DISTRICT SCHOOL JOURNAL. and so universally acknowledged, as this. A nation's songs

SYRACUSE, JULY 1, 1848.

WHAT EDUCATES?

To many this may seem an insignificant question. The work of education, unlike every other, is never left undone. The process, commencing with sensitive existence, is carried on to the end of life. No one can stay its progress, nor prevent every influence brought to bear upon the child from producing its certain legitimate result. As effect follows cause, so does every thing around the child leave its impress upon its mind; and the more plastic, the deeper and more lasting will be the impressions made.

give it character, and so do its amusements.

Our attention has been directed to this subject by the frauds constantly practised upon society by perambulating makers of amusement, who are always sure to impair the public taste, by administering to the appetites of that portion of their audience pleased with the least exception. able repast. Hence there is a passion for negro singing, circus exhibitions, necromancy and similar amusements, none of which are rational nor free from demoralizing influ ences. Parents who allow their children to participate in these amusements, may rest assured that they will give birth to evils, which, though not traceable to this cause, will prove with fearful certainty that every thing edu cates." The child taught to admire the low wit of the clown, can never be educated to love the subli ne sentiments of

Milton, nor drink in the sweet soul refining inspiration which position assumed in condemning such exhibitions will not gave "A Paradise Lost and Regained' to the world. The be disputed, yet so great is the passion for seeing these non sensical performances, that its correction will be difficult; and especially when this passion is excited by the frauds such exhibitions practice upon the good sense of the com,

The mother educates the infant by a look, a smile, the tone of voice, and every feeling which finds expression either in words or actions. In a word, every thing educates. If not, why do we find the characteristics of mind, so much like those of the country in which it is matured? Why so much energy of character, such mental activity among those reared on the more rugged soil? The answer is at hand. The lessons of nature have left their imprint on the mind. Parents seldom feel the importance of the truth that every thing educates that the work is sure to go on. It cannot be commenced nor finished by them. They can only give direction to those influences by which the process is conduct ed. The laws of nature, whether in mind or matter, are fixed and unalterable. The parent who neglects his child and subjects it to bad examples, will find their impress upon the character. Such is the fiat of the Almighty. The true objects of education, being as lofty as the destiny of man and as eternal as the existence of the soul, no parent, fully impressed with the startling truth that "every thing edu-appendages, the low wit, the obscene and profane language cates," can neglect giving close attention to the influences exerted upon the mind of his child, from the earliest moments of its life until it becomes sufficiently mature to assume the responsibility of a correct improvement of its time and privileges, without incurring an awful load of guilt; and therefore it is his duty to improve every opportunity of using those means and preventives which are well adapted to the for

mation of exalted character.

Aside from what may be done in the family circle and the school for sound and useful educational appliances, society has claims upon every person which cannot be neglected without irreparable loss; and in turn every person has a right

to demand that the community prevent the existence of such

munity, whose money they wish to cbtain at the expense of good morals. Whenever a travelling circus enters a village or city, their plumed horses, gilded music chariot and empty waggons are drawn through the principal streets, always creating a false estimate of the character of their exhibition, and exciting the desire to witness their performances. In this way many a parent has been deluded from the path of duty, and without thinking that all this educates, has either accompanied or allowed his child to attend, consoling himself that "Equestrian feats" are well enough; but for the which are never failing concomitants of such places, he has no apologies. If properly impressed with parental obligattions, he leaves with feelings of remorse and shame; but the lesson, like every other in life, has had its legitimate in fluence with his child. It has made its impressions that cannot fail to give shape to human character—it has been a part of education.

In many instances schools have been closed to afford all in attendance an opportunity of visiting these nuisances, the services of the Teacher, in the minds of those, who should associate "all that is pure and lovely" with their

How it must lower the estimation of the school room and

school!

A more faulty excuse for absence from school cannot well

be given than for the purpose of attending such grovelling. exhibitions, nor a more effectual course for destroying the effects of well directed efforts of the teacher cannot easily be adopted on the part of parents, than to allow their chil dren a liberty in such direct opposition to the objects for which schools are established.

evils as tend to intervene those influences which are employed for securing the true ends of existence. This truth applies with as much force to preventives as to means employed, yet the obligation is but little felt. In every community this law of nature is violated, as much in the amuse. ments tolerated as in the false estimate placed upon the use. less and oft-times wicked employments of life. All these influences educate. Who can tell the amount of crime, the loss of character, and the wretchedness caused by military display? Who estimate the false hopes and the wicked ambition it has excited? How many who might have shone it is no less certain that improper amusements are pernicious, and in direct opposition to such influences as should pervade

"as stars" in the moral world, have been the victims of a

That relaxation is necessary, and amusements beneficial be doubted. Every day's experience attests this truth; yet when proper in character and temperately allowed cannot

military spirit cherished by those who occupy prominent every family and every school. places in society?

So of the amusements of the age-they all educate. The influence of music, when properly cultivated, is not more marked in giving refinement to the character, than are im moral and senseless songs in debasing it. We need not elaborate upon a principle so clear to the observation of all,

THE POEN, entitled Normal School Valedictory Poem, and found on the 60th page of the Journal, was pronounced at the close of the second term of the State Normal School. Although published in several papers, it has never appeared in the District Schoo Journal. It contains many excellencies, and we now give it place that it may stand on record with the other poems of the School.

THE TEACHER'S REWARD. MR. COOPER-As you recently requested me to give you something for the District School Journal, now under your able supervision, I will send you a short extract from a letter of mine just written to a former pupil, now a teacher, who had sent me a newspaper containing an account of the examination of her school, and also high encomiums on her general management. It is the bona-fide off-hand expression of the true teacher-feeling to former pupils, and the return received from those pupils. But it is only where the teacher has been faithful and efficient, where he has "made his mark" and the pupil has received it, that such a sentiment, half parental and filial, can remain between them. Next to the approbation of God, this constitutes THE TEACHER'S BESTREWARD. The parent from whom physical existence is de rived, can have but few children. The Teacher, who be comes the mind's parent, may go to many and many climes and States, and find warm-hearted children in all. It is to explain the nature of this tie that I make the following ex

tract:

EXAMINATION OF THE CANADA NORMAL SCHOOL
We find the subjoined account of the first public
examination of the pupils of the Colonial Normal
School, located at Toronto, in the Christian Guardian.
The School has been in operation but one term, yet it
has been so well managed and its success so satisfac-
tory, as to give entire confidence in the system of
Normal Schools:

First Public Examination of the Students attending the
On Thursday last, according to previous notice, the
Normal School took place in the building appropria
ted to the use of the School.

A goodly number ot visitors were present, the most
distinguished of whom appeared upon the platform.
We observed, in addition to the Chief Superintendent
of Schools and the Professors, Bishop Strachan, Dr.
Burns, the Rev. Messrs. Barclay, Jennings, Grasset,
Evans, Wood, Scadding, Carroll and Ripley; the Hon. A
R. Baldwin, Hon. J. Elmsley, Dr. O'Brien, H. Scobie
F. Neale and J. S. Howard Esqrs.; also the City and
District Superintendents, &c. &c.

*

*

The examination continued for five hours; and but one opinion has been expressed, so far as we have heard, in relation to it. It would be difficult, indeed, to award either to Professors or Pupils a greater degree of praise than that which the Examination prov

"I feel a love for you which makes me ever rejoice in your prosperity, and I experience an uneasy feeling of regret if things go ill with you. So I am apt to feel for my former pupils. They are the children of my mind. My heart used to go out to them, and theirs to me; my intellect. nal powers were exerted to put ideas into their minds; and how many thoughts have they which it may truly be said were born of me. I know that it is so, and that they do noted they merited. forget me. They can not if they would, and they would not if they could. So that however we may be separated, there is that which binds us together. Then when my pupils do well, I feel that I get honor, and the reverse. So you see that I congratulate myself that I am now getting honor by you." EMMA WILLARD.

NEW-YORK STATE TEACHERS' ASSOCIATION.

The method adopted by Mr, Robertson and Mr. Hind of imparting instruction is of the most approved kind, and is best calculated to make the scholar readily aquainted with the subjects studied. These gentlemen, while examining the Students, gave evidence of their abilily to discharge their important duties, evincing not only that they possessed the necessary knowledge-but what is sometimes much more rare-a

The next, being the third Anniversary of the N. Y. State Teach-facility for readily imparting that knowledge to others.

ers' Association will be held in the city of Auburn, commencing

on the first Wednesday in August. The meeting will probably

dontinue two days, and judging from the high objects of the Asso

We rejoice to think that a new order of Teachers is thus being trained up to fill our schools with credit; and we could not but look forward to the timeand that not a distant one-when every School-house ciation, the subjects to be considered and the excellent appoint-in the land will be supplied with a suitable Teacher, ments for the occasion, we have no doubt it will be for the interest of teachers and the friends of education generaly to attend, The Association, it is hoped, will deliberate with the harmony and generous feeling due to the profession, and to the cause of

popular education.

and those who have usurped the office of Teacher, and who have done almost as much injury as benefit, shall be forced to retire from a profession for which they were never designed by Nature nor qualified by edu

cation.

Already are the advantages of the system of Educa THE CITY OF BUFFALO apportioned for the year 1848, the sum of tion introduced by the Chief Superintendent develop$19,000 for the support of her free schools. Of this amount, ing themselves in such a manner as to afford the high$2,800 are for the purchase of a lot and house for the African est gratification to the friends of Education in the School, leaving $16,200 for the ordinary purposes of the schools. country. And if but a short time be granted for the This is only about 40 cents per annum for each inhabitant, which perfection of the system, we shall soon witness results is certainly a moderate tax for the education of all the children oflence the most virulent, and challenge the respect and in Canada such as will satisfy the most doubtful, sithat city, especially when it is considered that its schools, to admiration of all. which every child has free access, are not surpassed in the State.

Subsequent to the Examination, an Address was

The success of the Buffalo Schools, affords unanswerable argu- presented by the Students to the Head-Master and the

ments in favor of the free school system.

SCHOOLS IN INDIANA.—The Legislature of Indiana, at its recent session, passed an act submitting the question of free schools to the people at the election in August next. There are in Indiana upwards of 320,000 persons between the ages of 5 and 21, and of the entire adult population of the State, it is estimated, that at

least 38,000 are unable to read and write. The State Education Society has appointed Judge, Kinney, of Terre Haute, a special agent, to travel throughout the State, and deliver addresses, and endeavor to awaken an'interest in behalf of free common schools.

Professor of Chemistry, in which Dr. Ryerson and the Board were spoken of in terms that could not but be gratifying to these gentlemen. The Head-Master replied ex-temporaneously, in behalf of himself and Mr. Hind; and the Chief Superintendent addressed the Students in eloquent and appropriate terms.

The Examination closed, leaving an impression on the minds of all-at least, upon our minds-that, for real utility to the country, the Normal School is hardly equalled, unquestionably not excelled, by any secular Institution existing in the Province.

Robert Graham,
Simeon Wright,
Epaphroditus Randall,
Nelson Boucher,

Alexander McWhorter,
Peter B. Curry,

Curtis C. Meserve,
Judson Mattison,

Alanson A. Dunham,
William Beadle,
John A. Place,
George McLean,
Henry W. Spawn,
George Mace,
James E. Dexter,
Daniel Hall,
Lorenzo J. Éllworth,
Richard Taylor,
Alonzo H. Throop,
Rufus L. Dann,
E. H. Shelby,
Henry G. Miller,
Ebenezer Ames,
Alfred Redfield,
William C. Kibbe,
Thomas Foulke,
Samuel S. St. John,
William Mullany,

William Belden, Jr.
William Kennedy,
James C. Comstock,
Charles S. Pell,
John Walsh,
David More,
Daniel Holbrook,
Artemas W. Fisher,
Emily Smead,
Elizabeth Robertson,
Jenneth Louise,
Hannah Gardner,
Jerusha Waterbury,
Keziah Prescott,
Delia Gardner,
Hester A. Rogers,
Martha Ames,
Judith Peixotto,
Harriett N. Goldey,
Margaret T. Hanratty,
Martha Macy,
Catharine R. Duling,
Clymma Lillybridge,
Frances Dean,
Hornet M. Snyder,
Mary Ann Gillette,
Frances J. Jackson,

Ansel Patridge,.
Russell H. Alcott,.
William T. Tifft,.
Dalson W. Blanchard.

Mary J. Ingersoll,.
Eugene Weller,.
Frederick A. Kinch,.
Richard W. Howland,.
Charles Hurlbert,.
Christopher J. Lansing,
Alexander L. Haskin,.
James N. Chappell,.
Julia Clark,.
Martha S. Clapp,

Willard P. Straight,.

Joseph H. Cumens,

Luther Lighthall,

Adelia Jeffers,

Bela W. Jenks,.
Willard Devoll,
George N. Powell,
Justus W. French,..
William M. Crosby,
Sarah D. Hance,.
Clarissa Northrup,.
Jacob C. Ashley,.

EDITOR'S TABLE.

TEACHERS INSTITUTES, or Temporary Normal Schools; their
Origin and Progress, by Samuel N. Sweet. Including a
synopsis of their proceedings, and practical hints to
Teachers, by Stephen R. Sweet.

The scope of this work is announced in the title page. Its authors have been identified with the history of Teachers' Institutes since they were established, and have had large experience in managing them. The amount and character of the testimony in favor of this educational expedient presented in this small volume, it is hoped, will, in conjunction with the patronage of the State, give a new impulse to these organizations, and thus speedily bring the benefits of im provements in the Teachers' profession to the youth of our country.

In addition to many valuable suggestions for managing an Institute, the work contains a condensed yet clear report of the proceedings of these associations in our own and other States, from which those unacquainted with their character inay form some conception of their real value to the cause and of popular education.

Embodied in the work is a valuable communication from Mrs. EMMA WILLARD, widely known and respected as one of the most accomplished Teachers in this country, developing a plan for Permanent Normal Teachers' Institutes. We extract the following to illustrate the system recommended: The institute should hold two sessions a year, of four weeks each; the first in April, and the second in October, the Common Schools being suspended during these months. Whatever individual entered the Institute, should enter for a course of study, which should extend through four of these terms. Our rules and course of study should be circulated in print, and be conformed to by all who should enter. There would of course be four classes. We will suppose the first class to be composed of persons mostly between sixteen and twenty, who are either candidates for teaching, or who have already begun, with the consciousness that they are not well qualified. We would through some printed vehicle, let them know before hard what preparation they must make for admission into the first class, (or they might, if they were prepared, enter the advanced class,) and what exercises they were to pursue during the four weeks. Thus they would know what they were to study at home as we intended to make the term of four weeks a time when they should recite what they had previously studied. Then, as this fourth class were, in their next term, to become the third, taking a more advanced course, we should give them their studies, and endeavor so to open their minds to the subjects designated, that they could profitably study them during the long recess of five months, whether or not they should immediately begin teaching. And thus we would proceed with an advancing course during four terms. Exactly how much and what could and should be taught during each of these terms, it would not now be worth while to attempt laying down. In any case, it must take time and trial to perfect the plan. But it is evident that with our classes, composed of those who have the will and the ability to learn, (and it should be our endeavor to make such tests as should keep out others) and with a system whereby each one should know what preparation for each session he or she is to make, that no inconsiderable solid acquirement may be secured in that

time.

Although such an Institute could not give the education of a first rate male or female Seminary, yet to those young persons of talent, who desire education, and have not ineans of support at such Seminaries, our proposed Institute offers precious advantages; and these we design to give them in such times, and on such terms, that they may earn in teaching enough to pay their way besides supporting themselves. To accomplish this our pupils must be in good

on the one hand, get scholars; on the other, be sure of applications from the surrounding districts for Teachers, where we might distribute our pupils according to their would of course be to put our pupils in a state to teach several abilities. The first teaching done by our institute young children well-to make them understand the best methods connected with the rule, that they are the best Teachers, who make the best use of their time & that of their pupils.

From what has already been presented, we do not deem it necessary to urge Teachers and others engaged in advancing the cause of education, to obtain this work. Orders sent to Stoddard & Babcock, of this city, will be promptly answered. Price twenty-five cents for a single copy, or five copies for one dollar.

BIOGRAPHICAL SCHOOL SERIES, comprised of the life of Washington, Franklin, La Fayette, Marion, Jackson, Napoleon and Taylor-in all 7 volumes, neatly printed and uniform in style. Published by LINDSAY & BLAKISTON, Philadelphia. We have read three of these volumes with considerable should be read by every American boy, who would thocare, and find them instructive and interesting. They roughly understand the history of his country and emulate the example of her great men.

There are no works more interesting or profitable for youth than the well written Biography of eminent men, whose public services have interwoven their names with the history of their country. This is necessary to a complete knowledge of history, and inspires the youthful mind with high purposes. On this account we have often regretted the paucity of biographical works in our school libraries. Our country is open to the empire of mind and personal excellence, and hence the propriety and importance of stimulating the rising generation to aspire after eminence in usefulness by placing before them as an example the career of our most distinguished men. There is a moral in the life and death of every man. that will be felt, either in stimulating and encouraging the young to noble exertion, or in admonishing them of the evils of ignorance and selfishiness, when fairly placed before them.

These books, though anonymous, are well written, except occasionally an error of expression- For example, we find in the life of Franklin on page 28 the following instance of carelessness: Nor had he the advantages in early youth of which nearly every one who takes up this is in the possession, or has enjoyed." Again on page 142, the author in speaking of the act repealing the duties imposed on all articles imported into the colonies, except tea, says "it increased instead of diminished the excitement." Such instances of tautology are occasionally found, and in our opinion somewhat mar the excellence of these books; yet the design is so well conceived and such points in the career of these eminent public men as are calculated to inspire elevated views of character so well presented, that we can readily passover these small objections and most cordially recommend the entire series to the favorable notice of all charged with the duty of selecting books for school libraries.

LIFE AND OPINIONS OF JULIUS MELBOURNE; with sketches of
the lives and characters of Thomas Jeflerson, John Quincy
Adams, John Randolph, and several other eminent Ameri-
can Statesmen. Edited by a late Member of Congress.
Syracuse Published by Hall & Dickson, 1847.
This work, partly fictitious, was written by Hon. J. D
HAMMOND, and contains much that is calculated to inspire a
love for freedom. Some of the narrations do not appear to
be creditable, yet they impart a nioral well worthy the atten-
tion of readers. The book is neatly executed, and bound in

demand as Teachers. We must, therefore, keep out from
our Institute the dull and the unworthy. Our sieve should
let the small and light fall through, and retain none but the
sound in mind, in manners, and in morals; such, in short,
as would make good Teachers. These will also make
good and agreeable scholars. We should by such means, a style suitable for school libraries.

CESAR'S commentaries on the Gallic War, with English notes, critical and explanatory, a Lexicon, &c. By Rev. J. A. SPENCER, A. M., Editor of Arnold's Series of Latin Books, &c. New York: D. Appleton & Co; also

THE GERMANIA AND AGRICOLA of TACITUS, with notes for colleges, by Rev. W. S. TYLER, Professor of the Greek and Latin Languages, in Amherst College. New Edition. by the same Publishers.

We are pleased to welcome this accession to the list of books for the use of latin scholars. There is no purer prose latin than the commentaries of Cæsar. No one should omit them in his course of Latin studies.

In this volume we have, as far as our hasty examination will enable us to judge, an unusually correct text, accompanied with useful explanatory notes, being neither so nu merous as to overload the pupil with unnecessary help, nor

so few as to be of but little assistance.

The same may be said of the labors of Professor TYLER's work. We have never met with an edition of Tacitus, so correct and so well punctuated as the one before us, and therefore congratulate those toiling over the pages of this

difficult author,

These books, for copies of which we are indebted to Messrs. Stoddard & Babcock, are presented in fine style and form a part of the admirable series published by the Apple

tons.

GRAMMATIC GUIDE; or Common School Grammar. By D.
Caverno Allen. Syracuse: Wynkoop & Brother, No. 5,

Salina street.

We have spent considerable time in the examination of this small, but comprehensive work. It is felicitous in arrangement, and free from the unnecessary trash which so

generally detracts from works on English Grammar. The principles of language are clearly & concisely stated, without any attempt to make such explanations as appropriately be. long to the living Teacher, especially since Teachers' Institutes and other means of professional training are so abund ant, as to create the belief that the great body of those engaged in the work of instruction are fully competent to teach grammar thoroughly, and with more interest, than can be im. parted to a text book. We commend this book to the attention of Teachers. It is neatly printed and handsomely bound,

A UNIVERSAL PRONOUNCING GAZETTEER: Containing Topo graphical, Statistical, and other important information, of all the more important places in the known world, from the most recent and authentic sources: by THOMAS BALD~ WIN, assisted by several other gentlemen. Seventh edition, with an appendix containing more than a thousand addi tional names, accompanied by a map exhibiting the canals and railroads of the United States. Philadelphia: Lindsay & Blakiston, 1818.

both in the literature and educational appliances of the This valuable book supplies an important desideratum, country. The incorrect and varied methods of pronounc ing geographical names is owing to the absolute want of a to the entire confidence of the public, rather than to care standard of pronunciation sufliciently accurate to entitle it lessness in teaching. This work, if generally introduced into our public and private libraries, and faithfully consulted. would do much to improve the pronunciation of the names of foreign places and countries. The recent events in Mexico and the revolutions of the old world, are bringing such a large number of foreign names into common use as to make this book an important vade. mecum for all who would pronounce them without embarrassment.

In the education of youth it is of still greater importaneeEvery school should be taught correctly in all branches of knowledge, yet in the pronunciation of geographical names, there is such a discrepancy, even among liberally educated and good teachers, as to prevent an approximation to correctness. Erroneous habits are thus formed, which years of care can hardly eradicate. To correct this taulty pronin. ciation, we recommend the above named volume, the fulness and accuracy of which must make it the standard in this department of literature wherever the English language is spoken. It should be found upon every Teacher's desk, and every school library.

in

PRINCIPLES OF ZOOLOGY: touching the structure, development, distribution, and natural arrangement of the races of Animals, living and extinct, with numerous illustrations. for the use of Schools and Colleges: by Louis Agassiz and Augustus A. Gould. Boston: Gould, Kendall & Lincola. 1848.

This book furnishes an epitome of the leading principles of Zoology, or the science of animallife. It is philosophic in arrangement, concise and perspicuous in explanation, and carries us on step by step from the simplest truths to the fall comprehension of the whole plan of existence.

This interesting summary of the great results arrived at by the patient and laborious investigations of all ages and countries, richly improved by more recent researches, will awaken a taste for the study of Natural History, and give œ an importance somewhat commensurate with the ample fiekl nature has spread before us, and the elevated conceptions it, must awaken of the plan of creation and its great Author.

Truth and Trust.—Boston.—Gould, Kendall and Lincoln This elegantly little volume, is of great value in forming the taste and habits of the young. It is intensely interesting and presents a moral in the well written tales of which it is composed, that cannot fail to impress the hearts of children with a love for truth and honesty. Parents will find it of essential service to read such works to their children, with such explanations as may be necessary and useful. Such a practice would form habits of attention, and prepare their young minds for the pleasures of sound and useful reading On almost every subject we have scores of new books in after life. At no time of life is it so important that the seeds without new principles, but not so with the work before us; of truth be sown, as in early childhood. Whatever germi. illustrated have no treatise in the English language. It con indeed several of the highly interesting topics presented and nates at this period, is of the utmost importance in the for-tains a large amount of valuable information, and will be mation of character, and almost certainly gives birth to high attainments or intellectual indifference. If any parents doubt the utility of such little works, let them occasionally read one to their children, as soon as they are able to comprehend the meaning, and the eye gleaming with delight will give ample demonstration of its importance

FIRST LESSONS IN NATURAL PHILOSOPHY, designed to teach the elements of the Science, By RICHARD G. PARKER, A. M. New York: A. S. BARNES Co.

This little book is designed for the use of children, and appears well adapted to introduce the unfolding mind to the study o those laws which govern the material world.

studied with profit and interest by those who have made respectable attainments in Natural History, as well as by those just commencing this science.

This volume, a finely executed duodecimo of over 200 pages, should find a place in every library. As a text book for schools and colleges it is far superior to any work before the public.

Sold by Stoddard and Babcock, Syracuse.

A TREATISE ON BOOK-KEEPING: By Clement A. Wilson, Pub lic Accountant. Philadelphia: Lindsay & Blakiston.

We observe nothing new in this work to distinguish it from other good text books on this important branch of education. Any school into which it is introduced and well aught will be benefitted by it.