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year.' Perhaps some of his readers may be of opinion, that such stationary movements as are indicated by the above changes, may tend to qualify some portion of the regret so needlessly expressed.

Another subject upon which a word may be said, is studies. A very accurate observer,' the writer is pleased to say, has remarked of these schools, that the intellectual education is hardly provided for in the least.' This opinion is evidently endorsed by the writer of the article. The bare enumeration of the above books, and the studies connected with them, is sufficient, it is believed, to disprove the assertion. The intellectual education surely is amply provided for, as stated above, for a class of pupils from four to seven years of age. To what extent this provision is used is another question. To judge of this, we remark, that the teachers are the best which the Committee, with the offer of a competent salary, are enabled to obtain; and most of them are of the highest order. The Committee too, we may venture to say, are faithful in the discharge of their duties; and this is manifest from the report to which reference has already been made. It appears from this, that they made three hundred and fortynine examinations (and these usually occupy two hours,) and four hundred and fortyseven visits in six months,'-or 3 1-2 of the former to a school, and 6 of the latter, equal to 7 examinations of 14 hours, and 12 visits to each school, in a single year. These are independent of the semi-annual examinations by the Standing Committee. (The Primary Schools in the city of New York, are examined but twice a year, and only about half an hour is given to each examination-or one hour to each in a year.) If the children of the Boston Primary Schools, therefore, are not educated intellectually, it is no fault of their teachers or committee; and as cause and effect in education are the same as in every thing else, we have reason to conclude that the labor of the teachers and committee is not lost. It is true, the children are not required to study algebra, geology, botany, or Natural history; but they do learn, and that to great perfection, the rudiments of a common English education; and are fully prepared at 7 years of age to enter the Grammar Schools of the city, a period in life which is considered with us quite early enough to enter upon the higher branches of study which are provided for them in these schools. The reading of our Primary School children, when they enter the Grammar Schools, is as good, as a general fact, as the reading of the same number of clergymen in any part of the United States ;* and there is scarce

* Can this be? But let us hear him through.-ED.

ly a radical word in the English language with its derivations, which they cannot spell fluently and correctly. We say nothing now of their other studies. If this is not a satisfactory course to the writer who has made the sweeping assertion, that the intellectual education of the children is hardly provided for,' we can only say, that it harmonizes perfectly with the system adopted by the higher schools of the city, to which this is strictly preparatory. It may be well to contrast these with the studies of the schools in the city of New York. These schools are divided into five classes. The 5th class read in books,―the rest are taught on boards. When enabled to read a little, they are promoted to the public schools. They are admitted between the ages of 4 and 10! They are taught orally, the arithmetical tables, something of Geography, &c. &c.; also writing on slates.' This is from a recent official source. We leave the comparison to those who are of the opinion that the Boston course is the 'most dull and unmeaning' of any in the country.

The same writer says, 'the moral education of the children is equally neglected. To judge from the Rules and Regulations of the Board, one would suppose the four thousand pupils were destitute of moral natures, and exempt from moral exposure.' On this subject then, we have a few words to say. Those who have made this subject a matter of study, will not need to be told that the subject of morals in our day schools, is every where neglected. No books have been prepared for its study, and all our teachers, except in a general way, for want of preparation themselves, are not able, if they were authorized, to make it a subject of distinct labor and care. The Secretary of the Board of Education, in his recent report to the Legislature, makes this a leading topic of remark, and states that it is a universal defect in all our public schools. If the Boston Schools therefore, were deficient in this respect, it would only be in common with all the schools of the country. But a few facts on this head may serve to show that the subject has not been so much neglected as the writer referred to would seem to imagine. In the Rules and the Regulations,' to which he has referred, is contained the following as a part of Rule 1. They (the Instructors) are to pay strict attention to their morals and cleanliness.' In Rule 4, we have the following reference to this important subject. In order early to impress on the minds of our youth, the importance of religious duties, and their entire dependence on their Maker, the Instructors are desired to open their schools in the morning with prayer.' And these rules are enforced by the Committee, and faithfully executed by the teachers. Besides

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these, a part of their regular course of instruction is the reading of the New Testament, and from the first to the last, a knowledge of the Ten Commandments, and the Lord's Prayer. Now with these facts before us, can it be, or ought it to be said, that to judge from the Rules and Regulations of the Board, one would suppose the four thousand pupils were destitute of moral natures and exempt from moral exposure?' Can it be said, ought it to be said, as the writer of the article has undertaken to say, that 'as for the moral education of the pupils, any further than can be secured by having teachers whose general character is unimpeachable, it is scarcely thought of? Besides and beyond what we have already stated, it is a fact that ought to be more generally known, that in 1835, the Board adopted a vote, the first perhaps of the kind adopted in this or any other country, authorizing the introduction of the study of ethics, in its simplest form, as a part of their course of instruction;' and a Committee was chosen to procure a suitable manual. That Committee have been striving, ever since, to obtain some one to prepare such a book; but thus far, without success. Neither they nor the teachers, except in a general way, can work without the proper instruments. If, therefore, they have not done enough, they have done as much as others; and it has not been from a want of interest or exertion in regard to the moral natures or moral exposure of the children, that they have not done more. An extract from the Report of the Primary School Board before referred to, will show the prevailing feeling of the Board in reference to this important subject. They would also express their great satisfaction with the improving moral condition of the schools. The number of truants reported is smaller than heretofore, averaging less than one to three schools. This speaks favorably of the habits of our youthful population. It is ardently hoped that a general improvement may be manifested in this department, commensurate with the interest in its behalf, and that the wishes of its friends may be realized; so that all the children in our city may be brought within their benign influence, that in years to come, they may rise up and bless the institution which has redeemed them from ignorance, and rendered their lives a blessing to themselves, and a benefit to the present and to coming generations.'

Fiat

I bring these imperfect remarks to a close, with a latin quotation, which will be understood by most of your readers. justitia ruat cœlum.'

309

Making Children Happy.

MISTAKES OF TEACHERS.

THE following is extracted from Chap. XXVIII. of a new work by the Editor, entitled 'The Mother in her Family, or Sayings and Doings at Rose Hill Cottage,' published by Weeks, Jordan & Co., of this city. The work is chiefly in the form of familiar dialogue between a mother and her children.

'I have heard many a school teacher-male and female-descant most learnedly on the importance of making our fellow creatures happy. I have heard them talk by the whole quarter hour with their pupils on the happiness it would give their parents and friends, if they behaved well, and made rapid progress in their studies. Sometimes I have thought these harangues did good, but at others, they have seemed wholly useless.

Much depends on the manner of teaching by precept. Example is always powerful, but precept seldom. The reason is not so much that precepts, if they are true, are in their nature inefficacious, for they are not so. Properly applied, they can scarcely fail to bring forth, like good seed properly sown, their appropriate fruits. But if seed is scattered where it should not be-on a rock, where there is not much earth, or where the earth' is unbroken and pre-occupied-what can you expect? So it is with preceptive truth, when scattered among children, whether those children are great or small,-ten years old or fifty.

When the pupil at school has been confined for an hour or two, to a hard bench, with his feet dangling, with no resting place for his back, and without employment, save some five minutes or so of unmeaning repetition of what he does not understand; and when it is about to be announced that he may have a recess of five or ten minutes, or an intermission of one or two hours, a ray of hope, and a prospect of free motion and air, begins to break in upon the monotony; then, to hear a teacher, with airs of wisdom and importance, discoursing upon the propriety and necessity of behaving well, and making each other happy; who that has ever been a school boy himself, would not smile? Dost thou think, my good friend-for a friend thou art of humanity, notwithstanding thy ignorance of human nature— dost thou think thy words, in these circumstances, make any impression? Admitting thy term "happiness" is well understood, dost thou think thine instructions reach the heart?

Above all, when thy pupils are marshalled to depart to their respective homes, at four or five o'clock in the afternoon-sick of books, and school room, and school, and it may be of school

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master-and panting, like "the hart" after "the water brooks," for one breath of freedom and free air--when they stand, I say, arranged in classes, with cloak and doublet, and in due form, with cap in hand, awaiting only the long delayed announcement, 'school's dismissed '-then to hear, what has been heard a thousand times before, about doing well, and behaving well on the road and at home, and making one another, and parents, and teachers, and friends, and the world-and, I was going to say, the world's Maker-happy, canst thou not read enough of the human heart to know that thy words fall as the sportsman's shot on the scales of the alligator, or the still more impenetrable rhinoceros?

son.

There is a time, if the words of the wise man are true, for all things; for precepts and doctrines among the rest. There is a time-nay, there are times every day of every person's life, when the voice even of preceptive instruction will sink deep. Our wisdom is shown by selecting the proper time, nature's own seaSuch a season is not to be found just at the breaking up the school, nor when the pupils' minds or hearts are preoccupied, either by the thought of their freedom, their sports, or their meals. Still less is it to be found immediately after a heavy or an improper dinner; or violent or protracted exercise. The teacher, who, in serving himself, would serve God and his country by making his pupils better, must watch for those sacred seasons, when body and soul are fitted for the reception of the truths he would utter. Often do these seasons arrive in connection with some extraordinary occurrence, of more or less importauce in itself, but which prepares the heart like soil for the reception of the appropriate seed. But let all teachers remember that words alone do not teach wisdom, even preceptive wisdom. The heart must be in unison with the sentiments inculcated; and the pupils must see we are sincere. The word happydefined or undefined-may dwell forever on your lips to no sort of purpose, unless your pupils see that you are in earnest, and mean what you say.

What I have said here, is scarcely less applicable to the parent than to the teacher. In truth, what is the parent-the mother especially-but a teacher? And must not the parent study times and seasons, and watch winds and weather, to sow his seed? Surely he must, if he expect to sow, in the beautiful language of inspiration, " to the spirit," and to reap accordingly.