PUBLISHED UNDER THE DIRECTION OF THE BOARD OF COMMISSIONERS OF COMMON SCHOOLS. Vol. I.] HARTFORD, MARCH 1, 1839. THE CONNECTICUT COMMON SCHOOL JOURNAL WILL BE PUBLISHED EVERY MONTH, AT THE PRICE OF [No. 9. where education is carried on, and to make them attractive, and convenient to the children-to introduce better systems of classification, better and less various school books, to increase the number of studies where it can be judiciously done-that Persons wishing to subscribe, can forward their names and remittan-all this, and more, will not end in making better schools, unless ces, to the Secretary of the Board at Hartford, or to the Vice-Presi- properly qualified teachers are secured for them. As is the dent of the County Association, or to the postmaster of the town in teacher so is the school, must be echoed and re-echoed, until which they reside, who can render the Journal essential service by act-something effectual is done to make and secure good teachers ing as its agents. To any Teacher who will forward the names and remittances of four And to any person who will forward an order and remittances for fifteen numbers, two additional copies will be sent, if desired. All subscriptions to the Journal must begin with the first number. The back numbers will be sent, as long as they can be supplied. subscribers, an additional number will be sent. Twelve numbers, comprising at least One Hundred and fifty-two closely constitute the volume. printed quarto pages, equal to at least Four Hundred octavo pages, will All subscriptions must be paid in advance-and all letters relative to the Journal must be post paid. Printed by Case, Tiffany & Burnham, Pearl-st. HARTFORD, FEBRUARY 28, 1839. To the School Visiters and Clerks of the several School Societies : L subject with us is far behind what it is in New-York or in in the district schools of Connecticut. Public opinion on this Massachusetts. Men of the greatest intelligence and influence in those states, of all parties and denominations, are agreed on this, that to have good common schools, these schools must be provided with teachers properly qualified and liberally paid. Our readers can make themselves familiar with the opinions of Clinton, and Marcy, and Dix, and Seward on this subject, in the previous number of this Journal. Their efforts, seconded by the efforts of a community, determined to have better schools, have secured within a short time, the engrafting of Teachers' departments upon their system of public academies. In Massachusetts the subject of common school improvewent, and the most effectual way of doing this, by establishing Seminaries for the education of Teachers, was as far as we know, first effectually agitated by Hon. James G. Carter, of Lancaster, now a member of the State Senate, more than fifteen years ago. It was continued by many able pens in the Journal The time within which you were required by a former and Annals of Education, and by many experienced and sound vote of the Board of Commissioners of Common Schools Teachers, in the public and private schools of Boston and vicinity, and by distinguished public men of both parties, and clerto fill out and return the blank forms exhibiting the con-gymen of every denomination. Look through the published prodition of each district school in your several societies, as prescribed by the Board, is extended to the 20th day March, next. By order of the Board, HENRY BARNARD, 2D, Secretary. of The above alteration was made at the suggestion of the Secretary of the Board, on learning that in some instances the Clerk of the School Societies had not received the blanks, and that in others the returns could be made much more complete and accurate, accompanied with reports and suggestions from the School visiters, in case the time was extended to the middle of March. School Committees will see, by reading the School Law, that they cannot make out the proper certificate upon which the School money is drawn, unless the provision requiring that these returns shall be made in the manner and time prescribed by the Board has been complied with. It is due to ourselves to state that the last number of the Journal went to press without the supervision and correction, on our part, to which the proofs are always subjected. This circumstance, and the loss of the corrected copy, in which the French words in the article on Normal Schools in France were translated, will account for the typographical errors and omissions in that number. They are not such however as to affect the meaning very materially, however much they may the grammar of the passages in which they occur. We must solicit the charitable indulgence of our readers for these and such errors. ceedings of the School Conventions held in that State, in the course of last summer and autumn-and you will find the names of men, whose opinions on religious and political subjects, are not only discordant but irreconcilable, uniting on the common ground of common school improvement, and giving to this subject, not the hasty effort of an off-hand public address, but the choisest thoughts of mature study. Under the enlightened action of such minds, Massachusetts has commenced the work of educating teachers for her common schools in thoroughly organized Normal Schools. We copied in our last number, part of an article on this subject, from the Mass. Conmon School Journal, (for which we omitted to give credit to that able paper,) which we shall conclude in the present number. Massachusetts will owe a large debt of gratitude, to the generous and well-timed liberality of Mr. Dwight, which infor the establishment of one or more institutions, for the educa duced the Legislature to appropriate a sum of equal amount, tion of teachers. Such men are indeed efficient friends of education, and true benefactors of their race. When will the contributions of Benevolence, Patriotism, and Christianity, with us be turned into this broad and thirsty channel? When will Connecticut through her Legislature, commence the work of educating Teachers for her Common Schools, and convince the world,that she has not, as has been supposed and proclaimed in the Halls of Congress, and on the floor of eight Legislatures of this Union, gone to sleep over the possession of her magnificent School Fund? NORMAL SCHOOLS IN MASSACHUSETTS. (Continued from No. 8.) The Board was now possessed of the sum of $20,000; and how inadequate is such a sum towards supplying the wants of a State, in which, during the preceding year, there had been employed in the public schools, twenty-three hundred and seventy male, and thiriy-five hundred and ninety-one female teachers. In spite of these drawbacks, we are glad to learn that the information contained in the last Journal respecting the educa- efforts and expend its funds upon a single school?" "Shall they atHere such questions as these arose; "Shall the Board concentrate its tion of teachers under other school systems is attracting the attempt to engraft a department for the qualification of teachers, upon tention of the most intelligent friends of common school edu-academies in different parts of the State?" "Shall they attempt to obcation in the state. The opinion is becoming every day strong-tain the co-operation of public spirited individuals, and establish prier and stronger, that do what we may, to improve the places vate institutions, in the centres of convenient sections of the Common It may be proper here to say a word in regard to the appellation, by which these institutions are to be designated and known. The term Normal Schools has for some time been familiar to the literary men of this country. In Prussia, where schools for the qualification of teachers have long been in successful operation, they are universally known by the epithet, Normal. France, having copied, to some extent, the Prussian system, has borrowed the name, by which the distinguishing feature of that system is known. A Normal School signifies a school, where the rules of practice and the principles of guidance and direction in the various departments of Education, are taught. The name is short, descriptive from its etymology, and in no danger of being misunderstood or misapplied. wealth?" Perhaps no one of these suggestions was so decidedly supe-ceived from any place in the State, further West than New Salem. On rior to the others, as to preclude all difference of opinion on their rela- a careful comparison of all the circumstances, bearing upon the relative tive eligibility. The questions were to be decided, not less on a com- eligibility of these three places, the Board decided in favor of the town parison of the weight of objections against each, than on the arguments of Barre. The location of the third Normal School awaits the action of in favor. If but one were established, its success could be known but the friends of education, in the Western, or in the South-eastern part of to the citizens of a small part of the Commonwealth; and it was desira- the State. ble that an experiment, in which the whole people had a direct interest, should be tried in presence of the whole people. If existing academies were selected and a new department engrafted upon them, this department would be but a secondary interest in the school; the teachers would not be selected, so much with reference to the incident, as to the principal object; and as the course of instruction, proper to qualify teachers, must be essentially different from a common academical course, it would be impossible for any preceptor duly to superintend both. Let there be one department of business for one man and make him responsible for its success, is a good maxim, when it can be applied. The proposition to establish as many as three schools, one at some convenlent place for the North-eastern part of the State, another for the middle or Western section, and a third for the South-eastern, seemed, on the whole, to be most eligible. But an insuperable objection to this course, so far as it regarded the means of the Board, was a "plentiful lack" of supplies. The expenditure of $20,000 could hardly have given the Board ownership of three adequate and sufficient establishments for the intended purpose; and even if it could, all the means intrusted to them for educating teachers, would have been exhausted in acquiring a place to carry on the work. Fine buildings, excellent locations, the Board might have; but how, without funds, could the schools be afterwards sustained? What teacher would assume the risk of being remunerated for his services by the amount of tuition? The teachers of all such schools would have to be elected as honorary members, with liberty to reside elsewhere and attend to their own employments. But might not something be expected from individual liberality, from local aid? Were there not men, residing in different sections of the Commonwealth, who had deeply pondered the subject of educating a free people in such a manner that they would be worthy of freedom and able to maintain it; were there not men, who saw, how, like a moulder's hand, human institutions give shape to human character; men, who thought more of the intellectual and moral condition in which they should leave their children, than of the length of their inventory of chattels and of lands; who foresaw that the general condition of the future society, in which those children were to reside, ranked a thousand times higher in importance, than the amount of their patrimony? Upon this thought, the Board caused due notice to be given to the friends of education in all parts of the Commonwealth, that until the whole fund in their hands should become pledged, they would under take to establish, in any place, unobjectionable in point of locality, a school for the qualification of teachers, and would sustain the same for the space of three years, provided that suitable buildings, fixtures and furniture, together with the means of carrying on such school, (exclusive of the compensation of the teachers of the school,) could be obtained from private liberality and placed under the control of the Board. In the course of the last season, offers, substantially complying with this proposition, were made to the Board from seven different towns in the State. Other towns also made generous propositions to the Board, with a view to become partakers of the bounty, which public and private liberality had placed at its control. Such a spirit of generosity, emanating from so many different points, could hardly have been anticipated. It is encouragement for the present; it is an augury of good for the future. The interests of education will not languish, confided to men animated by such a spirit. The most material point, in regard to the Normal Schools, relates to the course of instruction to be therein pursued. The elements for a decision of this question are found in the existing wants of our community. We want improved teachers for the Common Schools, where the mass of the children must look for all the aids of education, they will ever enjoy. In the Common School, whether it be better or poorer, the great majority of the future members of the State,-those who are to form its society and uphold or overthrow its institutions,-are to obtain the principal part of all the education they will ever receive. Others, of different fortunes, will have superior advantages. But whosoever cares most for the greatest number will look first to the welfare of the Common Schools. In establishing the regulations for the Normal Schools, and the course of studies to be pursued therein, the idea has not for a moment been lost sight of by the Board, that they are designed to improve the education of the great body of the people. We proceed to state some of the leading rules in the code, by which they will be governed. Admission. As a prerequisite to admission, candidates must declare it to be their intention to qualify themselves to become school teachers. If males, they must have attained the age of seventeen years complete, and of sixteen, if females; and must be free from any disease or infirmity, which would unfit them for the office of teachers. They must undergo an examination and prove themselves to be well versed in orthography, reading, writing, English grammar, geography and arithmetic. They must furnish satisfactory evidence of good intellectual capacity and of high moral character and principles. Examinations for admission will take place at the commencement of each academic year, and oftener at the discretion and convenience of the Visiters and the Principal. Term of Study. tion have been assiduous and proficiency good, the pupil may receive, The minimum of the term of study is fixed at one year. If applicaat the expiration of that time, a certificate of qualification. -Course of Study. The studies first to be attended to, in the Normal Schools, are those which the law requires to be taught in the district schools, viz. orthography, reading, writing, English grammar, geography and arithmetic. When these are thoroughly mastered, those of a higher order will be progressively taken. Any person wishing to remain at the school more than one year, in order to increase his qualification for teaching a public school, may do so, having first obtained the consent of the Principal; and therefore a further course of study is marked out. The whole course, properly arranged, is as follows: To arrange preliminaries, correspondence and many visits to different places, in order to compare their relative eligibility, became necessary. This has rendered some delay inevitable. In a work, where the guide of no precedent could be obtained, where almost the whole ground was to be explored for the first time, great caution was the first requisite, otherwise, far more time might be lost in retracing steps incautiously taken, than would be consumed by previous and full deliber-raphy, ancient and modern, with Chronology, Statistics and General ation, in projecting the true course to be pursued. In this country, we have no institutions of the kind, which can safely be adopted as a model. And the political and social differences between us and the European nations, where schools for the qualification of teachers have been founded, are so numerous and fundamental, that a transcript of their systems, without material modifications, would threaten failure, if adopted by us. After an anxious comparison of all practicable plans, and a careful consideration of all the arguments preferred by different applicants, the Board decided to proceed so far as to establish, at least three schools, to be located respectively either in the North-eastern, the South-eastern, or middle sections of the State, and to be so located as to admit of a subsequent increase of the number, without interfering with those already established. 1. Orthography, Reading, Grammar, Composition and Rhetoric, Logic. 2. Writing, Drawing. 3. Arithmetic, mental and written, Algebra, Geometry, Book-keeping, Navigation, Surveying. 4. Geog History. 5. Physiology. 6. Mental Philosophy, 7. Music. 8. Constitution and History of Massachusetts, and of the United States. 9. Natural Philosophy and Astronomy. 10. Natural History. 11. The principles of Piety and Morality, common to all sects of Christians. 12. THE SCIENCE AND ART OF TEACHING, WITH REFERENCE TO ALL THE ABOVE NAMED STUDIES, A portion of the Scriptures shall be read daily, in every Normal School, A selection from the above course of studies will be made for those who are to remain at the School but one year, according to the particular kind of school, it may be their intention to teach. Visiters. Each Normal School will be under the immediate inspection of Visiters, who are, in all cases, to be chosen from the Board, except that the Secretary of the Board shall be competent to serve as one of said Visiters. Instructers. On a combined view of the offer and the situation, the town of Lexington was selected for the North-eastern division of the State; no other town being more favorably situated, or giving so much weight to its other claims by the liberality of its donation. Two substantial offers The Board will appoint for each School a Principal Instructer, who have been made from Worcester county: one from the town of Barre, shall direct and conduct the whole business of government and instruc and another from that of Lancaster; and one of great generosity from tion, subject to the rules of the Board and the supervision of the VisNew Salem, in the county of Franklin. No offer of assistance was re-iters. At all examinations, the Principal shall attend and take such part therein, as the Visiters may assign to him; and he shall make reports to them, at such times and on such poins as they may req The Visiters will appoint the assistant Instructers, whe and directed to do so by the Board. The assistants will duties, as the Principal may assign to them. thorized To each Normal School, an experimental or Model School will be attached, where the pupils of the Normal School can apply the knowledge, which they acquire in the science of teaching, to pract The teacher is to be provided with lodgings for himself and his family, or to receive in money what is equivalent; he must receive at least 200 francs from the public, this is called his traitement; and the income derived from the monthly payment of the scholars for tuition, or rather the payment of such as are required to pay. The municipal council of each commune, who are required to furnish the house or lodgings for the teacher and his "traitement," are required to fix the monthly tuition-fee and collect it. They have also the power to decide what poor children of the commune shall be taught gratuitously. For ought that can be now foreseen, the first system of Normal Schools, properly so called, to be founded in this country, will be estab-mum of which is 200 francs, or $37.50 of American money,) the comlished in Massachusetts. Strong indications are given, however, et other States, emulating this noble example, will soon enter upon the career of furnishing higher and more efficient means for the education of the rising generation;-thus providing new guaranties for the permanency of their institutions, and adopting the most direct course to make a wiser, a better and a happier people. The following articles were set up for the previous number of the Journal-the first to preface the article on "Normal Schools in France," and the last as an illustration of the manner in which teaching is pursued in a model school, for such the Borough Road School is. It is intended to furnish the best methods of conducting schools on the Lancasterian system, and the teachers of the British and Foreign School Sociely are trained as monitors in these schools. This account is taken from Dunn's Normal School Manual. We insert them here as interesting and profitable in themselves, and as closely connected with the matter in the last number. PRIMARY SCHOOL LAW OF FRANCE. In order to furnish the teacher's house and his traitement, (the minimune is required to levy a tax for this special purpose, unless their ordinary revenues are sufficient. If the commrune refuse or neglect to levy a tax for the support of the teacher, it may be levied upon them by the general government. If any communes cannot raise the money, owing to poverty, the department to which it belongs is required to raise it for them, and in extreme cases the general government assists, but only to make up the 200 francs, or minimum of the traitement. The law also provides that there shall be a school for primary instruction of a higher order, in each commune embracing a large town, and indeed in every commune whose population exceeds six thousand souls. These superior schools are supported in the same way as those just named,-by the commune, aided, when necessary, by the department and the state. In every department a committee of seven men is appointed by the minister of public instruction, who hold their office for three years, and who may be re-appointed, whose office it is to examine all persons who desire to become teachers. Three of this committee must be gentlemen connected with the University of France-that is, as president, professors, or teachers, in some college or institution within the department in which they live. The candidates for giving instruction in the first named schools of primary instruction, are required to be examined on moral and religious knowledge, including the catechism of the denomination to which he belongs, and the Old and New Testament; reading; writing; methods of teaching reading and writing; elements of the French language; elements of arithmetic; and the system, established by law, of weights and measures. The candidates for the office of teachers in the higher primary schools, are required to undergo an examination in the same studies, and also in addition, in the more adelements of natural philosophy and natural history; geography and history in general, and those of France in particular; the globes; music, particularly singing; and methods of giving instruction. Before giving an account of the Normal schools, we will give an abstract of the provisions of the French law of primary instruction, which was adopted in 1833, and framed avowedly in all its details after that of Prussia, as presented by Cousin in his famous Re-vanced rules of arithmetic; in geometry; mensuration; surveying; port on the Prussian system. This abtract we abridge somewhat from a very able article on the "University of France," in the ninth volume of the American Quarterly Register. As the phrase "the University of France" occurs so often in speaking of the educational institutions of that country, it may be well to state, that the whole monarchy of France is called, with reference to educational views and purposes, the University--which is divided into twenty-six Academies, and of course comprehending several departments, and presided over, in all that regards public instruction, by a Rector, resident in the chief town, and forming the organ of communication with the central administration. This central board is called the Royal Council of Public Instruction, and is composed of six members, presided over by the Minister or Secretary of State for public instruction. France is divided, according to law, and for municipal and other purposes, into 86 departments, 363 arondissements, 2,835 cantons, and 37,187 communes. The communes being the smallest divisions of the country, are very convenient for the purpose of establishing a system of schools. It is only since the revolution of 1830 that any well-matured and extensive plan has been adopted by the government to promote what is properly called primary instruction. Almost every previous effort was directed to institutions for the higher branches of education. This was a capital fault, and one whose consequences are deeply felt at this day. But with the late revolution, men came into power who had better views of this subject, and who entered, as soon as tranquility was reestablished, into the devising and executing of plans to furnish, if possible, the means of primary instruction to all classes of the community. Among these distinguished benefactors must be ranked the present enlightened sovereign of the country, who has taken the most lively interest in this subject. But it is to Mr. Guizot, the late minister of state for public instruction, (and it is no more than justice to add, to M. Cousin, the first philosopher of France, and second to none, in the opinion of many, now living,) that the nation is emphatically indebted for the excellent system of public schools for primary instruction which is now so well established. This distinguished scholar and Protestant was, for many years, a lecturer on various portions of his tory in the Sorbonne. With all his efforts, however, to advance this good cause, it was not until June 28th, 1833, that Mr. Guizot succeeded in obtaining the passage of the law which has laid the foundation and erected the superstructure, through his ever-watchful guidance, of an excellent system of primary instruction.* Each applicant, who is found worthy, receives a certificate (brevet) of capacity from this committee, which is valid for three years, and must then be renewed if the possessor continues to teach. Candidates for places as teachers must also have a certificate testifying to their good moral character. This brevet is to be given by the municipal authorities of the commune, or communes, in which he has lived during the last preceding three years. The appointment of teachers is vested in a committee, appointed by the minister of public instruction in each arrondissement. But when the appointment is made, that committee must give proper notice of the fact, to the rector of the academy within the bounds of which the arrondissement is situated, and also to the minister of public instruction who sends down to the teacher what is called his institution, or investure with the office of instructor, which is in other words, a diplo ma, or certificate that he has a right to teach. There is in every academy a board of inspectors, whose duty it is to visit annually all the institutions of learning-colleges, pensions, primary schools, &c., within the bounds of that academy, and report to the minister of public instruction. There is nothing to prevent the establishment of private schools for primary instruction. Indeed there is a very large number of such schools. They are of course supported by the voluntary contributions of the parents, or are maintained by societies. All private schools are, however, subject to the same supervision as the public schools. The teachers must be examined and approved, and they must have a diploma or certificate from the minister of public instruction, investing them with the authority of office. Besides the inspectors of the academies, whose duty requires them to visit all the schools at least annually, there is a committee appointed in each coimune or arrondissement, whose duty it is to visit frequently the school within their district, and examine into the manner of conducting then, the instruction given, &c. The cure or parish Catholic priest, and any other minister of religion of the denominations recognized by few, if there be such a minister witin the said district, are members of this committee. The committees of the departments appointed to examine and license teachers, are organized in the same way. This arrangement secures a degree of religious influence, without which the religious community would not be satisfied. As the Catholic religion is the religion of the overwhelming mass of the people, the religious instruction of the schools generally partakes very much of that character. It is truc, however, that Mr. Guizot has By this law, every commune in the kingdom is required to have a school for primary instruction, or in case of inability, smallness of population, or any other cause, to unite for that purpose with some adjoin-labored hard to have the religious instructions as free from sectarianism ing one. Of course it was contemplated that the more populous communes would have more than one school, inasmuch as it was believed that there should certainly be one for every neighborhood which embraced a population of two or three thousand souls. as possible. To some extent he has been successful. In some parts of the kingdom, where the Protestant population is equal, or nearly so, to the Catholic, or where there are still bitter animosities existing be tween the two sects, each is allowed to have its own schools, taught by its own teachers, and yet maintained at the public expense as much as any of the other schools. Upon this plan the Jews have their own schools in several of the large cities. Of course any church or benevolent society, or number of individuals, may have a school at their own expense, and conducted in such a manner as may suit them, except that the teacher must have the requisite brevets of capacity, morals, and authority to teach. What is the most important subject we can think about? Religion.What is religion? Thinking about God and doing his will.-What do you think you ought to do? Pray to him, praise him, keep his word. -What do you mean by keeping his word? Obey what he says.Where do you find what God says? In the Bible.-What is said there that we ought to do? To love God, to fear him. Another boy: To love our parents, to love one another.-Ought you to hate any thing? The law of June 28, 1833, also contemplates the establishment of Yes, sin.-What is sin? Breaking of God's law. Another: Wick. asyles, or infant schools, a considerable number of which have been es-edness.-How could you sin against your father and mother? By not tablished; and schools for adults, of which there are a few, and their doing what they bid us, not to love them.-Tell me something you number is increasing. It also includes the Normal Schools for primary might do in school that would be sin. To strike a boy, not mind our instruction, of which I shall speak more fully hereafter. Such is a brief outline of the system of primary instruction as estab-monitor.-If a boy was to strike you, what ought you to do? Forgive lished in Erance, by a law passed on the 28th of June, 1833. The him.-How often? Always.-Who was struck and would not strike information here given has been derived from a quarto volume, of again? Jesus Christ.-Who struck him? The soldiers.-What did nearly 500 pages, prepared by Mr. Guizot, and which, besides contain- Jesus say when he was ill used? Father, forgive them; they know ing a report to the king of seventy pages, made on the 15th of April, not what they do. What part of the Lord's Prayer speaks of for 1834, also embraces eighty-one documents, some of which are of great giveness? Forgive us our trespasses, length, being copies of all the circulars addressed by him to the prefects CORN. What is corn? Different kinds of grain. - Name some. of the departments, mayors of the communes, rectors of the academies, Wheat, rye, oats, barley-What do you make from wheat? Flour. teachers of schools, &c. &c. This volume is an enduring monument-What of flour? Bread.-How is the flour made? The wheat is of praise to the talents, the zcal, the perseverance, and the wisdom of ground in a mill-What turns the mill? Wind, water, horses, steam. its author. What is made of barley? Malt, beer.-Tell me some kinds of beer. Ale, porter, table beer.-What is the use of oats? To make oatmea!, and to feed horses, fowls, and rabbits.-What do you make of oatmeal? Gruel. FIFTH CLASS. Among the interesting subjects which are brought to light in the report of Mr. Guizot, above mentioned, is that relating to the books in circulation in France, which are designed for primary schools. On the 12th of August, 1831, the government appointed a commission to examine all the books designed for primary instruction, which were to be found in France, whether in the French language, or any other (In this class the boys commence reading easy portions of Scripture.) which is used within the kingdom. This commission commenced its BOY READS-"For this God is our God for ever and ever; he session on the 1st of September of that year, and from that epoch down) to the first of March, 1834, it examined in all 1,117 different works, will be our guide even unto death." embracing 1,382 volumes. These 1,117 works treat of twenty-eight those that believe in him.--What are those people called who do not What God is this? Our God.-Is he any other people's God? Yes, subjects. As many as 83 related to the art of reading, 23 to writing believe in him? Atheists. What do some people make to worship 157 to French grammar, 331 to moral and historical subjects, 109 to general history, 63 to the history of France, 2 to music, 65 to arithme- as a god? Images.-What are these people called? Idolators, Hea tic, 9 to astronomy, 3 to hygean counsels, and the others to various thens.-In what parts of the world are people heathen? In China, in subjects, such as statistics, geography, biography, travels, geometry, Hindoostan.-What are those people called who go to preach the surveying, &c. &c. These books the committee were directed to ar-true God? Missionaries.-What did the Jews call God? Jehovah.range in classes according to their merits. This they have done as What sort of a being is God? He is holy. Another boy: He is follows: clasical books, 5; excellent books, 11; good books, 135; de- wise. Another: He is good, he is omnipotent.-What is that? Able fective books, 99; books which need modifying, 167; books not fit for to do every thing.-How long is he our God? For ever and ever.use, 552; dangerous books, 29; books not decided upon (either because What has he given for our guide in his will? One boy: The Bible. of their publication not being completed, or a new and improved edi- Another: The commandments. Another: Sent Jesus Christ. Antion being announced,) 34; and books which do not belong to element- other: Ministers to preach. Another: A church. What else to ary instruction though they bear that title, 75. Of the 151 works act on our minds? The Spirit of truth; Christ, "the true light, that which are embraced in the first three classes, and which alone are fit, lighteth every man that cometh into the world." Another: The in the opinion of the committee, to be used in the schools of primary Holy Spirit. Another: The Holy Ghost.-What for? To guide us, instruction, 11 are on the art of teaching, 5 on the methods of reading, to comfort us, to show us we are sinners. 2 on the proper modes of writing, 10 on arithmetic, 2 on linear drawing, 1 on geometry, 3 on surveying, 18 on French grammar, 2 dictionaries, 8 on geography, 2 on cosmography, 2 on astronomy, 20 on history, 3 on biography, 18 on moral subjects, 25 on moral histories, fables &c., 2 on travels, 1 on natural history, 1 on mineralogy, I on physical science, 1 on chemistry, 2 on music, 1 on the principles of law, 3 on elements of agriculture, 1 on political economy, 2 on commerce, arts, trades, &c., 2 almanacs, and 2 on hygean counsels. Mr. Guizot has also done much in every possible way to elevate the character and profession of teachers throughout the kingdom, and one of the most efficient ways of doing this, he has found to be that of seeking out and rewarding in a special manner those whom he has found to be most capable and deserving. A DAY AT THE BOROUGH ROAD SCHOOL, London. FIRST CLASS-THE ALPHABET. "In this class there were no boys, the alphabet not being taught in the usual way,-a single letter at a time, but in connection with words having a definite meaning; a plan which experience has found to be the best. The second class likewise contained no boys, they having been removed into the third, or words of three letters. THIRD CLASS-WORDS OF THREE LETTERS. Monitor. Spell BEE. Bee.-What is a bee? A little insect.What is it fond of? One boy: Sugar. Another boy: Flowers. We asked what sort of flowers? One boy: I know, only I forgot; boys afterwards said, roses, tulips, butter-cups.-What else is a bee fond of, what does it like to do? Work-How does the bee work? Gathers honey. One little boy repeated, "How doth the little busy bee."-Who ought to work? Every body.-What for? To get their living-What ought not those to do who are lazy? They ought not to eat. When do boys work? When they go of errands for their mothers; when they come to school. FOURTH CLASS-WORDS OF FOUR LETTERS. (This c'ass spells words of two syllables.) SACRED. What is sacred? Holy.-Tell me something sacred? The Bible, the Holy Scriptures, the New Testament. Another boy: The name of God.-Prove that from Scripture? "Holy and rever. end is his name:" the name of Christ is holy.-What is said of his name? That every knee shall bow to it. lion.What is a lion noted for? For strength, for courage, and for NOTED. What is noted? Tell me something that is noted? A One boy: Samson was noted for strength. Another: Moses for boldness, [answered collectively.]-Tell me of some noted men? meekness, Another Solomon for wisdom. Another: Job for patience, Nebuchadnezzar for tyrany, Nero for cruelty to the christians. Tell me some noted places? St. Paul's Cathedral, St. Peter's at Rome. What is England noted for? For commerce, and for liberty. What is Switzerland noted for? Its mountains. SIXTH CLASS. (This class also reads selections from Scriptures, but of a more advanced kind.) BOY READS-"Servants, obey your masters in all things, according to the flesh; not with eye service, as men pleasers; hut in singleness of heart, fearing God." What is meant by servants? One who serves another for wages. --What is he called who serves another without wages? A slave.Is it right that we should serve another without wages? No; "the laborer is worthy of his hire."-What are you to do to your masters? Serve them well in all things.-Are you to obey them in every thing they tell you? No Yes [hestation;] A boy: In all lawful things.Who are masters according to the flesh ? Our earthly masters.Who else is our Lord and Master? Jesus Christ.-What is meant by eye service? Only to work when your master looks at you.How ougl.t you then to serve your masters? As well when they are not looking at you as when they are. What is meant by men-pleasers? People who care about pleasing only men.-What is singleness of heart? Having only one motive, and that the right one, the love of MIND. Spell mind. What is mind? The thinking part of man. God. (This class spells words of three syllables.) BOY SPELLS FAITHFULNESS. Tell me some people who were faithful to God when they were tried? Shadrach, Meshach, and Abednego.-Who else? Daniel. EMIGRATE. What is it to emigrate? Remove from one country to another. What are people called who emigrate? Emigrants. Where do they go to ? A colony-What is a colony? A place peopled by people from another country.-Name some colonies? West Indies, Van Dieman's Land, Pennsylvania.-Who founded that colony? William Penn.-How did he get the land? Bought it of the Indians. Did all do so who founded colonies? No.-Who did not? The Spaniards.-How did they obtain them? By force of arms. Was this right? No.-How do you know it was not right? Because Christ would not even let Peter defend him, but made him put up his sword. FERTILIZE. What is the meaning' To make fruitful.-What is this applied to? The ground.-What makes the ground fertile? Sun and the rain.-What country is very fertile? Egypt.-What is the cause of that? The overflowing of the Nile. SEVENTH CLASS. were the best readers who had worked their way regularly What have you been reading? An account of the deliverance of (This class also reads the Scripture Extracts from the Old and New and its present state, we received the most comprehensive and satis Testament.) JOHN V. VER. 39. Search the scriptures; for in them ye think ye have 66 SPELLING. (This class spells words of four syllables and gives the derivations.) MANUFACTURE. What is manufacture derived from? Manus, the hand; factus, made.-What does it mean? Things made by the hand.--Tell me something manufactured Linen, from flax; earthen ware.--Tell me some country in which flax used to grow? Egypt. -Does it grow now in England? Yes.-What is flax? A tall plant. -How is it prepared for the purpose of making linen? First by soaking, then by separating the fibres by beating.-What county in England is famous for linen manufactured? [The children here desscribed the process of pin making,]-Are pins always made by the hand? No, by machinery. What is the place called where machinery makes things? A factory. EIGHTH CLASS: READING-RELIGIOUS INSTRUCTION. We now proceeded to the examination of the Eeighth Class, or boys who read in the Bible and the Society's book of extracts, in which are comprised the monitors, and from which the monitors are selected. The aggregate number of this class is 230, being nearly half the school. The chapter selected by us was the third chapter of Daniel. The reading, upon the whole, was satisfactory; but in so large a class, as might be supposed, was unequal. I was enabled to ascertain that those factory answers.]-Where were the Jews at the time of this occur- "An |