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Adams's New Arithmetic,

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| receipts, orders, notes, bonds, mortgages, and other instruments PRINTING MATERIALS & BOOK PRINTING. Blank Books, for the use of learners.

necessary for the transaction of business. Accompanied with BARNS, SMITH & COOPER,



TOULD respectfully call the attention of Printers a ud lub.


3m. W

lishers to tbeir Establishment, for STEREOI PNG PRINTING M.ITERIALS & BOOK PRINTING.

JUST PUBLISHED, They have prepared themselves with all the necessary ma chinery and material, --supp.ied themselves with large fonts of new and beautiful Type, expressly for the business,--and will

REVISED EDITION. execute orders of any size, for Stereotyping Books, Pamphlets, T"

THE PUBLISHERS give notice that this valuable School Book Circulars, Cuts, &c., with accuracy and in a style equal to any

is now in the market. The work has undergone a thorough establishment in the country.

revision. It contains the characteristics of the former edition, in PRINTING MATERIALS.

a greatly improved form with such correc:ions and additions as

the wants of the times demand. B. S. & C. have also, completed their arrangement to keep on Adams's New Arithinetic is almost the only work on Arithmetic hand, a constant supply of Printing Materials of every description, used in extensive sections of New England. It has been adapted embracing NEWS, BOOK and Plain and Fancy JOB (metal, TYLE, to the currency of, and republished in Canada. It has also becn from Pearl to four line Pica; WOOD TYPE; BRASS RULES of traslated and re-published in Greece. It is used in every part of all kinds ; LEADS, COMPOSING STICKS, Furniture, Quoins, the United States; and in the State of New York, is the Text HOE'S IMPROVED. PRESSES, --in short, every article necessary Book in ninety-three of the one hundred and fifty five Academies to a complele Printing Office--all of which they will furnish to

which reported to the Regents of the University in 1847.

Not Printers, or others, as low as can be bought in New York. The with standing the multiplication of Arithmetics, made up, many patronage of the craft is respectfully solicited.

of them, of the material of Adams' New Arithmetic, the work CAROS, of every variety of quality, color and size, supplied at has steadily increased in the public favor and demand. the lowest New York wholesale prices.

l'eachers, Superintendents and Committees are respectfully BUOK PRINTING,

inviled to exomine the revised edition, every facility for which wil Executed in the neatest style, and at short

HALL & DICKSON Syracuse, April 1, 1848.

Announce as in Press for the Fall Trade, TEACHER'S INSTITUTES.

THE YOUNG DECLAIMER, a Book of Prose and Dialogues, TO TIE WORK on TEACHER'S INSTITUTES including their for the use of Schools, by CHARLES NORTHEND, Principal of

origin and progress, modes of conducting them, instructions the Epes Grammar School, Salem, Massachusetts. rom the State Superintendent, and practical hints to Teachers, by THE BOOK OF DIALOGUES, by CHARLES NORTIIEND. one of the Authors, S. R. Sweet, is now offered for sale on the IF Orders respectfully solicited. most reasonable terms. Published by STODDARD- & BABCOCK, SYRACUSE, H?H. HAWLEY & Co., Utica, D. M. DEWEY, ROCHESTER, E. H. PEASE SCIENCE OF THE ENGLISH LANGUAGE & Co. ALBANY. A twenty-five cent piece may be enclosed in a half

CLARK'S NEW GRAMMAR. sheetof paper, and addressed post paid to S. R. SWEET, SARA- A Practical Grammar, in which Words, PHRASES AND SEN poga Spings, when the Work will be sent by Mail, or 5 copies for TENCES ære classified according to their offices and their relam 81. Julie 1, 1848.

tions to each other, illustrated by a complete system of DiaBOOKS FOR SCHOOL LIBRARIES.

grams; by S. W. Clark, A. N.

This is a new work which strikes us very favorably. Its THIE following Books which are adapted for School Libraries, deviations from older books of the kind are generally judicious

can be obtained of Booksellers generally throughout the and often important."—N. Y. Tribune. State.

“ We are convinced it has points of very decided superi Tue THXORY AND PRACTICE OF Teaching by D. P. PAGE!, late ority over any of the elementary works in common use." —N. Principal of the New York State Norinal Sehool. price One Dollar. Y. Čourier and Enquirer.

FREMONT's HistORY OF OREGON. This is an exceedingly inter esting work, and is got up in neat attractive style, price One

“Mr. Clark's Grammar is a work of merit and originality." Dollar.

-Geneva Courier. Julius MELBOURN, containing sketches of the Lives of John “Clark's Grammar I have never seen equalled for practicaQuincy Adams, James Madison, John Randolph, and others.bility, which is of the utmost importance in all School Books." This Book contains a vast amount of useful informaiion price 75c.

S. B. CLARK, HAMMONDS POLITICAL HISTORY OF New York, Third Volume January, 1818. Principal Scarboro Academy, Me.

This volume contains the Life of the lion. Silas Wright, and is 6. The brevity, perspicuity and comprehensiveness of the embellished with handsome Steel Engravings of Governors Bouck, work are certainly rare merits and alone would commend it Wright and Young, price Two Dollars.

to the favorable consideration of Teachers and Learners." THE NORMAL ('HART OF ELEMENTARY Sounds, by the late D. P. Ontario Messenger PAGE

This Grammar is just such a Book as I wanted, and I This chart is a splendid ornament for the School Room, is about shall make it the text book in my school.”. the size of Mitchells Map of the United States, and it is so useful

WILLIAM BRICKLEY, that no good School should be without it. Price Two Dollars and

Feb. 1818.

Teacher, Canastota, N. Y. Twenty-five cenis.

“I believe it only requires a careful examination by Teach

ers, and those who have the supervision of our educational Adams's Series of School Books.

interest, to secure for this work a speedy introduction into The Publishers have in preparation, and will publish, early in all our schools.”

N. BRITTAN, the season, the following series of Arithmetical Works, viz:

Feb. 1818.

Principal of Lyons Union Schoos. 1.-Primary Arithmetic, or Mental Operations in Numbers-; "I do not hesitate to pronounce it superior to any work being an introduction to Adams' New Arithinetic, revised edition with which I am acquainted. I shall introduce it into the

11.-Adams's New Arithmetic, Revised Edition; being a the Mount Morris Union School at the first opportunity.” revision of Adanıs's New Arithmetic, first published in 1827.


H. G. WINSLOW, Principal. III.-Key to the Revised Edition of Adams's New Arith mhetic. IV.—Mensuration, Mechanical Powers, and Machinery.

BOOKSELLERS, SYRACUSE, The principles of mensuration analytically explained, and practically applied to the measurement of lines, superfices, and solids,

HAVE LATELY PUBLISHED also, a philosophical explanation of the simple mechanical powers; and their application to machinery. Designed to follow Adams's TH THORY, & PRACTIC OF TACHING. New Arithmetic.

BY DAVID P. PAGE, V.-Book keeping. T'his work contains a lucid explanation of the science of accounts, a new, concise and common sense Principal of the New York State Normal School method of BOOK KEEPING BY SINGLE ENTRY, and various forms of

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ment or condensation, are only given in this, Dr. Webster's Elementary Sounds of the English Language


M. A. Deihl, N. A. Gieger, Professors in do.

Benjamin Larabee, D. D., President Middlebury College THE ENTIRE WORK UNABRIDGED.

and otlrer distinguished Gentlemen. N

Published by

G. & C. MERRIAM, ter of Dr. Webster's original work, his improvements up

Springfield, Mass. to the time of his death, and now thorougly revised and great. And for sale by M. H. Newman & Co., Cady & Burgess, A. ty, improved by

S. Barnes & Co., Huntington & Savage, Pratt, Woodford & PROF. C.A. GOODRICH,

Co.. Appleton & Co.,Jno. Willey, New York, and by Booksel
lers generally throughont the country.

May 1.
In the language of an eminent critic, "in its Definitions-

NORMAL CHART. dre object for which nine-tenths of our references to such a work are inade-it stands without a rival in the annals of English lexicography.” These definitions, without abridglarger work—and are not found in any mere abridgments, or works on a more limited plan. If It contains THREE TIMES This Chart was arranged and prepared by D. P. PAGE. Principat The amount of matter found in any other English Dictionary fthe New York State Normal School, and has received the unqua compiled in this country, or any Abridgment of this work, lified approbation of hundreds of Teachers, who have it in daily yet it is sold at a trifling advance above the price of any other use in their schools. Mr. Page has been long known to the pubhus and limited works.

as an experienced Educator, and it is believed that in no depart TESTIMONIALS.

ment have his efforts been crowned with greater success than in

that of Elocution, The Chart embodies the results of many year (From George M. Dallas, Vice President of the United States.) The crown Quarto edition ought to receive universal fa- ed that it will soon become to be regarded as the standard, on the

experience and a 'tention to the suliject; and it is confidently expect vor, as a monument of American intellect and erudition, matters of which it teaches, in all our schools. No work of so great exqu'ally brilliant and solid-more copious, precise and satisfac-importance, has probably ever been before the public, that has in so har vapla of the kind -Mmh1818...

short a time been received with so many marked tokens of favor [From Pres. Olin, of the Wesleyan University.)

from Teachers uit highest dlstinction. Though there are oiher « Webster's American Dictionary may now be recommen. Charts before the public, of merit, yet it is believe that the norma ded, without reserve or qualification, as the best extant.-Chart, by the pecullur excellence of its analysis, definitions, direcDec., 1817.

tions, and general arrangement, will commend itself to the atten [From Pres. Hitchcock of the Amherst College.]

tion of all who have in view the best interests of their schools.“I have been in the habit of using Dr. Webster's Dictionary The Chart is got up in superior style, is 56 inches long and 45 wide. for several years past, in preference to all others, because it mounted on rollers, cloth backs, and portions of it are distinctly to far exceeds them all, so far as I know, in giving and defining gible at the distance of fifty feet Price Two Dollars. scie ntific terms."

The Chart can be obtained of A. S. Barnes & Co, and Iunting [From Rev. Dr. Wayland, Pres. Brown University, Providence, R. I.) ton & Savage, New-Yerk city; W'm. J. Reynolds, Boston ; G.& c 5. I have always considered Dr. Webster's work in Lexico- Merriam, Springfield, Mass.; E. H. Pease, Albany ; Young & lan graphy as surpassed in fulness and accuracy by none in Troy,; S. Hamilton, Rochester; Oliver Steele Buffalo; F. llan air language."

Elinira; D.D.Spencer & Co., Ithaca ; J. C. Derhy & Co, Aubura
Renneit, Backus & Hawley, and G. Tracy, Utica; M.C: Younglowe,

Cleveland, Ohio ; J. J. Herrick, Detroit, Michigan; and of Bookseb The new Edition of Webster's Dictionary, in crown lers, generally. Agents who wi. h to purchase the Chart, supplied Quarto, seems to us 'deserving of general patronage for the on liberal terms by

HALL & DICh.SON, following reasons:

July, 1847.

Publishers, S. racuse, N. Y. In the exhibition of the Etymology of the language, it is suprerior to any other dictionary.

FROM S.S. RANDALL. [Here follow specifications of its excellence, in its Defini SECRETARY'S OFFICE, wons, Orthography, Pronunciation extent of Vocabulary. ta- Department of Common Schools, bles of Geographical, Scripture. and Classical Proper names.]

Alhany, Jan. 25, 1948. We recommend it to all who desire to possess THE MOST Mr. L. W. HALL, Dear Sir:-I llave examined the Sorel COMPLETE, ACCURATE AND RELIABLE DICTION- Chart of ile Elementary Sounds of the English language, arranged ARY OF THE LANGUAGE.

and prepared by David P. Page, Principal of the State Normal March, 1818.

School, and have no hesitation in cordial.y recommending its in Theodore Frelinghuysen, Chancellor of University of New.troduction into our District Schools. It may wherever deemed ad York.

visable be procured uvider the authority conferred by the latier William H. Campbell, late editor N. Y. District School Jour-clause of the 10th section of the Act of 1843, as a pr, lion of the pal.

"Scientific Apparatus for the use of Schools," under the conditions Daniel Webster, U. S. Senator,

specified in that section.

Yours, respectfully, Thomas H. Benton,

S.S. RANDALL, John Davis,

Deputy Superintendent of Common Schools.
Jefferson Davis,

S, A. Douglass,
Gerge N. Briggs, Gov. of Massachusetts.

Principal of the Syracuse Academy.
William B. Calhoun, Secty of State of Mass.

Syracuse, March 4, 18-48. Richard S. Rust, Commissioner of Common Schools in N. Chart

, and am satisfied that it is superior to any thing of the kind

Mr. Hall-Dear Sir: I havo ezinmed with pieasure the Normei Hampshire.

with which I am acquainted. Theodore F. King, Superintendent of Schools in New Jer.

I have introduced it into my school, and shall recommend it to the bey.

attention os Teachers everywhers. Robert C. Winthrop, Speaker of the U.S. House of Repre

Yours &c., sentatives.

Edmund Burke, Cominissioner of patents.
John Young, Gov. of N. York.

Christopher Morgan, Secretary of State, and Superinten-

New-YORK, Aug. 19, 1846. dent of Common Sehools in N. York.

Messrs. Hall & DICKSON: Sirs—The Elementary Cbart of Nor Alvah Hunt, Treasurer of New York.

mai sounds, prepared by D. D. Page, Esq., Principal of the State Millard Fillmore, Comptroller.

Normal School, is in my opinion, calculated to supply a deficiency Rev. Samuel H. Cox, D. D,

that has long been felt in our schools. Students who are exerc Lyman Beecher, D. D., President Lane Seminary,

sed upon it, cannot fail to acquire habits of distinct utterance and Calvin E. Stow, D. D., D. H. Allen, Professors in do.

correct enunciation. The table of the Elementary sounds appears Rev. Heman Humphrey, D. D., late President of Amherst to be arranged on philosophical and correct principles, and the College

Chart taken as a whole is eminently deserving a place in all our Rev. Ezra Keller, D. D... President of Wittenberg College, sehools.

TW. FIELD, Ohio,

Teacher Ward School No. 3, N. Y, City.

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Printed on the Power Press of

THE DISTRICT SCHOOL JOURNAL supersede the necessity of all severity in school, seems Is published monthly, and is devoted exclusively to the promotion of to have been almost entirely forgotten. Lectures have Popular Education,

been given for the purpose of awakening teachers to EDWARD COOPER, EDITOR.

a full perception of the vast importance of their work, TERMS.—Single copies 50 cents: seven copies $3 00; twelve copies and Institutions have been established, through private Ali letters and communications intended for the District 3c:vol Sour- munificence or by public benefactions, for the espewul, should be directed to the Editor, Syracuse, N. Y., Post Puid. cial object of fitting them for the right discharge of

their peculiar duties. But nothing; or comparatively BARNS, SMITH & COOPER,

nothing, -of all this has been done to awaken parAt the Office of the Daily and Western State Journal.

ents to a clear view of their heaven-imposed respon

sibilities in regard to their children, or to fit them for HOME PREPARATION FOR SCHOOL,

the right discharge of their arduous duties. The FROM A LEC IURE,

consequence has been, and a very natural one it is, Delivered before the American Institute of Instruction.

that many have thought more of the value of school

privileges, than of the importance of family training. BY REY, JASON WHITMAN.

They provide a school, and send their children, occaThe vast importance of a good education,-of a sionally at least, if not constantly: If the childen, well-informed and well-disciplined mind and of a make good progress in their studies, it is well. If not the well-cultivated heart,-is more widely and more deep- teacher is suspected of not being well prepareed for his ly felt in the community than formerly. In the discus- work. The inquiry is seldom made in regard to the chil: sions that have been held upon the subject light has dren whether they are sent constantly and punctually to been elicited, and in the publications that have been school, well prepured for their part of the work which issued information has been diffused, in regard to the is to be there performed. best means of securing so desirable an object. Errors This parental neglect of all appropriate home prein modes of instruction and government have been paration exerts a deleterious influence upon our schools. pointed out and exploded, and various improvements Teachers may be thoroughly qualified for their office. have been sought out and introduced. And yet the may understand well its various duties, and may be

results, as manifested in the social elevation, the intel- deeply interested in their work, and yet their labors lectual

progress, and the moralimprovement of even may be comparatively in vain, because the naterials the younger portion of the community, are not as dis- with which they are to work are not well prepared to tinctly visible as we would wish. Nor are our schools their hands, or because their most strenuous efforts themselves, in regard to punctual attendance, diligent are thwarted by the negligence of those, who stand in attention, ready obedience, rapid progress and tho- a nearer relation than themselves to their pupils, and rough attainments, so much superior to what they who can, therefore, exert an influence over them fire formerly were, as one might be led to expect fro.n all greater than any which teachers can exert. In (0:19:22 that has been said and done upon the subject. And quence of this parental neglect, the time, which why is this? What is the cause of it? It is not the teachers would gladly spend in carrying forwari tiu: direct & immediate effect of any single cause. It is the process of mental training and moral developmen'. indirect and remote result of many combined influen- must be devoted to a far different work. This is dis

But has not one of these many influences, and couraging to the teacher, while it retarus the Progress not an unimportant one, been that the attention of the of the school, and prevents its attaining the high rak community has been so earnestly directed to the im- which it might otherwise secure. sud this is a'i provement of schools, that the importance of family wrong. The responsibility rests upon parents Foi influence and of home preparation has been too much God, in his Providence, begins the work of eclucation overlooked ? Much has been said, and well said, of in the family: He places the immortal spirit; upo i the importance of order and obedience in schools, its first introduction into this world, amid the salutary and of the favorable influence which the cultivation influences of home. For two or three yearx, this of these qualities, as personal habits, will exert upon child can, under orlinary circumstances, enjoy ilave the future characters and happiness of the young: At advantages of no other, than the family school. Evers the same time, little st.ems to have been thought of family, then, where there are young chillreil

, shout! the desirableness of order and obedience in the family, be regarded in its true light, as a school

, pointes! anal of the happy, preparation, which the early culii- by God, to be preparatory to the schools which maj vation of them there, will constitute for their inore follow, and a lapted, in iis iniluence upoa the chick. full development in the school, and for their more to have an important bearing upon their charlie's entire control over the conduct in after life. The pro- and success. li will not. Therefore, be seemed priety of corporal punishment in school, las been strange, that "" Home preparazion for school, xhonial ahly and inlly discussed, while, in the heat of the be thought of sufficient importance to constituie uit dicussion, the importance of that early home train- specitic subject of a distinct lecture. ing and careful parental discipline, which shall That there is a greai and general deficiency airol


the pupils in our schools, in the preparation for en- education. But you must never forget, that in giving tering them, received at home, every teacher will you those children, in committing to you the care of admit; and the deleterious influence of this want of ihose immortal spirits, God has assigned to you the home preparation every teacher has felt. Much val- duty of training them aright, and that of you will he uable time is often fritiered away, in remedying de- require the returning answer in regard to them. Supficiencies, or in correcting habits, which might have pose that a single family were cast upon some unınbeen, and ought to have been prevented, by right habited island in the far distant ocean. Might the previous training at home. Some children bring with parents indulge the feeling that the circumstances of them, as they enter the school, a spirit of disobedi- their situation would absolve them from all responsience; some have contracted habits of idleness; some bility in regard to the right training of their children? are destitute of a sacred regard for th truth; and others Might they, with impunity, say we have no schools

, are deficient in conscientiousness. Some come with and, therefore, we may give up all idea of their be feelings of indifference in regard to the objects to be ing well educated ? Most certainly not. Because, I secured by an attendance at school; and others with repeat still again, children are committed by God to a settled purpose, we might almost conclude, of de- the watchful parents, to be by them trained


for voting themselves to the work of vexing the teacher, the right discharge of the duties of life, and fitted, and thwarting his efforts. The correction of these through his blessing upon their efforts, for the joys of and a variety of similar faults, will occupý much of heaven. And if this great work be neglected, parthe time of the school, which might be otherwise ents alone will be answerable for this neglect. more profitably employed, while it tends to irritate But suppose some half-a-dozen families are thrown the teacher, and unfit him for the pleasant and suc- together upon some desert island. The heads. of vessful discharge of his duties. You can easily ima- these families feel deeply the responsibility that resis gine what would be the pleasure of teaching, and upon them in their parental relations. They wish what the success—what would be the appearance to train their children aright. But they soon find and what the progress of our schools, should every that they can meet their obligations and accorrpupil enter them, well prepared in the particulars to plish the great work of giving their children a good which I have alluded. It is true they would be chil- education, more easily and more efficiently than dren still, with all the buoyancy and thoughtlessness could otherwise be done, by a division of labor. of childhood." But their more serious desires and One individual, well qualified for the office, is set aims would be of the right character and would all apart to the work of teaching and training the young point in a right direction. They would require only while the other members of the colony are laboring to un occasional hint, by way of check or spür, or a advance the interest of their little community in other li'tle guidance and encouragement in their course. ways, and contribute, from the proceeds of their laThe teacher might devote his time, and what is per- bor, to the support of the teacher: In this arrangehaps of more importance, his undivided and undis ment are involved all the essential elements of the tracted atiention, to the appropriate work of the school, school. And yet it is only an arrangement af human --to the delightful employment of imparting useful contrivance, as a matter expediency and convenience. knowledge, or forming correct mental habits, of de. But will any one say that this arrangement is to seveloping the moral feelings, and strengthening the lieve parents from the responsibility, which God has moral principles. The vexations of the teacher would imposed upon them? Most surely not. It is indeed be lessened, and his labors rendered more interest- an arrangement of the utmost importance, and one ing, while ihe progress of the scholars would be which should be made and sustained under a deep more rapid, and the rank of the school would be ele- and solemn sense of parental responsibility. But it vated.

is one which should ever be regarded as simply a But why is there this great and general deficiency in help to the better performance of duties growing our home preparation for schools? why this culpable of parental relations And is not this the true view neglect on the part of parents ? Allusion has already of the relative position of schools, whether on the been made to one cause, which seems of sufficient far-distant island, or in the crowded city? Are they importance to demand further and more particular at- not, in all cases, mere instrumentalities of human tention. Parents divest themselves of all feeling of contrivance, adopted as aids for the better accomresponsibility upon the subject

. If you inquire for plishment of the great work which God has assigned the probable prospects of their children, in-regard to to parents, the work of training their children-aright? a good education, the answer, whether favorable or Let me not be misunderstood. I do not undervalue antavorable, will have sole reference to the condition the importance of the school. I would not on any and character of the schools in the place where they account, lessen the estimation in which it is held by reside, and will not recognize, even by implication, the community. I regard it as an instrumentality of their own responsibility in the matter. Their answer, the greatest importance. I would, if possible, for example, may be, we fear not, for our schools enhance its value in the view of the public. And are not what they should be.” As though this simple this I should hope to do, by awakening a deep feel circumstance were sufficient to absolve them from ing of parental responsibility. For I sincerely believe all parental obligation. This tendency on the part of that the estimation in which the school is held, its parents, to throw off all responsibility from themselves character and efficiency will depend, in a great deupon the school, arises from a wrong view of the gree, upon the prevalence in the community of a relative position of the school Schools for the edu- deep sense of the solemn and biriding obligations cation of the young are not of God's direct appoint-growing out of the parental relation. Those parents, ment, nor are they absolutely essential to the accom- who have duly considered what a priceless treasure plishment of this important work. God places chil- is committed to them in the social and intellectual, dren upon

their entrance into life, I repeat, not in the moral and spiritual natures of their children, who schools, but in families; He has imposed the respon- feel deeply the obligation that rests upon them, to sibility, in regard to the training they may receive, watch carefully over the development and training not upon teachers, but upon parents. And this res- of those natures, and who regard the school as the ponsibility is one which cannot be escaped, or thrown means of aiding them in the discharge of their arduoff. You may, as parents, avail yourselves of the ous duties, are not the persons most apt to be indif assistance of others, in the various departments of serent to the character and efficiency of the school.

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I have thought, therefore, that if parents were to ed at home, and his intellectual progress at school? adopt, generally, the views which I have now pre- Every teacher is aware that this comection is very sented, it would serve to remove much of the indif- intimate, and that at times the intellectual progress ference and neglect which now prevail in regard to of the brightest boy in school is much retarded, it home preparation for school.

not entirely prevented, by the unpropitious influence But it is the fact, that, at the present day, and in of the moral and social habits which he brings with this community, the intellectual training of the rising him from his home. It is often the case, that pargeneration is principally entrusted to schools and ents send their child to school with the well grounded school teachers. How will this affect the feeling of belief that he is possessed of more than ordinary.inparental responsibility? It surely ought not to lessen tellectual capacities, and with the hope and confident this feeling, though it may determine the direction expectation of corresponding mental improvement. in which it shall be put forth. If schools are but They are disappointed, and blame the teacher. And helps of human contrivance, then will parents who yet, it may be, that the fault lies principally with the

are alive to their responsibilities, feel that they are parents themselves. They have permitted their child ...answerable for the character of the assistance they it may be, to grow up withont forming the habit or 1. may employ, and will manifest their deep sense of cherishing the spirit of obedience, without acquiring

parental responsibility in strenuous efforts to elevate a sacred and unswerving regard to truth, or a sincere and improve the schools, to secure for them best pos- and affectionate devotion to duty. It may be, that,

sible teachers, ind to do what may be in their power through parentiul neglect, their child has formed no iu to.render the labors of the teacher pleasant and sue-.well established habits of industry, that he does not :cessful. But the conscientious parent will ask by enter the school with a desire for improvement, nor tw what parental efforts may the teacher be most effectu- with the feeling that the teacher is his friend, seeking trally assisted? The answer to this question will in- to promote his best good. - He is a boy of good - Wolve the notice and correction of some deep-seated natural capacities, but his mental powers are employ1: and wide-spread errors upon the subject of education. ed, int contriving those ways to amuse himselfwhich - There is an error, somewhat prevalent, in regard to vex the teacher and thwart his best eforts. There is

education itself, its nature and its object. He, who activity and intelligence on the play-ground, but idle3 has acquired the greatest amount of knowledge is ness and apparent stupidity in the school-room. The

thought by many to be the most thoroughly educated. improper moral and social habits, which the child But it is not necessarily so. Indeed, if you take the brings with him from his parents, as he enters the slowest possible view of the object of education, you school, constitute a great hindrance to his intellectual will atence perceive that it cannot be so. Suppose progress. The teacher has labored diligently and that the sole object of education were merely to fit faithfully. But his efforts have been necessarily di our youth for the business transactions of life. Even rected not to the promotion of the pupil's intellectual in this view, he is not the most fully educated, who improvement, not to carrying forward his moral de

has simply acquired the greatest amount of know. velopment, but to the preparatory work of correcting dedge. He it is, who has gained the most mental his improper and unpropitious moral and social strength, the greatest control over his intellectual habits. Every one can perceive, at a moments powers, and the best mental habits. He it is, whose glance, that if a boy brings with him to school a discrimination is the most acute, whose habits of habit of ready obedienee, a love of truth, a desire observation are the most careful, whose penetration of improvement, a spirit of conscientious devotion

is the deepest, and whose judgment is the soundest. to the faithful discharge of all assigned duties, and » One may become se extensively learneil, as to have an affectionate confidence in the teacher as his friend,

his mental vigor over powered by the amount of his he will be much beiter prepared to profit by the ex

acquired knowledge, and his mind may move clum- ercises of the school, than he would be, if lestitute. ey and heavy in the application of his knowledge of these qualities, or possessed of those of an oppoto usetul puçposes. The mere acquisition of know- site characer. The time and attention of the teacher ledge, then, is by no means the great purpose of elu- may be devoted to the appropriate work of the school, cation. That purpose is ihe discipline and develop- instead of being occupied with the correction, oi 'ment of the mind itself, the cultivation of the heart moral and social faults, which should have been

and the right Yormation of the character, A certain prevented by-the mild power of home influences, aramount of knowledge is acquired in the process of and his zeal will be increased by the pleasantmess of

education, whüch, though valuable in itself, 'is chiefly his work, and by the thought that he is not laboring

valuable as the m-ans of securing further and higher in vain. And then, too, the pupil, filled with an ai5. attainments, or because the labor, put forth in its ac- fectionate regard for the teacher as his friend, receiv

quisition, is adapted to prepare the mind for future ing kindly every suggestion offered, and with his a efficiency. With this view of the object of educa- tention all alive to the studies in which he is engaged, tion, it will be, at once, perceived that whatever will comprehend with greater readiness, and retaina exeits an influence favorable to the formatin of with greater tenacity, the instructions received Is it right principles, to the cultivation of right feelings, to not true then that there is an intimate and importan: the establishment of correct mental habits, whatever connection between the moral and social habits, operates to furnish high and worthy motives, to deep- which a child brings with him from home, and his en and strengthen the love of truth and to promote progress in the studies of the sehool? And this view tenderness of conscience, will contribute to the great shows the vast importance of careful home preparapurposes of education. It will be seen, too, in what tion for school, while at the same time, it directs the way parents of the humblest capacities and of the attention to the way in which even the most ignorant most limited attainments, may, by making their parents may, by cultivating in their children corre«t homes the fountains of pure social and moral influ- inoral-and social habits, secure the preparation most ences, do much to prepare their children for the more needed, and render efficient the labors of the teacher. happy enjoyment and more successful improvement There may be parents, who will admit the importof school privileges.

ance of this home preparation, but who will at the But what, it may be asked, is the connection be- same time say, we are so situated that we canno: tween the moral and social habits of the child, form- attend to it; we are so oppressed with cares, so drives

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