FIRST LESSONS ABOUT NATURAL PHILOSOPHY, for Children. Part First. By Miss MARY A. SWIFT, Principal of the Litchfield Female Seminary. Fourth Edition. Hartford: Belknap & Hamersley. 1836. pp. 108.

The whole exterior of this book, if we except, perhaps, a few of the engravings — is superior to most of the books we have seen for children; nor does it appear to be behind many in intrinsic excellence. If we were at all in favor of the catechetical method of instruction, we should not hesitate to commend this neat little volume as one of its most happy specimens.

THE CASKET OF GEMS; the Gift of an Uncle and Aunt. With fine Wood Engravings, by Anderson. Boston: Munroe & Francis. 1837. pp. 288.

This is a casket of gems, indeed. We have seldom, if ever, seen a work for children, which, as a whole, was better calculated, to teach moral truth. Its excellence, however, seems to us to consist, mainly, in the sprightly manner in which the truth is presented. It is for children of both sexes; but might be profitably read—aye, and studied, too — by children of a very large size. We do not know of anything in this little volume which we could wish otherwise, unless it were the last chapter.

THE SEASONS, and other Reading Lessons for Young Children. Designed for Schools and Families. By the author of the "Life of David," "Life of Daniel," &c. Boston: William Peirce. 1836. 24mo. pp. 90.

This work is excellent, both in design and execution. It touches the most common subjects in a manner which will not fail to interest children, both in families and schools. The task of family education in particular, will be greatly lessened, when all the books which surround children, shall breathe a spirit like that of the "Seasons."

GEOMETRY; applied to the Mensuration of Lines, Surfaces, Solids, Heights and Distances. By B. FRANKLIN CALLENDER, late Master of the Mathematical Department, Wells School, Boston. New York: Charles S. Francis. 1836. 12mo. pp. 211.

This work appears to be at once simple, perspicuous and judicious. We have seen no treatise in this department, better adapted to the wants of teachers and pupils. The style of its execution is equally commendable.

Morning Devotion.

Furnished for the Annals of Education, by LowELL MASON, Professor in the Boston Academy of Music.

air breaks!

}

1. How, sweet, from gloomy darkness, The blushing morn awakes!
How rich the early
mu sic That from the clear

WITH the example of Prussia and her forty Teachers' Seminaries before us, of France with her thirty, and of Massachusetts with her one all going on prosperously it would seem almost unnecessary to present arguments in favor of such institutions. We may surely take it for granted that their indispensable importance to each of these states, in some form or other, has been settled beyond the possibility of a question. We may assume it as a principle that our common or district schools can never come up to the true dignity of their nature and character without the special aid of Teachers' Seminaries.

A committee was some time ago appointed at a meeting in Philadelphia on "Institutions of Public Instruction" to report a plan for a Teachers' Seminary and a board of Public Instruction for that state, and to present the same at a future meeting. The report was accordingly presented, on the 31st of October last, by Rev. Gilbert Morgan, late President of the Western University of Pennsylvania, and its leading principles unanimously adopted by the meeting. It was also resolved to print it for distribution throughout the State, and measures were taken to procure funds for the purpose.

From a copy of this Report with which we have been favored, we learn that while Mr Morgan is wholly in favor of Teachers' Seminaries as an indispensable means of elevating common schools to the rank which they ought to sustain in a great and free nation, he is decidedly of opinion that they ought to exist, distinct and unconnected with colleges.

After the candidate has been suitably prepared elsewhere for admittance he would have him spend three years of his life in a well endowed and richly furnished Teachers' Seminary, aided by skilful and learned professors. The following

50

Should be Distinct from Colleges.

are his reasons for having these institutions separate from colleges.

'Several colleges have displayed an active zeal in qualifying teachers for schools. The State has given funds, Trustees have notified the public, Professors have done their best, but young men do not come: the feelings and habits of the whole State appear to be turned away from this mode. All the colleges in the State have communicated to this committee their experience. The one most sanguine, after years of effort, writes, "Though we have proposed a liberal course and offered to confer the degree of a teacher, not one young man has gone through our course with a view to teaching.

It should not remain obscure that a department in a college is far from a Teachers' Seminary. In practice the former omits the most essential things, and young men stand loosely connected with candidates for degrees. The State never expected the college to incur greater expense than to give instruction free of expense to those who apply.

To introduce this entire Seminary into a college two distinct faculties - edifices courses and discipline - all in contrast, would be a marvellous change and hazard for the college, would save no expense. How can an impartial legislature select out of many rival colleges? How idle to expect funds from the State! Can a mere appendage meet the wants, command the confidence, and stand out before the commonwealth a monument of her wisdom and State policy? The committee were instructed to spread upon this report the evidence that a college is not well adapted to do this work. Should any hesitate, they will consider in detail the following course of training and instruction. The nature of the work, the public sentiment and the history of facts, concur that a separate Seminary is the best and cheapest, and for this State the only hope.'

The course of training and instruction' to which Mr M. refers, he thus arranges in ten comprehensive departments.

1. English Grammar.

This will respect 1st. The doctrine of signs or the visible forms of language. It includes the mode of teaching the letters as signs of the organs of speech and of their contacts formation of syllables cure of bad articulation rules of spelling doubtful orthography pronunciation. 2. Etymology what belongs to each class of words prefixes, terminations, and inflection logical distinction of words. 3. Lexicography qualities of a perfect dictionary practice in framing a dictionary for particular words, as "Congress,"" legislative," giving the original form, derivation, primary sense and acquired uses practice of analyzing and defining terms. 4. Sentences specimens of every kind with their variations, and skill in classing and analysing periods. 5.

Course of Instruction for Teachers.

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Syntax its general principles, its rules and exceptions idioms of the language. 6. Punctuation and construction of discourse. 7. Prosody construction of verse and scanning. 8. Analysing difficult portions of prose and verse as to grammatical forms, the idea and the emotion. 9. Reading. The science and practice of rhetorical reading. 10. Expressing ourselves in conversation, in discussion, and in prepared oral composition. II. Writing the language with grammatical accuracy. 12. Vocal music. The teach

er should be able to form his youngest scholars to the practice of singing. It should precede reading. Its great aim should be to cultivate the voice and the ear and all the soul for the highest efforts of speech.

It will be seen that Grammar in some of its forms is essential to written language. It should accompany every reading lesson should be imparted at first orally. Language communicates thought and emotion. Grammar is skill in the use of language from knowing its forms.'

2. The English Language and Literature.

'This includes 1st. The history of its origin, progress, eras and present character its excellences and defects- the corruptions to which it is exposed the methods by which it is to be studied. 2. Rhetoric and criticism. 3. Analysis of different writers as standards in the kinds of writing to which they belong. 4. Laws of interpretation applied to difficult portions of writing, as ancient documents, constitutions, laws, proverbs. 5. Constant practice in writing lectures on parts of the course, constructing treatises, writing on subjects of general literature, addresses, reports, the practice of speaking original orations and addresses.

The teacher is by profession an English scholar. The professor charged with this department must himself be a good Greek and Latin scholar, but his aim is to benefit English schools. In this department we have less to do with the mere dress of thought. It is mind walking forth clothed in appropriate attire to instruct, command and please.'

3. Writing and Geography.

1. The teacher of a school must be the writing master to form his scholars without loss of time to a fair hand. 2. He will also practise sketching and shading with chalk, pencil and brush. 3. Book keeping and the needful forms of business. 4. Geography extensively construction of maps and routes statistics, traveling, commercial interchange. 5. History of events with a system of chronology. This department again relates to visible forms.'

4. Mathematics.

1. Arithmetic is the most useful art and the most perfect science in the reach of the schools. It is to be treated in every form by investigating relations, signs, principles, terms, rules, different writ