the wilderness the message of educational im-satisfaction in being privileged to show to their provement; and districts comprising scarcely in-visitors their correct deportment. But the relics habitants enough to fill the offices required by of the old dispensation have not all passed away. the school law, have under his energetic auspi- They still linger, as if to remind us of the glory ces, organized and maintained schools, which of the new. In one instance, I found fourteen need not blush when compared with some of the out of a school of sixteen, had felt the rod. In best in the state. another, sixteen out of eighteen had been pun. Mr. L. H. BROWN, of Jefferson, has efficiently|ished. In both of these schools, I found cross, supplied the vacancy occasioned by the absence morose instructors. In looking over my note of his late colleague, Mr. MAYHEW, who has book, I find recorded one of the most disgracebeen invited to preside over one of the higher in-ful scenes I ever witnessed in a school-room. stitutions of learning in Michigan. Mr. BROWN's Shortly after the school opened, and before it report is an extremely interesting and instructive was fully organized, two boys were hauled out document: going over almost the entire ground on to the floor, to give an account of their doings. of practical education-pointing out the various One was sent to his seat; the other taken into defects in the local administration of the common the entry, with-" what was you doing then ?" school system, and suggesting the appropriate Studying," "said the boy. "No you want?" remedy and appealing with an eloquence and and down came the whip upon the shoulders of earnestness worthy of the subject and of the the lad. The teacher pausing, said, "You occasion, to the inhabitants of the several districts, were not studying all the while, was you?"— to set about the work of reform, with a firm de- "No, sir." "I thought so. Take your seat, termination to persevere until education becomes and go to studying. Don't tell me wrong stowhat it is capable of becoming-the regenerator ries." The boy did not study fifteen minutes all of the race. Both in matter and manner, this is the afternoon. In a few minutes after, two girls one of the ablest of the reports before us; and we about twelve years of age, were out of order; commend it to the perusal of every friend of edu- and the teacher, without a note of warning, cation, as embodying a mass of truly valuable sprang across the room and severely flogged suggestions clothed in the attractive garb of a them both. About the middle of the afternoon, pure style and a lofty eloquence. a small boy, tired of sitting on his hard seat, reMr. PATCHIN, of Livingston, exposes with clined on his elbows. He was caught by the unsparing severity, the defects under which the head, dragged over the desk on to the floor, and schools in his county still suffer. We are sorry, ordered to study. He happened, in his fright, however, to see him even indirectly recognizing to look off his book at his tyrant of a master, the policy of inflicting physical flagellation in when, in a moment, with a "don't be looking at our schools" as a last resort," and accompanied me," the whip was lifted, and it descended seve with "the most serious and friendly admoni-ral times upon the shoulders of the writhing lad. tion." He is evidently struggling to break the last link which connects us with this "relic of barbarism:" and it is some consolation to know that "two-thirds less punishment" has been inflicted during the last term of the schools under his supervision, than in any of the preceding terms; and that his exertions are directed to its gradual extirpation, by the substitution of the great principle of love," and of "appeals made by the teacher to the reason." We cannot deny ourselves the pleasure of an extract from the faithful record of his experience in this respect: and we ask of the enlightened friends of education, after its perusal, to say upon,their consciences, whether they are willing longer to wink at barbarities like these, even as a last resort," and with all the benevolent accompaniments of privacy and "serious and friendly admonition," under the sanction even of Solomon himself. "A greater than Solomon" inculcates a lesson, much more in accordance with the enlightened civilization of the nineteenth century. But to the extract: "When visiting schools for the purpose of discouraging punishment as much as possible, and for the purpose of producing the feeling of responsibility to self-government, the pupils were asked the following question: "Have you been punished?" "All who have not been punished this term, may manifest it by holding up their hand." In this way, the extent of corporal punishment was at once known. It was pleasing to notice often, that not a single scholar had been the subject of flagellation. The joy manifested in the countenances of the children was an evident token of their happiness and A little girl, about seven years of age, being na turally playful, did not study enough to suit her teacher. After one or two cross admonitions to "tend to her book," and "not be gauping around the house," (a common expression,) she was unceremoniously caught by the arm, drag. ged on to the floor, rudely shaken, cuffed on both sides of her head, and to make the punishment complete, whipped. I looked around the room to learn, if I could, what the effect of such scenes was upon the other scholars. I saw no smiling, happy faces. There seemed to settle down upon the countenances of nearly all a cloud of gloom and terror. It was easy to be seen that the respect due to the teacher was not felt; that the feelings of the children were soured, and that there was great danger of their practising deceit, and even lying, to avoid the effects of the dis pleasure of their instructor. The school closed soon after the punishment of the little girl, and the teacher stepped up to me and remarked, that he did not punish near as much now as formerly. I left the school-room with a stronger determi nation than ever to banish the rod, if possible, from every school-house in the county." Is it not "passing strange" that after all this experience, Mr. PATCHIN should still cling to this odious mode of "discipline?" "That it is to be used in extreme cases," he adds, "perhaps there can be no doubt, but they are rare. That all can govern without some reference to the rod, is a question which I am not as yet willing to admit. But that they ought to is readily grant ed. Some men are born to command: a tap of Cæsar's finger awed a Roman Senate.' But all men cannot do so. Nature has not furnished praise cannot be given them. I only regret that their number is not greater, for they are worthy models for imitation-worthy to teach, by exam. them with the power. Some teachers can govern and bring into subjection the most refractory by a word, or look, or motion of the hand, while others cannot govern under the most fa-ple as well as by precept." vorable circumstances." The remedy for this Mr. MANCHESTER has also given us some very state of things appears to us to suggest itself at sound and statesmanlike views, in relation to once. Exclude from the schools these teachers the principles which should govern the apporwho cannot "govern without some reference to tionment and distribution of the school money, the rod," whom "nature has not furnished with in its various shapes. Although put forth with the power," and who "cannot govern under the great modesty and deference, they are entitled most favorable circumstances." In the name of to an attentive examination at the hands of those humanity, of Christianity, and of the civilization who are empowered to make the necessary modiof the nineteenth century, we enter our solemn fications in our existing system; and while we protest against the longer continuance, under should differ with him in some of the details, any pretence, any restrictions or limitations, and even principles of the plan he has suggest however carefully guarded or cautiously hem-ed, we are free to concede that in many respects med in, of this revolting usage, emphatically a they are preferable to the present mode of dis"relic of barbarism." We bow to no authority, tribution. Few, we apprehend, are fully aware however venerable, which is in direct conflict of the influence which the distribution of the with the clear teachings of Him, who took to avails of the school fund and of its collateral his arms little children, sanctified them by his channels exerts on the efficiency of the entire blessing, and declared that "of such was the system of public instruction in all its parts, and kingdom of Heaven." We see no force in the in perusing the report under consideration, we alleged necessity of recognizing a power to in- have been painfully struck with the inconsisflict such punishment, while we find it necessary tencies, anomalies, and in some instances, the strongly to discountenance the exercise of that absolute injustice which it presents. power on any occasion; nor are we prepared to admit, in the face of the most incontrovertible evidence to the contrary, that the rudest and most vicious natures cannot be controlled and subdued by mildness, by love, and by the irresistible predominance of the higher and nobler nature. Time was when physical superiority was indispensable to the attainment or posses. sion of power. That time we had flattered ourselves, had long since passed away, but its last lingering traces are yet to be found in the schoolroom, claiming too, the sanction (under protest,) of the most enlightened friends of popular education. Let us hasten to efface this deep stain from our escutcheon. We turn from this digression to a more pleas ing field of contemplation, presented in the report of Mr. MANCHESTER, of Madison. What a beautiful picture of a rural summer school is here sketched: "An improvement, worthy of universal patronage, has been made during the past summer, in the appearances and comforts of a number of our school-houses, by the fair beings who presided over their inmates. Where were formerly seen nothing but naked, gloomy and disfigured walls, broken chairs, stoves and tables, rendered still more wretched by the yearly accumulated filth within and without, we found pleasant and inviting houses. The walls were decorated with boughs, evergreens and flowers, wreathed in festoons, emblems and mottoes, calculated to please, interest and instruct. The broken stove was half hid from view by the fragrant geranium, dew plant, monthly rose, &c., which bloomed as beautifully from their iron throne as in the splendid mansion, and no more liable to destruction from ruthless and careless hands. Daily the flower pot was furnished by gratuitous contributions, and each pupil seemed to vie with the other to see which should contribute most to the comfort, beauty and neatness of the room. This reform was not always confined to the schoolroom, but the yard, if there was any, which is rather rare, was free from every disfiguring, uncouth and demoralizing object. All this was accomplished by wo, n's skill, and too much Mr. BARLOW, the late colleague of Mr. M., and now a member of the Senate of this State, has given us a masterly exposition of the "importance of an accurate knowledge of the definition and meaning of words in elementary studies." Intimately connected as this subject is, with the very foundation of instruction, we rejoice that its discussion has been committed to so able hands, and that it has been placed before the public in the attractive garb of true cloquence and talent. Messrs. ROCHESTER and BROWN, of Monroe, have submitted a very able report on the condition of the common schools of that county, accompanied with a variety of practical suggestions Mr. Rofor their progressive improvement. CHESTER gives us his views on the subject of the employment of female teachers, and we need not add that they are decidedly favorable to the more general introduction into both summer and winter schools, of well qualified females. Pub. lic opinion, we are happy to learn, is rapidly tending to this conclusion; a conclusion alike in accordance with a priori reasoning and the experience of the best educationists at home and abroad. Mr. BROWN recapitulates the practical results of the public school system in the city of Rochester, results highly gratifying in themselves, and as the legitimate exponents of the free school system when applied to the educational wants of an intelligent and enterprising population. Col. STONE Confines himself chiefly to an exposition of the condition of the schools of the Public School Society in the city of New-York, and of the schools established under the late act, by the Commissioners, in different parts of the city. He deprecates in strong terms, the policy of this double system-points out its practical inconvenience-shows satisfactorily, as we think, that the Public School Society, but for the interference of the Legislature, would have amply provided for the education of every child within the city desirous of participating in its benefits, and in a manner and to an extent, greatly superior to the utmost practicable effects under the existing law-and inveighs with a lofty and couraging account of the schools of Niagara county; and Messrs COMSTOCK and MOULTON, of those of Oneida. Appended to the latter is a very able and well written treatise on "Composition as a branch of Common School Education," the subject specially assigned to Mr. M. Mr. TOOKER, of Orange, dwells with great force and eloquence on the importance of a more thorough moral culture in our schools. His remarks on this topic are worthy of general attention and practical regard; and we could wish that his earnest admonitions might meet with an universal response from every teacher, and every officer in any way connected with the administration of our common schools. We must make our elementary institutions nurseries of virtue and pure morality, before we can expect from them the legitimate results of sound knowledge. We must first "seek the kingdom of Heaven and its righteousness," and then we may confidently look for a blessing on the exertions of those who would communicate to our youth, the means of verts, in an able and discriminating manner, to the various additional requisites to the practical efficiency of our common schools, and his suggestions are uniformly characterized by great good sense and sound judgment. powerful eloquence against the prostitution of the great and enduring interests of popular education, in the metropolis of the Union, to sinister and party purposes, and especially against the exclusion of the Bible as a "sectarian book," from certain schools organized under the new act. "Strange, indeed," he remarks, "at least it Mr. BARNES, of Onondaga, represents the appears so to me, that in this world of sin and schools under his supervision as rapidly improv crime, such grievous prejudices should existing; and many of his observations and suggesagainst allowing our children to drink at the tions are valuable and interesting. His colleague, fountain of truth, whence are derived the loftiest Mr. EDWARDS, furnishes an admirable essay on notions of virtue, honor, justice, conscience, pie-Book-keeping as a branch of study;" a subject ty and love of country, all just opinions of the worthy of more attention on the part of teachers Deity, of moral accountability, of a future state of common schools, than it has hitherto received. of happiness for those who do well, and of misery for the unrepenting wicked. Strange, at least it appears so to me, regarding, as I have been taught to do, the Bible as the mainstay of every blessing with which our country has been favored, for it was the great chart of civil and religious liberty to the founders of this mighty republic-should be deemed a dangerous book in the hands of the rising generation! Strange, that parents, who wish their children to become acquainted with history, should shut from their eyes the only historical work in the world which is known, every word of it, to be true; and from the pages of which alone can they become acquainted with the origin of our race, and the first three thousand years of the world's history! Strange, that those who would have their chil-intellectual excellence. Mr. TOOKER also addren trained in the paths of virtue, should hide from them the purest and most beautiful lessons of that attribute extant! Strange, that those who would have their children educated for the bar, should close against their inspection the works of the greatest lawgiver who has ever lived! Strange, that those who would have their offspring trained for the forum, should exclude from their studies the most glowing passages of eloquence to be found in any human language! Strange, that those who might fondly hope for a bard in their family, should inhibit the study of the loftiest strains of poetry ever written! Strange, that those who only aspire to a good substantial English education for their children, should neverthelesss debar them from the privilege of reading the book which, of all others, contains the purest model of our language-a well of English undefiled! But stranger than all, that republicans, holding the belief of man's direct accountability to his Maker alone, on matters of religion-the enemies of Church and State-should prohibit to their offspring the inspection of that great charter of civil and religous liberty which has been conferred upon man directly by his Creator! But I forbear. In the beautiful language of an anonymous author before me, I regard the Bible as an invaluable treasure: a volume more precious than rubies: the repository of all that can enlighten the un- The report of Mr. PALMER, of Otsego, is an derstanding, comfort the heart, and elevate the exceedingly valuable document-exhibiting the affections. It opens to us sources of pure and results of a faithful, thorough and efficient per unalloyed felicity; it is the rich fountain of faith, formance of the duties devolved upon him, and of hope, of charity, of every holy principle and containing a variety of admirable suggestions noble virtue. It gilds the dark vale of tears for the improvement of the schools, and the adwith beams of celestial peace and sacred joy.vancement of the interests of education. On the It infuses into the bitter cup of adversity unutterable consolation, and presents to the earaptured vision of the poor and friendless sufferer, the radiant mansions of immortal fruition.' And such a book must be banished from our schools!" Mr. PITTS gives a brief, but faithful and en We have been especially delighted with the admirable report of Mr. REYNOLDS, of Orleans. It is exceedingly brief, notwithstanding the fact that it discusses three important topics, specially assigned by the department, viz: "Play-grounds," "School Registers," and "School Celebrations." Each subject is well considered, due prominence given to each, and the report as a whole, both in matter and manner, affords an admirable specimen of compositional beauty, and, if we may be permitted the expression, condensed fullness. Mr. O. W. RANDALL, of Oswego, is more diffuse in his style, but no less effective in forci bly presenting the strength of the argument against the maintenance of "Select Schools"the topic specially assigned to him. He has done full justice to a most important subject, and we cannot but hope that his valuable report may find its way to the hands of that large and respectable class of our fellow-citizens, who, without due reflection we are confident, insist upon excluding their children from the common schools, for the purpose of providing them with more select means of instruction. subject of Text-Books, he has given us some sound and practical remarks, illustrating the embarrassments and difficulties under which the schools labor, in consequence of the great diversity of authors and of systems in use. Probably the only practicable and effectual remedy for this evil, is to be found in the substitution of Oral Instruction, under the auspices of compe. tent and thoroughly prepared teachers. Mr. POTTER, of Queens, after entering his protest against the policy of "voluminous" reports, and public exposures of existing evils, in regard to the schools, bravely couches a lance against the academies in his neighborhood, as the natural enemies of the common schools. While we fully agree with him as to the impolicy of further legislative encouragement to these in stitutions, apart from their connection with a harmonious and comprehensive system of public instruction, we are inclined to suspect that the backward condition of the common schools in Queens county, may be traced to a different source-the want of a pervading popular interest in their behalf. There is no excuse for the lamentable indifference to this subject which seems to prevail in this wealthy and cultivated section of the state; and no conceivable reason why the schools on Long Island should not be the very best in the world. With a climate unrivalled in beauty-a succession of scenery beautiful beyond compare—a fertility of soil, the result of nearly two centuries of culture-and a combination of wealth, the reward of long continued and honorable enterprise and industry-this island of the country seats of the millionaires of the metropolis, should be dotted with institutions of learning of the very highest grade; should become the Mecca of popular education of the world! Let the worthy and experienced Superintendent of Queens, become the apostle of this magnificent undertaking! Mr. BURDICK, of Rensselaer, concludes his review of the condition of the schools in his county with a well written essay on the "Importance of Public Associations of Teachers and friends of Education generally," a subject which cannot be too strongly commended to the public attention, and to which Mr. BURDICK has done ample jus tice. Mr. CROPSEY, of Richmond, gives us a comprehensive survey of the field of labor upon which he has but recently entered, and which he is obviously eminently capable, in due season, of bringing under the highest culture. We anticipate from his well known character and experience, the most valuable results from his supervision of the schools of this county. Mr. BLAUVELT, of Rockland, after a somewhat discouraging account of the state of elementary education in this section of the state, has some excellent suggestions on the "Influence of public sentiment on popular Education." We trust his appeal in behalf of the schools, will be responded to by those for whom it is designed, and that the embarrassments resulting from the apathy of the public mind to the educational improvements of the age, will rapidly disappear under the genial influences of an enlightened appreciation of their value and importance. Mr. A. SMITH, of Saratoga, in a very lengthy and elaborate report, examines with much ability, the entire structure, peculiar organization and vast capabilities of the common school system, in all its details, including the objects and attainments of the system, its foundation, schoolhouses and their appurtenances, school districts, libraries, the school itself and its management, government and discipline, modes of teaching, teachers, and their qualification; and then passes by an easy and natural transition, to the subject of "Intellectual Culture," specially assigned to him by the department. His views on this great topic are ably drawn out, and are, in the main, comprehensive, sound and well sustained by facts and arguments. He bases intellectual cultivation upon the firm foundations of sound religious and moral culture, and admits of no separation of the intellect and the heart. In his view, intellectual culture rises at once to the dignity of moral science, subordinating to itself all knowl. edge and all instruction, and taking its appropriate place as the climax of human excellence. The various branches of elementary instruction are reviewed in this connection, and the most appropriate modes of communicating a knowledge of each, adverted to; and the whole subject is presented in an attractive and instructive form, admirably adapted to practical utility and general adoption. Mr. FONDA, of Schenectady, presents the results of his supervision in a brief but lucid form, showing a manifest and rapid improvement of the common schools under his charge-an enlightened appreciation on the part of the inhabitants of the districts generally, of the interests of elementary education-an increasing spirit of improvement on the part of teachers and a general advancement in the standard of qualification required by public sentiment. The hopeful and cheerful spirit which pervades the report, affords an encouraging earnest for the future, and is admirably calculated to secure the accomplishment of those great objects which are thus shown to be within the reach of the districts, their officers and teachers. Mr. E. SMITH, of Schoharie, after a brief survey of the condition of the schools under his supervision, concludes with a very able treatise on the expediency of the introduction of Physiology as a branch of common school education. The great truths which lie at the foundation of an intelligent knowledge of the structure and functions of an organized being, are earnestly and elegantly dwelt upon, as indispensable to an enlightened system of elementary instruction, and the introduction into our common schools of this branch of education, is enforced by the highest considerations of expediency and practical utility. Mr. FINCH, of Steuben, concludes his general report, which exhibits evidence of a faithful performance of his duty in all its branches, with a masterly treatise on the method of teaching English Grammar, which we commend to the attention of all teachers, as the results of a long and intimate acquaintance with the philosophy of the English language, and a discriminating analysis of its various parts, in reference to the principles of its composition and the mode of its instruction. The reports of Messrs. HOPKINS and FOORD, of St. Lawrence, are somewhat meagre in their details, and present us no very flattering view of the condition of the common schools under their supervision. The former has some very sensible remarks on the special topic assigned to him, viz: the "General duty of Academies in the preparation of Teachers of Common Schools," although the subject might well have admitted of greater amplification; and the latter submits a few brief observations on the "Effect and general policy of increasing the Common School Fund," adverse, however, to any further increase of the Fund at present. The report of Mr. PRESTON, of Suffolk, is mainly confined to the statistical information required by the department. That of Mr. MYERS, of Sullivan, is an intelligent exposure of existing deficiencies in modes of teaching the various branches of study pursued in the common schools, accompanied with valuable suggestions for their reform. Mr. WILLIAMS, of Tioga, expatiates on the importance and use of the Black-board in the schools with much ability. Mr. DENMAN, of Tompkins, gives us an interesting history of the origin, progress and prospects of the system of "Teachers' Institutes," which he claims to have been the first to introduce; a system which in our judgment, is calculated to do great good in preparing teachers, whose opportunities and means for a more thorough course of Normal instruction are restricted, for the proper performance of their duties, but by no means adapted to the educational wants of the community in this respect. It may stand in the same relation to efficient and well endowed Normal schools, that the visitors appointed by the Superinetndent under the act of 1839, did to the County Superintendents, who were called into existence mainly through their searching exposures of the evils under which the common schools labored from a want of adequate supervision. Mr. HARDENBURGH, of Ulster, presents a most gratifying account of the improved condition of the schools under his supervision. His remarks are characterized by strong good sense, and an accurate appreciation of the efficacy of judicious and concentrated action on the part of the town Superintendents, to the attainment of the great objects of the common school system. tains and valleys are formed, rivers scooped ou and oceans interspersed with islands and continents? It is idle to say that "pupils cannot command time to devote to this study," or that teachers cannot be found competent to teach it. Pupils will make time for this purpose, and the introduction of the study as a branch of common school education, will speedily make teachers acquainted with its details and principles. We hope to see more enlightened and liberal notions prevail on this great subject than those embodied in this report. We come now to the valuable report of Mr. A. WRIGHT, of Washington, mainly devoted fo an elaborate and exceedingly able discussion of the great subject of "Physical Education." The views of Mr. WRIGHT on this branch of elementary instruction, are sound and pertinent-in harmonious accordance with those of the great masters of the science of Physiology, in its indissoluble connection with mental and moral culture-and in conformity to the advanced civilization of the age. Next to the valuable contribu tions of the Messrs. COMBE, of Edinburgh, and HORACE MANN, of Massachusetts, on this de. partment of knowledge, we are inclined to place this admirable essay. It is eminently practical and philosophical in all its details, and brings home to every parent and every teacher, the vast importance of an enlightened acquaintance with the structure and functions of the human body, and the invariable and inflexible laws of our organic being. A knowledge of these, and an obedience to their requirements, are absolutely indispensable to health and lite. Mr. WRIGHT has entitled himself to the thanks of every friend of education for his clear, lucid and eloquent exposition of these fundamental principles of physi cal knowledge. charge. His account of the advancement of these schools, and of the modes by which that advancement has been gradually secured, is full of encouragement for the future, and shows what may be accomplished under the auspices of a sound public sentiment, and an energetic devotion to the interests and welfare of the rising generation. Mr. BALDWIN, of Warren, faithfully depicts the embarrassments growing out of the employ- The report of his colleague, Mr. W. WRIGHT, ment of incompetent teachers; "a total neglect," is characterized by a discriminating acquaintance with few exceptions, "of all specific moral train- with the true principles of elementary education, ing, and a total absence of manners"-the misera- and exhibits ample evidence of a faithful and enble condition of the school-houses, and the irregu-lightened supervision of the schools under his larity of attendance (justifiable surely under such circumstances, if ever, and rather commendable than otherwise,) on the part of the pupils. It is by no means matter of surprise, after all this, that Mr. B. disapproves of the introduction of Geology as a branch of study, in the common schools. On general principles, however, and with reference to that improved condition of these institutions now in progress, we must dissent with him entirely, in his position on this subject. We know of no science which could, in our judgment, be more readily and advantageously introduced into the circle of common school education, than that of the physical condition of the earth. The apparatus necessary to its illustration is ever at hand and accessible, and with a familiar acquaintance on the part of the teacher of its elementary principles, every child of ordinary understanding could be initiated into its rudi- On the subject of "Religious Exercises" in ments and enabled to master its details without common schools, Mr. HOLMES, of Westchester, the slightest difficulty, at least so far as may be submits some very sensible observations. While requisite to all the ordinary purposes of life. he would discountenance any compulsory requi What can be more advantageous than a knowl-sitions for the observance of these exercises, he edge of the composition and quality of the different soils, which are every day presented to the observation of the child-the composition of the various minerals and fossils which abound around him-and a familiar acquaintance with the slow but certain process by which hills, moun "The use of the Bible in Common Schools," forms the topic of the report of Mr. GREEN, of Wayne, and the subject is very judiciously treated. He is of opinion that instead of using the Bible as a text-book, select passages from it only should be reverently read at the opening and close of the schools, or at such intervals and on such occasions as might be deemed proper. In this view of the subject we are disposed fully to concur. regards them as exerting a highly beneficial influence on the moral deportment and character of the pupils who participate in them, and accor dingly recommends them, under suitable regulations and restrictions, to general adoption in our elementary schools. |