ners.

MANNERS AND MORALS.

MANY a boy comes from school with his first knowledge of forbidden things. He learns there his first profane or obscene word. He there receives his first lessons of insolence and disobedience, and becomes coarse and rude in his manHow often have parents mourned over a child's innocence lost at school. It is easy to say that this evil necessarily results from the child's contact with an evil world, and that the school is not responsible. But while there is truth in the suggestion that evil is inevitable, and may be expected to come to the child from companions at school, as elsewhere, it is equally true that the school is responsible, to the extent of its most earnest endeavor, to counteract the dangers of evil companionship, and to impress the great lessons of purity and truth, generosity, integrity and affection, upon every heart within its control. This cultivation of the better sentiments, and finer impulses of the heart, is recognized in our statutes as a prominent duty of teachers. And yet I rarely find it receiving any distinct attention. I am well aware that there is no place in the school-room for protracted homilies on moral duties. But the teacher so inclined, and rightly estimating his responsibility in this regard, can easily exert his influence to suppress the wrong and encourage the right and the true. In a thousand ways, sometimes quite unnoticed, he may inspire a love of what is beautiful and good, and frown his disapproval on all that is low and unmanly. Under such an influence, the profane and vulgar have often been reformed, and the whole moral atmosphere of the schoolroom purified. Parents and school authorities have need to combine their counsels and efforts with those of the teacher, to secure a result at once so desirable and so difficult. schools will not have reached their highest success, until they have acquired a more controlling moral power over the children in their care; until they have succeeded in producing a generation of youth better educated in sentiment and principle, as well as in knowledge. It is better children, not brighter, that we most need; children who shall be fitted to adorn and bless the circles in which they will soon become controlling spirits.-E. P. Weston, Supt. Maine Schools.

Our

For the Common School Journal.

COMMON SENSE.

ANY one at all conversant with human nature, must have noticed in some of his acquaintance a strange lack of that

faculty usually denominated common sense. Men may

have exalted sense and refined sense, and deem themselves rather above the ordinary level of humanity; still, if they have no thorough practical, earnest views of every-day life, if they are destitute of that tact which enables one to adapt himself easily to a variety of circumstances, their life-work will be a comparative failure. It is well to possess a vivid imagination, warm sensibilities, an elevated sentiment and acute perceptions,-indeed, without them we can not half enjoy our lives. But these need not deter us from perform-. ing with energy our daily duties. They are alike compatible with digging potatoes or presiding over a college.

Because a person is endowed with common sense enough to mind his own business, and minister to the wants of those around him with a willing heart and a ready hand, is no sign that he is destitute of the finer feelings of our nature. It is true that some view it in a different light. They fly off to the clouds on the wings of sentimentality; and then look down with infinite disgust on the poor, plodding mortals who dig and delve in this lower sphere. They fear that their "refined natures," and "tender susceptibilities," will be contaminated by intercourse with the common walks of life. But such people do not live on moonshine,-by no means. I have always noticed that geniuses of this aerial order are remarkably fond of roast beef, and its accompaniment, provided, always, that somebody else will prepare it.

Such ideal views of life are entirely mistaken ones. Common sense and genuine sentiment may go hand in hand. The finer feelings of the soul are not dependent upon position. Under the rough garb of many a plough-boy, there beats a warm heart, alive with keen emotions. The languishing sentimentalist in his loftiest flight can find nothing more wonderful than he in his daily toil. The same glorious beauties of hill-side and plain delight his eye, the same rav

ishing melodies thrill his soul; and over and around all is thrown the indescribable charm of useful labor.

mon sense.

If we glance around the circle of our associates, we shall find those who might achieve much more for the benefit of their follow-men, and at the same time enjoy themselves vastly better, if they were endowed with a little more comGifted with superior powers and rare mental talents, too often their life is wasted in vain endeavors to do they know not exactly what. The want of a little practical knowledge as to when and how to work, destroys their usefulness. Excellent workers in their own sphere of duty, they are not there content; but are forever reaching into other departments, and so they jar and grate through life, coming in contact with every sharp corner and projecting point, a source of anxiety to themselves and a trouble to others.

The

The cause of these failures may often be traced to early education. It has been very truthfully remarked, that, in our systems of education, we deal too much with theory and too little with practice. We fill the minds with beautiful theories, but neglect to explain how they should be used in life's daily toils. In short, we overlook common sense. Our colleges are not destitute of blame in this respect. course of study is too often a rapid succession of theory piled on theory; and the student graduates a sort of reservoir, into which has been poured a four year's stream of Latin Lexicons and Greek Grammars. The mental discipline of a college is undoubtedly excellent, but would it not be equally good if more attention was given to the practical, common sense duties of life? Such a course would certainly render men better fitted to live, and better calculated to exert a noble influence on those around them.

But the chief remedy must be applied to our common schools, inasmuch as early impressions are more lasting than those of later years. A great difficulty lies in the way. We have too many manufactured teachers who stalk about on sentimental stilts, and too few natural ones, who pursue a plain, common-sense path. Every teacher should cherish

a living sense of the greatness and grandeur of his work, but we should be careful not to become so lost in the contemplation as to neglect the practical duties of 'the schoolroom. It is perfectly proper, sometimes, to speak of our "noble work," and sing of the

"Delightful task! to rear the tender thought,

To pour the fresh instruction o'er the mind,
And teach the young idea how to shoot!"

but we ought not to forget to take common sense for our guide.

Common sense would certainly indicate that a pupil should be taught how to perform the ordinary business of life. Yet we have many teachers who are not qualified to do this. They blunder over the most ordinary forms of receipts and notes. It is too often the case that a young man has to learn how to transact business after leaving school. Now this ought not so to be-let the common school be what it should, and it would not. We say, then, let the various exercises of the school-room, especially in. Arithmetic, be illustrated and made perfectly plain to pupils. Let notes and orders and receipts be written, and all ordinary business transactions thoroughly explained. Such knowledge will be worth more to half the boys than six months tuition in Latin and Greek.

We do not claim that common sense requires the business faculties alone to be educated. The imagination, taste and finer feelings, all need culture. A wider field of enjoyment may thus be opened, which will in no way interfere with practical duties. We may gaze with admiration on the lovely scenery which God has spread around us, listen with delight to the sweet minstrelsy of birds and feel our souls overflow with a gush of joy, and be all the better fitted to perform our daily work. That teacher who would educate his pupils for a true life, will strive to fit them for every-day duty, and at the same time draw out those finer sensibilities which render communion with one's own soul and with Nature so delightful. Thus doing, they, will be better prepared to enjoy life and bless the world.

WESTFORD, CONN., April 13, 1861.

S. J. W.

"

"PEEPING OUT OF THE SHOE."

Have you seen little Freddy, the darling bright rogue,
Who comes early to school and, in winning Dutch brogue,
Bids "Goot morrow, dear teacher "- "I hope you are well,"
"I'll promise to study, and learn how to spell,

The words that now trouble my poor little brain,
Because they are hard"—but who will not complain
Since we are "so kind to pronounce what is new"?
Did you see the four toes peeping out of the shoe?
He's a bonny, brown-haired, sunny-browed merry fellow,
With cheeks deeply dimpled, and eyes coy and mellow,
Who would not deceive though the whipping he knew
He should gain if he told what was really true :
He would offer the hand, and with face direly rueful,
Exclaim" you may punish, yet I will be truthful.”
Still trying to hide from my gaze what he knew
Were peeping so slily right out of his shoe.

Our Freddy is kind, very kind to his class,
He never obtrudes, never pushes to pass,
Be he ever so tempted; nor does what is wrong
In speaking amiss, never hums out a song,

Nor comes to recite, saying, “I hav'nt got it,”

"'Twas too long;" and then thrust the hand into the pocket,
As some better clothed ones invariably do,

Who would scorn a wee toe seeking light through a shoe.

Do
you think, little reader, the boy by his side,
Whose father is rich, and oft takes him to ride

In his splendid barouche with a span of pure white,
Is prized like the boy who still “Dares to do right"?
That dress, style or money, e'en beauty quite rare,
With the honest and truthful can ever compare ?
That though eight little toes now peep out like young mice,
We shall love him the less, that his shoes are not nice?

FROM the last Annual Report of the Hon. D. N. Camp, Superintendent of our Common Schools, we take the following timely and sensible remarks:

The people of Connecticut, I believe, with very few exceptions, intend to comply with the requirements of the school VOL. VIII.

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