on a similar plan here. At a subsequent meeting, a Committee of Ladies and Gentlemen was appointed, and a subscription was opened, for carrying the resolution into effect. We understand the Committee are taking efficient measures for that purpose. A letter from Professor Griscom, to Rev. T. H. Gallaudet, states that there is none in New York, and one from a highly respectable individual of Philadelphia, to the same, states there is none in that city. We think it will be honorable to the citizens of Hartford, if their School should be the first established this side the Atlantic. Beside the direct advantages which we anticipate, its influence on our primary Schools would, in our opinion, be enough to justify some expense and effort for the sake of introducing the system into this country.-Hartford Obs.

The following additional remarks on this subject are copied from the Connecticut Mirror. "These seminaries are entirely new to this country, and when the important improvement which has been made by the introduction of such schools shall be well understood, it will be matter of surprise that the subject had not

been attended to before.

Many people send young children to school not to learn, but to be kept out of mischief or danger, and be under the care of one whose business it is to see where they are and what they are about. Here the little sufferer, for we can call him by no lighter name, is obliged, notwithstanding that buoyancy of spirits and that eagerness for motion and play which nature gives him as it does to a kitten, to sit on a bench or a stool with a book in his hand for an hour or two, looking demurely at the letters, hating so far as his young intellects can hate, the unmeaning and undeserved punishment, and longing for nothing so much as to run, to laugh, or even to look round the school. He contrives all possible means of amusement, but is restricted, by the necessity of the case, to tearing off the leaves of his book and blubbering over the cover of it. It requires strength of mind even in a man to go through similar hardships. We have all heard of the laborer who was willing to work and who was set to turn a dry grind-, stone, with no one to grind with him, and with nothing to grind. He was hired for a week and he tired of it in a day. Luckily for him, he was not set to it by the quarter. In England, children are received at these schools when they are two years old -here it is proposed to begin more safely at three. The importance of an early attention-as early as possible to the infant

mind, is so obvious that we must apologize for mentioning it at all. That the present way is bad ;--that parents find extreme difficulty in mixing instruction with amusement and improving the minds and directing aright the dispositions of children with a due regard to their health and their happiness; and that a plan that shall recommend itself to their judgments and prove a good one when in operation, is wanting, will be conceded. On such a plan we consider the Infant Schools to be founded.

SCHOOLS IN CONNECTICUT.

The North [Clerical] Association of Hartford Co. Conn. have voted, that in their opinion, the condition of the common schools for literary education, within their limits, and, so far as they are informed, through the State generally, is such as to demand serious attention, and ought to be essentially improved. They have appointed a committee, to hold correspondence on the subject, and to adopt any other measures for the furtherance of the object. Rec. & Tel.

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THE TEACHER'S GUIDE is published semi-monthly, at one dollar a year, to be paid within the year: if delayed beyond that time, $1,50. To those who procure subscribers and pay in advance, every sixth copy gratis.

PORTLAND : A. SHIRLEY, Printer-J. L. PARKHURST, Editor.

We a few weeks since (see p. 94) copied from the Boston Recorder & Telegraph a brief notice of a plan for enlarging the system of instruction in Amherst College, The Report of the Faculty, containing a development of this plan, has since reached us; and we now extract that part of it which relates to the department to be "devoted to the science and art of teaching."

"The Board will recollect, that in our first Report, we ventured to express a decided judgment in favor of a new department for systematic instruction in the science of education; and all our subsequent thoughts on the subject have conspired to strengthen the opinion which we then entertained. Indeed, we look at this chasm, in the most complete and popular system of an enlightened age, with increasing wonder. Why has it been suffered so long to remain, or rather why to exist at all in our public seminaries? No respectable College would think itself organized, without a department of Natural Philosophy, and another of Chemistry-nor without Professors in Rhetoric and the Languages; and yet, how few who enjoy these advantages in college, expect ever to be practical Chemists, or Philosophers, or Critics. How then can the most distinguished and useful literary institutions in the land go on from year to year without a single instructer devoted to the science of education, when three fourths of their sons expect to be teachers in one form or another themselves, and when the primary schools, academies, and higher institutions of learning, require twice or thrice as many thousands to supply them, as are wanted for all the learned professions together? Every third or fourth man we meet, is, or has been, a schoolmaster; but who among a thousand of the best qualified,

was ever regularly instructed himself in the science and art of teaching, for a single quarter? And to rise still higher, who that daily gives lectures or hears recitations in college, does not find reason to regret, that when he was a student, the analysis of mind was so little known or thought of, with reference to the science of education? Who, in short, is so old, or so wise, that he would not gladly take his place as a learner, under a competent Professor of this noble, but strangely neglected science?

We feel confident that the time has come to supply this great desideratum. The public is not only prepared for it, but loudly demands it, and will, we are perfectly assured, rejoice to see the Trustees of this College acting definitively on the subject. Nor, if we judge correctly, will an enlightened community be satisfied with any but the most comprehensive and liberal views in the establishment of this new department. To occupy the whole ground, will require,

1. Much time and talent in the selection, revision, and compilation of elementary school books.-2. An experimental school, consisting of young children, under the entire control of the department; where students may have opportunity to learn the art of teaching from example, and in which new methods of instruction may be tried, and the results carefully recorded.-3. Adequate provision for the systematic instruction of school-masters, in all the branches of education, which they may have occasion to teach in our primary or district schools, together with the theory of teaching and government.-4. An able and connected review, or rather series of reviews, of all the popular systems of education now in use, particularly in our own country, with free and critical remarks upon college text-books.-5. A course of lectures annually by the professor, on the science of education, for the particular benefit of the regular members of college, but which other young men, wishing to qualify themselves for teaching, might be permitted to attend.

Less than this ought not to satisfy public expectation from the department, when time shall have been allowed, and means provided, for its complete organization. But we do not think it necessary to occupy the whole ground at once. Let the system

be introduced gradually, and with ultimate reference to the most ample enlargement. As the first and most urgent call is for good teachers in the common schools, let arrangements be made, as

soon as practicable, to receive a limited number of young men, and put them upon such a course of study, as, when successfully completed, will entitle them to a certificate from the department.

The details of instruction, study, examinations, tuition fees, and the like, we purposely omit in this Report; our object being simply to present an outline of the improvements contemplated in the general plan. It is obvious to remark, however, that a department for the education of schoolmasters, offers some advantages by being connected with a respectable college, which cannot be enjoyed at so cheap a rate in a separate institution. Competent professors in natural philosophy, chemistry, natural history, and rhetoric, commodious lecture-rooms, and costly apparatus, are already provided for other and higher purposes: the aid of most of these is very important, if not essential, to every man who is to assist in educating the children and youth of this great republic. A literary atmosphere too, exists in the precincts of a college, which, though free as common air, is never formed at once, but is gradually and expensively created."

MATERNAL EDUCATION.

(Concluded.)

This is another point which cannot be too urgently pressed on the attention of those to whom are entrusted the oversight and training of a rational being in the first years of its existence. Let them understand that the character is affected and determined less by express teaching of duty, than by the indirect influences exerted on the feelings, opinions, passions, conduct, of the child, through the circumstances in which he lives, and the principles, manners, conversation, and example of those around him. This point we apprehend is not in general sufficiently considered. And the mistake which prevails in relation to it, arises, we presume, from applying to the moral education of the child, the modes of procedure which properly belong to the intellectual education alone. Intellectual education is carried on* by set tasks, direct instruction, formal lessons. Hence the term itself always carries with it, to most minds, the idea of a school, and a teacher, and a set recitation. This grows out of the customary mode of im*Partly, perhaps chiefly, but by no means entirely.-ED. TEACHER'S GUIDE,