verse influence--at that hour, you shrunk not from the responsibility it brought, but devoted yourself with an energy and skill that astonished all, to the duty of repairing the ravage which seemed so nearly fatal.To fill, successfully, the station to which you were appointed, vacated as it was, few might dare to hope; to fail in the undertaking, seemed almost inevitable. You accepted this station, with its burden of incalculable toil and care, and almost certain loss of reputation, and the result has been such as fully re-animates our fainting hopes, and renews the anticipations of other days. If ever this school has been an agent of good, we believe it to be so still; and to your efforts, and those of your associates, is this continuance to be attributed. And with this conviction, and attended by auguries for its success, as fair as ever haunted the fancy of its first founders, we go forth to execute the duties which you have enjoined. Hon. CHRISTOPHER MORGAN, State Superintendent of Common Schools, and Chairman of the Executive Committee of the State Normal School, then addressed the audience. We give the following, though a mere sketch of his remarks: Mr. MORGAN said he had been requested, a few days since, to offer some remarks on this interesting occasion; but other duties had so much engrossed his attention as not to leave a moment's time for reflection. He had, however, but a few words to say, nor was it necessary to say much, since all that had been seen to-day,spoke more eloquently than anything he could present. He entered upon his official duties with no propospossessions in favor of the Normal School. He confessed that he was indifferent in regard to it, if not prejudiced; but his prejudices were the result of a want of knowledge of the plan upon which the institution was based, and the success with which it had been carried forward. He knew little of the institution, and had formed no favorable opinion of it in consequence of misrepresentations. He confessed that these misrepresentations had had their influence upon But that influence was early dissipated. A better knowledge of the institution had induced him to form a more just opinion of it. his mind He came to Albany when there was a deep gloom over the institution. In a few days after his arrival, that good man-possessing so much of intellect, of benevolence and of every attribute of the man and the christian, was removed by death. He remembered well how he appeared, although he had seen him but once; but had he never seen him, he could not have mistaken his character, his worth and his influence. His works praised him. The heaving breast, the tearful eye of those who loved him, gave the most powerful evidence that a great and good man had fallen. If Mr. M. had any prejudices-any doubt of the success of the State Normal School-of its utility-they disappeared the moment he became acquainted with its perfect adaptation to the important objects which it was established to promote. All apprehended that the loss of its first and truest friend would be irretrievable, and that the Normal School could not recover from the heavy blow; but it is gratifying to know that no one man is indispensable to the usefulness or existence of the institution. The same Providence which removes one friend, raises up another to guide and direct its interests. The progress of the School has been continued, with no change in its arrangements or prospects. The pupils have much to do in giving character to this School. They who go hence are its representatives. Their character as teachers, their usefulness in society, and their fidelity to the pledge they have given, will give permanency to the institution. Its success depends upon the im pression which its graduates make upon the public mind. It will be of no avail that their teachers have been faithful, unless they furnish constant and unequivocal testimony in favor of the system, by devo ting themselves to the business of teaching. The pupils have, so far as known, sustained the reputation of the School. He had been prejudiced, because he feared that these obligations had not been kept; but from what he had learned from his predecessor, who has felt a deep interest in the success of the institution, he was satisfied that no persons could have more faithfully kept their pledge, than have the pupils of this institution. Be faithful, said Mr. M., be true to the obligations you have so solemny assumed, and I have no fears for the success of the Normal School. institution. As there are many present who have A step has been taken to give permanency to this power to save the school, I appeal to them in its behalf. You have, gentlemen of the Legislature, seen the exhibition of well disciplined mind, of good order, of practical knowledge in teaching, and I appeal to you to give to this School a permanent endowment, Be sure to countenance and endorse the principle of Normal Schools. Educate the Teachers of the State instead of taking them from the workshops, the fields or the professions. Endow liberally this school, and if the system works well, create other schools in other sections of the State-one in each county if need be. The expense is of minor consideration. The State of New York can never become embarrassed by her contributions to popular education. Benevolence does not embarrass. A State can never be impover ished by liberally sustaining her schools. You need have no fears, gentlemen, that you can do too much for the education of the people. We have the means. and they should be employed to give permanency and efficiency to the Normal School. He regretted that he had had no more op] orturaty to mingle with the members of this Institution. He had seen enough to satisfy him that the legislature ought to sustain this Normal School. He had seen that the Teachers had done all that could be done; and he trusted that the Legislature appreciated their valuable services. It was gratifying to him, as it must be to all, to witness these exhibitions. Let them have their legitimate influence. We are now, said Mr. M., about to separate-perhaps not to meet again this side the tomb. If you have indulged one unkind word against each otherone ungenerous suspicion, or one unkind feeling against a teacher-recall that word and cast off that feeling, With kind and generous emotions, go forth to the discharge of your obligations. Imitate the example and emulate the exalted virtues of him, who addressed you from this spot, where I now stand, when I first entered this school, and who has gone, we trust, to a brighter and purer world. The following parting hymn was then sung, the words of which were also composed by Miss MARY J. DEWEY ; From the halls we love so well. Bright light! Heaven's light! The diplomas were then presented to the graduating class by the Principal, Prof. GEORGE R. PERKINS, who addressed the students as follows: Young Ladies and Gentlemen of the Senior Class: As you are now about to take your final leave of this Institution, allow me to say a few words by way of caution, as well as encouragement, in regard to your future relations as teachers. You have all toiled and labored assiduously, some of for more than two years, and have completed you the prescribed course of studies of the Normal School; you have enjoyed all its benefits and privileges, and are now deemed qualified to go forth as teachers and guides of the young, who are scattered throughout the length and breadth of this State. expect You have, as pupils of this Institution, received many advantages; consequently much will be ed and required of you, as teachers. Be careful then not to disappoint the friends of education in this respect. labors at all proper times, and in all proper places, ready to discharge your whole duty as teachers and missionaries in the great cause of education. Your duties are not to be confined to the five and a half days per week in your school room, but you should so interest yourselves in the welfare of all those with whom your lot is cast, as to win their confidence, and so to exert a good and salutary influence over all.Seek to do good unto all, especially unto those under your immediate charge. Go forth then in the good and great cause of educating the rising generation. Make use of all proper means to accelerate this noble work, which has been so well begun. Trust not wholly to your own strength and wisdom, but seek that wisdom which cometh from above, which is able under all circumstances to direct you right; and may the blessing of Heaven smile upon your efforts, and crown them with success. List of Graduates of the Normal School, March 30, 1848, with their post office address. NAMES. Ophelia Brown Sarah T. Foster Oliva D. Smith Emerette Steele Margaret A. Uline You have it in your power to accomplish much good in your noble profession, and you also have it in your power to do much which shall injure and retard the good effects of popular education. The prosperity and perpetuity of this Institution depend very much upon the wise and correct conduct of its graduates. The public look to you as the fruits of this school, and by your usefulness and success, will they judge of the value of Normal Schools. If you all do your duty discreetly, faithfully and hon-Charles R. Abbott estly, there need be no fear for the continuance of Milton H. Baker our beloved Institution. Then will the experiment of a Normal School prove successful. As you love this Institution, as you feel an interest in the welfare of the rising generation, and in the welfare of mankind at large, let me urge upon you by all good and proper motives, to be exceedingly circumspect in your future conduct. Never indulge in exhibitions of arrogance and self-sufficiency. It is very easy for a teacher in this way to create such unfavorable prejudices against himself, as shall require much time and great exertions to remove. Be always modest and unassuming, especially when among those who have labored longer than yourselves in the cause of education. There are many things to encourage you in your future labors. Your field of operation is wide and ample. There are in this State upwards of 700,000 children receiving aid from our munificient school fund. The attention of the public is directed to the importance of good schools; and it is, to a considerable extent, looking to the graduates of this Institution, to produce the necessary improvements. It is true that the number of graduates of the Normal School is sufficient to supply only a small portion of our 11,000 schools; still, if you all do your duty, your influence will, in a greater or less degree, be felt in every district of the State. You must be active in your Fanny C. Webster Dalson W. Blanchard James Johonnot Willard D. Straight Jackson Voorhess The large and highly gratified audience, will not soon forget this occasion, nor the favorable impressions it created for the Normal School. The exercises were of such an excellent character as to give a most favorable introduction of the graduating class to the confidence of the public. From the National Era. Ere shall rest thy manhood's sun, Life is not the traceless shadow, Nor the wave upon the beach; Full of labor, full of thought; Fearless wage life's sternest conflict, If thou'lt have a memory cherished, Labor until set of sun, And the welcome shall await thee. Onondaga county, N. Y. J. C. O. THE SPIRIT OF THE TRUE SCHOLAR. In a discourse on Education, delivered by Professor Tappan before the Pittsfield Young Ladies' Seminary, which we think one of the most elevated, comprehensive and elouent esays on the great subject of the true spirit in which Education particularly that noblest kind of it, self education-should be pursued. It strikes us as full of important truth finely expressed, and we commend it especially to parents and the young. The right spirit of education shows itself in the high and noble resolution to become educated-a resolution built upon the conviction that education is the birthright of the mind; a resolution, therefore, to be awed by no opposition, nor quelled by any difficulties which less than superhuman strength can meet. 66 was longs to its inculcable worth and dignity. The man who, particularly, at least. regards himself as "dust and earth, and becomes a mere pander to his own passions, or the submissive world—a world of names and modes and pretensions, hollow and shadowycan never educate himself, for he can never know or value his real being, nor can he submit to the self-denial, and the patient toil involved in the discipline. The next element we mention, and a cardinal element of this self education, is the love of perfection. This is a generic designation, and includes the love of all that is beautiful, great, and good; it of course includes the great ends of our being, our duties and responsibilities. Meditations upon what the mind is, and upon what it may become in relation to the present, and still more in relation to the future, awaken this love. It is a feeling which once awakened, can never die. It grows stronger with the growth of the mind, with increase of knowledge, and in its own glowing exercise. It is a solace in trouble, a joy in success, a strength in difficulty, and the very life of hope. It is the shield and buckler of the soul, and defies the temptations of sense, and the scorns and jeers of folly; it is the living principle of its development, and leads it on from perfection to perfection, from glory to glory. Its holy flame for ever burneth, From heaven it came, to heaven returneth." of knowledge. Knowledge is valuable for the delight Another element is, a due appreciation of the end which it affords, the uses to which it may be applied; and above all, as the mean of mental development. The great error of men is, to look upon the acquisition of knowledge itself, as constituting the education, when the education is really the consequence of knowledge. Knowledge is infinite. We shall increase in knowledge forever. The highest amount of knowledge that can be gained during this life, must still in respect of knowledge, leave us children. But, in the cultivation of the mind, by the wise acquisition aud application of knowledge, there is a great end that can be gained, and gaining which, we are more than children. It is such a development of all the parts of our being, that we shall know them all in their rich and delightful "What sustained my courage," says Heyne, experiences, and acquire over them a ready command. neither ambition nor presumption, nor even the hope This I say, is a great end; for after this, the acquisition of one day taking my place among the learned. The of knowledge ceases to be a toil, and becomes the stimulus that incessantly spurred me on, was the feel-habitual and pleasant effort of the mind. To think, to ing of the humiliation of my condition, the shame with which I shrunk from the thought of that degradation which the want of a good education would impose npon me; above all the determination of battling courageously with fortune. I was resolved to try whether, although she had thrown me among the dust, I should be able to rise by my own efforts." His ardor only increased with his diffioultics. For six wocho, he allowed himself only two nights' sleep in the week. Here was a mind, conscious that its capabilities were not given, only to throw shame upon them by grovelling with the filth of the world: Heyne felt that to rise was the birthright of his mind, and could not be prevented. Though fame should never make mention of his name, and he might forever remain in obscurity, yet he would satisfy the longings of his mind, and enjoy the consiousness that he was an educated man. In the next place, it is a spirit which leads us to a comprehension of the attributes, capacities, and of our intellectual, or spiritual being. We have already seen what inadequate results men are prone to forecast.He can forecast the true results, the development of our whole being, who so far comprehends this being, as to look upon it with the awe and love which be reason, to observe, to deduce principles, to combine forms of the great and the beautiful, to interpret the events of the world as they appear, to practice virtue, is the natural work of the mind. Education prepares it for its natural work. It is a great end, also, because, when it is gained, the destiny of the mind is fixed for time and immortality. The destiny is fixed, because the character is determined. TOUCHING ANECDOTE. At a Teacher's Convention in Springfield, Mr. Sweetzer, in an eloquent speech, illustrated the force of example by the following striking anecdote :- "A painter while journeying, accidently fell in with a most beautiful child, and was so enraptured with its countenance that he immediately resolved to paint it, and carried his determination into execution. "Hanging the painting in his studio he made it his guardian angel, and when he was desponding or angry, sought encouragement and calmness in gazing into its beautiful face. He thought that if he could ever meet with its counterpart, he would paint that also. Years passed away, and the painter succeeded in finding no one so infernally ugly-looking as to satisfy his idea of highest objects of our government to provide amply for the education of its citizens-that universal suffrage is safe, only when sustained by universal education. an opposite to his darling picture; but by chance while visiting a prison, after having almost given up in despair, he saw a young man stretched upon the floor in his cell in a perfect paroxism of rage. This struck him as his desideratum, and he lost no time in It is as sad as it is common, to see men enter the political transfering the face to canvass and placing it side by contests of the day with a warmth of feeling and energy of side with his ideal of purity. And who, think you, action that indicate the deepest interest in the welfare of our was the original of his last painting? The same that country, while their inactivity in the cause of universal edwhen a child, had furnished him with his long cher-ucation clearly demonstrates that they are under the influ ished, and beautiful picture, the innocent, happy and darling babe. The change had been wrought by the teachings he had been subject to, and the examples set before him.'". "--Springfield Republican. DISTRICT SCHOOL JOURNAL. SYRACUSE, MAY 1, 1848. EDUCATIONAL LESSONS FROM EUROPE. The revolutions of the old world are replete with instruction and admonition to all civilized nations. They unfold most clearly, those great and immutable principles of political economy and religion, upon which every government should be founded in order to secure happiness to its citizens and perpetuity for its institutions. Experience has shown that no government can be successful for a long period without providing the means for increasing knowledge and virtue among its subjects. The system of education contains the great bond of union which is to give power to civilized nations. The people must be qualified, by instrumentalities furnished and sustained by the government, for the duties and responsibilities of citizenship, or no well regulated public sentiment can exist. There is an innate love of liberty in man. It is one of the elements of life itself, but it takes its direction from surround ing influences. These influences constitute in part, the education every man is destined to receive, and just in proportion as the value of a good citizen is greater than that of a bad one, are the obligations of government to provide the means of securing the former and avoiding the latter. In despotic governments the people are kept in ignorance, as the means of preserving the concentration of that power, which in republics is diffused among the masses and with safety only as knowledge and virtue obtain. The people throughout the kingdoms of Europe, by the agency of the press, have seen those glimmerings of light which reveal the truth that man was born for a nobler sphere than merely to serve kings. Whether this discovery will result in the elevation and consequent increased happiness of the oppressed and down trodden masses of Europe will depend almost entirely upon the facilities for mental and moral culture created by the re-organization of their political structure, and the fi delity with which they are improved by the masses who are to be entrusted with the rights of self-government. No individual can look upon these discordant elements, peering up amidst the throes of political excitement, without serious apprehensions for the result of these great movements. all look instinctively to the qualifications of each individual who is to be vested with this new sovreignty, and fear the stride from despotism to republicanism is too great to be safe. When hope predominates, we fancy that we can discover republics rising in quick succession upon the ruins of empires; but as fear alternates, the pleasing scene changes only to disclose anarchy and bloodshed for the want of that education, without which no republican form of government can long exist. Be the result what it may in the old world, the present crises is full of admonition to us. It enforces anew the long conceded truth, that it should be among the first and We ence of popular excitement, instead of a high and holy devotion to the true objects of government—the elevation and happiness of all its subjects. Every day adds new testimony to the necessity for thorough education, not of the few but of the many. We have only to read the lessons afforded by this era in the world's history, and we shall meet with unanswerable arguments in favor of renewed exertions to improve our educational facilities and make them free to all. The statesman and the philanthropist will find new and more forcible appeals in the picture the world now presents for our contemplation. No money is more wisely expended than that which is judiciously appropriated to the diffusion of knowledge and virtue, nor any exertions in the cause of humanity sooner or more richly rewarded than those rightly made for the education of the young. The well-informed and honest statesman, the intelligent and liberal minded citizen, the christian and the philanthropist, whose views of society and of duty are not obscured by too long cherished selfishness, admits the wisdom of this policy of our government; but alas! how many neglect their duty, or perform it grudgingly. How many excuse their shameful lukewarmness in the cause of popular education by haughty assump. tions of greater prudence in action, or sounder sentiments on this great subject; always finding fault with those who do act, they escape criticism themselves by their supineness; they act only as critics and judges, never as contributors to the welfare of the rising race. To them we present the alarming, yet thrillingly interesting events of continental Europe, as fit subjects for reflection and incitement to duty. If carefully studied, we doubt whether they will heap censures upon our Legislators and the active friends of sound and useful learning, because a Normal School is permanently endowed, or our higher institutions fostered by the gov ernment. No nation ever became embarrassed or impoverished by supporting its educational and charitable institutions, but many have been ruined by neglecting them; nor will any good citizen, himself the patron and friend of education, ever indulge in complaints that so much is expended for these purposes. His main desire will be to see that it is well and profitably expended, and that society receives a fair equivalent for whatever contributions the state shall make as of its citizens, whether by appropriations to Colleges, Academies, Normal School or its eleemosynary Institutions. With our 11,000 common schools these form one great system, to which we must ever look for the germs of good government, and the increase of human happiness. So must France and every other nation that would successfully entrust its government to the mass for the improvem of its citizens. Who then is fearful of too much liberality, too much exertion in the cause of education? Let the hypocritical admirer of our free institutions and the sordid miser who lives only to accumulate money and die without leaving any evidence of usefulness to the world to brighten his memory, entertain such fears; but let no patriot statesman, no friend of man kind, no christian philosopher falter when the whole world is in agitation on account of ignorance and bad government. STATE NORMAL SCHOOL. We give a brief account of the semi-annual examination of the State Normal School, together with the Poem, the valedictory, the remarks of the State Superintendent of Schools and the closing address by the Principal. The proceedings are in a high degree interesting and instructive, and fully meet the expectations of those who have anticipated most from the Institution. STANDING DISTRICT CLERK, MR. EDITOR-Feeling as I do a great interest in the progress and improvement of common schools, I take the liber ty of suggesting an article for your Journal, which has been the subject of much thought, and the necessity of which has often been forced upon me during an experience of more than twenty years in official service, as Commissioner, Inspector, Superintendent, &c. Quite a large share of the difficulty in the reports of Trus tees arises from the fact that the accounts of moneys receiv ed and expended, are very imperfectly kept; this results The Legislature have wisely given a permanent endowment to the School, and appropriated $15,000 for the erection of a building to be located on ground owned by the State The location, in rear of the old State Hall, is an excel-partly from ignorance about a somewhat complicated and an lent one. Its proximity to the Geological rooms may be regarded as an important consideration, as it will enable the Institution to receive the benefits of the state collection of specimens in natural history, without inconvenience. This act of the Legislature will enable the executive committee of the Normal School to increase its usefulness by enlarging the facilities for carrying out the objects of the Institution. It is no longer regarded as an experiment, subject to the fears that it may yet prove a failure. All the arrangements will be improved in consequence of being permanent. The school, so highly prospered under its temporary organization, will excite new expectations and inspire new hopes to encourage the friends of education throughout the State. The services of its graduates have thus far borne the most undoubted testimony in favor of the system of Normal Schools, at once allaying opposition and removing doubts as to the wisdom of the policy adopted by the State in reference to the education of teachers. ever changing system, and partly from their dislike to be troubled with such things, which causes" A. to leave it to B., and B. to C. and C. to A. or B."-a sure way to leave it un-' done. Having experienced the force of these difficulties, and be ing called upon very often to write reports and to perform sundry other things for the trustees, I offered my services for a year to keep their accounts, make the necessary reports, and execute all the writings belonging to their de partment for two dollars. (I had rendered the same service formerly gratis.) To his they agreed and delivered over their books and papers, thus ridding themselves of quite a burden. The experiment has been a successful one; much more so than I anticipated. My services have been sought annually since that time, and I can now afford to do it for the above trifling sum, inasmuch as it becomes easier the longer ! per form it. It also gives the trustees more time for their other duties which are rendered with more cheerfulness than have ever before noticed. I would recommend all trustees to adopt a similar course, and I am fully convinced that the Legislature would soon add another clause to our present "school law" which should POSTAGE ON THE DISTRICT SCHOOL JOURNAL. Having ascertained that several post-masters charge pamphlet postage on the District School Journal, thus increasing it from one to three cents for each number, we submitted the question to the Post-master General, and received the follow-cause the appointment of a "Standing Clerk" in every dis ing answer: Post-Office Department, SIR:-In answer to your letter of the 15th, you are informed, that the P. M. General has made no decision under which the District school Journal of the State of New York is subjected to postage other than that chargeable on newspapers. Respectfully Yours, Sec. Asst. P. M. General. Whenever other than newspaper postage has been charged, it has been done without the authority of the Department, and should be refunded. The above is sufficient authority on the subject, and may be used to prevent an obviously wrong construction of the postage law, whenever an attempt is made to exact more than newspaper postage. trict, who should execute all the writing for the trustees and for the district, and who should receive a small salary from the district for such service. One competent person could be found in every district who would be willing to devote the necessary time for a limited compensation. Manheim, April 1, 1848. S. B. At a meeting of the Tioga County Teachers' Association held at Owego the fifth day of February, the following preamble and resolutions were offered by C. R. Coburn, Principal of the Owego Academy. Whereas, "He who fixeth the bounds of our habitation that we cannot pass," hath, in his all wise aud merciful providence taken to himself, David P. PAGE, late Principal of HUKAGE MANN, the distinguished secretary of the Massa- labor one who, by the kindness of his disposition, his com the State Normal School, thereby removing from his field of chusetts' board of education, has been elected to fill the va-manding talents, suavity of manners, and devoted piety, encancy in Congress occasioned by the death of John Quincy deared himself to every one with whom he became acquaintAdams. As he does not contemplate resigning the office heed. has filled with so much honor to himself and usefulness to society, the cause of popular education will sustain no loss by his being called upon to participate in the councils of the nation. ARDENT SPIRITS AND TOBACCO.-The Board of education of this city, have passed a resolution against employing any teacher who makes use of ardent spitits or tobacco in any form. The New York State Teachers' Association, will hold its next anniversary at Auburn, on the second Wednesday of August, and the following day. Therefore, Resolved-That, while we bow in humble submission to this afflicting stroke of our Heavenly Father's hand, that has thus taken from us one of the brightest ornaments of our profession, we deeply sympathise with the Schools, over which he so ably presided, the cause of popu* lar education which he so eloquently advocated, and so suc cessfully defended, the Teachers of the State, whom he so materially assisted both by "THEORY AND PRACTICE," and the bereaved parent and mourning family in which he was an af fectionate husband, an agreeable companion, and indulgent, yet faithful parent. |