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bound, cheerfully and promptly to comply with all d and wholesome regulations.

To carry out the forms of a systematic organization, ould recommend the early appointment of a secretary I assistant, to enroll the names of members and keep eneral outline or synopsis of the exercises and busiis transactions; and also, the raising of the following mmittees:

st. A committee to see that the room or place of eting, is kept in order and furnished with fuel, lights,

ed. A committee on music, that the board of instrucn may know on whom to call, and suffer no loss of ne by delays.

Bd. A committee to draft and present resolutions for tion at the close of the Institute.

th. A committee to attend to the financial concerns, at is, to receive and pay out monies for such continnt expenses as are taxable in common on those in atdance.

5th. A committee of publication, in case a catalogue names with the resolutions are ordered to be printed. These several committees can attend to the duties signed them without the loss of one scientific exercise the Institute, and when promptly and faithfully disarged the session winds up in good order, with all its siness concerns duly closed.

DUTIES OF THE BOARD OF INSTRUCTION. The first duty of the Board of instruction after the ganization is completed, is to establish a systematic ourse of exercises to be carried out in the daily reviews. hose branches which are of indispensable importance be thoroughly understood by the common school acher, and to which the attention of the Institute ould first be directed, are the elements of the language, thography, reading, arithmetic, English grammar and eography. These being the main branches in a common hool education, should under no circumstances be ightly passed over in the drills of an Institute. LUSTRATION OF THE COURSE OF EXERCISES. For the sake of illustrating the routine of such a purse of exercises in an Institute, as I would recomend, let us suppose the organization takes place on onday, and the exercises commence on Tuesday mornto be closed on Friday evening of the following eek. This will give you ten working days. I would w suggest, that the number of exercises assigned to ch of the above named branches, should in the main, somewhat like the following synopsis :

On the elements of language and correct articulation, exercises during the session.

On orthography and modes of teaching the same,

ee.

On reading and rules for the same, five. On mental arithmetic, seven, or more. On written arithmetic, seventeen at least; viz: one on at precedes the simple rules, one on the simple rules h illustrations of the fundamental principles of the ence. One on denominate numbers in general. One decimal, and three on vulgar fractions. Two on prortions, and two on interest and discount. One on inution of all powers, and one on the square root and its plications. One or two, as may be necessary, on the On this point I m be root, one miscellaneous exercise in which the frankly, for it i mbers can propose for solution any difficulties of the tual occurrence in their own experience, and one on t des of teaching

In English grammar one, in definitions and explana

ns of principles three, in analysing sentences five,
itical parsing, and one on methods of teaching.
In geography two thorough exercises on the us
globe, one in geographical definitions, six on o
ps, one general and miscellaneous, and one or
teaching geography. In all cases, comm
elements of each branch and pursue

skill and ability of those who manage and direct the exercises. The reasons are perfectly obvious. For, as "teachers Institutes" are voluntary associations where each individual feels at liberty to remain or withdraw at pleasure, there can be little hope in holding them in attendance, during any considerable portion of the session, unless a good degree of interest is created in conducting the several exercises, and the members become satisfied that personal advantages will be gained by

their continuance.

There are always many talented, shrewd and discerning teachers found in every institute, not only experienced but well informed. Such are by no means slow in discerning the capabilities of the board of instruction, and in judging whether they themselves will or will not be benefited by attendance.

No man is aware of the tax laid on his intellectual resources, nor the constant draft on his skill and talent for conducting a "teachers' institute" to the satisfaction and profit of the members, till he has made the experiment. Hence, in addition to adequate literary attainments, the following qualifications must also be sought. 1st. The ability to gain the confidence and command the respect of the institute.

2d. The faculty of awakening such an interest as will secure strict attention to the exercises, not only sustaining, but giving it more and more intensity from day to day up to the very closing hour of the session.

3d. The instructors should have a ready tact in giving a favorable turn to every incidental occurrence that may happen, in order to promote and preserve the best state of feeling among the members themselves.

4th. They must always be ready to avail themselves of circumstances, judiciously to interpose the daily exercises with brief remarks pertinent to the occasion, and interesting and profitable to the institute.

5th. They must closely watch the state of interest manifested in every exercise, and if indications of dullness or decline are discoverable, give a recess, or change the topic at once.

Such qualifications in a board of instructions may be considered the main, if not the only guaranty of a pleasant and profitable session.

CLOSING AN INSTITUTE.

DISTRICT SCHOOL JOURNAL

ALBANY, MARCH 1, 1849.

We yield this number of the Journal almost ex clusively to the report of the Executive of the State No mal School, the accompanying documents of the State Superintendent's Report, and the Index to the volumes Several articles are consequently crowded out, for which we will find room in the next number.

OFFICIAL.

SECRETARY'S OFFICE, DEPARTMENT OF COMMON SCHOOLS.) Albany, Feb. 13, 1849.

The Superintendent of Common Schools, in the mon of December, 1847, added $10,000 to the apportionmen of school moneys to be distributed among the sever counties of this State. The new apportionment ben made too late to enable the Boards of Supervisors raise an equal sum at their sessions in 1847, the de ciency for that year was directed to be added to amount raised in 1848. In the following table the name of the counties which have failed to raise the requisi sum, are given; the first column of figures shows amount of public money appropriated to each county 1847; the second column shows the amount apportione in 1846; the third column shows the deficiency whic should have been added to the apportionment for 184 The counties of Delaware, Genesee, Niagara, Putna and Stuben, have raised a sum equal to the apportionmen of 1846, and the deficiency for said counties is given i the fourth column of figures.

The Superintendent of Common Schools and the Com troller, pursuant to Nos. 23 & 24, School Laws of 184 having duly considered the case of the said counti have determined that all the said delinquent counti shall this year receive the sums respectively apportio

ed to them.

But the Boards of Supervisors of the counties of De I would advise the closing exercise always to be held ware, Genesee, Niagara, Putnam and Steuben, are he in the evening. There is something in the time which required at the next annual meeting of said Board to r gives more durability to the impressions, and the eve-in addition to the apportionment of 1847, the sum 1 ning usually calls out a larger audiance. If the board of instruction, can make arrangements satisfactory to the members of the institute, and have the following exercises at the closing session, the members will separate with the best state of feelings, and the audience be more favorably impressed with the utility of such conventions.

1st. Declamation by two of the young men.

2d. The reading of a paper got up by the institute, containing anonymous cominunications, correspondence, news of the day, &c. &c. prepared by the members, and placed in the hands of a committee of editors to assort and arrange, with the privilege of rejecting such pieces as they consider unsuitable or inappropriate. 3d. A valedictory address from one of the members chosen by the institute.

4th. Remarks from any of the citizens who choose. 5th. Closing remarks from the board of instructors.

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opposite to the said counties in the fourth column of ures, and the other counties are required to raise, in dition to said apportionment, the sums set opposite them respectively, in the third column of figures.

And if said counties, or either of them, fail to r the said deficiencies, the amount thereof shall be ded ed from the public money of the counties so failing. the apportionment for next year diminished by a equal to the amount of the deficiency.

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Sincerely and respectfully yours, &c.

December 15th, 1849.

Subscriptions closing with the present volume,

should be renewed without delay.

Town Superintendents, who have not reported the address for the several districts under their charge, will confer a favor by doing so as soon as possible.

St. Lawrence, Steuben, Warren,

CHRISTOPHER MORGAN, Supt. Commor MILLARD FILLMORE, Comptroller.

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Removal of the publishing office,
Deficiencies in certain counties,

Origin and progress of arithmetic,
Official notices,

47, 63, 73, 91, 110, 132, 156, 179 The Journal of Education for Upper Canada,

Ohio State Normal Class,
Orthography,

Our wondrous atmosphere,
Organization of schools,
Obituary,

The mother,

75

179

192

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43

The School System in Michigan,

77

79

Troy Female Seminary,

80

79

110

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103

Teaching and learning,

101

138

The power of America,

103

179

The tongue,

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The mischievous boy,

107

P.

Postage on District School Journal,

30 Teach your children music,

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102 The teacher's home and politics,

Premature education,

Tale bearing in school,

44 The manner of doing service to others,.

75 Two ways of correcting a fault,

76 Teachers' Seminaries,

136 The teacher's ability and duty to aid the parent,.... 155

107

107

107

133

156

149

Prussia,

139

Parents should visit the school,

U.

154

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R.

Reward of literature,

Unreported towns,

156

32

Rights of labour,

V.

137

Result of habit and industry,

138

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Revenge,

138

Value of education,

90

Report of the Superintendent of Common Schools,

165

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Report of the County Superintendent of Common
Schools for the city of New-York,

Vulgarity of life,

155

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Report of Chester Howe, Indian Agent of the Alle-
gany and Cattaraugus Reservations,

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Report of W. A. Wheeler, Agent of the St. Regis In-
dians,

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