appointment, and was obliged to leave; and so no business could be done, because the requisite number did not come together all at once. Now, two of these persons had taken a long journey on purpose to be at this meeting, to transact important business, and all of the gen. tlemen that waited had to give up a whole hour from their business; and all this vexation and loss of time was caused by one man, who had grown up without the habit of punctuality. And the want of punctuality of one man will always tend to produce the same evil in others. If a teacher is not punctual, the scholars, not knowing exactly when school begins, will not be so.If a minister is not punctual, his people will not be so, and the first part of public worship will be constantly interrupted. If parents are not punctual at meals, or in other domestic matters, the children will not be so, and thus in all the business of life. People are constantly losing time, and thus causing much vexation to themselves and oth ers, by the want of punctuality. For this reason, it is very important that scholars should form a habit of being punctual at school. It may prove a blessing to them through life. Another thing for which teachers need to make rules is, to secure order. There is nothing more necessary to the comfort of both teachers and scholars, than good order. If the scholars talk and move about-if they go out and come in-if they play, eat fruit, and amuse each other, it is as impossible for a teacher to perform his own duties properly, as it is for the pupils to perform theirs. In a quiet, regular, orderly school, every pupil feels more comfort, and can accomplish twice as much in his employments, as can be done in a noisy, disorderly, and irregular school. The first reason, then, for securing order is, that it increases the comfort and success of both teachers and pupils. A second reason for enforcing rules of order is, that it forms valu. able habits. A child who has been accustomed through all his early years to be orderly in school, will form a bit of regarding the rules of order, propriety and decorum every where. The more children have been accustomed to submit to rules of propriety in school, the easier it will be to regard such rules when they leave it. Those children who are rude and disorderly at school will be very likely to become disagreeable and unruly when they leave it. A third thing for which teachers need to make rules is, to secure neatness. If scholars are allowed to throw about their hats, bon. nets, or other articles of dress-if they come in with muddy shoesif they throw paper and trash about the room-if they soil their books and desks with ink-if they cut and deface the room and furniture-they will form habits of neglect and slovenliness, which will not only render their school room a disagreeable and uncomfortable place, but diminish their enjoyment and respectability through life. All persons feel more comfortable when every thing around them is clean, neat, and in order; and those who form good habits in these respects at school, will be more likely to maintain neatness and order at home. A teacher who can make pupils neat and particular at school, aids them in forming a most desirable habit, and promotes their happiness in future life. The fourth thing for which teachers must make and enforce rules is, to secure good lessons, and the faithful discharge of school du. ties. disorder, he should again enquire, "why should I wish my teacher to be partial to me? or why should I wish him to give up a necessa ry regulation?" Those teachers who are not careful and strict in sustaining rules in all cases, always find trouble. They are considered as partial by those whom they do not indulge, and those who are excused from rules tempt their companions to ask for the same privilege, or else they take it without asking. A teacher who will kindly and steadily refuse to allow any excuse from rules, will save much trouble to himself and to his pupils. There are some obligations which pupils owe to teachers, that all ought to regard. The first is respectful language and deportment. This is due to all who, by God or by our parents, are put in authority over us. It makes no difference whether a pupil likes a teacher, or what opinion he has of his character or qualifications; so long as he is his teacher, and has authority over him, he should be treated with respect. The Bible makes no exceptions in the rule that requires this; for if pupils were required to treat teachers with respect, only when they think them good and wise, few teachers would receive the reverence and obedience that God requires, toward all those that have authority. A second duty of pupils to teachers is, not to find fault and complain of them out of school, but always to speak of them with kind. ness and respect. It would be considered very ungrateful and im. proper for children to complain of their parents to teachers and to others. Though it is not so great a violation of duty and propriety to do the same thing in respect to teachers, it is a similar fault. Teachers labor to do good to their pupils, and it is ungrateful and ungenerous, if they have faults of character, or make mistakes, to have them spread abroad by the very children they are toiling to benefit. If parents ask questions about the teacher and the proceed. ings of school, it is right to tell the exact truth; but this is a very different matter from going home to complain and find fault with the teacher and the school. The more amiable and intelligent a pupil is, the more careful he will be of the reputation and feelings of his teacher; and it is one of the highest encomiums on a pupil to say that he always loves and honors his teachers. It is generally the bad, and not the good scholars, who complain most of their teachers. A third duty owed to teachers is, sympathy and assistance in their duties. Every good teacher is laboring, not for himself, but for the improvement and happiness of his pupils. Every scholar can aid the teacher, by becoming interested in all his plans and efforts, and trying to promote them. Scholars ought to feel that the interest of teacher and pupil is the same, and that whatever injures one, injures." the other. Many scholars act as if they thought that it was the teacher's interest to require as much as possible, and the scholars interest to avoid these requisitions. No school can prosper while such a state of feeling exists among scholars. Instead of this, pupils should feel that the teacher is laboring for their happiness, and that it is for their interest to help in every way possible. There are many ways in which pupils can aid their teachers.They can obey all the rules and learn their lessons well, and thus set a good example; they can always uphold and defend the character of the teacher, and the rules of the school; they can exert in. fluence with the indolent or unruly pupils, and try to make them bet ter; they can assist companions in studying their lessons; they can help the teacher in preserving neatness and order in the school room; by all these, and many other methods, a good and amiable scholar can render sympathy and aid to a teacher. Miss Beecher's Moral Instructor. There are two reasons for this: one is, that the pupils may acquire useful knowledge; and the other is, that they may form good habits of mind. If a lesson is learned imperfectly, it will soon be forgotten. If writing is done carelessly, a poor writer is formed, instead of a good one. If reading and arithmetic are attended to in a negligent manner, very little is learned, and very bad habits are formed. If, therefore, scholars are to succeed in their pursuits, they must be made to do every thing carefully and thoroughly. And when they are made to do this, they not only acquire useful knowledge, but they form habits of accuracy and thoroughness, which will make them succeed better in any thing they attempt after they leave school. A scholar who is careless and negligent of his lesson through them to Miss Sedgwick's "Poor Rich Man, and the Rich Poor school days, will probably be negligent in every thing through future life. But there is one thing that children need to understand respecting strictness in teachers. Suppose it is a rule of the school that no one may go to drink except in recess. A child feels very thirsty, and tells the teacher he wants to go only this once, and that he will not make any noise. The teacher then thinks, "now here are fifty children, and I must not be partial. If I let this child go, I must let all the rest go, if they make the same request. This will destroy the rule, and there will be constant interruption made by those going to drink." The teacher refuses permission, and perhaps the child thinks it is not kind, and that his teacher is too strict. But the child should remember that it is wrong for teachers to be partial, and wrong for them to allow good rules to be destroyed. When a child wishes the teacher to excuse him from some rule, he should ask himself, "what will be the effect if all the school should do what I wish to do?" And if he sees it would be mischief and PRESENTS TO SCHOLARS. If our readers would see the sequel of this chapter, we refer Man." If they have read it before, it will bear another and another perusal. CHAPTER 1. at the entrance of a rustic bridge, there is a favorite resting-place Just out of the little village of Essex, in New England, and just for loiterers of all ages. One of a line of logs that have been laid down to enable passengers at high water to reach the bridge dry. shod, affords an inviting seat under the drooping limbs of some tall sycamores. There the old set down to rest their weary limbs, and read with pensive eye the fond histories that memory has written pause in their sports, and hardly know why their eyes follow with over the haunts of their secluded lives. There, too, the young such delight the silvery little stream that steals away from them, kissing the jutting points of the green meadows, and winding, and doubling its course, as if, like a pleased child, it would, by any pretext, lengthen its stay.;-nor, certainly, why no island that water bounds will ever look so beautiful to them, as that little speck of one above the bridge, with its burden of willows, elders, and clematis of a summer evening, their every leaf lit with the firefly's lamp; nor why their eye glances from the white houses of the village street, glimmering through the trees, and far away, over the orchards and waving grain of the uplands, and past the wavy line of hills that bound the horizon on one side, to fix on the bald grey peaks of that mountain wall, whose Indian story the poet has consecrated. Time will solve to them this why. Under these sycamores, on a certain afternoon many years past, sat Charlotte May, a pale, sickly looking girl, talking with Harry Aikin; and beside them Suzan May, whose ruddy cheek, laughing eye, and stocky little person, presented an almost painful contrast to her stricken sister. Charlotte was examining, with a very pleased countenance, a new little Bible, bound in red morocco."Did Mr. Reed give you your choice of the prizes, Harry ?" she asked. "Oh, no; Mr. Reed is too much afraid of exciting our emulation, or rivalry, as he calls it, for that. He would not even call the books he gave us prizes; but he just told us what virtue or rather quality, we had been most distinguished for." "I guess I know what yours was, Harry," said Suzan May, looking up from weaving a wreath of nightshade, that grew about them. "Well, then, loving every body." Harry laughed and shook his head. "No, nor that, Suzy ;" and opening to the first unprinted page of the Bible, he pointed to the following testimony, in his master's autograph. Charlotte read it aloud: "It gives me great pleasure to record here the diligence and success of my esteemed peil, Harry Aikin, and still more to testify to his strict practice of the golden rule of this book, Do unto others as ye would they should do unto you." "The e, there, I knew I guessed right. You know you couldn't do so, if you didn't love every body; could he, Lottie." "You were not very far from right, Suzan," replied her sister, "for I am sure Harry could not do so much to make everybody hap. py, if he did not love almost every body." "No, indeed, I do not, at least, I feel a great difference. Do you think, for instance, I love Morris Finley or Paulina Clark, as well as I love you and Suzan? No, not by a sea-full. But, then, it is very true, as mother used to tell me, if you want to love people, or almost love them, just do them a kindness, think how you can set about to make them happier, and the love, or something that will answer the purpose, will be pretty sure to come "It will," said Charlotte, with a faint smile, otherwise, how could we live up to the rule of this book, and certainly God never gave us a law that we could not obey if we would. O, Harry, I am so glad you got the Bible, instead of any of the other books, for know you will love it, and study it, and live after it." "I will try, Lottie." . I "But then, Harry, it seems to me those that are well, and strong, and at ease, can never value that book as those do who are always sick, and suffering pain." It was the rarest thing in the world for Charlotte to allude to her peculiar trials. Harry looked sad, and little Suzan, who had the most marvellous faculty of seeing a bright side to every thing, said in a tender voice, and putting her arm round her sister's neck, “Then, Lottie, there is some comfort in being sick, is not there?" "There is, Suzan, there is comfort when you cannot eat, nor sleep, nor walk abroad in the pure air, nor look out upon this beau. tiful world, when neither doctors' skill nor friends' love can lessen one pang, it is then comfort-it is life to the dead, Suzan, to read in this blessed book of God's goodness and compassions; to sit, as it were, at the feet of Jesus, and learn from him who brought life and immortality to light, that there is a world where there is no more sickness nor pain-where all tears are wiped away." There was a pause, first broken by Suzan's asking if those that were well and happy did not love to read the Bible too. 66 me like it more." Oh, yes, indeed," replied Harry "I remember mother used to say, she read the Bible for every thing-to make her wiser and bet. ter and happier. I believe seeing mother so happy over it has made "I should think so," said Suzan; "I am sure I should not love to read any thing that did not make me happy-but here comes Mor. ris: what book did you get, Morris ?" "Bewick's History of Birds." "Oh, full of pictures, how lovely!" exclaimed Suzan, running over the leaves; "did Paulina Clark get a book, Morris ?" "Yes, and she has changed it at Hutchinson's store for a pink silk handkerchief." "How could she? I am sorry!" said Charlotte. "It's just like her!" said Suzan; and then, returning Morris's book, she added, “ after all, I had rather have Harry's Bible." "The more goose you then-my book cost twice as much as his Bible." "Did it ?" Suzan was rather crest-fallen. "To be sure, it did--and what is more, I can sell it for twice as much." “Ah, then I've caught you sir; Harry would not sell his Bible for any sum, so by your own rule, Harry's is worth the most." Morris was somewhat disconcerted. He resumed in a lowered tone, "Maybe I should not sell it just for the dollar and a half; but then, when one knows the value of money, one does not like to have so much lying idle. Money should work, as father says. If you could reckon interest and compound interest as well as I can, Miss Suzan, I guess you would not like to have your money lying idle on a book-shelf." "I dont know what kind of interest compound interest is, Morris; but I know the interest I take in a pleasant book is better than a handful of money, and if I only had the dollar and a half, I would give it to you in a minute for that book." VALUE OF A WATCH. "Consider, the influence on the affairs of men, in all their relations, of the invention of the little machine which I hold in my hand, and the other modern instrument for the measurement of time, various specimens of which are on exhibition in the halls. To say nothing of the importance of an accurate measurement of time in astronomical observations, nothing of the application of time keepers to the purposes of navigation-how vast must be the aggregate effect on the affairs of life, throughout the civilized world; and in the progress of ages, of a convenient and portable apparatus for measuring the lapse of time? Who can calculate in how many of those critical junctures when the affairs of weightiest import hang upon the issue of an hour, prudence and forecast have triumphed over blind casualty, by being enabled to meas ure with precision the flight of time, in its smallest subdivisions! "Is it not something more than mere mechanism, which watches with us by the sick bed of some dear friend through the livelong solitude of night, enabling us to count, in the slackening pulse, Nature's trembling steps towards recovery and to administer the prescribed remedy at the precise, perhaps the critical moment of its application? By means of a watch, punctuality in all his duties, which in its perfection is one of the incommunicable attributes of Deity, is brought in if he will be guided by this, to imitate that sublime precision He is enabled, no mean measure, within the reach of man. which led the earth, after a circuit of five hundred millions of miles, back to the solstice at the appointed moment without the loss of one second, no, not the millionth part of a second, for the ages on ages during which it has traveled that road. What a miracle of art, that a man can teach a few brass wheels, and a little piece of elastic steel, to outcalculate himself; to give him a rational answer to one of the most important questions which a being travelling towards eternity can ask? What a miracle that a man can put within this little machine a spirit that measures the flight of time with greater accuracy than the unassisted intellect of the profoundest philosopher; which watches and moves when sleep palsies alike the hand of the maker and the mind of the contriver, nay, when the last sleep has come over them both." Gov. Everett. SCHOOL BOOKS, APPARATUS, AND LIBRARIES. We have made arrangements with Case, Tiffany & Co. to publish one or more supplements to the regular number of school apparatus, and libraries, as their authors, makers, pubthe Journal, containing such advertisements of school books, lishers or sellers are disposed to forward for insertion on the terms specified in the circular accompanying this number. We shall express no opinion on the merits of the books or articles which may be advertised. We wish to assist visiters, teachers and parents to a knowledge of the various books and apparatus published and prepared for schools, the price at which they can be obtained at wholesale and retail, and to provide a depository in this office, of specimens of each, for the examination of all concerned. VOL. III. Published under the direction of the Board of Commissioners of Common Schools. CONNECTICUT COMMON SCHOOL JOURNAL. VOLUME III. The publication of the Connecticut Common School Journal will proceed regularly on the first or fifteenth of each month, until the volume is completed, by embracing at least 192 pages. TERMS.-For a single copy, fifty cents, payable in advance; an additional copy will be allowed for every five subscribers. All orders for the Journal may be addressed, post-paid, to Case, Tiffany & Co., City Printing Office, Pearl-street, Hartford. All communications intended for the Journal, may be addressed to Henry Barnard, 2d., Secretary of the Board of Commissioners of Common Schools, Hartford. NO. 6. liberality, opened to the teachers all the books in the library relating to education, and which amount to near one hundred volumes. Among them are a complete set of the Journal and the Annals of Education-of the lectures and publications of the American Institute of Instruction-the works of Spurzheim, Combe, Edgeworth, Cousin, and others, on the subject. The subject of school books received the early attention of the board, and as the basis of any recommendation, sub-committees were appointed to examine into the different books now in use, or before the public, in the departments of spelling, reading, arithmetic, geography and grammar, and to report in full to the board. The committee on Spelling Books, of which the Rev. Horace Bushnell was chairman, have reported in favor of the "Practical Spelling Book," by Messrs. 73 Gallaudet and Hooker. Their report was read, and discussed 73 at a meeting of the Board, and a vote, approving the same, 74 and recommending the use of the book in the several schools 75 of the society, unanimously passed. The Report will he 76 found below, as a part of the proceedings of the visiters of the 77 society, which have been forwarded to us for publication.77 The other sub-committees are engaged in making their exam79 inations, and it is understood they will make reports in full. In order to have the basis of an authentic representation of the condition of each school, and of judicious suggestions for their improvement, information respecting them will be collec ed in the following particulars:— 74 76 78 80 The minutes of the proceedings of the board of visiters for this school society for 1840-1, together with several reports adopted by the board, have been sent to us for publication. I. DISTRICT. Territorial extent-Number of families-Number of children over 4 and under 16-Amount of grand list-Degree of inteImmediately after their appointment by the society, the rest manifested in the school, by attendance on the meetings of the board of visiters, consisting of nine members, met and organ-district, and the visitation of the school. II. SCHOOL HOUSE. Distance from the school house of adjoining ized by the choice of a chairman and secretary. The secre- districts-Location-(pleasant, quiet, healthy or otherwise)-Material, tary was directed in the outset to enter in a book to be provi- construction, and state of repair-Means of procuring pure waterded for that purpose, all of the proceedings of the board. Wood shed and other out buildings-Accommodations for cloaks, &c. The expediency of appointing a sub-committee of two, ac- III. SCHOOL ROOM AND FURNITURE. Condition as to cleanness, and cording to the provisions of section 11 of the act of 1839, was means of securing the same-Size, (height, length and breadth)— Venthen discussed; and the Rev. I. N. Sprague and Melvin tilation-Light-Heat-Arrangement of seats and desks-AccommoCopeland were chosen such committee, with instructions to dations for small children-Teacher's desk-Class rooms for recitaexamine all candidates as teachers, to visit all the schools, to tions-Apparatus (black board, maps, globes, &c.)-Library, (how make all returns and reports required of this board by law, obtained, and number of volumes.) subject to such regulations as the board might make. In addition to this sub-committee, who are to make two visits to each school during each season of schooling, one or more district was assigned to each member of the board to visit at least once a month, without any previous notice to the teacher or scholars, and to report to the next meeting of the board. IV. ATTENDANCE. Number registered-Number under 4 and over 16-Average daily attendance-Attendance at the date of visi ation. V. CLASSES, STUDIES AND BOOKS. Whole number of classes--Number and size of classes in spelling, and names of text books-Number in spelling without being able to read-Number and size of c asses in reading, and names of text books used-do. in arithmetic-do. in geography-do. in grammar-do, in history-do, in writing-do. in every other study, specifying-Number of scholars not furnished with books. VI. TEACHERS. Name and age-Previous opportunities of educaThe school society having appropriated a small sum for the purchase of books relating to teaching, for the use of the tion--Experience in teaching this or any other school-Character of examination-Amount of monthly compensation-Fixed or transient teachers of the society, the chairman of the board was author-place of boarding-Success in instruction, both as to of ler and younger ized to purchase such books as he should deem suitable, and children-Success in government, both as to older and younger chilto draw up a set of regulations for their use. The following dren. books, among others, have been purchased, viz. Connecticut Common School Journal. Palmer's Prize Essay, or Teacher's Manual. Dunn's Schoolmaster's Manual. Prof. Stowe on Primary Education in Europe. District School as it was. Confessions of a Schoolmaster. Taylor's District School. Dwight's Schoolmaster's Friend. The teachers have been invited to communicate their views to the board, in writing, respecting any improvements of their several schools, and of the public schools generally in the society. They have also been invited to associate and confer together for mutual assistance and improvement, and to visit each other's schools as often as practicable. The committee of two appointed to visit all of the schools of the society, have made their first visit for the winter, and submitted the following brief report:— REPORT OF SUB.COMMITTEE ON THE CONDITION OF THE WINTER SCHOOLS The Committee, appointed to visit the schools of the first school These books have been placed in the care of the librarian society of Hartford, having completed their first visit, present the of the Young Men's Institute, and are accessible to the teach-following report of the state of the school, accompanied by some suggestions, to which they would ask the attention of teachers, ers in the common schools of the society, on their presenting scholars, district committees, and parents. The schools, so far as a certificate to this effect from either of the sub-committee. the committee, have the means of judging, were never in a better In addition to the books thus purchased, the executive com-state, and never accomplishing more in the work of educating the mittee of the Institute have, with the most commendable young, than this winter. The district committees are to be com. mended, for having secured the services of competent, faithful, and experienced teachers, one only, out of twenty-six, being now engaged in teaching for the first time. The following is a brief ac. count of the state of the different schools: Gravel Hill, the teacher a female, who has had charge of the same school for several years. It excels in order, in habits of stu. dy, and accuracy of instruction. still. North West District,-the teacher a female; taught the same school last summer. It is better than last winter, but a greater ac. curacy in reading, spelling and punctuation, would make it better Middlesex District, the teacher a young man, and this winter his first effort in teaching. The school was just commenced, and hardly reduced to order, when visited, but probably will do very well. Arsenal District,-the teacher a man, who has taught a quarter of a century. Five minutes in his school, will convince the visiter that he is master of his business. The district perhaps never paid higher wages, and we are confident they never had a cheaper teacher. In conclusion, the committee would remark, that as favorable as the present condition of the schools is, there is still room for great improvement, not only in the method of instruction and discipline pursued in each, but in the organization and administration of them as a system. In the districts comprised mainly within the limits of the city, the existing provision for public schools is entirely inade. quate to the wants and ability of the community. The school rooms at present provided, cannot accommodate, properly, a larger num. ber than are now in attendance, and this number, as registered, of all ages, for the month of December, does not include one half of all the children between four and sixteen, as enumerated in August last. I. N. SPRAGUE, ComM. COPELAND. mittee. REPORT OF SUB-COMMITTEE ON SPELLING BOOKS. Your committee on the subject of spelling bocks, knowing the importance of a just selection, have been at no small pains to make the requisite examination. The result is herewith submitted. We first inquired, what is a spelling book, or, what is the truc idea of a spelling book? for it was evident that without a settlement the authors themselves,) our examination of books could lead us to of this preliminary, (too often neglected, as we have discovered, by no intelligent selection. Lord's Hill,-the teacher a female, who has had the same school several years. Her heart is in her work, and the fruits are mani. fest in the improvement of her scholars, and their attachment to their teacher. The parents in the district are entitled to credit for the interest they take in the school, and they owe it to so good a school, and so good a teacher, to provide a better house. A spelling book, then, as we view it, is that which introduces a South West District,-two departments; the teachers, a male and child to written language. He has previously learned the art of a female; both experienced, and understand well the importance of speech, or vocal language, and now he comes to learn how speech is little accuracies in school-keeping. The children are backward, it is spelled. As the mother instructed his ear, so now the spelling recorded, or put into letters and syllables; or, what is the same, how and appear to have lost the two or three years, while their parents book is to be the mother-instructor, to his eye. All the other offi have been deliberating, whether, and where, they will have a new school house. ces of a spelling book, we consider to be secondary, or accessory to South District,-one male and two female teachers. The school this, that it teaches to spell. Thus it may incorporate reading les is in an improved condition, and Mr. Harrison's department, espe-enliven the book and make it attractive, definitions, abbreviations, sons for entertainment, or moral instruction, cuts or pictures, to cially, appears to great advantage. Good attention, but not too and the like. And these, according to their merit, may add, in a much, paid to reading and spelling. Middle District,-two male and ten female teachers, and all its degree, to the value of the book. But what we have called the departments under the management of a well qualified principal-merit; and that is the best book, which is most steadily and philo. main or primary office of the book, is still the principal hinge of On account of its pecuniary ability, and the numbers, it is able to adopt a more perfect system of classification, and to employ a bet-sophically adapted to the great end of teaching to spell. ter class of teachers than the other schools. It ought therefore to to learn, or to teach the spelling of ten thousand words, especially if And it is a prodigious undertaking, if we reflect upon it, either be, and undoubtedly is, the best school in the city. North Middle District,-one male and three female teachers.ling in our tongue. We have sometimes as many as eight or ten we consider the wild anomalies and barbarous irregularities of spelThe house has been enlarged during the past year, and the school different ways of spelling the same vocal syllable, or even the same is probably better than it ever has been before. word, therefore, of three syllables, if we suppose each syllabic sound simple vowel sound, and very often as many as four or five. In a to admit four different ways of spelling, there are twelve different ways of spelling the word, and the memory has to distinguish be In their next report the committee propose to go more into detail tween the twelve different modes which are possible. And, if we respecting the condition of each school. They present the follow-take the word supposed for an average specimen of the tongue, there ing suggestions at this time as worthy of notice: are requisite, in learning to spell ten thousand words, (the smallest 1. There is a decided advantage in employing the same teacher number that will answer to make up a tolerable knowledge of Enin the same school from year to year. No more accurate and for-glish orthography,) not less than ONE HUNDRED AND TWENTY THOU ward scholars can be found in any of the schools, than in the Gra. SAND distinctions of memory. A very great load for this faculty, even vel Hill and Lord's Hill districts, and they have enjoyed the instruc- if they were so many distinctions of great events and glaring objects, tions of the same teachers for several successive years. They are but when we consider that they are so many distinctions that are quite in advance of those schools where the teachers have been arbitrary, and relate only to little lines or traces drawn upon paper, changed once or twice a year. it seems impossible that any one should ever be able to learn the orthography of our tongue. It would be nearly so for a person of full age. Indeed, we need not hesitate to say, that we never could become accurate spellers, if we did not have our training in child. hood, when the eye and memory are wonderfully plastic to outward impressions. African School,-the teacher, the Pastor of the African Church, and of some experience in teaching. The school is large, and ap pears well. 2. It is bad policy to employ cheap teachers. Those who can command good wages, are, on the whole, the cheapest, especial. ly when in connexion with the superior accuracy of their teach. ing, we take into the account, the influence of a well furnished mind over the children of the school. 3. It is better to employ competent and experienced female teachers, than young and inexperienced males. The best school in the society, out of the city, as to order, habits of study, and accuracy of instruction, is the Gravel Hill school, and it has been taught for several successive years by the same female. 4. Parents should feel the importance of having their children regular in their attendance at school. Wherever the committee has found a scholar behind his class, blundering in reading and spelling, and backward in other studies, the teacher has usually made the apology, that such a scholar is kept at home more or less of the time. The parent, who keeps his child out of school a half day, should remember, that his child has lost one lesson, and of course is one lesson behind his class. 5. Every teacher should aim particularly at making all his schol. ars good readers and spellers, of course including a thorough know. ledge of punctuation. These should ever be prominent things in common schools. The child should be carefully watched, and every mistake, in repeating or miscalling words, corrected, and every lit tle thing in punctuation understood. Mr. Harrison's department, in the South school, and the school in the Arsenal District, are in these respects deserving of particular praise. We see, in this view, that a spelling book is a book for the memory; and, other things being equal, that book which is best adjusted for aiding the memory of words, will best accomplish the true end of a spelling book. To find this book has been our search, and we have examined, in this view, all the prominent books, from Dilworth downward. We find, of course, various degrees of merit and defi ciency, in the books examined, which it is needless to specify.Suffice it to say, that the Practical Spelling Book, by Messrs. Gallaudet and Hooker, has been found to pursue the true object of a spelling book, more philosophically than any other, and in this view, at least, to be an important advance upon all its predecessors. This we discover in the following particulars : 1. It abridges the work of memory, as far as it can be done, by a wise and careful selection of words. In one or two of the books, the number of words is quite too limited. In two or three, which have a large number, we find a great number of dead words, (upwards of four hundred, in one of them, by count,) which the scholar will never read or hear, and which do not belong to classic English. Such words are properly found in a thesaurus of the tongue, but why burden a child's memory with the unnecessary task of learning to spell them. In some of the books, we find a great number of ad Verbials, and other derivatives, which no child could fail to spell 3. The arrangement of the Practical Spelling Book is such as to give the pupil a systematic acquaintance with the powers of letters and syllables. There is no book, as your committee believe, that would give a foreigner, or a child, so ready a knowledge of the powers of English orthography. The words are classed in tables, not by the mere number of syllables, and the place of accent, but according to the sounds of their difficult or doubtful syllables. Thus in tables 76, 92, and 94, words that have the sound of o in globe, are collect. ed together, and it is seen, at a giance, that we make that sound in English by o, oa, oo, ow, owe, ough, ew, and eau. This kind of arrangement brings out the powers of letters in our tongue, and shows the pupil what tools he has to work with in spelling a given sound, or between what combinations his choice lies. Intelligence is always a strong aid to the memory, and now he may give the load over to his memory understandingly. Your committee also consider it a great excellence of the book, apart from the aid thus yielded to the memory, that it gives so ready and curious an exhibition of the powers of letters and syllables. It makes, they believe, a more striking and instructive view of our difficult orthography, than is elsewhere to be found. high advantage, for a good teacher always makes a good book. It is so, in part, for the reasons already specified. The powers of our difficult, perplexed orthography, are here set before him, and he is shown exactly what to do, to quicken attention in the pupils. Questions are added, often, at the end of the lessons, by calling for the answers to which, and others like them, he may easily whet up the observation of the pupil, and make him hunt the dry and difficult page he studies, with the zest of a positive curiosity. Thus in the 125th lesson, composed of words ending in ss, s, se, and ce,-kiss, genesis, mortise, edifice, and the like, he may ask what words end in yss? i. e. abyss, only; what in uce? lettuce, only; what in oise? tortoise, only, and so on. In this way, the child may have his attention sharpened towards all the anomalies in the language, and acquire a more curious, intelligent knowlede, too, of his tongue, than could otherwise be given him. A fine index is added, too, by refer. ring to which, the teacher can, at any time, examine whatever de pariment, or law, or example of spelling he pleases. The book, again, is one which can hardly fail to be a favorite with the children, on account of the attractions of the reading les. sons, and the very neat wood cuts with which it is ornamented. The reading lessons, too have always a lesson of pure morality in them, which your committee regard as an indispensible quality in every school book. The mechanical execution of the book, in other respects, is such as to please, and to promise durability. For these reasons, your committee do not hesitate to express their decided preference for the Practical Spelling Book, and their hope that it will soon be found in every school in the society. HORACE BUSHNELL, FREDERICK TYLER. CITY OF MIDDLETOWN-PUBLIC HIGH SCHOOL. As the public schools of the city of Middletown have been reorganized since 1839, on substantially the same plan which was recom. mended for our schools by a special committee of the first school society, of which the Rev. Mr. Burgess was chairman, it may not be uninteresting to your readers to be informed of the results. The schools of the city are all under the charge of one committee, consisting of eight persons, three of whom must have been members for the year previous. There are at present four district or primary schools for all of the children under ten years, taught by competent female teachers. In these schools, as the teachers are no longer embarrassed by a distracting variety of ages, studies and classes, the scholars have made great proficiency. 4. The admirable arrangement of the book is such as greatly to aid the memory, by systematizing the work it has to do. It begins, like most of the others, with tables of easy words, which can hardly be spelled in more than one way, making, however, a much better selection of words for this class, than some of the other books.ments not long since, and he can say, with some knowledge of the Having disposed of the easy words, it then proceeds to those of a more ambiguous, or difficult speiling, where it displays its excel. lence in a manner so visible, as to strike at the first glance. The words are now classed according to the quality or sound of their ambiguous syllable. Thus, in lesson 96, we have a collection of words, in which the ambiguous syllable has the sound of a in ball, and here are grouped words in a, au, aw, awe, oa, and ou,-dwarf, gaudy, lawful, awe, broad, cough. The ordinary practice of group. ing the words in tables according to their number of syllables, and the place of accent, and, perhaps, subordinately, by the alphabetic order of their first letters, is much the same, as regards the end in view, viz. the teaching of orthography, as if one should make out a system of botany, classifying the plants by the number of syllables in their names, and the alphabetic order of the same. The child seldom has any difficulty in fixing on the accent; this he has generally learned by the ear, before he sees the word written. And, as to the number of syllables, if there is any object in knowing it, there can be little difficulty in counting them. However, the accent of every word is marked, and there is a subordinate grouping of words in the tables, under a common accent, which makes the columns flow on the ear a little more naturally, perhaps, and, in this way, yields a trifling aid to the pupil. Now this method of classification, proceeding both on the ground of similarity and contrast in the spel. ling of syllables that sound alike, deserves to be called philosophi. cal; for it is both by similarities and contrasts that the memory ev. er loves to aid itself. That a child will learn to spell all the words in the table just named, or any of the like tables, much more quick. ly than he could do it in any other mode of classification, your com. mittee cannot doubt. In all these particulars, it will be perceived how steadily and in. geniously the book concentrates its aid at the point where aid is wanted, at the gates of the memory. The problem is, how to help the memory, and this problem is practically worked in the whole arrangement of the book. It has other excellent traits of a more promiscuous character, among which we may name the following: It is a book admirably fitted to make good teachers, and this is a The older children are gathered into the high school, the boys in. to one department, under Mr. Alfred Saxe, and the girls into anoth. er, under Miss Hovey. The writer passed a day in the two departcondition of the public schools of Middletown, as they were two years since, and of public schools in different parts of the state, that the advance made in this school is astonishing, and that for accurate and prompt recitations, useful attainments, and general good order and behavior, either department is not excelled by any public school of the state, and by but few private schools. Without intending any disparagement to Mr. Saxe, for he has had greater difficulties to encounter and overcome, Miss Hovey's school may challenge comparison with any school for young ladies in Connecticut. The results which were anticipated from the establishment of a public high school in this (Hartford) school society, have been practically realized in Middletown. The number in attendance in the public schools has been increased; the number not attending any school, public or private, has been reduced; teachers of appropriate qualifi. cations are provided for children of different ages and studies, and the primary branches are more thoroughly attended to, and the higher branches of a thorough English education, as well as the rudi. ments of a classical course have been brought within the reach of the poor as well as of the rich. A visiter in the school wou'd find it im possible to distinguish who were the children of the rich, or who of the poor, in the neatly dressed, well behaved, intelligent and prompt scholars in Miss Hovey's department. It was interesting, however, to learn that this and that scholar, seated indiscriminately with those of the same class in different parts of the room was an orphan, or a member of some poor, unfortunate, or intemperate family, whose school tax of four dollars a year was abated, and on the other hand, that this and that young lady had till within the past year received their education in private schools, at an expense of ten and twelve dollars the quarter, and were now making as good progress in their studies and manners in schools which cost but one dollar per quarter. In this school we recognized by their names the sons and daughters of professional and educated men, who are satisfied that as good an education could be given in a public school, properly organized and instructed, as in a private school, and at a much cheaper rate. is the practical republican equality which good schools will bring about every where, and which no other instrumentality will. Courant. This |