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sumed by the United States, as other states success and growth of this town (and I speak did with theirs, – limited in territory, and, of them not for any purpose of pride, but for until a new spring was given to our resources, improvement)-do you believe that among the limited in means, our citizens for a long peri- causes of its prosperity we may not place this od had a hard struggle to maintain against early care to rescue the infant mind and give disadvantages for which they were not in it the means of usefulness and honorable infault, and found it difficult to meet the neces- dustry? Do you believe that we should now sary and ordinary expenses of government. have possessed the same orderly, industrious, But from the printed summary which we enterprising, intelligent, thriving population have seen at this session, exhibiting the num- which it is but justice to say we have, had ber and state of the school houses and schools each successive generation been left, without in our several towns, we cannot but derive this care, to waste the precious hours of childgratifying evidence that this great object has hood in the streets, or, if they escaped idleby no means been left without attention. In ness and vice, to feel the privations and morvarious towns, especially in latter years, indi- tifications of ignorance during life? Sir, viduals have associated themselves and de- among the brightest minds that have adorned voted a zeal and bounty worthy of all praise, their native town and carried their enterprize to the providing of schools for their respec- with its visible and salutary effects into all tive districts and families. But this mode portions of the state, are some of those who operates hardly and unequally upon a few, received their first lessons in education at whose spirit leads them to adopt it and its these primary schools. benefits do not flow over the whole community, nor always reach those who most emphat

ai Girls' Schools.--No. 3. ically need them.

Twenty-eight years have now nearly elaps- “ Ye mak' it not what is she ?!" but what ed since this General Assembly passed an act has she !'”—Scotcu Proverb. establishing free schools. That act was re

GRANTED that the object of school educapealed before it had gone completely into op- tion is not to cram weak heads with knowl. eration. It contained some provisions, not

edge, but to make strong ones, to train the contained in the bill now reported, which

faculties into full development and vigor, to proved to be unacceptable to the people of

e people of give them the groove of good habit to run in, most of the towns. But, sir, with no other

-how can these objects be compassed? obligation or guaranty than that act, the town

By adopting means to that end alone, and which I have the honor to represent (Provi

by making mere acquisition of geography, dence,) proceeded to establish free schools,

history, etc., a secondary consideration to the and by what may perhaps be called a volun

great attainment — a good mind. The effort tary, and unanimous constitution from its cit

of the teacher should be directed not to the izens, has continued to maintain and augment

thing learned, but to the manner of lcarning them to this day. What is the practical les

it, or to speak more distinctly, he is not to son of experience which has thus been furnish

teach grammar, history, philosophy, etc., but ed us? We live with the daily exhibition of

application, connection of ideas, and retenthat lesson before our eyes, and can judge. I tion. The former are but the means -- the oil Do you believe that among the sources of the ! to the lamp, which the teacher kindles, and

must feed cherishingly, until its light is strong, rank by attainment in knowledge, and by age, and can defy the gusts of life, and until it whereas power should be the condition of adknows how to obtain oil for itself.

vancement. Some girls of seven are quite He would be a silly trainer of dogs, who equal to others of fourteen, though they may should try to make good pointers and setters not know so much of the usual school books. by shutting up pups and feeding them upon Such young minds, however, should bear the game, forcing them to swallow it, too, wheth stress of study not one-fourth part of the er they liked it or not. But do not teachers time which those double their age could suppursue that plan when they confine children port beneficially. 'in schools and stuff them with knowledge ? Having thus began to command attention, Precisely.

the teacher should, with every week, lengthChildren should be taught to hunt their en the task without giving more time to acown game, and, like dogs, to be k@en on the complish it in. Should any scholar be refracscent, untiring in pursuit, and brave in at- tory, and determinedly inattentive, she might tack. And let them be hungry before they be detained after study hours until she should are fed, or their appetites are cloyed forever. have written out the lesson, which would

The first power to be strengthened, is At- thus not be utterly lost to her. This method tention, or Concentration. It is obviously no was successfully tried in Philadelphia by, a way to cultivate this faculty, to put a book true master of the art of teaching, whose sys. into the hand of an idle, indifferent scholar, tem suggested this article.* Between each and bid her study, allowing her unlimited stretch of this compelled attention there time to make up her careless mind to it. A should be a time of utter relaxation, and then short task should be given, and a short time“ to it again.” to do it in. The teacher should confront his! Such discipline, repeated frequently in the pupils with all his terrors, and also all his course of the morning, and recurring every force of encouragement. If, in the given day, could not fail to strengthen the power of time, under the power of his personal influ- concentration. ence, the task is unaccomplished by some, it is The next faculty to be cultivated is the probably because they have feeble or slow memory. In order to hold on to a thing, we minds, and it has been impossible to them. must first get a good grip of it. A vivid first Such should be put into a class by them-elves, impression is of the utmost importance to the and a longer indulgence allowed them ; but memory. Ilence the use of attention — keen this class should be the teacher's special care, and lively. A good clear idea is hard to disand they should always be kept under his ut- lodge, while one half-seized and mingled with most urgency to haste, not of course brutally, others of more attractive quality, (such as or violently, or impatiently demonstrated. beaux, dress, etc., which in lessons learned at Such a course would scare timid, wcak souls home, are apt to intrude,) soon slips aside, out of all their powers, but promptness must and is nowhere to be found. be animatedly and encouragingly insisted up. That the pupil may understand that she on, with a firm, untiring patience.

does not learn for mere recitation, but for all

futurity, the classes should be subjected to I would remark, in passing, that the usual

unexpected reviews at odd times, and a high mode of classifying pupils is as wrong as all the rest of the common system. They take) * The late Mr. Charles Picot.

degree of merit attached to the best answers. ing to the system of Linnæus, of course, but Learning by rote is useful both as a memory- by one of her own devising. She will be strengthener and as forcing the mind to care- obliged to note distinctive characters, define ful minuteness in attention. Some persons differences, and search for resemblances — think this practice injurious, as tending to re- thereby cultivating attention, memory, judg. tard facility in expressing ideas. But readi- ment. Incidentally, she will also gain health ness of speech may be cultivated by methods and cheerfulness. better adapted to that end than the common. When the powers of her mind have been one of allowing the child to stumblc along, trained by such means into full activity and inurdering grammar, and losing its idea per- development, and she enters into the battle of petually, in its search after words. Make her life - a woman — when mankind is her garread, and relate to you, some entertaining den, where ideas, springs of action, and vastory, and she will gain more facility in an rieties of deed are her flowers for classifying, hour, than in a week's stammered history les- she will not be the easy dupe, the thoughtless, sons.

shameless flirt, the weak, unreasonable wife, After Concentration and Retention, come the frivolous, undiscriminating mother. But Analyzation and Classification of ideas. These seeing clearly, judging fairly, and knowing should be cultivated carefully, for upon them surely, she will have the firmness, confidence, depend a sound judgment.

and modesty which strength and wisdom give. IIow can an adult mind, which, from orig

She will be a rock of support to those dependa inal fecbleness and long indulgence in care

w ing upon her. --- A. L. O., in New York Inde less habits, can neither seize a vivid idea nor

pendent. retain it correctly until examined, nor analyze it, nor see its connection with morals, or its


Inspiration. relation to circumstances - how can such a mind meet even the common-place demands

From Memnon's cold and silent lyre of everyday life? It must fall into fatal

No melody is thrown blunders.

Until Apollo's kiss of fire Think what a pernicious mother such an

Awakes the slumbering tone. unformed woman would make, and then look

Thus dull and tuneless lie the strings about and see how many such mothers there

Of Poesy's deep lyre, are. Who can wonder that precocious Young

Till Heaven's eternal day-star brings America spurns such authority, and that rev.

Love's harmony and fire. erence is becoming an unknown emotion to

M. c. r.

July 15th, 1858. him! Nothing is more favorable to habits of an

REDUNDANCIES IN Speech.—They are "united alyzation than the study of languages and the

together" should be . They are united.” natural sciences. But it is not necessary to

“I wait until the mind is nature enough for

shall fall down" should be “ I shall FALL ;" these pursuits. A little girl five years of age

down is superfluous. You do not lift up; " to can be exercised in both that and combina

| lift up” should be “to lift ;” you cannot tion, by sending her out to her garden and"

non lift a thing down. bidding her classify its flowers --- not accord.' To be good is to be happy.

Valedictory Poem.

The following Valedictory Poem was written and delivered by Henry S. Latham, Jr., on the occasion of the recent High School Exhibition :

The history of mighty nations dead, -
All that the earth has seen or men have known
Is ours to study, ours to make our own.
But turn to nature. See eternal love
Enstamped on all below, around, above!
And where Infinity his name has writ,
What mortal being shall decipher it?

As one who walks along the wave-washed shore

And gathers shells and pebbles in his play, While ocean, with its loud majestic roar,

In unknown vastness stretches far away ; So on the shores of knowlege did I stray.Thus Newton spoke upon his dying bed;

And so, my friends, may we exclaim to-day, As we review the moments that have sped, And bid a last farewell to scenes forever fled.

Within, without, in everything - behold
The marks of wisdom and of love untold.
Proud Science can do little more than show,
How much she does not, and can never know.
Oh! glorious pleasure of th’immortal soul-
As time shall pass, and age on age shall roll,
To feast on “nectared sweets,” a full supply,
And drink from wisdom's springs that never dry!

O, mighty ocean of eternal truth

But time is passing. We must bid adieu That met the vision of the dying sage! To school and teachers, and each other, too. We sport upon thy pebbly strand in youth,

Then let us now a word of parting say And through our lives in toiling search engage, Ere in the various ways of life we stray. Till, bowed with labor and bent o'er with age,

And first, to say farewell, we turn to you, We launch upon thy bosom, and are free!

To whom our heartfelt thanks this day are due. To-day we hear thine awful billows rage,

You've placed above us friends to guide our youth, And view thy terrible immensity,

| And lead our footsteps in the paths of truth; O'er which the soul shall sail throughout eternity!

And, grateful for your ever watchful care,
But ere we would explore

To learn in life's great school we now prepare.
The vast unknown,

And ye who long have sought
Let us survey the shore

To nourish in our minds the plants of thought,
With pebbles strown,

No words of ours can tell
And beauteous shells,

The feelings,clust'ring round that word-farewell! Within whose winding pearly cells

For the last time we stand
A spirit dwells

Within these much loved halls,a school-boy band. Which murmurs music to the list'ning soul

These echoing walls no more
Like echo of the ocean roll.

Shall hear our voices, while our feet explore

The varying paths of life, On to eternity with course sublime

| And mingle in its fierce tumultuous strife. A mighty river sweeps the stream of time.

The hours we've labored here It flows forever, and, like Egypt's Nile,

Will shape the future of our life's career. Has left behind a fruitful verdant isle.

Tho' numbered with the past, There blooming groves and waving forests stand,

The influence of these years shall ever last; While classic temples rise on every hand.

While Memory shall dwell And there, as once in Alexandria’s store,

| With fondness o'er the names of those to Was gathered all the world's most precious lore,

Whom we say - FAREWELL!
Is seen in one collection grand and vast,
The boundless treasures of the studious past. To you who leave these halls, I fain
The deeds and thoughts of ages long since fled, 'Would speak of life, its strife and victory;

mult t

But Death forbids the lively strain,

any other scholar. We pity him ; we pity his And whispers, “ Let it be eternity.”

parents, his brothers and sisters. What a

disgraceful title—The worst boy in school!" Behold! behold this verdant #reath, entwined

He will no doubt become one of the worst With emblematic sorrow! Thus has death

men in the community. Let every boy who Our youthful circle entered. While to-day We talk of life and joy, a schoolmate lies

reads this resolve to be “the best boy in Within his fresh-made grave.

Oh! shrink not back
At sight of immortality, when one

Correct Speaking.
Who walked among us, has already left
This vestibule of being !

We advise all young people to acquire in
As we stray

early life the habit of using good language, Along the ocean margin, and behold

both in speaking and writing, and to abandon The billows of eternity, which soon Shall bear away the weary wand'ring soul;

as early as possible any use of slang words Let us remember as we gather shells

and phrases. The longer they live, the more Tis life's great work one priceless pearl to find ! difficult the acquisition of such language will

be; and if the golden age of youth, the prop

er season for the acquisition of language, be The Best Scholar,

passed in its abuse, the unfortunate victim of

neglected education is very probably doomed In every school there is one who is called

to talk slang for life. Money is not necessathe best scholar. Teachers and pupils have

ry to procure this education. Every man has no difficulty in deciding who is entitled to this honorable distinction; and when we once

it in his power. He has merely to use the lan

guage which he reads, instead of the slang heard the pupils of a school exclaim, as a bright-eyed boy entered the room, “ Here

which he hears; to form his taste from the «comes Frank; he is the best boy in the

best speakers and poets of the country; to school,” we thought, “What a good intro

treasure up choice phrases in his memory, and

to habituate himself to their use — avoiding duction to a new teacher !” After becoming acquainted with the scholars, we found that

at the same time that pedantic precision and they had told the truth. Frank was the best

| bombast, which show rather the weakness of boy in school, and will no doubt become one

| a vain ambition than the polish of an educat

ed mind. of the best men in the city. Think of it, boys. “The best boy in school.” Who would not be proud of such a title? It is worth more A shoolmaster, wishing his pupils to have than millions of dollars. But perhaps some a clear idea of faith, illustrated it thus : scholars will say, “ We can't all be the best.” Here is an apple : you see it, and therefore This is true ; but you have a right to try; you know it is there; but when I place it unand the one who will try the hardest will der this tea-cup, you have faith that it is there, succeed, for there is power in that little word though you no longer see it." The lads seemtry. Frank could not be the best boy in his ed to understand perfectly, and the next time school if he did not try. If you cannot be the master asked – What is faith?” they the best, be careful and not be the worst. answered, with one accord, “ An apple under Every school has one boy who is worse than a tea-cup.”

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