, 1841-02-27
FOR THE JOURNAL.
OBSERVATIONS ON COMMON
SCHOOLS.

yer was. perhaps, 4 country that rose so IA
pidly as this has done: who 80 desires 10
learn its probable destinies. would 10 well TO
read the article "America." in the Encyclo-
pedia Britannica. IT. agriculture and in com
merce-m the Injuries Of life and IN the
arrs-for gooa Legislation. ar G~enesh. enter
prise, these United States-rank high in the
scale OF nations; but. in the matter OF Edu-
cation and sound learning, they are mlsera-
bly, in the back ground, and the reason IS OBJ
vious. In this country 10 class oi profess
sional men is paid so poorly as te.chers.-
Small indeed is the inducement held out to
ripe scholars TO become such. This IS a
most mischievous error on the part Of the CT
items; thew are penny wise in a matter OF
lneffabIe importance. and then they lament
that they have amorg them so few well quail
fed PIeceptors. The consequence is. that
inefficient men-men altogether united from
habit, from want OF education. and Inexpe-
rienced in the arduOU3 business Of teaching,
set themselves up as instructors OF YOUTH
The imposiure that is practised in this vitality
important office is truly frightful, and would
stagCer all belief.
A teacher ought to be a man of extensive
acquaintance with the principles of science.
He is thought BY the confiding pupil TO be
incapable of any measure. or even intention.
at r~ariance with honest views of promoting
the best interests Of those entrusted 10 his
care. And he ought, accordingly, TO enlist
all his energies in promoting the solid I'M
]provencnt and moral growth of every mind
submitted TO hrs influence. Nor does his in
nuence stop here. We 90 out into the world
and retain our school house impressions OF
our former Instructor. No matter what may
he our mental superiority. or subsequent &C
QUESTION; We still think Of our former school
master, rs the same great man. which reIa-
lively to ourselves. he was in the period Of
our noyi,iate. He should thoroughly under
stand what he processes IN teach. For who
can communicate inlelliciblv 10 another that
which he himself does no. clearly compre-
hend? Nor is it enough once To have under
stood what he Processes 10 teach. lie should
review his studies. This is necessary in or
der to ]prOmptneSS of explanations; without
which. rluch time mus. he lost 10 his pupils.
and Sluggish habits of mental action. unavOi-
dahlv induced upon both him and them. He
should he master of his subject-tamilIar with
its deta!ls-clear in his cxplanationS-rapid
in his mental movementS-glOHIng IN his
conceptions of tmih-ImpasSlnned IN his adj
miraiinn oi lis heauiv-and mceSSant IN his
endeavnrs TO produce the same results on the
minds of his pupils.
On the duties of the parents. IN the iSt
place. they should offer 4 price. that would
influence a man competent To teach. TO take
charge OF n school. ,. in tie second. they
should provide suitable accommodations Tor
n school. Children cannot learn when TN
comfortable. And they cannot be comiorta-
bic either in cold weather OF hot. unless The
school house can be both warmed and ventI-
lated. as occasion NAV require. 8. They
should furnish or compensate the teacher for
furnishing uniform sets Of suitable class
books. No teacher can instruct successful
" when the variety of books is nearly equal
To the whole number of scholars. Every
thing that saves time TO the teacher. must
benefit the school. And nothing is more de-
sirablc 10 n conscientious instructor. than 10
be able 10 devote n large portion OF his time
10 every individual under his care. But this
cannot be lone without careful classification.
which classification is impossible without Il
uniformity Of class books. As we value the
improvement of our children, then we ought
not only To permit. but To encourage the in
siucters whom we employ. 10 introduce as
rigid a system of classification, and ms great
n uniformity of books into the schools as pos
sible. But still more than books and CLASH
fcarion ia needed To furnish n school house.
They should he furnished with maps, globes.
and black-hoards. and other suitable appara-
ius to illustrate The branches Of knowledge,
which we expect our children to learn.
P~HILoaUsUs.