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SCHOOL COMMITTEES AND VISITERS. But there are obstacles in his way from which we in America are free; and while we admire the better features of EuroThere are few ways in which a person of almost any propean education, we may derive new encouragement in our labors at home, as well by appreciating our own superior advan-fession or situation in life whatever, can do more good with so small an expense of time and labor, as by performing the tages, as by contemplating the zeal, and perhaps by adopting duty of visiting the district schools around him. Every call some of the methods displayed in other countries. With all at the school house, made by a person who feels an interest in the advantages above enumerated, then, there are great oppo- the children and their teacher, is sure to excite an interest sing influences in the way of common education in France. Some of these are more extensive and powerful than would be among them all. easily believed.

First, there is a state of hereditary ignorance pervading a great part of the nation, from which it is extremely difficult to arouse them; and there is a great scarcity of materials among the people of which to form teachers, as well as school officers, even while many of the latter are paid for their services. The late minister of instruction, Mr. Guizot, believed that he accomplished as much as was possible with the present generation, although he found room to deplore the small progress he was able to make in the improvements he attempted. In the next place, the religious opinions of the government, and the majority of the nation, are not reconcilable with a thorough plan of improvement. Their principles and prejudices are at war with the true foundation of such a system. The awful experience of France during the Revolution, has convinced the government that infidelity is its deadly foe; and in compliance with the recommendation of Guizot and others, the king laid the foundation of the system of common education on religious instruction. Books of Bible extracts have therefore been in

troduced into the schools: but this is opposed to the principles taught by Rome. Infant schools, called in France "Salles d'Asyle," (Halls of Asylum,) are exceedingly popular in Paris and other parts of the kingdom: but, only about six months since, the Pope denounced them, as institutions dangerous to the Roman Catholic religion. The " Journal General de l'Education, remarked on this, that His Holiness must have been misinformed, choosing thus to deny his infallibility rather to discountenance Infant schools. Yet the same journal, in a late number, has been in some way compelled to admit a review of a learned history of the Papacy, by a German Protestant, and to defend the very doctrines which so often oppose the improvement of the schools.

Schools are generally so much neglected by parents, and even by the professed advocates of education, that both teachers and children are tempted to regard them as of very little value. Every department of business receives attention; conversation daily turns on various matters, many of which are of trifling import; but the school and its interests are almost universally treated with neglect. Children indeed may be assured, over and over again, that it is of great importance to them to attend school, and to be punctual, studious and obedient; but they may sometimes suspect that their elders regard it rather as a convenient prison in which they may be kept out of their way. The teacher, too, unless strongly fortified with a clear and manly conception of the real dignity and importance of his daily task, (as many teachers happily are,) will be liable to the danger of considering it, as the public too often do, tolerable only to those who have no easier way of gaining a merely as a thankless, and ill rewarded branch of business,

livelihood.

When a visiter enters the school house, actuated by a regard for the place and its inmates, his presence diffuses a higher and more agreeable spirit. He shows that he values of the pupils. He is received with smiles, he leaves satisfacthe character of the instructer, and approves of the daily labors tion and encouragement behind him.

QUESTIONS

For the examination of a teacher by a School Committee. Such questions have been used with success, and are worthy of general consideration.

(After enquiries about his residence, education, experience. in instruction, intentions for the future, whether to continue in the profession or not, and a careful examination of his certificate of moral character, some record of his replies may be made. The teacher may then be requested to write an application to the Committee for employment in their school. This

Now, if we turn from this view of things in France, to consider for a moment our happy freedom in this state, from such formidable difficulties as there exist, how encouraging is the sight! Here is a population trained in common schools, with all their feelings and opinions warmly in favor of education will afford a good test of his hand-writing, posture, orthography, universal education-education founded on the Bible. We are a people who regard the love of intelligence, virtue and freedom as the chief honor of our ancestors, and would be ashamed to think ourselves incompetent to hand them down

to our children.

But we hasten to notice, though very briefly, the last of the three French publications alluded to above. The Friend of Infancy, an Infant School Journal, (L'Ami de l' Enfance, Jour nal des Salles d' Asyle.) It is a pamphlet of about 50 pages, published once in two months, by the Infant School Committee, under the sanction of the Minister of Public Instruction. The contents of it are very interesting, as they comprise official acts, reports, methods of instruction, and accounts from Infant Schools in different parts of the continent of Europe, where they have recently been much extended: chiefly in France, Switzerland, Italy and Prussia.

syntax, command of language, and acquaintance with received forms. He then may be asked how he would frame a quarter bill, or a weekly report to a parent, of the behavior of his child. A few of his words may be given him to parse and define.)

Education is properly divided into three kinds :-intellectual, moral, and physical. A teacher should practice them all every day and hour. What belongs to each of these kinds? (Would you call arithmetic a part of moral education? If a teacher furnishes his pupils with comfortable seats, good air, and timely exercise, what kind of education does he attend to?)

Why is it important for a teacher to know something of the human frame, and the way of preserving health? What do you know of the bones or muscles, or any other part of the body, which would lead you to be careful about the seats or desks-about opening or shutting windows, changing the postures of children, &c.?

Is it important whether children are made to learn by one motive or any other? For what reason? Is fear the best motive? Why? Is emulation, or a spirit of rivalry, the best motive? Why? Is the approbation of the teacher, or friends, the best? Why? Is the hope of getting money, or honor, the best? Is the wish to please God, and to learn of Him, and to be like Him, the best? Why? Do you think a school may be successfully governed and taught, by one who depends chiefly on this motive, duty to God? Mention, if you can, some of the ways in which children may be taught to feel that

In December last, a long report on the Infant Schools of Paris, was presented to the Central Committee of Public Instruction, by Madame Millet, Special Inspectress of those institutions in the Department of the Seine, from which we learn, that the system was introduced from England in 1827, when she was sent to London by a Committee of Parisian Ladies, to acquaint herself with the schools of that metropolis. Schools of the same class, but on a plan somewhat modified, soon multiplied in Paris. They now amount to twenty-three, and have lately been placed under the supervision and direction of the Minister of Public Instruction. The report of the Inspectress is circumstancial in respect to all these schools, and highly in-God requires them to obey their teachers, to treat their comteresting.

Our readers may expect to find in our future numbers occa-t sional extracts from these and some other foreign journals, on subjects important alike on both sides of the Atlantic.

panions kindly, and to be studious and conscientious,

Do you think the mind can be well taught any branch, merely by learning to repeat words from memory? How do you begin to teach reading? Why do you prefer that method? What do you think of the practice of teaching the letters first, and

the whole spelling book next, before the child is allowed to read or write at all? Do you think writing on slates, or otherwise, may assist in learning letters, spelling or reading? Why? May definitions be advantageously taught before a child can read? When and how?

jectionable aspect when carefully examined. It has a direct tendency to enlist men of influence in the details of school operations, and in a manner compels even those who chiefly seek popularity, to appear as the advocates of education.

The pecuniary interest appealed to, is that of the public: to At what age may a child be allowed to begin to learn desire which, and to labor for it, is generous and laudable in writing? In what manner? Would you use slates? The an individual, provided it interferes with no right. And this blackboard? Why? How do you teach a child to sit while interest is placed by the law in a secondary rank, as subserviwriting? How to hold a pencil or pen? How long should a ent to the schools. Whoever has anything to do under the writing lesson continue? How often should the lessons be re-law, must feel that education is its great end, and the impeated? Should drawing lines or pictures be practised, to aid portance of education must be raised in his esteem. in teaching to write, or for any other purpose? Write a specimen of such large hands as you would wish your pupils to write. Then small hands. Would you connect writing with spelling? Defining? Arithmetic? Reading? Geography? How?

At about what age would you have the study of arithmetic begun? In what manner? Would you depend entirely on books in teaching any part of arithmetic? Why? By what means may arithmetic be made familiar and useful in the daily concerns of life? How would you teach the ready use of weights, measures and money? When and how would you begin to teach grammar? would you make it practically useful?

IMPROVEMENT OF SCHOOLS IN THE STATE OF
NEW YORK.

How

Much attention has been attracted to the progress made in common schools in the state of New York. Both in America and in Europe, the annual reports made by the superintendent to the legislature, have excited much interest; and that for good reasons. By the adoption of a particular system, founded on an active, practical principle, that state succeeded, in a few years, in inducing her inhabitants to organize districts, erect school houses, provide teachers, assemble almost all the children, and make regular returns on the various important points required by law, so that official reports were readily made, every session of the legislature, of the state of the schools, and with a facility that excited general surprise, as well as gratification.

Thus the principle on which the law of the state of New York was founded, not only seems an active one, but experience has proved it to be so. It has not accomplished all which some, have hoped, nor which many may now suppose: but it has brought about a great and salutary change in a very few years, and in the only proper and useful manner, viz., by the voluntary agency of the people. The small amount annually distributed among the districts, has induced them to spend many times more, besides enlisting thousands of respectable men in.more or less systematic labor every year in behalf of the schools. The results have been overrated by some writers both at home and abroad, and that is unfortunate. Intelligent friends of education in the state are sensible of the imperfections of the system, and the various abuses which have prevailed in different places; yet its excellence is great, and its advantages are seen in the wonderful, and perhaps unprecedented change which it has produced.

But, as was hinted above, the New York law should be nowhere exactly copied, unless in a state where education is in the condition in which it was there a few years ago. The same principle may probably be used elsewhere with success; but it must be applied under modifications wisely adapted to the state of things to be improved. The law already requires alteration in that state. Indeed, the superintendent of Common Schools of New York, several years since,began to recommend that new and higher conditions should be imposed on the districts. This is evidently desirable; for now that the first terms required have been generally complied with, no farther progress is made in improving education. Things remain stagnant, because no inducement is offered to proceed. The It probably appears to many, a matter of wonder how all this motive has lost its moving power, because it has reached the can have been done, and is still doing, in a state until lately end of its range. If every district in New York were now reso differently situated from our own and Massachusetts.quired to prove that the school house, if new, has been built While New Jersey and Pennsylvania, though lying adjacent, in a good spot, and according to a given plan,-or if old, has have remained in their hereditary indifference to common been prepared for ventilation, furnished with approved desks schools, how has it come to pass that they are found in such a and benches, supplied with books, slates, black boards, maps, state of prosperity in New York? a library, globes, and other necessary apparatus,—if these or The legislature had the happiness, (it may have been the other improvements were required, and more occasionally foresight also,) to adopt a principle in making school laws, added to the list, there is reason to presume that the progress which has great vigor in it, and which, it is to be presumed, of the state would be progressive. The reason we have to under appropriate application, may hereafter be made to pro-question whether the legislature of that state were really acduce still greater effects in other states. They offered a small quainted with the nature of the principle alluded to, when they sum out of the interest of their school fund, to each district introduced it into their system, arises from the fact that they which should comply with certain terms; and those terms show little disposition to make a new application of it, and so were such as were judiciously suited to the condition of the little intelligence by delaying to adapt it to present circumstanstate. School officers were to be appointed in each district, a school room provided, a teacher employed who had been furnished with a certificate by the inspectors within twelve months, a census of the children taken, &c., all was this to be reported through the regular channels, to the superintendent before a specified day, on penalty of losing all claim to the school money of the state.

ces and wants.

VIEWS OF FELLENBERG CONCERNING THE USE OF
THE BIBLE IN SCHOOLS.

The following is an extract from "Travels on the Continent of Europe," by President Fisk:

A little reflection will convince the reader, that this pecunia- "Mr. Fellenberg expressed his very great surprise at the ry motive might operate with effect, at least, in some cases. neglect of religious instruction in our schools in America; that For if the people of a district desired to obtain their share of the Bible was excluded as a regular text book; in short, that the money, and failed through the negligence of an inspector, in the United States, among a religious, a protestant, an ena commissioner or the teacher, censure would fall where it lightened, a free people, man should be educated so much in was due; and the next year the ground of complaint would view of his physical wants, and his temporal existence, while naturally be avoided. Or if a portion of the inhabitants were the moral feelings of the heart, and our religious relations to willing to raise the money required of the district, and another God and eternity, should be left so much out of our schools. opposed to it, when the time arrived for the annual distribu- But, he said, the great principles of our religion would come tion of the income of the fund, the latter party would be very into collision with no man's views who believed in Christianlikely to be charged with the public loss. Now experience ity; and that, at any rate, party views were nothing in comhas proved in New York, that this principle is extensively use-parison with the importance of religious training; and thereful when so applied; and, although it may at first strike us fore every good man ought to be willing to make some sacrifias mercenary, and in some sense unworthy to be employed to ces of party views for the great benefits of an early religious favor the noble object of common education, it loses its ob- education. How true are these sentiments! How worthy of

the philanthropist of Hofwyl! When will the citizens of the United States feel their force ?"

It will gratify many of our readers, we have no doubt, to hear so decided an expression in favor of that great fundamental feature in the school system of our ancestors, viz., the use of the Scriptures in schools, from the excellent Mr. Fellenberg, the founder of the noble institution of Hofwyl, in Switzerland. It is gratifying, also, to hear it approved by our much respected countryman, President Fisk. We are happy to say, however, that the Bible is becoming used more and more every year in our schools, and that although too extensively neglected, it is probably less so than Mr. Fellenberg supposed.

SCHOOL HOUSES.

Most of the school houses in this state may be considerably improved without much expense, and indeed with none at all. There are two reasons why many improvements are not made which would prove both cheap and important. The first is, little care has been taken to point out their defects to those who would have been likely to remove them; and the second is, that bad habits are apt to blind the eyes, so that we overDesks and benches should be so formed, as to make the children who use them as comfortable as possible. By sawing off a few legs, till the children can sit and place their feet on the floor, and lay their arms on the desks while writing; without raising their elbows, much comfort and good writing may be secured.

look evils to which we are accustomed.

The teacher should never forget, that he himself requires such arrangements as these for his own comfort, and would think it a hardship if denied them for a single day. He should remember also, that he never sits upright an hour or two, without wishing to lean his back against something. Yet he is far more able to sit without leaning, than children are. The muscles which hold their bodies erect, are much weaker, and

sooner wearied.

He probably has a back to his seat, and often uses it; let him make similar provision for his pupils. He will find them much more studious, and more easily governed, by every such attention to their natural weakness and wants. Some benches

may be moved to the back of a desk, and those who sit on it, permitted to lean. When that cannot be done, the children may be made to change their places for a time, during recitation, for instance.

Standing affords no relief to the back, though some may suppose it does. The whole trunk, head and arms must still be held in an upright position by the power of the muscles below the short ribs. Observe a child who needs rest for those muscles while standing, and nature will declare it. He throws the weight of his frame on one foot; that affords relief to the muscles on the other side; then he changes, to rest the other muscles in their turn. He needs a temporary resting place for his back; and even a few minutes will commonly suffice.

It would be well if the teacher would sometimes sit as long without leaning, as his children do, and lean only while they lean. Many teachers have not thought particularly on this subject, and therefore give it so little attention.

One improvement which most school houses require, is such a change in the window casing, that the upper sashes, (or at least some on both sides of the room,) may be lowered at pleasure. In many instances this may be provided for with great facility. It is, however, not sufficient without daily at tention on the part of the teacher, as many school houses bear witness. Some of the best school rooms in Boston, (and in other places too,) are rarely well ventilated, although the windows are fitted for it, because the lowering of the upper sashes is neglected.

Warm air rises. Breathing air warms it, and so does the heat from our bodies. The air around us, therefore, and still more that coming out from our lungs, is continually rising. When we are in a tight room, it rises to the ceiling, and there remains, at least until it becomes cool, and warmer air goes up to take its place.

Let it be borne in mind here, that air once breathed is not well fitted to be breathed again, and never will be, until it has got among the leaves of living plants, and remained there some time. This is owing to certain changes which we have not now time enough to explain, but which the science of chemistry makes known in a most interesting manner.

Now the air which comes from the lungs of a school full of children, rises towards the ceiling, and in a short time a large quantity of warm, breathed air will be collected in the upper part of the room, while that in the lower part may be pure. But in an hour or two, or half an hour, according to the size the whole room, and the children must begin to breathe it over of the room and number of scholars, the impure air will fill the evil is only partly remedied. It is impossible to change all again. Even if the lower sashes of the window are kept open, the air by that means: for that which is above the level of the openings is left without any means of escape, or can be driven out only very gradually, by a slow intermixture with the fresh air, which produces some commotion by its entrance.

The air in the upper part of a room will not come down and go out of a window as soon as it is opened, though some teachers, as well as other people, seem to think so. But make an opening any where in the upper part of the room, and the upper air will pass out as soon as air from without can enter to supply its place.

Any person who may wish to understand these operations, may try experiments when the room has been filled with dust or smoke. Let him try one day to get rid of the annoyance by opening the windows only from below, and the next day by lowering the upper sashes on both sides of the room, or the upper on one side, and the lower on the other. He will then be able to perceive the advantage of the practice here recommended in daily ventilation,

The late report on school houses, made by Horace Mana, forcibly urges this practice, and many others connected with Esq., superintendent of common schools in Massachusetts, the improvement of school rooms and buildings,

INFANT SCHOOLS,

Among the improvements made, within a few years, in different departments of education, is to be ranked the whole system of Infant schools. In this country, it is true, infant schools have been opened and conducted for a time in some towns, where they have afterwards been closed and abandoned; and not a few of their early friends are now, in some degree, indifferent, and indeed opposed to them.

In some of our principal cities, however, infant schools still exist, and have their warm friends, whose esteem for the system appears to increase, rather than to decline, from year to year. Those friends, it is believed, generally regard many of the experiments heretofore made in different parts of the Union, as unfair; and certainly almost all the teachers opened their schools with very little previous experience; while most of the managers and directors were no better prepared for their duties. It is a fact which seems to claim attention, that where Infant schools have been most known, they have received the most approbation; and that both teachers and managers, who have been most active in their direction, and best acquainted with the details of their results, have become their most decided advocates. It is believed that these remarks would be found true, if careful inquiries were made in New-York and Philadelphia especially, and in Paris, and several other principal cities of Europe. Another fact is important to be considered, viz. that where infant schools have existed, they have produced impor tant improvements in other schools. Even in some places where they have been given up, and where prejudices exist against them, surrounding schools are better, in some respects, than they were before, The reason of this may be easily point.

Windows should be so made and used, on more accounts than one. When the lower sash is raised, the wind blows in horizontally upon the papers, and often gives the children colds. But the most important advantage afforded by lowering the upper sashes, is this: that it lets out the impure air, while it lets in the pure. Many persons do not clearly understand how this change is effected: even some who have heard it explained do not appear fully to apprehend it. Let us say what ed out. has often been said before on this point, with the hope that teachers and school visiters will pay strict attention to the ven-er in a variety of respects, generally agree in a few material Infant schools, though they are very different from such othtilation of our school rooms hereafter. particulars, Low seats with backs are provided, expressly for

the comfort and convenience of small children; healthful and pleasing exercises of the limbs and body are practised; the singing of hymns and moral songs is a frequent occupation; the study of natural history is pursued to some extent, either by means of sensible objects, such as stones, wood, leaves, fruits, shells, &c., or with pictures of them, or at least with books which give intelligible accounts of animals, plants, minerals, &c. with questions adapted to recitations. Writing, and often drawing, on sand or slates, is generally practised; the manner of teaching is more varied, enlivening and parental than in some other schools; and the discipline is commonly more mild; while religious and moral instructions are more frequent and familiar.

Probably no teacher ever entered an Infant school for the first time, without receiving hints of importance on some point of instruction or discipline. Certain it is that many, and those of much experience too, have found something to approve and to imitate. Hence it has come to pass, that the influence of such schools has some times remained with others after they have ceased to exist.

MUSIC TAUGHT IN THE PUBLIC SCHOOLS OF PARIS,
AND TO WORKMEN.

Translated for the Connecticut Common School Journal ]

In the month of May, 1835, on the proposition of the Count de Rambuteau, Prefect of la Seine, President of the Central Committee of Primary Instruction, the municipal council having unanimously voted for instruction in singing in all the commercial schools of Paris, it was immediately begun in thir ty schools more.

The same branch is now taught in fifty schools of mutual instruction, in a number of schools of simultaneous instruction, and in ten evening classes of adults.-[Journal General de l'Instruction.

THE DAILY USE OF THE BIBLE IN SCHOOLS. The schools of this State were founded and supported chief ly for the purpose of perpetuating civil and religious knowledge and liberty, as the early laws of the colony explicitly declare. Those laws, some of which were published in the first number of this Journal, as clearly declare, that the chief means to be used to attain those objects, was the reading of the Holy Scrip

tures.

In many schools, in later years, the Bible has not been used: though there is reason to believe that the ancient custom of our venerable ancestors has recently been gradually reviving. Circumstances have favored its restoration; and increasing light on the principles of sound education cannot fail to establish it On the 6th of May, the general meeting called the Orpheon every where. was held in the Hotel de Ville. It consisted of the young pu- Certificates are in our hands, from experienced instructors pils of the free schools, who had been formed into singing class-out of this State, which bear strong testimony to the happy in es by M. B. Wilhem, general inspecting director of vocal mu- fluences exerted in their schools, by the daily use of the Scripsic of the primary schools of the city of Paris. tures. We may perhaps publish some at a future time; and would request others who have paid attention to the subject, to favor us with communications for our information.

Those pupils from the male adult schools who had been taught in music classes, were joined with the children, for the tenor and bass, so that voices of very different ages and characters rendered the orchestra the more complete.

The choir, in number above 400, performed in admirable time and harmony, several select pieces, without any instrumental accompaniment, which were received with general applause: "The Invocation, by Sacchini; "the Romanesca," a piece of the 16th century; the "Spectacle of Nature," by Tscharner; a vocal symphony, by Chelard; "the Little Boarders," &c. The exhibition was concluded by two of the chef d'œuvre of Michel and Philidor, &c. Several of the pieces were repeated by request. The Hall of St. John was filled; and among the spectators were the Prefect of La Seine and his family, several mayors of the arrondissements and their assistants, M. Orfila, member of the Council of Public Instruction, and several other members of the University, the celebrated composer Berton, and some of the members of the Acade

my.

The success of this meeting promises much for the well organized introduction of vocal instruction; and reflected the highest honor on the respected officer who has the direction of

that branch.

Others

Different teachers we have seen who used the Bible in different ways: some as a class book, some as a text book; and it is interesting to see in how many forms it may be brought into use. Some teachers, with a map of Palestine before them, will give most interesting lessons on almost any book in the Bible, by mingling geography, history, ancient manners and customs, with moral and religious considerations. make the Bible the law book of the school; and by showing that they consider themselves and their pupils equally bound to conform their lives and thoughts to its sacred dictates, exercise a species of discipline of the happiest kind. Others still, by the aid of printed questions, or some systematic plan of study, employ the Bible in training the intellect, storing the memory, and furnishing the fancy with the richest treasures of literature. Others think that the various styles found in the sacred volume, offer the very best exercises for practice in reading with propriety and effect; while a critical attention to the character, situation and feelings of the speakers which such exercises require, has favorable moral influences. Finally, other teachers believe that the daily reading of the Bible in schools, is of essential benefit to the pupils in various ways; and that the frequent repetition of the word of God in the hearing even of those too young to read, is an inestimable blessing-a part of the birthright of every child in a Christian land, which cannot be rightfully withholden.

The introduction of vocal music into the education of the people, is a more important point than we might at first be inclined to believe. Besides the development which it gives to a precious organ, and the relaxation it affords to the laborer after his work, the display it makes of talents which To these views our readers may add their own as they often would otherwise have remained unknown, or might never have and seriously consider the subject. It is one which will probaexisted, and its creating new branches of business for the in-bly be ever esteemed a vital one in Connecticut; and if Mondustrious, music supplies a pure and noble species of pleasure, sieur Cousin so warmly urged upon the government of France, in place of amusements too often gross, ruinous and even crim- to make religious instruction the corner stone of their national inal. It tends to soften and purify the manners, and is in fact system of education, and urged with success the example a great step towards the moral improvement and melioration of of Prussia, we may with greater confidence invite the peothe lower classes, which, in our age, ought to be the object of ple of our state to supply their schools with the Scriptures, and all the friends of the human race. We may add, that by means point to the laws passed by their fathers for this very end, of it, will gradually be effected the musical education of France, nearly two centuries ago, and (so far as we have the ability to which country, to the present time, has remained so inferior in comprehend so vast a subject,) to the noble effects produced this respect to Germany and Italy, and which may perhaps even by their imperfect observance. soon have as little reason to envy its neighbors on this point as on any other.

Gratuitous and popular instruction in vocal music in Paris, was commenced in September, 1819, by the first use of M. Wilhem's method, in the communal school of the street of St. Jean de Beauvais. This method, which was adopted in March, 1820, after a report by Messrs. De Gerando, de Lastoyrie, Francœur and Jomard, was successively introduced into the two schools of the society of elementary instruction, and the nine schools of the city of Paris.

THE AID OF NEWSPAPERS

Will be highly important to the success of the Connecticut Common School Journal, in the operations to which it is devoted. In our first number it was remarked, that such a paper as this would be "needed, in connection with the public prints, as an organ of communication between the Board and their Secretary and the public."

It will be easy to show in what manner the newspapers in

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It will gratify many of our readers, we have no doubt, to hear so decided an expression in favor of that great fundamental feature in the school system of our ancestors, viz., the use of the Scriptures in schools, from the excellent Mr. Fellenberg, the founder of the noble institution of Hofwyl, in Switzerland. It is gratifying, also, to hear it approved by our much respected countryman, President Fisk. We are happy to say, however, that the Bible is becoming used more and more every year in our schools, and that although too extensively neglected, it is probably less so than Mr. Fellenberg supposed.

SCHOOL HOUSES.

Warm air rises. Breathing air warms it, and so does the heat from our bodies. The air around us, therefore, and still more that coming out from our lungs, is continually rising. When we are in a tight room, it rises to the ceiling, and there remains, at least until it becomes cool, and warmer air goes up to take its place.

Let it be borne in mind here, that air once breathed is not well fitted to be breathed again, and never will be, until it has got anong the leaves of living plants, and remained there some time. This is owing to certain changes which we have not now time enough to explain, but which the science of chemistry makes known in a most interesting manner.

Now the air which comes from the lungs of a school full of children, rises towards the ceiling, and in a short time a large Most of the school houses in this state may be considerably quantity of warm, breathed air will be collected in the upper improved without much expense, and indeed with none at all. part of the room, while that in the lower part may be pure. There are two reasons why many improvements are not made of the room and number of scholars, the impure air will fill But in an hour or two, or half an hour, according to the size which would prove both cheap and important. The first is, little care has been taken to point out their defects to those the whole room, and the children must begin to breathe it over again. Even if the lower sashes of the window are kept open, who would have been likely to remove them; and the second the evil is only partly remedied. It is impossible to change all is, that bad habits are apt to blind the eyes, so that we over-the air by that means: for that which is above the level of the look evils to which we are accustomed. Desks and benches should be so formed, as to make the openings is left without any means of escape, or can be children who use them as comfortable as possible. By sawdriven out only very gradually, by a slow intermixture with ing off a few legs, till the children can sit and place their feet the fresh air, which produces some commotion by its entrance. on the floor, and lay their arms on the desks while writing, without raising their elbows, much comfort and good writing may be secured,

• The teacher should never forget, that he himself requires such arrangements as these for his own comfort, and would think it a hardship if denied them for a single day.' He should remember also, that he never sits upright an hour or two, without wishing to lean his back against something. Yet he is far more able to sit without leaning, than children are. The muscles which hold their bodies erect, are much weaker, and

sooner wearied.

He probably has a back to his seat, and often uses it; let him make similar provision for his pupils. He will find them much more studious, and more easily governed, by every such

attention to their natural weakness and wants. Some benches

may be moved to the back of a desk, and those who sit on it, permitted to lean. When that cannot be done, the children may be made to change their places for a time, during recitation, for instance.

Standing affords no relief to the back, though some may suppose it does. The whole trunk, head and arms must still be held in an upright position by the power of the muscles below the short ribs. Observe a child who needs rest for those muscles while standing, and nature will declare it. He throws the weight of his frame on one foot; that affords relief to the muscles on the other side; then he changes, to rest the other muscles in their turn. He needs a temporary resting place for his back; and even a few minutes will commonly suffice.

It would be well if the teacher would sometimes sit as long without leaning, as his children do, and lean only while they lean. Many teachers have not thought particularly on this subject, and therefore give it so little attention.

One improvement which most school houses require, is such a change in the window casing, that the upper sashes, (or at least some on both sides of the room,) may be lowered at pleasure. In many instances this may be provided for with great facility. It is, however, not sufficient without daily attention on the part of the teacher, as many school houses bear witness. Some of the best school rooms in Boston, (and in other places too,) are rarely well ventilated, although the windows are fitted for it, because the lowering of the upper sashes is neglected.

Windows should be so made and used, on more accounts than one. When the lower sash is raised, the wind blows in horizontally upon the papers, and often gives the children colds. But the most important advantage afforded by lowering the upper sashes, is this: that it lets out the impure air, while it lets in the pure. Many persons do not clearly understand how this change is effected: even some who have heard it explained do not appear fully to apprehend it. Let us say what has often been said before on this point, with the hope that teachers and school visiters will pay strict attention to the ventilation of our school rooms hereafter.

The air in the upper part of a room will not come down and go out of a window as soon as it is opened, though some teachers, as well as other people, seem to think so. But make an opening any where in the upper part of the room, and the upper air will pass out as soon as air from without can enter to supply its place.

Any person who may wish to understand these operations, may try experiments when the room has been filled with dust or smoke. Let him try one day to get rid of the annoyance by opening the windows only from below, and the next day by lowering the upper sashes on both sides of the room, or then be able to perceive the advantage of the practice here the upper on one side, and the lower on the other. He will recommended in daily ventilation,

The late report on school houses, made by Horace Manu, Esq. superintendent of common schools in Massachusetts, forcibly urges this practice, and many others connected with the improvement of school rooms and buildings,

INFANT SCHOOLS,

Among the improvements made, within a few years, in different departments of education, is to be ranked the whole system of Infant schools. In this country, it is true, infant schools have been opened and conducted for a time in some towns, where they have afterwards been closed and abandoned; and not a few of their early friends are now, in some degree, indifferent, and indeed opposed to them.

In some of our principal cities, however, infant schools still exist, and have their warm friends, whose esteem for the system appears to increase, rather than to decline, from year to year. Those friends, it is believed, generally regard many of the experiments heretofore made in different parts of the Union, as unfair; and certainly almost all the teachers opened their schools with very little previous experience; while most of the managers and directors were no better prepared for their duties. It is a fact which seems to claim attention, that where Infant schools have been most known, they have received the most approbation; and that both teachers and managers, who have been most active in their direction, and best acquainted with the details of their results, have become their most decided advocates. It is believed that these remarks would be found true, if careful inquiries were made in New-York and Philadelphia especially, and in Paris, and several other principal cities of Europe. Another fact is important to be considered, viz. that where infant schools have existed, they have produced important improvements in other schools. Even in some places where they have been given up, and where prejudices exist against them, surrounding schools are better, in some respects, than they were before, The reason of this may be easily point ed out.

Infant schools, though they are very different from such other in a variety of respects, generally agree in a few material particulars, Low seats with backs are provided, expressly fur

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