want of such helps.

they must read also.

Of course, they must think for themselves, but But to the answer. Write to F. C. Brownell, Hartford, at the "Teachers' Home," (see advertisement,) and he will send you a catalogue of such as he has for sale. It is a valuable list. We have not time for a further answer at this time.

DEAR SIR:

I want to tell you a bit of news that came to my ears a few weeks ago, and add some facts that I am personally knowing to, with the hope that you will read a short, sharp lecture to the guilty ones, whom I now arraign before you.

In a certain town in this State, in the central district, the wise fathers and guardians of public education there, have voted not to give more than two dollars a week to procure a teacher for their school this summer. The school house in this district is situated on the public green, (contrary to a law of the town,) has no shades around it, no fence, no conveniences in the shape of small buildings, (not even one,) attached; and stands in a triangle between three roads, about as exposed as it can possibly be. Such heathenish barbarity deserves rebuke. I am delighted however to add, that in another district of this same town, where they have a good school house, they paid last term for a good teacher $5, and voted to give even as high as $5.50 to the same, to secure her valuable services this summer. I take a particular interest iu this town, because it is my native town; and I would save it, if I might, from so bad a reputation as the facts in the case of the first district must give it. The town is not far from New Haven.

A "sharp lecture" is to be read to this district. I have not the heart to do it. I pity that district too much to speak harshly to it. The bare statement of the facts as you give them, Mr. Correspondent, is sharp enough, in my estimation. My poor pen can add nothing to its force. "Come then, expressive silence."

By the kindness of Mr. H. we have the following. Let such taacheas as "J. P." be multiplied.

MR. H.-DEAR SIR:

It will perhaps not tax your oft tried patience beyond endurance, though it may beyond reason, if I trouble you to read a short missive. As my thoughts have often reverted to you, I have thought that a brief statement of my school-teaching experience might be of passing interest to you, and therefore this first day succeeding the closing of my school, I take up my pen for a hurried sketch.

You will recollect how deficient my qualifications for teaching school were, so that you can probably calculate the failures I must have made. I will not dwell on the imperfections of my instruction and I hope nobody is more conscious of them than myself. I could hardly parse a simple sentence, and had never been but half way through Thomson's Higher Arithmetic, while Geography, in which I was best versed, I had not studied since my district school days. With a feeling that it was necessary to do or die, and thus prepared, I began my school five

months ago. Your generous proposition to lecture, and persuade the district in which I was, to purchase school apparatus, proved beneficial to both school and teacher. That movement resulted advantageously, and placed me on a tolerably fair footing with the district. In the operation I learned considerable, getting the measure of the inhabitants' minds, and the peculiarities of their dispositions, to a good extent.

In the school I labored with unceasing care to gain the scholars' good-will, and awake a zeal for study. In this I succeeded, but have been hampered continually by my lack of attainments. However, I believe my disposition to accomplish something worthy, atoned in part for my deficiency of acquirements.

The winter previous to the last they had established debates at the school-house and of course proposed to resume them, the teacher being relied on to bear a chief part in their maintenance. Although unaccustomed to command, yet this was in my line of previous labor, and I took the lead with great zeal guarded by a careful prudence.

I fairly astonished my scholars at the debates, and won at least respect from the older heads. The discussions grew in importance, after one crisis only, and I induced nearly all of the boys at school, and their example drew in boys from other districts to debate, until our debates became noted all around and stood at the head of all others. In this operation I had to ply tongue and pen and often wrote half that was read on each side.

The next scheme was that of getting up a Library by subscription. Nobody thought it could be done, except myself, and ignorance alone gave me courage. It is the only instance in my life when I have concluded that ignorance was bliss to me. In this case I think it was. I got started in the enterprise, and feared an inglorious failure so much, that I bent every nerve physical and mental until I finally pierced through the shroud of doubting skepticism which offered innumerarebuffs, into the trousers' treasure of the natives. I raised forty dollars and obtained a library of eighty-two volumes, then wrote a constitution for them, and got things arranged harmoniously, although an explosion of neighborhood volcanic fires of prejudice and jealousy threatened seriously at times. Last night I left them amid fervid expressions of esteem and regret at parting, and the offering for the fiftieth or more time of first-rate wages if I would come another season.

I believe I owe my success chiefly to the apparatus, the debates, and the library. I worked hard to obtain the approbation of all and am certain that I left not an enemy in the district, or one cherishing serious dislike to me. I believe I kept a better school than a great many teachers do, but know I am not properly fitted even now to teach youth and children. There is a vast deal of ignorance respecting a teachers' responsibility. Our system of education has too, in my opinion, some radical errors within it. But I must close. To you I am very much obliged for the advantage you gave me in the outset of my school-teaching career. I shall also never forget the pleasant and profitable time spent by me under your tutorship. Your genial treatment gave an impetus to hopes that had ceased to be in the ascendant. I retain you in memory gratefully, and shall always. In about a week I shall go to my home in Western New York, and thence to school in some part of the country. I mean to return to some part of New England, though probably not to Connecticut: Sincerely yours, J. P,

WATERBURY, March 17th, 1855.

NOTICES OF BOOKS, &c.

Ar

ASTRONOGRAPHY, or Astronomical Geography, with the Use of the Globes. ranged either for simultaneous reading and study in classes, or for study in the common method. By EMMA WILLARD, Troy, N. Y. Merriam, Moore & Co., 1854.

This is a very interesting and valuable school book. The name was coined expressly for the work; and though there is an air of novelty about it, we at once recognize in its countenance the lineaments of its parentage. To philological eyes it might indeed look like an original combination of two Greek words. But to the young student it looks like a " Mixture of Astronomy and Geography ;" and such is the parentage as vouched for by the author. "There is one portion of Geography which is Astronomy," says the author, "and one portion of Astronomy which is Geography; and these parts of the two sciences, together compose Astronomical Geography; or in one word, Astronography."

So much for the title. Of the distinguished author, it is useless for us to speak. There is not a school or an intelligent family in the land, where her name is not familiar, to say nothing of her trans-Atlantic reputation; and nowhere would her superior qualifications for the preparation of such a work be questioned.

The work before us is the ripest production of great experience in practical teaching and great literary and scientific attainments, united to great natural abilities. We have neither time nor space to enlarge upon the plan and execution of the work; but we do not hesitate to predict for it a great and well-deserved popularity. It will find a place in most of our High Schools and Academies.

FRENCH READER; a new edition of Madame De Pussy's celebrated work, entitled "Le Grand-Pere, et Les Quatre Petits-Fils." First American edition, carefully prepared for American schools, and furnished with copious notes, by FRANCIS S. WILLIAMS. Published by Hickling, Swan & Brown, 131 Washington street,

Boston.

there is no difference of opinAs a first book for reading It is full of instruction, as

As to the intrinsic excellence of the original work, ion among those who have any acquaintance with it. in French, it has no superior, if indeed any equal. well as entertainment. It is admirably calculated to or ltivate and cherish in the heart of the youthful student, the love of all the great virtues which adorn the human character and render life a blessing. It contains admirable lessons in the science of familiar things, in the most captivating style. It teaches the duty and the means of preserving health in the most effectual manner. In short, it is itself a model teacher. This book comes the nearest of any we can now mention, to our notion of the view in which a teacher should deal with the minds of his pupils.

But for American readers an expurgated edition was needed. This we now have. Mr. Williams has executed the task of editing this work, in a manner which must we think, be acceptable to every one. From personal knowledge we can vouch for his high qualifications for such an undertaking. He possesses in a large degree the requisite scholarship, judgment, taste and experience in teaching the French language. The publishers have issued it in a neat and convenient form.

ENGLISH SYNONYMES, classified and explained, by G. F. GRAHAM. pp. 343. Published by the Appletons, New York.

We insert the title of this book in this place, not because it is new, but because we wish to call the attention of teachers to it. Some work on English synonymes is indispensable to the student of our mother tongue. The work of Crabb is too large and unwieldy for school purposes, while that of Whately is too meagre. But this is just the thing for school purposes. We would earnestly recommend to teachers to study the English. By this we do not mean to disparage the study of other languages. But by all means do not omit the study of the English. We would have schoolmasters become something more than mere "haberdashers of moods and tenses;" we would have them cultivate a taste for the great authors, and acquire the ability to write and speak their vernacular with correctness and elegance. The study of this book will be found useful in this branch of education.

CORNELL'S PRIMARY GEOGRAPHY, forming Part First of a Systematic Series of school Geographies. Published by the Appletons, New York.

This is a very attractive school book. Some features of it are certainly excellent. How it works in the school-room we are unable to say, except from the testimony of one teacher, though that is a good one, who pronounces it admirable.

MITCHELL'S UNIVERSAL ATLAS, containing one hundred and twenty-nine maps, plans and sections. Published by Cowperthwaite, Desilver & Butler, Phila delphia.

This is a great national work. In geography it occupies a place similar to that of Webster's Dictionary in the English language. All the pupils in our high schools and academies ought to have access to it.

A HISTORY OF GREECE, by William Smith, LL. D., with notes, and a continuation to the present time, by C. C. FELTON, LL. D., Professor of Greek Literature in Harvard University. pp. 670. Published by Hickling, Swan & Brown, Boston.

Among classical scholars, the names of the authors of this work are a sufficient guaranty of its excellence. The works of Dr. Smith on Classical Biography, An.tiquities and Geography, are well known and highly approved among men of letters. They afford abundant evidence of his qualifications for the preparation of a history of Greece. Dr. Felton has put the finishing touch to the production, with the hand of a master. His profound learning in every thing that relates to the literature and history of ancient Greece, is too well known to need our endorsement; while his recent personal survey of modern Greece has given him peculiar advantages for the execution of his part in this work.

It is designed for the use of schools and colleges; and for that purpose it is undoubtedly the best summary in our language. Still the man of learning will not feel that his library is complete without it. The teacher will find it a valuable help, and it should not be omitted from the list of reference books in our Common Schools.

SAUNDERS YOUNG LADIES' READER, Published by Iverson & Phinney, New York.

This is "got up" in excellent style, and looks very inviting. Most of the selections are new and fresh. It is evidently a great improvement on this author's former readers. We cannot give our unqualified approbation of a class book we have not tried, but we must say that this appears to be a good one.

Of the Superintendent of Common Schools to the General Assembly, May Session, 1855. (Continued from page 333.)

ATTENDANCE.

I regret that it is not in my power to lay before you exact statis tical information respecting the attendance of pupils at our public schools. Scarcely any item of information is more important than this as the means of determining the actual working of our system of public instruction. For this purpose it is desirable to know how the whole number of scholars registered compares with the number enumerated; the average number in daily attendance; and the ratio of the average attendance to the number entered upon the register. This can be attained with reliable accuracy only by a uniform system of regis ters carefully kept by teachers, and a regular and uniform system of returns from school-visitors to this office. Plans for the accomplishment of this object will be submitted under another head.

Where good school-houses have been provided, and good teachers employed, the attendance, so far as I have been able to learn, has been excellent. In some instances the number of pupils enrolled has come quite up to the enumeration, while the average daily attendance has reached from ninety to ninety-six per cent. Such schools, however, are the exceptions. There is good reason for the conclusion that nonattendence is one of the greatest evils in our schools, and one which deserves the most serious attention: In a large proportion of the reports and returns received from school visitors, this is made a promi VOL. X., No., 8.

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