Therefore, Resolved, That to the munificent liberality, perseverance and untiring efforts of our late distinguished and much lamented fellowcitizen, Maj. SETH J. NORTH, is this Corporation indebted for its existence and means to accomplish the objects contemplated by its formation, and the cause of Public School instruction, not only in this community, but throughout the State, for all the benefits derived from its organization.

Resolved, That as a mark of our respect and regard for the deceased, and that the memory of his worth and works may be perpetuated, a sum not exceeding one hundred dollars be, and the same is hereby appropriated from the funds of this Company, to procure a copy of his Portrait, by a competent artist, to be placed in the NORTH HALL, of the NORMAL SCHOOL Building.

Resolved, That a copy of the foregoing, signed by the President and attested by the Secretary of this Company, be transmitted to the family of the deceased.

F. H. NORTH, Secretary.

F. T. STANLEY, President.

In accordance with these magnanimous Resolutions, an excellent Portrait in a massive gilt frame has been placed in the "North Hall.” And while it is a just memorial to the "worthy departed," the student glancing from his books to this life-like form upon canvass, makes new resolutions of perseverance and nobleness, as he is impressed with the thought that he too must be the Architect of his own fortune.

James J. Sawyer, of Putnam, Ct., the Artist employed to produce this truthful copy, is the Author of the original Painting. Mr. Sawyer is a gentleman possessed of rare talent as a Portrait Painter; and not only does he receive the gratitude of the bereaved family, but also the thanks and praises of the numerous friends of MAJOR NORTH. NEW BRITAIN, June 12th, 1855.

J. W.

ATTENDANCE, PUNCTUAL AND REGULAR.

We are happy to present to our readers the following excellent communication from one of our much esteemed contributors in New London, on this very important topic. It is to be hoped that other teachers will enter upon the reform of irregularity of attendance, with the same spirit. We know that many of our best teachers are doing excellent work in this respect.

MR. EDITOR:

Noticing in the April No. of the Journal an article entitled "Absence," brought vividly to mind our efforts of the past two years

in regard to the same thing. And as some of the plans, which we have tried to prevent absences, have proved successful beyond our most sanguine expectations, we will, with your permission, mention some of them, hoping that others may try them with equal success. We have frequently been requested to do this, and we trust it will be remembered that we are giving no mere theoretical “modus opperandi,” but presenting plans which have been, and if carried out energetically and fearlessly, ever will be successful in attaining the great and eminently desirable object at which they aim.

We believe with friend E. F. S., "that irregularity of attendance is an evil from which multitudes of others flow ;" and we may say, it is the greatest evil which teachers in this State have to contend with. Under this conviction, we entered upon a new field of labor two years ago, with the determination that irregularity could be, and eventually must be, stopped.

The first term of school, our average attendance was not fifty per cent. of the number enrolled. We became acquainted with the scholars, and their parents as far as practicable, and laid out our work for the future. The second term we endeavored to make the school exercises so interesting and pleasant, that the scholars would rather come to school than to play; this succeeded well with about two-thirds of the school. The other third consisted of those whose parents kept them at home half of the time to work; and when they did come, they were very backward, disliked to study, and were therefore full of mischief, and continually get. ting into difficulty. Notwithstanding this third, the attendance increased during this term about five per cent. The third term, we required of each absentee a written excuse, carefully dated, (and for tardiness, the time the pupil left home must also be recorded,) signed by the parent or guardian. We succeeded this term in raising the regular attendance about five per cent. higher; it prevented nearly all truancy and had many good qualities; yet there were evils attending it. Parents if busy, do not like to be troubled to write excuses; and if they are obliged to, are very apt to find fault with the school and its regu lations, before their children. There is also a little danger in a large school, of some of the excuses being forged; it also takes much of the teacher's time, unless there is a monitor appointed to examine the excuses. This plan is nevertheless good, but not the best. The fourth or last term of the first year, we continued all the previous arrangements as to absences, and added another, to prevent tardiness; which was allowing the whole school to sing what we called the " Tardy Song," to those who were late. No matter what we were engaged in, the moment

the tardy scholar entered the door, the school would commence singing "Oh where have you been tardy boy, tardy boy," (or girl,) and sing until he had passed forward to the desk and handed in his excuse, when they would all stop and go on with their work. This plan proved very successful with the tardy scholars. The first term of the second year, the tardy song being rather old, we adopted in place of it the plan of keeping the tardy scholars twice the length of time lost. The second term of this year, we tried a plan which succeeded better than any of the previous ones, and stands next to the "Excelsior" regulation, which we are now working under, and which will soon be explained. The method adopted at this time, was that of compelling every absent scholar to learn and write upon paper all lessons which his class had gone over during his absence. If he was not prepared on the first day, they were doubled until he caught up with his class.

This plan raised the standard of attendance to about seventy per cent. At the close of this term, on the evening of the fall examination, the parents and guardians were all invited to the school-house, and after some rhetorical exercises by the scholars, a short familiar lecture was given by the teacher, who stated distinctly the facts of the last two or three terms in regard to irregularity, and its consequences upon the school. He then stated a plan which he thought would obviate the difficulty. The parents were astonished at the facts, and were ready to take almost any course to prevent this great hindrance to the good scholars.

The third term of the second year, our school commenced under the following regulations, suggested by the teacher and sanctioned by the Committee :-viz. 1st. That no scholar should enter the school after the exercises had commenced. 2d. That ten half days absence during the term, should suspend a pupil until the commencement of the next term. 3d. That no scholar would be expected to leave school during school hours.

Under this regulation, we have been working during the past two terms, and what is the result? The first term we were compelled to suspend but three out of one hundred and sixty, and the last term none. The per cent. of attendance has increased from 70 to 97, and the progress of the classes has increased in a like ratio. During the past six months, there have been in the Senior Department but eighty-four half days absence, unless caused by sickness or death, which is not quite .004 per cent.

This is the regulation above all others adapted to promote regularity of attendance in our schools. We wish it might be adopted in every

district in the State. The Visiting Committee have a legal right to enforce it, and the District Committee, an assumed right; but a teacher, if he will obtain the confidence of parents and the community, and is judicious and careful in his steps, may soon adopt it with ease in almost any district, and have the parents to co-operate with him in carrying out his plans. Committees can confer no greater benefit upon a school than by adopting regulations similar to the above.

There is no course here mentioned, which has not really been taken and proved successful, and may be taken and will succeed in other schools. We are well aware that in thus presenting the above; we have laid ourselves open to the charge of egotism; but did we know of a "certain cure" for some severe bodily disorder, and did not make it known, although for want of such a remedy thousands were daily perishing around us, we should be regarded as criminal in the extreme; and shall we hesitate to prescribe when a disorder far worse than a bodily disease is operating to hinder, if not to render of no effect the labors of the teacher in training mind for its high destiny? We can not keep silence. "We speak only what we do know." There is another school in the State, where the plan last mentioned has been successfully carried out. The teacher is one well known, and stands second to none in his profession. Let him testify.

NEW LONDON, May, 1855.

C.

A LESSON IN GRAMMAR.

We have the pleasure to give our readers another specimen of prac tical teaching from our esteemed correspondent in Brooklyn. We are confident that they will be read with great pleasure and profit, by "Normals," as well as "Abnormals." In the days of our early experi ence, we were hungry for such fare, but none gave unto us. In the language of "Abnormal," "more."

"MR. RESIDENT EDITOR:

DEAR SIR-It is such a pleasure to the philosopher, when his study of the relation between cause and effect reveals new truth, that every teacher may well become a philosophical experimenter, in the relations between knowledge and intellect.

As suggested in Abbott's "Teacher," it is the instinctive operation of a judicious mind, to seek the best ends by the best means.

May I give you one of my late experiments? It was in English. The long columns of irregular verbs look frighful to a novice in gram

mar, aud are remembered with a half horror by most who have suffered and struggled along in their irregularities, like boys entangled in raspberry bushes, while merrily striving to gather the luscious berries.

The class of boys looked quite solicitous and disquieted. The double gauntlet was before them. Down the lines between present and past, (I detest Imperfect,) between past tense and perfect participle, it was no easy matter to steer clear of the irregular crags which wreck the people's English, in the case of many an older grammarian.

"Water" is a noun, but "to water," i. e., to put water on, is a verb, expressing a mode of action. Now for examples of nouns used as verbs.

Another list was of cookery, the use of articles for food, by the pro

These were given with a rapidity, with the eagerness of uplifted hands, body thrown forward, stepping as close up as was permitted, with flashing eyes, and delight, that showed the felicitous operation of awakened intellect, darting forward in the realm of truth, on a line of thought not before traversed, but as inspiring and attractive, as the traveler's first summer trip to the White Hills of New Hampshire.

In the time it took for me to write them, at the most rapid rate I could, the blackboard was covered with four or five parallel columns of verbs, thus suggested.

Then began the ground of distinction, the characteristics of regular and irregular, the practical tests of the words just written, and their classification. So truly had the mind of the class been engaged, that after this collection and arrangement of verbs, as material, was complete, and when I tested them, from head to foot in the class, twice through, not a boy missed in placing the verb given him in its proper glass, and with almost instantaneous promptness.