end very desirable to the pupil, and it leaves him often quite lengthy, yet they were thoroughly comquite in uncertainty as to its design till he has fin- mitted. As an effort at memorizing, I have rarely ished the grammar book and is ready to put his witnessed a better exhibition. knowledge into some practical use. But there are a few suggestions I wish to make We will examine and analyze the principles of for the consideration of teachers, in relation to popular grammar. school exhibitions. The first thing I would sugFirst in order is Orthography; from its name gest is, that the programme of exercises should be signifying correct writing. It treats of letters, greatly abridged for such occasions. The great syllables, separate words and spelling. Next is mistake of many teachers is, they arrange for an Etymology, which treats of the different parts of exhibition of most of their scholars in declamation, speech, with their classes and modifications. This in order to please the parents, who rarely, if ever, is by far the branch of grammar most thoroughly visit the school, except at such exhibitions. Two studied in the schools. Third, Syntax, which evenings of four or five hours each to complete the treats of the relation, agreement, government and order of exercises is, emphatically, a protracted arrangement of words in sentences. Fourth, Pro- meeting,-wearisome alike both to the scholars sody, which treats of punctuation, utterance, fig- and their audiences. ures and versification. Truly, this is a compre- Another suggestion is, that the declamations for hensive list of topics; and were the student really such occasions should be, in fact, a part in the remaster of them after a diligent study of his text- views of the school-room exercises, instead of book, he would doubtless well understand grammar. But unfortunately, though the examples be copious, and the study diligent, these do not give him real power over the language, neither do they fit the pupil to do much more than to criticise what others write. HENRY CLARK. making a special effort to commit and rehearse simply with reference to such an exhibition. As the pupils in the primary studies are not expected to pass an examination in the higher branches, why should time be taken to train such children in branches of education for which they have not been prepared? By such exhibitions it appears to me that teachers are encouraging the very prac Educational Entelligence. tice in parents of which they often complain, viz.: COMMUNICATIONS for this Department should be addressed to the PUBLISHERS OF THE SCHOOLMASTER, Providence. For the Schoolmaster. School Exhibition at North Scituate. that "they do not visit the school-room to see J. M. H. D. THE public school in this village has been taught for the past season by Mr. Charles F. Andrews, whose labors as a teacher have been successful, From the Providence Evening Press, April 14. and, I doubt not, have been duly appreciated by Meeting of the Rhode Island Institute. his pupils, and by the community in general, if the large attendance of citizens at the Exhibition giv-characterize this body were strikingly manifested at its The vitality, enterprise and spirit of progress which en at the close of the last term should be taken as an index. The exhibition was creditable both to the teacher and to the scholars who took part in the exercises. Most of the pieces were original-written by Mr. Andrews and evinced a vigorous mind, with that force of character and an ambition which al ways secures success. I have only time and space to mention one of the productions for the occasion, -the most solid and impressive, — sessions in Wickford on Friday and Saturday of last week. The large attendance showed a lively appreciation of the utility of such meetings on the part of the teachers of the State. One spirit seemed to animate the whole body. The great question with all seemed to be, "What shall we do for our own prothe schools of Rhode Island?" A very general infessional improvement and for the improvement of terest was taken in the proceedings by the citizens of the place, and the Town Hall, where the meetings were held, was filled to overflowing. "A SCENIC HISTORY OF THE WAR." This was a representation of most of the leading The Institute was called to order on Friday afterevents in the history of the rebellion,- being per-noon by Vice President J. H. Tefft. Mr. P. C. Sears sonified by a large number of pupils, wł o did hon- was appointed Secretary pro tem. Prayer was offeror to themselves. But "Madame Columbia," re-ed by Rev. Mr. Collins, of the Episcopal Church. presented by Miss Austin, was most admirably After some remarks from the Vice President, the performed, especially in her replies to the repre- question of the afternoon, "What are some of the sentatives of the seceded States, and also to the defects in our Public Schools?" was taken up, and offers of assistance from loyal States, which were was discussed with earnestness and ability by Messrs. Allen and Chadsey, of Wickford; Slocum, of Green- spirit of the self-denying teacher, has ceased to beat; wich; Potter, Tefft, Eldridge and Lansing. The de- that noble brow and Christian heart, that manly form bate was not conducted with exclusive reference to we all loved so well to meet, rest upon the sunny the schools of our own State, but the more general bank of the Pamilco. But our brother is not dead; interests of education were fully considered. he lives to-day in a peculiar sense, in the hearts of his friends and his pupils, in our hearts and in our in EVENING SESSION. The evening session was commenced at half-past stitutions. Goodness and truth can never die. What seven o'clock. we call death is, indeed, to the Christian but the freeing of the spirit-a silent waiting of the soul for the coming of its Lord. Mr. A. J. Manchester, Principal of the Prospect street Grammar School, Providence, occupied an hour very profitably, by the delivery of a beautiful lecture Nobly yielding the quiet and pleasures of a happy on "The Teacher; his work and his rewards." It home, our brother entered the service of his country, was not only valuable for its lessons of practical wis- not because he was ambitious of personal fame, but dom, but most engaging from the whole-souled ardor because he yearned to battle for the preservation of and earnest love of profession which it revealed. The our government-for freedom, for the true and the lecturer spoke of the true spirit which should actuate right; and he bravely fell at the post of duty. While the teacher in his work as that of philanthropy. The we mourn our loss, let no murmurs of complaint estrue teacher is one who feels himself called from on cape our lips, for God doeth all things well. Let us high to a peculiar sphere of duty. Hence he strives emulate our brother's virtues and let us so live and to endue his character with all Christian virtues and labor that we, too, may fall upon the field of honor perfections. He comes to his work with ardent en- and expire at the post of duty. thusiam and patient self-denial. He is always living SECOND DAY. After the lecture, remarks of a general character and learning with his pupils. He never requires of were made by Messrs. Robbins and Potter, and by them what he is unwilling or unable to do himself. H. D. Smith, Esq., of Worcester. He threads the old and beaten paths with the same eager curiosity as if he had never travelled them before. He never grows old in his methods, still less in his feelings and sympathies. The Institute assembled at 9 o'clock on Saturday morning, the President, Mr. J. J. Ladd, in the chair. Prayer was offered by the Rev. Mr. Slocum. "the The teacher is mainly responsible for the intellec- The discussion assigned for this hour, upon tual growth of the child, and therefore must have relative duties of parents, teachers and pupils," was right views of education. He is responsible for the opened by the President, and continued by Mr. moral training of the child, and he must teach by DeMunn, of Providence. example as well as precept. He is responsible for the religious training of those whom he instructs. Hence the school must become the centre of his best thoughts and the theatre of his best acts, so that when he shall meet his pupils at the final judgment, he may give a good account of the influence which he has exerted. Mr. S. A. Potter occupied the next half hour in remarks upon the subject of Penmanship, in which he showed that the science could be reduced to three general principles. At half-past ten o'clock Mr. F. B. Snow gave a familiar lecture on the subject of Reading, illustrating the views which he advanced by practical exercises The rewards of the teacher do not lie in the path with a class. He urged the importance of having of worldly gain or worldly honor; but in the con- the scholar comprehend what he reads, and of givsciousness of self improvement and of practical be- ing heed to the quality of voice and to articulation. nevolence; in the gratitude of his pupils, the commendations of his patrons, the approval of heaven. Hence he does not repine at his hard lot, but toils on in faith and hope, cheered with visions of a bright| The session was resumed at halt-past one o'clock, future, when, having finished his course and being when a further discussion was had on the subject of gathered to the home of the righteous, he shall meet Reading, and examples were given by Messrs. Manmultitudes instructed by his wise precepts and pro chester and DeMunn. fited by his pure example, who "shall rise up to call him blessed." The speaker closed with the following allusion to Lieut. Henry R. Pierce, late principal of the Woonsocket High School: Brief remarks on the subject of the lecture occupied the remainder of the time until adjournment. AFTERNOON. A discussion upon 66 The duties of teachers at the present time to their country," being next in order, was sustained by Mr. Snow, of Providence, and the Rev. Mr. Slocum, who had been in the service of the country under Gen. McClellan. The manner in which My Brothers:-Another link in our fraternal chain expressions of patriotic sentiment were received by is broken; the tongue that used to utter words of the audience showed conclusively that no imputation good cheer and of sympathy in our councils is silent; of disloyalty would ever be brought against the the eye that watched so constantly and so faithfully dwellers hereabout. over not only a special charge, but over the general Messrs. Tefft and Sears, of North Kingstown, and educational interest of our State, is dimmed; the Mr. Eastman of East Greenwich, having been apwarm heart, that swelled and throbbed with the true pointed a committee on resolutions, reported the fol lowing, which were unanimously adopted, when the were trying to find the cube-root of it. It occurInstitute adjourned: red to me that I might, perhaps, by a mental opeResolved, That the thanks of the Institute be pre-ration ascertain the root, as the teacher pronouncsented to Messrs. A. J. Manchester, F. B. Snow, and ed it a perfect cube; and within a minute after I S. A. Potter for their valuable and practical lectures; to Messrs. O.Winsor, W.W. Champlin and A. Chad- thought of it I said to the teacher, "The root is sey for their faithful and efficient services in behalf of 209." Following out my discovery, I soon found the Institute; to Misses R. and M. Hammond and myself able to give, by mental operation only, and Miss E. M. Henry for favors rendered us; to the peo-almost instantly, the cube-roots of all perfect cubes ple of N. Kingstown for the use of their town-house, and also to the citizens of Wickford who have so expressed by 4, 5 or 6 figures; and in the same way generously welcomed us to their hospitalities and the cube-roots of one-tenth of all perfect cubes have thereby added so much to the pleasure of our expressed by 7, 8 or 9 figures. What I discovered stay among them. The meeting thus closed was characterized by zeal and harmony. The generous hospitality of the good people of the place did much to promote its success. We doubt not the teachers will return to their avocations with a renewed sense of their high calling and privileges. Mathematics. COMMUNICATIONS for this Department should be addressed to N. W. DEMUNN, Providence. From the Ilinois Teacher. is used in the following examples, in connection will may discover. I propose as the problem, the with other processes and principles which whoso discovery of the methods and principles used. I must say, however, that the operations in the 4th and 5th, preliminary to the direction, "cube the number," are based upon other principles and properties of numbers than those used in the 1st, 2d and 3d. I place the operation (which I do not see) alongside my directions. Unseen Operation. I. Take some number expressed by three figures, no one of which is a cipher; do not tell me what you take write the number as a period of thousands, following it by the same number as a period of units: thus, if you take 413, you write 413413. Divide this number by 7; divide the quotient by any number under 10 that will leave no remainder; divide this quotient by any number under 10, as before; divide this quotient by 13. How many figures in the last quotient? Answer, "Three." Cube the number. 9)21879 13)2431 187 1872=34,969 I doubt not many of the readers of the Teacher are acquained with a performance which looks very strange and even magical to a person unfamiliar with numbers, and which I have seen in some juvenile books. It is this: take any two numbers divisible by 9; add (or multiply) them; from the sum (or product) strike out a figure, and tell the other figures in any order to the person who proposes the puzzle, and he will tell what figure was struck out. Thus, you take 495 and 306, I being ignorant what you take; you add them, and tel. How many figures? Ans. "Seven." Cross the me that after striking out a figure you have left 1 the middle three, and give me the others in their and 0. I say at once you struck out 8. Whatever order, putting a in places of crossed figures. Ans. figure must be used to make the sum of the given 6,5xx,x03." The number which you cubed was figures equal to 9, or a multiple of 9, is the figure 187. (This answer I gave in four seconds after struck out. If 5 and 7 are given me, I say 7 and writing the mutilated number) II. Take a number of three figures and make one of six as directed before. Odd, or even? Ans. "Odd." Divide by any number between 12 and 30 Unseen Operation. 5 are 12; 6 is needed to make 18; therefore 6 was -1859 2)1012 506 64 that will give no remainder; divide by any number less than 10 giving no remainder. How many figures in the quotient? Ans. "Four." What is the thousands' figure? Ans. "2." Subtract 1859. Ans. "Done; I still have four figure." Is the number even? Ans. "Yes." Divide by 2; cube the quotient number. How many figures now? Ans. "Nine." Beginning to count at units, put z in may find out something useful to you. I was once place of the 2d, 4th and 6th, and give me as bein a school-room where the teacher had written fore. Ans. 129,x5x,2x6." The number cubed upon the board the number 9,129,329, and the class was 506. (Answer given by me in three seconds.) III. Taking three figures, make a number of six figures as before. If possi Editors' Department. Unseen Operation. ble, divide by 8; subtract 8008; 8)632632 divide remainder by 13; divide OUR COVER shows what may be expected by our 79079 quotient by 7. How many fig- readers from month to month. Each gentleman -8008 ures now? Ans. "Three." Is has a specific field of thought, and will reveal the the number above 500? Ans. truth to us in that direction especially. The various "Yes." Subtract 363; cube departments of school work, as well as of literature the remainder. How many fig- in general, will be examined by those who possess ures? Ans. "Eight." Be- distinguished ability. We are to expect six origiginning at units, put a in place nal articles from each contributing editor during of the 2d, 3d, 4th and 5th, and the year. Will not this be a rare feast, and all for give as before. Ans. "73,0xx,- the simple price of one dollar. xx2." The number which you cubed was 418. (Answer given 13)71071 7)5467 781 -363 418 4183-73,034,632 Unseen Operation. 34 306 18360 THE SCHOOLMASTER never promised such a flow of rich things as the coming year. We want subscribers-we ought in four seconds.) to have them. Teachers take care of your journal. IV. Take an even number greater than 20 and It lives or dies at your hands. It is a child of the less than 100, and multiply it profession. At the Institute in Wickford a week by 9, and that product by 6; or two since, we met with a cheering response from Several citizens of that annex a cipher, and subtract teachers and citizens. the number first taken; divide goodly town gave us the "dollar" with a hearty the remainder by 7; divide the wish for its prosperity. quotient by 2; divide the quo- Bear in mind that there is no speculation in this. tient by 7; cube the quotient It is a work for the public good, and all of its innow obtained. Ans. "Done, come thus far has been expended upon its improvewith seven places in the power." ment. Teachers, why not put your shoulders to Then, beginning with the hun- the wheel and place this journal on a strong and dred-thousands' figure, put x vigorous foundation? Don't care for it? Then in its place, and in every alter-you are a mercenary, and time will prove you unDon't comnate place, and give as before. worthy the position you now occupy. Ans. "6,x3x,2x3." The num- plain of "small pay" when you do not lift a finber cubed was 187; and the ger to convince the people that you are worthy of number taken at first, 34. (An- a greater reward. As you elevate the profession, so you will inevitably increase the demands upon multiple of 3 between 30 and the community. In time you will be paid all you 100; multiply by 9 and the pro- are worth. There are teachers in New England duct by 6; annex a cipher, and who take no educational journal, nor do they ever subtract the number first taken; read one; there are physicians who patronize no divide the remainder by 7; di- journal of their profession, and what then? vide that quotient by 7; cube Why they finally are superseded by some live man, the number obtained. Ans. and the community say, we thought it would be so. 'Done, with seven figures in The physician may not altogether lose his busithe power." Put xxx in place ness, but he will only be called to do that which he of the middle three figures, and is utterly unable to forget. He becomes a medicigive me as before. Answer, nal fossil. He sleeps. 7)18326 swer given in six seconds. 513 30780 -57 7)30723 8)4389 3,627 209 (2093 1,266,749) 2993-9,129,329 "1,2xx,x49." There is a mis take in your work. Ans. "I PHOTOGRAPH ALBUMS, &c.—At Rider's you will think not: I will see. I have find a splendid assortment of these at fair prices, I made a mistake in as well as a variety of materials usually found in such a store. it now. getting the cube. I now give you 9,1xx,x29." The number cubed was 209: number first taken, 57. (Answer in seven seconds.) At Frank Gay's store you will find some of the choicest selections, and it is currently reported among the tea-parties and sewing-circles that he In the fifth example I have given a real instance sells them much cheaper than any other. He of error; the operator erred in multiplying 209 by warrants every one. He has second-hand books 209: I did not know where the error was, but could and a large assortment of new ones. Frank Gay say almost at once there was an error. The varie- has advertised in THE SCHOOLMASTER very genty of methods by which I obtain the number that erously, and is now receiving the rewards by a rush I direct to be cubed is almost endless, as I never of country teachers on Saturdays, which is rich to use the same method twice; but the principles are few that explain them all, and enable me to devise see. Frank, success to you. THE SCHOOLMASTER them extemporaneously. makes a bow for your generous sympathies. ULYSSES. From the Providence Evening Press, April 29th. Woonsocket. FUNERAL SERVICES OF THE LATE LIEUT. H. R. PIERCE.-An air of the deepest solemnity pervaded the streets of this village to-day, during the progress of the hallowed rites connected with the interment of this brave officer in the soil of Rhode Island. Business was generally suspended, and notwithstanding the threatening aspects of the weather in the early part of the day, the railroad trains from Providence and Worcester brought large delegations of teachers and others, to participate in the mournful pageant. Colonel; Chas. Watson, Lieutenant; S. B. Bartholomew, Adjutant; David F. Harris, Lieutenant. Slatersville Union Band-15 pieces. Isaac Place; 1st. Lieutenant, H. A. Twist; 2d LieuSlatersville Drill Corps-40 muskets. Captain, tenant, D. R. Burdick; 3d Lieutenant, Nathan Benton. Woonsocket Lodge of Odd Fellows-54 members, Wm. E. Hubbard, Ñ. G. Woonsocket Lyceum-53 members, Emor Coe, Teachers of Providence Schools, 10 in number. Bible Class of Baptist Society, formerly taught by the deceased, 35 members, Washington Smith, Teacher. The body of Lieut. Pierce arrived here on Satur- The Pall Bearers, numbering twelve, were comday evening, and was immediately conveyed to Ly-posed of six from the O. F. fraternity and the receum Hall, where a guard of honor, consisting of mainder from the military, as follows: Chas. D. Place. four privates, under Lieut. Charles Watson, detailed Odd Fellows-Daniel M. Paine, Nathan T. Verry, from the ranks of the Woonsocket Guards, were sta-Noah L. Peck, Henry A. Stone, Wm. C. Boyden, Jr., tioned, and remained until the corpse was removed for final interment. The room was tastefully and appropriately decorated with furled flags, &c., and the casket containing the body rested on the American flag, in protecting which his dying hours were spent. The whole were under a canopy of black. On the casket was the following inscription: LIEUT. H. R. PIERCE, Killed at Newbern, March 14th, 1862. MILITARY-Lt. L. C. Warner, First Light Infantry, Lieut. G. H. Pierce, National Cadets; Lieut. John E. True, 5th Regiment R. I. V.; Lieut. F. C. Sayles, Pawtucket Light Guard; Lieut. Charles D. Jillson, Burnside Zouaves; Lieut. S. B. Bartholemew, Woon socket Guards. The procession moved through Main street, and into the spacious hall in Harris' Building, where it arrived about 11 o'clock. The hall, entries and stairways, were soon crowded so completely as to render it necessary for those stationed on guard to prevent further access to any part of the building. Rev. B. P. Talbot of the Episcopal Church, opened the exercises in the Hall, by reading selected passaof scripture appropriate to the occasion. The hymn commencing Without doubt a braver man than Lieut. Pierce never entered the arena of battle. He was a native of Vermont, and began life one of the poorest of the poor, but has been a hero from boyhood. Without home, money, friends, he struggled through the pub-ges lic schools, teaching, laboring, economizing. With a determined will that would yield to no obstacles, he entered Amherst College-took a good position in was then sung by a large choir, after which Rev. Mr. his class and graduated honorably. He afterwards Talbot delivered a most fitting and impressive eulogy taught the High Schools at Saxonville and Hopkin- upon the life and character of the deceased, which ton, Mass., and in the latter place was united in mar- time and space alone prevent us from laying before riage to one of his young pupils-Miss Tillinghast, our readers. "When those we love pass away," REQUIEM. now left a child-widow with one child. He subse- Rev. John Jennings, of the Baptist Church, followquently became Principal of the High School at ed in a similar strain, after which the services at the Woonsocket, where he remained a faithful and suc- hall were brought to a close by singing the following, cessful teacher until Gov. Sprague invited his atten- composed for the occasion by J. M. Stewart, of the tion to the war. As one of the speakers remarked, Patriot office: while at Annapolis, after he had bid adieu to his wife and family, and his host of friends in this place, he replied to a friend who questioned him as to his object in thus periling his life, that he could not bear the thought that his little son should grow up and read the history of this wicked rebellion, and not also read that his father was engaged in sustaining the government in such a struggle. Rest sweetly, O Pilgrim! thy journey is o'er- At 10 1-2 o'clock, the procession was formed at Armory Hall, under the supervision of Reuel P. Smith as Chief Marshal, together with his Aids, E. M. Jenckes, Bethuel A. Slocomb, Oscar J. Rathbun. The procession was composed and distributed as follows: American Brass Band, 18 pieces, Amory Paine, Oak Hill Cemetery, where all that was mortal of the Leader. brave Lieutenant were consigned to a vault, which, in The column was again formed and proceeded to Woonsocket Guards, 42 muskets-Peter Simpson, life, he assisted in constructing. |