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Impressed with these truths, and believing that they will be fully appreciated by the people at large, the Board of Commissioners of Common Schools are anxious to take such prompt and efficient measures for the fulfilment of

His

sections of the Union, are waking up to the consideration are what we want, and the sooner we can procure them, of their vital interests in the still more general diffusion the sooner we shall be able to carry forward, with effi. of useful knowledge, and of the principles of sound mo- ciency and increased success, our system of Common rality and patriotism, among the great mass of the people. School Instruction, whether it remains in its present form, One after another, they are constituting, for the accom- or receives some partial modification. plishment of this object, distinct bodies of men, and appointing the proper individual, as an official organ and agent, to devote to these mighty concerns his entire time and talents. Surely, then, Connecticut, whose very name calls up before the mind the whole subject of Common the trust reposed in them, as will meet the expectations of School instruction, and popular intelligence, will, at least, the friends of popular education throughout the State. In be anxious to know where she stands in this onward march carrying out these measures, they will have to rely, unof intellect;—whether she is fully keeping pace with it, der Providence, very much on their Secretary. and whether she is sustaining the elevated rank, in this personal agency,-calling into exercise all the suggestions respect, which she has, for a long time past, felt herself which the Board may be able to impart, all the resources authorized to claim, and which has not been denied her. of his own talents and observation, and the counsels of She ought to know, and that speedily, the actual condi- the wise and experienced among his fellow-citizens,—is tion of her Common Schools. It is due to her dignity and indispensable to success. It is proposed that he shall visit, her welfare to know it. If her schools are in a sound and as far as practicable, all parts of the State, in order to acflourishing condition;-if the system she has established complish the great object which the Board have in view, is wisely adapted to this end;-if, while all the world the ascertaining the actual condition of the schools, and of around her, (the States of our own country, and the very popular education, with its various and deeply interesting monarchies of Europe,) are claiming to make great and statistical details;-an accurate inspection of the practical important improvements in the department of popular edu- working of the System as now in operation ;--and the cation, these improvements are not equal, or at any rate, devising of such modifications of this System, if found to superior, to her old and long used processes; then she be needed, as the great mass of the community, by comought to know it, that she may justify herself to the world paring their opinions and views, may deem expedient to and to her own citizens, for adhering to these processes, be recommended for the future action of the Legisla and that she may push them forward with still greater perti- ture. County conventions will also be held, at suitable nacity and vigor. But she cannot know this, without ames and places, to aid in carrying forward this great faithful inquiry into the state of the schools. No such work; at which the Secretary, and some one, or more inquiry has, as yet, been thoroughly and satisfactorily members of the Board will be present. Efforts should be made. There has been no efficient instrumentality for ma- made in all the towns to send delegates to these convenking it. The investigations at various times attempted, tions. School Committees and Visiters should attend; have been very incomplete. And no organization other teachers; the clergy of all denominations; individuals in than such an one as will result in having an appropriate individual devoted to this inquiry, acting under the direction of the State, and, as is now our case, by the late act of the Legislature, under a Board of Education, will ever effect this important object.

public stations, and the friends of education generally.

Circulars from the Secretary of the Board, and notices in the public prints, will give timely information of the holding of the conventions. These circulars will contain a series of inquiries, with regard to facts and views on the subject of popular education; the answers to which, and the discussions elicited by them, will contribute greatly

But if, on the other hand, the result of such an inquiry should be, that, with all the acknowledged and numerous benefits resulting from it, our system of Common to the stock of materials from which, before the next sesSchools is susceptible of some modifications and improve- sion of the Legislature, the Board expect to prepare the ments, that there are some evils in its practical opera- Report which they are required to make to that body. tions to be remedied,—and that now is the propitious By these conventions it is hoped, also, that a vigorous imtime to attend to the subject, no good citizen, we think, pulse will be given to the cause of Common School inwill regret that such an inquiry has been made. We struction throughout the State; and that its friends, by shall, then, be sure of arriving at the knowledge of the this interchange of sentiments, and acquaintance with facts in the case. This will lead to harmony of opinion, each other, will form new bonds of sympathy and chanwhatever may be the issue of the investigation. If a few nels of united effort in promoting its success. It will be have decried our schools too much, it will show them their good and pleasant for the citizens of one republic thus to error; and if some have regarded our system as a per- come together for an object so dear to them all; to feel fect one, it may lead them to see that every thing that is conscious of the equality of freemen; to reciprocate the human has its defects, and that it is the part of true wis- most kindly feelings; to find that they have a common indom, as well in States as in individuals, to ascertain their terest; to provide for the improvement in knowledge, in defects, and apply the safe and judicious remedies. Facts usefulness, and in piety, of the thousands of children

and youth who are soon to take the places of their fathers; als in official stations; the conductors of the public jour

to forget the distinctions of party and of sect; and to invoke the blessing of the Almighty upon their deliberations and doings.

The Board, in addition to these measures to aid them in the discharge of their duties, propose, as soon as arrangements can be made to that effect, to establish, under their direction, a semi-monthly Common School periodical. With an able editor, and contributors, and published at a moderate charge, its great object will be to promote the elevated character, the increasing prosperity, and the extensive usefulness, of the Common Schools of Connecticut. It will be needed, in connection with the public prints, as an organ of communication between the Board and their Secretary, and the public. It will aim to give information of what is doing in other States, and other countries, with regard to popular education. It will hope to assist in forming, encouraging, and bringing forward good teach

ers.

It will contain the laws of the State in reference to Common Schools. It will assist School Committees and Visiters in the discharge of their duties. It will be one means of ascertaining the real deficiencies that may exist in the Schools, and of suggesting the suitable remedies. It will endeavor to excite and keep alive a spirit of efficient and prudent action on the subject of popular education, and to introduce upon its pages, from time to time, such other kindred topics as will subserve the promotion of this important end.

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This first number of the Journal is sent to individuals in different parts of the State, who, it was thought, would feel an interest in the object that it is designed to promote, and give their aid to extend its circulation. Among these, the Board of Commissioners have considered themselves justified in relying with confidence on the members of the Legislature of 1837, because the Journal contains the results of inquiries which that Legislature instituted, respecting the condition of the Common Schools; on the members of the last Legislature, because this measure, and others to be pursued, are but the carrying out of their intentions on the subject of popular education; on persons in official stations; on the clergy of the various religious denominations; on teachers generally, who will receive it, so far as their names and places of residence can be ascertained; and on the postmasters of the different towns throughout the State, who will, also, receive subscription-papers, which it is earnestly hoped they will find it convenient to present to the friends of the cause, and transmit to the Secretary of the Board. If those of our fellow-citizens, and all others who take an interest in promoting the prosperi

Peculiarities of local convenience and interest, render such periodicals desirable in each State. They already exist in different States, where they have a wide circulation. The one in Ohio is published by the authority of the Legislature. Our own State will, it is hoped, sustain by a general and generous support, this important auxiliary to all the other efforts which may be made for the benefit of its Common Schools. The teachers, and the schools themselves, will reap their full share of its advan-ty of our schools, will but come forward to sustain the imtages.

In concluding this address, the undersigned deem it unnecessary to enlarge on the importance of popular education, and of elevating our Common Schools to the highest degree of excellence of which they are susceptible. Were they to begin on this theme, they know not where they would end. Its scope is commensurate with all that we hold dear in time andin eternity. It must be, that the freemen of a State like this, understand and appreciate its importance. It must be, that, as soon as the opportunity is afforded them, they will show that they do, by sustaining and cheering those whom they themselves have appointed to be their instruments in conducting such a glorious work to its completion.

The Board, then, looking first to Almighty God, and inviting their fellow-citizens to do the same, for his guidance and blessing in the further prosecution of their labors, feel assured that the public will afford them all needed encouragement and aid. Let parents and teachers; School Committees and Visitors; the clergy, and individu

pulse which seems now most happily to be given to some judicious and efficient movements on this subject, that impulse will not be lost. It will lead to action-to that kind of action which will receive permanency and success, under the blessing of Providence, from the plain, practical, common sense of New England.

THE CONNECTICUT COMMON SCHOOL JOURNAL
WILL BE PUBLISHED EVERY MONTH,

AT THE PRICE OF FIFTY CENTS A YEAR,

Payable at the end of the first six months for the first year, and in advance for subsequent years.

Should the public patronage warrant it, it will be published semimonthly, and with a larger number of pages, at the same price. Its object is to ascertain the condition, increase the interest, and promote the usefulness of the Common Schools of Connecticut.

Persons wishing to subscribe, can forward their names and remittances, to the member of the Board of Commissioners for their County, or to the Secretary of the Board at Hartford, or to the postmaster of the town in which they reside.

An eleventh number will be forwarded, if desired, to the person who shall procure ten subscribers, and, in all cases, where the friends of the cause can make remittances in advance, it will tend much to pro

mote it.

Case, Tiffany & Co., Printers.

PUBLISHED UNDER THE DIRECTION OF THE BOARD OF COMMISSIONERS OF COMMON SCHOOLS.

VOL. I.]

HARTFORD, SEPTEMBER 1, 1838.

INQUIRIES BY THE SECRETARY OF THE BOARD OF
COMMISSIONERS OF COMMON SCHOOLS.

The following inquiries will be appended to a circular of the Secretary of the Board, which it is his intention to address through the next No. of the Journal to school teachers and visitors, the clergy of all denominations, individuals in public stations, and all persons who desire to promote the more extensive usefulness of our common schools, inviting their attendance at a convention which he proposes to hold in the several) counties of the state, as soon as he is enabled from further consultation to designate the most suitable time and place for each. Written answers to all or any of these inquiries, are respectfully requested, and in as particular a manner as the convenience of the writer will allow. If they cannot be brought, they may be forwarded to the convention, addressed to the Secretary. They are inserted here, in order to bring them earlier before such persons as are practically acquainted with the workings of our present school system, or who have bestowed any reflection upon these or kindred topics. They are not intended to exclude the consideration of other subjects. On the other hand, written or oral communication, on any other topic which may be deemed important by any friends of the cause, is earnestly solicited, so that from a comparison and interchange of views and opinions, proper remedies for defects, and efficient and acceptable plans for improvements in our system, may be proposed for the future action of the Legislature.

[No. 2.

CONSIDERATIONS CONNECTED WITH PUBLIC EDUCA“
TION IN CONNECTICUT.

Many serious and interesting reflections naturally arise in
our minds, when we take a pen and begin to write for the Jour-
nal now before us. How different the considerations which
are suggested, from those which might naturally arise if anoth-
er subject, on a different object were presented! How different,
indeed if these were the same, and only the scene were chan-
ged!
Common Schools are in themselves a species of institutions
of a most important character; and after the numerous illus-
trations of their usefulness which we have witnessed from our
childhood, to find them now ranked by the most intelligent
men of all enlightened countries among the chief blessings of
a nation, is enough to make us dwell upon the name with pe-
culiar emphasis. But when associated with New-England,
common schools awaken peculiar feelings; and hence it is
that we all wish success, and with enthusiasm, too, to the first
step taken for the improvement of schools in this ancient do-
minion of education.

We have been so familiar with common schools all our lives, that we naturally underrate their value, and their effects. Whoever would learn the full worth of a plough, should go to Italy, or some other degraded land where it is unknown, and use such implements as he finds in the hands of the people. Let him observe, in the same wretched lands, the state to which hereditary ignorance has reduced them, and, if he pleases, at1. Does the present organization of your Board of school tempt to educate his children there, and he will begin to realvisiters secure a thorough examination of teachers, or an ade-ize what common schools are. quate supervision of the schools during each season of schooling? Our common schools had their origin in the Parochial Schools 2. Is there any system of classification adopted in your of Europe which were established by the Reformers. The obschool society or district in order to put the younger children ject of both was the security of political and religious liberty, under a separate teacher or teachers ? which were and must be inseparable. Our ancestors advanced beyond the example of their European models, but they acted on their principles. Like later generations in the Protestant parts of Europe, we have relied too much on the energy of the institutions of our ancestors, and neglected their examples in actively supporting them. In Prussia the schools had decayed like our own. The Prussians have revived the spirit of their fathers, and so may we.

3. Has your school society availed itself of the provisions of the law so far as "to institute a school of higher order for the common benefit of the society?" and if not, do you consider it practicable and advisable so to do?

4. Is there any voluntary association on the part of parents to visit the schools where their children are educated? and if not, could not such associations be organized for the future? 5. Is any inconvenience or discomfort suffered from the location and construction of school houses?

6. Are your schools furnished with apparatus for instructionsuch as maps, globes, blackboards, &c.

7. Is any provision made for society or district libraries, for the use of teachers or scholars?

FEMALE TEACHERS OF COMMON SCHOOLS.

It is a question in which the friends of popular education must feel a deep interest, by what means well qualified teachers are to be furnished in any sufficient numbers, to meet the

8. Are there any peculiar excellencies in the mode of gov-increasing demand for them which exists in all parts of our ernment, or process of instruction in your schools, which it would be desirable to have generally introduced?

9. How many select schools are there in your school society? and what do you think has been their influence on the public schools?

country. We may wake up the spirit of improvement in the department of common school instruction, and do every thing else that is needed to promote its prosperity, but if an adequate supply of good teachers is wanting, there will be a proportionate failure in the efforts that are made. A defective system of

10. What measures are taken to secure the punctual attend-popular education, with many imperfections and inconvenienance of the children at school?

cies in it spractical movements, may nevertheless do an incalcula11. To what extent have you employed female teachers, and ble amount of good, wherever it is carried into effect by comwith what success? petent and skilful teachers. While, on the other hand, the 12. Do you experience any inconvenience from the multi-best system and the most ample provision of all the other plication of districts? necessary means for conducting its operations, will accomplish 13. In what manner has your Town appropriated the interest but little if it is not carried on by those who are thoroughly of the "Town deposite Fund"? If for the promotion of edu-qualified for their work. cation in the common schools, on what principle is it distributed?

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In these remarks, the writer would be far from discouraging the noble exertions which are making in our own and other states, to promote the cause of popular education. May they go forward with increasing strength, and reach every part of this great field of enterprise, on the success of which the destinies of our country, under God, depend. But while the other parts of the enterprize are carried on with vigor, it ought ever to be remembered that nothing will tend so much and so rapidly

present themselves, inspectors to examine them, nor even parents to send their children.

But suppose the children attended, and the officers were all regularly present at the meetings appointed: what power could compel them to take the pains necessary to become good examiners of applicant teachers, or good school inspectors? Without a serious and hearty devotion to their tasks, the business can never be well done.

to consummate it, as to furnish a larger supply of first rate instructers for our common schools. Every such instructer is one efficient agent gained to the cause of improvement in the department of popular education. Let them be prepared and sent forth to occupy their appropriate stations, and they will enter at once upon the practical parts of the great work, and show by example, as well as theory, what a good system of common school instruction ought to be. They will be the very persons, too, to appreciate what alterations and improve- A school is not a piece of machinery, which can go alone; ments are desirable in our present systems, while their char- nor is a teacher a person who lives in a state of independence acter and influence will afford a powerful aid in carrying them of the feelings and opinions of society. It will be well if a into effect. One first rate teacher of intelligence and practical community, by powerful and combined exertions, succeed in wisdom, at an important post of usefulness, is, to say the obtaining a good school, and in maintaining it in a high rank. least, doing as much to help forward the cause of popular edu- They need not think of complaining that it requires exertion cation, as some three or four eloquent speeches at public meet-and self-denial on their part: let them rather rejoice that the ings for this purpose. Not that we can do without the speeches. little exertion and self denial which they have exerted, have Both are good in their place. But while the speeches make the yielded them so rich a reward. A truly good school is a great most noise, and accomplish much in inciting to action, it is the benefit, an inestimable blessing. Every member of every comopinion of the writer that the teacher, such as he has descri-munity where one is found, derives some advantage from it. bed, holds quite as high, if not a higher rank in the scale of It is a source of varied good; and its happy influences reach in productive effort. every direction. Let those, then, who are to be benefitted by good schools, take up in earnest the improvement of their own. The virtuous habits and intelligence of a people make land valuable more than its natural strength of soil. Where there is an industrious, moral and educated population, there is a demand for the fruits of the earth, a supply of hands to produce them, and the laws made to protect property are powerful, because they are regarded. A good school may do more than some persons may suppose, to increase the value of land, and of other kinds of property also. The schools of Connecticut, which have had so great an influence in promoting intelligence and steady habits among the people, have doubtless increased the value of real estate within its limits many millions.

How shall we get good teachers for our district schools, and enough of them? While we should encourage our young men to enter upon this patriotic, and I had almost said, missionary field of duty, and present much higher inducements to engage them to do so, I believe every one must admit, that there is but little hope of attaining the full supply, or any thing like it, from that sex. This will always be difficult, so long as there are so many other avenues open in our country to the accumulation of property, and the attaining of distinction. We must, I am persuaded, look more to the other sex for aid in this emergency, and do all in our power to bring forward young women of the necessary qualifications to be engaged in the business of common school instruction. The writer hopes to be able to furnish some further thoughts on this interesting topic in the subsequent numbers of the Journal.

NEWSPAPERS.

T. H. G.

One of the first evidences of improvements in education in those states which have begun to do something on this subject in earnest, has been shown by the newspapers. Editors ought to be able to appreciate its value, if any class of citizens can; and the diffusion of useful knowledge, and the support of morals and religious principle being the legitimate objects of their profession, surely they may be confidently relied on for cooperation and support.

We would by no means wish to degrade education, by mea suring its worth only by a standard of pecuniary profit: but, in enumerating its advantages, we ought not to overlook, or underrate its natural tendency to increase the supply of human conveniences and comforts, and to secure us in the enjoyment of them.

If the improvement of our schools were seen to be as necessary to us as the improvement of our neglected roads, all would combine, and the work would be done.

LITERARY ASSOCIATIONS.

Common Schools have received a great and salutary im pulse in some places, through the influence of lyceums, and literary associations of a kindred character.

We would invite the editors of Connecticut papers, therefore, to yield us that aid which they easily may, by noticing In Worcester, Massachusetts, a few years since, a lyceum our enterprize, copying such of our columns as they may ap- friends of the young, and formed a committee appointed to vis was formed, comprising a few intelligent men, who were active prove of, and discussing any points of importance in which our opinions may differ. We will endeavour to do justice to the it the district schools, and devise means for their improvement. noble subject to which our pages are devoted, at least in courte- They proceeded to their task, with great zeal and equal judgsy of style, if we have not all the ability we might desire. ment. They first made a call at each school, and by their kind No reflecting man can doubt, that we may easily obtain a that they had at least a few sincere and disinterested friends. manners, and conciliatory conversation, made the teachers feel considerable amount of information concerning education at home and abroad, which will be more acceptable to the intelli- They soon after proposed occasional meetings for the teachgent people of Connecticut, than a large part of the matterers, which produced excellent and speedy results. At one of poured out from day to day by the presses of our commercial the earliest of them, a sketch was given of the plan on which capitals. Many of the papers in the United States are prepar-lution was passed, to devote the next meetings to hearing rea good school was conducted in some other place; and a resoed for classes of readers very different from own own. tainly may be presumed, that whatever papers are adapted to ports from teachers, of the plans adopted by themselves. the elevated intelligence, morality and taste of Connecticut, will be liberally supported by the people.

It cer

THE CARE OF EDUCATION IS THE PEOPLE'S OWN

WORK

It is highly important that the inhabitants of all our states should strongly feel this great truth. Until they feel it, nothing effectual can possibly be done to diffuse that instruction which is so greatly needed.

Let us imagine for a moment that well devised laws had been passed by all the legislatures; but that the people remained indifferent and inactive. Such laws could not be well executed, and must remain without effect in the statute books. Even if districts were organized, school houses constructed and furnished with books, the laws could not compel teachers to

proved, that the schools in all the districts were speedily imThe following meetings were interesting; and the reports proved, and many of them remodelled, in conformity with the hints thrown out as above mentioned.

Who cannot see wisdom in devising measures like these? Information of improved methods was furnished, all were pre the amicable manner in which they had been approached, and disposed to make experiments with them, in consequence of a motive was offered to induce the teachers to make useful changes without delay: for they were all to report the actual condition of their schools, and must report old plans or new The case was urgent, and indolence and procrastination were overcome.

ones.

of Worcester an eminence which they retain, it is believed, to But various other changes were made, which gave the schools the present time. Through the influence of the Lyceum, or some of its members, and the obvious improvement of the

schools, persons of wealth were persuaded to become the liberal so ill calculated to keep them interested, that probably many patrons of education, and soon learned that they benefitted teachers of such schools may think the difficulties above spoken their own estates and prospects by money so well laid out. of can never be obviated. When it is possible, the small chilBut, without extending remarks on this subject, beyond the dren may be placed in a separate room, with great advantage, limits of our columns, we would earnestly recommend to ly-under the care of a female: but in many districts this is not ceums, (of which there are many in the state,) to see to the easily done. schools to appoint committees to attend to them, to invite teachers to join them, and to admit deserving youth to their lectures and libraries.

YOUNG TEACHERS

Of the most promising character are all marked by one trait: they eagerly seek for instruction in their profession. The task of teaching is one that requires not only a passable acquaintance with the branches of knowledge which are to be taught; but a thorough and a ready familiarity with them.

It happens, however, that some schools in different places have been so improved, both in arrangements and methods of teaching, that these evils have been almost entirely removed. We will give a brief account of one such school, hoping that some teachers will try experiments for their own benefit and that of their pupils.

try village, complained that the little children, (many of whom A few months ago the teacher of a district school, in a counterrupted his discipline and instructions. To the eye of a visitwere sent to his school to be kept out of the way,) greatly inentirely to themselves, with nothing to do which they could er they indeed presented a painful spectacle, being left almost understand, and seated on benches so high, that they feared a fall, and not unfrequently got one. The weakest were often crowded, or otherwise oppressed and irritated, by the strongest; and their complaints and cries, sometimes mixed with laughter, confused the master, diverted the attention of the other children, and displeased the spectator.

This is not all. A teacher must know another branch, viz. that of instruction. He should well know how to convey his knowledge to his pupils. Every body does not see the difference between learning and teaching; and it is an unfortunate thing, that so many people suppose an instructor needs nothing to fit him well for his office, but to be able to read, write, cipher, and bear an examination in grammar, geography, &c. When a sensible young man begins to keep a school, he begins to feel that he has undertaken a business with which he three or four low benches placed in one corner of the room, and A few weeks afterwards, at another call, the visiter found is not acquainted. If a young teacher does not feel this, it all the small children seated on them, some with slates and must be owing to his ignorance or self-conceit. He is incom- pencils. They were attentive, cheerful and silent. Their litpetent, and he must see his incompetency if he be not blind. Now young teachers may be aided in their business in four and every fifteen or twenty minutes the teacher, or one of his tle feet rested on the floor, they could lean back when weary, ways: 1st, by publications devoted to education : 2d, by occasional instruction given by persons of experience; 3d, By prac-mand, or some signal, and they rose, clapped their hands, faced most trustworthy and capable elder pupils, gave words of comtical experiments under the direction of well qualified direct- to the right and left, and made various motions in imitation of ors; 4th, By Teachers' Seminaries. had learnt; and afterwards repeat the addition or multiplica him. Then they would sing some little hymn or song they tion table all together, or hear a story read about the cow, lion, eagle, or some other object, while a picture of it was held up

There are several publications which may be recommended for the use of our teachers: The Annals of Education, published in Boston, a monthly magazine, price $2 per year; 2d. The American Common School Assistant, published in New-York monthly, price 50 cents; and, 3d, the papers printed by the Boards and Superintendents of Education in Ohio, Massachu setts, and Connecticut. It is of great importance that every instructor should read some publication of this kind; for they all contain information which he needs, and is not likely to obtain from any other source. The reading of a single page, or even a single line, has probably given many a teacher some important knowledge, such as he could use with advantage in his school, and which he might never have obtained if left to himself. It ought therefore to be regarded as one of the first objects, to have one or more publications devoted to education regularly received in every school district, and read at least by the teachers.

Beside journals of Education, a number of books may be warmly recommended for the use of instructors, which we have not room to describe, nor even to name at present. We would here remark, however, that a few dollars given by any friends of education, to purchase some of the best works, for use in his district, would do great good.

In the next number of this journal, the reader may expect to find some remarks on the advantages and means of procuring occasional instruction for teachers, from friends of education.

HINTS CONCERNING SMALL CHILDREN. Some of the greatest difficulties which many teachers have to meet, arise from the youngest children. It is often pleasant to see their eagerness to go to school with their brothers and sisters; and their smiles sometimes add cheerfulness to the place, without interrupting business: but more frequently they cause disturbance, and baffle the teacher in all his efforts to keep the others attentive and orderly.

before them.

from this change in his school; and that, after the few first days, The teacher said that he had derived indescribable relief the other scholars were not disturbed by the exercises.

FRENCH JOURNALS OF EDUCATION,

tain much information worthy of being known in the United There are three periodical publications in Paris, which conStates,

1st. The General Journal of Public Instruction and of the Scientific and Literary Courses. It contains eight large pages, and appears twice a week, under the direction of the Minister the progress of all the branches of education under his charge, of Public Instruction, Mr. Salvandy; and gives information of which are more extensive and comprehensive than is generally supposed.

pamphlet of about fifty pages, uuder the same high official di-
2d. The General Manual of Primary Instruction, a monthly
rection, devoted to the lower classes of schools.

of education, being extensively circulated, especially among
These two publications have done much for the improvement
teachers, inspectors, committees, &c. They give the laws and
official acts relating to education, accounts of public examina-
tions of schools, teachers' seminaries, (called Normal Schools,)
and schools, anecdotes of faithful teachers, with sketches of
approved methods of instruction, notices of books for libraries
education in foreign countries.

ducted by the Academies of Science, Literature, &c., but beThe "Scientific and Literary Courses" alluded to, are conlong to the great system of Public Education, which was founded a few years ago in France, with a general resemblance Many teachers suffer small children to attend their schools, great points which are kept in view are, to render education as to that previously adopted in the state of New-York. The out of respect to their parents, or for some other reason, while common and as thorough as possible. The general plan is a they feel that they get little good and do much harm. Intelli- noble one, and is carried on with a zeal and activity truly laugent persons know, too, that the trouble they give is not gene- dable. The minister of public instruction has ever at his comrally intentional, but arises out of some natural cause: such as mand the services or counsel of many of the scientific and liter inconvenient seats, want of change, of exercise or of appropri-rary men of Paris, with many other facilities offered by the arate occupation. tists, the libraries, &c., the dignity of his office, and the moner at his disposal,

Now most district schools are so ill provided for the comfort of young children, and most of them are conducted on a system

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