giving uniformity to the practical workings of our school system. [From Sweet's Teachers' Institutes.] The number of Institutes held in this State, we apprehend, has greatly diminished this last year, and mainly because the complicated law under which they are to be organized was not understood. Some have been held upon the voluntary principle with which the system commenced. This being inadequate to their existence, they would have shared the usual fate of ordinary voluntary associations had not the State extended its patronage to them, and re-invigora-pensible one in a good scholar; and as we meet with ted a system of Normal School Education that must supply the place of more extensive appliances until we can have as many well-endowed Normal Schools as may be requisite to supply our schools with Teachers educated for their business. We, therefore, look upon Teachers' Institutes as the great medium through which this system of professional education is to be brought out. The small appropriation made for their encouragement is undoubtedly ante. The following article on Spelling was presented by a member of the Oswego County Institute in 1846. Although this branch of education is neglected to a great extent in many of our schools, yet it is none the less important. To be a correct speller, is in my estimation a most desirable accomplishment, and an indismany in all our schools who are inclined to treat this branch with indifference, it becomes necessary for teachers to so conduct the exercise in spelling, as to excite a general interest; and as children are soon wearied with monotony, I have found it necessary ard interesting to introduce a variety of modes in teaching this branch as well as others. In the course of my teaching I have practiced some twelve or fourteen modes of spelling the principal of which are the following. The first I shall mention is, REQUIRING PUPILS TO OBSERVE THE ORTHOGRAPHY OF THEIR COPY. cedent to their full endowment, and the final establishment of Normal Schools in all sections of the State. Much, therefore, depends upon the correct application of the bounty of the State in the management of these associations; if the present means for their support be well and profitably em Instances are not rare where pupils will merely ployed, we have no doubt public sentiment will soon call for glance at the phraseology of a copy, and in writing their increase, and finally for Colleges or Normal Schools at it, either supply or omit two or three letters in any which young men and women may be thoroughly qualified lengthy word that may occur in the copy. By teaching as Teachers. The Institutes held this spring have been in a will at length get the form of many difficult words so pupils to think a little, when they are writing, they high degree successful, and promotive of the progressive pub-imprinted on their memories as never to forget them. lic sentiment to which we have alluded. An Institute organized pursuant to law, has recently been held at Schenectady. The initiatory steps were taken under the direction of the State Superintendent, and all desirous of participating in the advantages of the Institute were enrolled as members, and daily sessions were held at the Court House, from 9, A. M., till 12 at noon, and from 2, P. M., till 5. The principal exercises of the day were as follows: 1st. Court of Errors, consisting of three members of the Institute, whose duty it was to criticise and correct the errors in language made by any of its members during the preceding day. 2D. BY CORRECTING COMPOSITIONS. The usual mode of teaching spelling from composition is, to mark the false spelling; but I have found it a very interesting way to collect from all the comand, placing them upon the black board, require the positions presented, the words in false orthography school to correct them. This presents the combined ignorance of all the writers, without exposing the author of any particular mistake, and so excites the attention that no one will be likely to make the same mistake the second time. 3d, Spelling may be successfully taught by writing 2d. Mental Arithmetic, Spelling, and the modes of teach-sentences on the board including errors in spelling, or ing them. by writing separate words falsely and then requiring the school to correct any error they may detect. This 3d. Geography, with exercises on the Outline Maps, Mu- exercise is well calculated to excite an interest and sesic, &c. 4th. Algebra, Reading and Elocution. cure attention; for the very idea of being able to correct a teacher's errors in spelling is sufficient to awaken 5th. Lectures by two members of the Institute upon mat- the dullest mind. ters pertaining to the office and duty of the Teacher. 6th. Written Arithmetic, and the best modes of teaching the same. 7th. Punctuation or composition. 8th. Reading and Elocution. 9th. Drawing maps, exhibition and description thereof. The Institute was placed under the direction of Mr. S. R. SWEET, an experienced conductor of these associations, Among the resolutions adopted by the members of the Institute at Schenectady, we observe one in favor of free schools, and another in approbation of Teachers' Institutes as a means of elevating our Common Schools. 4TH, PUNCTUATION. This mode of spelling may somewhat excite your curiosity, but it is nevertheless useful to a certain extent. Pupils may be perfectly familiar with the letter of punctuation, understand its meaning, and be able to draw all the characters used in punctuating, and yet those characters upon the board and pointing to each be unable to spell those characters. Now just place one, require the pupils separately to give its name and uses, and then spell the names. Thus you teach a sort of treble lesson and a very useful one as far as it extends. 5TH, SPELLING FIGURES. This is the first Institute ever held in Schenectady county, I have seen spectators highly interested in listenand the first under the provisions of the law. It was well ing to the application of words to figures. For exattended, vigorously and profitably conducted, and will tend ample the number of square miles in any of the grand greatly to advance the Common School interests of that &c. A knowledge of spelling is not the only advan divisions, or the population of any town, city or state, county. We understand that several students of Union College, who had been Teachers and design to engage in in the mind the extent or population of any place notage gained in this exercise. It has a tendency to fix the business again, participated in the exercises of the Institiced in this way. I have heard very interesting con tute. cert exercises of this kind. 6TH, SPELLING FROM MAPS. such clerk forthwith to appoint three town superintenGeographical names may be easily taught by point-dents of the county, and notify them of their appoint ing to any division of land or water from the outline maps if they hang in the room, and requiring the school (separately or in concert) to spell the names of such as you point out. One peculiar advantage this mode presents over pronouncing the names for them to spell is, the association of the situation of any place thus noticed with its name and the orthography of that name. 7TH CONCERT SPELLING. This I occasionally introduce by way of variety and it is not without its importance, for small scholars learn a great deal by hearing concert spelling. 8TH, BY LETTER AND SYLLABLE. The particular design of these modes of spelling is, to give variety and secure attention. It is performed by one pupil spelling one letter or syllable, and another the next, &c. 9TH, SPELLING FROM READING LESSONS. This mode I number among the most useful and interesting, for the reason that in our reading lessons we meet with many words that do not occur in our tables in the spelling book. 10TH, WRITING ON SLATES. ment, to constitute an advisory committee, to make the necessary arrangements for organizing and managing such institute, and such clerk shall also immediately give such public notice in such manner as he may deem most proper to the teachers of common schools of the county, and to others who may desire to become such, specifying a time and place when and where the teachers may meet and form such institute. §3. Whenever any institute shall have been organized as herein provided, it shall be the duty of said committee, and they shall have power to secure two or more suitable persons to lecture before such institute upon subjects pertaining to common school teaching and discipline, and various educational subjects which may be deemed calculated to qualify common school teachers, and to elevate the profession of teaching and to improve common schools; and said committee shall keep an accurate account in items, of the necessary expenses of such institute in procuring said lecturers, and otherwise, and shall verify said account by affidavit, and deliver the same to the county treasurer, to be audited by and filed with him when application shall be made to such treasurer, as nereinafter provided. This is rather a slow but sure mode of teaching, advanced pupils to spell. There are many who can 4. Whenever any county treasurer shall receive vocally spell almost any word that may be pronounc-satisfactory evidence that not less than fifty or in ed to them; but as soon as they attempt to write words counties of under thirty thousand population, then not on a slate or commit a few thoughts to paper, they less than thirty teachers and individuals intending to are sure to make gross mistakes; and what mars a become teachers of common schools within one year, beautiful composition or an interesting letter more shall have been in regular attendance on the instructhan bad spelling. tions and lectures of the institute in the county, during 11TH, BY SOUND. at least ten working days, he shall audit and allow the account which shall be presented to him by the committee as aforesaid, and shall pay over to said committee the amount so audited and allowed, not exceeding sixty dollars in any one year, to be disbursed by said committee in paying the expenses incurred by the institute as aforesaid. This is performed by giving the elementary sounds of which any word may be composed. After a school has been thoroughly taught the elementary sounds represented on the "Phonological Chart," this mode of spelling will not only render those sounds perfectly familiar, but will aid in acquiring a clear articulation which is indispensible to good reading. 12th, and lastly, the old mode of standing or sitting in a class and each one striving to gain the head. As pupils are generally interested in this mode of spelling, I would not entirely discard it for any new one; but would exercise the smaller classes in this way twice in a day, and the most advanced ones, once if circumstances would permit. Several of these modes of spelling I introduce mostly for the sake of variety, that being emphatically 'The Spice of Life' in any school. OFFICIAL. AN ACT for the Establshment of Teachers' Institutes. Passed November 13th, 1847, "three-fifths being present." The people of the State of New-York, represented in Senate and Assembly, do enact as follows : § 1. The treasurer shall pay, on the warrant of the comptroller, to the order of the several county treasurers of this State, the several sums of money hereinafter mentioned not, exceeding sixty dollars annually to any one county, from the income of the United States' Deposit Fund, to be expended for the use and benefit of Teachers' Institutes as hereinafter provided. 2. Whenever a majority of town superintendents of common schools in any county in this state unite in a recommendation, and file with the county clerk thereof a certificate, signifying their desire that a teachers' institute should be organized in such county, for the instruction and improvement of common school teachers for such county, it shall thereupon be the duty of 5. Every such committee shall annually transmit to the state superintendent of common schools, a catalogue of the names of all persons who shall have attended such institute, with such other statistical information and within such time as may be prescribed by said state superintendent. § 6. This act shall take effect immediately. STATE OF NEW YORK. Department of Common Schools, ALBANY, May 9th, 1848. Chapter 361, of the laws of 1847, provides for the organization of Teachers' Institutes. Sixty dollars a year from the income of the United States Deposit Fund, is appropriated to each county in the State for the use and benefit of these Institutes. The first step towards establishing an Institute is to obtain the recommendation of a majority of the Town Superintendents in the county, which must be in writing. It may be in the following form: pursuant "We the undersigned, Town Superintendents of common Schools, in the county of to the provisions of Chap. 361, of the laws of 1847, do recommend, and by this certificate signify our desire, that a Teachers' Institute be organized in this county, for the instruction and improvement of common school teachers." with to appoint three Town Superintendents, an advisory committee to superintend the organization, and managing of such Institute. This appointment may be in the following form: "I hereby appoint A Town Supt of B., C., Town Supt. of D. and E., Town Supt. of F., an advisory committee, to make the necessary arragements for organizing and managing a Teachers' Institute, in this county." Dated 1848.. Clerk of the County of J. R. Common Schools within one year, shall have been in regular attendance upon the instructions, and lectures of the Institute in the county, during at least ten working days. An affidavit of the Advisory Committee, or of the Principal, or one of the Teachers of the Institute, that the average attendance upon the exercises equalled the number required by law would be satisfactory evidence to the County Treasurer. By 15, the Committee is required to transmit to the State Superintendent of Common Schools, a cataA copy of said appointment should be transmitted by logue of the names of all persons who shall have mail, or otherwise, to each of the three Town Super-attended such Institute, with such other statistical intendents named therein. information, and within such time, as may be prescribThe County clerk is also required immediately, toed by said State Superintendent. give public notice of a time and place when and where Teachers and others may meet and form such Institute. Such notice will be most properly given through some weekly newspaper published in the county. It may be in the following words: TO TEACHERS AND PERSONS INTENDING TO BECOME TEACHERS OF COMMON SCHOOLS. of Co COUNTY CLERK'S OFFICE.-On reading and filing the certificate of a majority of the Town Superintendents Chi thi county, signifying their desire that a Teachers' Institute should be organized in said county, pursuant to an "act for the establishment of Teachers' Institutes," passed Nov. 13th, 1847: Notice is hereby given to the Teachers of Common Schools, in said county, and others who may desire to become such, to meet at in the Town of on the day of 1848, for the purpose of forming such Institute. Given under my hand this 1848. ·day of· County Clerk. At the time and place appointed, the advisory committee will attend, and preside at the preliminary organization of the meeting. The first question to be decided is whether an Institute shall be formed-on this question the Teachers can only vote. If a majority of the Teachers present vote in the affirmative, then its organization should be completed upon some plan to be mutually agreed on by the meeting and the advisory committee. In the location of the Institute, reference should be had, to the convenience and pecuniary interests of the persons who are to attend it. The time of holding its terms should be fixed with a view not to interfere with the common schools, but at such a season as common school teachers will have the most leisure to attend the Institute. The Advisory Committee will then employ two, or more suitable persons to lecture before the Institute, and conduct the exercises, It will not be necessary for two persons to lecture each day during the ten working days, that it will be required to be in session. One Principal may be employed to have the general direction of the exercises, and he may have one or more assistants, whose duty it shall be to take charge of particular classes, and lecture upon certain subjects pertaining to common school teaching and discipline. The Advisory Committee must keep an accurate account in items, of the expenses of hiring lecturers, and all other expenses of conducting the Institute, and verify their account by affidavit, and deliver it to the County Treasurer, who is authorized to audit the same, and pay sixty dollars towards defraying said expenses. In pursuance of the last clause of this section, I hereby require such committee to transmit to this Department 1st, A catalogue of the names of all the persons who shall have attended such Institute, their place of residence, and post-office address. 2nd, The names of the officers of the Institute, and the lecturers 3d, A statement of the subjects upon which lectures have been dolivered, 4th, A statement of the classes into which the fnstitute was divided, the studies pursued, and the textbooks used 5th, The time the Institute was organized, the length of such term held, and the time and place fixed for holding future terms. 6th, A copy of the accounts rendered to the County treasurer. 7th, I would recommend that a committee be appointed to make a report upon the condition of the schools, and the general state of public instruction in the county, and that a copy of that report be transmi ted to the Secretary 8th, Any other information that the committee may deem interesting or useful, or calculated to promote the cause of common school education. This report should be transmitted to the Superintendent of common schools, on or before the first day of December in each year. The question has been asked whether two, or more counties could unite to form a Teachers' Institute. The language of the 4th section of the statute is such as to preclude such a union. There is no county in the State which cannot sustain an Institute. It is earnestly recommended to the Teachers of every county in the State to form an Institute. It will give them an opportunity of comparing modes of teaching, and of aiding, and counseling each other in their difficult and responsible calling; and not the least among its advantages, will be the acquaintances formed, the good feeling engendered, the mutual encouragement afforded, and the reciprocal instruction imparted at each periodical assembling. Another advantage of these Institutes, and the most important of all, will be the influence which the Teachers can exert, when thus formed into county as sociations, and acting unitedly and harmoniously for the promotion of one great object. By forming com mittees of correspondence, and combining all their energies what project for the aid and improvement of common schools, could they not urge upon the public attention, and carry successfully through the Legislature! CHRISTOPHER MORGAN, Superintendent of Com. Schools. But the County Treasurer must first be satisfied that not less than fifty, or in counties of under thirty thousand population, not less than thirty Teachers, and individuals intending to become Teachers of ber of the Journal, are necessarily crowded out. Several notices of books, prepared for this num EDITOR'S TABLE. REPORT ON A SYSTEM OF PUBLIC ELEMENTARY INSTRUCTION mend, we cannot but express our regret that such a restrict. The discussion of this subject is becoming more general and more interesting. The people, if they will read, think and observe, cannot fail to see the necessity of removing every bar to the improvement of their schools, and of employing the best agencies for accomplishing the great objects of a school system. Cost what it may, the thorough educa nation-not an education that fears and inhibits freedom of sentiment, because not communicated in its own national channels; but that firm reliance upon truth and its teachings which liberalizes mind while it directs it to correct action. We hope this exclusive system will soon give way to one that shall invité a pleasant and profitable intercourse between the teachers and friends of education in Canada and in this Sate. THE CHILD'S FIRST READER, followed by THE SECOND READER, consisting of easy and progressive lessons, by SALEM TOWN, A. M. The Superintendent, after defining what is meant by edution of the masses is the cheapest and wisest policy for any cation, proceeds to prove its importance as a preventive of pauperism and crime, and as a benefit to all the industrial pursuits of life. This established, he contends that the provincial system of education should be universal and practi cal-that it should be founded in religion and morality, and that it should develop all the intellectual and physical powers. These points are ably presented by a variety of argu ments and illustrations. The course of study suggested' embraces the following branches: Biblical History and Morality, Reading and Spelling, Writing, Arithmetic, Grammar, Geography, Linear Drawing, Vocal Music, History, Natural History, Natural Philosophy, Agriculture, Human Physiolo gy, Civil Government, and Polical Economy. In support mencing the alphabet, and progressing to words of two syl of having each of these branches taught, we find many per-lables. The words are first presented in spelling columns, tinent and useful remarks that indicate a high degree of com after which they are arranged in sentences for reading les petency and enlightened zeal for the great work of regener sons. The adoption of this system, it is said by those who ating the Canadian School System. have tested its merits, prevents hesitancy of enunciation, and facilitates the progress of the learner. The Second Reader commences with words of one syllable presented in the form of stories of such simplicity and interest as cannot fail to be easily understood, and at the same time, secure the attention of pupi's and excite a desire for reading. Next comes THE THIRD READER, consisting of interesting and progres sive lessons, by the same author. The first reader is designed for the use of children com Part first embraces full and important exercises in articu lation, based upon the obviously correct principles of language. Part second contains exercises for reading, characterized by purity of language and sound sentiment. Each lesson is preceded by words for spelling and defining, select ed from the passages to be read. Next in the series, is THE FOURTH READER, or Exercises in Reading and Speak ing, designed for the Higher Classes in our Public and Pri vate Schools. Part second relates to the machinery of the system, and evinces as much practical skill in the management of schools as part first does of correct sentiment on the subject of education and its importance. This report, of about 200 pages, was accompanied with a pamphlet, entitled "Remarks on the state of education in the Province of Canada; 'being a reprint of two articles which appeared in the British American Journal of Medical and Physical Science, for January and March, 1848;" and with the four first numbers of the Journal of Education for Upper Canada. From these valuable public documents we learn that a new educational spirit has been awakened in the Provinces, and that the most gratifying success attends the well-directed efforts now in progress to improve the means of education, and impress the importance of the subject upon the people. A Normal School has been established at Toronto under the most flattering auspices. The value of such an institution in Canada is greatly increased by the inhibitory laws in regard to Teachers and Text Books. The exclusion of American School Books is made, says the Superintendent, "not because they are foreign books simply, although it is patriotic to use our own in preference to foreign publications; but becausements of vocal culture, and presents succinctly and clearly they are, with very few exceptions, anti-British, in every sense of the word." The intercourse between the contiguous portions of this State and the Canadas, occasions considerable dissatisfaction among the masses on account of this provision, as well as that by which schools taught by American Teachers are not allowed to participate in the public fund. On this subject there will be an increasing public sentiment in favor of using the best books, and employing the best Teachers, whether of British or American origin. We hope, ere long, to see and this restrictive feeling give place to a more generous liberal policy. If the Normal School in Canada can supply the Schools of this State with better Teachers than those educated in our own institutions, they will find employment here. Our aim is to obtain the best Teachers and the best appliances, and such should be that of our neighbors in Canada. While we have found much in the report to com With this work a systematic course of reading, founded upon principles peculiar to the constitution of man, and as immutable and exact as the sciences themselves, is brought to a close. This book commences with the elementary sounds of the language, gradually advances through all the depart the most intricate principles of elegant reading and speaking The author, though far down the vale of life, has devoted the past year to a thorough revision of his series of school books. His long experience as a successful teacher, his ex. tensive observation in visiting schools in all parrs of this country, and his large and varied intercourse with the ablest teachers in all grades of schools, have furnished many val uable suggestions. All the benefits of these opportunities, have been wisely improved, and are given to the cause of education, as the last and best tribute of one of its most faithful and distinguished servants. TOWN'S ANALYSIS, which perfects the series, is too well known and too highly appreciated by parents and teachers to require any remarks by us in this connection. All these books are published by Sanborn & Carter, at Portland, Maine, in an elegant and durable style, and may be found at Bookstores generally. FULTON'S CHIROGRAPHICAL CHARTS, with a key containing directions for the position at the desk, and manner of holding the pen; also for the exact forms and proportions of letters, with rules for their execution: By LEVI S. FUL TON. New York: A. S. Barnes & Co. tains in their work of death, can never subserve the true objects of the study of history. It should aim at something higher and more noble; and hence the necessity of discern. ing the hand of Providence in all the affairs of men, and of The only obstacle to the immediate introduction of these applying the great practical truths demonstrated by the voice Charts into all our Public Schools is the fact that so many of the past to guide the action of the present. Unless corunsuccessful attempts have been made to introduce so-called rect principles can be more firmly established, and truth systems, that proved to be failures. One thing after another more clearly enforced by the study of history, it can barely has been presented, still leaving the pupil to acquire his pen- serve to amuse; but when these objects can be attained, no manship by imitation, until this very important branch of branch of education is more interesting or useful. To ac education seemed destined to perpetual neglect. The sys-complish this, appears to have been the high aim of the tem proposed by Mr. Fulton, however, aims at something author of this work. higher. It presents a system of instruction based on the same principles of analysis and induction, and with as much precision, as the study of any of the other sciences. The pupil obtains a correct conception of the form and proportion of letters, in the mind, by studying the specific rules in the Key, and observing their application upon the Charts. In this way, a uniform system of instruction is secured, as well as a correct and elegant shape for each letter. This will be acquired by studying the elementary parts of the letters, proportion and size; while the ability to execute them is created by correct, instead of mere random practice. A change of Teachers, if these Charts be used, does not inflict a change in the system of penmanship taught. They are large and beautifully executed, being not less ornamental than useful. We know of no educational appliances that will be more useful in our Common Schools than these Charts. Price, five dollars the set. A PRACTICAL SYSTEM OF BOOK-KEEPING, BY SINGLE ENTRY: of forms useful to all classes of business men, such as deeds, Book-keeping is justly regarded as an important branch of Common School Education, and should be taught correctly, if at all. This work has merits that entitle it to great consideration by those entrusted with the duty of selecting text books for schools. HISTORY OF ENGLAND, from the invasion of Julius Cæsar to the Reign of Victoria: By Mrs. Markham. A new edition, revised and enlarged, with questions adapted to schools in the United States: By Eliza Robbins, author of American Popular Lessons, &c. New York: D. Appleton & Co., 200, Broadway. This work is not a mere dry compend, as are too many of the school histories now in use. The mere record of facts is but a small portion of the historian's work, who would make this a useful and interesting study. To note the rise and fall of empires, or trace the progress of military chief Messrs. STODDARD & BABCOCK, of this city, will accept our thanks for a copy of this work. AN AMERICAN DICTIONARY OF THE ENGLISH LANGUAGE: COL taining the whole vocabulary of the first edition in two volumes, quarto; the entire corrections and improve ments of the second edition in two volumes, royal octavo; to which is prefixed an Introductory Dissertation on the Origin, History, and Connection of the Languages of Western Asia and Europe; with an explanation of the principles on which languages are formed. By NOAH WEBSTER, L. L. D., &c., &c. Revised and enlarged by ONAUNOHY A GOODRICH, Professor in Yale College. With Pronouncing Vocabularies of Scripture, Classical and Ge ographical Names. Springfield, Mass.: G. & C. Merriam. 1848. This Dictionary, being more complete in its vocabulary, more clear and comprehensive in its definitions, and more reliable in its etymology than any other ever published, will be received as the standard of the English Language, both in this country and in Europe. For an extended notice of the work, and a history o ̊ the immense amount of labor necessary to present so perfect a work to the public, we refer our readers to an article on page 38, from the American Review. EDWARD COOPER, ESQ. AURORA, April 28th, 1848. I have just returned from attending a Teachers' Institute, held in Hornellsville, Steuben County. This Institute was convened pursuant to notice given by a committee, and duly organised on the 10th of April. The number of Teachers in attendance was not large, but the Session was a pleasant one, the improvements satisfactory to the Board of instruction, and honorable to the members of the Institute. All seemed to be well imbued with the true spirit of their profes sion, and resolved to make greater efforts, both for development of the intellectual powers, and the cultivation of the moral surceptibilities of those pupils, who should, hereafter, be placed under their instruc tion. ted a deep interest in the exercises. The discussion The citizens were peculiarly attentive, and manifesof e 'ucational topics, and the public lectures of the evening, called out full houses. An excellent spirit was evidently waked up among the people, and the hearts of the Teachers were cheered with the hope of being sustained by a more vigorous co-operation, on the part of parents, while engaged in educating their children. The Institute was closed with the reading of a Teacher's paper, got up for the occasion, a well writ ten essay by one of the young Ladies; and a valedictory address, prepared by appointment. The benediction was then pronounced, and the members of the Insti tute separated with feelings of deep and tender interest in each others welfare. I entertain no doubt, the interests, will long be felt in that community. happy influence of this convention, on educational Very respectfully yours, &c., SALEM TOWN. |