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STEREOTYPING,

PRINTING MATERIALS & BOOK PRINTING.
BARNS, SMITH & COOPER,

Wlishers to

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WOULD respectfully call the attention of Printers and Pubtheir Establishment, for STEREOTYP NG PRINTING MATERIALS & BOOK PRINTING.

They have prepared themselves with all the necessary ma chinery and material,-supplied themselves with large fonts of new and beautiful Type, expressly for the business,-and will execute orders of any size, for Stereotyping Books, Pamphlets, Circulars, Cuts, &c., with accuracy and in a style equal to any establishment in the country.

PRINTING MATERIALS.

B. S. & C. have also, completed their arrangement to keep on hand, a constant supply of Printing Materials of every description, embracing NEWS, BOOK and Plain and Fancy JOB (metal) TYPE, from Pearl to four line Pica; WOOD TYPE; BRASS RULES of all kinds; LEADS, COMPOSING STICKS, Furniture, Quoins, HOE'S IMPROVED, PRESSES,-in short, every article necessary to a complete Printing Office-all of which they will furnish to Printers, or others, as low as can be bought in New York. The patronage of the craft is respectfully solicited.

CARDS, of every variety of quality, color and size, supplied at the lowest New York wholesale prices.

BOOK PRINTING,

Executed in the neatest style, and at short not ..
Syracuse, April 1, 1848.

TEACHER'S INSTITUTES.

WORK on TEACHER'S INSTITUTES including their

Torigin and progress, modes of conducting them, instructions

rom the State Superintendent, and practical hints to Teachers, by one of the Authors, S. R. Sweet, is now offered for sale on the most reasonable terms.

Published by STODDARD- & BABCOCK, SYRACUSE, H H.

receipts. orders, notes, bonds, mortgages, and other instruments necessary for the transaction of business. Accompanied with

Blank Books, for the use of learners.

COLLINS & BROTHER, NEW YORK.
PHILLIPS & SAMPSON, BOSTON.
J. W. PRENTISS & CO., KEENE, N. H.
FOR SALE ALSO BY HALL & DICKSON, SYRACUSE. 3m.

JUST PUBLISHED,

Adams's New Arithmetic,

REVISED EDITION.

THE PUBLISHERS give notice that this valuable School Book is now in the market. The work has undergone a thorough revision. It contains the characteristics of the former edition, in a greatly improved form with such corrections and additions as the wants of the times demand.

Adams's New Arithmetic is almost the only work on Arithmetic used in extensive sections of New England. It has been adapted to the currency of, and republished in Canada. It has also been traslated and re-published in Greece. It is used in every part of the United States; and in the State of New York, is the Text Book in ninety-three of the one hundred and fifty five Academies which reported to the Regents of the University in 1847. Not withstanding the multiplication of Arithmetics, made up, many of them, of the material of Adams' New Arithmetic, the work has steadily increased in the public favor and demand.

Teachers, Superintendents and Committees are respectfully inviled to examine the revised edition, every facility for which wil

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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
sheet of paper, and addressed post paid to S. R. SWEET, SARA-
POGA SPINGS, when the Work will be sent by Mail, or 5 copies for
81.
June 1, 1848.

BOOKS FOR SCHOOL LIBRARIES. THE following Books which are adapted for School Libraries, can be obtained of Booksellers generally throughout the

THE

State.

THE THEORY AND PRACTICE OF TEACHING by D. P. PAGE, late Principal of the New York State Normal School. price One Dollar. FREMONT'S HISTORY OF OREGON. This is an exceedingly inter esting work, and is got up in neat attractive style, price One Dollar.

CLARK'S NEW GRAMMAR.

A Practical Grammar, in which WORDS, PHRASES AND SEN TENCES are classified according to their offices and their rela tions to each other, illustrated by a complete system of Dia grams; by S. W. Clark, A. M.

This is a new work winch strikes us very favorably. Its deviations from older books of the kind are generally judicious and often important."-N. Y. Tribune.

"We are convinced it has points of very decided superi ority over any of the elementary works in common use."-N. Y. Courier and Enquirer.

"Mr. Clark's Grammar is a work of merit and originality." -Geneva Courier.

JULIUS MELBOURN, containing sketches of the Lives of John "Clark's Grammar I have never seen equalled for practica Quincy 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 information price 75c. HAMMONDS POLITICAL HISTORY OF NEW YORK, Third Volume This volume contains the Life of the Hon. Silas Wright, and is embellished with handsome Steel Engravings of Governors Bouck, Wright and Young, price Two Dollars.

THE NORMAL CHART OF ELEMENTARY SOUNDS, by the late D. P. PAGE

This chart is a splendid ornament for the School Room, is about the size of Mitchells Map of the United States, and it is so useful that no good School should be without it. Price Two Dollars and Twenty-five cents.

Adams's Series of School Books.

S. B. CLARK, January, 1848. Principal Scarboro Academy, Me. "The brevity, perspicuity and comprehensiveness of the work are certainly rare merits and alone would commend it to the favorable consideration of Teachers and Learners."Ontario Messenger

Feb. 1848.

This Grammar is just such a Book as I wanted, and I shall make it THE text book in my school." WILLIAM BRICKLEY, Teacher, Canastota, N. Y. "I believe it only requires a careful examination by Teach ers, and those who have the supervision of our educational interest, to secure for this work a speedy introduction into N. BRITTAN,

The Publishers have in preparation, and will publish, early in all our schools." the season, the following series of Arithmetical Works, viz: Feb. 1818. Principal of Lyons Union Schoos. "I do not hesitate to pronounce it superior to any work with which I am acquainted. I shall introduce it into the the Mount Morris Union School at the first opportunity." H. G. WINSLOW, Principal.

I.-Primary Arithmetic, or Mental Operations in Numbers; being an introduction to Adams' New Arithmetic, revised edition. II-Adams's New Arithmetic, Revised Edition; being a revision of Adams's New Arithmetic, first published in 1827.

III.-Key to the Revised Edition of Adams's New Arith metic.

IV.-Mensuration, Mechanical Powers, and Machinery. The principles of mensuration analytically explained, and practically applied to the measurement of lines, superfices, and solids, also, a philosophical explanation of the simple mechanical powers; and their application to machinery. Designed to follow Adams's New Arithmetic.

V-Book keeping. This work contains a lucid explanation of the science of accounts, a new, concise and common sense method of BOOK KEEPING BY SINGLE ENTRY, and various forms of

412

HALL & DICKSON, BOOKSELLERS, SYRACUSE,

HAVE LATELY PUBLISHED

TH THORY & PRACTIC OF TACHING.
BY DAVID P. PAGE,
Principal of the New York State Normal School

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PRICE REDUCED TO SIX DOLLARS.

In the language of an eminent critic, "in its Definitionsdhe object for which nine-tenths of our references to such a work are made-it stands without a rival in the annals of English lexicography." These definitions, without abridg

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

larger work-and are not found in any mere abridgments, or works on a more limited plan. 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 of the 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 and limited works.

TESTIMONIALS.

use in their schools. Mr. Page has been long known to the publi as an experienced Educator, and it is believed that in no depart 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.] experience and a 'tention to the subject, and it is confidently expect The crown Quarto edition ought to receive universal fa-ed that it will soon become to be regarded as the Standard, on the vor, as a monument of American intellect and erudition, matters of which it teaches, in all our schools. No work of so great equally brilliant and solid more copious, precise and satisfac-importance, has probably ever been before the public, that has in a

ather work of the kind March 1848[From Pres. Olin, of the Wesleyan University.] Webster's American Dictionary may now be recommen ded, without reserve or qualification, as the best extant.Dec., 1847.

[From Pres. Hitchcock of the Amherst College.]

short a time been received with so many marked tokens of favor from Teachers vi van highest distinction. Though there are other Charts before the public, of merit, yet it is beneved that the Norma Chart, by the pecullar excellence of its analysis, definitions, directions, and general arrangement, will commend itself to the atten tion of all who have in view the best interests of their schools The Chart is got up in superior style, is 56 inches long and 45 wide, mounted on rollers, cloth backs, and portions of it are distinctly

"I have been in the habit of using Dr. Webster's Dictionary for several years past, in preference to all others, because it far exceeds them all, so far as I know, in giving and defininggible at the distance of fifty feet Price Two Dollars scientific terms."

[From Rev. Dr. Wayland, Pres. Brown University, Providence, R. I.] I have always considered Dr. Webster's work in Lexicography as surpassed in fulness and accuracy by none in our language."

The new Edition of Webster's Dictionary, in crown Quarto, seems to us deserving of general patronage for the following reasons:

In the exhibition of the Etymology of the language, it is superior to any other dictionary.

The Chart can be obtained of A. S. Barnes & Co, and Hunting
ton & Savage, New-Yerk city; Wm. J. Reynolds, Boston; G. & U
Merriam, Springfield, Mass.; E. H. Pease, Albany; Young & Hart
Troy,; S. Hamilton, Rochester; Oliver Steele. Buffalo; F. Hall
Elmira; D.D.Spencer & Co., Ithaca; J. C. Derby & Co, Auburn
Bennett, Backus & Hawley, and G. Tracy, Utica; M. C. Younglove,
Cleveland, Ohio; J. J. Herick, Detroit, Michigan; and of Booksel
lers generally.. Agents who wish to purchase the Chart, supplied
on liberal terms by
HALL & DICKSON, ·
July, 1847.
Publishers, S. racuse, N. Y.

SECRETARY'S

. FROM S. S. RANDALL.

on, Orthogrphy, Pronunciation extent of Vocabulary, ta- Department of Common Schools,} [Here follow specifications of its excellence, in its Defini

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Albany, Jan.25, 1848.

bles of Geographical, Scripture. and Classical Proper names.]
We recommend it to all who desire to possess THE MOST Mr. L. W. HALL, Dear Sir-I have examined the " Normal
COMPLETE, ACCURATE AND RELIABLE DICTION-Chart of the Elementary Sounds of the English language, arranged
ARY OF THE LANGUAGE.
March, 1848.

and prepared by David P. Page, Principal of the State Normal School, and have no hesitation in cordially recommending its in Theodore Frelinghuysen, Chancellor of University of New troduction into our District Schools. It may wherever deemed adYork. visable be procured under the authority conferred by the latter William H. Campbell, late editor N. Y. District School Jour-clause of the 16th section of the Act of 1843, as a po tion of the nal. "Scientific Apparatus for the use of Schools," under the conditions specified in that section." Yours, respectfully, S.S. RANDALL, Deputy Superintendent of Common School.

Daniel Webster, U. S. Senator,

Thomas H. Benton,

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John Davis,

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George N. Briggs, Gov. of Massachusetts.

William B. Calhoun, Sect'y of State of Mass.

Richard S. Rust, Commissioner of Common Schools in N. Hampshire.

FROM J. A. ALLEN.

Principal of the Syracuse Academy.

Syracuse, March 4, 1846. Chart, and am satisfied that it is superior to any thing of the kind Mr. HALL-Dear Sir: I have examined with pleasure the Normel

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

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I have introduced it into my school, and shall recommend it to the
attention os Teachers everywhere.
Yours &c.,
JOSEPH A. ALLEN

FROM T. W. FIELD.

NEW-YORK, Aug. 19, 1846.

Messrs. HALL & DICKSON: Sirs-The Elementary Chart of Nor mai sounds, prepared by D. D. Page, Esq., Principal of the State Normal School, is in my opinion, calculated to supply a deficiency that has long been felt in our schools. Students who are exerci sed upon it, cannot fail to acquire habits of distinct utterance and correct enunciation. The table of the Elementary sounds appears to be arranged on philosophical and correct principles, and the Chart taken as a whole is eminently deserving a place in all our schools. T W. FIELD, Teacher Ward School No. 3, N. Y, City.

District,

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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.

EDWARD COOPER, EDITOR.

TERMS.—Single copies 50 cents: seven copies $3 00; twelve copies $5 00, twenty-five copies $10 00, payable always in advance.

been given for the purpose of awakening teachers to a full perception of the vast importance of their work, and Institutions have been established, through private munificence or by public benefactions, for the espe

All letters an I communications intended for the District School Jour-cial object of fitting them for the right discharge of

bul, should he directed to the Editor, Syracuse, N. Y., Post Puid.

Printed on the Power Press of

BARNS, SMITH & COOPER,

At the Office of the Daily and Western State Journal.

HOME PREPARATION FOR SCHOOL,
FROM A LECTURE,

Delivered before the American Institute of Instruction.

BY REV. JASON WHITMAN.

work. The inquiry is seldom made in regard to the chil: dren whether they are sent constantly and punctually to school, well prepared for their part of the work which is to be there performed.

their peculiar duties. But nothing, or comparatively nothing, of all this has been done to awaken parents to a clear view of their heaven-imposed responsibilities in regard to their children, or to fit them for the right discharge of their arduous duties. The consequence has been, and a very natural one it is, that many have thought more of the value of school privileges, than of the importance of family training. They provide a school, and send their children, occa The 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 discussions that have been held upon the subject light has been elicited, and in the publications that have been issued information has been diffused, in regard to the 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 moral improvement of even may be comparatively in vain, because the materials 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 far formerly were, as one might be led to expect from all greater than any which teachers can exert. In conse 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 forward the direct & immediate effect of any single cause. It is the process of mental training and moral development. indirect and remote result of many combined influen- must be devoted to a far different work. This is disBut has not one of these many influences, and couraging to the teacher, while it retards the progress not an unimportant one, been that the attention of the of the school, and prevents its attaining the high rank community has been so earnestly directed to the im- which it might otherwise secure. And this is al provement of schools, that the importance of family wrong. The responsibility rests upon parents influence and of home preparation has been too much God, in his Providence, begins the work of education 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 years, the of these qualities, as personal habits, will exert upon child can, under ordinary circumstances, enjoy the the future characters and happiness of the young. At advantages of no other, than the family school." Every the same time, little seems to have been thought of family, then, where there are young children, should the desirableness of order and obedience in the family, be regarded in its true light, as a school, appointed and of the happy preparation, which the early culii- by God, to be preparatory to the schools which may vation of them there, will constitute for their more follow, and adapted, in its influence upon the chil. full development in the school, and for their more to have an important bearing upon their character entire control over the conduct in after life. The pro-and success. It will not. therefore, be deemed priety of corporal punishment in school, has been strange, that "Home preparation for school,” should ably and fully discussed, while, in the heat of the be thought of sufficient importance to constitute the discussion, the importance of that early home train-specific subject of a distinct lecture.

ces.

For

ing and careful parental discipline, which shall That there is a great and general deficiency atong

you those children, in committing to you the care of those immortal spirits, God has assigned to you the duty of training them aright, and that of you will he require the returning answer in regard to them. Suppose that a single family were cast upon some unin habited island in the far distant ocean. Might the parents indulge the feeling that the circumstances of their situation would absolve them from all responsi bility in regard to the right training of their children? Might they, with impunity, say we have no schools, and, therefore, we may give up all idea of their be ing well educated? Most certainly not. Because, I repeat still again, children are committed by God to the watchful parents, to be by them trained up for the right discharge of the duties of life, and fitted, through his blessing upon their efforts, for the joys of heaven. And if this great work be neglected, par ents alone will be answerable for this neglect.

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 admit; and the deleterious influence of this want of home preparation every teacher has felt. Much valuable time is often frittered away, in remedying deficiencies, or in correcting habits, which might have been, and ought to have been prevented, by right previous training at home. Some children bring with them, as they enter the school, a spirit of disobedience; some have contracted habits of idleness; some are destitute of a sacred regard for the truth; and others are deficient in conscientiousness. Some come with feelings of indifference in regard to the objects to be secured by an attendance at school; and others with a settled purpose, we might almost conclude, of devoting themselves to the work of vexing the teacher, and thwarting his efforts. The correction of these and a variety of similar faults, will occupy much of the time of the school, which might be otherwise 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 cessful discharge of his duties. You can easily ima- these families feel deeply the responsibility that rests 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 accompupil 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 aims would be of the right character and would all point in a right direction. They would require only an occasional hint, by way of check or spur, or a little guidance and encouragement in their course. The teacher might devote his time, and what is perhaps of more importance, his undivided and undistracted attention, to the appropriate work of the school, -to the delightful employment of imparting useful knowledge, or forming correct mental habits, of developing the moral feelings, and strengthening the moral principles. The vexations of the teacher would be lessened, and his labors rendered more interesting, while the progress of the scholars would be more rapid, and the rank of the school would be elevated.

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One individual, well qualified for the office, is set apart to the work of teaching and training the young, while the other members of the colony are laboring to advance the interest of their little community in other ways, and contribute, from the proceeds of their labor, to the support of the teacher In this arrangement are involved all the essential elements of the school. And yet it is only an arrangement af human contrivance, as a matter expediency and convenience. But will any one say that this arrangement is to relieve parents from the responsibility, which God has imposed upon them? Most surely not. It is indeed an arrangement of the utmost importance, and one which should be made and sustained under a deep and solemn sense of parental responsibility. But it 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 out 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 unfavorable, 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 binding 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, åren upon their entrance into life, I repeat, not in schools, but in families; He has imposed the responsibility, in regard to the training they may receive, not upon teachers, but upon parents. And this responsibility is one which cannot be escaped, or thrown off. You may, as parents, avail yourselves of the assistance of others, in the various departments of

the moral and spiritual natures of their children, who feel deeply the obligation that rests upon them, to watch carefully over the development and training of those natures, and who regard the school as the means of aiding them in the discharge of their arduous duties, are not the persons most apt to be indif ferent to the character and efficiency of the school.

I have thought, therefore, that if parents were to adopt, generally, the views which I have now presented, it would serve to remove much of the indifference and neglect which now prevail in regard to home preparation for school.

ed at home, and his intellectual progress at school? Every teacher is aware that this connection is very intimate, and that at times the intellectual progress of the brightest boy in school is much retarded, it 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 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, and to do what may be in their power through parental neglect, their child has formed no to render the labors of the teacher pleasant and suc- 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 Awhat parental efforts may the teacher be most effectu- with the feeling that the teacher is his friend, seeking bally assisted? The answer to this question will in- to promote his best good. He is a boy of good volve the notice and correction of some deep-seated natural capacities, but his mental powers are employband wide-spread errors upon the subject of education. ed in contriving those ways to amuse himself which There is an error, somewhat prevalent, in regard to vex the teacher and thwart his best efforts. There is education itself, its nature and its object. He, who activity and intelligence on the play-ground, but idlehas 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 lowest possible view of the object of education, you school, constitute a great hindrance to his intellectual will at ence 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 obedience, 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 so extensively learned, 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 better prepared to profit by the exacquired knowledge, and his mind may move clum-ercises of the school, than he would be, if destitute ey and heavy in the application of his knowledge of these qualities, or possessed of those of an oppovto useful purposes. The mere acquisition of know- site character. The time and attention of the teacher ledge, then, is by no means the great purpose of edu-may be devoted to the appropriate work of the school, cation. That purpose is the discipline and develop- instead of being occupied with the correction of ment of the mind itself, the cultivation of the heart and the right formation of the character. A certain amount of knowledge is acquired in the process of education, which, though valuable in itself, "is chiefly valuable as the means of securing further and higher attainments, or because the labor, put forth in its acquisition, is adapted to prepare the mind for future efficiency. With this view of the object of education, it will be, at once, perceived that whatever exerts an influence favorable to the formation of right principles, to the cultivation of right feelings, to the establishment of correct mental habits, whatever operates to furnish high and worthy motives, to deepen and strengthen the love of truth and to promote tenderness of conscience, will contribute to the great purposes of education. It will be seen, too, in what way parents of the humblest capacities and of the most limited attainments, may, by making their homes the fountains of pure social and moral influences, do much to prepare their children for the more happy enjoyment and more successful improvement of school privileges.

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But what, it may be asked, is the connection between the moral and social habits of the child, form

Is it

moral and social faults, which should have been
prevented by the mild power of home influences,
and his zeal will be increased by the pleasantness of
his work, and by the thought that he is not laboring
in vain. And then, too, the pupil, filled with an al-
fectionate regard for the teacher as his friend, receiv
ing kindly every suggestion offered, and with his a
tention all alive to the studies in which he is engaged,
will comprehend with greater readiness, and retain
with greater tenacity, the instructions received
not true then that there is an intimate and importan;
connection between the moral and social habits,
which a child brings with him from home, and his
progress in the studies of the school? And this view
shows the vast importance of careful home prepara-
tion for school, while at the same time, it directs the
attention to the way in which even the most ignoram
parents may, by cultivating in their children correct
moral and social habits, secure the preparation most
needed, and render efficient the labors of the teacher.

There may be parents, who will admit the importance of this home preparation, but who will at the same time say, we are so situated that we cannot attend to it; we are so oppressed with cares, so driven

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