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cable to this class of cases, will, it is believed, satisfy the doubts of many officers and inhabitants of districts, in reference to the construction of the provision under consideration.

S. YOUNG,

Superintendent Common Schools.

QUALIFICATIONS OF VOTERS AT

DISTRICT MEETINGS.

REMARKS ON SEMINARIES FOR TEACHERS.

BY T. H. GALLAUDET.

No important result can be attained with regard to the accomplishment of any object which affects the temporal or eternal well-being of our species, without enlisting an entire devotedness to it of intelligence, zeal, fidelity, industry, integrity, and practical exertion. What is it, that has furnished us with able divines, lawyers, and In addition to the qualifications necessary to physicians? The unlivi led consecration of the entitle an inhabitant of a school district to vote talents and efforts of intelligent and upright indi at elections and town meetings, he must possess viduals to these professions. How have these some one or more of the following qualifications talents been matured, and these efforts been to entitle him to vote at a school district meet-trained, to their beneficial results? By a diligent ing, viz: course of preparation, and a long discipline in

1. He must be the owner or occupant of real the school of experience. We have our theolo property within the district, subject to taxation:gical, law, and medical institutions, in which our

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4. He must have paid a district tax within two years preceding the time of offering his vote.

The possession of either of these qualifications in addition to the qualifications entitling to a vote at town meetings and elections, will entitle an inhabitant of a school district to a vote at a district meeting. But some one or more of them is indispensable; and no person, although he may be a legal voter at town meetings and elections, is entitled to vote at school district meetings, unless he possesses, in addition thereto, one or more of these qualifications. He must have some pecuniary interest in the common schools, either by being taxable in the district, for district purposes, to some amount, for real or personal property, or by having paid a tax or rate bill for such purposes. Payment of, or liability to a highway tax, is not sufficient. It must be a tax for district purposes.

young men are fitted for the pursuits of these respective professions, by deriving benefit from the various sources of information which libraries, lectures, and experiments afford. Unaided by such auxiliaries, genius, however brilliant; invention, however prolific; observation, however acute; ingenuity, however ready; and perseverance, however indefatigable, have to grope their way, through a long and tiresome process, to the attainment of results which a little ac quaintance with the labors of others in the same track of effort, would render a thousand times more easy, rapid, and delightful. Experience is the store house of knowledge. Now why should not this experience be resorted to as an auxiliary in the education of youth? Why not make this department of human exertion, a profession, as well as those of divinity, law, and medicine? Why not have an Institution for the training up of Instructers for the sphere of labor, as well as institutions to prepare young men for the duties of the divine, the lawyer, or the physician? the consideration of the public? Does not the Can a subject of more interest present itself to future improvement of our species, to which the philanthropist and the Christian look forward with such delightful anticipation, depend on the plans which are adopted for the development and cultivation of the intellectual and moral powers of man? Must not these plans begin with infancy and childhood? Do not the attainments of the pupil depend upon the talents, the fidelity, and the integrity of those by whom he is taught? How will he learn to think, to speak, to read, and to write with accuracy, unless his instructers are able to teach him? Shall their ability depend upon their individual experience and attainments? Are you satisfied with a divine, a lawyer, or a

Aliens not naturalized, or who are not entitled to vote at town meetings or elections, may nevertheless vote at school district meetings, provided they are "entitled by law to hold land in this State," and actually own or hire real property in the district subject to taxation for school purposes." To entitle aliens to hold land in this State, they must have filed in the office of the Secretary of State a certificate, setting forth their intention to become citizens, and that they have taken the incipient steps required by the laws of the United States to obtain naturaliza-physician, who has qualifiel himself, or pretend

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ed to do so, for his profession, by solitary, unaided, unadvised, untaught, inexperienced efforts? You do not do this. Why not, then, require in the instructers of youth, to whom you commit the training up of your offspring, an adequate preparation for their most important and responsible employment?

But this preparatory discipline is considered indispensable, not only for the learned professions, but for the ordinary occupations of life. A term of years is required to fulfil the duties of an apprenticeship to any of the mechanical trades. An artisan does not venture to solicit the patronage of the public till he has undergone this appren

comfort, and luxuries of man, at an easier and a cheaper rate; and I hear those eulogized as the benefactors of our race, whose genius invents, and whose patient application carries into effect any project for winnowing some sheaves of wheat a little quicker, or spinning some threads of cotton a little sooner, or propelling a boat a little

ticeship. This training under the instruction of I am told that the Patent office at Washington experienced masters, is deemed of still more im- is thronged with models of machines, intended to portance in what are termed the liberal arts, such facilitate the various processes of mechanical laas painting, sculpture, and engraving. To foster bor; and I read, in our public prints, of the deep inthem, academies are formed; models are collect-terest which is felt in any of those happy discoed; lectures are delivered; and the young novi-veries that are made to provide for the wants, and tiate is willing to devote years of patient and assiduous labor, to fit himself for success in his profession. We hear, too, of what is termed a regularly-bred merchant; and the drilling of the counter and the counting-house is considered indispensable to prepare one for all the complicated transactions of trade and commerce. And if men are to be trained to arms, academies are estab-faster, than has heretofore been done; and, all lished, at which experience, ingenuity, and science are put in requisition, to qualify the young and inexperienced for military exploits. In fact there is scarce any pursuit connected with the business of life, but what men have endeavored to render successful, by a process predicated on well known principles of human nature; by making it, in the first place, a distinct profession or calling; then, by yielding to those who have long been engaged in it, the deference which their experience justly demands; and finally, by compelling those who would wish to adopt it, to devote themselves to it, and to pass through all the preparatory steps which are necessary for the consummation of their acquaintance both with its theory and practice. In this way only we hope to form good mechanics, painters, engravers, sculptors, farmers, merchants, physicians, and lawyers.

this while, how comparatively few improvements are made in the process of educating the youthful mind; and in training it for usefulness in this life, and for happiness in the life to come!

Is human ingenuity and skill to be on the alert in almost every other field of enterprise but this? How can we reconcile our apathy on this subject with the duties which we owe to our children, to our country, and to our God?

Let the same provision, then, be made for giving success to this department of effort that is so liberally made for all others. Let an institution be established in every state, for the express purpose of training up young men for the profession of instructers of youth in the common branches of English education. Let it be so well endowed, by the liberality of the public, or of individuals, as to have two or three professors, men of talents and habits adapted to the pursuit, who should devote their lives to the object of the " Theory and Practice of the Education of Youth," and who should prepare and deliver, and print, a course of lectures on the subject.

on the subject of education, and also with all the apparatus that modern ingenuity has devised for this purpose; such as maps, charts, globes, orreries, &c.

Perhaps some of my illustrations may be considered of too humble a kind. But my subject is a very practical one, and I intend to treat it in a practical way. Permit me, then, to inquire of my readers, when they wish to get a shoe made, to whom they apply? Do they not take conside Let the institution be furnished with a library, rable pains to find a first-rate workman; one which shall contain all the works, theoretical and who has learned his trade well, and who can exe-practical, in all languages, that can be obtained cute his work in the best manner? And when our wives and daughters want a new bonnet, or a new dress, will they not make a great many inquiries, and take not a few steps, and consume no small portion of very valuable time, to ascertain the important fact, who is the most skilful and tasteful milliner and scamtress within their reach; and are they not willing to undergo many inconveniences, and to wait till their patience is almost exhausted, and their wants very clamorous, in order to obtain the precious satisfaction of hav- To such an institution let young men resort ing the work done by hands whose skill and inge-who are ready to devote themselves to the businuity have been long tested, and on whose experience and judgment in adjusting colors, and qualities, and proportions, and symmetry, and shape, they can safely rely?

Is a shoe, or a bonnet, to be put in competition with an immortal mind!

In your very articles of dress, to clothe a frail, perishable body, that is soon to become the prey of corruption, will you be so scrupulous in the choice of those whom you employ to make them; and yet feel no solicitude in requiring of those to whom is entrusted the formation of the habits, and thoughts and feelings of a soul that is to live forever, a preparation for their most responsible task; an apprenticeship to their important calling; a devotedness to a pursuit which involves all that can affect the tenderest sympathies of a kind parent-the most ardent hopes of a true patriot the most expanded views of a sincere philanthropist the most benevolent wishes of a devout Christian.

Let there be connected with the institution, a school, smaller or larger, as circumstances might dictate, in which the theories of the professors might be reduced to practice, and from which daily experience would derive a thousand useful instructions.

ness of instructers of youth. Let them attend a regular course of lectures on the subject of education; read the best works; take their turns in the instruction of the experimental school, and after thus becoming qualified for their office, leave the institution with a suitable certificate or diploma, recommending them to the confidence of the public.

I have scarcely room to allude to the advantages which would result from such a plan. It would direct the attention, and concentrate the efforts, and inspire the zeal of many worthy and intelligent minds to one important object. They would excite each other in this new career of doing good. Every year would produce a valuable ac cession to the mass of experience that would be constantly accumulating at such a store-house of knowledge. The business of instructing youth would be reduced to a system which would embrace the best and the readiest mode of conducting it. This system would be gradually diffused through.

out the community. Our instructers would rank, as they ought to do, among the most respectable professions. We should know to whom we entrusted the care and education of our offspring. These instructers, corresponding, as they naturally would, with the institution which they had left, and visiting it at its annual, and my immagination already portrays, delightful festivals, would impart to it, and to each other, the discov. eries and improvements which they might individually make in their separate spheres of employment.

In addition to all this, what great advantages such an institution would afford, by the combined talents of its professors, its library, its experimental school, and perhaps by the endowment of two or three fellowships for this very object, for the formation of the best books to be employed in the early stages of education; a desideratum, which none but some intelligent mothers, and a

few others who have devoted themselves to so

humble, yet important an object, can duly appre

ciate.

Such an institution, too, would soon become the centre of information on all topics connected with the education of youth; and thus, the com. bined results of those individuals in domestic life; whose attention has been directed to the subject, would be brought to a point, examined, weighed, matured, digested, systematized, promulgated, and carried into effect.

Such an institution would also tend to elevate the tone of public sentiment, and to quicken the zeal of public effort with regard to the correct intellectual and moral education of the rising generation.

friends and correspondents in various parts of the country, to whom they will from time to time communicate the results of their speculations and efforts, and to whom they will impart a portion of the enthusiasm which they themselves feel. Such an institution, too, would soon become an object of laudable curiosity. Thousands would visit it. Its experimental school, if properly conducted, would form a most delightful and interesting spectacle. Its library and various apparatus would be, I may say, a novelty in this department of the philosophy of the human mind. It would probably, also, have its public examinations, which would draw together an assembly of intelligent and literary individuals. Its students, as they dispersed through the community, would carry with them the spirit of the institution, and thus, by these various processes of communica tion, the whole mass of public sentiment, and feeling, and effort, would be imbued with it.

Another advantage resulting from such an institution would be, that it would lead to the investigation and establishment of those principles of discipline and government most likely to promote the progress of children and youth in the acquisition of intellectual and moral excellence. How sadly vague and unsettled are most of the plans in this important part of education, now in operation in our common schools. What is the regular and well-defined system of praise and blame; of rewards and punishments; of exciting competition or appealing to better feelings; in short, of cultivating the moral and religious temment is going on, which now pervades our schools? per of the pupil, while his intellectual improveEven the gardener, whom you employ to deck and rear your fruit trees, you expect to proceed your flower beds, and cultivate your vegetables, upon some matured and well understood plan of my emotions. I am almost ready to exclaim— operation. On this subject I can hardly restrain shame on those fathers and mothers who inquire not at all, who almost seem to care not at all, with regard to the moral discipline that is purdisposition of their children. On this subject, sued by instructers in cultivating the temper and every thing depends on the character and habits of the instructer; on the plans he lays down for himself; on the modes by which he carries these plans into effect. Here, as in everything else, system is of the highest importance. Nothing should be left to whim and caprice. What is to be this system? Who shall devise it? Prudence, sagacity, affection, firmness, and above all, experi duce it. At such an institution as I have proence, should combine their skill and effort to proposed, these requisites would be most likely to be found.

To accomplish any great object, the co-operation of numbers is necessary. This is emphatically true in our republican community. Individual influence, or wealth, is inadequate to the task. Monarchs, or nobles, may singly devise and carry into effect Herculean enterprises. But we have no royal institutions; ours must be of more gradual growth, and perhaps, too, may aspire to more generous and impartial beneficence, and attain to more settled and immovable stability. Now to concentrate the attention, and interest, and exertions of the public on any important object, it must assume a definite and palpable form. It must have" a local habitation and name." For instance, you may, by statements of facts, and by eloquent appeals to the sympathies of others, excite a good deal of feeling with regard to the deaf and dumb, or to the insane. But so long as you fail to direct this good will in some particular channel of practical effort, you only play round the hearts of those whom you wish to enlist in the cause. They will think, and feel, and talk, and hope that something will be done; but that is all. But erect your asylum for the deaf and dumb, and your retreat for the insane. Bring these objects of your pity together. Letty, but by the gentler persuasion of motives adthe public see them. Commence your plans of the cultivation of which reason and relation alike dressed to those moral principles of our nature, relief. Show that something can be done, and inculcate. how and where it can be done, and you bring into action that sympathy and benevolence which would otherwise have been wasted in mere wishes, and hopes, and expectations. Just so with regard to improvements in education. Establish an institution, such as I have ventured to recommend, in every state. The public attention will be directed to it. Its professors will have their

heart improved, while the mind expanded; and Then might we hope to see the knowledge, human and divine, putting forth its fruits, not by the mere dint of arbitrary authori

"HE that will inquire out the best books in every science, and inform himself of the most material authors of the several sects of philosophy and religion, will not find it an infinite work to acquaint himself with the sentiments of mankind concerning the most weighty and componsive subjects."-[Locke,

REWARDS, PUNISHMENTS, PRAISE AND BLAME. REWARDS and punishments, praise and blame, are the main supports of authority, and its effect will greatly depend on our dispensing these with wisdom and caution.

A very frequent recourse to rewards does but lessen their effect, and weaken the mind by accustoming it to an unnecessary stimulus; whilst punishment, too freely administered, will fret the temper, or, which is worse, break the spirits.

Locke remarks,“that those children who are the most chastised, rarely prove the best men; and that punishment, if it be not productive of good, will certainly be the cause of much injury."

It is better therefore, if possible, to effect our purposes by encouragements and rewards, rather than correction. But if this be impracticable, we should still keep in view, that punishment, being in itself an evil, and intended simply to deter from what is wrong, and to induce submission and penitence, ought never to be extended beyond what is absolutely necessary to secure these objects, and, unless inflicted by parents, or those who are possessed of the first authority, should be of the mildest and least alarming character.

faultiness, of the offender; not to the degree of vexation he has occasioned ourselves. A child should be praised, reproved, rewarded, and corrected, not according to the consequences, but according to the motives, of his actions-solely with reference to the right or wrong intention which has influenced him.

Children, therefore, should not be punished for mere accidents, but mildly warned against similar carelessness in future. Whereas, some people show much greater displeasure with a child for accidentally overthrowing the table, or breaking a piece of china, than for telling an untruth; or, if he hang his head and will not show off in company, he is more blamed than for selfishness in the nursery. But does not such treatment arise from preferring our own gratification to the good of the child? and can we hope, by thus doing, to improve him in the government of his temper, or to instruct him in the true standard of right and wrong?

Punishment, administered in anger, is no longer the discipline of love, but bears too much the character of revenging an injury, and will certainly excite in the sufferer a corresponding temper of mind. From fear, indeed, he may yield externally, but the feelings of his heart would lead him to resentment, rather than to penitence and submission. And let it never be forgotten, that if we desire to perform our duties to children, it is not to their outward conduct, but to the heart that we must direct our chief attention.

When a child has been punished, he should be restored as soon as possible to favor; and when he has received forgiveness, treated as if nothing had happened. He may be affectionately reminded of his fault in private, as a To punish with effect, requires decision, and warning for the future; but, after peace has sometimes courage. If, in addition to this, our been made, to upbraid him with it, especially in punishments carry with them the stamp of love; the presence of others, is almost a breach of if they are inflicted with an undisturbed serenity honor, and certainly, a great unkindness. Un-of temper, with a simple view to the good of the der any circumstances, to reproach children in offender, "not for our pleasure, but for his company, is equally useless and painful to them, profit," they will rarely fail in accomplishing and is generally done from irritability of temper, the intended purpose; for children have a quick with little view to their profit. sense of the motives that influence us, and their hearts are not unfrequently as much softened, and their affections as powerfully called forth by such correction, as by the most gratifying rewards that could be bestowed upon them.

We are to remember that shame will not effectually deter children from what is wrong; and that in employing it too much as an instrument of education, we have reason to apprehend we may lead them to act from the fear of man rather than from that of God. Every thing, too, which may in the least injure the characters of children, is to be strictly avoided. To have the name of a naughty child will produce so disheartening an effect upon the mind, that the ill consequences may probably be felt through life. It is on this account desirable, that tutors, governesses, and nurses, be cautious of enlarg. ing upon the faults of those under their care, to any but the parents.

Blame, and even praise, are to be dispensed with nearly as much caution as punishments and rewards; for a child may be called "good," "naughty," "troublesome," "kind," or "unkind," till either his temper will be kept in continual irritation, or he will listen with perfect indifference.

A child must not be punished or reproved from the impulse of temper; we may regulate his actions, but we cannot hope to subdue his will, or improve his disposition, by a display of our own wilfulness, and irritability; for our example will more than counteract the good effects of our correction. If irritated, we should wait till we are cool, before we inflict punishment, and then do it as a duty, in exact proportion to the real"

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DISTRICT SCHOOL JOURNAL.

MORAL EDUCATION.

Sabbath profaned, or dissolute company loved? Because the early impressions, the embryo tastes, the incipient habits were perverted by that false system of education, which severs knowledge from its relations to duty. And this false educa

disturbance of physical order from the one cause, as of moral order from the other. Dissolute company, gambling, intemperance, neglect of the Sabbath, are the popular, because the apparent, We are suffering from the evils of neglected as oftentimes the proximate causes of moral deand imperfect education. Want,, vice and crime gradation; but to attribute it to each or all of in their myriad forms, bear witness against our these, is but putting the elephant on the tortoise. educational institutions, and demand inquiry whe-For why was the gaming table resorted to, the ther they can prevent or remedy the evils which are sapping the foundations of society. That the schools have not accomplished the object of their creation, if that object were to nurture a virtuous and intelligent people, unfortunately requires no proof. Their moral influence has un-tion is found in many of those schools, which are doubtedly ameliorated our social condition; but the favorite theme of national eulogy; the proud it has failed to give that energy to virtue, which answer of the patriot and philanthropist, to all is essential to safety and happiness. It has also who doubt the permanence of free institutions, been an accidental effect, rather than a promi- or the advancement of human happiness. Were nent and distinct object of school education; and we not misled by the great and increasing numwhile by its agency, intellect has generally been ber of these primary institutions, and inquired developed, the moral sense has been neglected, more carefully into their actual condition, the and the common mind, though quick and scheme-tone of confidence would be more discriminaful, wants honesty and independence. The popu- ting and less assured. lar virtues are the prudential virtues which spring from selfishness, and lead on to wealth and reputation, but not to well-being and happiness. Were their source moral feeling, and their object duty, they would not only distinguish the individual, but bless society. Man has lost faith in man; for successful knavery, under the garb of shrewdness, unblushingly walks the street and claims the sanction of society.

It may be said that too much responsibility is charged on the school; that admitting the perma nence of impressions at that tender age, when the mind is "wax to receive and marble to retain," when those physical, intellectual, and moral habits are formed, which constitute character and control life, that these impressions and habits depend as much, or more, on the influences of the fireside, the pulpit, and that great common school, the world. It might be inquired, what gave to these influences much of their peculiar character? whence came the men who now un

It is said that the moral condition of a people may be conjectured from the vices and virtues that prevail, and the feelings with which they are regarded. What must be the state of pub-consciously act as teachers of each other in the lic sentiment, where frauds, robberies, and even murders excite little more than vague surprise, but lead to no earnest investigation of the general cause, or possible remedy. And the most alarming consideration is, not that crime is so common as hardly to be a noticeable event in the history of a day, but that from this state of public feeling must be engendered a still greater and more fearful harvest of social and public evils.

If there is any truth in those familiar maxims, which in every form and in every tongue, describe the child as but the "father to the man, "then much of this moral degradation and social danger must be charged on the neglected or perverted culture of the schools. Indeed it is not unusual to refer in general terms, the vices and misery of society to this source; but it attracts little more attention than the statement of the philosophical fact that the fall of a pebble affects the motion of the earth; and many would as soon anticipate the

duties of daily life, strengthening or undermining the faith, the patriotism, and the prosperity of our country. They came from the common school, and bear its power and spirit in their hearts. Their habits of industry, order and perseverance, their self-respect and love of virtue, their sense of duty to God and man, were either developed and fostered, or enfeebled and perverted, by the influences of the school-room. Waiv ing, however, all consideration of their comparative power, conceding even that either the fireside or the pulpit more deeply affects the national character, yet what more powerful friend or dangerous foe can either have, than those institutions in which nineteen-twentieths of our youth receive all their school education. If a bad habit in childhood will re-appear a misfortune in after life, if a mere error in youth often grows into a vice in manhood, is there danger of overrating the power of those schools which to-day

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