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discipline is concerned, it matters little whether the teachers are present or absent, provided the monitor is at his posi, and performs his duty.
The higher branches of the mathematics, geography, grammar, history, composition, drawing, philosophy in its various divisions, chemistry, political economy; indeed, every thing to which the attention of the pupils is called, is pursued, so far as I could ascertain, in the same rational and thorough manner, as spelling, reading, and arithme. tic. Not only is every thing rendered intelligible, but interesting; and the thinking powers of the pupil are called into useful activity. During my visit a course of chemical lectures was commenced by an assistant, which promised to be highly practical and useful. Music is taught in the seminary, and a hymn is also sometimes sung in connection with the religious exercises.
But what rendered this seminary most deeply interesting to me, was the conviction, which I was unable to resist, that all its methods, and plans, and processes, were emi. nently adapted to the development and formation of character. As a place of instrue. tion, it justly ranks high; and I do not believe it has been too highly appreciated. Bai, as a place of EDUCATION, it has still higher claims. Knowledge of the best kind is successfully inculcated by the best means; but the capacity and disposition to make a good use of knowledge, is regarded as of still more importance.
In the first place, the maxim that a sound mind requires a sound body is not forgoi. ien. The location of the seminary is peculiarly happy The building is kept thoroughly ventilated, and a due regard is paid io temperature. Exercise receives a measure of that attention which its superlatire importance demands. The importance of early hours is inculcated. Indeed, every thing which favors the health is remembered by the Teachers, and, so far as circumstances may permit, controlled and directed.
But the intellectual and moral habits of the pupils are also wisely regarded. Nothing struck me more than the cheerful love of order which seemed to prevail. li was not the order of a prisoner in the dungeon, but of the healthy, happy laborer. On the book containing the rules for each day, was written, in conspicuous characters, "Order 18 HEAVEN'S FIRST Law;" but it was written in characters scarcely less legible in their words and actions. In securing such order, I noticed several things which appcared to have no small influence.
Habits of punctuality.--When the hour arrives for opening the school, or for any es. orcise whatever, it is attended to. The teacher does not wait a few minutes beyond the lime for tardy pupils—he is on the spot himself, and the work commences. In fact, he is often ready a few minutes before the time. The pupils know it, and they are convinced the teacher is in earnest. This makes them so.
Nothing is hurried. This is, in part, an effect of the former habit. If "time is taken by the forelock," there is less need of hurrying. There will be time for every thingand time to do it well.
Every thing has its place. There is no time lost by looking for things which have become misplaced. This is economical and favorable to good order.
The teacher observes order himself.— Every word, every step, every performance - I had almost said every look of the teachers—inculcate order and system. And the powersul influence of example is too well known to need any encomiums.
I know not what other means of discipline may have been used in the seminary for. merly ; but am persuaded that those which have just been mentioned, have a very large share of influence, at present, in maintaining it. The habit and love of order and discipline secure order and discipline. So it is with motives to progress. The habit and love of acquiring knowledge, and of making improvement, appear to insure that know!. nige and improvement, without the aid of emulation, which appears to be discarded. I know of no school for boys, where a better English education can be obtained,
Were it not in vain, I could wish that the fathers and mothers of New England inight all spend a few days in this seminary. If a knowledge of its actual condition should lead to nothing more effective, it might induce many to send their sons there for a few years, to have the unspeakable pleasure of seeing them molded into teachers of high-minded purposes, and holy, self-denying character. May we not hope that a bouledge of whai is effected at Andover will lead to the establishment of similar schools throughout New England—to be fountains of intelligence, and virtue, and piety?
LECTURES ON School-KEEPING, by Samuel R. Hall, Boston, 1829, p. 135.
CONTENTS. Lecture I. Indifference to the importance, character, and usefulness of com mon schools; its origin and influence. II. Obstacles to the usefulness of common schools. III. Requisite qualifications of teachers. IV. Nature of the teacher's employment. Responsi. billiy of the teacher. Importance of realizing and understanding it. V. Gaining the confi. dence of the school. Means of gaining it. The instructor should be willing to spend all of his lime when it can be rendered beneficial to the school, VI. Government of a school. Pre. requisites. Manner of treating scholars. Uniformity in government. Firmness. VII. Gore crument, continued. Partiality. Regard to the future as well as the present welfare of the scholars, Mode of intercourse between teacher and scholars, and between scholars. Punishmenis. RewardsVIII. General management of a school. Direction of studies. IX. Mode of teaching, Manner of illustrating subjects. Spelling. Reading. X Arithmetic. Gengraphy. English Grammar Writing. History. 'XI. Composition. General subjects, not particularly studied. Importance of improving opportunities when deep impressions are made on the minds of the school, XIL Means of exciting the attention of scholars. Such as are to be avoided. Such as are safely used. XIII. To female instruclors.