134

Mistakes in Selecting School Books.

CONFESSIONS OF A SCHOOLMASTER. No. VIII.

MISTAKES IN SELECTING SCHOOL BOOKS.

FOR Some time past, the only books which had been used in the school where I now was, as reading books, were the New Testament, the Columbian Orator, the English Reader, the reading lessons in Webster's Spelling Book, and Webster's Elements of Useful Knowledge. These had been read over and

over; and every one at all acquainted with them knows, that except the testament and spelling book, are very poorly calculated to interest children, or instruct them in the art of reading.

I felt, most sensibly, the want of some new reading book for the school, especially for the older classes. But such was the universal fear of a little expense in the instruction of children, and so bitter were the usual complaints against a teacher who proposed a new school book, that it was almost as much as one's reputation was worth to attempt it. I however, at length ventured.

The plan was first proposed to the district committee. He did not object to it; thought a book was much needed; and said that he did not think many would be opposed to it. I rejoiced at my prospect of success, and already began to take

courage.

But what book did I propose? he asked. I told him I had not decided; that there many excellent books. He spoke with much warmth, of the Sequel to the English Reader.' There are some exceedingly smart pieces in that book said he, and I should like to have it introduced.

In regard to the intrinsic merit and excellence of the selections in the Sequel,' I had not the least doubt. But I had some doubts whether it was exactly adapted to the wants of the school, and whether it would interest them; and I told him so. He said we must endeavor to put such things-books among the rest-into the hands of children as we thought were best for them, whether they liked them or not; and that they were, often, but very poor judges of what was really best for them.

This, in the abstract, was sound reasoning; and I was quite unable as well as indisposed to meet it. True the style of the ' Sequel' was so elevated, that my pupils could not always understand it; but then I thought we must bring them up to it.

The expense of the book was a serious objection, as it would cost as much as two books of some kinds which might have been selected. However, one good book was deemed better than two poor ones; and the Sequel would be a work which it was thought would "stand by," for a long time.

Variety of Books necessary.

135

My present opinion is, that other things being equal, the two cheaper books would be far preferable to the dearer one. I think novelty or change-some degree of it-is a very proper stimulant to the young. I would no more confine their lessons to the same book, than their bodies to the same dress, or their stomachs to the same dish. One distinguished teacher among us, insists that every child who is pursuing a science, say geography or arithmetic, ought to study a great variety of authors. If this is so, it is much more true that a variety of reading books is indispensable.

But we decided on introducing the Sequel; and it was accordingly procured. In general it was favorably received. One wealthy lady indeed complained that it was a "dreadful dear book," and it appeared to her something cheaper might have done just as well. However, as the teacher and the committee both said it was a "" smart book, she would not com

plain; she would try to pay for it.

In fact, it was much more favorably received among the pupils themselves, than could have been anticipated. We are frequently gratified-as if it were an honor done to our understanding when people present very wise things to our ears, taking it for granted that we fully understand them. Thus we sometimes listen to a sermon or an oration with great pleasure, though we know very little of its meaning. This is not said in justification, but in palliation of the measure.

During the first winter of my school keeping, there had been a similar occurrence. Some new school book was needed;-so I thought, and so did many others. The selection having been confided to me, I decided on the Introduction to the American Orator, by Increase Cooke, of New Haven, Conn. It was a learned work, prepared by a learned man, and wholly unexceptionable in its moral character and tendency. Still it was not at all fit for the pupils, as time did not fail to show. The book was used a few years, when it gradually disappeared, and other and more popular books supplied its place.

126

Common Schools in Ohio.

MISCELLANY.

ОнIO COMMON SCHOOLS.

THE First Annual Report of Mr Samuel Lewis, the Superintendent of Common Schools for the State of Ohio, has just been received. It is a most interesting and important document, and we cannot help congratulating this new and flourishing State on her success in securing, in the thirtysixth year of her existence, those important and indispensable services of a public officer, which we of the East, who boast of our common schools, have been without, for nearly two centuries.

Mr Lewis entered upon the discharge of his office, early in the year 1837, by issuing and transmitting circulars to every county in the State, requesting information on certain points in relation to schools. In addition to this, Mr L. travelled, during the summer and autumn, more than 1200 miles, visited 40 county seats and 300 schools, and conversed much with teachers and other friends of education. The following is an abstract of the results of his efforts, derived from returns — many of them imperfect-and from his own observations and inquiries. The number of school districts in the State is about 8000, of which, above 7000 were reported. The number of children in the state between the ages of four and twentyone years, is about 550,000. Of these, 84,296 attended school from two to four months of the year, and 62,144 over four months, making a total of 146,850, or about one fourth the whole number within the ages mentioned, who attended school more or less. The whole number of public schools kept was 4,336, and of private ones 2,175; total 6,511. The whole number of scholars in attendance was 150,402, of whom, about an equal number were males and females. The number of teachers employed was 4,757 males, and 3,205 females; total 7,962. The amount paid to these teachers was $286,757 to males, and $148,008 to females. The amount of money raised to defray the whole expenses, that for teachers included, was $307,930, of which $88,712 was derived from the sale of school lands, $119,230 was raised by taxation, $105,131 by subscription, and $4,657 from other sources not mentioned. The number of school houses in the state is 4,378, valued at $513,973. The expenses of building new school houses and repairing old ones, during the past year, has been $60,421.

Thus we see, at once, that the people of Ohio are at work, and though they have not yet received that degree of Legislative aid, for which they hope, and to which they are entitled, and though there is much, very much there which is not as it should be, Mr L. most expressly says, that

The Massachusetts Schools.

137 the schools, every where in the state, are improving. In proof of this, and of the good tendency of things, he mentions that in many counties, associations of teachers and of the friends of education, are formed, and that the education of the mass, is a marked feature in all discussions and reports; and that nothing will rally the people more readily than the discussion of subjects connected with education.

Still, as we have already mentioned, there are defects in the schools, and many difficulties remain to be surmounted. 'It is mockery,' says Mr L., to crowd 50 or 80 children into a room, under one teacher, who has little of learning or experience, and call that a school.' And he says truly.

Among the suggestions made in regard to improving the present staté of things, are mentioned a reduction of the present number of school officers, (amounting, it seems to 38,740!) teachers' records of proceedings in schools; improved school books and school houses; town libraries and newspapers. There are materials enough, it is thought, for such papers. We believe so. The more of such papers the better, provided they are well sustained.

We repeat the sentiment; the Report before us, is one of very great value. Nothing of the kind, more able, has as yet been presented to the public. The reports of the School superintendent in the state of New York are valuable; but they have not the force or energy of this. We wish it could be read and studied, not only by every adult citizen of Ohio, to which state it is unquestionably best adapted; but by every citizen of the United States.

THE MASSACHUSETTS SCHOOLS.

We find, from the Massachusetts School Returns for 1837, that the average length of the public schools in this state, during the previous year, was only six months and twenty five days; leaving, of course, average vacations in the schools, of five months and five days.

In the state of New York, the average number of months in which schools were kept during the year 1836, was something more than eight. In Connecticut, probably about seven and a half months. Even in Ohio, it was five months and three days.

This comparison does not appear very favorable to Massachusetts. If we exclude Boston and Nantucket, however, it is still worse. The average then is only six months and eleven days. In Worcester, an old county, where the children ought to go to school the year round, the average is only five months and two days; something less than the average of the whole state of Ohio. In Duke's county it is still worseonly four months and fourteen days.

The average wages paid to female teachers in Massachusetts, during

138

Convention on Education, at Detroit.

the period aforesaid,was $11,38 a month, including board. We suppose the average price of board throughout the state, could not have been less than $2,00 a week, leaving $3,38 a month, or only 84 cents a week for services. In Boston, the average wages of females, including board, was $15,78. This, deducting $3,00 a week for board-and we ought not to deduct less-leaves $3,78 a month, or 94 cents a week. In Essex county, and in several other counties, female wages were lower than the average for the whole state. In Hampden county female wages were only $9;12. The average wages of male teachers, (except in Boston where they receive $67,25,) is only $25,44; which, allowing $2,50 a week for board, leaves only $15,44 as compensation per month, for services. This, however, is four or five times as much as is left to female teachers. In Boston the average savings by male teachers, allowing $4,00 a week for board, would be $51,25-more than 13 1-2 times as much as the savings of the female teachers.

Here are three things, at least, which are not as they should be. 1. Massachusetts should have her 200,000 youth in school at least an average of ten months in the year, instead of less than seven. 2. She should be ashamed to pay her male teachers an average of only about $15,00 a month, besides board, for their exhausting labors; and her female teachers less than $4,00 a month. 3. Boston, boasting of her liberality, and of the excellence of her schools, and paying her male teachers, besides the ordinary price of board, more than $50 a month, should not turn off female teachers with an average of less than one thirteenth of that sum!

CONVENTION ON EDUCATION, At Detroit.

Ax important and, in some respects, interesting meeting of the friends of education, and especially the teachers of Michigan, was held at the city of Detroit, Wednesday, Jan. 3, and was continued three days. We say it was important, because we deem the general plan of bringing teachers together for mutual consultation and discussion, one which promises very great good to the community; and certainly not less to our new states and territories, than to the old. It was interesting, because it was attended by delegates from various parts of the state, and because the occasion elicited valuable remarks, and, as we believe, contributed in no small degree to awaken a public interest in education and especially common education and common schools.

The meeting was opened by an address from Rev. J. D. Pierce, the state superintendant of Public Instruction; which we learn is to be published. A long lecture on education in general, was also read on Wednesday evening. We do not know whether there were any more lectures given, or essays read. We hope another course was taken than that which is sometimes taken at education meetings at the eastward;