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CONNECTICUT COMMON SCHOOL JOURNAL.

heard of such a thing! I never thought of any thing but giving him trouble and pain. I wonder who told him I could make whistles?' He would find too, that the new enjoyment is far higher and purer than the old, and would have little dis-taneous movements; and it can hardly be questioned, that ten position to return to the latter.

"I do not mean, by this illustration, that such a measure as this would be the only notice that ought to be taken of a wilful disturbance in the school. Probably it would not. measures in direct reference to the fault committed would be What necessary, would depend upon the circumstances of the case."

OUTLINE MAPS."

successful teachers of large schools, strongly insist on the im-
And here we are tempted to add, that some experienced and
portance of frequent and careful drilling their pupils in simul-
books or slates, replace them, take slate pencils, face, march,
minutes a day spent in making all rise together, sit, take their
&c. at the ring of the bell, or other signals, will save far more
ness and study which such an exercise will promote.
than an equivalent, through the prompt obedience, order, still-

LESSON ON THE ATMOSPHERE.
Teacher. What have you been studying?
Scholar. About the atmosphere.

T. Of how many ingredients, or parts, is the atmosphere com

S. Principally of two. There is a very minute portion of a third.
T. What are they; and in what proportions do they exist?

Those who have used outline maps in the study of geogra phy, can need no recommendation of them. To such teachers as have not yet introduced them to their pupils, we may warm-posed? ly recommend them. Outline maps may be readily made, and at very small expense, by tracing the boundaries, rivers, lakes, mountains, &c. on one or more square yards of coarse white muslin, omitting the names. A camel's hair pencil may be used, with a mixture of lamp black, Gum Arabic, and water. The gum will prevent the fluid from spreading, even on unsized paper.

A few such maps, hung on the walls, may be used with great advantage, in recitations or examinations in geography, and as copies in map drawing. The following is also a good way of using them. Let a pupil have the names which have been omitted, written on slips of paper, and be required to pin them in their places. Then send another and another to examine them, and report errors.

Large lettered maps may sometimes be used like outline or dumb maps, by placing the pupils at such a distance that they cannot read the names.

SIGNS IN SCHOOL.

Some months ago we witnessed some exercises of a class of twenty-five girls, in the primary department in the Stone school house in Hartford, which we thought very well worthy of being known. The number of children in the room being large, and several lessons being taught at the same time in different classes, it was very desirable to preserve silence as much as possible, to prevent mutual interruption. One of the teachers stood by a black board in front of her class; and the exercise being in addition, she marked down several numbers in rapid succession, and, after waiting a moment for them to perform the process mutually, gave a signal with her hand for them to begin. The girls expressed the sum by raising their fingers; and, with a glance of the eye, she was able to detect any mis

take.

For example-if she gave out the numbers 7, 6 and 9, the girls, with regular motions, moved both hands up and down twice, with all the fingers open, and then one hand with two fingers open, to signify 22. The sum of 8, 12, 9 and 7, they would have expressed by raising all their fingers three times, and then one hand open and the other with but one finger, to

express 36.

It has been thought, that in some cases, spelling might be taught with advantage, by the occasional use of the manual alphabet adopted in our Deaf and Dumb institutions. The exercise would be noiseless; and it is a sound principle in instruction, that the greater variety of associations offered to the mind to assist the memory, the better.

ty-nine parts are azote or nitrogen; and about one part carbonic acid
S. About twenty parts in every hundred are oxygen; about seven-
gas,
T. Do these different parts equally support life?

and were we to breathe that alone, there is perhaps no poison, except
S. No. The oxygen only supports life. The azote or nitrogen
neither susta'ns life nor injures it. The carbonic acid gas is a poison;
prussic acid, which would kill us quicker.

same state as when we draw it into them?
T. Is the air, when thrown out from our lungs in respiration, in the

than when inhaled; and it has as much more of the carbonic acid, or
S. No. When the air is thrown from the lungs, it has, in different
persons, from four to seven or eight parts in a hundred, less of oxygen
poisonous gas, as it has less of oxygen.

over and over again?
T. What then would be the consequence of breathing the same air

S. Were we to breathe the same air only four or five times over, life would be destroyed just as quick as though we were immersed in

water.

ing off, mixes with the air which we have not breathed, and is thus, in T. Suppose the air we breathe in the school-room, instead of passpart, breathed again?

and vertigo, just in proportion to the quantity of bad air in the room, S. Then we should approach death, through stupidity, faintness, and the length of time we breathe it. Is not this the reason we often than our books; but I believe it is often because they give us, not the feel so dull and lifeless over our books, and so lively and frolicksome breath of life, but the breath of disease and death, in the school-room. out of doors at play? Folks scold us, and tell us we like play better

cannot grasp in our hands to examine, is composed of different parts? T. How is it known that the air, which is invisible, and which we part into one bottle and another into another bottle, as easily as I can S. Chemists are able to separate the different parts, and put one separate cents from quarters of dollars.

T. How is it known that the part called carbonic acid gas, is grotto in Naples, where this gas issues from the ground, and, as it is poison? S. The experiment has often been tried on animal life. There is a heavier than the common air, it runs along on the ground in a stream, and some cruel persons, who act as guides to the persons who go there to see the curiosity, carry dogs with them, and they thrust the noses of the dogs down into the gas;-the dogs are immediately seized with convulsions, and would die in two minutes, if not released. When the dogs see their masters going towards the grotto with a stranger, they drag them along with a rope, in order to try the inhuman experiment upon them. And if dogs try to run away from the grotto, where they guess what is coming, and try to scamper away. But their masters are compelled to breathe poison, why should not children try to run away from those schools where they are compelled to breathe poison? go to such a place after the best food; and why should a child go to If they do not, they have not so much wit as dogs. A dog would not such a place after the pleasantest learning?

Some years ago, while visiting a school in Paris, we were much struck with the quietness and facility with which a boy asked and obtained leave from the master to go out. Few only to life, but to health, to vigor and cheerfulness of mind. And what schools at that time, in our country, had adopted such a prac- I wish you to understand further, is, how immense a quantity of it has T. You are very right. A sufficiency of fresh air is necessary, not tice, and it presented itself to us, as it now might to some of been created for us, by the goodness of God. There is an ocean of it our readers, in the light of a novelty. Many, we well know, almost fifty miles deep all round the earth; it is ten times higher than have long been familiar with the use of signs for such purpos- the top of the highest mountain, and more than ten times higher than es; but there are schools in which the old practice of asking any eagle ever flew. No man can go so high towards the sky as to viva voce, still prevails. To the teachers of such schools we get above it, nor so deep into the earth that it will not surround him. would merely say, that they may easily require their pupils to It is not only given, but delivered to us. raise the right hand, when they wish to obtain leave to quit the fires in winter. It carries ships across the ocean. room, and the left hand for such other purpose as they may air, because it is free, without money and without price, to every body; making or for transportation. It cools us in summer-it sustains our It costs nothing either for choose to signify by such a signal. A single touch of the bell and nothing but folly and unthankfulness can deprive us of so great a It is called the free may serve as a signal for general stillness; two or three sounds blessing. Please ask your father if he does not think it best to have for closing books, rising, marching, or any other general evolu. some ventilator in the school-room.-Massachusetts Common School tion.

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LONDON SOCIETY FOR THE ENCOURAGEMENT OF ward humors among his pupils which are likely often to embarrass him in the instruction or government of them.

VOCAL MUSIC AMONG ALL CLASSES. Since the publication of our article on the introduction of singing into the public schools of Paris, we have received from London the Constitution of a Society recently formed there, with the title above given, together with five numbers of "The Singing Master," a work designed for use as a manual of teaching, and comprising a collection of tunes.

This book contains some good melodies, with songs of a moral character, written in good taste, and calculated to make excellent impressions on all classes. We are happy to mention the name of Mr. E. Hickson, of London, to whose pen most of the original poetry is due: as it is evident that he ap, preciates the importance of inculcating pure, elevated, and useful sentiments with pleasing airs, and has engaged in the task with spirit and success.

The Society direct their exertions partly to the encouragement of teachers of vocal music, by offering premiums of five or ten guineas to such as present classes of pupils capable of singing at sight new written music, in one or more parts, &c. &c. As one great object is to promote the regular practice of singing in schools, they aim at the multiplication as well as the improvement of teachers of music, and restrict the offer of their premiums to no class of applicants. The Society proceeds on the presumption, that general instruction in the art and science is the proper way to prepare for a thorough improvement of music in the country at large.

As a specimen of the moral songs, composed by Mr. Hickson, for use in the schools in that metropolis, we have copied the following from "The Second Class Tune Book," or "The Singing Master, No. 4." The tune to which they are set is "Danby."

THE MIGHTS AND THE RIGHTS.
1. May ev'ry year but draw more near
The time when strife shall cease;
And truth and love all hearts shall move,
To live in joy and peace.

Now sorrow reigns, and earth complains,
For folly still her power maintains:
But the day shall soon appear,

When the might with the right and the truth shall be;
And come what there may

To stand in the way,

That day the world shall see.

2. Let good men ne'er of truth despair,
Though humble efforts fail;

O give not o'er until once more
The righteous cause prevail.

In vain and long, enduring wrong,

The weak may strive against the strong:
But the day, &c.

3. Though int'rest pleads, that noble deeds
The world will not regard:

To noble minds which duty binds

No sacrifice is hard.

The brave and true may seem but few,
But hope has better things in view:
For the day, &c.

VOCAL MUSIC IN SCHOOLS.

There is no exercise of which children are generally more fond than singing; and none, perhaps, better calculated to make them like their school. Singing has also a harmonizing influence on the feelings; so that it is almost impossible for bad passions to hold a predominance in the hearts of companions, while their voices are mingling sweet sounds. It is an inter esting and a wonderful fact, that, by our physical constitution, we are almost incapable of singing well while our feelings are excited by evil influences of any kind; and, at the same time, with the attempt to sing naturally, we make an exertion to suppress any feelings of discontent or vexation which we may experience.

The teacher should bestow some attention to this subject; and, if he becomes convinced of what appears to us to be true beyond contradiction, he will be anxious to avail himself of so easy, pleasant and efficacious a remedy for many of the unto

Children frequently enter the school room in a frame of mind unfavorable to study or orderly behavior. The fear of punishment, or the influence of the teacher's presence, may overawe or suppress the exhibition of their feelings: but this state of mind is not the best for study or improvement of any kind. In many cases the child is not to blame, or but partly so, for what he feels. He may be weary, or ill, or suffering under ill treatment received at home, or from a school-mate; and frowns or blows, though they may prevent him from saying or doing what he feels inclined to, will not give that desire for his books, or ful prosecution of his tasks. that docile disposition which are necessary to the most success

Now a tranquillizing exercise, like that of singing some cheerful, or solemn hymn, if introduced at his entrance into the school room, will often accomplish the desired change in his feelings, reverse the course of his thoughts, cause his irritation to subside, excite sentiments of kindness and affection towards his teacher and his fellows, kindle a desire for knowledge, impress him with views of his Maker and his duty.

Besides, music, if taught scientifically, is truly and eminently an intellectual branch of instruction; and is of great use in training the mind to attention, observation and systematic deduction, &c.

Vocal music also requires a very healthful exercise of the muscles of the chest and throat, and therefore deserves to be ranked among the most important branches of physical education. It renders an upright posture necessary, and gives the chest a strong and frequent expansion, introducing a large supply of air into the lungs, strengthening the voice by use, and accustoming the organs of speech to a deliberate, strong and correct mode of enunciation, greatly favorable to good habits of pronunciation.

Those teachers who are able to sing, should begin, without delay, to teach their pupils a few hymns and moral songs, to be sung daily in school; and those who know anything of the science of music, will find still greater account in adding occasional brief instructions in the elements, with the aid of the blackboard. The use of slates by the pupils is recommended in this, as in many other exercises. We can assure our readers, from many actual observations, as well as from experiments we have made in numerous instances, that one hour in a week is sufficient to teach a large school much important knowledge and skill in the elements and practice of singing.

In many districts, we doubt not, choristers or other capable teachers of music, may be found, who will cheerfully assist in preparing children for the performance of appropriate pieces for daily use in school. Even learning to sing by rote is far better than neglect of this branch; and schools might be mentioned, in which one of the older children successfully leads the rest. In the New-York Alms-house School on Long-Island, the house keeper teaches about five hundred children simultaneously, by rote; and their performance is very creditable, while the influence of the exercise is evidently highly useful.

If friends of education would occasionally enter the common schools, and encourage the teachers to introduce or give familiar instruction on the principles, they would find themselves welcomed with joy, and their own knowledge of music increasing.

There are methods of teaching which are to be preferred to others; and we may recommend attention to the books of Mason, Ives, Zeuner, Jones, Dingley, and others, to persons looking for convenient manuals. A few experiments in teaching, however, even with but a limited acquaintance with the subject, will soon suggest many pleasing and efficacious expedients. The great rule in this, as in other branches, is to keep the pu pils provided with something to do which they are able to perform, to present an interesting variety, to be pleased yourself, and never to try to teach what you do not understand.

LYCEUMS.

The increase of active and well conducted Lyceums in this State, and at this season, is much to be desired, as one of the most direct and effectual means of directing the attention of the people to the importance of improving the schools. When any person begins to seek for instruction, he begins from that moment to hold in respect those who possess it; and the far

ther he proceeds, the greater does his appreciation of them and most familiar presence in the soul. It is a real power, though for education become. some deny its existence. 2d. To cultivate the religious senLyceums are associations formed for the mutual improve-timents. We will not do injustice to this portion of the adment of their members, and the common benefit of society. dress, by the meagre report we could furnish of it at this moThe members meet on frank, cordial and equal grounds. All ment, and at this distance of time, for we took no notes. Sufdeclare, by joining a Lyceum, that they wish to extend their fice it to say, it was received with almost breathless attention, knowledge; and, from the manner in which they associate, by a large audience, many of whom were standing, for want each may become, by turns, a learner and a teacher. All un- of room to sit. 3d. To cultivate the intellectual powers. necessary formalities, as well as expenses, are to be avoided, There was less danger these should be omitted than any of that the way of learning may be rendered as free as possible. the others, for men saw the use of the mind. It gave bread, "What is that?" "How did this happen?" "What is the distinction, wealth and power. Men were willing to lay great use of that?" Such questions are encouraged, by being heard stress on this; still, too much could not be done. Then 4th, with respect and readily answered. the sense of the beautiful was to be cultivated. He spoke of the reality of this sentiment, and the beautiful provision made for its culture, by the Author of nature. Only a small part of the things in the world, were designed to feed, clothe or warm man, but all were beautiful, from the little shell to the cloud and the rainbow. This sense could be cultivated by meditating on the works of nature, and art. He supposed a man to find, in a rude cottage, the works of the great masters of design, paintings, statues; and to be told that from year to year no eye looked at them. How he would lament. But the beauties of nature were as little noticed by many men. They saw

More than twenty Lyceums in Connecticut were reported from, at the eighth annual meeting of the American Lyceum, which was held at Hartford in May last; and we believe there is a considerable number more in the State. Their plans are various, but all have useful ends in view, and their establishment and support reflect honorably on the intelligence, and generally the self-denying spirit of their most active friends. Whoever engages in such an enterprize, should determine to keep ever in view the important object of promoting intellectual and moral improvement. He must prepare for active and persevering labor, to act without the supports and countenance no beauty. of some who ought to stand and work with him side by side. He should even be prepared to meet with suspicion and opposition, from some who may misapprehend his measures or his motives. It is an enterprize which may well enlist the purest Christian principles; and, if planned and prosecuted with the proper spirit, may powerfully contribute to such improvements as the Christian will regard with unmingled pleasure.

SELF.CULTURE—DR. CHANNING'S LECTURE BEFORE
THE FRANKLIN LYCEUM.

II. The means of this education. A man's trade taught him. He did not consider it a figure of speech that a man was taught by his trade. Education was the unfolding of the mind, a trade educates the mind, as far as it calls it into exercise: some trades do this as well as any of the learned professions. So, as well educated men may be found in trades as in professions. Besides, education is not merely a development of the An association may be formed in almost any village or neigh-mind, but of the moral, religious and social affections, and borhood, by a few friends of knowledge; and by meeting with humble stations in life afford often the best opportunity for an audience once a week through the winter, delivering lec- the exercise of the great virtues of charity and self-denial, such tures in a familiar manner, exhibiting and conversing on mine- as the rich man cannot practice, from the nature of the case: rals, plants, &c. inviting enquiries, requesting aid in collecting so the best specimens of human nature, or in other words the and arranging them, furnishing communications on similar greatest men, may be found, where we least look for them; subjects to the editors of newspapers, contributing books for a in the lowest walks of life. Here he made some remarks on library, arranging for their delivery, &c. &c. and a visible im- true greatness, which, to our humble sense, seemed the truest provement will be made in the aspect of society before the and the noblest teaching we ever heard, except in the great next spring. Lyceums may be abused, like any thing else, if and good volume. He thought the greatest man in this city neglected by the wise and good, and abandoned to the bad and might be found in some lowly tenement; all unknown to idle ignorant. lookers on; plying some humble calling; sustaining a family by his labor, and every day doing duties, difficult to be done, and braving crosses, hard to be borne, which would give a man the fame of greatness, if borne in a conspicuous station. Here In continuation of what we have before said in reference to he spoke of some of the obstacles in the way of culture, and Lyceums in general, we will add a few words in respect to particularly intemperance, the deadliest foe to it. He suggestLectures. These may be made a most efficient means of call-ed reading. A man could purchase the works of Milton and ing public attention to the subject of popular education, and we Shakspeare, for a small sum, and though excluded from good rejoice to see that so much has been already done, and is to be society, have the society of those sacred authors, in his lowly done, in our own State and in States about us, in this way. dwelling. He enlarged on this means of improvement. Spoke In looking over the courses of Lectures to be delivered in seve- also of Schools; of the great interest now felt in education in ral of our larger cities, it is a cheering symptom of an awaken- our State; of the great service rendered by the present Secreing interest in popular Education, to see that some of the most tary of the Board of Education, and one gentleman who gave eminent minds in the country are at this time maturing and treasure to establish a Normal school. But the present state uttering their opinions on some of the varied topics bound up It is possible that the poorest should one day have better means of education was not satisfactory; much remained to be done. Some friend has sent us from Boston. a number of the Chris- of self-culture than the richest possess at this time. The poor. tian Register, containing a brief notice of Dr. Channing's est man has better means of self-culture than Homer, or Lecture on Self-Culture, before the Franklin Lyceum, It is Pythagoras. He proposed that the Public Lands should in noble theme, and we should think from this notice, that it was some way be appropriated to this great work. He spoke also nobly treated: of conversation as a noble instrument for cultivating the whole man-as an amusement, and instruction it was above price. It was little noticed, because every body could talk. He dwelt on the importance of beginning early. Here lay the secret. If one commenced late, great energies and hardy efforts might do much, but want of early culture would always retard the work, so the duty of parents was plain.

in this mighty subject.

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Dr. Channing began by stating his design in addressing the audience, viz. to set before them the Ideal of human culture; the means of obtaining that ideal; and to reply to some objections commonly brought against the idea of educating the mass of men. Before sketching the plan of his address, he en larged with singular beauty and effect on the great dignity of human nature; the worth of man, as man, a value so great, that all distinctions between classes of men vanished in a moment; they were as drops to the ocean. He then proceeded, in a very eloquent manner to unfold the Idea of culture; what a man should design to do for himself. He should aim 1st, To cultivate his moral powers. These were of the noblest order. The sentiment of the Just, the True, and the Good, connects us most intimately with God. Conscience is God's

III. Reply to Objections. Some say uncultivated laborers are the best laborers, (an argument worthy of Hobbes.) An answer to this is found in the state of agriculture and the arts, in the southern States, where the laborers were slaves, and of course uncultivated. Some say laborers have not time. But for what do men live? Besides, cultivation creates time, by devising easy methods of doing the work of the community. Witness the steam engine, and a thousand other machines. The tendency of civilization is to make the head save the

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hands. So time is set free to grow wise and good in. Some the acquisition of knowledge. A letter has lately been put into my other popular (at least common) objections were answered, which we will not mention.

THE SCHOOL SYSTEM OF HOLLAND.-MR. BROOKS'
LECTURE,

hands, bearing date the sixth of September, so interesting in itself, and so strongly illustrative of this point, that I will read a portion of it; though it was written, I am sure, without the least view to publicity. "I was the youngest," says the writer, "of many brethren; and my parents were poor. My means of education were limited to the advantages of a district school, and those again were circumscribed by Mr. Brooks, of Hingham, who delivered two excellent and valu- my father's death, which deprived me, at the age of fifteen, of those able lectures before the School Convention for Hartford county, deliv- scanty opportunities which I had previously enjoyed. A few months ered a third before the Hartford Young Men's Institute on Friday the after his decease, I apprenticed myself to a blacksmith in my native 23d of November, on the School System of Holland. As we propose vilage. Thither I carried an indomitable taste for reading, which I to devote an Extra number of this Journal to the School System of Hol- had previously acquired through the medium of the society library; all land, and another to that of Prussia, with copious extracts from Prof. the historical works in which I had at that time perused. At the expiStowe's and Cousin's Reports, we can here give only a few of the in-ration of a little more than half my apprenticeship, I suddenly conceivteresting facts contained in Mr. Brooks' Lecture. The present system ed the idea of studying Latin. Through the assistance of my elder of Holland had its origin in a voluntary association for this purpose, brother, who had himself obtained a collegiate education by his own excalled "the Society for the Public Good," formed in 1785. In a very ertions, I completed my Virgil during the evenings of one winter. Affew years it branched off into district associations, and numbered over ter some time devoted to Cicero and a few other Latin authors, I com7000 members. This society spurred the government to action, and in menced the Greek. At this time it was necessary that I should devote 1801 the first law of public education was passed. Amendments were every hour of daylight and a part of the evening to the duties of my adopted in 1803 and 1806, but so wisely were they formed, so adapted apprenticeship. Still I carried my Greek grammar in my hat, and oftto the wants and habits of the people, that it has survived unharmed en found a moment, when I was heating some large iron, when I could three great revolutions. It has only acquired a firmer and fuller de place my book open before me against the chimney of my forge, and velopment by these trials and the lapse of time. go through with tupto, tupteis, tuptei, unperceived by my fellow-apThe suc-prentices, and, to my confusion of face, with a detrimental effect to the charge in my fire. At evening, I sat down unassisted and alone to the Iliad of Homer, twenty books of which measured my progress in that language during the evenings of another winter. I next turned to the modern languages, and was much gratified to learn that my knowledge of the Latin furnished me with a key to the literature of most of the languages of Europe.

The studies pursued are nearly the same as in Prussia. cessful working of the system is secured by the thorough examination of teachers, and a wise and energetic inspection of schools. There is a Minister of Public Instruction for the whole kingdom--an Inspector appointed by him for each of the 77 provinces or districts into which the state is divided, besides local boards of superintendence for each school. These are all linked together, and through them there is a periodical report of every school in Holland, to the Head Minister, by whom it is published.

This circumstance gave a new impulse to the desire of acquainting myself with the philosophy, derivation, and affinity of the different EuWhen a young man wishes to become a teacher, he must apply, at ropean tongues. I could not be reconciled to limit myself in these ina fixed period, to the inspectors assembled, before whom he undergoes vestigations to a few hours after the arduous labors of the day. I therean examination as to his attainments, natural ability, and moral char- fore laid down my hammer, and went to New Haven, where I recived acter. These approved, he is, in the first instance, allowed to act as an to native teachers, in French, Spanish, German, and Italian. I returnassistant in any school to which he can gain admittance. After a few ed at the expiration of two years to the forge, bringing with me such months he again applies to the same body to be admitted on the list of books in those languages as I could procure. When I had read these teachers of the lower rank; is again examined, and if approved, re- books through, I commenced the Hebrew with an awakened desire for ceives permission to become a candidate for the mastership of a village examining another field; and by assiduous application I was enabled school. After a few months more, devoted to self-improvement, and to in a few weeks to read this language with such facility that I allotted actual teaching, he again presents hims If for further examination; to myself as a task, to read two chapters in the Hebrew Bible before and if again approved, is admitted to a rank higher, and becomes eligi- | breakfast each morning; this and an hour at noon being all the time ble either for a village or a city school. His first examination would that I could devote to myself during the day. After becoming somerelate chiefly to moral character and general ability; his second, to his what familiar with this language, I looked around me for the means of acquaintance with the arts of reading, writing, and arithmetic, with initiating myself into the fields of oriental literature, and to my deep recomposition, grammatical analysis, te history of his own country, gret and concern, I found my progress in this direction hedged up by and generally with the science of education; third would embrace ge- the want of requisite books. I immediately began to devise means of ography in its various branches, and the more advanced stages of ac- obviating this obstacle; and, after many plans, I concluded to seek a quirements previously demanded. place as a sailor on board some ship bound to Europe, thinking in this way to have opportunities of collecting at different posts such works in the modern and oriental languages as I found necessary for this object. left the forge and my native place to carry this plan into execution. travelled on foot to Boston, a distance of more than a hundred miles, to find some vessel bound to Europe. In this I was disappointed, and while revolving in my mind what steps to take, accidentally heard of the American Antiquarian Society in Worcester. I immediately bent my steps towards this place. I visited the hall of the American Antiquarian Society, and found here, to my infinite gratification, such a collection of ancient, modern, and oriential languages as I never before Mr. Brooks concluded his lecture with a stirring and eloquent ap- conceived to be collected in one place; and, sir, you may imagine with peal to the Young Men of the Institute and of the State, to take up the what sentiments of gratitude I was affected, when upon evincing a de improvement of our common schools with united hands and with en-sire to examine some of these rich and rare works, I was kindly invilightened zeal. Would to God we could enlist every one of this noble ted to an unlimited participation in all the benefits of this noble instituarmy who are to bear upward and onward, we trust, the cause of civil tion. Availing myself of the kindness of the directors, I spent about and religious liberty, in this patriotic and religious work of educating all the children of our State and of our land, so as to best fit them in strength, morality, and intellect, to enjoy their own existence, and to be most useful in their several spheres of employment and duty.

The results of the system are most cheering to those who believe that a thorough public instruction, embracing the head and the heart, will narrow the dominion of vice and crime. And all this has been I brought about in less than a half century. Out of a population of 2,500,000, the number of juvenile offenders under eighteen years of age in confinement in 1836 did not exceed 150. Contrast this with the state of things in London, where in 1836 there were 3,132 boys under sixteen who were not educated, and who probably only left the prisonhouse (as the prisons of London are managed) to pursue a downward

course of vice and crime.

three hours daily at the hall, which, with an hour at noon, and about
three in the evening, make up the portion of the day which I appropri
ate to my studies, the rest being occupied in arduous manual labor.
Through the facilities afforded by this institution, I have been able to
add so much to my previous acquaintance with the ancient, modern, and
oriental languages, as to be able to read upwards of fifty of them, with
more or less facility."

SCHOOL LIBRARIES.-A BLACKSMITH'S LETTER.
From a Speech of Governor EVERETT, of Massachusetts, at a meeting this letter, and the gentleman to whom it was addressed, for the liberty
I trust, Mr. President, I shall be pardoned by the ingenious author of
of the friends of Education, in Bristol county.

which I have taken, unexpected, I am sure, by both of them, in thus It is a great mistake to suppose that it is necessary to be a profession-making it public. It discloses a resolute purpose of improvement, (unal man, in order to have leisure to indulge a taste for reading. Far oth-der obstacles and difficulties of no ordinary kind,) which excites my erwise. I believe the mechanic, the engineer, the husbandman, the tra- admiration--I may say my veneration. It is enough to make one who der, have quite as much leisure as the average of men in the learned has had good opportunities for education hang his head in shame. professions. I know some men busily engaged in these different callings of actual life, whose minds are well stored with various useful knowledge acquired from books. There would be more such men, if education in our common schools were, as it well might be, of a higher order; and if common school libraries, well furnished, were introduced 345. What does the figure 5 stand for here? Does it stand into every district, as I trust they soon will be. It is surprising, sir, for five hundreds? Does it stand for five tens? What does how much may be effected, even under the most unfavorable circum- the 4 stand for? Does it stand for four ones? Four thoustances for the improvement of the mind, by a person resolutely bent on sands? What shows the whole meaning of it?

LESSON IN NUMERATION.

What does

the 3 stand for? What do all these figures means? Read or

numerate them.

Now consider and tell what good reason there is, why this number should not be written out in out so, 300, 40, 5. Would it be as convenient? Almost every thing in arithmetic is done because it is the most easy or convenient way.

Make three dots on your slate, in a row, so, .. If you were going to write down the number two hundred and sixtyfive, where should you put the two hundred? There is the place for the hundreds. How can you always find the place for hundreds? Write two hundred on the dot where it belongs. Where and how must you write the number sixty? How many is sixty? Why do we not call it six tens instead of sixty? Is it not likely to be because it is easier to say sixty than six tens, and pleasanter to hear? It is well for children to remember that ty at the end of a word meaning a number, signifies ten. Such words must always be written in the place of tens. Now place the five in its place.

Make four dots, and write down this number: six thousand, two hundred and twenty-nine. Write these: four thousand and one. Five thousand. Eight thousand and fifty five. A cipher or nought means that the figure on the left hand side of it means ten times more than it would without it. The cipher takes one place, and the figure must take the next higher. 05 Is this cipher of any use? Does it change the meaning of the 5? Does it signify any thing itself? Lesson in Carrying. 29 Here is a sum in addition. I am to put twenty-eight 16 and sixteen together, find how large a number they will make, and write it under the two other numbers. I say, six and eight make fourteen, and set down four and carry one. Now why should I put the 4 under 6 and 8? Then tell what I mean when I say I carry one, and what I must do.

time to time, for the purpose of being qualified as Teachers in this or any other country."

The schools of this society are open to visiters every day. The system is the simultaneous, and partly mutual. Reading, writing and arithmetic are taught. The reading lessons are extracts from the scriptures; "no catechism or peculiar tenets" are taught; but every child is enjoined to attend worship with his parents: Teachers are admitted, even if they do not design to instruct entirely on the plan of the Society's schools.

The British Society has a large number of auxiliaries, and has greatly promoted the extension and improvement of education, both in Great Britain and in her dependencies, principally by supplying educated Teachers. Their great, central institution, is called the Borough Road School, and is directed by an able educator, the Rev. Mr. Dunn. "The principles of the Society," remarks one of their late reports, are at once liberal and scriptural, religious and unsectarian." The right of the poor to education, the duty which rests upon the educated to instruct the ignorant-the wisdom of imparting instruction to all classes with a liberal hand, 'not grudgingly, but as cheerful givers,'-the necessity of basing all that is taught upon the sacred scriptures, of fairly and fully inculcating the whole counsel of God,' unstained by the spirit of party, undefiled by sectarianism, without the aid of human creed or human formulary, and through the agency of persons, themselves, it may be hoped, (as far as men may judge) under the influence of Divine grace" these were the views expressed by the founders of the Society; and after many years of practice under them, the present directors give their full and decided approbation.

We have not room in this paper, even to give an outline of the Society's operations; and must limit ourselves here to adding merely, that the central Association of the Society hold geneI will explain these. 8 and 6 here are not eight tens and six ral meetings, at which information is communicated in the tens, but eight ones and six ones. Therefore they do not make form of essays; and extracts from these, with other matter, are fourteen tens, but fourteen ones. Well, fourteen ones are the published in a pamphlet called the British Teachers' Monthly same as one ten and four ones. Teen means ten. There-Reporter. The following summary of principles and methods fore I must set the 4 ones in the place of ones or units, so, 28 recommended at large by essayists at the third general meetand I must put the one ten in the place of the tens. But if 16 ing, we copy from a number of that pamphlet, published a few I put the ten there now, I must soon rub it out, because months ago. there is another number soon to be put with it. So I will first find what that number is, and then add them together and then write them in one figure. When I say I carry one, I mean that I carry it to its own place. This one is a ten, and not a hundred nor an unit. So I carry it to the place of tens, where it belongs.

28

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But I will show you how I can do this sum in a different way, and set down all that I have done in my mind. I write the two numbers to be added, as before, so, 28 Then I say, six and eight are fourteen, and set down 16 the four ones under the 6 and 8 ones, and the teen or ten under the 2 and 1, which are tens, so, Now I have to add together 2 and 1. They make 3, 16 and I put that in the place of ten, because it means three tens. Then it would stand 28 thus. Now I must 14 put these tens together and 16 place them by the side of the 4, so that I have another sum in addition to do. I draw a line and do it, so, 28 14 This is a longer way than the other, and that is the 3 reason why it is not commonly used. The rules of arithmetic are made to save trouble. There is some good reason for every one of them; and we ought to know the reason, or we cannot understand the rule well.

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INTELLIGENCE,

16

14

3

44

From the British Teachers' Monthly Reporter.

We think our readers will agree with us in considering the Third General Meeting of the Association fully equal in interest to the former ones. Many valuable hints were thrown out during the discussion which followed the reading of the EsWe can only refer to a few of them, and we do so by selecting and arranging them in the order in which they occur. I. It requires a good teacher to keep boys perfectly quiet. Ten minutes a day is well spent in teaching boys to be motionless, when it is wished.

say.

II. Ingenuity in instruction is requisite in a master. He must avoid dull monotony, small things with men being great things to boys.

III. The habits which a child forms in school are more important than the amount of knowledge he obtains.

IV. Moral evils must be corrected by aiming at the heart and conscience. "Thus saith the Lord," is more weighty than "I say so."

V. We must teach the unknown by the help of the known, following the example of the Saviour, who taught his disciples the unknown and hidden mysteries of the kingdom of heaven by the aid of that which was near. familiar and obvious. VI. Quotations from Scripture should be cautiously introduced as illustrations of the meanings of words. Unless holy Scripture be introduced with becoining seriousness, we are likely to do mischief. We degrade the word of God in the estimation of children when we make it subservient to the communication of secular knowledge, instead of making every other study elucidate and enforce the dictates of this holy book.

VII. Children will often explain and illustrate the meaning of words far better than adults. The story of the chimneysweep and the dog (see page 30) is an admirable example of this ability.

BRITISH FOREIGN SCHOOL SOCIETY, The British and Foreign School Society was instituted in London, about thirty-five years ago, for "promoting the education of the laboring and manufacturing classes of society, of every religious persuasion." The third article of the constitution requires, that they "shall maintain a school on an extensive scale, to educate children;" and that "it shall support and VIII. Visible illustrations far exceed in value any descriptrain up young persons, of both sexes, for supplying properly in- tions whatsoever. We can never be quite sure that children structed Teachers to the inhabitants of such places in the Brit-form just conceptions of that which we describe to them.— ish dominions, at home and abroad, as shall be desirous of es: The long nose of the badger, (page 30,) which escaped the attablishing schools on the British system. It shall instruct all tention of the teacher, was the very first thing to attract the nopersons, whether natives or foreigners, who may be sent from tice of the children.

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