ry are used chiefly as charts, indicating the shoals on which advice is taken, the number requiring and likely to enjoy the human happiness has been shipwrecked. We must chalk out superintendence of older brothers and sisters must be small new and better lines for our future movements. It is extreme-indeed. ly difficult to frame books embodying scientific principles, and applying them to practical purposes; but this object must be accomplished, before truly valuable school books shall be reali zed. hundred scholars into three schools: whether those who are Our correspondent then inquires, how we would divide one learning their letters, and those beginning to read in easy lesficult lessons, and learning a little geography, arithmetic and sons should go into one; those spelling and reading more dif The plan of having a library in every school is admirable, and should not fall short of the full range of literature and sci-grammar, a second; and those adding to such branches, sur ence. cally "No," because, as he says, there would be a great want veying, navigation, &c. a third. To this he replies emphatiof "variety" in the exercises in all the three schools. We will quote his lively and just description of the scenes which such a plan suggests to his own imagination, with one remark, viz. that, in spite of all the "intense anxiety," with which he has watched the suggestions, made for the improvement of methods of instruction, he appears not to have apprehended anything of the nature of the course of teaching which we wish to see introduced into our schools. I conclude by adding one other practical remark. When I was in Berlin, in June, 1837, a member of the Council of the Minister of Public Instruction, for Prussia, told me that in one particular, the Prussian system of education appeared to him to be defective: in the lower schools, the girls and boys are educated alike; in the higher schools, those which are attended chiefly by the children of the middle classes, the boys are highly instructed in the elements of science, and the principles of the arts, but the girls are neglected. The consequence has been, that a generation of young men has grown up who do not find the females of their own rank possessed of intelligence sufficient to render them objects of permanent respect, and domestic felicity, has suffered, and is suffering a perceptible diminution from this cause. Whatever you do in education-preserve the women on a footing of equality with the men. The influence of the mother, on the young mind, is far greater that that even of the father. The father is engaged in arduous toils to provide for the subsistence of his family, and he may often have little leisure to communicnte instruction. But the mother is the guardian, the constant companion, and the most efficient instructor of the young. But to enable her to answer the ceaseless inquiries of the child for information, you must provide her with knowledge herself. To be able to rear her offspring with success, she should be instructed in their physical and mental constitutions, and on the influence of ex-evident to us, that our correspondent is not thoroughly acternal agencies upon them. America boasts of her chivalrous attentions to women. Let her not neglect their education. The Hon. WILLIAM B. CALHOUN, Judge WAYNE, Mr. Key, and other gentlemen, also addressed the meeting. We are rejoiced that such meetings as this, and the Common School Union, have been held at the Capital of our country. Out of them will ultimately spring some plan for the diffusion of pure and wholesome knowledge, imbued with the soul and energy of all true virtue, through the whole length and breadth of our vast land. twice three is six, sixty seconds make a minute, sixty minutes "One scholar," says R. W. "recites, twice two is four,' an hour; another defines bays, gulfs, sounds and the like ; another speaks of degrees, angles and triangles. These, together with the accompanying illustrations of the teacher, form a pleasing variety. Often have I seen, with indescribable pleasure, the little children, seated on their low benches, with ears open and eyes glistening, evidently comprehending some of the instruction designed for others. Now is not this better than to place them separately, where A stammers his monosyllable as well as B; B as well as C; and where, in order to relieve them from the tedium of their dull, monotonous course, we are obliged to give them slates, set them to making pictures, playing on Jewsharps, or singing ditties?" Now from these and some of the subsequent remarks, it is quainted with the methods of instruction, or the class of schools which are recommended for the younger children.We would have subjects and methods chosen, for each school, best adapted to children of the age to be placed in it; and then, if he would enter the younger school, we can assure him in a school in which they are only suffered to sit by, and listen he would find the bright-eyed little ones, beaming more than that in such a school as he proposes, the teacher must be disto instruction designed for others. Nothing is plainer, than tracted by the attempt to teach many of different ages, simultaneously, viva voce in the same branches, or totally_neglect "PROVE ALL Things, hold fAST THAT WHICH IS some, while devoting himself exclusively to others. This we GOOD." We have received a letter from a friend of education, who has been " a common school teacher for the last thirty years," signed R. W. with the above motto, for which we have a very high respect: For the suggestions which he makes, and the freedom with which he speaks, we feel obliged to him. We should expect so experienced and intelligent a man to feel sensible, as he says he does, that there is need of reformation in our schools; and to watch, with intense anxiety, the late public movements in relation to this subject." We shall not notice his expressions of approbation of some of the plans proposed by us in previous numbers of this journal, but only reply in few words to a few of the objections we find urged in his letter to the classification of schools, and other points relating to the arrangement of the school house, &c. &c. He thinks that there ought to be no division of schools, so as to separate children of different ages, because the older could not take care of the younger, on the way, and it is of great benefit to the younger to hear the recitations of their elders. Now a mere division of a school need not prevent the older from accompanying their little brothers and sisters, except in cases where the schools were far separated. To many children the classification of schools could make no difference in any case: because many have no elder or younger brothers or sisters. Besides, if our friend R. W. has "proved all things," as he professes, and found that five or six years of age, is "old enough" for children to begin to attend school, who "have anybody to take proper care of them at home," and if his know full well, and had in view, when we first began to write on the difficulties attending most of our common schools. To avoid them in some degree, we have proposed slates and other expedients, which we have seen successfully employed, turbed by them. But R. W. disapproves of slates, and ridito keep the young usefully engaged, and the school undiscules the practice of vocal music in school. Very well, if the public come to that conclusion after giving as much reflection, making as many observations, enquiries and experiments as We believe, however, that our correspondent is here writing we have done in past years-they must judge for themselves. against what he has little acquaintance with. We will show him more variety in each class of schools than he ever saw in one, and a better kind of variety too. He thinks it effeminacy to recommend a covered way for children going out in school hours, and the use of a thermometer to regulate the temperature within. He thinks the proper way to make children healthy, is to encourage them to run unnecessarily in the snow and rain, to favor their getting their feet wet, and to leave the teacher to make himself comfortable in his place, without regard to the feelings of his pupils. He thinks this was the way in which an honored grandmother of his once seasoned herself into a heroine, so that on being one day earnestly solicited by a wild Indian for a mug of cider, and having the respectful request hacked with an uplifted tomahawk, she drove him off with a fire shovel. It appears to us, however, that if exposure to the elements, and utter contempt of the rules of health, as taught by experience,could give any pre-eminence, the Indian ought to have been bolder and more athletic than the grandmother of Mr. R. W. and the hero of the scene. A COMMON EXCUSE. When I have asked individuals to make some personal effort for the improvement of common schools, it has not unfrequently been said: "Why do you take up this subject? Have we not a large school fund, and an excellent school system? This business belongs to the government, not to individuals." By such remarks, they have always reminded me of the boy, who was indentured in the old fashioned way, to work nine months in the year, and receive an education the remaining three months. But the boy could never be induced to attend the school, and the neighbors said to him, "why do you not go to school as other boys do?" To which the boy observed, "My master has agreed in the denture, to give me an education, and he is bound to do it, and I am not going to the school house arter it." Now, some of us seem to think that the school fund and the school law "are bound to give us an education," and we are not to make an effort ourselves for it. But a school law is not education-a school fund is not education. Individual sacrifice and effort is the price of knowledge; and, relying upon any thing else, prevents the school law and the school fund from aiding us.- -Common School Almanac. PREMIUM OFFERED. The Directers of the American Institute of Instruction, hereby offer a premium of FIVE HUNDRED DOLLARS AN OPINION OF PESTALOZZI. Man cannot propose a higher and holier object of delibera- Plato. It was a remark of Dr. Dwight, that in the Connecticut Common Schools generally, more time was spent in learning a few things poorly, than need be spent in learning many well. COLEBROOK. An association was formed in this town, carly in the fall which is doing much good. As the town refused to pay its school visiters, the association appropriates a certain sum to one of the visiters to visit all the schools in town who must submit a written report of the condition of cach to the association, and we believe to the school society. The association also purchased a supply of the best school books, which they furnish to scholars, who can afford to pay, at cost, and to them who cannot, gratis. This is highly commendable. How different is the case in many districts which we could name, where the teachers are obliged to furnish the poor children with books out of their own inadequate wages. We know of one instance where this was done by a female teacher, when her own wages amounted to but one dollar and fifty cents a week. Ought such things so to be? MAINE. for the best Essay that may be furnished, on "A System of edited by Mr. CYRIL PEARL. It mentions, that about 190,000 children JAMES G. CARTER, Lancaster. Committee. THE RIGHT MEANING OF EDUCATION. Some think going to school is getting an education; others, at tending college; others, studying one of the learned professions after passing one; others, that a year spent in travelling, is alone necessary to complete a college education. There are too many who imagine they have given their daughters an education, when they have sent them to the best school or academy in their town, county or state; others, when they have hired for them, the most celebrated teachers, particularly of music, drawing, dancing, &c. What a pity it is, that more parents do not realize, that what they might do for their children, by proper examples, physical treatment, moral training and intellectual instruction, is generally of vastly greater importance, than can be by others. Parents who labor early and late to lay up money, or to pay instructors, might often lead much easier lives, and accomplish their object much better, by learning their duties, as the natural instructors of their children,and then performing them. ARISTOTLES' CRITERION OF AN HONEST AND INTELLIGENT GOVERNMENT. A government ruling for the benefit of all is, of its very nature, anxious for the education of all, not only because intelligence is in itself a good, and the condition of good, but in order that its subject may be able to appreciate the benefits of which it is itself the source; whereas a government ruling for the profit of its administration is naturally willing to debase the mind and character of the governed, to the end that they may be disqualified to understand, to care for, and to assert their rights. The average time which the schools are kept, is stated at about seven weeks by male teachers, and between nine and ten weeks by females. The editor speaks favoraoly, and indeed highly of the best schools; but remarks that such are few and scattered. over for this season. The friends of education in Maine, ask for the appointment of a Board of Education, after the example of several other states. A bill for that object was before the legislature last season, and laid Visitor, "with School Committees, Editors and men of influence, in "We have conversed extensively," said the various callings and professions, and nearly all agree that such a measure is desirable." "There is no other safe foundation for our civil, literary or educa- It will be seen by the following extract that Gov. Fairfield enter- the cause of Common Schools, I trust, will ever command the fos "While it is admitted that our system, or that prevailing in New England, combines advantages surpassed, perhaps, by few others, if any, in the world, still, that there is much, very much room for im provement, no one can doubt who has turned his attention at all to the subject. The best mode however, of affecting this, is left for your united wisdom and experience to devise. "Without pretending to any superior knowledge in regard to this matter and being much more willing to follow a well chosen track, than ambitious to originate new ones, I would suggest for your consideration, whether the establishment of a Board of Education, with an active, zealous and efficient Secretary, to collect information touching the existing state of our schools-present modes of instruc. tion qualifications of teachers-construction of school houses, &c. and to disseminate information upon these and kindred subjects, by lectures and otherwise, similar to the course adopted in Massachu. sette, might not be found to be the most judicious mode of beginning the great work of reform and improvement. "And whether a Seminary might not be endowed, or a department in some existing institution exclusively devoted to the educa. tion of teachers for Common Schools, is well worthy of considera. tion. Our ideas however, must necessarily be somewhat indefinite, as to the precise means of improvement, until the statistics upon this subject have been faithfully collected." Amid the noise and bustle of the "border troubles," Gov. Fairfield's recommendations were lost sight of. CONNECTICUT STATE LYCEUM. The annual meeting of the Connecticut State Lyceum, will be holden at Hartford, on Tuesday, the 7th of May. It is requested that all County and Town Lyceums, and all Associations of Teachers, or other bodies for the improvement of schools will send delegates. Besides the general progress of education in the State, it is expect. ed that subjects of discussion respecting the improvement of school houses, and the establishment of Teachers' Seminaries, will be presented to the Lyceum, By order of the EXECUTIVE COMMITTEE. PLAN FOR A VILLAGE SCHOOL HOUSE. As we have received several applications for Dr. Alcott's "plan for a village school house," we republish from No. 6, the plan submitted by the superintendent of common schools of Michigan, to the Legislature of that State. It is Dr. Alcott's with one or two immaterial alterations. We subjoin the remarks of the superintendent. "In the construction of a school house, the windows should be high, so as to prevent out door occurrences from attracting attention, also for the purpose of ventilating the room without throwing a current of air upon the head and neck of the pupils. A school room should be equally warmed throughout every part of it. The school room should be so large as to contain a sufficient quantity of fresh and pure air. For the want of space to contain enough of this vital element, many a child has been sacrificed. The want of space and air is a waste of health and life. The dimensions of the building should be such as to allow 21 feet to each scholar, including the platform of the teacher and passages. The floor of the school room should be level, and not on an inclined plane. Much is lost in symmetry, convenience and comfort by inclined floors, without any thing gained to compensate the loss. The desks for scholars should be level; (Dr. Alcott thinks that they should slope one inch to the foot,) and the seat for each scholar separate, and confined to the floor. Those in front should be lower for smaller children than the rows in the rea.r The backs to the seats should be so constructed as to conform to the natural curve of the back of the child. If so made, when he leans back for rest the whole frame will be equally supported. This, on examination, will be found to be an important principle. The following ground plan of a school house contains 80 separate seats and desks. The whole edifice, without the portico, is 58 feet long, and 35 feet wide. The plan may be enlarged or diminished according to this rule. For ten scholars add four feet to the length; for 28 scholars, add 4 feet to both length and width. For a less number of scholars, the length or breadth or both, may be diminished at the same rate. The school, room here presented is 47 feet by 35 feet within the walls PUBLISHED UNDER THE DIRECTION OF THE BOARD OF COMMISSIONERS OF COMMON SCHOOLS. The Board of Commissioners of Common Schools respectfully submit to the General Assembly the first Annual Report, required of them by the Act of May, 1838, creating the Board. The duties of the Board as prescribed in the " Act to provide for the better supervision of Common Schools," are to submit, together with an account of their own doings, tion as were disposed to attend, with a view of effecting an interchange of sentiment, and by an acquaintance with each other, to form new bonds of sympathy, and channels of united action in promoting its success. It was thought by the Board that it would be good and pleasant for the citizens of one republic thus to come together for an object so dear to them all; to feel conscious of the equality of freemen; to reciprocate the most kindly feelings; to find that they have a common interest; to provide for the I. A statement, as far as it may be practicable, of the con-improvement in knowledge, in usefulness, and in piety of dition of every common school in the state, and of the means of popular education generally. II. Such plans for the improvement and better organization of the common schools, and all such matters relating to popular education as they may deem expedient to communicate. To enable the Board to accomplish this, they are authorized to require of the school visiters of each school society, semi-annual returns of the condition of each common school within their limits, and to appoint a Secretary who shall, under the direction of the Board, devote his whole time, if necessary, to ascertain the condition, increase the interest, and promote the usefulness of common schools. thousands of children and youth who are soon to take the place of their fathers; to forget the distinctions of party and sect, and to invoke the blessings of the Almighty upon their deliberations and doings. The Secretary was further directed to establish a common school periodical as soon as the prospects of its success should warrant the undertaking, as an important auxiliary in his labors, and as likely to ensure, as far as any single measure could, the object of the legislature. Under these general directions, and with such co-operation as the members of the Board in their several counties could give, the Secretary has prosecuted his work. The result of his I. The Board met at Hartford on the 14th and 15th of June, inquiries and reflections, are embodied in a detailed report, 1838, and appointed Henry Barnard, 2d, a member of the which, together with the accompanying documents, we beg Board, their Secretary. In the absence of any specified mode leave to submit to the Legislature, as containing as minute and of action in the law itself, Mr. Barnard was instructed to visit, accurate information of the condition of common school eduas far as practicable, all parts of the state, to inspect the schools cation, as they are able to present. The report itself contains and school houses, and ascertain their actual condition in such the results of much diligent research on the part of the Secretaparticulars as he should deem most important, and to confer ry, aided by the suggestions of the wise and experienced with school officers and teachers, and the experienced friends of education, as to any modification which they should think it advisable and practicable to make in our system of common schools. He was further directed to hold, at suitable times and places, in each county, conventions of such friends of popular educa among his fellow citizens all over the state. The documents annexed contain Abstracts of the returns made by school visiters, respecting the winter schools of 1839-39, in compliance with the requirements of the Board. No. 1 exhibits the condition of 780 district schools, take from several counties, in some of the most important details. No. 2 exhibits the condition of all the school societies, as far as returns have been received. any number not exceeding one in each district in their limNo. 3 exhibits a comparative view of the winter schools in mittee, both or either of whom may examine and approve its, who shall be authorized to appoint two persons a comeach county. No. 4 exhibits a recapitulation of the above, which super-schooling, make out all official returns and reports as to teachers, visit all the schools twice during each season of sedes the necessity of presenting in this place a summary view the condition of the several schools now required of school of the condition of the common schools of the state, as far as visiters, and in all other matters act under the general directhey have been officially heard from. No. 5 exhibits the different kinds of school books in use in per diem allowances to be paid out of the avails of the town tion of the Board-and for these services, they shall receive the different school societies. deposite fund, or in such other manner as the society may No. 6 presents specimens of school registers in use in sever-direct and provide. al of the best district schools, also the form of registers recommended by the Massachusetts Board of Education. No. 7 contains an abstract of returns respecting school houses; also plans for school houses, which have been circulated through the Journal. No. 8, contains extracts from Reports of school visiters and communications from Teachers, &c. This report, with the accompanying documents presents a more minute as well as comprehensive survey of the system of common schools as in actual operation, than has ever been taken before, and, we beg leave to solicit for its various suggestions, the serious consideration of the Legislature. Third. To make the advantages of common schools in realwould recommend that on application of the district commitity free to all, and oppressive to none in particular, the Board tee, the select men of the town shall have power to abate the school tax of such poor and indigent persons as are unable to pay the same, in the same manner as in case of town taxes. Fourth. To obviate many difficulties complained of from want of proper specification in the law relating to school districts, especially as to the building of school houses, the Board would recommend an entire revision of that part of the law, and that a copy of the same when revised be sent to the clerk of each school district. We agree with the Secretary, that it is not advisable to alter hastily a system which in its past administration has done so The Board have recommended these points to the particumuch good, and is now interwoven with the habits and affec-lar attention of the Legislature, because if the suggestions tions of the people. We are, however, anxious that the facts made, are acted on, they will remove the causes of much feeupon which his suggestions are based should be as widely dis-ble and irregular action in our system, and will put it in the seminated in the several school districts as possible. II. As however, it is made the duty of the Board to communicate such specific plans of improvement as they may deem expedient, they would respectfully propose a modification of the school law in the following particulars. First. To withstand the tendency to the unnecessary and injurious multiplication of districts, which grows in part out of a too rigid adherence to the principle of employing a single teacher for children of every age and of every degree of proficiency, the Board would recommend In the first place, that any district numbering over 50 persons between the ages of 4 and 16, be authorized to employ two or more teachers, to provide suitable school rooms, and to form the younger, and the older and more advanced pupils into separate departments or schools-and, in the second place, that the inhabitants of any two or more adjoining districts, may, without dissolving the primary districts, associate together, and form a union, or secondary district for the purpose of main taining a union school for the common benefit of the older and more advanced scholars of such associated districts, and that a union district thus formed shall have all the powers and be entitled to all the privileges of school districts. Second. To secure greater activity and regularity in the administration of the system, we recommend in the first place, that each school district be authorized to elect its own committee, and in case of failure to do so, or of vacancy occasioned by death, or inability to serve, that the school society committec be authorized to appoint, or to fill such vacancy—and in the second place, that each school society instead of electing any number not exceeding 9, to be school visiters, may elect power of such districts as are disposed, to introduce a gradation of schools, and employ two or more teachers, thereby diminishing the evils and increasing the efficiency of our district schools. The experience of the past year, shows the propriety of lodging somewhere the power of supplying vacancies, which may occur in the Board. Since its organization the Board have lost the services of two of its members, by removal or absence from the State, and one by the death of the lamented Dr. Fisk. In conclusion, the Board would express their gratitude for the co-operation which the various measures recommended and adopted by the Board and their Secretary, have been received from the public. If the same, or more efficient measures can be prosecuted in future, with the same active and intelligent interest,-if school officers, and teachers, and parents, will but co-operate in a work which aims at the true aud enduring good of the State, both in its present generation, and in all future generations of men, Connecticut may be in the practical enjoyment of a system of common school education, not only cheap beyond example, but universal in its extent, and clevated in the character of the instruction imparted. |