errors. greatest facility, through the first lessons, which they receive. Rules for spelling should also be learned, and their application shewn, particularly in the orthography of compound and derivative words, the plurals of nouns, the inflexions of verbs and the comparison of adjectives; and in these exercises black boards or slates should be used so that the eye, as well as the ear, may be made instrumental to the correction of In reading, the lessons should embrace a just enunciation of sounds as well as words, and a careful regard to distinctness of pronunciation, as well as a proper fullness and modulation of the voice. A clear and correct enunciation is of the highest importance to a teacher, whose defects are almost certain to be communicated to his pupils; and it is, therefore, indispensable, that reading with criticisms in ortheoepy, accent, emphasis, cadence, and punctuation should constitute a part of the exercises in this branch of study. The pupil should not only be practised in reading the English language with accuracy and distinctness, but he should be taught to write it correctly. He should be made thoroughly acquainted with its structure, and its idiomatic peculiarities. In addition to the ordinary routine of parsing, the principles of universal grammar shou'd be critically discussed, the structure and philosophy of language should be made the subject of a minute investigation, the offices, which are performed by the different words of a sentence, and the rules by which their relations to each other are governed, should be explained until the whole subject is thoroughly understood. Original composition, and declamation from the writings of chaste authors are also an essential part of the course; the first for the purpose of facilitating a correct understanding of the laws of language, and the acquisition of a correct style, and the second for the purpose of cultivating a distinct articulation as well as a refined taste. WRITING AND DRAWING. Every pupil must be able, before he leaves the institution, to write a good hand. For this purpose he should be made to practice from the beginning of the course, under the personal direction of the tutors, with the best writing materials, and with proper attention to the positions of the body, arm and hand. For beginners, slates may be used with great advantage, as suggested in Taylor's District School. Drawing is only expected to be taught so far as it may be necessary for the purpose of mapping. In learning geography, the pupils should be required to delineate on the black-board the outlines of the general divisions of the earth, the different countries, oceans, rivers, &c., and they should afterwards be practised in similar delineations, executed with care, on paper. In geometry, trigonometry, mensuration and surveying, linear drawing will be indispensable, and the tutors should study to convert these exercises to the best use. ARITHMETIC. In all the operations performed by the pupils, in this branch, black-boards should be used for demonstrations and illustrations, and every lesson should be explained until the pupil comprehends it thoroughly. In nothing is the dependence of one step on another so complete as in the science of numbers: and if the pupil leaves behind him any thing, which he does not distinctly understand, his progress must always be difficult, and the result of his calculations uncertain. In facilitating a clear perception of abstract numbers and quantities, visible illustrations should be liberally employed. Mental arithmetic may also be advantageously resorted to, and, indeed, may be deemed indispensable, as a discipline to the mind. To all these exercises a practical direction should, as far as possible, be given, by selecting as subjects for practice those familiar operations of business, with which the pupils must become conversant in after life. Thus the mind may be strengthened by the same process, which is storing it with useful information. "A knowledge of arithmetic enters into so many of the common operations of life that it is not only an essential part of the most ordinary education, but it should be so thorough that an application of the rules of the science may be made with ease and certainty. "BOOK-KEEPING. A simple course of book-keeping should be taught in every common school, and it is, therefore, an essential part of the course of instruction for a teacher. which its several parts bear to each other and to its whole surface, can be readily comprehended without having recourse to visible demonstrations. To young pupils there is a difficulty, even with the aid of maps and globes, in communicating a distinct conception of the positive or relative magnitude of different countries, or the remoteness of different places from each other. Much depends on minute and patient explanation, especially in that part of geography which treats of the physical divisions of the earth, including continents, peninsulas, islands, oceans, lakes, rivers, mountains, &c. Physical geography, or that part of the description of the earth which treats of its natural features, is of great interest and importance; the more so, as with it are necessarily interwoven matters, which in strictness belong to the department of astronomy. The figure and motions of the earth; the causes of the variation in the length of the days; the seasons; the principles upon which the tropics, and polar circles are drawn at their respective distances from the equator; the general features of the earth's surface, embracing a knowledge of the influence of elevation above the sea upon temperature, climate, productions, &c.; a description of volcanoes and earthquakes; the various theories relative to the causes of eruptions and shocks; the atmosphere, winds and their agency in the distribution of heat and moisture, embracing the subject of rain, fogs, dew, hail, &c.; the theories relative to tides; a description of the most remarkable currents in the ocean; and all those natural causes, by which the condition of the various parts of the earth are influenced, should be briefly but clearly and carefully explained. In this branch will also be included a general knowledge of the geological structure of particular regions and their most remarkable productions, animal, mineral and vegetable. In the St. Lawrence Acade my the whole subject of physical geography is systematically and critically discussed, commencing with the "history of the science and the adaptation of the objects it embraces to awaken interest by their endless diversity," and running through the details of the science in a complete course of seventeer. lectures. With a description of the different countries of the earth, some account of their inhabitants, forms of government and religion, and their gen eral statistics must also be united. HISTORY OF THE UNITED STATES. The history of the United States is so essential, that it may justly be treated as a distinct branch of study. In this, a mere outline is not sufficient. The pupil should understand, in all its details, the history of his own country. He should begin with its discovery and first settlement, and trace it through the various stages of its colonial dependence to its emancipation from the control of the mother country. In the character of the men who stood foremost in the contest for independence, the measures of provocation, by which they were roused to resistance the trials through which they passed, the reverses which they sustained, the triumphs which they achieved, and the great political principles which were vindicated by them, there are lessons of instruction not inferior in value, to any which can be drawn from the history of any other age or people; and if the mind of every youth can be made familiar with them, and his feelings imbued with the moral which they contain, no better security can be provided against the degeneracy of that unconquerable spirit, in which the foundations of our freedom were laid. GEOMETRY, TRIGONOMETRY, MENSURATION AND SURVEYING. The committee regret that they cannot refer to any single work, which contains such a course on all these subjects as they deem necessary. The works on each separate subject are in general too extensive for the purpose in view. The course should be altogether practical in its character, and should be divested of every thing superfluous. The principles of geometry and trigonometry should be so thoroughly understood, that their application may be made with facility. The pupils should be able to measure solids as well as surfaces with ease; and they should be made so well acquainted with the rules of surveying, and the instruments used for the purpose, as to be able to ascertain heights and distances and determine the contents of a given piece of land, with readiness and precision. NATURAL PHILOSOPHY AND THE Elements of ASTRONOMY. The course in natural philosophy will embrace a clear understanding of the several properties of bodies, gravitation, the laws of motion, simple and compound, the mechanical powers, the mechanical properties of fluids, the mechanical properties of air, the transmission of sound, and optics. Each academy should be furnished with a complete philosophical appapractical direction should, as far as possible, be given to the science, by teaching the proper application of its laws to useful purposes. It is from this course that those, who intend to devote themselves to mechanical pursuits, may reap the greatest benefits; and it is of the utmost importance to introduce it into the common schools. The first step towards the accomplishment of this object, is to prepare instructors competent to teach it; and it is for this reason that it should constitute a particular object of attention. "The method pursued in the St. Lawrence Academy is, perhaps, as concise and as likely to be successful as any that could be devised. The system contained in the first part of Preston's Book-keeping is taken as a guide. The pupil is first taught to rule his book, and is then required to carry his slate to the recitation room ruled in the same manner. For several of the first lessons, examples of accounts are taken where the ar-ratus, and all the subjects should be taught with full illustrations. A ticles delivered are charged directly in the individual's account. The teacher then reads the several charges, which the scholar copies on his slate: and the scholar is required, as an exercise in writing, to transfer the account to his book. The teacher then proceeds with the charges in the short specimen of day-book entries, giving as many at one lesson, as the scholar will be able to transfer with care, in the allotted time, to his day-book. When the several charges are copied into the scholar's day-book, he is required to post his book." In this manner a sufficient knowledge of book-keeping for ordinary purposes may be readily acquired, and the student may improve as much in penmanship as though he had passed his whole time in writing after a copy. GEOGRAPHY AND GENERAL HISTORY. Geography, to be profitably studied, must be continually explained by maps and the globe. Neither the artificial nor the natural divisions of the earth, nor the proportions, In connection with natural philosophy there should be a brief course of instruction in the principles of astronomy. The nature and causes of the earth's motions, the planets and their motions, their size and positions in relation to the earth and the sun, their satellites, the cause of eclipses, the variations of the seasons, the length of the days, the causes of heat in summer, &c., should all be made familiar to the pupils. Each academy should be furnished with an orrery, a moveable planisphere, a tide-dial, and a set of globes: and nothing which is capable of being illustrated by apparatus should be taught without illustration. fraudulent conveyances and contracts as to goods, chattels, and things The same apparatus may be employed for the illustration of subjects connected with physical geography, between which and that part of astronomy which treats of the earth's motions and the effects consequent upon them, there is a very close connexion. CHEMISTRY AND MINERALOGY. The course in mineralogy and chemistry is not expected to be carried far. It is intended that each academy shall have a small cabinet of minerals; and the pupils should be able to distinguish the different specimens, which should be well characterized, and to understand clearly their composition and distinctive properties. Chemistry should be taught in such a manner as to THE PRINCIPLES OF TEACHING. In this branch, instruction must be elucidate these distinctions in the mineral kingdom, and to give a cor- thorough and copious. It must not be confined simply to the art of rect knowledge of the properties of the various bodies and substances, which are in most common use; and its application to agriculture and teaching, or the most successful methods of communicating knowl the useful arts, should be made a prominent subject of instruction. Min-edge, but it must embrace also those rules of moral government, eralogy is usually a preliminary of the science of geology; but it is which are as necessary for the regulation of the conduct of the teacher as for the formation of the character of those who are committed not expected that the latter will constitute a subject of study, excepting to his care. so far as it is connected with physical geography, which will necessarily embrace some account of the structure of the earth, with a descripAlthough this branch of instruction is mentioned last in the order tion of the principal classes of rocks and the mineral and metalic sub- of subjects, it should in fact run through the whole course. All the stances, with which they are found united. One of the most salutary other branches should be so taught as to be subservient to the great effects of combining with elementary education some knowledge of the object of creating a facility for communicating instruction to others. foregoing subjects is to guard against the impositions so frequently prac- The pupils in the departments should be practised in all that can tised upon the ignorance of the uninformed in the discovery of some un-devolve on a teacher. It is of the first importance that they should known, and often worthless, substance, to which an imaginary value be made, each in turn, to conduct some part of the recitations, to is assigned. It is exceedingly desirable to spread correct notions con prepare proper questions on the particular subject of study, and to il. cerning lime stone, gypsum, and coal, and the ores of iron, lead, cop-lustrate it by explanations for the purpose of improving their colloper, &c. The modes of verifying their composition should be made fa- quial powers, and thus giving them a facility for explaining whatever miliar; and it should be understood in what proportions quantity should they may be required to teach in the future office of instructer. The be combined with quality in order to reward labor. tutor should then go over the whole ground after them, pointing out THE CONSTITUTION OF THE UNITED STATES AND THE CONSTITU. their errors or defects and giving them credit for whatever may ap TION OF THE STATE OF NEW YORK. Every citizen, in order to ex-pear to merit commendation. In this manner the future teacher will ercise discreetly and intelligently the right of suffrage, upon which readily acquire a facility for communicating instruction, which is one questions of constitutional power are frequently dependent, must un-of the highest elements of his art. derstand the provisions of the constitution of the United States and In all these exercises the language of the pupils should be watchthe constitution of his own state; and there cannot, perhaps, be a bet-cd and criticised, every want of perspicuity pointed out, and a rigid. ter mode of attaining the object than to require each pupil to make a conformity to the true standards of etymology and pronunciation insistbrief analysis of both. With regard to the constitution of the United ed on. At the same time every thing artificial or affected in tone or States, he should be required to specify the qualifications and disabil. manner should be studiously avoided; and the pupils should be ities of the members of the Senate and house of Representatives, the taught that elocution is always effective in proportion as it is natural rights and privileges of each house, the powers of Congress, the and unconstrained. powers prohibited and reserved to the states, the limitations of the legislative, judicial and executive authorities, and the manner in which the various officers of the government are respectively cho sen or appointed. In short, all the provisions of the original instru. ment and of the successive amendments, which have, by virtue of the proper ratifications by the states, become a part of it, should be thoroughly understood by the pupil. In like manner he should know the qualifications of the various officers of government in his own state, the several divisions of authority provided by the constitution; the organization of the legislative, judicial and executive depart inents; the powers respectively allotted to them; the rights of the citizens; and for the purpose of impressing strongly on the mind these fundamental principles and provisions of law, which every citizen owes it to the public and himself to und erstand, the pupils should be required to make an analysis of the constitution of New-York, which should be carefully examined by the instructor. In pointing out the principal and most important provisions of both instruments, so far as they confer power, or restrain its exercise, the reasons, on which the grant in the one case or the prohibition in the other is founded, should be clearly explained. Questions of disputed right growing out of the provisions of either instrument had better be pass. ed by; but, if they are made a subject of comment, the arguments on both sides should be fairly stated. Schools for popular instruction de; art from the end of their institution, when they are made subser. vient to the propagation of particular tenets on any subject, which is open to a diversity of opinion. In every matter, which enters of necessity into the proposed plan, it should be the aim of the instructor to furnish his pupils with all the materials for forming unprejudiced opinions, but to leave their minds free from all bias. SELECT PARTS OF THE REVISED STATUTES, AND DUTIES OF PUBLIC OFFICERS. It is hardly necessary to add, that under a form of govern ment which throws open to all its citizens the avenues to political power, it is important that all should have, in early life, a general knowledge of the duties, which they may be called on to discharge, or over the faithful performance of which, by others, it will be their province, in common with their fellow citizens, to exercise a con. stant supervision. They should know how to command the attention of their pupils, to communicate the results of their own researches and experience in the manner best calculated to make a lasting impression on the mind, to lead their pupils into the habit of examining for themselves, instead of being directed at every step of their progress by their in. structer, and thus to observe, investigate and classify objects, to combine the fruits of their observation, and draw conclusions from tho facts which they have obtained. In carrying into execution the plan of instruction about to be established, it should not be for a moment forgotten by those who are charged with this important task, that the object of education is, not merely to amass the greatest possible amount of information, but at the same time to develope and discipline the intellectual and moral faculties. The result of common school education in most cases is to burden the memory with facts and rules, of which, the proper practical ope ration is but imperfectly comprehended. This defect is at war with the spirit of the age, which is to probe to its inmost depths every sub. ject of knowledge, and to convert the results of our inquiries to use. ful purposes. Practical usefulness is the greatest end of intellectual discipline; it should be kept steadily in view by the teacher, and he will soon learn that his lesson, when its reason and its object are presented to the mind of his pupil, will arouse an interest, which in the absence of this full understanding of the subject, he would have labored in vain to excite. In determining the proper organization of the departments, the committee have fully considered the question, whether the studies and recitations should be distinct from the ordinary academic exercises; and although they are disposed to leave this in some degree, to the discretion of the academies, yet they are decidedly of the opinion that convenience coincides with good policy in requiring that pu pils, who are in a course of training for teachers, should be taught in connection with the other students. The committee cannot forbear to add that the instructers in the academies, with which the proposed departments may be connected, should labor to impress on the minds of those, who may be preparing themselves for the vocation of teaching, a deep sense for the respon It is to be regretted that a work containing the most important prin. sibility, which belongs to it. There is in tru h, no other, in which ciples of civil and criminal jurisprudence, caunot now be referred to, a conscientions and discreet discharge of its appropriate duties can as proper to be used for the proposed course. Until such a one well produce more beneficial or lasting effects. It is from the con. shall be prepared, the principles of the academies should be charged duct and precepts of the teacher that the minds committed to his gui with the duty of extracting from the Revised Statutes, such portions dance are destined to receive impressions, which may accompany the as will show the particulars necessary to give validity to conveyan. individuals through life, and give a determining cast to the character. ces, the time limited for commencing suits, the rules relative to In his demeanor they may read impressive lessons of moderation, forbearance, and self-control; from his rules of government they may learn the value of firmness, justice, and impartiality: or they may find in exhibitions of petulence, unsteadiness of purpose, and unjust distributions of favor, a license for the indulgence of their own prejudices and passions. Nothing is more vital to the successful government of the teacher, and to the execution of his plans of instruction than a steady self-command. The most certain mode of bringing his own authority into contempt is to show that he is not his own master. The moral atmosphere of the school.room will be pure or impure according to the conduct or character of him who presides over it. On his example will, in no inconsiderable degree, depend, for good or evil, the destiny of numbers, whose influence will, in turn, be felt by the political society, in the operations of which they are to take an active part. The teacher should be made to feel so sensibly the importance of his position, that it may be continually present to his thoughts, and become the guide and rule of his actions. He should bear perpetually in mind that he is the centre of a little system, which as time advances, is destined to spread itself out and carry with it, for the benefit or injury of all which it reaches, the moral influences imparted by himself. 3. As to the necessary books and apparatus. Books. Each academy should be furnished with a library well stored with the best authors on the prescribed subjects of study. The committee propose to leave the selection of the books for further consideration. A list can be made out on consultation with the acade. mies, and presented at a future day for the sanction of the Regents. As these books will be wanted for examination and reference, several copies of the same work will be required. The committee have had under consideration the expediency of designating all the class books which shall be used in the departments to be established, or of leaving them to be selected by the academies: and, although they deem it of great importance to reduce the course of study to the greatest possible precision, they have come to the conclusion that it is better at present to adopt the latter course. At the same time, they would suggest that it will in general be found most advantageous to use for the instruction of teachers the books, from which they will be required to teach in the common schools. Larger and more copious treatises on all the subjects of instruction will, it is true, be necessary for the course of study in the departments; but the principal use of the latter will be for reference, and for the purpose of more full illustrations than are afforded by the smaller works. APPARATUS. The following list includes all the apparatus and maps, which the committee deem necessary at present. It must be confessed that there is much in the present prospects of those, who intend to devote themselves to the business of teaching, which is calculated to produce indifference and to damp exertion. The vocation does not now ensure constant employment, and therefore is not to be relied on as a certain support; nor does it yield reOrrery, Numeral frame and Geometrical solids, Globes, Moveawards at all adequate to its toils and sacrifices. But it is not improb- ble planisphere, Tide dial, Optical apparatus, Mechanical powers, able that more liberal views will prevail in relation to the remuneration of teachers: and it is certain that the most effectual method of Hydrostatic apparatus, Pneumatic apparatus, Chemical apparatus, 100 specimens of mineralogy, Electrical machine, Instruments to bringing about such a change, is a course of conduct, and an exhibi- teach surveying, Map of the United States, Map of the State of Newtion of skill on their part, which will elevate the character of their vo-York, Atlas, Telescope, Quadrant. cation, and by making the public more sensible of the value of their 4th. What evidence of qualification to teach shall be given to the services, will secure a proportionate increase of compensation. individuals, who may be trained in the departments. Teachers should feel that without a deep interest in their occupation In the Prussian and French seminaries of teachers, different grades they cannot bring into operation the talent requisite to do themselves of qualification are recognized, and the certificates, which the pupils justice, and to convince the public of the necessity of a higher stand-receive on completing their course of preparation, are framed acard of education. Time may be necessary to produce upon the pub-cording to their respective ability to teach. If the departments lic mind the requisite impression, but there is no reason to doubt the about to be established were to be adequate to supply with teachers result. If in the mean time they lose through the narrow views of the districts through the State, such a distinction might be desira their employers, something of the indemnity, to which they are enti- ble. But as the number of teachers will necessarily be limited; and tled for their labors in a most difficult and responsible sphere of ac. as one of the most important effects to be anticipated and desired tion, let them not superadd to this loss a sacrifice of their own repu- from the establishment of these departments is to influence public tation by a careless or imperfect discharge of their duties. Let them opinion, and by an exhibition of improved methods of teaching, to resolve to gain in character what they may lose in pecuniary profit; correct prevailing errors with regard to the necessity of providing and let them be assured that if any thing can succeed in obtaining such a compensation for teachers, as shall be in some degree ade. from the public the justice, which they seek, it a course of generous quate to the value of their services, all the pupils, who are in training, devotion on their part to the great cause of education. If such a should be encouraged to complete the prescribed course of prepara. course should fail to win from those, on whom they are now depend- tion, the only distinction proposed to be taken by the committee for ent, a corresponding return of benefits, it is to be hoped that the time those, who have gone through the entire course, is between those is not far distant when the value of their labors will be better appre- who are, and those who are not, qualified to teach: and they deem ciated, and com, lete justice awarded to them. it proper to entrust the decision of this question to the principal and trustees of the academies, in which the departments may be established. They have drawn a form for a diploma which is annexed, and which from its terms can only be given to those, who have completed the course of instruction prescribed by the Regents, and have passed a satisfactory examination in all the subjects of study. 2. As to the duration of the course. the principal, and a majority of the trustees of the academy. DIPLOMA. The Regents of the University of the State of New-York, having established in this institution a department for the education of common school teachers, WE, the President of the Board of Trustees, and the Principal, of This is necessarily regulated by the number and extent of the subjects of study. In the Prussian seminaries in which the requirements for teachers of the first grade, are about equal in importance to those which the committee have proposed for the departments in question, the term of study is three years; and they are of the opinion that a shorter period would not be sufficient for a strict compliance with the proposed course. As has already been observed, the object in view is to prepare teachers of the first grade; and every other consideration should give way to this. It should be recommended to the trustecs of the academies, in which the departments may be established, to make the rate of tuition for those who intend in good faith to devote themselves to the business of teaching as low as possible; and to regulate the terms of instruction in such a manner that the pupils in the the teachers' department, who are sufficiently advanced, may have an of opportunity of taking schools during the three winter months. They has completed the course of instruction, and passed a satisfac. may, by this means, earn something to enable them to complete their tory examination in all the subjects of study prescribed by the Re. course of instruction, and at the same time improve themselves by gents for the departments; that he has sustained, while at the insti making a practical application of the knowledge, which they will have tution, a good moral character, and that he is fully qualified to teach gained during the rest of the year. To accomplish this object it may a common school of the first grade. In testimony whereof, we have be necessary to have only two terms per annum of four months each. hereunto affixed our signatures, together with the seal of the institu The pupils must not only be required to comply with the entire course, tion, at in the county of day of but they must understand thorough y every subject of study before they receive a diploma or certificate of qualification. In this respect the Boards, from whom the evidences of qualification are to issue, must practice the greatest caution. Their own and the public inter. est alike demands it. The system cannot become popular, unless it is made equal to its objects. A single individual educated in one of the proposed departments, and going forth to teach with a dipolma, but without the requisite moral and intellectual qualifications, would do much to bring the whole system into disrepute. The Regents should, therefore, insist strongly on the fidelity of the academies to withhold the necessary evidence of qualification to teach, from all who are not entirely worthy of it. 18 this A. B. President. It may often happen that students will not be disposed or able to go through the whole of the prescribed course of instruction for teachers. In this case the principals of the academies should be at liberty to give them a certificate setting forth the particular studies they have pursued, with such opinion of their moral character and their qualifications to teach the branches which they have studied, as they may be considered entitled to. But this certificate should be merely under the signature of the principal and not under the seal of the institution; for the committee deem it of the utmost importance that no P. S. If the individual is not well qualified to give instruction in all the subjects of study, those which he is competent to teach, should be specified. In concluding their report, the committce beg leave to observe, that in a matter of so much importance, in which the ground to be occupied is yet untried, many considerations may have escaped their notice, which may be disclosed when the proposed plan is put in operation. They do not present it with the confidence that it is perfect, or that experience may not dictate salutary alterations in it, but as the best, which, with the lights before them, they have been able, after full consideration, to devise. ing, are now engaged in teaching district schools, still the academy has been unable to supply near all the districts which have applied." The trustees of the Washington academy state, that the teachers educated in the department command higher wages than other teachers, and that the influence of the department on the common schools of the vicinity is beginning to be felt; that the average of the wages of teachers was $12 per month, and that those from the department are now receiving from $14 to $18. The department has been only a single season under the the direction of the Regents of the University, and none of the students can have completed the entire course of study. Yet the benefits of the training to which they are subjected in the principles of teaching are so manifest, that the students are, as appears by the statement of the trustees, in demand as teachers during the winter. The Regents, in establishing the departments, excluded the winter months from the prescribed term, for the purpose of allowing the students an opportu nity of teaching, and thus carrying into practice, during four months, the knowledge acquired during the eight months of which the term is composed," The Trustees of the St. Lawrence Academy in their Report to the Board of Regents, in 1836, conclude with the following valuable state ment. "We have delivered a course of lectures on the principles of teaching. One evening per week has been devoted to a public discussion of questions connected with both the theory and practice of teaching. These ble amount of practical information imparted by those who have spent discussions have been ably sustained by the scholars; and an invaluaconsiderable time in teaching. One fact mentioned in these exercises, may serve to show the influence of the efforts made in this department: and that much may actually be accomplished, though the scholars may remain only a short time in the department. One of the scholars, who This plan was adopted by the Regents in an ordinance passed on the has been for several years a very popular and successful teacher, remark20th of January, in the same year, "as the best and the most feasible thated in illustration of the importance of leading the scholars to think, reacould be derived under existing circumstances," and the following Aca- son and decide for themselves, which had been the subject of a lecture demies recommended by the Committee, were selected, because the ap-by the principal in the former part of the evening: that seven years paratus and library possessed by them was of a superior value, and their peculiar situation, and pecuniary endowments, such as to make the course of education in them the least expensive to the student. To the 1st District Washington Hall Academy, Kings County. do. 2d do. do. 3d do. do. 4th do. do. 5th do. do. 6th do. do. 7th do. do. 8th do. Montgomery St. Lawrence, Canandaigua, do. do. do. do. do. do. do. Orange County. 2. Results of this Experiment. These Academic Departments for Common School Teachers have now been in operation about four years, and with happy results. The Regents of the University in their Annual Report for 1837, remark that they are still of the opinion that these departments will accomplish all the good results which were contemplated in their institution. "In most of the academies with which they are connected, extensive arrangements have been made, at considerable expense to the institutions, for their accommodation. These arrangements are now completed, and if in any case the plan does not succeed, the Regents will deem it their duty to remove the department to some other institution. The success of the St. Lawrence academy shows that there is no inherent difficulty in the plan. The number of students in the teachers' department in that institution, during the last year, was 102. It should, however, be observed, in justice to other institutions, that the department had been some time in operation, and that its influence was widely felt, before it was taken under the special direction of the Regents. The whole number of students in the departments, who have during the last year been in a course of preparation for teaching, is 228, exceeding by 110 the number reported last year. A greater degree of success could not perhaps have been reasonably anticipated. The inadequate compensation ordinarily paid to teachers, has naturally the effect of deterring young men from entering these departments, with a view to devote themselves to the occupation of teaching; and some time will be necessary to over come this obstacle. But a very small number of persons annually prepared by a proper course of training, and engaged in the business of instruction in different parts of the State, will contribute, by the exhibition of approved methods, to create a demand for teachers of higher qualifications; better wages will be offered, the individuals instructed in these departments will be more sought for, and the inducements to enter the departments will be augmented. ago he attended this school one quarter, (it being the first term special efforts were made in behalf of teachers,) and that previous to this, he had been teaching about two years, pursuing the same old track; but by the assistance and impulse then given him, he was unhitched and enabled to start ahead.' And he added that he had since taught rising 800 different children, of whom he had kept a list, and that more than 180 of them had since, to his knowledge, been employed as teachers in district schools, without having had any higher advantages than his school afforded. From these discussions, there has arisen a county association of district school teachers, which promises to prove very useful." The Trustees of the Oxford Academy, in the Report to the Regents, for 1838, remark that the plan adopted by the Regents has had a very good effect upon the public mind, and a salutary influence upon the character of common schools, in their vicinity. They base this remark on the following fact; "that public attention seems to be directed to this Academy for Common School Teachers; that the demand is greater than the supply and more than in any previous year-that the wages of teachers from the Academy has advanced from last year at least ten per cent.; that more young men of such talents as would be likely to succeed well as teachers, have entered the department; and more willingness has been manifested by them to complete the course of study prescribed by the Regents. The Trustees of the Middlebury Academy, in 1838, say, "that the Teachers department is fast gaining the confidence of the public in this part of the country, and there is a greater demand for the more advanced students, as Teachers, than on any preceding year. The demand for first rate Teachers is beyond our means to supply. Common Schools are rapidly improving in character, in this part of our State." These reports go to show that much good has already been done by the Act of 1834, as carried by the Regents of the University, in engrafting Teachers departments, upon eight of her Academies. But the results of this system although favorable as far as they go, and quite as great as was ever anticipated by their friends, must necessarily be slow and limited. A Normal School in ten or twelve counties of the State, would accomplish more in a shorter time. Gov. Marcy in his Annual Message to the Legislature in 1838, thus speaks of them. "Our common school system still labors under embarrassments arising from an inadequate supply of well qualified teachers. Our colleges and academies have heretofore been relied on to supply, to a considerable extent, this deficiency; but it has been quite evident for some time, that further provision ought to be made by legislative authority, to satisfy the public wants in this respect. "It should be borne in mind that the State pays, in most cases, but a portion of the expense of maintaining the departments. In St. Law- "The departments for educating common school teachers erected unrence academy, the annual expense created by the department is esti- der the patronage of the State in eight of the academies have been in opmated at $1,200, of which the state pays about $100. The success of eration about two years, and the last reports from them present favora the department in this institution, is in the highest degree gratifying, ble results. The number of students attending them is steadily increas The trustees say, that "the success of the plan is such that the standarding; they are resorted to as sources of supplying the demand for teachof our cominon schools is vastly raised. Its influence on public opinioners, and the services of those instructed in them are on that account is shown by the fact, that the districts are willing to pay the ordinary considered more valuable and readily commanded in a higher rate of members of this department 50 to 75 per cent. more than was paid to our compensation. best teachers six or seven years ago; and although many of the classic. department, who have paid some attention to the principles of teach "But no success that can attend those already established, will make them competent to supply in any considerable degree, the demand for teachers; it has, therefore been proposed to increase the number of such | rious times, the deliberation of both branches of the General Court, has departments in each senate district of the State, by devoting to that purpose a portion of the income to be derived from the deposite of the pub lic moneys. It is well worthy of your consideration, whether still better results might not be obtained by county normal schools, established and maintained on principles analogous to those on which our system of common schools is founded. If the people were fully sensible how much the usefulness of our common schools would be increased by being generally furnished with competent instructers, it is presumed they would cheerfully contribute the means required to secure this advantage. Though there are conceded difficulties in the way of procuring an adequate supply of these instructers, yet the cause of education is so deeply interested in having it done to the utmost practicable extent, that you will doubtless regard it as an object every way deserving of your consideration." NORMAL SCHOOLS IN MASSACHUSETTS. been bestowed upon this, among other subjects, most intimately relating to the benefit of the rising generation and of all generations to come, particularly when the provision for instruction of school teachers was specially urged on their consideration, in 1827, by the message of the Governor, and a report thereupon, accompanied by a bill, was submitted by the chairman, now a member of the Congress of the United States, following out to their fair conclusions, the suggestion of the Executive, and the forcible essays of a distinguished advocate of this institution at great length, published and widely promulgated; that although much has been done within two or three years, for the encouragement of our town schools by positive enactment, and more by the liberal spirit, newly awakened in our several communities, yet the number of competent teachers is found, by universal experience, so far inadequate to supply the demand for them, as to be the principal obstacle to improvement, and the greatest deficiency of our republic; that we can hardly expect, as in the memorials from Nantucket is suggested, to remove this deficiency even in a partial degree, much less to realize the The interesting subject of schools for the qualification of Teachers, completion of the felicitous system of our free schools, without adopting means for more uniform modes of tuition and government in them, early day after they were organized. It was an object which at that without better observing the rules of prudence in the selection of our common books, the unlimited diversity of which is complained of time, they felt a strong desire, but possessed no means, of accomplishing. There was reason to fear that they would have to await the slow throughout the State, and that these benefits may reasonably be expectprocess of a revolution in public sentiment;-a process, which is al-ed to follow from no other course than a well-devised scheme in full ways materially retarded, when an appropriation of moneys is fore-operation, for the education of teachers; that the announcement, in the seen to be a consequence of conversion to a new opinion. But at this communication recently received from the Secretary of the Board of unpromising moment, a philanthropic gentleman,-Edmund Dwight, Commonwealth, for removal of this general want, at least in the adopEducation, of that private munificence, which offers $10,000 to this Esq. of this city, authorized the Secretary of the Board of Education to tion of initiatory measures of remedy, is received by us, with peculiar communicate to the Legislature a proposition, that he would place at the disposal of the Board, the sum of $10,000, to be expended in the pleasure, and, in order that the General Court may consummate this qualification of Teachers of common schools, on condition that the Le-good, by carrying forward the benevolent object of the unknown benegislature would place an equal sum in the same hands to be appropriated actor, the committee conclude, with recommending the passage of the subjoined resolutions. to the same purpose. On the 12th of March, 1838, this proposition was All which is respectfully submitted, communicated to the two Houses, by the Secretary, in a letter of which the following is a copy : attracted the attention of the members of the Board of Education at an "To the President of the Senate, and the Speaker of the House of Representatives. GENTLEMEN, "Private munificence has placed conditionally at my disposal, the sum of Ten Thousand Dollars, to promote the cause of Popular Educa tion in Massachusetts. "The condition is, that the Commonwealth will contribute the same amount from unappropriated funds, in aid of the same cause;-both sums to be drawn upon equally, as needed, and to be disbursed under the direction of the Board of Education, in qualifying Teachers of our Common Schools. "As the proposal contemplates that the State, in its collective capaci- HORACE MANN, "Boston, March 12th, 1838." "In House of Representatives, 22d March, 1838. "The Joint Committee, to whom were referred the communication of the Hon. Horace Mann, Secretary of the Board of Education, relative to a fund for the promotion of the cause of popular education in this Commonwealth, and also the memorial of the Nantucket County Association for the promotion of education, and the improvement of schools, and also the petition and memorial of the inhabitants of the town of Nantucket, on the same subject, having duly considered the matters therein embrace 1, respectfully REPORT: That the highest interest in Massachusetts is, and will always continue to be, the just and equal instruction of all her citizens, so far as the circumstances of each individual will permit to be imparted; that her chief glory, for two hundred years, has been the extent to which this instruction was diffused, the result of the provident legislation, to promote the common cause, and secure the perpetuity of the common interest that, for many years, a well-grounded apprehension has been entertained, of the neglect of our common town schools by large portions of our community, and of the comparative degradation to which these institutions might fall from such neglect; that the friends of universal education, have long looked to the Legislature, for the establishment of one or more seminaries devoted to the purpose of supplying qualified teachers, for the town and district schools, by whose action alone other judicious provisions of law could be carried into full effect; that at va RESOLVES JAMES SAVAGE, per order. RELATIVE TO QUALIFYING TEACHERS FOR COMMON SCHOOLS. Whereas, by letter from the Honorable Horace Mann, Secretary of the Board of Education, addressed, on the 12th March current, to the President of the Senate, and the Speaker of the House of Representatives, it appears, that private munificence has placed at his disposal, the sum of ten thousand dollars, to promote the cause of popular education in Massachusetts, on condition that the Commonwealth will contribute from unappropriated funds, the same amount in aid of the same cause, the two sums to be drawn upon equally from time to time, as needed, and to be disbursed under the direction of the Board ur Education in qualifying teachers for our Common Schools; therefore, Resolved, That his Excellency the Governor be, and he is hereby authorized and requested, by and with the advice and consent of the Council, to draw his warrant upon the Treasurer of the Commonwealth in favor of the Board of Education, for the sum of $10,000, in such instalments and at such times, as said Board may request: provided, said Board, in their request, shall certify, that the Secretary of said Board has placed at their disposal an amount equal to that for which such application may by them be made; both sums to be expended, under the direction of said Board, in qualifying teachers for the Common Schools in Massachusetts. Resolved, That the Board of Education shall render an annual account of the manner in which said moneys have been by them expended. This Resolve, after having passed both houses, almost unanimously, was approved by the Governor on the 19th of April, a fact in regard to the date, which those, who are curious in coincidences, may hereafter remember. THE BENEFITS OF BOOKS, AND ESPECIALLY TO THE GREAT MASS OF THE PEOPLE,-It is chiefly through books that we enjoy intercourse with superior minds, and these invaluable means of communication are in the reach of all. In the best books, great men talk to us, give us their most precious thoughts, and pour their souls into ours. God be thanked for books. They are the voices of the distant and the dead, and make us heirs of the spiritual life of past ages. Books are the true levellers. They give to all, who will faithfully use them, the society, the spiritual presence of the best and greatest of our race. No matter how pour I am. No matter though the prosperous of my own time will not enter my obscure dwelling. If the sacred writers will enter and take up their abode under my roof, if Milton will cross my threshold to sing to me of Paradise, and Shakspeare to open to me the worlds of imagination and the working of the human heart, and Franklin to enrich me with his practical wisdom, I shall not pine for want of intellectual companionships, and I may become a cultivated man though excluded from what is called the best society in the place where I live.-[Channing on Self-Culture. |