-be he farmer or trader, fisherman or tinker, no one can rob him of his manhood.

There is no interest of society which will not receive a most needful and better impulse from the better education of the people. It has been thoroughly tested, that all judicious and liberal expenditure of money for giving a more thorough education .o the people, will be returned to them with double interest, in the increasing thrift and wealth and virtue of the community. There is no way to permanent prosperity so sure or so natural, as that which begins in education-in the proper cultivation of the mind, the waking up of its creative energy. It is the very worst economy that can be practiced, to neglect the improvement of our schools, and suffer ignorance and its legion of evils to continue and increase upon us. And the farmer or mechanic, or any one else, who suffers his children to go forth into the world with no other than an apology for an education which our common schools now afford, will do them an irreparable injury. If their minds have not received a stimulus; if a strong desire for mental improvement has not been awakened, they are not fitted to enter on the duties of a manly life. Because they have strong limbs and well turned frames, and are six feet high, they are not therefore They are men indeed in outward form, but they are dwarfs in mind; and yet with the mind, men most usefully and happily serve both God and the world. The spring of all healthful prosperity is in the cultivation of the mind, and the vigorous exercise of its faculties. In our manufacturing towns, the power which gives life and motion and prosperity, proceeds from the busy brains of educated men. And the world over, we shall find it to be true, that the greater the amount of general education, the greater will be the power and wealth and prosperity of the people -Conn. School Manual.

men.

CHILDREN SHOULD BE TAUGHT TO THINK

FOR THEMSELVES.

The moral cultivation of children belongs mainly to parents, at home; and is achieved more by example than by precept. The boy whose father abhors a lie, seldom becomes a liar Children are imitative beings; and, as imitation soon becomes habit, parents cannot be too careful what examples for imitation they set We do not pretend to lay down rules for moral training; a sufficiency of them for every practical purpose will be found between the covers of that ancient and much neglected book, the Bible, and it is for parents to make the application clear to their children. We would have the young taught to think for themselves and assisted to think justly, and to do this, the parent must himself be capable of thinking justly.

competent to form opinious of his own. The elements of Euclid is an easy and delightful book, which it does not require any extraordinary capacity or much time to master; but we will venture to affirm that the few days or weeks spent upon it will give the student a habit of thinking and close reasoning that will never depart from him, and that will be of inestimable advantage to him through life.

TEACH YOUR PUPILS THE LAWS OF HEALTH.

Teach all your pupils the laws of health, and present them as the laws of God, which they commit sin in violating, and then s t them an example of strict obedience to them yourselves. And do not teach empirically and ex-cathedra, but slow them the philosophy of the matter, why it is thus and so, and how it is, that penalties must follow disobedience to these laws; and enforce obedience to them by every method you can command Make them understand how fresh air purifies the blood and invigorates the nerves, and see that the school-room is ventilated abundantly. Inquire, too, respecting their lodging rooms, and advise them how to secure their proper ventillation, and ascertain whether they do it. Teach them what kinds of food and drinks are unhealthful, and why they are so. Teach them the evils of eating too much, eating too often, of eating too fast, and of taking food and drink too warm. Teach them the baneful operation of alcoholic and narcotic drinks. Teach them the offices of the skin, and the necessity of frequent ablutions, for preserving health. Teach them the necessity of warm clothing, and of guarding the eyes from excessive light, and when weak, the evil of using them before breakfast, or by candle light. Teach them the danger of excessive mental excitement, either by intellectual effort or protracted care and anxiety, and the indispensable preservative sought in muscular exercise in the open air. And on this last topic, beware yourselves of the rocks-Miss C. E. Beecher.

SOUND MIND.-A perfectly just and sound mind is a rare and invaluable gift. But it is still much more unusual to see such a mind unbiased in all its actings. God has given this soundness of mind to but few; and small number of those few escape the bias of some predilection, perhaps habitually operating; and none are at all times perfectly free. I once saw this subject forcibly illustrated.

a very

A watch-maker told me that a gentleman had put an exquisite watch into his hands that went irregularly. It was as perfect a piece of work as was ever made. He took it to pieces and put it together again twenty times. No manner of defect was to be discovered, and yet the watch went intolerably. At last it struck him that, possibly, the balance-wheel might have been near a magnet. On applying a needle to it he found his suspicions true. Here was all the mischief. The stel work in the other parts of the watch had a perpetual influence on its motions, and the watch went as well as possible with a new wheel. If the soundest mind be magnetized by any predilection, it must act irregularly.-Cecil.

To think for themselves! And how are they to be taught to think for themselves? In various ways, and if we may be allowed to recommend any branch of education particularly, by the study of the exact sciences; at least, to some extent. It is true that every boy is not qualified by nature to become a great mathematician, but almost every one is capable of being taught that twice two are four, and we woul cultivate whatever mathematical talent a pupil has, were it ever so little. And why, we may be asked, should he study algebra and geometry, if he is to be EFFECTS OF AN AMERICAN EDUCATION.-Among the a farmer or a shop keeper? For this reason: it will persons arrests by the Cuban Government on suspiteach him to think, to weigh every thing, to take noth-cion of favoring the insurrection, there are several ing for granted without sufficient reason, to examine young Cubans who were educated at the American whatever is doubtful or suspicious, to detect error, and colleges. We naturally find these young men among often to arrive at truth. It will make him in a the votaries of liberty, and we just as naturally find measure independent of the opinions of others; for that their American education is viewed as a source of he who thinks much and deeply is, if of healthy mind, suspicion by the Government.-Phil. N. American.

very

DISTRICT SCHOOL JOURNAL. entertained serious objections to a system of emula

SYRACUSE, SEPTEMBER 1, 1848.

METHODS CF TEACHING.

tion so invidious, and one that cannot awaken either in the recipients or disappointed competitors, those feelings which correspond to the spirit of a christian education. We therefore pass over several paraThe July number of the Westminster Review, contains graphs to the following on the teachers profession: "With regard to the tutorial system at Cambridge, an elaborate and ably written paper on English unior the plan of bringing forward men into the teaching versity education, elicited by the perusal of Dr. Whe-office, we cannot but pronounce it lax and inefficient, well's books on the leading studies of the Universtiy in the highest degree. It is a kind of voluntary system, of Cambridge The reviewer, after treating upon the each pupil choosing any one he pleases from among mode of organization and objects of an extensive uni- the resident members of the university. There is no account taken of the teaching capabilities of the tuversity system, takes up as his second point, the methtors, except in so far as these may make them popuods of teaching. The great aim should be, to teach lar with the under graduates themselves. But scholars every subject of study in such a manner as to enable are not the best judges of their teachers; nor is any learners to derive the utmost possible benefit from the graduate of a college a qualified teacher, as a matter instruction, and therefore this question must necessa- mies, and colleges, not on the English model, a man's of course. In all other places-in schools, acadeily be of primary importance in arranging the details fitness to communicate knowledge is a primary conof a useful educational system in any country. The sideration, in setting him over the education of youth; writer in the Review very justly remarks as follows: and the person appointed is aware that such a capa"Some processes are more effectual than others, for bility is expected to be shown: he therefore pays conveying the lessons with precision and force; and some attention to the art of teaching, visits the schools there are many useful devices for exciting the minds where good methods are to be seen, and has a just of the learners to vigorous self-exercise, which is an neither seen nor expected in a body of such a random ambition of being a proficient in his art. This is essential part of education. To facilitate the communication of knowledge and ideas, the subjects to be constitution as the Cambridge and Oxford tutors. No taught are usually laid out in the order that they can appointing body stakes its credit on their fitness to be most easily taken up, in lesson-books, text-books, teach; and the actual capabilities of a really good grammars and manuals. There are also the accomteacher are very little recognized: they are neither paniments of diagrams, models, specimens, and exan example nor a stimulus to others. True merit periments. Dictionaries, commentaries, and books of may blush unseen in a college tutor; his pupils caneference, supply what is lacking in the straight-for not adequately represent it, either by word of mouth, ward course of the expositions. Teachers are sought or by their own proficiency. But in the educational out that are masters of their subjects, clear in their world at large, so much stress is laid upon aptness to statements, expressive in their manner and demeanor, teach, as distinguished from the mere possession of quick in apprehending the stumbling-blocks in the knowledge, that an apprenticeship to teaching is We have normal seminaries, learner's path, and ingenious in illustrative devices. begun to be insisted on. To compel the active exertion of the scholar's own where the rising educator goes to practice the art, faculties, there have been many contrivances. under the direc ion of good masters, and according to learning languages, the pupil is set to divine for him- the most approved methods; and where any one self the meaning of his author, and to attempt an exnaturally disqualified is excluded from the profession, position of this to the teacher, before receiving any situations. This is as it should be; and it is our highand eminent proficients are designate for important assistance; -a method that very effectually answers its end. In arithmetic, and mathematics generally, est advance in educational method; while the En the pupil receives a rule, and sees an example or two glish universities, and many of the village schools, of its working, and is then set to solve other cases by exhibit the lowest state of the art his own unaided powers; which, also, is a very strong security for the mind's exerting itself. A very old and widely employed device, for the like purpose, is the system of public disputations: this is applicable to a different class of subjects, such as ethics, politics, history, theology, and others of the like character. The exaction of original essays from the pupils has the same tendency. But of all methods, vivû voce examination, in presence of a whole class or school, on whatever has been taught or discussed, is the most effectual and the most universally applicable way of bringing the acquirements of the scholars to the active test. A teacher's success will probably depend more on his capability of managing these examinations, than on any other point of his character. His ers, unless those charged with the duty of instruction eloquence may inspire enthusiasm, and his lucid ex-be equal to their task, and pursue a system that shall pressions, and well-timed illustrations, may make him enable the emanations of the living mind to make intelligible and interesting; but unless he can bring deep and lasting impressions upon the taught. Perhis audience, individually, to the proof of what each tinent to this point, the reviewer says: has learned, he will fail in depositing knowledge in the state requisite for its being turned to account."

In

This is followed by a few instances commendatory of prizes as a means of emulation. We have long

The great question for solution by the friends of education, involves many difficult points. The establishment of good and efficient appliances for facilitating the acquisition of knowledge, securing the benefits of sound discipline, and such a regulation of the habits of mind and body, as will give society a complete man, should be the first object of every government. Prominent among these are text-books and works for explanation and reference, maps, charts and apparatus; yet all these may approximate perfection with but litttle advantage to the great mass of learn

"The private character of the English university tutorage is radically opposed to its efficiency. It prevents the abilities and methods of one teacher from being examples to others. If a tutor sits in a room

EDITOR'S TABLE.

Prominent among the educational events of the last month, is the anniversary of the New York State Teachers Association. We published a programme of its proceedings in our last, which was followed during the sessions of the meeting. Our limits preclude more than a scanty outline of the proceedings, and therefore we substitute such remarks as we deem pertinent to the character and objects of the meeting.

with one or five pupils, let him charm ever so wisely his influence is but trivial. An eminent teacher, under the public system, sitting at his desk before fifty or a hundred pupils, keeping them all astir and at tentive, is a shining light to a large circle; he reproduces himself in a large number of scholars, and spreads his arts and devices far and wide over society. People come from the utmost part of the land to witness his proceedings, and to catch the secrets of his success. But in the private system, though a man teach like Jardine or Arnold, (which however is impossible, as they accomplished their triumphs partly through the influence of a large mass upon each individual,) he can never reach a commanding stage, nor put out his talents to good advantage. In short, there exists neither a mechanism for imparting the high teaching capability, nor an opportunity for it to do its perfect work, if it should chance to appear. There is no pe-spire the teacher to the full discharge of duty. An improvedestal provided for a shining light, and no effort made to light it up."

We have no hesitation in placing the last anniversary of the association, in point of harmony and courteous bearing between its members, far above each preceding one; yet there was a spirit of dictation manifested by some who aspired to be leaders, which, as on former occasions, elicited remarks not in accordance with the spirit which should inment, however, upon the past, warrants the belief that the association will be permanent, and the hope that it will These strictures are undoubtedly just, and they in- accomplish much good. After an able and appropriate indicate to the friends of education in this country, that troductory address by the president, S. B. Woolworth, A.M., our own system, however defective in other respects, the programme of exercises was commenced with the readis based upon right principles în regard to the edu-ing of a report by Mr. Kenyon of Allegany, from the comcation of teachers, and the methods employed for mittee on Emulation in Schools. After giving the definition bringing the largest number under the same instruc- of the term emulation, Mr. Kenyon proceeded to justify and tion. The plan of Normal schools is well calculated defend a just and virtuous spirit of emulation in every youth, to obviate the evils which rest upon the English uni-and to show that without this great mainspring of human action, no youth could ever acquire eminence or respectaversity system-mere dull scholarship, instead of prac-bility in any of the walks of life. He then referred to the tical and useful knowledge. The same may also be said of our academies and colleges, in each of which there is a community of feeling and interest. In our common schools and higher institutions, there is a "floating intellect" which acts upon individual minds, and thus knowledge is imparted by the atmosphere or the genius loci, which acts as a powerful stimulus upon pupils. Hence the advantages of large schools and classes, when all the arrangements are complete. Their benefits on mind and the formation of habits, are of more importauce than the economy of such a system.

different methods of exciting emulation, viz: force, coax, ing, and by natural means. Each of these different modes were briefly referred to, and the two first condemned in strong and eloquent terms. The rod, as a stimulus, was condemed as brutal, inefficient, and calculated to blunt the sensibilities, and degrade the mind. The "coaxing" mode was also referred to, and the system of offering premiums to stimulate emulation, forcibly condemned, as calculated to act on the smallest possible number of a school, and as unjust to all, except those who, from superior advantages, enter into competition for the prizes offered to those who may stand the best examination. The arguments against these two methods, proved that the committee had given them a thorough investigation, and were so strongly presented and aptly illustrated, as to leave little doubt that both methods are attended with the most injurious and even dangerous

results on the minds of scholars.

The natural method of exciting emulation was next pre sented. This was defined to be the innate love of knowl edge in the mind of childhood, and recommended as the only true and safe plan of leading youth in the path of science, and of drawing out all the dormant energies of their minds. The remarks of the committee on this point were enforced by appropriate and able suggestions.

But who can best administer such a system, the teacher educated by a private tutor for some other pursuit, or one well qualified by his natural aptness to teach, his acquirements and experience? Whence comes this experience, but at the expense of the young, or by the privileges of Normal school education? Those who have taught for years, have been educating themselves by converting the scene of their labors into Normal schools. Shall their successors be compelled to follow their example, or is it more wise and The author of the report condemned the use of the rod just for the state to furnish Normal schools for training as a means of emulation, in terms somewhat offensive to up teachers It were a matter of little consequence, those who regard a well-whipped school among the best eviwere it not that the opening intellect of future genera-dences of professional competency. This excited an ani tions, must bear the evils of the continuous experiments mated discussion of some length, on a motion to accept the of those acquiring the teachers' profession. Good report, which was finally carried by a good majority. faith to posterity demands this much of the govern- Reports, or essays were read upon the several subjects. ment, and the interests of humanity will not be pro- which had been announced. Most of them were charactermoted, until the practical duties of instructing theized by ability, and were in every respect worthy of formyouth of our country are committed to the hands of ing a part of the proceedings of a state association of teach. ers. In the evening of the first day, Mr. IIow, principal of those whom nature and professional acquisition have the Canandaigua academy, read a report on the educational fitted for the work. policy of the state, the consideration of which was postponed until the next morning. It very properly took strong ground

Evil communications corrupt good manners.

in favor of our common schools, academies and colleges; association, on the general advantages of education to the but, as improperly made thrusts by inuendo and false infer- people of the United States, and the great importance of ences against the Normal school. Indeed this seemed to be the high vocation in which members of the association the main object of the essay. The Auburn Daily Advertiser were engaged. gives the following sketch of the debate upon it.

Mr. Field, of New York, addressed the association in support of the report of the committee on the educational policy of the state, and in opposition to the Normal school system

Terrific was the ruin wrought by the furious foe
Within the Moorish city, and loud the wail of wo
Through the Alhambra sounded, when the startling tale was
told,

That in one night of deadly fight, a band of christians bold
Had brought upon Granada the fearful storm of war,
And drenched Alhambra's courts and streets with blood of
slaughtered Moor.

But loud the hyinn of praise arose from every hill and plain,
When tidings of the conquest rung throughout the land of
Spain.
The christian sovereigns humbly knelt to pay the homage

due

To Him who gave them victory o'er the proud Paynim crew,

From the cathedral choir arose Te Deum's solemn swell, And with their thanks the prayer was breathed against the infidel.

From the gates of Autiquera passed a gay and brillig band
Of brave and haughty cavaliers from Andalusia's land,
In bright and gleaming pageant, with flashing sword and
lance,

All clad in steel-wrought armor that in the sunbeams glanced,
And bearing many a banner, enriched with silk and gold,
With heraldry and quaint device emblazoned on its fold.

The sound of loud bewailing through Andalusia rung,
As the few surviving warriors came wandering, one by one,
With dimmed and battered armor, and wild and haggard eye,
From the fearful vales and mountains where their slaugh
tered brethren lay;

On many a silken pillow did the tear of sorrow fall,
And drapery of mourning hung in many a princely hall.
But shouts and songs of triumph from all Granada rose,
As swiftly spread the tidings that hosts of christian foes
Among the rocks of Malaga in mangled heaps were lying,
And that in Spain was nought but tears and loud lan.ent,
and sighing:
The Spaniard's blood-stained banners on Alhambra's walls

were hung,

And shouts of exultation through the gorgeous palace rung
Forth to the field of battle marched the haughty Ferdinand,
With thousands of the bravest knights from all the christian
land;

With Andalusian chivalry, and warriors from Castile,
All burning deep with deadly hate against the infidel,
And vowing that each vine-clad hill, and vale, and fertile
plain,
Should soon be wrested from his sway, and own the chris-
tian's reign

For many a day, and many a month, in many a mortal strife
The fated Moslems struggled for their country and for life,
But the stern and iron-hearted knights and warriors of Castile
Enraged with hate and vengeance, and fired with holy zeal
In all Granada battled against the turbaned Moor:
Ah, wo to thee, Granada! thy glorious days are o'er!
The massy walls of Malaga and Moclin's rocky towers,
Fell like the crumbling earth-banks, when the mountain tor-

rent roars;

And through the Moorish kingdom swept the storm of fire
and sword,

Till before the royal city the victor's cannon roared.
Within Alhambra s mourning courts there is no music now,
Her marble halls and fragant airs, but mock Granada's wo.

Vain were the lance and scimetar, and vain the twanging bow, Exultingly the army passed from Autiquera's gate, Vain the careering war-horse, and the stirring cymbal now, With vaunting boasts and threatening vows that sad Alham-For pestilence and famine, and wild despair and death, bra's fate, Through the beleaguered city stalked with foul and deadly breath. Alas for thee, Granada! thy fate is writ in heaven!

Upon the haughty Malaga, should soon in fury burst,

And with a warrior's rapture, waved their nodding plumes,

as first

From the Axarquia's rocky heights, they view their destin-Thy sunny kingdom to thy foes, the stern decree hath given. From proud Alhambra's marble courts, the Moorish monarch goes.

ed prey,

With its fair and fertile vega, outstretching to the sea.

With his diminished train lamenting sad Granada's woes; The warrior band, with bounding hearts, and quick impa-Till on the wild and rocky heights that overlook the plain, tient tread, They pause with loud bewailing, and with tears like falling rain, To gaze upon each lofty tower, and grove, and ruddy height, All glancing in the beauty of beloved Granada's light. Allah is great! exclaimed the Moor, the stern decree of heaven,

Through many a wild and rugged pass, by Don Alonzo led,
Through rocky vales and torrent beds in stealthy silence
passed,

Nor woke the mountain echoes with the trumpet's stirring
blast,
Nor rose from all the exulting host, nor shout nor battle-cry,
As towards devoted Malaga they wound their secret way.
But from each crag and jutting cliff that walled the chris-
tians round,

The Moslem's fiery eyes unseen upon their foes looked
down,

As in their fancied secrecy the straggling host advance,
And suddenly, like mountain storm, the death-winged dart

and lance,

Hurled from their hidden fastnesses, in wild and savage fight
The rocky valley deluged with blood of christian knight.
The christians from the storm of death, confused and blind-
ed fled,

dead,

And maddened by the dismal sight of heaps of mangled
And wild with fright, through all the night, they wandered

lost and weary,

Through dark defile, and lonely glen, and o'er the mountain dreary;

And lett in many a gloomy pass, their slain and scattered host,

With many a banner stained with blood and trampled in the

dust,

Our beautiful Granada to our haughty foe hath given.
Alas, alas, Granada! our earthly Paradise!
Thy sparkling towers and minarets are fading from our eyes.
How gloriously thou now art bathed in soft and mellow light,
But Allah to the faithful gives a Paradise more bright.
Into Granada's city poured a gay and gorgeous throng,
And all her streets resounded with triumphant shout and

song;

Her marble courts re-echoed with the tread of steel-clad knight,

And all Alhambra's palace gleamed with gold and jewels
bright;

From battlement and fortress burst the cannon's joyous peal,
And from Alhambra's towers waved the banner of Castile,

From many a lofty minaret gleamed the holy silver cross,
And the anthem of thanksgiving rose from many a christian

voice;

Within Granada's stately mosque was heard the solemn
chart,

To Christ and Mary Mother, and many a blessed saint.
Thus fell the Moorish kingdom in Granada's pleasant land;
Thus was Granada wrested from the turbaned Moslem's

hand,