Page images
PDF
EPUB

SCHOOL APPARATUS.

For the Journal.

The following descriptive remarks on the New York School Apparatus, are communicated by Professor Haskell, and although they have special reference to his own collection will indicate the use of similar apparatus by whomsoever made.

The round text copies, and copies for beginners, being on binders' board and varnished, will last for an indefinite length of time; and they are not liable to be soon defaced, as dirt and ink can be easily washed off.

The card for holding the pen will save a teacher much trouble in preventing bad habits on this subject, which are not easily corrected.

The arithmetical cards, of thirteen folio pages, contain a title page, an ornamental caption to each rule as far as Interest, a summary of each rule under the caption, and examples of the manner of setting down sums in each rule. Each caption differs from the others in hand-writing, flourishes, &c., and altogether furnish a fine sample of every variety of writing, and of beautiful figures.

The arithmetical card with moveable counters, is furnished with an explanation detailing its uses.

The five inch globe contains a distinct outline of every kingdom in the world, with the name of every kingdom, and the names of a considerable number of capital places, and other important matter. It has an hour-circle at the top for working a few problems. With the moon attached, revolving in an inclined orbit, and a lamp for the sun on a pedestal containing the zodiac, which is the form in the common school apparatus, the whole doctrine of day and night, the seasons, eclipses, and the passage of the sun and earth through the signs of the zodiac, can be explained. A wire hoop with a short handle is furnished, to be held over the globe as a moveable horizon. It may also be made to represent the circle of light in explaining day and night. The uses of this machine are explained in the Lessons on Astronomy.

The three inch globe contains nearly as much matter as the five inch, in a very distinct form, and is used in the Tellurian. On a simple pedestal, it forms a useful family article, and is inserted in the box of family apparatus.

The two and a quarter inch globe contains considerable matter, and is used in a Tellurian, and other articles, and also separately, as a child's article.

Arrowsmith's large map of the world, which is larger by several inches in the diameter of each hemisphere than any other globular map ever published in the United States, was the best, when first published, that had ever been issued in England. It has been laboriously corrected to the present time. Strongly painted, and pasted on the walls of a school room, it will strongly impress the great features of the world on the minds of children, and be very useful to teachers. In this form it will be very durable. How can four dollars be better expended than by putting it on the walls of every school room?

*** The globular revolving map of the world is an original contrivance of the proprietor. Maps of the world in school

atlases, are always small. A larger map of the world is a valuable school article. This map, which is nineteen inches in diameter, is put up in a form much more durable and convenient than if it were on rollers; and it possesses the peculiar convenience of showing, even to a child, how the parts of the world on a common map come together. It presents considerably the aspect of a large globe, and is in some respects a substitute for it; and being on a larger scale, it forms a valuable auxiliary of a small globe. This map presents a view of each country in the world, so large as to be distinctly seen across the room, excepting the particular United States, which are not laid down, and the kingdoms of Europe, which are necessarily small."

The maps of the United States and of Europe supply the deficiency; and altogether exhibit a clear outline view of all the countries of the world, with very many particulars respecting them.

Whenever recitations or examinations in geography are had, it is important that a teacher have a map which he can hold up to the view of his scholars, that every fact may receive a proper location, and be firmly fixed in the memory. These maps, being put up on stiff board and strongly painted, are peculiarly fitted for this purpose.

The map of geographical terms, being on a large scale, will impress the definitions on the minds of children. The correspondent portions of land and water, as the peninsula and the sea,-the isthmus and the strait,-the bay or gulf and the cape, are placed side by side for comparison.

The map to illustrate ancient history is a large and connected view of all the countries known to the ancients, and contains, in lines of different colors, the marches of those distinguished commanders, Alexander, Hannibal, and Julius Cæsar. Ancient maps are not so common in schools as mod. ern maps, but are essentially necessary to the study of ancient history. It is an advantage in this map, that it presents all the countries in their connection with each other.

The large map of mountains, twenty-six by twenty inches, presents, in different colors, those of North America, South America, Europe, Asia, and Africa. In the margin, referred to by numbers, is the country and latitude in which they are situated, their height in feet, and other particulars. It is well calculated to fix a permanent impression of the relative heights of the different parts of the world.

The cylindrical revolving Mercator's chart is designed to aid in explaining the principles of that projection. Such maps are very frequently inserted in atlases, and it is desirable that scholars should understand them. By comparing this cylindrical chart with the common globe, the subject may be made plain.

In the card of geometrical figures, the different figures are painted in different colors, by which their form is rendered more distinct and impressive; and small dotted lines are attached to the figures, which are of important use in explaining the reasons of the rules for the measurement of the figures. In the eclipse, a string is inserted through the foci to show the manner of describing, and the nature of this figure. The Lessons on Geometry, accompanying this card, can be furnished as a text-book for scholars, if it is desired.

The protractor, though a slight article, will be fully sufficient for explaining the manner of laying off angles by that instrument.

The machine to illustrate angles, chords, sines, tangents, secants, &c. will be found useful in explaining these things, and the nature of the line of chords, and the measurement of angles by it. It will be seen by it that the chord of sixty degrees is always equal to radius; that a line of chords, constructed upon a large, and another upon a smaller circle, will give the same measurement of an angle; and that a circle described with the chord of sixty will always be the circle to which that line of chords is constructed.

The most important Geometrical Solids are furnished, some of which will be found particularly useful in explaining mensuration.

The astronomical apparatus is, in many respects, original in its construction, and will be found to be very complete. The largest planetarium is encompassed by four signs of the zodiac on arms, a large wire hoop passing around the middle of the zodiac, representing the celestial ecliptic; another similar wire hoop, representing the orbit of a planet, crossing

the ecliptic; and two semicircular wires crossing each other at right angles, and containing stars, representing the concave. The earth, which is covered with a neatly engraved globe, is completely fitted up for explaining seasons, day and night, and eclipses. Saturn's ring has a preparation to show its different phases. The ball in the centre for the sun, is fitted to be removed, and a lamp is furnished to supply its place for night use. The manner of using this machine, and others connected with it, is particularly explained in the Lessons on Astronomy, which accompany it. These Lessons may also be used to advantage by scholars while under instruction, and can be furnished for that purpose.

The planets in this and the other similar machines, are to be moved by the hand. This, it is believed, will be found more advantageous than if they went by machinery; though, doubtless, the prejudices of many literary men are in favor of machinery. Machinery is of importance but for the single purpose of exhibiting the motions of all the planets together, around a common centre, in different periodical times. This is a pretty sight; but this is one of the things in astronomy, the most easily apprehended. The children of an infant school, marching round on a diagram on the floor, exhibit this fact as well as was ever done by a planetarium. In regard to all the particular and difficult explanations, machinery is an incumbrance. If it is used, it will often take a long time to bring two planets in a particular relative position for a particular explanation; and, in doing this, the subject in hand will be confused by multiplied motions which do not belong to it. It will be of great use to require the pupil, after the teacher has given the explanation, to give it himself, and move the machinery with his own hands. Planetariums which are moved by wheel work, cannot be moved frequently by the hand, without getting out of order. Wheel work is peculiarly liable to get out of order, and in schools could not be easily repaired.

The planetarium without the encompassing zodiac and concave is a more convenient article to transport, and is the one which is attached to the astronomical set. It contains every thing, excepting the large zodiac; and has a zodiac upon the pedestal. A good substitute for the large zodiac will be found in other articles, as the armillary sphere and the machine showing the inclinations of the orbits of the planets and their nodes. The armillary sphere exhibits the circles of the sphere in different colors, the zodiac passing round the middle of the concave, and the system revolving within the zodiac, which consists of the sun and primary planets, moved together by the finger.

The machine showing the inclinations of the orbits of the planets contains three hoops, fastened together at two opposite points, and moveable. The outer hoop is of a different color from the rest, to represent the ecliptic. The inner hoop should be made to cross it at right angles, to complete the concave; and the middle hoop, representing the orbit of a planet, may be made to cross the ecliptic at different angles, to represent the inclinations of the orbits of the several planets. The points where the hoops cross each other will represent the nodes of the planets, and the wire connecting them and passing through the centre of the sun, the line of the nodes.

The orbit and plane of an orbit will make palpable an important definition, which, if it be not perfectly apprehended, will perplex the youthful inquirer through his whole course. By means of the Armillary Sphere, with the earth in the centre, the circles and zodiac can be explained; and it can also be shown, that by the daily revolution of the earth from west to east, while the heavens are stationary, the apparent motion of the planets from east to west will be exhibited, as would take place if the earth were fixed and the heavens were to revole around it in twenty-four hours from east to west.

The Tellurian is constructed on the same principles as the earth in the planetarium, but on a larger scale. Beneath the earth in the larger ones, on the arm which supports it, is a diagram of the phases of the moon, as they will appear by the use of the lamp; and opposite the earth's place a pointer moves round, denoting the sun's place in the ecliptic, at the

same time.

The machine, showing the earth as an oblate spheroid, has a globe in the centre, to make it more expressive; it is to be whirled with the finger, and it will flatten at the poles.

The machine explaining the moon's nodes has a large tin plane of the earth's orbit, and smaller planes of the moon's orbit, inserted in it at an angle, with representations of the sun, earth and moon.

The machine for explaining umbra and penumbra in solar and lunar eclipses, is formed on the plan of the common diagrams, embodied.'

The five inch terrestrial globe, with a moveable horizon, rings of stars, &c., is an original contrivance, and will be found eminently useful. Many things can be made plain by it, which cannot be well explained by the common globe. The moveable horizon may be made to represent the circle of light, in explaining day and night. Its uses are pointed out in the Lessons on Astronomy.

A correspondent celestial globe is fitted up to accompany the above; and when it is necessary to use it with a moveable horizon and rings of stars, the celestial can be put on the axis of the terrestrial globe. In explaining seasons, day and night, and eclipses, the rings of stars should be removed from the terrestrial globe. The celestial globe is also furnished on a simple pedestal, and contains distinct pictures of all the constellations, with all the stars of the first six magnitudes, which are all that are visible to the naked eye.

The uses of other articles will be evident. By passing small moveable planets, or small buttons representing the planets, round on the diagram of the solar system, conjunction, opposition, elongation, quadrature, direct and retrogade motion, &c., can be represented; and by means of the surrounding zodiac, the motion of the sun and earth through the signs of the zodiac can be explained. The spring, summer, autumnal and winter signs are painted in different colors. In this way it can be made to some extent a cheap substitute for a planetarium.

article, and contains every variety of both. The balance has The frame of pulleys and levers is a neat and convenient a preparation for placing the fulcrum above and below, as well as in the centre of gravity, to show that when it is above or below, the equilibrium would not be maintained, excepting in a horizontal position. A graduated scale, with cords extending between the sides of the machine, exhibits the relative rise of the weight and the power. The weights are all ounce, or half ounce balls, and exhibit to the eye their relative amount.

The wedge is fitted to the inclined plane, being of the same length, to show the relation between them; and the former opens by a hinge, to exhibit it as two inclined planes.

The screw has a revolving wire hoop, corresponding to its thread, at the distance of the length of the handle from the body of the screw, to show its relation to an inclined plane. If the weight were removed from the top of the screw to this hoop, the turning of the handle would exhibit an inclined plane pushed under the weight, which is equivalent to rolling the weight up an inclined plane.

In the blocks to show the centre of gravity, one of which is upright and the other inclined, a wire is fixed, which always keeps the line of direction; and it is seen that when it falls within the base, the body stands, and when without the base, it falls.

In the machine for showing action and reaction, several marbles are laid in close order near the middle of the horizontal wires, and one is rolled against them, when all will remain stationary, excepting the last, which will fly off, &c.

The intermittent fountain will only commence running when nearly full, and will run until it is emptied. The syphon is metallic, to be more durable.

The machine to show the resistance of the air has two vanes, inserted in a hub, with holes in the axis of the hub, at right angles with each other. When the axis is so inserted as to bring the vanes edgewise to the air, when whirled with the finger, it will run a long time. When the axis is so inserted as to bring their flat surface to the air, it will move but a short time.

A tide globe is furnished, which may be used with the Tel- The prism is large and hollow, composed of plates of glass lurian or Planetarium, which will be found very complete for inclosed in a tin frame. A large prism is much more interis purpose. Its uses are shown in the Lessons on Astronomy.esting than a small one, as it presents a much larger view.

The eye has lenses inserted in a ball or socket, so as to exhibit propriately educated in the thorough classical courses of the the inverted image of objects before it on a piece of ground glass, representing the retina. It is particularly interesting to see how objects enlarge as they approach, and diminish as they recede from it, and thus how greatly the angle of vision

varies.

An electrical, air-pump and chemical apparatus are expensive and delicate, and probably few schools will procure them. They will be furnished, however, to order, as well as many minor articles not enumerated.

The best cheap substitute for expensive philosophical apparatus is excellent philosophical plates. The plates in common school books, from the low price at which these books are furnished, are necessarily very imperfect. Connected with this apparatus, are all the plates belonging to Imison's Elements of Science and Art, an English work of reputation, which print twenty-eight pages quarto and octavo, on all the departments of philosophy. These are put up on six large cards.

The proprietor is also the owner of the copperplates to Ferguson's Lectures on Natural Philosophy, containing forty-eight pages small quarto, of very interesting matter.

A box of family apparatus has been prepared, which contains a great variety of interesting and useful articles.

CLASSIFICATION OF SCHOLARS AND GRADATION
OF SCHOOLS.

gymnasia, while those intended for occupations connected
with the mechanics arts, manufactories, or commerce, pass
the corresponding period in the study of science and the mod-
ern languages, in the institutions called "real schools." This
system has found much favor, and the real schools are on the
increase in Germany, and are spreading into other countries.
It is no new experiment, having originated as early as 1747,
and made its way slowly into favor among a people not ad-
dicted to change. It is remarkable that a plan, founded upon
the same leading idea which gave rise to the establishment of
"real schools," was proposed by Dr. Franklin as the basis of
the Philadelphia Academy.
Pres. Bache's Report.

National Education.-By Mrs. Austin, London, 1839. p. 162.

This little volume by the well known translator of Cousin's Report on primary education in Prussia, is intended to quicken and direct the efforts of the English nation, in behalf of a comprehensive and thorough system of national education, by a brief history and review of the new primary school system of France. We made a few extracts from it, in a former volume of the Journal. We add the following admirable passage from a circular of M. Guizot, the minister of public instruction, on the

TRUE DIGNITY OF THE SCHOOL MASTER.

"Yet we have but too much reason to expect nothing from them but coldness and indifference. Deprived hitherto of all common and general direction, neglected, left to themselves, the school. masters of the people had reason to regard themselves as isolated laborers, whose toils no man thought of encouraging. Hence, they could but mistrust themselves and their work, and misconceive its importance and its dignity. Men who, feeling themselves daily disowned by the general apathy and recklessness, can yet find, in the testimony of their own consciences, and in the depth of their own convictions, a motive and a reward sufficient to make them persevere in obscure toil, and silently prepare for distant results, are

most rare.

"It was, therefore, necessary-urgent-to raise, in their own eyes, this respectable class of men, devoted to the public service; to make them feel that, henceforward, howeyer humble their station, their country has its eyes upon them; that the government does not forget them, but, on the contrary, seeks to connect them with itself, by an uninterrupted chain of powers,-to direct, encourage, and protect them.

"But this great work would remain sterile if it were not sec. One of the principal difficulties in satisfactorily arranging onded by the animated, zealous, persevering co-operation of the true the instruction in a school, arises from the necessity of join- executors of the law-the primary schoolmasters. Called to a sort ing several pupils in a class; so that the system is addressed of priesthood, as humble in its form as it is elevated in its object, it to the mental average of a number of pupils, and not to indi-is in their hands that the fate of this important law-we may say the fate of the country as regards popular education, rests. Noviduals; the effects of sympathy and example, which are so thing can be accomplished unless the village teachers, as well as powerful in youth, counteract, however, happily in a great those placed on a wider sphere of action, are profoundly impressed measure, the injurious tendency of the arrangement just re- with the importance and gravity of their mission. ferred to. The necessity for adapting education to the gradual development of the mind of the pupil, as he grows older, is universally admitted, but the propriety of extending the application of the principle to minds of different constitutions, is by no means generally assented to; and, in the systems of most schools, any consideration of the difference in destination in life of their pupils, is entirely neglected. The division of schools, in reference to age, distributes them severally into infant, elementary, secondary, and superior schools, corresponding in the age of the pupils, to the limits of six, twelve, sixteen, or eighteen and nineteen or twenty-one years. An elementary education may with propriety, in a republic, be common to all, since peculiarities of mental constitution are not prominent at an early age; such at least is the general rule. As the diversities in the powers of the mind show themselves more definitely, by age and culture, the difficulties of applying a common education to a number of individuals, increase. The difference in the intended pursuits in life, determined by circumstances as well as by the natural powers of the individual, add to these difficulties, and it becomes more and more expedient to separate the schools designed to educate for different active employments. While the general direction of the instruction is thus determined, by the necessity for preparing the pupil for his pursuits in life, the details should be arranged as far as possible to suit the varieties of mental character. Parents usually determine at a more or less advanced age of their child, the general direction which they wish to give to his pursuits, and schools should be provided, accordingly, where the habits of mind and the knowledge necessary for the vocation of the youth, should be acquired. When a general preparation is thus made, the special knowledge necessary for a particular calling is easily added to it. The Prussian system of schools, which is the best known, and has been most frequently the subject of commendation of to which I have referred above, does so in what may be callany in Europe, while it supplies all the grades of education ed a disjointed way, all the parts not being connected, and especially, the elementary schools not leading to the secondary. It is, however, far in advance of most other systems in its division of secondary instruction, according to the destination of individuals. Boys intended for learned professions, or to whose pursuits parents wish to give such a direction, are ap

"But we should mislead and deceive them, if, in the view of ani. mating them, we excited their imagination and their hopes; if we directed their eyes towards an impossible future. This would be to substitute artificial and fragile springs of action for that steady the people the requisite energy and perseverance. A lofty soul and intense sense of duty, which alone can give to the teachers of and a calm, sedate imagination; energetic action in a narrow sphere; the capacity to comprehend a vast end, and a sincere resignation to an obscure lot, such are the qualities required in primary schoolmasters. To inspire them with these sentiments, to make them understand these conditions of their noble mission, is the aim of the circular which I have addressed to them, together with a copy of the law."

The following passages are extracted from this circular. "Let the importance and utility of your mission be ever present to you amidst the unremitting labors which it imposes upon you." After stating what has been done to raise and improve the condition of schoolmasters, the Minister adds:

the resources which lie at the disposal of power, can never succeed "Yet, sir, I am well aware that all the foresight of the law, all in rendering the humble profession of a village teacher as attractive as it is useful. Society can never repay to him who devotes him. self to it, all that the society owes to him. There is no fortune to be made, there is scarcely any renown to be acquired, by the fulfilment of the weighty duties which he takes upon himself. Destined to pass his life in a monotonous employment, sometimes even to

meet with the injustice and ingratitude of ignorance, he would often with them. Sometimes he may think them hard and dull, sink into dejection or despair, if he did not seek strength elsewhere and he may not see what use they will ever be to him ;-but than in the prospect of immediate and purely personal advantage. no matter, he expects to see when he is older, and he beHe must be sustained and animated by a profound sense of the lieves that they are the very best things for him to do, or else moral importance of its labors; the austere delight of having serv- they would not be set for him by older and wiser persons. ed his fellow men, and contributed in secret to the welfare of his He knows that some how or other, if he is diligent, he will country, must become the appropriate and worthy recompense which his conscience alone can bestow. It is his glory to seek for no- get the sort of knowledge which will make him a respectable thing beyond his obscure and laborious condition; to spend his life man hereafter, in whatever trade or calling he may have a in sacrifices hardly taken note of by those who profit by them;-in taste for. There is many a young man who is very desirous short, to work for men, and to await his reward from God. of going into a certain line of business; but he cannot; he is "But it is to you, Sir, that we look, above all, for the moral educa- not fit for it; he could not carry it on well; people will not tion of the children committed to you. Nothing can supply the employ him in it; and a principal reason is, he would not want of the desire to do well. You are, assuredly, not ignorant that study at school, and has not got the necessary education;this is the most important and the most difficult part of your mis. and he must suffer disappointment and mortification all his sion; you are not ignorant that every family which entrusts a child life, for the negligence and idleness of his boyhood. The to you requires you to return him to its bosom an honest man, and good scholar foresees this, and is wise in time. Or, if he to his country a good citizen; you know that virtue does not always does not think any thing about the future, he will be diligent, accompany information, and that the lessons addressed to childhood because it is his duty. He has a conscience about it, and may become pernicious if addressed to his understanding alone. takes satisfaction in doing his duty and doing right. He Let not, then, the schoolmaster fear to invade the rights of parents

In the third place, the good scholar will be obedient. He will be careful to observe all the rules of the school, and orders of the teacher. He knows that the teacher of a large school has labor and perplexity enough, without obstinacy, disorder, and mischievous and unruly behavior in the scholars. trouble, and by his good example and influence in the school, He knows that his own place is to obey, to give no to be an assistance and a source of satisfaction and relief to the teacher. He is young, and the teacher is older, and he takes it for granted that the rules and orders are wise and ne

by giving his first cares to the culture of the soul of his pupils. In knows that such a course must end well for him, and will be proportion as he ought to guard himself from admitting into his a great happiness to his teachers, parents, and all who care for school the spirit of sect or of party, or from instilling into children him. religious or political doctrines, which would set them, as it were, in a state of revolt against their parents, ought he to place himself above the passing discords which agitate society, and strive inces. santly to propagate and to strengthen those imperishable principles of reason and of morality, without which the general order of soci. ety is in peril, and to plant deeply in the youthful heart those seeds of virtue and honor which age and passion cannot destroy. Faith in Providence, the sanctity of duty, submission to parental authority, respect for the laws, for the government, for the rights of all men, are the sentiments which he must endeavor to implant. He must never, by his conversation or example, run the risk of lessening the veneration due to virtue. He must never, by words of hatred or cessary;-and that there are more fit opportunities for him, anger, inculcate those blind prejudices which create hostile nations elsewhere, to show his courage and independence. And yet in the bosom of one nation. The peace and concord which he he will not be a turbulent and disorderly fellow, any where. maintains in his school ought, if possible, to secure the tranquility A good-natured and prompt obedience, without sulkiness or and the harmony of future generations." deception, is a prime virtue in a school boy. It is a great hap compulsion and punishment are not found necessary. piness to the teacher, and an excellent sign in a school, when

In the connection we add a passage of Mrs. Austin. "We venture to affirm that, as there can be no more glorious and religious task, so there can be none more difficult than to instruct the utterly ignorant; to know what to teach and how to teach rectly to the lessons or discipline of the school, but which will Then, again, there are some things which do not relate diit;-to cast away all irrelevant and inappropriate instruction, and always mark the good member of it. Out of school hours, efficaciously to give that which shall make the laboring man sensi

ble to the dignity of human nature, and the resources which know. on holidays, every where and always, I should expect to see ledge, reason and religion afford against the temptations, the evils, him so behave as to do credit to the school he belongs to, and and the cares of his station;-to aid the influence of the positive the instruction that is given him. He will come to school, precepts, the hopes and the fears of religion, by a distinct analysis, neat, and cleanly in his person and dress, so far as depends on made intelligible to ignorance and to infancy, of the consequences to himself. There is a bad sign in being dirty and slovenly.

THE GOOD SCHOLAR.

a man's own mind and heart of virtue and of vice; not to rest in He will be civil and respectful, in his manners and language, saying, love God and thy neighbor, be just, be pure; but to show to those who are older than himself, and pleasant, accommofamiliarly, and step by step, how we are to form ourselves to this dating, good-natured, just, and kind, among his companions; love, this justice, this purity; what are the arts, the habits, the cir--not quarrelsome, nor selfish. cumstances, that nourish in us these dispositions, or that corrupt or brawling, blackguard voice, in the streets and play grounds, We do not hear from him a deaden them. We are aware that such a scheme of instruction will nor any indecent or profane language, which, above all things, be called Utopian, but we are quite content to share that reproach is a shame to any boy or man, and a disgrace and a pest, in with all who have ever desired with the strong desire of hope, to rescue man from this state of bondage to evil desires and brute any school. When we see, as we sometimes do, and very habits, and to raise him to that "genuine freedom," the unity of will painful it is to see it,-an idle boy, swaggering along in the with duty, which it ought to be the end of education to effect, and street, or hanging around public places, with a vile segar, perwe solemnly believe is within its compass to approach." haps, in his mouth, or roaming over fields and through byroads, on Sundays,-disfiguring fences, breaking trees, and trespassing on orchards and gardens, growing up in ignorance and conceit, dealing out scurrilous slang, and filthy In the first place, he is punctual. He will never be absent jests, and horrible oaths, thinking his conduct all manly and from school, unless it is absolutely necessary. He will be to be admired, wher, alas! it is only beastly and disgusting,here at the hour, nay, at the precise minute; because he knows when we see such a boy, God forbid that he should prove to be that it is very important to the order of the school, and still a member of this school. If such or any thing like it, be a more important as a habit for himself. The boy who is be- sample of what is found in our schools, we might as well hindhand here, is almost sure to be behind band in every thing, have thrown our bricks and mortar and money into the creek, all his life. He who is slack, tardy, and irregular in attendance as to have built this house with them. But it will not be so; here, will not only be a poor scholar, but I should consider it ait must not be so. Perhaps I owe you an apology for sugpretty certain sign that he will always be slack and irregular. I should have little hope of his ever being good for much in the world,—so much depends on early disposition and habit. In the second place, the good scholar will be diligent in his studies. His lessons are his work, and like all other work, at any age, he must do it with all his heart and might, or he will do it poorly; he is a lazy boy, and that makes a lazy man, and that makes a poor creature, whether boy or man. will work hard at his lessons, and fill up all the school hours He

gesting the possibility that any boy here can sink so low as that. Shame on you, if you suffer such disgrace to come upon a school for which we have done so much, and from which we hope and expect so much.

mark. I say to each one, be you that boy I have described; I have described to you the good scholar. Let that be your do you be punctual, diligent, obedient, civil, kind, true, decent duty, boys; there is nothing like that for your honor and hapand orderly and amiable in your whole deportment. Do your

piness. Do your duty to the town, your parents, teachers, and
one another, and yourselves. Do your duty here, that is the
manliest thing, and a blessing will follow you here, and
wherever you go hereafter.
Mass. C. S. Jour.

THE USEFUL MINISTER, AND THE MAGNANIMOUS cident, although it was to cost me the repairing of my torn and

The town of

ΕΟΥ.

lies upon some of the boldest, roughest hills of New England, surrounded by scenery of the most imposing character.

ever seen.

Ye boys, and indeed ye men, of our country, to whom the moral of my story may apply, I pray you, when you shall perform a little favor spontaneously, or even by request, let your souls stand up in true nobility-in the heavenward grandeur of disinterestedness, and say in the spirit, "Do you think I would take pay for that." Ch. Register.

than our smallest silver coin; and lo! the little fellow drew back, and straightened up, and with a keener eye, and almost an offended tone, exclaimed-" Do you think I would take pay for that?" I could not prevail on him to receive the least compensation. I went on my journey rejoicing in the acbruised trunk. It had made known to me one magnanimous boy. For, how many much slighter favors had I received from the young, who capered away insensible to the pleasures of doing a kindness, in the satisfaction of taking pay for that.' Ay, thought I, this boy is an honor to the common school; he is a christian learner in my friend's Sunday school; he is a But the town possesses other advantages of an intellectual diligent reader of the juvenile library. Blessed pupil of a and moral character, which cannot but have some good effect, blessed pastor! thy getting is the true and the best one, that especially on the young. The schools, I believe, are in an of understanding; to thee wisdom is the principal thing. unusual state of forwardness, owing in some degree to a lib- How many, many times since have I thought of that boy, and eral fund left for their aid by a former wealthy clergyman of wished that I knew his name, and could trace his onward the place, now deceased. Libraries too were the subject of course. How many times in my wanderings and stoppings his benefaction, if recollection rightly serves. But the most within sight, even within the most distant glimpses, of the distinguished means of improvement, are the efforts and per- peaked crown of that proud old hill king, have I thought of sonal character of one of the present clergymen. He has that grand, that royal-spirited boy. That mountain, by natural been settled somewhat over twenty years. Very early in his association, is to me a most fit monument to one magnanimity, ministry he commenced a juvenile library, which has steadily towering above many meannesses. increased, and is the largest collection of the sort that I have Through this a universal taste for reading has been generated in the young mind. All under the age of thirty, down to childhood, cannot but have received improve ment from this, and manifest it in their conversation and daily walks. Libraries of a higher character have also been established under the direction of the same individual. One of these is worthy of particular mention, as it is uncommon, viz. a scientific library, including all the volumes of one of the great cyclopedias. The farmer at his fireside perusing works "He should be the presiding genius at the domestic board, like these is surely in a fair way to get the better of that all- and let his influence be felt through all the channels in which prevailing mammon-service of which complaint has been it can be made to flow there, in the formation of the character made. Again my clerical friend is a devotee to the natural of the household, and especially of the younger members of it. sciences, and by example and precept has disseminated some And yet how often do many of our most affectionate, intellitaste for these subjects among his people. With Botany and When his gent, and even pious fathers, fail in doing their duty in this particularly Entomology, he is minutely familiar. respect. parishioners come to his study to exchange books, (he being "How often has the faithful wife to conceal her disappointgeneral librarian,) they occasionally linger over the cabinets of insects, shelves of minerals, and collections of plants and ment, and sometimes to repress her tears, while, after toiling to render the only hours of the day that bring her husband flowers, thereby themselves catching a taste for the charming and the little ones whom they love together,--the occasions of studies of nature. It is particularly interesting, to observe happy domestic enjoyment, of mutual improvement, and of a the children hang with wondering delight over the glories of father's instructions and discipline,--she finds him full of a restthe floral kingdom and the insect tribes, before they trip away less impatience to have the meal ready even before the apwith their exchange from the book-shelf. The little folks are thus led not only to observe the flowers of the field more criti-pointed time; hurrying through it himself in silence, or if speaking, using only the necessary household words, with an cally, and to chase the 'blossom of the air,' as Bryant calls occasional suggestion to others to make that despatch, of which the butterfly, but to look sharply after the comparatively dehe sets so striking an example. spised bugs of the sod, and worms of the dust,-finding the Divine skill, beauty and perfection where most never think to stoop for them. Now and then the little philosopher imagines he has found a specimen, which his minister does not know of, as he has not seen it in his collections, and away he runs to surprise the good-man with his discovery.

THE FATHER.

"The children, too have been made ready by maternal care; neat in their appearance, and smiling in their look, to greet on his return, one whom they reverence and love, and to gain if possible, a moment of his attention. But business presses— letters must be written-customers must be secured-bargains must be made-money must be saved or accumulated-and Early on one summer morning I was travelling in a chaise the wife and children are neglected. Had not the father hetthrough this mountain town. I had arrived near the outskirts, ter be the poorer at the end of the year, by some hundreds or when I fancied that I heard a singular noise, but did not then thousands, than thus to sacrifice to mammon the dearest interstop or look out to see what it might be, as I was in particular ests of the little flock which God has entrusted to his care? haste to my destination. I drove rapidly on. But soon the noise again startled my ear, and seemingly the shrill scream his duty in this particular-how much of positive enjoyment, He knows not what he loses, till he makes a fair trial of doing of a human being. Still driving on I leaned out of the vehicle to learn whence came the piercing sound. I then discov- daily, of the purest and most exquisite kind; how much of the ered a boy pursuing me at the top of his speed, and crying of one of the most favorable of all his intercourse with them, affectionate attachment of his wife and children; how much after me to stop, which I now did. He came up nearly exhausted by half a mile's run, with his bosom all open, and his face all reddened with the heat and reeking with perspiration, and he pantingly exclaimed 'you are losing your trunk sir.' this information I leaped out, and surely my trunk was in a PICTURE OF AN IGNORANT FAMILY. deplorable condition. It had been fastened beneath the axletree. But one of the straps had got broken, and it was danFoster, in his excellent Essay on the Evils of Popular Ignogling by the other now almost wrested off, having been knocked rance, has sketched with his usual power, an appalling picture against the stones and dragged through dust and mud till it of the ferocity and misery of a family destitute of religious was a sorry sight. I requested my benevolent informer to stand and mental culture. After describing such a family-the at the horse's head till I should put it into safety. Of course menaces and imprecations of the parents, their want of resuch a boy, or any boy, could not but do this under such cir- sources for engaging and occupying, for amusing and instructcumstances. When ready to start again, in spontaneous grati-ing, the younger minds; and the strife, rudeness, and insubortude I held out a piece of money, of more tempting value dination of the children-he adds :

Αι

for elevating his own character in true politeness, in benevoent feeling, and in intellectual and moral culture.

Mo. Mag.

« ՆախորդըՇարունակել »