DISTRICT SCHOOL JOURNAL. FRANCIS DWIGHT, EDITOR. ANNUAL REPORTS OF THE DEPUTY SUPERINTENDENTS. past constantly in view, we hopefully look forward to the future for a brighter development of that wisdom, intelligence and virtue so essential to the perpetuity of our free institutions. CONDITION OF SCHOOL-HOUSES-THE "MATTEAWAN DISTRICT." The wretched condition of these We commence in our present number the publication of such portions of these reports as the It appears from the reports of the several depressing demand upon our columns will permit puty superintendents that of 7,534 school-houses, us, from time to time, to give to our readers. examined by them, THREE THOUSAND FIVE HUNThe clear and able exposition which Mr. BUR-DRED AND THIRTY-FOUR, were in a dilapidated GESS, the late deputy of ALLEGANY County, has state, unfit for the purposes for which they were designed. given of the condition and prospects of the several schools within his jurisdiction, will be buildings is fully and faithfully depicted in severead with interest by all. Indeed it may withral of the reports; and we trust that nothing truth be averred, that the picture so graphically more is necessary to arouse parents, to the nedrawn by him of the condition of the schools, cessity and importance of a thorough reform in the qualification of the teachers, and the alarm. this respect, than the searching expositions here ing indifference of parents in reference to those made of the fatal consequences to health and to subjects, which above all others should most life, which a continuance of the present state of powerfully enlist their affections and feelings, things cannot fail to induce. is applicable, with a few slight and occasional exceptions, to every portion of the state. On these subjects the report speak but one language. They unanimously concur in representing the great interests of elementary education, as occupying but a subordinate place in the regards of a population, all whose prosperity, welfare and greatness are indissolubly bound up in the advancing virtue and knowledge of the masses! They speak of miserable, shattered and dilapidated edifices, destitute of every convenience and accommodation within and without, as the prison-houses of children in more than half of the districts in the state, during the whole of that most interesting and important period of their lives, which is to determine their future character, for good or for evil, and to lay the foundations of their happiness and usefulness, in all coming time. We recur to this subject now, however, for the purpose of exposing to the public indignation, the disgraceful negligence of the inhabitants of a district situate in the village of Matteawan, and town of Fishkill, in this state, -a district comprising over $300,000 of taxable property, and more than FOUR HUNDRED CHIL DREN between the ages of five and sixteen. It appears from an investigation instituted under the direction of the state superintendent, that for nine or ten years past, the school of the district has been kept in the basement, or rather CELLAR of a church, the condition of which will appear from the following extracts from the testimony taken by one of the commissioners of common schools, in connection with the deputy superintendent, of that section of the county. "Wm. N. Reid, present teacher in District No. 33. Has taught the school nine months, in the basement rooms or cellar of the Presbyterian church. The larger room is 22 by 23 feet-the smaller 23 by 12. The average attendance of scholars in the large room is 78-in the smaller 25. The large room is so dark in rainy or cloudy weather, that he has frequently been obliged to dismiss school an hour or more before the proper time. Has applied to trustees to have the room furnished with lamps for use during school hours. In spring and fall and wet weather generally, the room is very damp, and the air unhealthy. In rainy weather the water comes in the door-way, and passes through the They tell us that parents have grossly neglected the schools in which their children are taught that trustees and inspectors have grossly neglected their duties, and that inhabitants of districts, instead of devoting their energies and their ambition to the elevation and improvement of their school, have sought only by any means to lessen the trifling expense which the suitable education of their children would demand; and "viewing with horror the loss of a shilling, have looked with complacency upon the wreck of a mind!" But we forbear. A new era has dawned upon our common schools. The first great step to reform, the full and fearless deve-floor through holes cut for the purpose. Has lopment of the evil to be reformed in all its extent, and with all its aggravations, has been taken; and with the melancholy experience of the thought the dampness produced the frequent fits of languor and head-ache observed in the scho lars. Parents frequently keep their children "IN THE SPRING OF THE YEAR THE SPACE UNDER THE FLOOR MUST BE INHABITED BY FROGS, AS SEVERAL HAVE MADE THEIR APPEARANCE IN THE SCHOOL ROOM-to the great amusement of scholars." One of the trustees does not think these rooms are fit for school rooms; they are too dark, damp and unhealthy. Thinks the health of children is endangered. A gentleman by the name of Bell taught the school in 1839, and sickened while so doing, and shortly died. Another witness testified that the rooms were damp and unhealthy-" not well ventilated or lighted. Parents complained that the rooms were damp, and that their children became sick at school." Several witnesses, inhabitants of the district, testified substantially to the same matters; and to various instances of sickness contracted by children from attending the school. One witness stated that he "was told by Mr. Bell, (the teacher who was taken sick and died while engaged in the district,) that he heard frogs singing or croaking under the floor-which he (the witness) thought true, as he thinks there are large cavi. ties made by taking out the earth from under the floor, which would contain water for a long time." Another witness stated that he "HAS KNOWN THE WHOLE FLOOR COVERED WITH WATER TWO INCHES DEEP."Mr. Bell, the former teacher, complained that these rooms severely affected his health. The general tone of his remarks previous to his death, was that the "school room had shortened his days." One of the former trustees of the district testified that while trustee he "had a complaint from the teacher, Mr. Clark, that frogs sung and croaked under the floor, to the annoyance of his school." Another inhabitant of the district testified that he "attended a meeting in said rooms, when you could SCRAPE DAMPNESS OFF THE WALL WITH THE HANDS. His child is naturally healthy-sent her to school two or three weeks, when she was taken sick. On her recovery she was again sent, and was again taken sick; REPEATED THE TRIAL SEVERAL TIMES-WON'T SEND AGAIN." The commissioner who aided in taking this testimony, accompanies it with the following remarks. "You will think this district presents a very singular aspect-inhabitants and trustees almost all testifying that the school-house is not fit for its use—is dark, damp, unlighted, &c.— and yet patiently enduring it. And I must confess that it is very singular. All that I can say to account for this strangeness is contained in the evidence. THEY FEAR INJURY FROM SOME HEAVY TAX-PAYERS!" Of the nature, amount and extent of the influences which have been brought to bear upon the inhabitants of this district, AND BY WHOM we do not purpose now to speak, farther than to say that the MATTEAWAN COMPANY, a large manufacturing establishment, with a capital of some $250,000, is located in this district, and has in its employ in various capacities, a large proportion of the inhabitants of the district. The whole subject has undergone a thorough and rigid investigation under the direction of the department; and the results will, in due time, be submitted to the public. Meanwhile we have deemed it a duty thus briefly to advert to the barbarities, (for they admit of no milder designation,) which have for nearly ten years been tolerated in one of the wealthiest school districts of the state, and in the heart of a flourishing, intelligent and enterprising community. NEATNESS AND ORDER NECESSARY IN THE SCHOOL ROOM. It has become a frequent remark, and one geformed in youth, are our companions through nerally acknowledged to be true, that habits life; and who does not know that most of our habits are formed in the school room. How necessary then, that impressions made at this period, should be such as will exert a salutary influence in after life. To be plain and short, I would ask the simple question-Are not a majority of our teachers guilty of a very great neglect in this particular? It is to be feared from the appearance of many of our schoolhouses, that the teachers have but a very confused notion of the importance to be attached to this part of their duty. They should remember that parents are solicitous about the external appearance, manners and habits of their chil dren, as well as of their mental and moral atattainments. They have a right to expect much wish their children taught to be neat in their from their teacher in this particular. They persons,-neat with their books, and to exercise a degree of neatness about the house-in and lady-like, as far at least, as school influence short, they want them to become gentlemanly can make them so. It is in the extreme disgusting to visit some of our school-houses, and witness with what looseness and shiftlessness the affairs of the school-room are managed.Dirt and filth are allowed to accumulate upon the floor, to the depth of from one-fourth to onehalf an inch; the benches, desks, &c. are in so filthy a condition, as to render it wholly impossible for the scholars to observe any degree of neatness about their clothes or books; the walls having no appearance of ever having been whitewashed; and the whole of them ornamented with various carvings and images, which proclaims them to have been the scenes of confusion, and the abode of depraved tastes, and corrupted morals; the books thrown in disorder about the house; some kicking, or rather being kicked about the floor; most of them with broken covers, and many of them minus even an apology for a cover; some with covers entire, but the bodies missing-and all of them scribbled and disfigured with frightful images, traced with a pen, a plummet, or a piece of red chalk-all of which bespeak idleness on the part of the scholar, and a culpable neglect of duty on the part of the teacher. Teachers are bound to look after these things; and they should consider themselves as the constituted guardians of the district property; and that they are under obligation to protect the house and its appendages from all unnecessary harm. It is certainly one very important part of their duty to teach morals, and manners, as well as correct habits; yet neither good morals nor good habits can well be promoted, in places which are themselves filthy, and which, from the un sightly marks and figures observable, one would be led to suppose had been occupied as a felon's prison, rather than as a school-house. Yet destruction seems to be the order of the day in many schools, and teachers must certainly shoulder the greatest share of the blame.Those who are capable of governing their schools, can easily prevent these evils; and those who cannot, of course are unqualified for the vocation. There cannot be the least apology offered, for allowing a set of unruly scholars during an intermission, to turn the house upside down; to tear the benches and desks from their fastenings; to deal out wholesale destruction to the windows, books, slates, garments, &c. &c. besides creating half a score of "expunged eyes" and bloody noses, to grace the school-room in the after part of the day. One very prominent reason why people generally are so unwilling to make repairs, or to be taxed for an extra appendage to their school. room, is that but few teachers seem to consider it a part of their duty to protect it. Would our teachers generally take it upon them to attend faithfully to these matters, we should soon see the community willing to take measures for rendering these buildings more pleasant and inviting. Those who cannot, or who will not control, their scholars in this respect, had better retire from the business, and leave the field clear for those who will. O. W. RANDALL, Dep. Sup't, Oswego County. Phanix, Jan. 21, 1843. DEMOCRATIC CHARACTER OF COMMON SCHOOLS. [From the report of Horace Bushnell on the schools of Hartford, Ct.] When all the children of the more wealthy and influential families are withdrawn from the public school, it ceases, of necessity, to have prominence in the public eye, and draws no warm circle of expectation round it. It is not a mere charity school, in which we might feel the interest of charity, neither is it, on the other hand, a school dignified by its prominence as a common centre of education. It is a half pau. perized independency, which falls between all categories and moves us neither in the way of respect nor of benevolence. The children feel themselves to be unprivileged in their attendance-and their parents have only a cold dispairing interest in the forlorn establishment, to which they are doomed to send them. How dif ferent the case, if they could see their sons and daughters in the same school and class with those of the more distinguished families; engaged, in a trial of talent and good manners, to excel them; sometimes successful; sometimes honored by public notice, at examinations; passing, at length, into a High School, where they are instructed in elegant learning and science; going home to speak at their simple table, of the great facts of science, to discuss questions and suggest tasteful thoughts. What a light and warmth would this give, in the bosom of a poor family, or in one just rising into character. How kindly would it bind the hearts of the parents to society as a whole, how genial the influence it would shed on their humble walk. In such a case, the children are not trained to hate those above them, but only to emulate them; because they now see that there is justice and feeling and friendship for them, and that they are encouraged on all sides to aim at the highest excellence. Nor should we omit to say that an education begun at the common school is, in many respects, better than a private school can yield. It does the children of higher families good, to sit on a level with the children of the lower, and, if it must be so, to be surpassed by them. It makes them respect merit, delivers them of their impractical conceits, and inspires them with a sense of justice. It is a great advantage also to know society. Hence the child who is brought up ex. clusively in a private school, and especially a boy, is not thoroughly educated. He does not know the people, and is not qualified to act his part among them. Their feelings, prejudices, tastes, deficiencies, are all unknown to them. His knowledge is more exquisite than the world is, and his character is practically unamericanized. Going into life as a statesman, or a law. yer, or in almost any other capacity, he will go under a decided disadvantage. How small a thing is it, indeed, to teach children the names of mountains and rivers, and other things equally distant from them, when they do not really know their own neighbors and countrymen. The more is this to be regretted when the knowledge of their fellow-citizens, in lower walks of life, would so much diminish their dis. tance from them, and breed in their hearts, a feeling of citizenship as well as of humanity, so much enlarged; for man is man, whether high or low, and it will always be found, however much we magnify the distinctions of society, that his actions and feelings do, after all, spring from his manhood more than from his condition. A knowledge of the high is a knowledge of many infirmities together with many traits of fellow-feeling, that pride never could suppress. A knowledge of the low, a knowledge also of many noble and fine qualities, together with some vulgar prejudices. There is ever more distinction in the outward show of ranks than there is within; for when the two come really to feel and weigh each other, it is not the rich knowing the poor, or the poor the rich, but it is the man knowing the man, and both together knowing themselves to be allied by nature to the same God, as they are citizens of the same country. How fine a picture of society might we hope to realize, through the medium of a perfect system of public education. What an elevation of manners, in the whole people, what respectfulness to merit in all grades of life, what a friendly understanding, without jealousy of precedence or character. Gathering round the youth, with a common interest, we should share a common pride in their ingenuous efforts at improvement. Our streets would reveal the dignity of intelligence and character. Our houses would be abodes of thrift and self-respect, and virtuous happiness. Teachers are recommended to adopt the im. proved method of teaching ORTHOGRAPHY, namely, by DICTATION, The teacher reads from a book, or dictates a sentence of his own formation, to the pupil, who either writes it down verbatim, or merely spells the words as they occur, as if he were writing them down. Such as, 1st. Words similarly pronounced, but differently spelled. 2d. Words similarly spelled, but differently pronounced and applied. 3d. Words spelled and pronounced alike, but differing in signification. 4th. All words of unsettled orthography. The following sentences may serve as exam. ples: Parallel to the beach ran a row of beech trees. He is a seller of old clothes, and lives in a cellar. Did you ever see a person pare an apple or a pear, with a pair of scissors? The bear seized him by the bare leg. I could not bear to look on. So I stayed at home to sew my clothes; but MICHIGAN. [Extract from the report of T. Sawyer, jr. Superintendent of Common Schools, showing the importance of "uniformity of books," made Jan. 3, 1843.] UNIFORMITY OF BOOKS. REPEATING AFTER THE TEACHER. There is one practice I require at the earliest age; that of repeating after me. It prepares for speaking and reading elegantly, and for that accomplishment open to all, of repeating poetry, in an expressive and interesting manner. You know there are birds, who ever after repeat that sound of the human voice which they first heard; and children have the same impressibility.Their pertinacity in their first blunders proves the fact, and gives us a hint to avail ourselves of it. Every infant should have the name of each thing sounded to it, in a clear and agreea. ble tone. It should be encouraged to repeat names and words, until it pronounces them as well as it can; and should never be satisfied with The presentment against schools, by the inmerely making itself understood. Do not let a spectors, for non-uniformity of books, is unanichild be left to chance to pick up a language; mous. All execrate the evil and demand a rebut frequently encourage it to practice upon medy. The district returns also show that not short sentences, varying the tone and expression. less than 33 different reading books are used in When three years old it will be able to repeat the schools, while nearly every known author simple stories after you, a few words at a time, or compiler of a spelling book, grammar, arithcopying tone, accent, and pronunciation exactly.metic or geography, is represented, not merely When it has repeated several, it is better to read aloud, and to read the same thing over and over, until both words and meaning are understood. Never pass on, and let it be satisfied with half understanding. Let it hear as much good reading as possible, and never any which is incorrect. Let it learn the delight of a book: and make the ear and enunciation nice.-Theory of Teaching. SPELLING. in the State, but in every school. Who, under such circumstances, has not "fresh tears" to shed over the misfortunes of teachers? It is not enough to reduce his monthly wages onefifth, but two-fifths of the time bought must be consumed in unavailing efforts to economize both time and money by classification! If qualified for his place, and ambitious to exhibit a school that shall be creditable to him, how must he proceed? Twenty scholars, of equal proficiency in a particular branch, may be picked out and In pronouncing words for the scholar to spell, called the first, second or third class; what then? the teacher should always articulate them as Half a dozen different text books in that class, they are uttered by the best scholars, in distinct all treating perhaps upon a similar subject, have public speaking. The contrary method, prac- conducted the several members through protised by some teachers, of uttering words as cesses and to results widely, and, it may be, though every syllable were accented, prevents irreconcilably variant. Take the spelling book, the pupil from learning to spell the actual spo- for instance. Among those used in our schools, ken language; and consequently he receives lit-are Webster's Elementary, Sanders', and Benttle practical benefit. Hence the reason, why so ley's Pictorial spelling books. In his preface, many who are considered good spellers at school, Webster says, that "the minds of children may never spell correctly when they attempt to write. well be employed in learning to spell and proThe scholar should be required to pronounce nounce words, whose signification is not within his lesson before being called upon to spell it, the reach of their capacities." And the objects and should utter each syllable distinctly, and of his book are chiefly to teach orthography the accented syllable, with a decided emphasis. and pronunciation." Sanders, in his preface, An erect and firm position should be main-says """" a spelling book should not only comprise tained by the pupil, while pronouncing words, a system of instruction, embracing the subjects the shoulders being drawn back; as a lounging posture, is inconsistent with a firm, distinct, and clear enunciation; and a leaning posture confines the vocal aparatus, and renders speaking much more difficult. of orthography and pronunciation, but should teach also the signification and use of words." And his book, he believes, "will be found to secure this object." Bentley, to obviate the dullness of all other spelling books, and "ren 66 of things. He subdivides his class of twenty into as many sets as there are different books, and instructs only one set at a time. While this is going on, the others stand like so many stocks, listless and inattentive, or their minds are abroad tifarious divices of unemployed childhood are in upon the play ground or at home, and the mu!. process of rapid formation. When the five or six scholars, composing the first set of this strange class have terminated their labors, antheir "illustrious footsteps," intent only upon other begins, thus leaving the rest to follow in what is not going on around them. Now, if this class of twenty had the same books, attention would be secured, mutual instruction and vast der the gradations of accent in the pupil's incipient attainment as easy and interesting as possible," has "inserted in his introductory lesson such words as will convey familiar and definite ideas to the child," and "interspersed with them pictures." The pronunciation of Webster is sanctioned by the "most general usage of well bred people both in the United States and England; and his orthography is "that which is most simple and now the best authorized."Sanders, in adopting the orthography and orthopy of Webster," says that "the orthography of Dr. Johnson and his followers has not, either in England or the United States, been generally adopted." Bentley says, that, in his elementary books some years ago, the orthography and pronunciation of Walker's diction-economy of time and labor would result, and the ary were strictly adhered to." His present work, all this is a slight evil compared with others. the spirit of mischief be effectually layed. But the Pictorial spelling book, not being confined to that dictionary as a standard, will, in some few words, differ from those formerly published. Thus far, we have, in these three books, the materials for wholly different systems of arrangement, and of a partially different language. Again, Webster says that two vowels in a syllable, when only one is pronounced, are called a digraph." Sanders calls them " an improper dipthong. "Webster says a, e, o, are always vowels; i and u are vowels or dipthongs; 10 is always a vowel; and y is either a vowel, a dipthong or a consonant." Sanders disposes of the vowels by styling them regular and irregular-giving to o the occasional sound of w consonant and short u." Bentley says vowels are a, e, i, o, u, and sometimes w and y." Comparisons of this nature might be extended through the books cited, and if necessary, through Cobb, Town, and others used in the schools; not, at this time, for the purpose of condemning the worst and passing judgment upon the best, for that would be a labor of critical analysis, but to show the stupendous evil of putting text books of various modes of arrangement, and, although treating of similar subjects, of dissimilar rules and definitions, into the hands of children attending the same school, and necessarily, for form's sake at least, arrang- IMPORTANCE OF INSPECTION-SCHOOL JOURNAL ed in the same class. So in respect to the score and a half of reading books, grammars, arithmetics, &c. &c. But it is not necessary. "the Now, recurring to the class of twenty scholars, whose books differ like the texture of their garments, how shall the teacher proceed with the recitation? Suppose it to be a spelling class. The teacher first takes up definitions. 76 John, what do you call two vowels in a syllable, when only one is pronounced?" "A diagraph, sir." "Is that right, boys?" "" Yes, sir," exclaim half a dozen who own Webster. 26 No, sir," exclaim another half dozen, who study Sanders. Then follows the task of explaining the paradox that John is both right and wrong. So on through the lesson. And contradictions and explana. tions must use up time just in proportion as this or that author, or this or that standard of spelling and pronouncing is adopted. Similar difficulties attend other classes. The teacher, thus driven to the wall, hits upon the only contrivance tolerable under such a state Fowle's "Common School Speller," recently published, follows the orthography of Johnson and Worcester, and the orthopy of Walker. The words are elassed with reference to sound and other prominent resemblances. ing to a variety of circumstances, and this very Districts change their teachers annually. Ow. want of uniformity is one of them, teachers are driven from place to place like so many birds of while the bird returns to its wonted latitude, the passage with this difference, however, that schoolmaster takes good care never to be caught in the same district a second time. And every succession of teachers brings with it a succession of new books. The necessary books of last year are upon the shelf or in the garret, the useless lumber of the present. The teacher, from the paucity of his wages, cannot afford to accommodate himself to the circumstances of his district, nor, as a general thing, are the parents disposed to accommodate the teacher. So the wheel turns round, bearing with it expense, mutual heart-burnings, district quarrels, eviction defective classification, waste of time and means, of the teacher, disgust of officers, dissolution of the district, and general dissatisfaction with the best system in the world. This is not an overdrawn picture. It is precisely what results, in many cases, from a neglect to secure uniformity of books. NEW JERSEY. -PARENTAL INTEREST-MORAL TRAINING BIBLE RECOMMENDED. made to the Legislature, by William Pennington, Go[From the report of the trustees of the School Fund, vernor of the State.] This want of a due inspection of our public schools is the worst feature in the administra tion of the existing system of public instruction. The frequent, faithful and intelligent visitation of schools, is the main spring in rendering them useful. By it the teachers are improved, bad ones exposed, and good ones encouraged. Neglect, defection, discipline and erroneous me thods of instruction are corrected. The superior methods of government and instruction in any one school are commended by the visiting committee, to the practice of all the schools in the township and finally to the whole state.The advantages and benefits of these visitations can hardly be over estimated, and for them there can be no adequate substitute. The history of education every where, teaches that all laws fail in establishing good schools, unless they are followed by the zealous efforts of the people at large themselves. In Massachusetts, Connecticut and New-York, there are |