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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 hassome 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 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 a great step towards the moral improvement and melioration of the lower classes, which, in our age, ought to be the object of all the friends of the human race. We may add, that by means of it, will gradually be effected the musical education of France, which country, to the present time, has remained so inferior in this respect to Germany and Italy, and which may perhaps 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.

system of education, and urged with success the example of Prussia, we may with greater confidence invite the people of our state to supply their schools with the Scriptures, and point to the laws passed by their fathers for this very end, nearly two centuries ago, and (so far as we have the ability to comprehend so vast a subject,) to the noble effects produced even by their imperfect observance.

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

was in the school at Scott's Swamp," "and the best class in town, including boys and girls, was in that school"-"The best writing was in the school at Plainville, kept by Mr. Hart,” &c. &c.

ing it a citizen unqualified to discharge his duties, and above all, he neglects a trust committed to him by God.

every part of the state may render aid. They may recommend our objects, plans and operations, so far as they approve them; and enforce them, it is very probable, with greater eloquence and effect than ourselves. They may exert an influence upon their readers which our paper, new and unknown to many of After remarking on the importance of education, the Comthem, cannot possess. They may notice the appearance of mittee add, that every parent who neglects to give his child a the numbers as they come out, and allude to the leading sub- good common school education, does that child the greatest posjects introduced, to keep the public, and especially school offi-sible injury. He fails also in his duty to his country, by givcers and teachers in mind of what is doing for the benefit of the schools of the State. They can assist in the collection of useful facts concerning the history or state of education around them, and in devising wise measures for future operation: as well as by debating such questions as may require discussion. Some of them may be well informed concerning education in other states or countries, and can materially add to the common stock of interesting information, which we hope soon to see circulating through all our papers. We hope also that they may find something in our columns worthy of being copied into their own; and we doubt not that we shall find great satisfaction in repeated proofs of their sympathy and spirit of cooperation.

For reasons to which we have alluded in another paragraph in this paper, we count on the aid of the Connecticut press, to any reasonable extent: but we know it would be too much to expect them to publish all that should be presented to parents, officers, teachers and children, in the wide range of topics which is properly embraced in the plan of this paper. It has been our design, by timely arrangements, to have a column or more on certain classes of subjects simultaneously published in as many papers as possible; but it is evident that few if any of them could always be ready to print just such communications as it may sometimes be necessary to make, with little or no warning.

It has been suggested by some friends, that the necessary publications might perhaps be made in the political and religious newspapers, as well as in one devoted to education. But other considerations beside those given above, have convinced us that such a plan would not succeed. If any one paper should be offered as the vehicle of communication, many persons would prefer some other; and if it were introduced into schools, some objection would arise against its party or sectarian reputation. Besides, if there were no other objection, the Common School Journal costs only fifty cents a year while the price of a weekly newspaper is about two dollars. On the other hand, if more than one paper were employed, although there might be a choice among persons of different opinions on some subjects, no one could read all the communications published, without subscribing for two or more weekly papers; and to supply a teacher with the matter would cost not 50 cents, as now, but several dollars.

GOOD EXAMPLE.

Farmington last year elected a visiting committee of nine members and then passed a vote authorizing the Board to designate two of their number who should in company visit all the schools in town at least twice during each season of schooling, and report to the next annual meeting their precise condi

tion.

This sub-committee consisted of John T. Norton, Esq. and Mr. Calvin Hatch, and were authorized to charge one dollar per day for their services.

We have seen the report drawn up by John T. Norton, Esq. It is full and faithful-and we venture to say, that a series of such reports made to the several school societies in the state, would awaken in parents a livelier interest in the schools, and encourage teachers to greater devotion in their noble, but too much undervalued, employment.

That this degree of education is undervalued and neglected within their limits, the Committee conclude, 1. Because two-fifths of the children are all the time out of school. 2. Because those who do attend, are at school only two-thirds of the year.

3. Because parents seldom, if ever, either visit the school, or attend meetings for their regulation and improvement. 4. Because good teachers are not secured by a little additional tax upon the society.

5. Because school houses are neglected, and inconveniences in arrangement and accommodation not corrected.

After specifying the more prominent defects in the present condition of the schools, such as the constant change of teachers, irregular attendance of scholars, variety and frequent change of school books, the mechanical kind of instruction communicated, &c., the Committee conclude their report with the following suggestions:

1. That the schools be kept at least ten months in the year. 2. That great care be taken to procure first-rate teachers; and if they are found competent, to continue them from year to year.

3. That the same books be used in all the schools in town, and that no new book be introduced, except in the beginning of the year, and by vote of the school visiters.

4. That some measure be adopted to secure the regular attendance of all the children in town on some school, public or private.

5. That a District Committee be appointed who shall visit the school at least once a fortnight, during each season of schooling.

6. That an anniversary meeting of all the schools be held in the month of February, in the meeting-house. This was formerly done in Farmington, and is now practiced in every town in Prussia.

We have presented this imperfect abstract of Mr. Norton's and Mr. Hatch's Report, because we think it reflects great credit upon them for their fidelity and public spirit. And as our law now requires that school visiters shall submit an annual Report to their respective school societies, of their own doings and of the condition of the several schools within their limits, with such observations as their experience and reflections may suggest," it may serve as a fair specimen of a faithful discharge of the obligation now imposed upon that most responsible body, the Board of School Visiters?

Is there not in every school society in the State one school visiter who will see that this requisition of the law is faithfully complied with? A series of full and faithful reports on the condition of the schools, read before the Societies, or published in the papers, would infuse new vitality into our school sys

tem.

To the friends of popular education who have given us their sympathy and co-operation thus far in our work, we return our grateful acknowledgements. So far as we have heard from them, they have done better by the Journal than we ventured to anticipate. We shall be The Committee give an account of their several visits to glad to receive the names of all who desire to promote each school-specifying the date--the condition of the school-its circulation, as early as practicable. In the mean house-the name of the teacher-the different classes exam- time we shall address the present number to the same ined the books used-the success of the teacher in govern- names we did the first. ment as well as in instruction-the number in attendance, &c. They then present a summary view of all the schools, making such observations as are adapted to encourage those who have done well, and to lead those who have failed in any particular, to pursue a different course hereafter. For instance, they say the greatest improvement witnessed was in the middle school, kept by Mr. H. T. Wells"-"the best reading

THE CONNECTICUT COMMON SCHOOL JOURNAL
WILL BE PUBLISHED EVERY MONTH,

AT THE PRICE OF FIFTY CENTS A YEAR.

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.

CONNECTICUT COMMON SCHOOL JOURNAL.

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

VOL. I.]

HARTFORD, OCTOBER, 1838.

THE CONNECTICUT COMMON SCHOOL JOURNAL

WILL BE PUBLISHED EVERY MONTH,

AT THE PRICE OF FIFTY CENTS A YEAR.

[No..3.

FEMALE TEACHERS OF COMMON SCHOOLS.-No. II. In the last number there was an error of the press, which readers of the Journal are requested to correct, as it quite destroys the meaning that the writer intended to convey. At the sixth line from the commencement of the article, the sentence would read thus. While, on the other hand, the best system (of popular education), and the most ample provision of all the other necessary means for conducting its operations, will accomplish but little, if it is not carried out by those who are thoroughly qualified for their work.

Persons wishing to subscribe, can forward their names and remittan-word instituted should have been carried out; so that the ces, 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.

COMMON SCHOOL CONVENTIONS

To aid the Board of Commissioners of Common Schools in the discharge of their duties, Conventions of the friends of Education will be held in the several counties of the State as follows

WINDHAM COUNTY,

How are teachers to be thus qualified? Shall this important matter be left to accidental and fluctuating circumstances to control, or shall some united and systematic effort be made with regard to it? Shall we not make provision, on a welldigested plan, for training up, for the performance of their duties, the instructers of our common schools? Shall this be

At Brooklyn, on Wednesday, the 10th of October inst. at 1 done in connection with academies already in existence, as has o'clock, A. M.

LITCHFIELD COUNTY,

been attempted in the State of New York, or by the establishment of a distinct institution, or institutions, for the purpose? Intelligent individuals will be found, doubtless, who differ in

At Litchfield, on Tuesday, the 30th of October, inst. at 11 their opinions on these points; some recommending one course, o'clock, A. M.

MIDDLESEX COUNTY,

and others, another. The writer thinks that it would be well to try all, and let experience decide which is the best. We are now trying one plan on an extensive scale, that of having

At Middletown, on Friday, the 2d of November, at 10 the teachers of our common schools not trained for their emo'clock, A. M.

NEW LONDON COUNTY,

ployment, except in a comparatively few instances. The great mass of them know but little of the principles of teaching and of government, and of exercising a salutary influence over their pupils, when they begin to keep school. The business is

At Norwich, on Tuesday, the 6th of November, at 10 o'clock, with them an untried experiment. Some of them acquire wis

A. M.

TOLLAND COUNTY,

dom and skill by experience; while others seem to profit by it scarcely at all. How many, too, engage in the occupation, whose attainments, even in the elementary branches of a com

At Tolland, on Friday, the 9th of November, at 10 o'clock, mon English education, are very low, and who are admitted to A. M.

NEW HAVEN COUNTY,

At New Haven, on Tuesday, the 13th of November, at 10 o'clock, A. M.

FAIRFIELD COUNTY,

teach, because they are willing to do it at a cheap rate, or because if they are not employed, it would be difficult, or perhaps impossible, to provide for instructers in the school.

Now, the writer is ready to admit that practice is essential to the forming of a good teacher; and that some make themselves good teachers by a course of teaching and governing a school, and deserve much credit for so doing. But even these would have become good teachers sooner, and more thorough

At Norwalk, on Friday, the 16th of November, at 10 o'clock, and successful in the profession, if they had been prepared for

A. M.

HARTFORD COUNTY,

At Hartford, on Thursday, the 22th of November, at 10 o'clock, A. M.'

At these Conventions, the Secretary and some one or more members of the Board, will be present.

School committees and visiters, teachers, the clergy of all denominations, individuals in public stations, and the friends of Education generally, are invited to attend.

Special attention is requested to the queries contained in the second number of the Journal, and as far as possible, written answers are earnestly solicited. If they cannot be brought by the writer, they may be forwarded to the Convention addressed to the Secretary.

The conductors of the public journals will confer an obligation by inserting the notice of the time and place of holding these Conventions in the several counties.

it under the instruction and training of experienced individuals, with the benefit of seeing a good system carried out in a model school, which should always form a part of such instruction and training. They would thus start with the accumulated experience of those who had gone before them. And every body knows the value of this accumulated experience in all the concerns of life.

It may be said that some have a natural tact for school keeping, and succeed well, without any preparation. They begin, and go right at once, and keep on so. This may be true, with regard to a very few; though it might be found, on a strict inquiry, that this natural tact, as it is called, was not born with them, but was the result of the training they had, in early life, in the family where they were brought up, and where good principles, and good order, and common sense, and efficient and practical ways of managing the young children and the concerns of the household, prevailed.

But the great majority of the teachers of our common

The clergy of different denominations, are requested to pre-schools, need a preparation for their work. And, if we can sent the notice from their pulpits, and to invite the attendance of the friends of Common Schools:

HENRY BARNARD, 2d.
Secretary of the Board

of Commissioners of Common Schools.

have a department for doing this in one or two academies, and also an institution wholly devoted to the object, we shall then very soon be enabled to judge which mode is preferable. There will be a sufficient number of teachers without any training at all, to be contrasted with those who have been pre

pared for their employment at the academy, or teachers' semi- would greatly favor. By amicable arrangements between adnary, to see which on the whole succeeds best. In other coun- jacent districts, societies or towns, schools for the smallest tries, and in some of the States of our country, the latter children might be multiplied, placed at short distances, and course has been adopted with the most beneficial effects. Experience in this, as in other things, is the safest guide. Can we rest satisfied in this intelligent and prosperous community, till we make one experiment of the kind, at least, and see the result? T. H. G.

THE CLASSIFICATION OF SCHOOLS. One of the inquiries made in some of our large towns, with much solicitude, is this: How may we overcome the evils arising from the mingling of children of all ages in our district schools? Every intelligent observer must be sensible that the variety of age, studies, and proficiency, which is found in most of our schools, is the source, or at least the aggravating cause, of most of the trials which surround the teachers.

It may indeed be said, that the teacher finds himself virtually called upon to keep two or three schools in one, with the addition of difficulties of a peculiar nature, which arise out of the connection. The numbers of children pursuing one particular part of any particular branch of study, are so few, that it is found difficult to form classes of sufficient size, either for the convenience of the instruction, or for the benefit of the pupils; and besides, while we confess the difficulty of learning to teach well either a primary school or a secondary one, we expect our teacher to conduct both at the same time, and frequently find him requested, if not required, to form a little High school, or even a Grammar schoool, in a corner of his room.

taught by females-of course at lower rates than those paid to male teachers. When necessary, they might be reduced to mere departments, as has been before suggested. The next higher class of schools might then be conducted with great ease and success, so that female teachers might probably be employed in many of them through the year, at an expense not exceeding that now paid to male instructers for a few months. The number of these schools, it is probable, would easily admit of a reduction in some places; because the older children can walk farther than the younger, with only equal fatigue; and here would be a saving of expense, to counterbalance the small expense of the first class of schools. But another set of schools is highly desirable, viz.: those in which the oldest and most advanced pupils might enjoy the privileges of a higher education. Might not a sort of a high school, or grammar school, such as is provided for by our laws, be advantageously established near the common center of several adjacent societies? The same considerations which have been urged in favor of the measure last proposed, apply with similar force to this. If a high school were now placed at or near the common point of contact of four townships, throughout the state, taking the average breadth of townships at five miles, no habitations in Connecticut would be much more than five miles distant from such a school; while the great majority of the children would have to walk only three or four miles, and many would be still nearer.

We have not oom to speak farther on this subject at present, but hope it may be considered in all points of view. The im

In the second number of this paper, we gave an example of a way in which a primary, or infant department may be annex-portance of having both a lower and a higher class of common ed to a common school. The hint was designed for such dis- schools, is certainly very evident; and on this plan they might tricts as are too small to have two schools in each. We may, be founded without great expense. however, add here, that by consulting the state of things in particular districts, and keeping the proper principles in view, important advances may be made in many instances, at small expense, and with great advantage.

POPULAR CO.OPERATION IS NECESSARY TO THE SUCCESS OF SCHOOLS.

Every intelligent and practical friend of education, must have perceived the great importance of an active popular cooperation with every plan undertaken for its improvement, Happy is the community which has a good teacher, a well provided and well conducted school: but doubly happy one the people, and family habits of such a nature as to favor the plans of the instructor, and to aid in their accomplishment.

in a certain school of considerable size, which might be more particularly mentioned, a small room was added to the building two years since, opening into the large one by a door and a window near the teacher's desk. There the small children have been taught, liable to his constant supervision, by the old-which has, at the same time, a spirit of co-operation among est of the female scholars, who received twenty-five dollars a year for her services-her parents and herself esteeming this small sum a satisfactory remuneration, added to the advadtage which she received from the practice, and the opportunity to pursue her studies during a small part of the time. The adjoining apartment spoken of, was furnished with low benches and desks, slates, maps, pictures &c., and conducted on the general plan described in our previous paper.

But what is most desirable, is the separation of such departments into distinct schools; and there are several, perhaps we might say many, towns in Connecticut, in which such a separation might be made with advantage. In the city of Hartford a classification of schools has been made in several of the districts; and, although in most instances, we presume, it is felt that new arrangements are needed, every one must consider the separation of the children into different schools, as indispensable.

The schools of Prussia, Holland, France, New Granada, and other countries in which common education has made any considerable progress, are systematically classified, as far as possible; and in some of them, we find two, three, four, and even five, classes of schools, each with its distinct and appropriate apparatus, course of studies, methods of instruction and discipline, and teachers specially trained.

One of the first objects proposed by many of the advocates of a classification of our schools, is the separation of children of different sexes. It has been a serious question with some good judges, whether it is not better to have boys and girls attend the same school, provided it be conducted on the best principles known. Others, on the contrary, would first divide schools into male and female.

While we leave this subject to the consideration of our readers, we turn our eyes to the map of Connecticut, and ask, whether we might not gain much by adopting a system of classification, different from any yet practised among us, but which our compact population, good roads, and other circumstances,

Many parents there are, who go so far as to see that their children learn the lessons assigned for them to study at home, but who seem to content themselves with this, when they should go farther. How small a proportion, even of this class, have established such an intellectual system in their family arrangements, that the child may be said to be ever in school? There are families in which this desirable state of things actually exists, in a considerable degree; and, with some care and labor, it might be enjoyed in many others. Such things greatly depend on habit.

The tone of conversation at table and at the fireside is of greater importance than many imagine: so are the books and newspapers read and thrown before the young. The father, at his work-bench or behind his counter, while hoeing his corn or pursuing any other of our social forms of useful labor, may be communicating to his sons and other companions, lessons on an endless variety of useful topics; while the mother may ordinarily find still more frequent and opportune occasions to pursue a similar course with her daughters.

Domestic education is of such extremne importance, that it can hardly be too carefully attended to. It is true that in Connecticut it is probably appreciated and practised in as high a degree as in any part of the world. Here we have many shining examples of it; and no person acquainted with the State, can hesitate to assign the general character of the people, in a great degree, to the influence of the family.

Let us consider for a moment the amount of time to be disposed of by a child or youth in the intervals of school hours, and compare it with that occupied in school. We may set the latter at thirty hours a week during eleven months in the year, as the highest rate: that is, 1,560 hours, or the amount of 65 days and nights. Where the school is kept eight months, the child spends, at the utmost, only 990 hours in school, or 41 days and nights.

Now if the child had but 12 waking hours in the day, and generally diffused, we shall see at least an hour in a month should never be detained from school a single day in eleven appropriated to the regular meetings of school officers in every months, he would have more time out of it than in it. But, township or society, and the secretary's records will show that taking things as they are, we may safely set down the time not only the receipts and expenditures, but also the conduct spent in school by children during the years when they attend and character of teachers are watched over, the systems of school, at not more than one third or one quarter of that spent government and instruction, the arrangements in the school out of it. If then the parents can do any thing effectively in and on its premises, the books, fixtures, and apparatus, as well favor of the education of their children while in their compa- as the use to which they are put. Then we may hope to see ny, they can have a great deal of time to do it. also, records of the number of visits paid by each member to schools, and of the observations made in person, on defecis observed, improvements made or proposed, meritorious teachers and pupils recommended. (To be continued.)

TO THE BENEFIT OF COLLEGES.

And here we may stop a moment to advert to the danger we are always in, of feeling as if there were a kind of magic in a school, to render it necessarily, more favorable to improvement than any other place. Alas, how far is this from the fact! In a great many instances, the child is there exposed to physical trials and moral difficulties most unfavorable to moral improve- THE IMPROVEMENT OF SCHOOLS NATURALLY TENDS ment. We should bear in mind, therefore, that while we have our children around us, we commonly have them in a purer atmosphere, more comfortable positions, and a state of greater freedom to listen to instructions, and to ask for explanations, than the vast majority of children customarily enjoy in their schools. If, therefore, we have the sagacity to select appropriate subjects, and to propose them in the best manner, what an important institution for their education do we preside over while we sit at our own firesides and tables, and pursue many of the daily employments of life!

OUR SCHOOL LAWS SHOULD BE SIMPLE.

One general fault in the school systems of those States which have any, is their complexity. The writer of these remarks has had experience in the service of an inspector of common schools in the State of New York, and has heard the system greatly objected to on account of the numerous statutes relating to it, as well as the multiplicity of little formalities required, and the doubtful interpretation of which various points are susceptible. His own experience has also justified those objections. Probably most persons who have exercised offices under these statutes would acknowledge, that such defects have greatly embarrassed the operations of the school system of that Slate; and that many districts and towns might every year be found, which, if judged strictly, have not a good claim to the money divided by the State.

A few evils which it is important to guard against in every common school system, may here be mentioned.

It has often been foretold, by some of the friends of education in this country, that wherever common schools might be improved, the higher institutions of learning would soon rise higher in public esteem and patronage. Others have seemed to think that the improvement of colleges ought first to be aimed at, as the only measure for the improvement of schools. even destitute of great importance, we may safely say that withWithout insisting that either is an object of indifference, or out good common schools, the people of any State can hardly be expected to place a very high value on the high institutions. At the same time, it is both more gratifying and more just to admit that the interests of colleges and schools are closely and indeed inseparably connected. The truth is, that every step taken in favor of education in any department, is to be regarded as a common benefit, and the friends of the private and public school, the academy, the college, the university and the seminary, should rejoice at it together.

SABBATH SCHOOLS AND COMMON SCHOOLS. Whoever has attentively considered the intellectual influences of our Sabbath schools, must expect them to operate very powerfully in favor of education at large. The portion of time occupied by the teachers in their instructions is so small, that some persons might presume it to be insufficient to produce great effects. But it is founded and conducted on certain principles which have great value and efficiency in themselves. In the most ordinary exercises, the scholars are questioned minutely on the import of the words in the lesson, and are required to give attention to the meaning of what they study, as own. Both these exercises are truly intellectual, of primary importance, yet extensively neglected in common schools. Another advantage lies in the natural and happy connection of several branches of learning in the same lessons; for exampls, reading, geography, history, &c. It is probable that many persons have first learned, from experience in a Sabbath school, that more than one branch of knowledge may be taught at the same time, not only without loss, but actually with advantage. The teacher of a sabbath school has also opportunities to learn something of the value and importance of the discipline of persuasion, and the way of applying the law of love to the government of a class. Having no compulsory power placed in his hands, he has felt his entire dependence on moral means; and while the characters as well as the minds of his pupils have been improving under it, in most cases he may be found to have shared doubly in the benefit.

Ist. The neglect of frequent visitations to the schools. School officers should not be required to go in a body, for that often doubles the inconvenience of attending. The practice of visiting in this manner gives an air of solemnity and strict-well as to express that meaning, often in language of their ness to those occasions, which is quite the opposite of the character they ought to bear. The visits should be frequent, not at fixed times, and so familiar as not necessarily to interrupt the usual occupations of the master or scholars. The school officers should so distribute their labors, that each might have the particular supervision of the school nearest his house, or most convenient to his daily walks. More than one officer should be assigned to each school, when it is practicable; and all the officers of a town should be authorized and expected to visit all the schools when convenient.

The teacher of a Sabbath school, in most cases, soon finds reason to prepare himself for his weekly instructions, by study and reflection; and those who have had most experience will probably be most ready to agree, that the very system offers remarkable incentives to a regular discipline of the mind, as well as of the heart.

24. The want of frequent and well regulated meetings of school officers. In most places school officers meet but seldom, and then merely to attend to pecuniary or other external matters. In too many cases, we find there is little or no concert even in attending to these interests; but one person is left to act alone, or nearly so, with an undue amount of care, labor, and responsibility, and without the benefit of assistance or ad vice from well qualified associates. Such individuals may be found in some places, who have, as it were, kept the schools alive during a term of years. Their services have been of great value: but they are generally liberal as well as practical men, who have some correct views of what good schools and sys tems are, and whose experience has prepared them highly to Now, without going farther with particulars in this place, we value and efficiently to appreciate any good plans for their may remark what is very evident indeed, that experience in improvement. such a course of study, teaching and government, is highly faSchool officers should meet often, and attend to every im-vorable to the formation of a character for other branches of portant department committed to their care. A regular order instruction. Indeed, without such characteristics as this proof business should be adopted and strictly adhered to. The time and place of meeting should be fixed and known. When the friends of education shall occupy their appropriate stations, and when the spirit which is to be desired shall be

cess is calculated to foster, no one can be a good teacher: while, if these be possessed, other deficiencies can scarcely be regarded as essential, or at least as insurmountable. While therefore we may look with a longing eye for the time when

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