doubt, that the great majority of teachers will say, that one of ded to the importance of separating children, by some means the greatest difficulties which they have to encounter, in the discharge of their arduous duties, is, that they have so very little of this co-operation. Such a failure of support on the part of parents, must discourage them greatly; and in many cases it is the principal reason why things go wrong in the school.

There is an intimate connection between the conduct of the children at home and in the school. It is impossible to separate the one from the other, so that there shall not be a strong, reciprocal influence. If the teacher has bad management, and thus counteracts the good discipline of the parent, the latter is quick enough to complain. Why should he not be as ready to feel that he is under equal obligations, to aid the teacher in conducting his part of the training of the children with success?

or other, so that they may not encroach upon each other. "You can't think how uncomfortable I am sometimes," remarked a child in my hearing, the other day: "for part of the time I sit at a desk where I cannot touch my feet to the floor, and part of the time I am on a low bench, where the other boys crowd me. Sometimes there are too many, so that we can't help sitting too close; and sometimes the great boys push up against me, when the teacher does not notice them. I get so tired that I feel as if school would never be done." Now we can easily appreciate the feelings of a child situated in like circumstances; and although the complaint might szem to some hearers as puerile, and worthy of no serious atIn aiming to make our common schools what they ought to tention, or perhaps as deserving a rebuke, it arose from real be, it must be borne in mind, that nothing effectual can be ac- evils, from sufferings of no slight nature, but such as naturalcomplished without good teachers. The best system, and the ly might, and probably did exert an unfavorable and a necesbest prosecution of its practical operations in all other respects, will avail nothing if there be a failure here. But good teach-sary influence on his studies, and his feelings towards the ers are not made all at once. Our young men and young wo-school and every thing connected with it. This may serve men, when they enter upon the business of teaching, have their as a specimen of what we may call the trials of children. characters as instructers yet to form. Surrounding circum- They have trials, and many of them are such as are peculiar stances will have a powerful influence in moulding their characters; and scarcely any a greater, than the manner in which to themselves. They are however often important, and the parents conduct towards the teachers in co-operating with them, more so, because they are of frequent recurrence. Probably or in not doing it, in the instruction and training of the child- they suffer more severely and more repeatedly from them, beHere and there, it is true, a teacher will be found pos- cause their elders are not exposed to them, and therefore are sessed of a degree of energy and self-reliance which will enable him, in spite of the neglect, or even considerable counter- apt to overlook them. Suppose we were unprotected, by the action of his plans, on the part of the parent, to go forward and good manners of others around us, from such encroachments keep a good school, and mature his character for excellence in and interferences with our convenience and common comforts his profession. But by far the greater number will fail of do- as the ill-bred sometimes make: how much vexation and iring this, if they are not sustained and encouraged by the paritation might we experience! In a crowded vehicle we ocrents of the children; and the writer believes that this is one of

ren.

the principal reasons why there is so often a want of good casionally have a specimen of what might more frequently government, and of what is called tact in the management of try our tempers, if circumstances were not usually more favora school. To acquire this, young teachers need themselves a able. Whoever can recal his sensations in such a case, will suitable training. One essential feature of the right kind of this training, is, that they should come under the countenance probably be ready to admit, that the trial, if daily repeated, and judicious influence of intelligent parents, who understand might work an unhappy effect on his character, in spite of all practically, the wise management of children. Teachers, in his self-control and good judgment. Could he study to the order to succeed, especially in discipline, must have much of best advantage, while confined, without the free use of his parental experience and feeling; and it is necessary in order limbs? Could he suppress such feelings of irritation as are to their acquiring this in the best and most expeditious way, that parents should take an interest in them and their employ apt to arise from a sense of indignities received? If a case ment, and afford them much of their counsel and co-operation. | can be supposed, in which an adult could be situated in cirWe have, as yet, no normal schools, or seminaries for the cumstances similar, in these respects, to those of the child retraining of teachers. Till this is the case, they can be trained ferred to, might we not even compare his trials with those of only in the very schools where they teach. The condition of these schools, and especially the manner in which parents re- a victim of oppression in a prison or an inquisition? gard and treat them and the teachers, it must be evident, will have a tendency, either for good or for evil in this matter, which can hardly be estimated. The simple fact that a teacher, and particularly a young and inexperienced one, perceives that he is countenanced and approved by the parents of his scholars, has a wonderful effect in inspiring him with resolution, and hope, and zeal in the faithful and successful performance of his duties. What a heavy responsibility, then, rests on the parents and guardians of youth, with regard to the single point of training and qualifying for their occupation the

teachers of our common schools.

T. H. G.

It is not our intention in any degree to magnify the diffi culties of the case, nor to exaggerate the inconveniences to which children may be exposed through mismanagement at school; but it is evident that they may suffer great and prolonged trials, even through inattention or a want of consideration in their teachers; and we know that physical comfort and ease are of primary importance to their moral and intellectual improvement. Many a teacher, we have but little doubt, may now be daily counteracting himself, through want of sufficient knowledge on subjects of this nature. Many a CHILDREN SHOULD BE COMFORTABLE IN SCHOOL. school might be rendered more orderly and studious, by being There are so many ways in which we are exposed to phy-made more commodious, and better regulated for physical sical inconvenience, and our ability to apply our minds to any thing useful is so much influenced by our feelings, that we should be exceedingly attentive to the condition of children under our care. The more thought and regard should be had for them, because they are generally so unlikely and so ill qualified to account for their sensations, and to trace their conduct to the right sources, when it springs from the circumstances in which they are placed at school.

In the suggestions we have made, from time to time, respecting school seats and benches, we have repeatedly allu

comfort.

SCHOOL COMMITTEES AND JUSTICES OF PEACE.

Compare the office and the duty of a school-committee man, with the highly esteemed office of a justice of the peace. Here are two classes of legal officers, each intrusted with the administration of a portion of the public sovereignty. But here the analogy ends. The grand aim of the school-committee man is, to educate the rising generation,—his own children, and the children of his neighbors and townsmen-in a fitting and proper manner;-to educate them as though they were men, and not animals; beings who are incapable of remaining stationarynecessitated to rise or fall-who have started upon a career, and who

must run that career-who must advance in some direction, either to- tion will be extremely formidable. How often have not only child. wards honour or infamy. These children are now ignorant, but they ren, but their elders, been puzzled by the simple question, What cannot remain so. It is the compulsion of their natures, and of the in- is two-thirds of three-fourths of any thing? Now to get at the truth stitutions under which they were born, that they must learn something; required here, it will be seen how necessary it is to get at that part and if they do not acquire a knowledge of good, they will of evil. of the proposition that can be laid hold of; that is to say, the part Company after company of these children are daily coming upon the to which the mind can attach, from its being something known: it stage of life. They are becoming parts and members of a system, would in this case, of course, see first that three-fourths were threewhere true knowledge is indispensable to happiness, and in which er- quarters; and then it would soon discover that two quarters, the roneous notions and convictions will inflict dreadful privations and two-thirds of them, must be half. We give this and other illustracalamities. The moral, like the natural world, is full of irresistible tions, to show that, by applying the analytic process properly, a very movements and tendencies, and if one understands them and acts in ac- small quantity of real knowledge will produce a very large proporcordance with them, they are his co-workers, they will carry forward tion of arithmetical power; therefore it is not so much the knowl and perfect all the plans which his wisdom may devise; but they over-edge that they may be fixed dogmatically in the mind, that will serve whelm whomsoever is ignorant of them, or acts in contrariety to them. The children, too, are daily forming characters and habits. These are your purpose, as that which the mind itself evolves in its process of to fix their internal state of mind, and their social position in after elaboration. It will be the business of the teacher to help the mind life. By these, they are to be contented, happy, respectable, useful, to create its own strength, and this he will do by subjecting it to honorable, nobly great and good; or depraved, grovelling, infamous wholesome and judicious exercise." in life, ignominious in death. The habits, they are now forming, are accelerating velocities towards the gulf of ruin or the summits of blessedness. The duties of the school-committee men point not only to the welfare of the rising generation, but to that of their descendants, and so onward, through indefinite periods;-to the welfare and prosperity of their country, and to the influences of that country upon other countries and other times. Their influence has no limits. Earth and time present no bounds. It enlarges outward and onward into immensity and infinity. The human imagination cannot compass it. And the duties of this officer are connected, not remotely and cautiously, but immediately and directly, with this universe of interests.

Take care that your pupil never proceeds to a second example in any rule, until you are quite sure that he thoroughly understands the first. No matter what time may be consumed upon this introductory effort, he must not be allowed to go on with partial and inaccurate notions of what he is about. If he does not understand it, the teacher should be able to discov. er the reason why, and then he can apply the remedy. This is to be done only by questioning the scholar and tracing his associations, and finding out what he is thinking about, and how he is thinking about it. Without doing this, the teacher is as likely to perplex the scholar as to assist him by his explanations. Secondly, when a Now we have no disposition to disparage the rank, or slur the hon- scholar does not understand the question or proposition, he should or, of those who hold commissions, as justices of the peace. Let them be allowed to reason upon it in his own way, and agreeably to his have the credit of it. With some exceptions, the office is conferred up-own associations. on men of more than ordinary intelligence and respectability--and The business of the teacher is, not to send his pupil to an unintel surely it is as just, that a man should enjoy the fruits of his own in-ligible rule, but first to make him see the difficulties of the question dustry. We are simply aiming at a comparison of the inherent which has baffled his ingenuity; then to lead him on, by a succession worth, the intrinsic merits of deciding on twenty dollar cases and of questions, to discern the principle he is in search of; and, finally, small assaults and batteries, and petty larcenies, as compared with the to let truth so break upon his mind, that, by the possesion of it, he power of communicating that knowledge, which will enable a man to meet the various events, and perform the various duties of life, under- may be only incited to pursue with fresh vigor other and more diffi. standingly; as compared with an opportunity to inspire the love of cult investigations. Arithmetic thus taught becomes a fine mental order, of harmony, of good neighborhood; as compared with prevent-discipline, and strengthens the intellectual powers, instead of resting street brawls, coarse insults, violence, and riot, and making it im- ing only in the memory. possible, not merely that a man should purloin another's property, but that he should obtain it by craft, fraud or circumvention. In genuine dignity, in intrinsic value, in elevation of object, is not the office of the school committee man indefinitely higher than that of the justice of the peace? The duty of the former is to march in the van of society; to lead mankind in the way of improvement; to conduct them to high er and higher points in the noble ascent of civilization. Amelioration, progress, are inscribed on his banner. But the justice of the peace comes in the rear of society; he bears a scourge in his hand; he sentences the spendthrift, who will not pay his debts; he imprisons the marauder upon another's property :-he provides lodgings for the loafer in the house of correction; he puts the tipler under bonds to eschew ardents and keep the peace. His duty leads him amongst a motly crew of vagabonds, pilferers, brawlers, Eullies, tatterdemalions, as ragged as Falstaff's soldiers,-the scathed and blasted fragments of humanity. He may hold his commission for the whole seven years, and never have occasion to decide one cause between two respectable men. He has nothing to do with radiant, happy children, but only with those wrecks of manhood, who float for a short period on the surface of society, before sinking, ignominiously, into the grave.

How passing strange it is, that the relative honor and dignity, the social rank, of these two officers should thus have been inverted,-absolutely turned end for end, in the estimation of society-that any man should be found, who will expend money, fee counsel, buy books, to qualify himself for dealing out the retributions of the penal code against criminals, but will not bestow a cent nor an hour to fit himself to administer the mercies and the beneficence of the law in behalf of the children;-in fine, that any man should have such perverted ideas of honor as to care more for whipping rogues, than for rearing good citizens!-Mass. Com, School Journal.

DUNN'S SCHOOL TEACHER'S MANUAL.

CONTINUED.

ARITHMETIC.

Begin, first of all by referring the pupil to sensible objects, and teach him to compute what he can see, before you perplex him with abstract conceptions. A mere infant may in this way be taught to add, subtract, multiply, and divide, to a considerable extent.

"You take a skein of ruffled thread; and, if you can find the end, you carefully draw it through all its loops and knots, and in a few minutes it is unravelled. Now just in this manner must the minds of children be exercised in finding out the truth of some abstract proposition. To a mind not so exercised, a very simple ques

But in order to carry on this mode of tuition, your own explanations must be clear and simple.

Again. You should never underrate the difficulties of your pu. pils. A child will not apply vigorously, unless it sees that its efforts are appreciated; unless it perceives that you recognize the differ. ence between its capacity and your own. The attention which such a one can give to a difficult process is at best but limited; the intellect is soon exhausted, and the effort it makes is often painful while it lasts. * "A good school-master," says old Fuller, "minces his precepts for children to swallow, hanging clogs on the nimbleness of his own soul, that his scholars may go along with him."

GRAMMAR.

The teacher might commence the conversation by remarking, in as clear a manner as possible, that every word in the language, like every boy in the school, belongs to some class. Stopping some seconds to ascertain that this simple fact was well understood, he might remark, that the only difference is, there are eight classes of boys in the school, but nine classes of words. This would be followed by saying, Tell me the names of any things you see.' A number of things being named, he would say,Tell me the names of some things which you cannot see.' Several being mentioned, the question would be put, What have you told me about these all these names which you have mentioned belong to one class; the Their names. Now the teacher would observe, things? Ans. Noun means Name. Goodness, Justice, Height, Depth, Length, name of that class is, Nouns;' all names belong to it, for the word and Breadth, and every name you can possibly find, even Nothing' itself belongs therefore to this class, because it and all these are

names.

Having proceeded thus far, he would judge it desirable to retrace his steps, to ascertain if he were thoroughly understood. He would therefore ask one, a dull boy in the draft, How many classes of words are there Another, What is the name of the class of words about which we have been speaking A third, What is the meaning of the word Noun? A fourth would be asked to mention some name which did not belong to it; a fifth, what part of speech Nothing was. In this manner the teacher would ascertain if the attention of the class had been effectually directed to him. Pursuing his subject, he would ask them to mention a name. Sup. posing desk' to be mentioned, the question would follow, Tell me something about desk.' They would mention long, narrow, wooden, strong, and other qualities, in rapid succession. The draft thus exercised would be led to discover that these are qualities, and

"Let the course of observation to which we have referred, be extended to every thing within his horizon, and let him learn the individual name attached to every object of importance. Let him learn to observe them from different points of view. Point out to him the varying position of the sun. Let him observe its direction in the morning, at noon, and at evening, and then show him the north star, and he will thus find the marks for the four standard points to which he is to refer all descriptions of the situations of places. Let the terms east, south, west, and north, be attached to these points, only when he has learned the need of them; and not be employed before he has acquired distinct ideas of them. Let him observe the direction of the great objects of the landscape, first from one prominent point, then from another. Let him notice those which Gown, that very lady-like personage, is sighing away at the deare in a range or row with each other from his station-those plorable de-formity that de-spoils her beauty in the extreme, as is dewhich are on opposite sides-those which would form a triangle-veloped in the following de-tail, Gown-d. Oh! ye lords of language! and those which would make a square, or a cross, and thus fix the if ye have any gallantry, come to the deliverance of the amiable gorn, positions of every important place in his mind, so that he could sketch that she may shake off this Dependent.

cruel manner-Handker-cher.

Handkerchief, your personal attendant, is also distressed in the extreme. She is kept by many from her chief end in the following January that old Roman, is storming away in the most bitter wrath; shaking about his snowy locks, and tearing away at his icy beard, like a madman. "Blast 'em," roars his Majesty of Midwinter, "don't they know any better than to call me Jinuary?" They say, "It is a terrible cold Jinuary," then, "It is the Jinuary thaw." Oh ye powers of the air! help me to freeze and to melt them by turns, every day for a month, until they shall feel the difference between the vowel a and the vowel i. My name is January.

He is

Kettle, that faithful kitchen-servant, is boiling with rage. willing to be hung in trammels, and be obliged to get his living by hook and by crook, and be hauled over the coals every day, and take even pot-luck for his fare,—and, indeed, to be called black by the pot ;all this he does not care a snap for-but to be called Kittle-Kittle! "Were it not for the stiffness of my limbs, I would soon take leg-bail," says the fiery hot Kettle.

Little-allows that he is a very inferior character, but avers that he is not least in the great nation of words. He cannot be more, and he will not be less. Prompted by a considerable self-respect, he informs us that he is degraded to an unwarrantable diminutiveness by being called-Leetle. "A leetle too much," says one. "A leelle too far,' "A mighty leetle thing," cries a third. Please to call respectable adjectives by their right names, is the polite request of your humble servant-Little.

says another.

Lie, that verb of so quiet a disposition by nature, is roused to complain that his repose is exceedingly disturbed in the following manner. Almost the whole American nation, learned as well as unlearned, have the inveterate habit of saying-Lay, when they mean, and might say, Lie. "Lay down, and lay a-bed, and let it lay," is truly a national sin against the laws of grammar. Lie modestly inquires, whether even the college-learned characters would not be benefitted by a few days attendance in a good Common School. Lie is rather inclined to indolence, and has a very strong propensity to sleep; but he would not be kept in perpetual dormancy for the lack of use. Please to employ me on all proper occasions, gentlemen and ladies; here I lie.

Liberty-is an all-glorious word-the pride and boast of our country. He has been the orator's Bucephalus—his very war-horse, with neck "clothed with thunder." Oh! how the noble creature is degraded! He is made by many a boasting republican, in this land of the free, to pace in this pitiful manner-Libety--Libely!! Ye sons and daughters of the Revolutionists, if you really aim at your country's glory, and the world's best good, give the r the heavy tramp of a battle-host. Not Libety, but LibeRty.

Mrs., that respectable abbreviation, is exceedingly grieved at the indignity she suffers. The good ladies which she represents, are let down from the matronly dignity to which she would hold them, to the un-married degradation of Miss; and this in the United States, where matrimony is so universally honored and sought after. She desires it to be universally published, that Miss belongs only to ladies who have never been blessed with husbands; and that Mrs. is the legitimate, and never-to-be-omitted title of those who have been raised to superior dignity by Hy-men, (high-men.) N. B. Mistress, for which Mrs. stands in writing, is generally contracted in speaking to, or of, ladies, by leaving out the letters T and R, in this manner-Miss'ess. Oh! ye "bone and muscle of the country!" how can ye refuse to comply with so gentle and lady-like a request? We pray you that from the moment the sacred knot is tied, "until death shall part," you will say -Miss'es. (Oh! how honored your own name to have such a title prefixed') "Miss'es So-or-so, in what manner can I best contribute to your real and permanent happiness?" That's a good husband!! Oil-you all know, has a disposition smooth to a proverb; but he is, to say the least, in great danger of losing his fine, easy temper, by being treated in the altogether improper manner that you here behold-Ile! Ile! Poor Oil has been for centuries crying out O! O! O!! as loudly and roughly as his melodious but sonorous voice will permit; but they will not hear-they still call him—Ile.

of brotherly love, implores the people of the United States to cease calling him by that harsh, horrid, and un-brotherly name-Fellydelphy. It deprives him of his significance, and ancient and honor. able lineage, as every Greek scholar well knows. "Oh!" cries the city of "Brotherly Love," in plaintive, but kindly accents, "do understand the meaning-behold the amiableness-hearken to the melody, and respect the sincerity of Philadelphia."

Poetry. What a halo of glory around this daughter of Genius, and descendant of Heaven! Behold how she is rent asunder by many a pitiful proser, and made to come short of due honor. Potry!-Apollo and the Muses knew nothing about Potry.

Quench, that renowned extinguisher, whom all the world can't hold a candle to, is himself very much put out, now and then, from this cause,-some people permit that crooked and hissing serpent S to get before him and coil round him, while he is in the hurry of duty, as you here see-Squench; and sometimes they give him a horrid black I, thus-Squinch.

Rather is universally known to be very nice in his preferences, and to be almost continually occupied in expressing them. Be it as universally known, then, that he is disgusted beyond all bearing at being called-Ruther. Oh, how from time immemorial, has this choice character suffered from the interference of U, ye masters!

Sauce has a good many elements in him, and, above all, a proper share of self-respect. He thinks he has too much spice and spirit to be considered such a flat as this indicates,-Sass.

Saucer-complains that he is served the same sass. Between them both, unless there is something done, there may be an overflow of sauciness to their masters.

Scarce is not a very frequent complainant of any thing, but he is now constrained to come forward and pour out more plentifully than common. He complains that certain Nippies, both male and female, and hosts of honest imitators, call him Scurce, thinking it the very tip of gentility. He will detain you no longer, gentlemen and ladies, for he prefers to be always-Scarce.

Such-does not complain of mistaken politeness, but of low and vulgar treatment tike this-Sich.

Since has been crying out against the times, from the period of his birth into English. It is abominable, that a character of such vast comprehension, should be so belittled. He embraces all antiquity-goes back beyond Adam-yea, as far back into the unbeginningness as you could think in a million of years, and unimaginably further. And, Oh! his hoary head is bowed down with sorrow at being called by two-thirds of the American people, Sence. It is hoped that all the Future, and all the Past, will be-Since. Spectacles, those twin literati, who are ever poring over the pages of learning, raise eyes of supplication. They say that they cannot look with due respect upon certain elderly people, who pronounce them more unlettered than they really are, as you may per. ceive without looking with their interested eyes-Spetacles. Venerable friends, pray c us, c us, and give us our due in the matter of letters, and cry-Spectacles.

Sit-has been provoked to stand up in his own behalf, although he is of sedantary habits, and is sometimes inclined to be idle. He declares he has too much pride and spirit to let that more active personage-et-do all his work for him. "Set still," says the pedagogue to his pupils, and parents to their children. "Set down, sir," say a thousand gentlemen, and some famously learned ones, to their visiters. "The coat sets well," affirms the tailor. Now all this does not sit well on your complainant, and he se's up his Ebenezer, that he should like a little more to do,-especially in the employ of college-learned men, and also of the teachers of Ameri can youth. These distinguished characters ought to sit down, and calculate the immense effect of their example in matters of speech.

Sat makes grievous complaint that that he is called Sot. He begs all the world to know that he hath not redness of eyes, nor rumminess, nor brandiness of breath, nor flamingness of nose, that he should be degraded by the drunkard's lowest and last name-Sot. The court sat,—not sot,-the company sat down to dinner-not sot down; but "verbum sat," if English may be allowed to speak in Latin.

Potatoes, those most indispensable servants to all dinner eat ing Americans, and the benevolent furnishers of "daily bread," and indeed the whole living to Pat-land's poor,)-Potatoes-are weeping with all their eyes, at the agony to which they are put by thousands. They are most unfeelingly mangled, top and toe, in Shut. This is a person of some importance; and, although this manner-Taters. Notwithstanding their extremities, in the your slave, is a most exclusive character, as is said of the ultramost mealy-mothed manner they exclaim,-Po! Po! gentlemen and fashionables. He is, indeed, the most decisive and unyielding exladies! pray spare us ahead, and you may bruise our toes and wel-clusive in the world. He keeps the outs out, and the ins in, both in come. Still, you must confess, that Potaters is not so sound and fashionable and political life. He is of most ancient, as well of most whole.some as Potatoes. exquisite pretensions, for he kept the door of Noah's ark tight against the flood. Now this stiff old aristocrat is made to appear exceedingly flat, silly, and undignified, by being called, by sundry persons,-Shet. Shet the door," says old Grandsire Grumble, of a cold, windy day. "Shet your books," says the schoolmaster, when he is about to hear the urchins spell. Shet up, you saucy blockhead," cries he to young Insolence. This is too bad! It is abominable! A schoolmaster, the appointed keeper of orthographical and orthoepical honor, letting fall the well-bred and lofty.minded-Shut-from his guardian lips, in the shape of Shet. Oh! the

Point-allows that in some respects he is of very minute importance; but asserts than in others he is of the greatest consequence, as in argument, for instance. He is, in zeal, the sharpest of all those who have entered into the present subject of Amelioration. Point is determined to prick forward in the cause, till he shall be no longer blunted and turned away from his aim, and robbed of his very nature, in the measure you here perceive-Pint. Do not disappint your injured servant, indulgent masters.

Philadelphin-takes off his broad brim, and in the softest tones