180 = lect, it would be difficult to re-create from the energy and enterprise will speedily hew out abundant channels for individual and combined capital-the great thoroughfares of business and industry will sustain and support themselves and science and skill will adequately and sea-lation as numerous and diversified as our own, sonably expose the yet undiscovered resources of, our land; but the blessings, present and prospec. tive, which result from a judiciously selected and well regulated School District Library, admit of, no substitute their deprivation of no compensa. tion. There is, it is true, great reason to appre-, hend that these blessings are not adequately ap. preciated, nor improved in a majority of cases to the extent of which they are capable: but these are defects incident to the best systems of human origin; and they will disappear in proportion to the spread of knowledge, and the prevalence of a more enlightened and cultivated public sentiment, aided by the experience and information, the counsel and direction, of the various officers charged with the administration of this branch of the system of public instruction. We trust the day is far distant when the fund, destined for the annual augmentation of these noble institutions of an advanced civilization, will be diverted, from this high object, to any purpose not absolutely indispensable to the fundamental welfare of the community. With regard to the abolition of the office of County Superintendent, all the considerations connected with this subject, have been so recently and so ably discussed, both by the State Superin tendent and the chairman of the committee on colleges, academies and common schools of the Assembly, MR. HULBURD of St. Lawrence; and the public sentiment has been so repeatedly strongly and unequivocally expressed in favor of the continuance of this office, that we deem it entirely unnecessary to urge a single additional argument. With the experience of the past three years before us, pointing to practical results the most cheering, improvements the most indisputable, and influences the most beneficial, grow. ing out of the judicious and enlightened adminis. tration of by far the greatest portion of these officers throughout the state, we are compelled, to believe that whatever of a different complexion may have presented itself to the observation of the citizens of Orange county, must be charge. able to the injudicious measures of the local tribunals, or to an unfortunate misapprehension,, either by the incumbent of the office or his constituents, of the nature of the duties required at his hands. which, in its practical workings, should afford NORMAL SCHOOLS. Extracts from the Report of the committee of the Assembly of this State, on colleges, academies and common schools, of which the Hon. Mr. HULBURD was chairman, in regard to the distribution of the Literature Fund, and the establishment of a Normal School. A deeply interesting inquiry here suggests itself. what has been the effect of the establishment of these normal schools upon the common schools of Massachusetts ? After the Lexington school had been in operation about eighteen months, the fourth annual report of the board of education says, several pupils of this institution have been employed as teachers, since completing their studies there. Their success has been for the most part remarkable, and acknowledged to be such by all who have had opportunities of observing their schools. Dr. Samuel G. Howe, a most distinguished In conclusion-for we have extended our remarks already to a much greater length than we educationist of the Blind Asylum, South Boston, had designed-we have only to express our anxi- closes a letter to the committee of the Massachu ety to co-operate with our fellow-citizens, in such, setts House of Representatives, March 9, 1840, modifications of the laws relating to our great with the following high and decisive testimony system of public instruction in any of its depart in relation to this institution: "I will only repeat to you, what I have said to others, that if inments. as public sentiment shall require, and as an enlightened appreciation of the interests of, stead of the twenty-five teachers who will go out from the normal school at Lexington, there education shall dictate. It is due, however, to a proper respect for the legislation of the past could go out, over the length and brea:lth of Mashalf century, in reference to these great interests;, sachusetts, five hundred like them, to take charge to the wisdom and experience of the distinguished, of the rising generation, that generation would statesmen under whose auspices that system has been compacted and matured to its present sym-, metrical proportions-and to the opinion of the most competent judges, on this head, in our own and our sister states, to say, that laying out of view those imperfections which must unavoidably attach to the most finished labors of human intel. have more reason to bless us, than if we should cover the whole state with railroads, like a spider's web, and bring physical comforts to every man's door, and leave an overflowing treasury to divide its surplus among all the citizens." A correspondent of the Common School Jour nal, of Massachusetts, under date of February 1, 1842, concludes a notice of one of these schools ted other teachers in the work of self-culture; in these words: "If this and similar institutions and even in those parts of the commonwealth shall continue and prosper, their good effects which have received no direct advantage from will be more and more manifest in the better the establishment of these institutions, either in health and improved dispositions, the superior the education or employment of normal scholars, intelligence, the more real information, the high-a spirit of emulation has been excited, an ader morality, and the greater goodness of the vance has been made in the qualification of teachchildren of our land." ers, and a salutary impulse has been given to the cause of education." They express a "deep regret" that they have not the means to send a well-fitted, certificated normal scholar into at least each town in the commonwealth. In a report made to the board of education in 1842, it was stated, "such is the estimation in which their services have been held, that many districts which have once employed normal scholars, are extremely unwilling to employ any other teachers." In their report the present year, the board say of the Lexington school, "Such is the repulation of this school, that applications have been made to it from seven of our sister states for teachers." An important question here arises, how are these institutions regarded in those sections of the state which have had an opportunity of employing the normal scholars as teachers? In looking over the reports of the town school officers during the years 1841-2,* after these institutions had been in operation little more than three years, they find not one instance of disapprobation or disappointment expressed—but they do find many of the reports from seven out of fourteen counties, speak of the normal schools with marked commendation. As specimens, the following are selected: The school committee of the town of Lincoln say, that in one teacher from the normal school they have "had an opportu As the funds in the hands of the board for the support of the normal schools would be exhausted that year, early in the session of 1842 a joint committee of the two houses was appointed to examine and report upon the propriety of making a further appropriation to aid those schools. Before that committee, on the 16th of February, Mr. Emerson, one of the most distinguished and successful educationists of that or any other state, after speaking in strong terms of approval of the normal schools, said: "In a large town which he had visited during the summer, the unanimous testimony of the school committee was given to the superiority of that one of the teachers who had passed through the normai school, over all others in the place. The Hon. Horace Mann, the secretary of the board of education, read before the same committee "six or eight letters from a large file that he had re-nity of witnessing the effects of teaching upon ceived unsolicited, from school committees residing in the country, in regard to the success of the normal pupils, as teachers, in their respective towns." These letters spoke of the better class of the pupils from the normal schools as decidedly superior to any teachers of which the committees had ever had any knowledge: and it was said that the second-rate teachers were better than common school teachers had ordinarily been.”* The joint committee, "without a dissenting voice," recommended that the sum of six thousand dollars be annually appropriated for three years to the support of normal schools. The resolution to that effect, passed in the House of Representatives "by a large majority and with. out a count"-in the Senate by a vote of 20 to 12, and was approved by the Governor on the 3d March, 1842.† the teacher; though young and inexperienced, she appeared to understand her place well. There was a directness in her teaching which we too seldom see; she had an object always before her, and was constantly advancing towards it; her object seemed to be to fix the lesson more deeply in the child's mind," &c. Another town committee say, "the establishment of normal schools has done much and will do every thing to reform the system of teaching, if persevered in." Another says, "if this town could have two or three teachers annually, who had enjoyed the privileges of a normal school, that would be of ten-fold more benefit to our schools than any other measure that could be adopted." Another town uses these words, "we look for still greater improvement through the agency of the normal schools, or schools for the especial education of teachers, whose establishment we hail with great joy. They must soon introduce a new era, by giving dignity to the teacher's calling, by bringing into the work minds that are well disciplined and trained. By raising the standard of the teacher's qualifications, by making good teachers more common, by throwing light along their pathway, by diffusing among all the experienced and improved methods of all, and by demonstrating how good an education may be given at the common school, when it shall be perfected as a system-by all these means the normal schools will act upon the public schools, In their sixth annual report to the legislature, and through them upon the moral and social con(1843,) the board of education say, "The pu- dition of the people at large, with the happiest pils who have gone forth from these schools have results." Another town bears this testimony, met with extraordinary success in the perform-public opinion has grown stronger and stronger ance of their duties. Their success has stimula. This was the second legislative scrutiny to which these schools had been subjected. They were a serious innovation and early excited at tention, not to say suspicion and jealousy in some minds. In March, 1840, they were examined by a legislative committee, hostile to their continuance, and an attempt was made to abolish them, and signally failed; they had so far disarmed this prejudice that when the term of three years, for which provision had been made for them, was about to expire, the legislature, as already stated, with great promptness, made an appropriation for their further support.. *Mass. Com. School Jour. vol. iv. p. 85, 98. Vol. iv. Mass. Com. School Jour. p. 97, 104. in support of these institutions, till the time has arrived when their opponents are converted into *The committee have not access to returns of a more recent date. friends, and men of all parties equally unite in interest the thoughtless, to repress the mischiev commending them to the patronage of every phi- ous? A matter of no trifling consideration, is lanthropist in the state." We make but one the fact. that scholars require some opportunity more extract from these reports: "No measure to become acquainted with the ways and has ever been devised, tending so directly to the mode of instruction of the teacher before they improvement of our system of public instruction, can make all the improvement that the com as the establishment of these schools. The spe- mon school is capable of imparting. The cific design of them is to prepare teachers for our reputation of a high school or an academy would common schools. The results of the experiment soon be frittered away by a constant change of in our own county, (Plymouth.) so far as they principals once in two or three years; and have have had time to appear, have been most satis-district schools no reputation to suffer from the factory. We, of this town, have had some means more frequent recurrence of the same course? of judging. Five of our young women, and two We look to the establishment of normal schools of our young men have spent, part of them six months, and part of them a year, in the normal school, and have received instructions in all the elementary branches of learning, much more thorough, and much better adapted to enable themselves to teach, than they could have received at any school or academy with which we are acquainted." as a means of curing or modifying this evil. From town officers, from county superintend ents. from the friends of education in all parts of the state, the call has been and yet is long and loud-" give us better qualified teachers," until that call can be responded to, there will continue to be change of teachers; intelligent districts will not be satisfied with indifferent or poorly qualified teachers; if they chance to engage such once, they will not do it the second time. In concluding so much of the report as has particular reference to the normal schools of Massachusetts, the committee would say, that twelve of the normal scholars, all females, are If this demand can be supplied with qualified now employed as teachers in the public schools professional teachers, this evil will cease; and of Boston; that an intelligent school officer, such teachers we can only obtain by educating. whose duty it is in some districts of the town to It may be said that thus far the supply has select teachers remarked to the chairman, that equalled the demand, and that it will so continue other things being equal, he invariably gave the to do. There are unmistakable signs in various preference to those teachers who had spent some parts of the state, that the nature of that detime at the normal schools; that a year's train-mand is undergoing a change that the time is ing there was more than equal to three years' experience, the acquirements in other respects being the same in each case. Another school officer remarked that a good teacher from the normal school, would and did advance schools in one year, as far as common teachers did in two years, or even three years. 66 coming when teacher's qualifications must be greatly advanced from what many of them now are. It is painful to reflect that the demand for better qualified teachers has already outstripped the supply; and that this supply will now be the work of years. A good teacher cannot be prepared as a merchant or manufacturer fills an or In those schools taught by these and other der for goods. Even Adam Smith excepts edugood teachers, so far as the same were visited, cation from the mercantile or economical law, children of four and five years of age, seemed that the supply will follow and equal the deas interested, attentive and orderly as older schol- mand. In every age, even among the heathen," ars; pupils of 6 and 7 years of age, judging by says Martin Luther, the necessity has been question and black-board, were as conversant felt of having good schoolmasters in order to with geography generally, topography, mental make any thing respectable of a nation. But and written arithmetic, &c., as those in our dis- surely we are not to sit still and wait until they trict schools who have the advantage of ten ad-grow up of themselves. We can neither chop ditional years. them out of wood, nor hew them out of stone. Such was the origin-such the growth-such God will work no miracles to furnish that which the effect and such is now the appreciation of we have the means to provide. We must, there normal schools in the commonwealth of Massa- fore, apply our care and money to train up and chusetts, a commonwealth that last year paid to-make them."* wards educating in its public schools its 184,896 One obstacle in the way of making teaching children between the ages of 4 and 16, $517,215.97, of which $510,590.02 were raised by a direct tax. In the five preceding years its three hundred and eight towns expended in the erection of school-houses alone, $516, 122.74. What improvement can be looked for in schools, when change, change, is the one unchanging fea ture. to any extent a profession, has been inadequacy of compensation. But in very many districts, has not the pay been fully equal to the worth of services rendered? Have not very many teachers felt and acted the veritable saying of the English dame, it is but little they pays me, and it is but little I teaches them." It is believed that but very few instances can Experience has long since taught that the fre. have occurred in this state where persons have quent change of teacher is the great bane of fitted themselves to teach, and had sufficient schools; that when a teacher is "apt to teach "ability" to instruct and manage a school, and yet -has a good faculty of governing, the school failed to obtain employment and reasonable com. will make much greater proficiency the second pensation. term than it can the first. It takes a quick teach. Perhaps the most serious obstacle in the way er several weeks to become thoroughly acquaint. of making teaching a profession, remains yet to ed with the various attainments, the dispositions be noticed-the low estimation in which that ocand capacities of each scholar; and without such acquaintance how can he know what incentives Fifth Annual Report of Secretary of Mass. Board are best adapted to spur forward the laggard, to 'Education. cupation is held, especially so much of it as per-are to be spent in the office of a practising lawtains to common schools. How can this be otherwise, so long as so great a proportion of novices, ignoramuses, and incompetents are permitted to hold the station of public teachers? yer. It has also denied hitherto, to those who assume the care of the body, the aid of its laws to collect pay for their services, unless a fixed course of study, or attendance upon lectures, has been rigidly pursued and properly certified. Yet In too many cases teaching is resorted to by thus far, neither common consent, nor common academic and college students merely to eke out understanding, nor statutory provision, have rea stinted income to aid in completing their studies quired any apprenticeship, any special education, -by young girls desirous of obtaining the means the spending of any fixed term of time, preparato of finishing their education by spending one orry to entering upon an employment where is laid two terms at a higher seminary. The ruling the very foundation of all these superstructures. motive here is praiseworthy, and far be it from Here, inexperienced, unskilful hands are perthe committee to disparage a youth of scanty mitted to make experiments to perfect themselves means making such efforts to obtain an educa--and yet the subjects of these experiments are immortal beings. tion; but the fact is nevertheless true, that not From the very nature of the case, the teaching unfrequently schools suffer by the employment of such teachers. Their minds are intent upon of such teachers cannot but be in low estimation; their own studies-to them their hours out of the art they practice suffers by their inexperi school are devoted; with such the duties in the ence and unskilfulness. If no preparation, no school-room must and do become secondary con- training preparatory to the practice of that art, siderations; not expecting or desiring a perman- continue to be thought necessary, it must remain ent connexion, there cannot be that entire giving where it now is in the public estimation. It can up of the whole mind and attention to a tempo- never be elevated while so little is required from rary occupation, which yet is so essential to en-those who practise it. sure success in any employment, and especially in that of teaching school. COMMUNICATION. EXPERIMENTAL EDUCATION. Į There is another class, quite too numerous, whose mercenary motive is not extenuated or relieved by so laudable an object-a class who engage in teaching without any love for the art, [By the author of Popular Lessons, School Friend, &c.] without any consideration of the incomputable importance of the trust committed to themwithout any other further object than to keep scholars and parents from complaining until the school closes. They enter the school-room as the eye-servant enters the shop or the field, to spend the allotted time-to watch for the going down of the sun-to count the hours, the days, the weeks, the months, that must come and go till "the last day" arrives, when the task will be ended and the money be received. Dr. JULIUS, a functionary of the Prussian go. vernment, sent some years ago to this country to examine our institutions, told the writer, that once being in a large school in one of our cities, he asked the scholars to tell him of a specimen of an animal, vegetable, and mineral, and to describe the distinctive character of each. Not one of them did it. Now not one of these children was liable to confound the three kingdoms of nature; they had never been pointed out to Can such a teacher profit a school? Can such them. Mr. George Combe, in his book of traa teacher be respected by his scholars, by his vels in America, says that when in Philadelphia employers, by himself? This class of teachers in the public school, a boy read the phrase, must disappear before the occupation of teaching" Mr. Jefferson ratified the treaty," he enquired can become respectable, sufficiently so to be recognized as a profession. It must come to be more generally understood and acted upon, that a poor teacher is very poor-that all of necessity are poor teachers who have not taken some pains, spent some time specially, to fit themselves for teaching-that great skill and experience are requisite to know how to teach well. By common consent, it is necessary to serve an apprenticeship of years to know how to make a hat, a shoe, a coat, or erect a building, and then the apprentice is admitted and recognized as a "workman," "a mechanic." the A common understanding seems to prevail among most Christian denominations, that no one shall be recognized as rightfully having cure of souls," who has not, preparatory to the exercise of that "function," spent some time with an approved divine, or at some seminary specially instituted for the education of the ministry. The state, too, has not regarded as beneath its care, to require that no man shall be recognized as competent to take charge, in its courts of justice, of the property, the reputation, or the life of his fellow-men, until he has gone through a course of seven years' study; three of which of him what it signified. The boy made no re- The mere capability of reading is only an inlet to truth-an avenue that may be opened or choked up by the manner in which initiatory reading is practised. When Sir William Jones was a child, his mother had not leisure to answer all the questions he asked her, she put him in a way to gain the knowledge he sought by this reply-"Read, and you will know." It is not to be presumed that this judicious mo. ther did not give the child the right book when she commanded him to read. She thus made him depend upon his own mind, and the great 184 depository of books. She taught him self-reli- facility is to educate the people: and he pre- The books for the use of the young ought to be written in a clear, popular style, always ha. ving regard to elegance and good taste, with as little admixture as possible of difficult terms; and they should be illustrated and rendered interesting by practical examples. At present such books are rare-almost unknown: their composition requires talents of a peculiar cha. racter the talent that is well informed with knowledge of the human mind in its successive stages of development; and which has been it self improved with a higher knowledge than the elementary. The latter is strictly connected with the former. The composition of elemen-, tary works, has, hitherto, been lett to very in- ! We are ourselves a teacher of the young; we ferior hands-to writers not afraid of, nor sub- have followed this vocation many long years; ject to criticism; for no cognizance whatever is and of all the hindrances that have prevented taken of them by the higher powers. Do you the efficacy of our labors, the want of proper know Mr. Brown?" said a man to Dr. Johnson. books for our work has most done so. We have "What! Tom Brown who wrote a spelling wished to misspend no time and no effort—to book, and dedicated it to the Universe?"—was tram up children in the way they should go-to make them see truth, and love it above all things the great lexicographer's answer tone of this answer shows how the poor word--to make the printed page the very mirror of monger was regarded by the critic. In like God's world and God's will-to lead the young manner the caterers for children are still regard. learner from the first hymn of his infancy to ed by the purveyors for maturity. This ought the brightest heaven of invention"-from not to be. Proficients in science, and all truth. Watt's Busy bee" to Milton's celestial hierowe services to the community, to every class archy-and we want all children to be so trainof it, from the earliest stage of life-some su ed. And they will-they must be, if we have pervision of the humbler works that predispose but the will, the skill, the patience to seek out the very best means of instruction, and then to or indispose to the reception of the higher. make use of them. The very There is nothing that calls more loudly for improvement among us than school-books. The best possible school book would teach the teacher as well as the pupil. Who that uses Colburn's First Lessons does not bless the memory of that gifted person, who began at the beginning of his science, and still leads innumerable minds right onward to the higher processes of the understanding? ،، DISCOVERIES AND INVENTIONS. BOYLE entitled one of his essays, "Of Man's " Books, said Grines, are not dead things, Whoever writes children's books and expects to penetrate the popular mind with them by aid of a bookseller, presumes that mere commercial The most familiar and intimate habitudes, cou nexions and frien'ships, require a degree of good breeding to preserve them. |