeavor to make the scholar criticise and correct himself; to make him able to judge for himself, and to decide every question as to emphasis, accent, pronunciation, inflection, or any other matter that may arise. The Winter terms of most of the Schools of And when this is done, the scholar is necessarily the State have just now closed. In the country, made a good reader. But he never can be made out of villages, and cities, there will be no more such with this system of constant annoyance by school till May for any of the scholars, and for teacher telling and helping, and scholars criticis-most of those who attended during the winter ing and correcting. This, too, we will take up in there will be no more till next October or Noanother paper. vember. The trustees have done their duty as 4th. But where we were least of all pleased was well as they could afford to, having provided a in observing the method of treating and instruct-teacher, and having looked after the fuel, cleaning the little scholars. We must here say that ing of the house, and other matters pertaining to in many of the primary schools, where only small the proper conduct of the school. They have vischildren are taught by females, we saw noth-ited it, we presume, have seen how the exercises ing to censure, and hardly anything to suggest. There was kindness, attention, and true goodness of heart exhibited in every movement of the teacher, and a willing obedience and love on the part of all the pupils. And we have the same remark to make in regard to many of the young men whom we saw in the schools. These young men deserve great credit, inasmuch as they are necessarily obliged to make greater efforts to accommodate themselves to the habits of little children than young women.

There is nothing more important for scholars to learn than how to obey, and a teacher who does not bring his pupils into habits of order ought not to be allowed to remain. We have, during our visits, seen evidences of great improvement in these respects. There is, we fully believe, a greater advance in regard to orderly habits and good behavior in our common schools than in the methods of instructing in them; and this we are led to regard as the best evidence of their usefulness. If children are to be well prepared for all the multiplied duties of life, they must be instructed in all that they will need to practice in all their after life. They must, therefore, learn to be gentlemen and ladies at all times, and the progress in this respect is marked indeed.

We wish to acknowledge, in conclusion, our obligations to the friends of education in the

have been conducted, and how the scholars have been progressing. All these things have been done, we suppose, as they ought, and now comes the time to close up and make the final report to the School Committee of the town.

A good work is this, and one requiring attention; and it is a very profitable work, too. Let us examine it a little in detail. If the Superintending officer of the State Schools is to know anything of the condition of each of the schools in the several districts, he can only know it through these trustees' returns made to the School Committees. Such returns, to be of any great valueand they may be of untold worth-must be well and carefully made up. Nobody can do this but the trustees, assisted by the teachers of the schools. Let, therefore, returns be speedily and carefully filled up and sent forthwith to the Chairman of the School Committee of the town. Let it embrace all the facts needed to be known in order to a full understanding of the operations of the school.

Especially let it be very correct as to the sex of the scholars attending school, their ages, their studies, and the average attendance. Do not guess at any of these matters nor leave out the answer to a single question; but fill up every essential question, and do it so that there can be no mistake made about it.

The teacher who will not perform this part of

his duty according to law ought not to have his wages allowed by the Committee; and the trustee who will not do his part ought not to have an order from the Committee. So highly necessary is this information, and so important does the law deem it, that it gives to School Committees the power to exact it before they are obliged to grant any orders. We say, then, to all persons interested in our Rhode Island schools, do your whole duty about Returns, promptly, accurately and completely; and you can hardly imagine how much will be the advantages resulting therefrom.

A Few More Questions Answered.

WE continue to give answers to questions as they come to us. Will not our readers send us more? Some, every month, would be gladly answered, and they might be of much service to many who are just beginning to teach. Send them along.

teacher ought to be a pattern to his scholars in all good things. Yet he should never boast of it. This will damage his influence greatly. Let him make himself what a good teacher ought to be, and then go quietly about his work, and the scholars will soon find out that he does not do right for the sake of boasting, nor yet for the sake of the influence upon them alone, but simply because it is right and proper.

The Private Correspondence of Daniel
Webster.

Two volumes of over 500 octavo pages each have been published of Mr. Webster's correspondence, under the editorial supervision of his son, Fletcher Webster, Esq. There is prefixed to the letters an autobiography of the great statesman, reaching down to 1819, and a biographical sketch of his brother, Ezekiel Webster. Personal reminiscences of Daniel Webster, by some dozen of his early classmates, are also introduced. A number of letters to Daniel Webster, and some

Suppose a teacher should punish a pupil un-miscellaneous letters and pieces, contribute to justly, what would be the best course for him to pursue?"

the great interest and value of this publication. Mr. Webster's epistolary style is most happy, in its simplicity, clearness and raciness. We are introduced to him in his domestic life, in his school days, college, professional and public ca

Answer. We say make the frankest possible acknowledgment of the wrong before the whole school. And in making this, the only atonement, do not make too many excuses and exten-reer, and are, at once, amused, instructed, and uations of your mistake. Say at once that you made a great mistake, and that you are heartily sorry for it; and do not attempt to show that you are not to blame for it, since you were led to it in such and such a way. The children will see how you came to make the mistake, and they will be more inclined to pity you if you show real sorrow than to blame you. Trust to a straightforward, open, honest course, just such as you would wish a scholar who had done wrong to pursue. Don't make excuses, but only acknowledgment, and trust to time for all the rest.

made better, by his never-failing fund of humor, his wisdom, and kindly and virtuous sentiments. We see him first, in his country home among the hills of New Hampshire, the son of a small country farmer, and having very pious and loving parents, whose highest ambition was to train up their children to be good and useful men and women. The struggle for a collegiate education of himself and his brother Ezekiel, is touching and true to the life of many other young men, born to no inheritance but genius and a powerful will. Poverty, gaunt spectre, often stared him in the face, but he resolutely pursued his course of learning, hoping for a good time coming," and it came right speedily after he commenced practice at the bar.

And so as to excuses about everything, the less you have to do with them the better. Do not put yourself in a situation where they will seem to be needed, if you can avoid it; and when they are really needed make them very short indeed.- No less interesting than this early struggle with They are always liable to misconstruction, there-hard fortune, was the high heart of endurance and fore avoid them.

"What do you conclude as to the government of a teacher, who allows himself in that for which he reproves his scholars ?"

We can conclude but one thing, that it will not be much respected; and that it will by no means accomplish the purpose for which government was designed, But this subject of the teacher's example is one which deserves a much larger space than we can this month devote to it. The

the strong arm of action, amid the cares, afflictions and toil of his later years, when public and private anxieties, heavy bereavements, failing health, and accumulated labors, weighed upon him. And when his closing hour seemed approaching, he was calm, reconciled and hopeful in God. His death was one of the most peaceful and sublime on record, and with a firm belief of the Divine origin of Christianity, and his own personal interest in Jesus, he passed into eternity.

It is believed that not a passage, or even a sin-model lawyer and judge, and if there was not the gle expression, in all his public speeches, can be most implicit reliance to be placed upon it, might found disrespectful to religion, or liable to cen- seem to be a work of fiction, so exceedingly pure sure on the ground of vulgarity, personal abuse and honorable is the character portrayed. A critior revengeful feeling. His letters are not an ex- cism on Rufus Choate's lecture on Rogers and his ception to his speeches. The editor remarks:- Times is one of the best efforts we have seen to "His letters are distinguished by an absence of analyze the constituents of the genius of this reharsh epithets, or denunciatory remarks, and markable man, whose peculiarities, law knowlnone of them need be withheld from the public edge and eloquence have made him so famous. out of consideration to the writer. He often ob- This is a fine book for school and social libraserved that he had made it a rule through life to ries. C. C. write nothing which he would not be willing to see in print the next morning, and a thorough examination of his letters has shown how rigidly he adhered to it.

Mr. Webster illustrates the importance of right influence in childhood. His mother took him upon her knee to recite his catechism-a religious home-a country birth-place-the honest but salutary discipline of poverty-the necessity of selfexertion-good teachers were all visible in his mature life. These early impressions took deep root in his large and loving nature and kept him from falling in the temptations of a crowded, public, and somewhat fashionable life. These letters are a treasure for the youth of America, and Webster's success under difficulties inspires hope in the most apparently untoward condition. C. C.

Three Eras of New England and other
Writings.

A neat volume of 260 pages with the above title has lately been published by Ticknor & Fields, Boston, edited by George Lunt. Mr. Lunt is one of our best writers, and may be safely recommended for his chaste and beautiful style, which, in these days of flashy and rapid writing and great swelling words and pompous sentences, is very much to be desired. His sentiments also, are what we need to refine and elevate the character. The Three Eras was pronounced at the request of the New England Society, of New York, in December, 1856, and in it he reads us some important lessons of the danger of determination. It is evident that he is not carried away with the flattering cry of progress, which meets us on every hand, and is justly solicitous that we shall retain the virtues of our fathers amid the onward march of luxury and wealth. His essay on the Uses and Abuses of the Daily Press, expresses fears which every reflecting person must share who wishes well to society. The address before the Massachusetts Historical Society is full of poetry, love of nature, and refining sentiment. The biography of Hon. Charles Jackson places before us a

Disputed Points.

THERE is an old adage which says figures will no lie; and everybody pretends to believe it. We do not mean to say whether this is true or untrue; for in these days it is very dangerous to affirm anything, and expect that it will not be proved to be false within a month. We simply write to say that there are in regard to figures two points which are in dispute among eminent mathematicians, and which are worth discussing. We refer to the subjects of Ratio and Numeration, and the questions which is the better of the two methods-the French or the English-of expressing Ratio and of Numerating figures.

In other words, shall we, when we attempt to express a ratio, do it thus: 6:8::9:12 or 6-8= 9-12 as the French method is; or thus: 6:8::9; 12 or 8-6-12-9 as the English method is? And in the act of ennumerating shall we, after reaching a hundred millions, go on to billions at once, as the French do; or shall we go on with thousands of millions, ten thousands of millions, hundred thousands of millions, and then billions, as do the English; thus making in the first mode each period to consist of three figures, and in the second mode making every period after the place of millions to consist of six places?

Now which is the better method? Will not some of our teachers give us light on this subject? We invite a friendly discussion in our pages, reckoning it will do good and promote investigation and thought. Teachers should be familiar with these things. Will not some one endeavor to set forth the reasons on both sides, or on either side, and thus serve the cause of mathematical knowledge?

WHILE listening the other evening to George D. Prentice's doleful yet truthful account of the "Present Aspects of American Politics," we could but smile on hearing a lady near by remark, "He must have forgotten his subject; he's reading 'Jeremiah's Lamentation.'"