token of her favor, admonished him to bear himself like a true knight, and show the strength of his passion by his valiant deeds. What knight so craven, then," exclaims a chivalrous writer, "that he would not have been more than a match

for the stoutest adversary; or who would not sooner have lost his life a thousand times, than return dishonored to the lady of his love? In truth, this conquest may be said to have been achieved by love, rather than by arms."

N

OTHING is more characteristic of the American people, than their readiness their eagerness if you pleaseto become interested in new ideas, and if found valuable, to appropriate them. It is this which makes the phrase, “Universal Yankee Nation," although applied to us originally in sportive irony, not an inapt description. The genius of our people, in consequence of being so pliable, becomes universal. As there are in this country no political, so there are no educational ruts, centuries old and despairingly deep, into which every man is compelled to jog along, or be broken down in the attempt to wrench himself out. In every direction the way is open and smooth. Changes are introduced daily in every department of life, in business, in law, in medicine, in politics, and in literary institutions,-which would be met with the fiercest oppositions in the old world as crazy innovations; but which are hailed with satisfaction here, if only they promise to be productive of happy results.

A good illustration of these remarks is seen in the interest which, though of such recent origin, is yet so lively and widespread, in regard to the subject of "Physical Education."

We have nothing to say, just now, as to the desirability and absolute need of reform in this direction. We simply wish to note how, when the subject is fairly presented, every one gives it the readiest greeting-heartiest welcome. The most popular article, a while ago, in a popular magazine, was "The Murder of the Innocents," in which the writer pitched mercilessly into the prevailing system of training a child's brain, almost, if not entirely, at the expense and to the final ruin of his

bodily health and constitution. "Watson's Hand-book of Calisthenics and Gymnastics," developing the principles and rules of physical training into a beautiful system, and accompanying the same with diagrams of life-like attitudes, which has been recently published in New York, finds a large and rapid sale. Dio Lewis's work, upon the same general subject, from a Boston press, has, we presume, readers enough. Mrs. Plumb starts an Academy of Physical Culture for both sexes, and secures such a number of pupils, that she can bring out a selection of sixty of them upon the stage of "Cooper Institute," for the entertainment of an "appreciative" audience, and for the pecuniary benefit of the Sanitary Commission. Colleges, which, ten years ago, petitioned the State Legislatures to prohibit the location of such establishments within ten miles of themselves, now build Ten-pin alleys (just think of it)! Academies are not regarded as complete, unless they can boast of possessing a well-arranged Gymnasium. Numerous old garrets, once crammed with rubbish, have been cleaned up, and are today adorned with the parallel-bars, the pulleys, the rings, and other developers of muscle. Young men and maidens all over the country, are hiring professors of Physical Culture to lead them through all the shufflings, and springings, and turnings, and vaultings, and pullings, and liftings, and sparrings, and wrestlings, and other mazy evolutions of the gymnastic science. Indian clubs and rings for parlor exercises, boat-clubs, ball-matches, and even the manly sports of the unmannerly "P. R.," are quite the fashion and the delight of the community.

Who knows but the time is near, when

a man will not be considered educated, until he can wear a brain of capacious and well-disciplined powers, as a fitting crown upon a plump and muscular body-their willing, obedient, and happy instrument or servant! Who knows but we shall realize that golden age in which the American youth, like the young Athenian, will not only run the swiftest race, and fling furthest the heaviest bar, but will carry off, also, the laurel-wreath for poetic, or dramatic, or other literary superiority? Who knows but the college curriculum may hereafter be so changed from the single line of mental training, as to secure a well-balanced combination of both mental and physical accomplishments?

The Spanish Arab sovereign used to refresh himself after the labors of the tournament, with listening to "elegant poetry," and to discourses of "knightly history;" and the Spanish Arab knight strove to excel in ten grand qualities, viz.: "piety, valor, courtesy, prowess, the gifts of poetry and eloquence, and dexterity in the management of the horse, the lance, the sword, and the bow." It was this union of attainments in mind and body, that made the Spanish Arab the first man of his day. And why may not the American, by imitating, or rather by surpassing this example, become the first man of the world? We believe he will.

"THE

HE education of youth," wrote Milton, "is not a bow for every man to shoot in, that counts himself a teacher; but will require sinews almost equal to those which Homer gave Ulysses." Certainly the judgment of a religious, civilized world, is raising the teacher's rank to a higher level every day. Nature has so many wants which education only can supply, that they who give themselves to the task of developing and moulding the plastic mind of youth, secure the consciousness of a well-spent life, and become entitled to gratitude and praise from all.

The true teacher, in his labor, should have his scholar's advancement always in view. Thus best will he secure his own. We fear circumstances sometimes make those who instruct youth, turn away their eyes from this one aim. The partiality of parents, the resistance of ill-trained pupils, the pleasures of society, hinder or destroy the hearty endeavor to do the very best that can be done for those committed to the teacher's care. Instead of different methods to suit different minds, a general routine is established, where the more active are hampered, and the dull drag on, till the weary years of school-life are ended. In days of “long ago," this was the rule; we trust it is now the exception.

Our

best schools-and they are increasing in number, are marked by the discrimination with which classes are separated, and opportunity given to each individual to develop the talents which Nature so variously bestows.

In any true method of education, three things must be regarded: the Acquisition of Knowledge, the Restraint of Evil, and the Production of Knowledge. Leaving out the second, as we can not now speak of its importance, the attention of the teacher should always be directed to the other two, in order that the pupil may be fully fitted for the world. He must be taught the wisdom of others. "Read, and you will know;" that mother-word made Sir William Jones. But also must he be early taught to express his own thought; to declare what power he himself possesses; to produce coin stamped with his own image from the mint of the mind within. "What do you think of that subject, and why do you hold your opinion?" those questions, constantly repeated by a father's lips, gave fluency and power to children, who are known now throughout the land as leaders of men.

In regard to the attention paid to the scholar's acquiring knowledge, few will complain. There are enough lessons given,

Heaven knows, in every school, to occupy all the time a boy or girl should bend over the slate, or geography, or history. More than of old, we sometimes imagine, is required of the modern scholar, who carries a small library of books to and from his home. But as this may be, the defect in our system which needs a remedy, is the little attention paid to the productive faculties of the mind. How much of power is wasted by keeping the mind of the scholar in one single line of progress, marked out by good men who have gone before, and transmitted school-books to posterity! We are needing, in this age, men and women of force. And this springs from originality, or individuality, or selfreliance-whatever name you choose to call the power. We need our schools to cultivate the art of walking alone, after one has walked with the masters. Because we do not have many such schools, our learned men are not the leaders. The latter rise to eminence from a world on which they were early thrown to shift for themselves. If there are exceptions to such an assertion, they are those whom peculiar circumstances have forced to cast aside their fears, when the effort has cost them toil and pain. The lives of such men as Webster, and Clay, and Douglas, well illustrate our meaning. In them all, the acquiring of knowledge was to the end that they might produce it to move the minds of others.

In most schools, the only real method by which scholars are encouraged to declare their individual force, is "composition." And certainly the closest attention should be paid to this department. The character influences the expression; but the expression has a reflex influence upon the character. Subjects suited to every mind should be proposed. Style should be regulated, that simplicity may take the place of that inflated species of composition for which Young Ladies' Institutes and Junior Exhibitions are somewhat celebrated. The question with the teacher should always be, "What do you mean to say?" In the "Life of Kirwan," Dr. Griffin by that question blotted out three-quarters of the young collegian's first effort, but made him thus the simple, clear writer he afterwards be

came. In declamation, we wish boys were less practised. They need to know how to face an audience; but the "trick of oratory" lies in the power of expression and the deep emotion, not in gesture and modulation. Whether many a good farmer has not been lost by the village admiration of a huge pair of lungs shouting out the "Give me Liberty or give me Death!" of Henry, is an open question. If it is so, the country has been probably injured to the extent of a lawyer. We never had any regrets, when walking with Gray over a country churchyard, that the "rude forefathers" had not tried their hands at forming themselves into Miltons or Cromwells. They farmed well, made excellent parents, and were a loss to their friends when they died. Had they gone to Parliament, they would have prolonged its sessions to make a "brief address," and the world would, probably, have been an hour behind her present position.

But are there not other ways in which this productive talent could be encouraged? Surely, in every branch of learning, it might receive development at school. In Mathematics, why should not the scholar be allowed original methods, and brought face to face with original examples? If the mind can be thrown thus on itself, the best practical results follow. One example proposed by the scholar, or worked out by the mind's own application of the fundamental rules, will fix securely the knowl edge which, otherwise, is obtained often by memorizing and outside aid. An Arithmetic gains to most minds a sort of fear and reverence, as embalming some of the "hardest sums" the mind of man ever imagined; when it should be looked on as a friend to guide. In History, conversation would fill the mind with the thought of men and things of other days, in a way which mere recitation can not approach; as the scholar himself would express opinions. So of the other branches; methods should be used to draw out from the mind, not merely to fill the mind. The work of gaining the power of expression in all departments of knowledge, should commence with the work of imparting knowledge. Then, men who stood first in our schools and colleges, would stand first in the world:

They would come out, not merely with the armor on, and with the sword in hand, but with a knowledge how to make it most effective. Then in the life-battle, many a conqueror would be hailed as trained by the hands of scholars for his earnest work. Then from men who walk foremost among men, the confession of scholarship and of

scholarly pursuits, would come with the proud feeling of the Roman orator: "Ego vero fateor, me his studiis deditum; ceteros pudeat, si qui ita se literis abdiderunt, ut nihil possint ex his neque ad communem afferre fructum, neque in adspectum lucemque proferre."

II.

ification of the school law for this city as would enable those

Of this number, some 30,000 were children between the ages of five and fifteen years; and only a little over two-thirds of these attended schools of any kind. At this period there were four distinct classes of schools in this city-viz., Private schools, incorporated schools, charity schools, and public schools. Of the first class, which embraced all grades, from the dame's alphabet class to those affording the most thorough classical instruction, there were about four hundred schools: Notwithstanding a large proportion of these elementary schools were kept in small rooms, without sufficient light or ventilation, and frequently by persons unqualified in learning and incompetent in ability; the private schools had an aggregate attendance of about 13,000 pupils. There were but three of the incorporated schools, with about 1,000 pupils. Of the charity schools, under the management of different religious denominations, there were eighteen, with 2,500 pupils.

FREE-SCHOOLS.

The six schools under the charge of the Free School Society, were rapidly increasing in popularity, and now numbered about 4,500 pupils. All of these schools were free to the children of the poor, while none were admitted whose parents were able to pay tuition in the private schools. During the year 1825, the subject of changing the character of the system of these free-schools was extensively discussed. The principal change proposed was to secure such a mod

advantages of the better instruction afforded in the public schools, by the payment of tuition for their children.

THE PUBLIC SCHOOL SOCIETY.

A memorial was presented to the Legislature by the trustees of the Free School Society, requesting alterations in the act of their incorporation. Accordingly, in January, 1826, the name of the society was changed to the The Public School Society of New York; and it was made the duty of the society "to provide, so far as their means may extend, for the education of all the children in the city of New York, not otherwise provided for, whether such children be or be not the proper objects of gratuitous education, and without regard to religious sect or denomination."

The trustees were also authorized to re

quire the payment of a moderate sum, not exceeding one dollar per quarter, from the pupils attending these schools; but no child

could be denied the benefits of the schools because of inability to pay. The changes in the law provided also that any person might become a life-member of the society by the payment of ten dollars, and that the number of trustees should be increased to fifty.

THE FIRST PUBLIC PRIMARY SCHOOL.

During 1826, three new schools were organized by the Public School Society, and two more in 1827, making eleven in all; and no other grammar-schools were opened during the three succeeding years. In

1828, the first primary school was opened in the same building with grammar-school No. 10, in Duane-street. This school was very successful, and the influence on the grammar-schools was regarded with much favor, "as it drew the younger pupils from the other schools in the same building, and facilitated the government and instruction of both classes of children." This primary school was conducted on the plan of the Infant School, and was placed under the supervision of an association of ladies, who were organizing that class of schools in this city.

ORIGIN AND CHARACTER OF INFANT SCHOOLS.

Infant Schools originated about the year 1815, in New Lanark, a manufacturing town in Scotland. The great irregularity with which married women, who had young children to take care of, attended to their work in the manufactories, was found to be a very great annoyance to their employers. Mr. Robert Owen, who superintended the manufactories at New Lanark, finally resolved to concentrate the labor of taking care of these young children, by bringing them together in one department, where a single woman could watch them while the other mothers were engaged in their usual avocations.

Various methods were used to furnish amusement to the inmates of this public nursery, such as toys, pictures, music, physical exercises, &c. At length, teaching the alphabet, reading and spelling, were employed as one method of diversion. Thus little by little of instruction was added, until the mental and moral training of the children became a leading feature in the management of these juvenile congregations, and they finally took the name of Infant Schools. At first these schools were managed without much system, but as other schools were opened, they were gradually improved. and under the admirable supervision of Mr. Samuel Wilderspin, the plan of training children was brought to a successful system of Infant Schools, which was well adapted to the wants of the laboring classes in the towns of Great Britain.

The great popularity of this class of schools in England, induced benevolent ladies in various parts of the United States

to organize societies for the purpose of establishing similar schools in this country. The first Infant School in the city of New York was opened July 16, 1827, in the basement of a church in Canal-street. These infant schools increased rapidly, and within six years from that time there were about thirty, of which some eighteen were supported by the Public School Society, and by the Infant School Association, while a dozen were private schools.

Children were admitted to the infant schools between the ages of eighteen months and four years, and were allowed to remain until they were five years of age. Parents were permitted to take their children to school as early as six o'clock in the morning in summer, and at eight o'clock in winter. The children were allowed to remain until seven o'clock in the afternoon in summer, and five o'clock in winter. The female attendant who received the children in the morning, was relieved for an hour about eight o'clock, by the arrival of the teacher. The regular school exercises commenced at nine o'clock in the morning and continued until noon, with the exception of recesses for rest and refreshment. From two to three hours of recreation were allowed in the middle of the day, after which the school was assembled and the instruction continued for two or three hours longer. A room was provided in which the youngest children could lie down when they became tired or sleepy.

On the introduction of infant schools into this country, much of the original design of these schools was lost sight of, and they came to have the filling of the minds of children with words and the ideas of others for their chief object. These schools became so popular, that they were organized in the principal cities and towns throughout the country; yet five years had not passed before the enthusiasm for them subsided. The instruction became chiefly of such a character as to exercise the memory alone, at the sacrifice of the other mental powers, so that while the schools were making prodigies in committing to memory by rote, they were dwarfing those faculties which make the man of talent, and leaving undeveloped those qualities which fit persons for the practical duties of life.