This we select, not because it is the most prominent, for it is among those most frequently overlooked, but because it bears directly upon the progress of our pupils. It is a fallacy most common among young teachers, but not unfrequent (we are sorry to say,) among teachers of many years' experience. We regard the school as the institution upon which more than any other, the general welfare of a nation is dependent. It is the office of the school to develop the powers of mind so that the pupil by a proper exercise of them may be better prepared to meet the exigencies of life. The kind of work, then, to be performed by the teacher, should be determined by these considerations. The nature of the child should first be studied, and the work of the teacher be made to correspond with the peculiar temperaments he has to deal with. All children are naturally active, and their love of activity, if properly cultivated, becomes the great motive power of development; the growth of the mind as well as of the body depends upon activity.

The

Pure mechanical training crushes out this means of growth, and the mind becomes torpid and dull. It should be the aim of the teacher to inspire thought. A habit of patient thought is the main element in success. attainments of pupils in advanced studies depend largely upon the amount of cultivation and stimulus given to this power in the lower grades of schools.

Parents may effectually aid the school-work, in this respect, by constant familiar conversations with the child, thus developing his latent powers of language, as well as exercising his intelligence and thought upon the things around him. The mere committal of text-book knowledge without comment or explanation, will do little to enlarge this power; it may develop the memory, but unless instruction is given and the mind drawn out by the educative process, the real purpose of the school is unaccomplished.

Although children have a natural love for knowledge, they do not geneerally like to put forth the efforts necessary to acquire it. To inculcate such a love they must be interested, their curiosity excited by weaving into the lessons such explanations, and relating such incidents as will arrest their attention and make them eager for further information.

How many of us are prepared to interest the children in this way? How many of us make a specialty of reading some work, or looking up some striking fact to enable us to throw into the day's occupation something that will please the pupils, and relieve them for a few moments from the regular routine of the school, while at the same time it instructs and adds a new zeal to the efforts of the day?

We once visited a school where nearly all the children, from six years old and upwards, could distinguish by their foliage, the names of the great

MONUMENT TO THE LATE DR. TAYLOR.

101

variety of shade trees that adorned the streets of their city. The variety and uses of many kinds of wood, which they could readily distinguish at a glance, were also recited by them with great accuracy. This had been taught them by their teacher-a young lady-by daily exercises of ten minutes each, and these exercises instead of turning aside their minds from school work, imparted vigor, and a more healthful glow pervaded the school

room.

The teacher is not expected to know everything-but by acquiring one new fact each day, the mind will soon become a well filled store-house, from which he may draw at pleasure, and the school be made better for it.

True teaching consists not in asking technical questions alone, and receiving technical answers almost or quite without meaning to the pupils, but that which, while it imparts the greatest amount of instruction clearly and definitely, awakens an undying love for further knowledge, and at the same time inculcates those habits of mind necessary to the obtaining of it. The best teacher is not always he who can pass the strictest examination, but one with a love for the work, one who puts forth every effort to acquire every good qualification and who endeavors to make his miud a fountain, the knowledge gushing up of itself "with the ability to so impart it that the pupil who has gone through the process of acquiring it may gain therefrom the power of acquiring for himself as much more as he needs, and in such a way that he will have the disposition to do so."

E. S. G. S.

THE MONUMENT TO THE LATE DR. TAYLOR.-The gentlemen who were appointed at a meeting of the alumni of Phillips Academy as a committee to receive funds to erect a monument at the grave of the Rev. Dr. Taylor, and provide a marble bust to be placed in the Academy, now invite all the scholars of Dr. Taylor to send such contributions as they desire to make, to be used according to the instructions given to the Committee. It is desirable that the money be sent as soon as possible. All such contributions may be sent to A. H. Hardy, 181 State street, Boston, and will be duly acknowledged. At the meeting of the alumni at which the committee was appointed the following resolutions were adopted:

Forasmuch as it hath pleased Almighty God, our heavenly Father, to take out of the world our teacher and friend, Samuel H. Taylor, LL. D., therefore we, his former pupils, desire to make expression of our esteem and affection for him, and of our sympathy with those upon whom the burden of this sorrow lies the most heavily.

Resolved, That we do gratefully acknowledge the Divine goodness which gave to the world the man whose death we deplore, and which gave to us the benefit of his example, the profit of his instruction.

Resolved, That we do cherish with sincere respect the recollection of his wide wisdom, his large learning, his deep insight; of his "imperial memory," his " massive judgment," his "resolute will;" of his aptness in teaching, his recognition of merit, his regard for every good endeavor; of his g-nerous heart, his true friendliness, his unostentatious charities; of his varied usefulness, his unwearied labors, his devotion to the life appointed for him; of his inestimable service to the cause of education, the impress of his own character upon the minds and hearts of his scholars, his manifold influence which time cannot exhaust.

Resolved, That we do make our thankfulness and admiration manifest by marking the place of his repose with a fitting monument; by adorning the building in which he toiled and died with a representative of the man in marble; by preserving a lively interest in the institution over which he presided, from which we have received so great advantage.

Resolved, That we tender to the family of our departed friend our affectionate condolence, accounting it our privilege in this common sorrow to "weep with them that weep." That we assure those to whose care our Alma Mater is committed of our appreciation of their fidelity in the past, and of our ardent desire that their plans for the future may be wisely directed, and their hopes reach a prosperous fulfilment.

QUESTIONS FOR WRITTEN EXAMINATIONS.

BY A. J. MANCHESTER.

Correct the following in all respects:

1. hudson bay is a large sheet of Water in north america!

2.

the Respects of mister and Mrs Joseph a Simmon's esq is presented you?

3. middle tenese is a fine Country so is Calaforny and minesoter

4. Jhon is a good boy So is William and charles.

5. A Book called the temple of Truth was presented to captain young.

6. The secretary of state will visit Rhode island in december.

7. the 4th of July is the Day we Americans celebrate

8.

sir Walter raleigh undoubtedly wrote the souls errand!

9 & 10. The Servant, returned where, is miss. jones asked mrs jones. Impatiently go betty! And knock again Betty. Returned and knocked again "but no one answerin" she Opened the door, and Lo! There sat Miss. jone's before; her Mirror stone dead?

MENTAL ARITHMETIC.

Let the pupils solve with folded arms, using their pencils only to write the answers. Problems to be read by the teacher; reading and solution of each to occupy not more than two minutes.

1. John can do a piece of work in two-thirds of a day; William can do it in one-half a day;-in what time can both working together do it?

Ans. Two-sevenths of a day. 2. James can do one-fourth of a piece of work in a day, and Charles can do threefifths of it in a day;-how much can both do in a day?

Ans. Seventeen-twentieths of the piece.

3. One-half the sum received for goods is gain;-required the gain per cent.

Ans. 100.

4. One-half the sum received for goods expresses the loss;-required the loss per cent. Ans. 33.

5. Get the cost of 5 yards 3 qrs. 3 na. of cloth at 16 cents a yard.

Ans. 95 cents.

6. Albert and Milton walk from the same point in the same direction around an island 10 miles in circumference; Albert walks 4 miles an hour and Milton four miles. In what time will they be first together?

Ans. 20 hours.

7. Each pupil of a class of twenty spells 25 words. The number misspelled by the class is 50 words. Required the percentage of correct spelling.

Ans. 90 per cent.

8. One and one-half yards is what per cent. of a rod?

Ans. Twenty-seven and three-elevenths.

Ans. 3000.

9. 2.1 is what per cent. of .07? 10. 24 times the cost of a yard is what per cent. of the cost of five-sixths of a yard? Ans. 300.

THE BRIGHT SIDE, with its sunny face, dispels care and premature wrinkles. Try it.

EDITORIAL DEPARTMENT.

EDITORIAL.

OUR STATE NORMAL SCHOOL.

103

The friends of education in Rhode Island may well rejoice over the unanimous and harmonious passage of the Normal School Bill, through the State Senate, and they may be assured that the earnest-hearted men of that body are in full sympathy with the work of advancing the interests of the public schools in our noble State. No measure which has been before the present Legislature has received so hearty an approval, or so prompt action in its passage. The only question raised was with reference to the ability of the appropriation of ten thousand dollars per annum, to meet the expenses of a first-class school, and with the present feeling on educational affairs, we are assured that funds will not be wanting to make this institution of permanent value and success.

The House of Representatives will, undoubtedly, concur with the Senate in its passage, and, if so, the General Assembly will have accomplished the most import. ant work in the reconstruction of our public school system. All honor to the friends who have given so fresh and strong an impulse to the school interests of Rhode Island. The general scope of the bill will be presented in the April SCHOOLMASTER, when we hope to be able to mention the names of prominent legislators who have favored or opposed this movement. Friends of education take courage and move forward!

The committee on the conduct of the "RHODE ISLAND SCHOOLMASTER," have made arrangements for its continuance the coming year, under its present editorial and financial management. We shall assume the work most cheerfully, depending for the future, as we have in the past, upon the earnest support and cordial sympathy of the teachers of Rhode Island. We have wrought with the hearty desire to promote the true success of teachers and pupils, and shall continue with the same motives to do all that in us lies to advance the same great concerns. Fellow teachers, let us work with purpose, which shall inspire the highest success, encouraged by the action of those who shape the school affairs of the State by their intelligent support.

"The Old School House," in our present issue, has been placed in durable form for history just in season, for since this number of the SCHOOLMASTER has been in press, the District have voted to replace the old time honored structure, by a more modern edifice, with the best appointments.

The "Educational Intelligence Department," usually full and interesting, has given place, by courtesy, to the very full account of the Rhode Island Institute of Instruction.

BACK NUMBERS WANTED.

The following numbers of THE SCHOOLMASTER-January, 1870; July, 1870; and January, 1871,—are wanted by the publishers. We will pay the full price for any of the above numbers. If any of our friends have them to spare, they will confer a great favor by forwarding them to our address.

EDITORS SCHOOLMASTER.

RESIGNED.-Misses Susan M. Shelley and Kate R. Jackson, for several years very successful teachers in the Bridgham Grammar School, in this city, have re

signed, with no intention, so it is understood, of again entering upon the work of teaching. While their co-laborers in the school feel a sincere regret that the pleasant relations which they have so long sustained with them are thus severed, they yet rejoice at the fair prospect of future happiness which lies before them. They have each received as a token of the high estimation in which they are held by the teachers of the school, a fine chromo, and several appropriate presents from their pupils.

We are glad to welcome to Rhode Island, J. Milton Hall, Esq., the newly appointed Principal of the Benefit Street Grammar School. He brings with him a good name, which is the best possession. Right welcome.

BOOK NOTICES.

Edited

SHAKESPEARE'S COMEDY OF THE MERCHANT OF VENICE. with notes by William J. Rolfe, A. M., late Head Master of the High School, Cambridge, Mass.

This is a comely little volume, published by Harper & Brothers, New York. It contains a sketch of the life and works of Shakespeare; a history of the play; a chapter on the sources of the plot; critical notices of the play, by Schlegel, Mrs. Jameson, Hudson, and White; the play, expurgated of the few brief passages, which are not suitable for class reading; nearly forty pages of explanatory notes; and an index of the words and passages explained. It is designed for use in schools, and is so well adapted to the purpose, that we regret that the editor should not have embraced other plays in his plan. Perhaps, in the future, he may enlarge his work, although he gives us no hint of such an intention in the preface. The notes are prepared with care and good judgment. In character they are not unlike those accompanying Hudson's School Shakespeare, while they are somewhat more numerous. We consider the study of Shakespeare of prime importance, in all our higher schools, and are becoming every year more certain that a history of English literature should be used only as an auxiliary to the study of a few of our best authors. If, in such a course, only one play of Shakespeare can be taken, we should choose this which Mr. Rolfe has edited. The plot is more simple, and the characters more easily understood, than in most of the plays, while the beauties of sentiment and of style, are such as are readily apprehended by the young.

It seems to us that Mr. Rolfe has erred in not affixing marks of reference to the words and passages explained in the notes, that the reader might not be obliged to turn to the index to find what is, or is not, included in them. The publishers have brought out the book in a very pleasing style. The cuts with which it is illustrated and adorned, contribute to both its beauty and usefulness. We commend the book heartily, not to teachers only, but to all who like to read Shakespeare critically. Published by E. H.

MITCHELL'S NEW OUTLINE MAPS; Large Series.
Butler & Co., Philadelphia.

We have received the first of this new series of maps, the map of North America, 55x63 in. This is a beautiful map, and presents in a specially clear and intelligible manner, upon a large scale, the physical features of the country. If the others of the series are equally as good, the whole will form a most valuable adjunct to the facilities already prepared for instruction in geography.