ly a radical word in the English language with its derivations, which they cannot spell fluently and correctly. We say nothing now of their other studies. If this is not a satisfactory course to the writer who has made the sweeping assertion, that the intellectual education of the children is hardly provided for,' we can only say, that it harmonizes perfectly with the system adopted by the higher schools of the city, to which this is strictly preparatory. It may be well to contrast these with the studies of the schools in the city of New York. These schools are divided into five classes. The 5th class read in books,-the rest are taught on boards. When enabled to read a little, they are promoted to the public schools. They are admitted between the ages of 4 and 10! They are taught orally, the arithmetical tables, something of Geography, &c. &c.; also writing on slates.' This is from a recent official source. We leave the comparison to those who are of the opinion that the Boston course is the 'most dull and unmeaning' of any in the country.

The same writer says, 'the moral education of the children is equally neglected. To judge from the Rules and Regulations of the Board, one would suppose the four thousand pupils were destitute of moral natures, and exempt from moral exposure.' On this subject then, we have a few words to say. Those who have made this subject a matter of study, will not need to be told that the subject of morals in our day schools, is everywhere neglected. No books have been prepared for its study, and all our teachers, except in a general way, for want of preparation themselves, are not able, if they were authorized, to make it a subject of distinct labor and care. The Secretary of the Board of Education, in his recent report to the Legislature, makes this a leading topic of remark, and states that it is a universal defect in all our public schools. If the Boston Schools therefore, were deficient in this respect, it would only be in common with all the schools of the country. But a few facts on this head may serve to show that the subject has not been so much neglected as the writer referred to would seem to imagine. In the Rules and the Regulations,' to which he has referred, is contained the following as a part of Rule 1. They (the Instructors) are to pay strict attention to their morals and cleanliness.'. In Rule 4, we have the following reference to this important subject. In order early to impress on the minds of our youth, the importance of religious duties, and their entire dependence on their Maker, the Instructors are desired to open their schools in the morning with prayer.' And these rules are enforced by the Committee, and faithfully executed by the teachers. Besides

these, a part of their regular course of instruction is the reading of the New Testament, and from the first to the last, a knowledge of the Ten Commandments, and the Lord's Prayer. Now with these facts before us, can it be, or ought it to be said, that to judge from the Rules and Regulations of the Board, one would suppose the four thousand pupils were destitute of moral natures and exempt from moral exposure?' Can it be said, ought it to be said, as the writer of the article has undertaken to say, that as for the moral education of the pupils, any further than can be secured by having teachers whose general character is unimpeachable, it is scarcely thought of? Besides and beyond what we have already stated, it is a fact that ought to be more generally known, that in 1835, the Board adopted a vote, the first perhaps of the kind adopted in this or any other country, authorizing the introduction of the study of ethics, in its simplest form, as a part of their course of instruction ;' and a Committee was chosen to procure a suitable manual. That Committee have been striving, ever since, to obtain some one to prepare such a book; but thus far, without success. Neither they nor the teachers, except in a general way, can work without the proper instruments. If, therefore, they have not done enough, they have done as much as others; and it has not been from a want of interest or exertion in regard to the moral natures or moral exposure of the children, that they have not done more. An extract from the Report of the Primary School Board before referred to, will show the prevailing feeling of the Board in reference to this important subject. They would also express their great satisfaction with the improving moral condition of the schools. The number of truants reported is smaller than heretofore, averaging less than one to three schools. This speaks favorably of the habits of our youthful population. It is ardently hoped that a general improvement may be manifested in this department, commensurate with the interest in its behalf, and that the wishes of its friends may be realized; so that all the children in our city may be brought within their benign influence, that in years to come, they may rise up and bless the institution which has redeemed them from ignorance, and rendered their lives a blessing to themselves, and a benefit to the present and to coming generations.'

Fiat

I bring these imperfect remarks to a close, with a latin quotation, which will be understood by most of your readers. justitia ruat cœlum.'

308

Making Children Happy.

MISTAKES OF TEACHERS,

THE following is extracted from Chap. XXVIII. of a new work by the Editor, entitled 'The Mother in her Family, or Sayings and Doings at Rose Hill Cottage,' published by Weeks, Jordan & Co., of this city. The work is chiefly in the form of familiar dialogue between a mother and her children.

'I have heard many a school teacher-male and female-descant most learnedly on the importance of making our fellow creatures happy. I have heard them talk by the whole quarter hour with their pupils on the happiness it would give their parents and friends, if they behaved well, and made rapid progress in their studies. Sometimes I have thought these harangues did good, but at others, they have seemed wholly useless.

Much depends on the manner of teaching by precept. Example is always powerful, but precept seldom. The reason is not so much that precepts, if they are true, are in their nature inefficacious, for they are not so. Properly applied, they can scarcely fail to bring forth, like good sced properly sown, their appropriate fruits. But if seed is scattered where it should not be-on a rock, where there is not much earth, or where the earth is unbroken and pre-occupied-what can you expect? So it is with preceptive truth, when scattered among children, whether those children are great or small,―ten years old or fifty.

When the pupil at school has been confined for an hour or two, to a hard bench, with his feet dangling, with no resting place for his back, and without employment, save some five minutes or so of unmeaning repetition of what he does not understand; and when it is about to be announced that he may have a recess of five or ten minutes, or an intermission of one or two hours, a ray of hope, and a prospect of free motion and air, begins to break in upon the monotony; then, to hear a teacher, with airs of wisdom and importance, discoursing upon the propriety and necessity of behaving well, and making each other happy; who that has ever been a school boy himself, would not smile? Dost thou think, my good friend-for a friend thou art of humanity, notwithstanding thy ignorance of human naturedost thou think thy words, in these circumstances, make any impression? Admitting thy term "happiness" is well understood, dost thou think thine instructions reach the heart?

Above all, when thy pupils are marshalled to depart to their respective homes, at four or five o'clock in the afternoon-sick of books, and school room, and school, and it may be of school

Preceptive Instruction.

309

master-and panting, like "the hart" after "the water brooks," for one breath of freedom and free air--when they stand, I say, arranged in classes, with cloak and doublet, and in due form, with cap in hand, awaiting only the long delayed announcement, 'school's dismissed '-then to hear, what has been heard a thousand times before, about doing well, and behaving well on the road and at home, and making one another, and parents, and teachers, and friends, and the world-and, I was going to say, the world's Maker-happy, canst thou not read enough of the human heart to know that thy words fall as the sportsman's shot on the scales of the alligator, or the still more impenetrable rhinoceros?

son.

There is a time, if the words of the wise man are true, for all things; for precepts and doctrines among the rest. There is a time-nay, there are times every day of every person's life, when the voice even of preceptive instruction will sink deep. Our wisdom is shown by selecting the proper time, nature's own seaSuch a season is not to be found just at the breaking up the school, nor when the pupils' minds or hearts are preoccupied, either by the thought of their freedom, their sports, or their meals. Still less is it to be found immediately after a heavy or an improper dinner; or violent or protracted exercise. The teacher, who, in serving himself, would serve God and his country by making his pupils better, must watch for those sacred seasons, when body and soul are fitted for the reception of the truths he would utter. Often do these seasons arrive in connection with some extraordinary occurrence, of more or less importauce in itself, but which prepares the heart like soil for the reception of the appropriate seed. But let all teachers remember that words alone do not teach wisdom, even preceptive wisdom. The heart must be in unison with the sentiments inculcated; and the pupils must see we are sincere. The word happydefined or undefined-may dwell forever on your lips to no sort of purpose, unless your pupils see that you are in earnest, and mean what you say.

What I have said here, is scarcely less applicable to the parent than to the teacher. In truth, what is the parent-the mother especially-but a teacher? And must not the parent study times and seasons, and watch winds and weather, to sow his seed? Surely he must, if he expect to sow, in the beautiful language of inspiration, " to the spirit," and to reap accordingly.

310

Letter from a distinguished Teacher.

BATHING IN THE MORNING.

It will be recollected by the readers of this work, that the subject of bathing and swimming, in connection with cleanliness, has been often urged; and sometimes at considerable length. Bathing is of more importance to the young, perhaps, whose habits are not yet formed, than to any other class; but it is important to all. The following case-from the Moral Reformer,' is that of a distinguished Principal of one of our Teachers' Seminaries.

'From early childhood I have been an invalid. True, I have not been so feeble as to prevent me from performing a moderate share of labor, physical and intellectual; but my studies were often interrupted, and I never was capable of severe and long continued effort. To perfect health I have been a stranger, at least nine tenths of a life of more than forty years.

For the last six years, I have suffered much from dyspepsia, inflammation of the lungs, severe and frequent colds, influenza, &c. During the winter of 1834 and '5, I was seldom free from cold, and I began to doubt whether I should be able to endure another northern winter.

In June, 1835, I commenced the habit of morning ablutions, immediately after rising. After washing every part of my body, I employed friction with a coarse towel, until I had caused a glow over the whole surface. This practice I have continued ever since, (a year) with the following results.*

1. I have not suffered from cold or influenza, during the whole time, though I have often exposed myself in a manner I had not before, for years.

2. I have scarcely felt uncomfortable at any time, from the cold of the past severe winter.

3. I can perform nearly double the labor which I could before.

4. Neglect of exercise affects me far less.

5. I sleep better, and suffer very little from fatigue, even when my labors are severe.

6. I am almost entirely free from dyspepsia, and have lost my sallow countenance, almost entirely. I am a healthy man.

Having derived such surprising benefits from the practice, I am bound by a sense of duty to others, to state them. Should any one be induced to try the experiment, and derive but a tenth part of the benefit I have done, I am certain he would not abandon the practice for any price.

* He has now continued it about three years.-ED.