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periority its proper station, long since its laws would have regarded
the profession of teacher, as one in a great degree invested with paternal
and religious rights. If there be many instances in which teachers
themselves have derogated from this dignified position, and converted
what ought to have been the most important of social duties, into a mere
trade, it is only the natural result of our unwise and niggard legislation,
and belongs not to the profession, nor to the men.
The teacher must not only be perfect master of the various branches
of education which he is called on to teach, but he must also, in addi-
tion, be thoroughly acquainted, both theoretically and practically, with
the art of education itself. He must understand the science of mind,
the principles of instruction, the best methods, the latest improvements;
and not only must he understand them, but he must have so repeatedly
exercised them, that their practice shall be as familiar as their theory.
For his moral duties a still more elevated scale will be requisite. He
must be strongly penetrated with the importance of his sacred trust.
His religious and moral convictions must be profound--he must make
himself thoroughly acquainted with the nature of the youthful heart,
and with the best expedients for its correction and improvement; his
rebukes must be tempered by modesty, patience, evident justice, good
sense, and, above all, by unwearied kindliness; abstaining, in every
instance at all practicable, from punishment, and never allowing him-
self to be transported by passion or harshness. His praise should be
simple and measured. He must remember that it is not sufficient to

reward success-he must not dishearten exertion. His manners must

may unhappily find themselves still left to their own exertions,
we have a few remarks to make.
Associations among teachers have too often given rise to dis-
sentions, and sometimes produced a lasting dislike between in-
dividuals of that profession, which ought, if any, to feel and
act with the sentiments of friends and brothers. Such sad ef-
fects may be well guarded against, by avoiding the plan most
commonly adopted in the foundation of Teachers' Associations,
viz. that of making them mere debating societies.
A few ill-judging members, a little irritability of temper, or
forgetfulness of the important objects of the society, in an un-
happy hour, may lead to injurious and even ruinous results.
Not a few associations have been broken up, in consequence of
some such untoward influence. Many of these may yet have
produced more good than evil; but it is important to avoid ex-
posure to similar occurrences. If discussions are admitted,
therefore, it is better to make them but one feature in the plan,
and to guard them carefully against abuse. This may be done
by allowing only one or two speeches to an individual, and but
a fixed length of time to each, except in cases in which the
chairman or society may grant a special privilege.
Other exercises should be provided for; as the collections of
libraries, the reading of essays, the exhibition of pupils trained
on different methods, the communication of facts and opinions,
visits to each others' schools, the production or description of
apparatus, new books, &c. &c.; and on these or other subjects,
standing or special committees may be appointed.

be grave, but not austere. Above all, he must be constant, equable,
certain an inexorable regard to truth in the minutest trifle, (if, indeed,
any thing be a trifle where truth is concerned,) and an honorable eleva-
tion above all selfish and interested motive, must be his distinguishing
characteristics. It is needless to say that his private life must be irre-
proachable. If moral teaching be necessary, what teaching is like
example? Unless he be all this, he may be a school-master, but he is
no true instructor. If he be incapable of discharging these duties, and
fulfilling these obligations, even to the letter, (whatever may be his
talents,) he will fail in the high object of his vocation. He may form
clever and well-instructed men, but men, in the true acceptation of the
word-never. Such qualities are, indeed, rare, but they ought not to
be so, nor would they be so, if proper means were adopted to insure
them. They will not grow of themselves, but with proper culture
they may be made to grow. This proper culture' ought to be insisted
on; if not to be had it ought to be provided. Schools for teachers ought
to be the first object with whoever undertakes to assure to a class or (From "Practical Education, by Maria Edgeworth and Richard Lov.
a community a good education. The nature of the qualifications re-
quired, points out the nature of the school. The assurance that a can-
didate has passed through these schools, will, of itself, be the best
pledge to the public of his competency.

We may remark, also, that common school teachers are less exposed to suffer from those unhappy jealousies, which sometimes appear between persons of one profession. They are not and cannot he rivals of each other to any great extent, because they cannot encroach upon each other's districts. This is a circumstance favorable to teachers' Associations.

The high importance of previous qualification necessarily implies the necessity of sustaining it, at least to the same level: this is difficult without books, and communication with men engaged in the same pursuits. Each school ought, therefore, to have its teachers' library, and each district its teachers' conferences, where all may meet at specific periods. Nor should the teacher neglect occasional visits to the model or teachers' school of the capital, to discuss the interests and advancement of his and their common profession, or any similar means, by which he may refresh his information, and still further augment and improve the methods which he has in use. Such a teacher, so prepared, and so disposed to add on every occasion to his means, will be worthy of his high functions.

TEACHERS' ASSOCIATIONS.

ALWAYS TEACH SOMETHING, AND BUT ONE THING

AT A TIME.

ell Edgeworth." 550 pages 12 mo.-P. 66.) out understanding them, yawn and writhe with manifest "Children who have the habit of listening to words withsymptoms of disgust, whenever they are compelled to hear sounds which convey no ideas to their minds. All supernumerary words should be avoided in cultivating the power of attention.

"A few years ago, a gentleman brought two Esquimaux to London. He wished to amuse, and at the same time to astonish them, with the magnificence of the metropolis. For this purpose, after having equipped them like English gentlemen, he took them out one morning, to walk through the streets of London. They walked for several hours in silence; they expressed neither pleasure nor admiration at any thing they saw. When their walk was ended, they appeared uncommonly melancholy and stupified. As soon as they got home, they sat down, with their elbows upon their knees, and hid their faces between their hands. The only words they could be brought to utter were: 'Too much smoke-too much noise-too much houses-too much men-too much every thing.'

"Some people who attend public lectures on natural philos

A free and friendly intercourse or correspondence among the teachers of a town, county and state, is an object greatly to be desired. Out of it must naturally grow, wherever it exists, an important elevation in their views, a great and progressive improvement in knowledge and skill, and an account of intellectu-ophy, with the expectation of being much amused and instructal and moral benefit to the public which those only can properly estimate who attentively consider and personally feel the effects.

In some townships, it is to be feared, the teachers may not speedily find Common School Associations so efficient as we could desire, at least in affording them opportunities for mutual acquaintance and consultation, for the inspection of each others' schools, the perusal of books and journals of education, to attend anniversaries or other meetings of school societies, lyceums, &c. In such cases we should hope to see the teachers acting together, for themselves, and, as far as circumstances may recommend, for society around them. Many of them, we presume, will find the school officers and other leading men soon enlisted, with citizens of all classes, in school associations, and hastening to inquire into the wants and wishes of the teachers. Many of them, we hope, will ere this time have libraries at their command systematic visits to each others' schools arranged and provided for, and plans adopted for their greater accommodation, improvement and usefulness. But to such as

ed, go home with feelings similar to those of the poor Esquimaux: they feel that they have had too much of every thing. The lecturer has not had time to explain his terms, nor to repeat them till they are distinct in the memory of his audience. With children, every mode of iustruction must be hurtful, which fatigues attention: therefore a skillful instructor will, as much as possible, avoid the manner of teaching, to which the public lecturer is in some degree compelled by his situation."

PRACTICAL EDUCATION,

It is highly important that the teacher of a public school should not only put his pupils in possession of the rules of arithmetic, grammar, morals, &c., but that he should prepare them for the r ready use, their daily application, to the business of life. There is greater difficulty in accomplishing this end than some imagine.

In certain branches the task is not so difficult, and its success not so rare. In reading and writing, for example, it is

more common to find youth qualified for the practical applica- | lead them to this distinction, however, I usually introduce them tion of their school studies. This is greatly owing to the fact, practically to the verb; and in some such way as this: that these branches are spontaneously applied to practical use before leaving school. The pupil writes letters to friends, or notes down problems in his ciphering book, or is called on to do writing at home. In reading, of course, the step to practical application is so convenient, that it is almost unavoidable. The child, often when scarcely more than an infant, begins his little course of reading, with the shop sign or the toy-book; and thus needs no particular instruction or incitement to apply his knowledge of letters.

But the case is far different with several other important branches. How many youth may there be, who, on engaging in business, do not find it necessary to betake themselves anew? They may have proceeded far in the rules, and possessed a creditable familiarity with the processes while engaged in the daily practice of them: but from the time when they begin to disuse them, they begin to forget them.

So in grammar. Even some of the children who have been most intelligent and proficient in that branch of study, have been found to set the rules at nought in conversation through life, and it is a plain fact, that our common schools, as at present conducted, are not of sufficient force to hold in check the language of the mass of the people.

If we turn to the geography and history, we shall find, that although these branches are much more extensively and better taught than they were thirty years ago, the effect is far less important in a practical point of view than could be desired, and ought to be expected. What youth, leaving the highest class in a public school, and proceeding on a journey in almost any direction, does not find that his conceptions on these subjects have been extremely crude, if not erroneous? How many a person of such a description has been glad to correct his own views by those of a more practical though less instructed fellow traveller!

Now we do not intend to have it understood, that such results are not often produced by imperfect methods of instruc

Edward, we often use nouns: that is, we often name things. You speak of something or some body many times in a day. Why do you mention them? If you should say nothing further, would you tell any thing which others could understand? When I speak of a person or thing, I always say what it does or has done or will do; or what is, has been or will be; or what has been done to it, or is or will be done to it. For instance, I do not say boy, and then stop; but I say perhaps that a boy is good or bad; or has been sent to his seat; or has learnt well, or will come or go or do something else by and by. Now such words as these, which mean doing or being, are very important, and are called verbs. Which of these words is a verb then? A horse runs. The dogs bark. How can you tell a verb from a noun ?

"In this manner," said the teacher, "I proceed with other parts of speech, as occasion demands and opportunity permits. In similar ways also I illustrate the changes of case, mood, tense, &c., and thus the principles of Etymology and Syntax become known before the pupil comes to the rules in which those principles are embodied.

And, by methods equally natural, simple and interesting, we may add, a teacher who knows how, may lead a pupil over the threshold of every branch of education. The mind was never formed to be driven blindfold to knowledge. If it goes at all, it very naturally requires that it walk in the light. How important, then, is it, to communicate, in grammar, for example, ideas of the subject, the predicate and the classes of words which modify them! How important, at the same time, in attempting to convey such ideas, to avoid the confusion inevitably produced in the mind by an injudicious use of technical terms!

WRITING.

A difference of opinion has been expressed, in England and tion in private schools, academies, and even colleges. We are France, concerning the proper angle for the slope of the letters certain of the contrary. We wish however that all our com- in writing. What has been called in France "la pente Anmon schools may soon enjoy the advantages of improvements glaise," (that is, the English slope,) is about thirty-four degrees which might be introduced; and have no doubt, that a suggestion will be sufficient to direct the attention of some teachers to it, and to lead them to measures appropriate to the end. Important elementary principles, having been once clearly embraced, often, and we hope generally, will be retained, not only through school days, but for life.

IMPORTANCE OF INTRODUCTORY LESSONS IN GRAM. MAR, &c.

"It is in vain, or almost in vain," said an old teacher, "to attempt to teach English Grammar as many do, by requiring the rules to be learnt and recited, and the book to be thus gone through, before parsing is commenced. On this plan I was treated, and thus I formerly taught. I have now a large school, containing more than one hundred boys; with several classes in grammar; and I teach them with far greater satisfaction to myself, because with greater success, and greater interest to them.

"I take care to give each class, and each pupil, at the outset, a clear apprehension of the nature of the branch entered upon, its utility, and the reasonableness of its rules. I find, by experience, that this can be done; and that, by pursuing a similar course in other cases of difficulty presented by the books, all parts of grammar are made intelligible, and in a good degree pleasing.

"For example, I ask a boy, or a class, to look around the school room, and name some of the things which they see. They soon vie with each other in saying desk, bench, pen, &c. Then I say, names of things are sometimes called Nouns. Look round again, and give me a few more nouns. They add perhaps window, door, floor, stove, book, and boy. I say, these are common nouns, that is, each names a thing of some particular kind. There are many books, stoves and boys, in the world and these nouns mean some one of each kind, but do not show which. How do you tell me which boy you mean? They soon understood that they can most easily do it by calling his name. Then I tell them this is a proper noun: that is a name belonging to one particular person. Before I

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from the vertical line. This has been objected to, as too great, and has been reduced by some teachers in Paris to about 37°; or, as it has been stated with singular precision, 26° 33′ 50′′. Notwithstanding this, however, Monsieur Lavaud, a teacher and author in Paris, adopted and recommended the greater deviation of 45 degrees, or the diagonal of a square.

We introduce this subject at this time, because it seems to be a matter of some importance, to direct the attention of teachers generally to the principles of writing, in such a manner as to lead them to reflect upon it with intelligence and independence. The mere recommendation of a particular slope, size or form, is not sufficient to claim imitation, let it be proved from any authority whatever. There are so many opinions, methods and directions, that no teacher can reasonably expect to choose the best, who does not bring his own judgment into exercise, and decide for himself.

It is evident that the letters should not slope too much, because, as is remarked in the "Journal de l'Instruction Primaire," that will throw the long letters too much upon one another, and give a very confused appearance to the writing. Neither should they be too nearly upright; for that makes the manuscript look stiff. What then should be the degree of inclination? To us it appears more important to lead the teacher to decide this question by experiments and reflections of his own, than to attempt to do it for him by expressing our own opinion: To aid him, however, in forming conclusions, we will make a few remarks.

And first, the origin of running hand should be considered: It was invented for convenience sake. The forms, size, slope of the letters, and indeed almost every thing connected with writing, must be influenced, more or less, by convenience in writing. It would probably be thought better to make all the letters vertical, if it were as convenient. Why is it not so? Perhaps many writers have never asked themselves this question. It is because the form of the human hand naturally gives a pen or pencil a direction oblique to that in which the written lines naturally run. If you attempt to give a different inclination to the letters, you will soon find it attended with some inconvenience. While you follow the natural angle, on the con

There are however many, it

trary, the easiest motions of the fingers will continually direct cured, well adapted to their use. the slope aright and make it uniform. But you should bear one is to be presumed, who are able to sing, and are disposed to thing in mind, viz., that if the hand is carried too far from the lead in their schools in that pleasing and improving exercise. body towards the right, the slope will increase; and therefore, It may be recommended to such teachers as are not accuswhen the page is wide, the paper should be moved a little to the tomed to singing, to enquire among their pupils for one or more left as you approach the right margin. Children often fall into of the best singers, and to propose the singing of a hymn or this natural fault, without knowing why. The intelligent moral song as a daily exercise. Those who have never made teacher will never attribute it to wilfulness or carelessness, un- the experiment will probably be surprised at the facility and less the pupil has been cautioned against it by an explanation good effects with which such a change may be made, even unof the cause. der such circumstances.

In the next place, the command of the hand, which means Much has been said in favor of the scientific instruction of the control and easy direction of the motions of its numerous children in music; and it certainly is highly desirable to have joints and muscles, may be greatly improved by proper exer- them taught, as well and as much as may be. At the same cise. No set of copies which we recollect to have seen, ap- time, it is important that they should be taught something, if pears to have been devised for this object. Besides, the vari- they cannot be taught much; and especially that they should ous movements of which this curious, complex and wonderful enjoy the moral influence of frequent and harmonious vocal machine, the human hand, is capable, is so imperfectly under-exercises. Besides, it should be known and remembered, that stood, that perhaps few men are yet qualified to form such a se- some of the best practical judges, in our own and other counries of lessons. We therefore recommend, that various hands tries, recommend the early practising of music by the ear only, be allowed to pupils in writing, with various sizes of letters; either a part of the time, or wholly, until a certain age. and that drawing be practised, as frequently at least as no other pleasing exercise is found for the occupation of idle or listless moments. In early childhood, as we have before remarked, such exercises may be abundantly repeated, with various ad vantages, especially on the slate and the blackboard.

Again-Writing masters differ on the question, whether the hand or the arm ought to be exclusively used in writing. Some, in opposition to the prevailing notions, have succeeded in producing a beautiful, free, flowing style, after a few lessons, without allowing any motion whatever to the joints of the fingers, and even of the wrists. Those who have never tried an experiment at writing in this manner, may well attempt it, that they may be the more able to understand the application of one or two remaining remarks which we have to make.

The shoulder joint is capable of such a variety of motions, and the muscles which direct the arm and the fore arm are so obedient to the will, that if the fingers, hand and wrist are bound so as to be incapable of altering their relative positions, the person may write with ease. Not only so, but he probably will produce lines so flowing, so bold and so elegant, as to surprise himself. It is by the use of the whole arm, that children of two or three years of age, on first beginning to use a pencil on paper or on a slate, will often make a continued series of involved circles or curves, with an accuracy which an adult may fail to equal, if he uses the fingers only. A little attention to this subject, after a few experiments, will probably lead to the conclusion, that both the hand and arm joints should be used in writing. Different kinds of letters render one more appropriate than the other in its turn. Large letters, capitals and flourishes, or ornamental flowing lines, may often be formed most easily by moving the arm alone.

We would hint once more, that persons may be found in almost every district, pretty well qualified to lead a little choir, either with or without the use of notes and systematic drilling on the rudiments. Many such persons, it is to be presumed, would be found ready to give a school occasional instruction and assistance.

It is to be remembered, however, that so far as our observations and experience extend, there is a great difficulty in making young pupils singers at sight, as it is called. Among hun dreds who have received instruction, and who might pass reputably as pretty well taught, a little examination will convince one that it is hard to find a dozen, and sometimes even one, capable of singing a new strain unaided. Young teachers, therefore, must not be discouraged if they do not accomplish all they wish. They cannot fail to accomplish something important, if they do any thing with music among the young.

To give an idea, however, of what progress in musical science is aimed at by the London Society which has lately been referred to, recently instituted for the introduction of vocal music into the schools of that metropolis, we copy here a sketch of their mode of examination of applicants for prizes.

"The best pupil from each class will be required to sing alone, at sight, the air, and afterwards the second-treble part, of a psalm to be composed for the occasion, and harmonized in simple counterpoint, in a major key.

"The same pupil, having so far succeeded, will be required to sing, at sight, the first, and afterwards the second-treble part of a simple glee or madrigal, to be composed for the occasion, and to consist of a slow movement in a minor key, and of a moderately quick movement in a major key.

"That the attention of the pupil may not be distracted by the words, they will be given to him some days before the trial, to commit to memory.

These facts and considerations may be wiselv applied in a school, in several ways. For example, a farmer's son, whose fingers may have become rigid with work in the field, will "The pupil having passed creditably through these trials, probably be able to write better if set to make large letters, keeping the time, singing the intervals correctly, and observing and suffered to use his arm. He may practise much on the a good enunciation, will be examined in his knowledge of the slate and blackboard, without wasting paper, and soon acquire names and uses of the various musical signs, including the difa facility in drawing lines, and maps, and in forming letters. ferent clefs and all that strictly pertains to the notation of muIf successful, he will become familiar with the forms of the sic. written alphabet, and perhaps with those of states, islands or "The ability to execute a perfect shake, and the knowledge continents, and be in a state of mind to open his copy-book of the principles of chords, and of musical composition, will with pleasure, as soon as the muscles of his hand shall have not be expected, nor will the pupil be required to sing from become sufficiently relaxed. Had he, instead of this, been put any other than the treble clef, nor to identify the notes by the at first to the common method of learning to write, he might terms given to them by the Italians (sol fa mi do, &c.,) the exhave had, by this time, only a miserable, blotted book to show, clusive use of those terms being discarded by some teachers, and a countenance saddened by ill success, and darkened by and one object of the Society being to give every system a fair despair. trial."

But, having already exceeded the bounds we had set to ourselves in commencing this article, we must dismiss it for the present.

MUSIC IN SCHOOLS.

THE IMPROVEMENT OF EDUCATION IN CONNECTICUT Is a subject of great interest in many points of view. There are many of our fellow citizens employed in different states as teachers, professors, presidents of institutions, legislators, and Scientific instruction in music in common schools is highly professional men. Many of them-probably we might truly say desirable; but the practice of the art is in our view almost in- all of them-turn with interest to their native state, and regard dispensable. There is, perhaps, not a large number of our with filial reverence every worthy example recommended by teachers who at present feel prepared to undertake instruction such authority. They naturally feel a peculiar regard for those even in the rudiments of the science. Many may hereafter be literary and moral institutions which have made Connecticut ready to attempt it, especially if a cheap manual should be pro- what she is; and formed and moulded that state of society in

which they were born and received their early impressions. burden; but when we perceive its consonance to our nature, To them, they cannot but acknowledge, they owe much of their its pure and inexhaustible rewards for obedience, its power of success in life; their influence in society, their powers of use- imyarting an all-conquering energy, wherever loftiest efforts are fulness to others, their capacity for their highest enjoyments in demanded, we must hail its authority as among our highest this world, or their hopes of a future. honors and blessings. For what slaves are they, over whom

To whatever part of the Union we turn, we find a large pro- conscience is not supreme! What sovereignty awaits those, portion of Connecticut men occupying stations of influence and who yield submission to its dictates! Never since the creation respectability, so that the aggregate amount of the moral and of man, has there been a nation like ours, so nursed in its infanintellectual power of our native land, if it were possible to esti-cy by the smiles of Providence, endued with such vigor in the mate it with accuracy, would appear immense. It is indeed first half century of its being, and made capable in its advandeeply interesting, to cast our eyes on the map of the Union, to cing years at once of rising to such unparalleled power, and of consider the diminutive extent of Connecticut, and then to making existence so rich a boon to its multitudinous members. take a view of her influence. And we need not stop here: for For this very reason, debasement would stand in appalling conmany natives of our state are residents or travellers abroad, trast with its early promises; and if, through immorality, it inwith opportunities and ability both to collect and to disseminate flicts upon itself suicidal wounds, the pangs of its death-struginformation, and to render material assistance in projects for gle will be terrible in proportion to the vigor of its frame and improvement. the tenacity of its young life. It has been well said that it took Rome three hundred years to die. Her giant heart still beat, though corruption festered through all her members. Fiercer will be the throes and deeper the shame of this young republic, if, in the bright morning of its days, and enriched with all the beneficence of heaven, it grows wanton in its strength, and, maddening itself with the cup of vice, it perishes basely in sight of its high destiny.

How desirable it seems that the measures adopted, and the objects aimed at in this state, should correspond with the standing which she has so long maintained! The principles which she should avow, must not be such as might be pursued by less intelligent communities; the measures adopted here should not be marked with indecision, nor received with coldness by the people. The progress of improvement should not be slow, irregular or wavering. Connecticut, on such a question as There is every thing in our institutions to give (if that were doing honor to her founders by cherishing their favourite insti- possible) even an artificial and extraneous value to upright contutions, should be unanimous, prompt, hearty and indefatigable. duct, to nobleness and elevation of character. Our institutions Though other questions may disturb the public mind, where demand men, in whose hearts, great thoughts and deeds are can there be a single reason to justify any man in withholding native, spontaneous, irrepressible. And if we do not have a his active support from an object so clearly, so incontestably, generation of men whose virtues will save us, we shall have a so undoubtingly admitted to belong to the common weal? generation whose false pretensions to virtue will ruin us. In If, then, the great body of her people, casting aside all oppo- a state and country like ours, a thousand selfish considerations sing considerations, should combine in favor of the great plan tempt men to become hypocrites and to put on the outward proposed by the legislature, and begin this very Winter to yield guises of morality. Ambition may counsel that honors are a general and manly support to measures for the improvement most easily won through honest seemings. Avarice may covet of our common schools, how influential would be the example a fair reputation for its pecuniary value. Pride and vanity may of the State! How extensive and permanent might be the look for regard without the worth, which alone can challenge good results to the country at large! It is not too much to it. But all such supports will fail in the hour of temptation. predict, that if Connecticut should establish a truly good school They have no depth of root in the moral sentiments. The system, similar systems would soon be established throughout germs of morality must be planted in the moral nature of chilthe Union! dren, at an early period of their life. In that genial soil they will flourish and gather strength from surer and deeper sources than those of time-serving policy; like those pasture oaks, we see, scattered about the fields of the farmers, which, striking It is yet to be developed how close a partnership is a repub- their roots downward into the earth as far as their topmost lican government with the right of universal suffrage. It is yet branches ascend into the air, draw nourishment from perennial to be manifested, that each citizen, by virtue of this social part- fountains, and thereby preserve their foliage fresh and green, nership, contributes, as his part of the common capital, his through seasons of fiery drought, when all surrounding vegehopes for the future, his subsistence for the present, his reputation is scorched to a cinder. tation, his life. By virtue of this compact, the other members School Journal. of the firm have power to dispose of the investments, according

UNIVERSAL SUFFRAGE CREATES A PARTNERSHIP.

Massachusetts Common

MEN OF LETTERS AND AN EDUCATED PEOPLE.

MR. HILLHOUSE'S LECTURE.

to their own views and motives, be they of policy or plunder. Not entire, however, is the analogy between a busines partnership between merchants, and this political association. From We see no reason why not only a small but a numerous class the former, a man can withdraw, when he finds that the mis- of literary men cannot be created, and indeed why they will management of his associates is overwhelming his interests not almost necessarily spring up among a people, highly and with ruin and his character with disgrace. Retiring, he may universally instructed. And while we advocate with an earnest withdraw whatever remains of his unsquandered fortune. But zeal the cause of common schools and of universal education, not so in this political partnership. Though in this each has we would throw no obstacle in the way of those who are a more enlarged power of binding the whole, yet none can labouring to build up our higher seminaries of learning, strike his name from the company and thereby evade the imposition of new responsibilities. The only legalized modes of dissolving the connection are death and self-banishment. Would it not be good policy for the members of such a firm to expend a little, both of their time and their revenue, to qualify all of those future members whose admission they cannot prevent?-Massachusetts Common School Journal.

MORAL EDUCATION.

and to provide in libraries and richly endowed colleges and universities, for the greater advancement of a few in science, literature and the fine arts. The successful votary in these pursuits, sooner or later, receives the homage of the nation, whose glory is perpetuated in his triumphs. We do not object to this. Still we should prefer for our native State and our native land, to see the entire community properly educated in all sound morality, in a lofty and generous patriotism, in a devout understanding of the laws and harmonies of What deep and unfathomable meaning dwells in the words the outward universe, in a practical acquaintance with the veracity, impartiality, benevolence, justice, duty! Attaching great principles of science as applied to the trades and occupato us in our early childhood, following us through every wak- tions of men, and above all, in all religious knowledge. ing moment of our lives, with the imposition of ever-renewing It is a higher boast for any people to have it recorded of commands;-attaching to us in the narrowness of the domes- them, that not a family had allowed so much barbarism to tic circle, yet, as our knowledge and our relations expand to fill grow up in their midst, as that a single native of mature age up larger and larger circles, fastening new obligations upon us, could be met with through all the cities and villages of the commensurate with our powers of performance;-in this view, State who could "not read the holy word of God, and other the all-enfolding law of morality may seem to be a task and a good and profitable printed books in the English tongue,"

than that her higher institutions of learning had enabled one man to acquire great facility in reading twenty foreign languages. It would be a still higher glory for any nation to be able to claim that the mass of her people understood the great but simple truths of astronomy, than that "one of her sons had discovered in the distant regions of space a new planet, while the uninstructed millions were sunk in the superstitions of astrology."

We have no fears, however, that we shall diminish the number of lettered minds among us by advocating a more generous cultivation of the intellect, and a fuller developement of the richest affections of our common nature throughout all ranks and conditions of society. Nor have we any fears that our common schools are likely to draw off any of those streams of individual or public bounty which would otherwise enrich and gladden the noble fields of literature and science.

We do need among us more men of highly cultivated minds, who without despising office, will not seek it; who will rever ence the true idea of the people, and not use and abuse it for their own ends of power and place; who will help to enthrone a national conscience over national actions; who will help to cultivate in the general mind a holy and noble faith in some things which are not physical or tangible, a sense of the beautiful, of the sacred, and the true; who will seek that approbation which speaks not in shouts, but in the still small voice from within."

We hope the suggestions of the lecturer will be heededthat our men of abundant means, here and elsewhere, instead of piling up wealth only to take from their children the very motives to application, which governed them, will help to give to the nation more sons of consummate education-such an education as will enrich the heart while it expands and strengthWe were led to these reflections after listening to the elo- ens the intellect, and inspire the whole man with lofty and quent and finished lecture of Mr. Hillhouse before the Hartford generous purposes; and above all, arm them with that moral Young Men's Institute. It was a beautiful illustration of the heroism which will lead them up to the breach when the waters glory which a "lettered mind" can shed over his own state, of bitterness and desolation are coming in, and if need be, to and of the service which such minds can render to society by perish there. recalling the public mind from the too eager pursuit of wealth, But above all, we wish to see not only the summits of society and the stormy paths of politics, to the quiet groves, and the (if our society can be said to have any other summits than those pure fountains of literature. The following notice of the lec-of the ever changing billows which follow each other, to sink ture appeared in one of the city papers. in turn to the common level of them all,) lighted up with a highHis subject was the importance of a National Literature, ander and purer literary taste, but the vallies, where, after all, the the influence of lettered minds among us, to counteract the tendencies of our physical, social and political condition as a people. He paid a glowing tribute to our past history, and to the generous patriotism and heroism which has made it all that it is. He touched on the peculiar advantages under which we were working out the most interesting problem to humanity, which had ever been given to any people to solve; and there were passages of thrilling eloquence, in which he shadowed forth "This is the grateful path," says Mr. Mann, in an article on the future in our horizon so full of all the elements of an enduring this topic, "where we are summoned to a glorious duty. Not greatness. But in spite of all that there is to encourage in the to enter every dwelling and seize its resources, in order to swell past, the present and the future, he thought there was still in the redundancy of some treasure-house of knowledge; not to our history, commencing as it did in the severance of all time- collect the rills, whose waters might fertilize the whole land, honored associations, and marked all along with the dropping, and gather them into a stagnant reservoir; this is not our one after another, of all the usual social and political checks work; but multiplication, diffusion, ever-replenishing, until and balances; in a public press, that chartered libertine which the people shall learn the nature of the true duties and enjoyspared neither age nor sex, the altar or the fireside, in its at- ments of freemen. Let not the quest for new discoveries tacks-and had left for the last thirty years not an instance of cease; let philosopher after philosopher reveal more and more patriotic or distinguished public service unslandered; in the of the wonderful works of nature, and thus present to all men vast extent of our republic, teeming every where with unex- new reasons for adoration of the Creator. We would not call hausted and inexhaustible resources of wealth, and inviting all back any one who is exploring the skies or diving into the earth to restless, reckless extravagant speculation and enterprise; in for knowledge; but first of all, we would diffuse the great morour political organization, offering the widest scope and the hot-al, social, and economical truths, already discovered, amongst test stimulus to ambition not necessarily of the loftiest kind; lations of past centuries, we would reproduce, and make it, as the people. What is practically valuable among the accumuin all these there was enough, he thought, to alarm our fear, far as possible, the fireside companion of every citizen; so and stir up our patriotism, to encourage the growth of some conservative counteracting principles and influences in the na- that if an inventory could be taken of the virtue and intellitional mind and habits. Otherwise the simplicity, and truth, gence of the people, the units would swell to an aggregate, and generous patriotism of our fathers, would give way to uni- incomputable by the higher standards of former times. versal selfishness, political corruption, and base office seeking. this is meant that highest reach of philosophy, which consists "But shall we aim to make every man a philosopher? If by His aim was to show that the mind and heart of the nation were to be cultivated, not merely her swelling sinews and in an understanding of one's duty and destination, and a disovershadowing bulk-otherwise, with all our extent of terri- position to perform the one and live up to the other, we answer, tory and increasing population, we should only realize a history yes; but not that every man should be linguist, rhetorician, or like that of the earlier empires of the world, which line the long astronomer, any more than we would that every man should vista of the past with kingly phantoms, and fill the air with be tailor, blacksmith, and watchmaker. Let us not, however, the shadowy marchings of mighty armies, but have not chroni overlook one of the most striking facts in the ordination of cled the centuries of their power and glory in the ever endur- Providence, that the truths, which it required the greatest phiing monuments of intellect and literature. Their temples are losophers, toiling for years, perhaps for lives, to discover, can not our models; their statues are not our envy; their battle- be made perfectly intelligible to ordinary minds in weeks, or fields are not holy; their history does not instruct, their poetry even days. inspire and thrill, or their eloquence arouse like the old majestic tones of Greece, and of Rome in her best days.

wealth and fertility of a nation abides, filled with its broad and genial illumination-to have its uplifting and generous influences spread and felt throughout all the conditions and employments of men. This is the holy mission which has been assigned America to fulfill on this continent-this is the vast scope and the glorious consummation of true American Liberty.

SCHOOL HOUSES IN MICHIGAN.

Instead, then, of rearing any more temples to Mammon and We are indebted to John D. Pearce, Esq. superintendent of to Party, which now cover the length and the breadth of the Public Instruction in Michigan, for copies of his able and interland, and are thronged with eager worshippers-he would dedi-esting reports to the legislature, made in discharge of his officate every where altars to science and poetry and taste. He cial duties. If that young but vigorous State but perseveres in would have the nation set about in real earnest to build up a National Literature, in which the true glory of a State should be enshrined,-where all that is venerable in the law, or majestic in public function, or distinguished and disinterested in patriotic service and devotion, or holy in the charities of the hearth and the altar, should be shielded and embalmed for ever in the choicest efforts of history and eloquence and poetry.

tne policy she has so nobly commenced in regard to Education, both in its primary and superior departments, she will possess the best system of public instruction on this side of the Atlantic. We extract from his report made to the legislature in 1837, in which he presented the plan of the entire system, which has since been organized and partially put in operation, the following suggestions and plan for School Houses.

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