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are anxious that their pupils should enjoy the benefits of improvement in school books. There are perhaps no works in any branch of education, which have effected so much for the instructer as well as for the learner--none that have thrown so much light at once on the theory and the practice of teaching, or that have exhibited in so bappy a manner the natural progress of the mind, in its developement under a judicious disciphoe. These few unpretending volumes have carried into the humblest of our schools the philosophy of instruction, and have, in numerous instances, roused the atiention of teachers to the use of the inductive method in other and very different branches of education.

In geography, the valuable little work of Mrs. Willard* deserves particular notice, as attempting a simple and intelligible method, by which this branch is brougbt within the scope of maternal care, and by which all intelligent teachers, from the primary schools upward, may improve the aspect of geographical instruction, so as to follow the patural progress of the mud, and cultivate those practical habits of attention and research, which are so serviceable to the business of life.

In the department of grammar, the works of Mr. Cardell are effecting a reformation which is inuch needed in the method of teaching the elements of this branch. Since Latın has ceased to sit as . queen' among the languages, and to usurp a dominion over every other, how different soever in its character, it is high time that the English should assert its dignity, and receive that distinct attention to which it is entitled. It has long cnough been tortured into the shape and attitude of a language with which it has very little in common, and by which its beauty and its power have been greatly diminished or obscured. We hope that time is not distant when it will not any longer be thought necessary to tramel children at a common school, with the whole equipment of the nomenclature and arrangement adopted by Latin grammarians; while the young learners have no other object in view, than a competent and practical knowledge of their native tongue.

The application of the inductive method to the study of the ancient languages has, within a few years, been much facilitated by elementary works prepared on the plan recommended by Locke,-that of using a simple narrative in conjunction with a literal translation. These manuals are becoming more numerous in England ; and they will soon, we hope, be reprinted in this country. The prevailing method of teaching renders the study of Latin a dry and repulsive task, for at least the first year of the learners' progress; and by its unjustifiably slow and tedious manner of imparting knowledge, usurps a most unwarrantable proportion of the time and attention of youth ; especially when we consider that of all the boys who enter a Latin school, a very small aumber ever turn their initiatory labor to any account, but, id fact throw away the invaluable hours of early lise, which might have been devoted to useful acquisitions in practical knowledge. The new method adopted in the books just mentioned, is, on the contrary, pleasant and expeditious, as well as thorough. There is no delay for idle formalities ; the learner is led at once to his object. la his very first efforts, he is conscious of the progress he is making; and he goes on with a cheerful impulse which accelerates his ad

* Geograpby for Beginners.


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vances. He thus redeems a large portion of time for other branches of study, and for useful accomplishments.

In the first stages of elementary education, much has been done of late to fa. cilitate instruction by the use of a simpler method of teaching the art of reading. The system of Fulton and Knight, which is now so prevalent in Scotland and in England, and which corresponds exactly to that recommended by the Edgeworths,—is an invaluable expedient for saving time and labor, and at the en time furnishing the most thorough disciplive. Greater improvements, bowever, are now waking in this department. The most valuable of these is fully exemplified in Worcester's Primer, in which the leading feature of the plan is to kt children become acquainted with words as they do with all other ocular objets not piecemeal, not letter by letter, but at once and in the aggregate ; the systhetic process preceding the analytic, as it naturally dots. The latter meibad will be found still more specdy and efficacious than the other. Our future dum bers will furnish specimens of instruction on this pian.

The year which has elapsed since the commencement of the Journal, has farnished some valuable contributions to the insproveinent of education, in the increasing number of reading books, designed for the diffusion of useful knowledge or of literary taste. It is a circumstance highly propitious to the intellectual and moral character of the young, that the books which they are daily peru-ig, 3Đd which necessarily leave deep iinpressions on the memory, are acquiring an aspect so friendly to their best interests. Several usesul works of this kind, in various departments, have been brought forward in our notices; and in 'hus recommend. ing them, we have not, we trust, proposed an unnecessary addition to the expenses of education. To schools where it is not advisable to introduce such works gederally among the scholars, a single copy of each book,-passeri, as it is read, from hand to hand, and introduced in the way of reward or recreation to proper classesg-may leare lasting and useful impressions on the minds of youth. The dissemination of intelligence and the general improveinent of socieiy, may thus be silently but effectually promoted to an indefinite extent.

The limits to which we are now restricted, will not permit us to indulge in a wider survey of our present subject; and we have but little space left in which to say anything of the future direction and character of our own efforis.

We may say, briefly, that the demands of improvement, as well as a persona conviction of duty, will lead us to reserve our pages more strictly for the admission of such matter as seems best adapted to promote practical reformation is instruction. We shall thus, we trust, render the Journal more valuable to parents and instructers who are desirous of using it as an assistant in their exertions for the expanding minds committed to their charge, and more serviceable to the views of school committees who are disposed to furnish the teachers wbom they employ, with such aid as may be derived from our pages.

In casting a glance forward on the probable progress of another year, we must look to the support of those classes of the community that have just been mentioned, as most interested in our exertions. We feel called on to particularise another class of readers who may render effectual assistance not merely to our labors, but to the advancement of society--we mean the clergy; who may naturally be expected to take a deeper concern in the affairs of intellectual and moral improvement, than any other body of men.

'Their aid has, indeed, to a considerable extent, been cheerfully afforded hitherto. But more, perhaps, might yet be done, by the pulpit being oftener employed for the purpose of urging the duty of general exertion for the improvement of education. Something might thus be effected more worthy of the example of our ancestors, and the interests of our country,--something more directly conducive to the advancing melioration of our race.


The unusual labor necessarily demanded by the preparation of the closing number of this volume, has put it out of our power to furnish our usual notices of school and juvenile books.

Amoug the works which claimed particular attention we can only hastily mention the annual supply of juvenile publications for the season, furnished by Messrs. Munroe & Francis, of this city.– Their selections for the present year seem peculiarly happy in many particulars which will be mentioned more at length in next number.

In the same department have been received an interesting selection from works published by Messrs. Wood and Son, New York.

Similar publications, embracing the series of the American Sunday School Union, have also come to hand. Of these there are many which we shall take an early opportunity of recommending to our readers.

The review of the Classical Reader will be given in our next; also several notices which have been unavoidably postponed.





Academical Education; 524
Answers to Correspondents ; 128

256, 320, 384, 484, 512,

575, 640, 704, 763

Boston Monitorial School ; 29, 72,

Boston High School for girls ; 96.
Boston Latin School;

209, 265
Boston School Committees’ Regu-
lations ;

Boston Primary Schools ;


Christ Church Sunday School,

Common education, improvement


Female education, 349, 401
Female Seminary, Wethersfield;


Georgia University,


Holland, primary schools of ; 201

Boston ;


U. S. National University ; 57
Governor Clinton's message,
Jan. 1826 ;

Female High School of New-

York ;
Mr. Owen's school at New Har-
mony ;

60, 377
Gov. Clinton's message Jan.
1826 ;

Boston High School for Girls ;

61, 380
Physiology of man; Gymna.
sium proposed ;

Monitorial schools in Europe ;

City of London Infant Schools;
Education in Buenos Ayres ;

University of Virginia; 123
Boston Scientific Library ; 180
Gov. Morrow's message Dec.

1825; Mutual instruction in
Hayti, Colombia and Greece;
College and school lands of
Indiana ; London professional
and cominercial institution ;

London university ; 184
Education in the Highlands of

Wesleyan academy, Wilbra-
ham, Mass.;

Geneva college, New-York;

Proceedings of Congress on
Education ;


Infant Schools ; 9, 65, 129, 257,

450, 513, 577

French Academy of Education;

54, 121
General Knowledge Society ;
Practical education ;


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