ry very properly connected with the registry of the scholars' names, but seldom answered by the grammar pupil, without the blush of suppressed indignation or contempt. The first page of the elements of a different Grammar is taken up with questions and answers on language and ideas. Instead of the different parts of speech being introduced in a compact form, with concise definitions, they are hedged in with circling preparations, and entangled with matter irrelevant and out of place. This is followed by a work of larger size, and, doubtless, merit. But would not grammar be more rapidly and successfully taught in our common schools by the use of one book instead of two? Would not geography? A good teacher utters whole pages of grammar, arithmetic and geography every day to his pupils; ay, and elicits whole pages from them; but he does not print these conversations in a

The elucidations of the teacher; his complete

To judge of the character of the books now used in our schools, by the sonorous and positive tone of those who are seeking to displace them, we should deem them of very little merit; and yet it may be seriously questioned whether, for the last twenty years, the frequency of their change has been at all compensated by a correspoding improvement in their quality. Disclaiming, at the outset, all respect for that economy which would lay its book. suicidal hand on aught that pertains to the school room, to rob it of its useful and attractive adorn-method; his punctuality; his steadfastness of purments, I can not but regard the multitude of new books which yearly scatters its recommendations over the country, as little other than the produce of these admirable coadjutors in the book line, vanity and avarice. Publishers are found not too honest to offer rewards to persons who will undertake to introduce a new series of books into schools; and it is a very prominent duty of those to whom the selection of text books belongs, to admit no new one into school, till they have given it a thorough examination. comparing it, at the same time, with the one it is intended to supersede.

That "there is no royal road to learning" is a very true, as it is a very ancient, apothegm. But this saying of a faithful teacher to his august pupil, was not more needed, than is an impression on the minds of all engaged or concerned in the instruction of the young, that no system of school books, how ever well devised, can ever supply the place of good and able teachers. Give us men of the right stamp for these, and I had almost said, the fewer books in our schools the better.

pose; his warm attachment for his school, which cannot be disguised; his earnest tones of persuasion, rendered tenfold powerful by the honest and broken voice which now and then betray his noble appreciation of that knowledge which his genius is picturing forth for the inspiration of his pupils; these are the qualities and these the efforts that are to enable us to realize the magnificence, the splendor and the beauty of the school system.

Let it be remembered that books are only aids, and are not expected to perform the main duties of a teacher. They never can do this. Though the school room were crowded with them, and its walls lined with apparatus, if the teacher have not the ability, and energy, and skill, and an absorbing interest in his work, there will be no proper expansion of the youthful mind, no love of study inspired; the fond anticpations of parents will be taken away, and the magnificence of the State wasted.

J. F. H.

Brady's Bend, Armstrong co., May, 1855.

"WHO READS A TEACHER'S JOURNAL? At this period, the State is nearly flooded with The above caption is from "Recreations of a Pedpamphlets filled with dazzling descriptions and re- agogue," in the April number of the N. Y. Teacher. commendations of Grammars and Readers. It is The author tells his readers that "prominent teachamusing to run over these splendid puffs. One pana ers" have made this remark to him, with the addigyrist reaches the climax of his encomiums by calling tion that they "never pretend to read these Teacha certain Grammar, "an almighty good book."-ers' papers." He also informs us, in his recreations, Though there is nothing in it so bad as that expression, I believe it is not suited to take the place of grammars now in use.

There is a large portion of every branch of study which, if taught well, must come directly from the teacher's lips. The formality of a book is not adapted to it. Thus, the first question in another Grammar is, "What is your name?" an interrogato

that he has found "scores of teachers who take no educational journal whatever." "Now," continues "Pedagogue," "either our teachers' journals are behind the age,-not adapted to the wants of teachers, or great numbers of our best teachers are profoundly indifferent to their worth." And he supposes that "both are partially true.” I would suggest another supposition; and that is that "all prominent

teachers" are not the best teachers. He who despises be posted up in this "general intelligence" of the

a teachers' journal, because it discusses the modes of teaching A, B, C, may be "prominent," but he is not a teacher of the right sort. Yet "Pedagogue" thinks this a good reason for a good teacher to not read them. He says:

times; but it seems to us, that a teachers' journal is not exactly the proper vehicle for communicating this kind of knowledge, any more than a knowledge of the sciences, which a teacher should likewise be posted up in. For a teachers' journal to have a "department of periodical literature," is well enough; but to make this a principal object, seems to be going too far.

"He has never seen an educational magazine which either in design or execution, came up to his views of the standard required by the circumstances of the teacher's profession. Modes of teaching the elementary branches, from A, B, C, upwards, have been treated of until it isnow all small talk, about which nobody requires farther instruction; and yet every pedagogical tyro, who is proud of seeing his name in print, must give his experience, ad nauseam. Our best teachers are tired of these puerilities, and don't read them; and they would rather have the perusal of Blackwood, Westminster, Putnam or Har-anti-slavery, temperance, periodical literature, current per, than of all the so-called "teachers' journals" in Christendom."

He wishes to make our journal interesting to "those who are not teachers." Now, we cannot expect a teachers' journal to be interesting to the public at large, without compromising, in some measure, its usefulness, as a truly professional journal. Such a journal, whether medical, mechanical, legal, or educational, cannot interest the reading public; and to fill it with "toryism, transcendentalism, slavery,

news of the day, history, book notices, &c., to enable it
to "rank with the Westminster, London Quarterly, &c.,
&c., in the department of general literature,” is not to
make it a teachers' journal. We repeat that it should
be strictly professional, whether read by the public,
or not. But "prominent teachers will not read it.”—
Ay, we have known "prominent teachers" who de-
spised "small talk" about teaching the primary
branches of the school room.
prove them to be the best teachers ;-nor that they
had the true spirit of teachers;-nor that they,them-
selves, needed not instruction in the mode of teach-
ing these branches.

But that did not

He who despises small things is generally deficient

“But,” he asks, “what shall be done? Ask any of your first-rate teachers-men of literary taste, scientific attainments, and above all, of broad philanthropic charities, as all teachers should be-what kind of a monthly journal they would like best, if they could have but ore for themselves, their friends, and the whole neighborhood; and their answer will point in the common sense way to the desired end. It would be a periodical adapted primarily to the wants of the teacher, considered as a learner, in which formally stated modes of instruction should be less prominent than facts and principles; and the leading aim of which should be to prepare the teach-in larger things. It seems to us that the art or er for his work by making him, first, a scholar in science of teaching is the true province of a teachthe branches which he is to teach, and secondly, a ers' journal; as much so as the true province of a truly intelligent man; and in the second place, it medical journal is the "healing art; " and the low should have a look towards securing the attention estimate placed upon it by the would-be great, is of as large a number as possible of the good citizens no proof of their want of the very instruction it gives. in every intelligent community, whom it should strive to interest in all just and wise efforts-strict-nal is to enlighten the minds of these very “promiIt may be added that a main object of such a jourly educational and otherwise to improve the moral, nent teachers" and teach them the true interests of intellectual and physical condition of the people. their profession; whereby they may become useful as well as prominent. E. LAMBORN. West Lampeter, Lancaster co., Pa., May, 1855.

"All the branches of mental culture,-might they not be so popularized as to interest the masses, or at least to stimulate the mind to a love of them ?— In morals, might it not be continua! y enforced upon the people, that Christianity is the great parent of all the virtues, and that the latter are the only safeguard of the liberties of even an intelligent people? And the physical sciences-who shall number them, or attempt to estimate the value of a knowledge of them to a free community."

WHO ARE THE PATRONS?

A subject for the consideration of Teachers and the people.

Not unfrequently is a school spoken of as patronized by such and such persons. Men, indeed, have not blushed to speak of themselves as the patrons of such or such a school. The expression is a very The kind of educational periodicals he "would re-common one; but an error as well as a simple excommend to the favor of his brethren," is a kind which seems to us to be better suited to the "intelligent community" at large, than to the special wants of the teacher, as a teacher. True, a teacher should

pression. Be a teacher ever so competent for the duties of his vocation; be he ever so diligent and indefatigable in the discharge of his duties; let him, in the spirit of a true teacher, aim at being a public benefactor, and the public will not rarely affect to

patronize him! And-oh, shame!-nominal teachers so lower the dignity of the profession, as to speak of those whose children they are creating, as their patrons.

their teachers, at the various school houses, after dinner; the schools of each ward took their positions on Penn street, where the whole united and proceeded to the Fair Ground, marshalled by WM. H. STRICKLAND, Esq., and accompanied by the City Band. Various counts make the number in the ranks from 2700 to 2900, and, where there were so many little folks to count, to do so was no easy task. The schools are at the lowest point, as to numbers, at this season of the year-being on the eve of va three thousand children. Few of our citizens, we cation, or they could easily have furnished over imagine, had any just idea as to what an important institution" our schools had become.

effort was made at display. Plain banners indicated The affair was got up on a day's notice, and no the various wards, and one carried by the High School bore the motto, "Education, the safety of the Nation,"-true doctrine, for a people properly educated can never be enslaved, and not long deceived.

But who are the patrons in education? Do we speak of patronizing a judge, or a legislator, or a preacher, or a lawyer, or a physician? No, we do no such thing. Who would think of the like? All are agreed that these men, if true men, are patrons to society. Society, constituted as it is of good and bad, could not do without them. And is it not wrong, on the same principle, to talk of patronizing a teacher? When a professional teacher labors with any spirit" other than that of promoting the public good, and estimates the value of his school by the amount of his salary; when he forgets that he is a teacher, and degenerates into a mere trafficker in the food of minds, for a little perishing silver and gold-then may he talk of his patrons and their patronage. But he who labors faithfully and diligently in this arduous vocation, is a patron to society. Does society any more patronize him than it does its minister, or its legislative representative, or its physician? Surely not. And if these men are patrons to society, as none will dispute, much more is the teacher a patron and a public benefactor. It is his to rear the tender plant. It is his to direct the mind in its first efforts to ascend the hill of science. It is his to bend to the course of truth and virtue the spirit of the very hope of our country; to "teach the young idea how to shoot." Next to a mother's care of the infant mind, is that of the teacher. And if he properly cares for the minds and the souls of those entrusted to his care, is he not more than a patron to society? is he not

more than a benefactor?

The true teacher can do without the world; but the world, if it would remain free and civilized,

can

not do without him. This femark may seein severe; but it is, nevertheless, true. He who is truly qualified to teach, is qualified for many a more lucrative employment. He can live in a hundred ways, without teaching; yes, and live better and longer too, perhaps; while without him, society would droop and die, as droops and dies the summer flower, when the gentle dews and the sweet light of the sun are exchanged, for the severe frost and cold north winds of autumn. In the language of a distinguished teacher

of New York-Rev. B. R. Hall:

Let no one, then, insult our profession by affecting to be a patron; and let no teacher meanly lower the loftiness of its grandeur by a sycophantic fondling in miscalling persons who are deeply debtors to his labor and skill, for the excellence of their children." I. J. STINE.

Chambersburg Tutor and Pupil.

Notices of Schaols,

READING SCHOOLS.

THE CHILDREN'S VISIT.-The prettiest exhibition that we have ever had in Reading, took place on Wednesday afternoon last. The managers of the Agricultural Society had invited the teachers and children of the public schools, to visit the Floral Fair, and the occasion was taken by the Board of Controllers to give the citizens some idea of what our schools are.

The town, never before, saw so many pretty, neat and intelligent children together. They met, with

The fine appearance which the children made was a source of general remark. Our public schools have become the ground on which all meet as equals; yet none are lowered, but all elevated. They are a democratic institution, and should be the boast of a republican nation. The time has-thank Heaven and the Directors-passed away, when the public schools were not considered the best schools, and not fit for those who considered themselves the best people. Any who would now be silly enough to object to sending to them, would only be laughed at, as behind the age.

So, of course, we had a full representation of the young of Reading, and one of which the city may be proud. There were the children of the rich and the children of the poor; the children of the educated, and the children of those who desire that their offspring shall be better instructed than themselves; all, equally happy, and daily drinking in the same privilege from the same pure fountain.

Many of the banners were beautifully ornamented with flowers; the children wore wreaths and carried boquets, so that the whole looked like a floral procession. Much credit is due the teachers of the city for their exertions to gratify their pupils and make the affair pass off pleasantly. We noticed an exuberance of flowers tastefully arranged in the North West Ward, and a very beautiful wreath in Spruce.

This procession afforded a marked contrast to the one which took place about a week before. No object innocent and laudable. Mothers looked on drunken rowdies, no vulgarity and profanity-the with smiles, and sisters had no reason to weep to see a brother there. We believe the whole affair had a good effect, and think that it might be repeated on some future occasion with advantage.— Berks & Schuylkill Journal.

Mechanicsburg, Cumberland Co., Public Schools.

We are informed that the present Board of Directors are resolved to make some very important improvements in the school rooms of this borough, during the present season. The rooms are to be thoroughly renovated, the desks and seats made more comfortable, good board walks laid from the street to the school building, together with other important changes that are really required.

The schools will also be graded, and, not least, the rates of salary will be increased. in order to secure the services of competent teachers in each de

Resolved, That, because a knowledge of English Grammar depends, more upon the judgment, than other Geography or Arithmetic, considerable progress, in these, should be made, before it is com

partment. This is the true policy, and if properly Resolved, That since a knowledge of Geography applied, it will produce a corresponding change in depends much upon the memory, and is therefore, calschool affairs. We have the fullest confidence inculated to strengthen that faculty, the study of it the wisdom of the Board, and hope their efforts will should be commenced as soon as the child can read meet the approbation of the citizens. We sincerelyntelligibly. hope that teachers will not be selected solely on account of their scholastic attainments, without reference to morals, or temperament. There are many that have perhaps been crowned with Academic honors, but who unfortunately possess an unhappy tem-menced. perament, or lack the faculty of imparting their knowledge to the young, in the happy and attractive style that smooths the path of learning, and leads the youthful mind. by easy steps, up the rugged sides of the Hill of Science. To constitute a teacher, it requires a combination of education, happy temper ament, high-toned morality, Christian mildness, and the faculty of conveying ideas to the young in a style adapted to their capacity.-Gleaner.

Educational Societies.

Resolved, That composition should be taught in all our common schools, as the most efficient means of making the study of English Grammar practical.

Resolved, That, in every town, village and populons district, where a hundred children and upward, can be conveniently congregated, graded schools should be established as the most efficient means of elevating the standard of general education.

Resolved, That when common schools cannot be graded, it is injudicious to introduce other branches than those required by the present law of this State, except it be the study of Physiology; as in ordinary common schools it requires the most systematic ar

Westmoreland Co., Allegheny township. The undersigned having been appointed a com-rangement of classes to do justice even to those. mittee to draft resolutions, expressive of the views of the Allegheny twp, Teachers' Association, on the subject of common schools, respectfully submit the following

PREAMBLE AND RESOLUTIONS:

WHEREAS, Education comprehends all the series of instruction and discipline which is intended to enlighten the understanding, correct the temper. and form the manners and habits of youth, and fit them for usefulness in their future stations: there fore,

Resolved, That the education of our Common Schools should be moral, physical, and intellectual. Resolved, That it is a duty incumbent upon the teacher to attend to the physical education of his pupils, that their constitutions may remain unimpaired. Resolved, That the teacher who is incapable of telling, in smooth, and intelligible language, what he professes to know, is incompetent to fill his office Resolved, That the good teacher will engage in his profession from choice rather than necessity.

Resolved, That as "order is the first law of nature," so it should be the first law of the schoolroom; and that the teacher should make such a distribution of his time, that he may have a time for everything and attend to everything in its time."

Resolved, That small children should not be confined more than an hour at a time; that their recitations should be short and frequent; and that during the rest of the time, they should be allowed to use shes for drawing, or be furnished with some other employment interesting and instructive.

Resolved That education consists, not so much in iparting a knowledge of facts, as in giving the mind the proper bent and discipline, to capacitate it for ndependent investigation.

Resolved, That mental Arithmetic, properly taught, is one of the most efficient auxiliaries in discoming the youthful mind; and that the study of it should commence as soon as the child can read in telfonbry

Resolved, That Read ng should be taught both as an art and science, so that, by distinct articulation, roper infections, emphasis, &c., the exact sentins of the author may be given.

Resolved, That arithmetic can be taught most successfully in classes; and that the pupil should be required to demonstrate every principle upon the

blackboard.

Resolved, That inducements should be held out 10 young men to make teaching a permanent profession; and that, other things being equal, such persons should have the preference.

Resolved. That since education has long been acknowledged to be the only safeguard of our civil and religious institutions, it is miserable economy to commit the education of our youth to those who are either incompetent or immoral.

Resolved, That the passage of the present school law, evinces an increased interest in the cause of education in this commonwealth, and, although some things may yet be wanting to make the system complete, if judiciously carried out, the day is not far distant, when the schools of Pennsylvania will compare favorably with those of any other State in the Union. D. M'KEE, ROBE. THORN,

JAS. S. HAWKE.

Committee.

Teachers' Institute of Bucks County.

[On account of going to press with our last paper at a much earlier hour than usual, we were necessarily obliged to omit a notice of the Teachers' Institute, held in this borough a few days previously. The attendance, was very large, when the inclemency of the weather is taken into consideration. Among the strangers present who delivered lectures were Professor STODDARD of Wayne county, Professor SAUNDERS of New York, and Doctor HOAGLAND of New Jersey. They are all gentlemen of extensive literary and scientific acquirements, and their exertions in behalf of the cause of popular common school education, are well known and properly appreciated in this community. The first named gentleman is quite a young man, was the principal of a Normal school in Wayne county, and is the author of a valuable series of school books, several of which can be examined by parents, school directors and teachers, by application to this office.