non. The very modus operandi pursued in our schools, will attract the intelligent parent or guardian, the literary or scientific citizen, for to each the school room will present an intellectual treat, not to be despised, though the actors be but children or youth. many hundreds; instead of the rich alone drinking at the springs of science, we shall have the poor-we shall have all. Our common school system will make education general throughout the State, not special or restricted. The youth, in proportion to age and advancement, will all be appropriately trained, will all feel that their privileges are the same, will tread the same halls, (those of the common school,) study the same branches and enjoy the fostering care of the same State, whose embryo citizens they are, whose responsibilities are so soon to be devolved upon them. How appropriate! How complete What a nice adaptation of means to the erd! What else than a common school system--what else than our Pennsylvania system could do this? It makes but one great school with its thousands of classes and hundreds of thousands of pupils in the State-modern improved school house. The low, dark, each individual pupil the object of the State's munificence, in that most substantial and enduring form, a sound education. But again, the School System is now so constructed and executed, as to enlist the sympathy and co-operation of parents and citizens generally. Hitherto there has been too little sympathy for teacherstoo litte co-operation with them;-parents have looked on too much as mere spectators and have seemed to forget that they were a party concerned. They have not generally thought their interest and that of the teacher identical-they have not rightly understood in general the arduous nature of the teacher's vocation, nor the importance of co-operating with those charged with the instruction of their children. But now the very opposition manifested against the school system, has produced investigation-has shed new light upon the subject. The errors of the past have been exposed-faults have been set to the account of those committing them-the agitation has been eminently salutary. Relative duties in regard to our Common Schools are better understood, and are beParents are at ginning to be better performed. length beginning to see that their co-operation with teachers will certainly and speedily benefit themselves, in the persons of their children. Stimulated and encouraged by their presence and approbation, the Common School is now more than ever before felt tɔ be a place where all have an interest-a place - where parents will contrive to spend as many half days and leisure hours as possible. The mode of teaching pursued by every teacher skilled in the art conduces to this. How attractive to parents and guardians is the method of a skilful instructor in every branch. What an interest is thrown around the most simple-the most elementary studies!— How instructive and pleasing to witness those school exercises which elicit thought and consequently constitute integral parts of an educationthose exercises which draw out, instead of the lifeless, senseless operation of craming in, once so com The improved school rooms and apparatus contemplated in our "School Architecture," and which will shortly be realized, will constitute attractions, and be sources of interest to every lover of order and convenience. Persons of taste will no longer have their notions of propriety shocked by the incongruities and inconveniencies, yet too common in, school houses of the present day, much less those of "olden time." All these will disappear before, and be supplanted by the elegancies and conveniences of the crowded room must give place to the imposing, well The eye, which from a distance, rests upon the neat edifice, and from a nearer stand-point contemplates the tasteful yard-the ornamented grounds, designed for youthful recreation, will dwell with delight upon the picture, and look and look again.— Neighborhoods will vie with one another in efforts to utilize and beautify their school rooms, and admire that system which has brought about such a radical-such a glorious change. One of the last objects upon which the eyes of youth will linger, when leaving home, will be the "Alma Maneat cupola of their doubly endeared ter,"-the school house, and the first to stir up fond memories of the past when they again draw near the home of childhood. How noble the mission of our made to conceal the stupidity of such a performance, by occasionally introducing a piece of music or an amusing dialogue or by a skillful display of the elegant clothing, beautiful complexion, and glossy curls, of the pupils, to the great delight of the more vain portion of the parents ;--the effect being a kin to Bar common school system! How magnificent the work it is destined to perform! How pleasing the bands with which it will bind society together, when in full operation. The noblest pride a Pennsylvanian can have will be his pride in the common schools of his native State, when the intelligence of Pennsylvanians shall correspond with the almost inexhaus-num's baby shows, and with almost as little of inteltible resources of the Keystone State. REPORT On the object and proper manner of conducting Public lectual merit. This has a very injurious effect upon the learner, since it cannot but leave the impression that it is better to be pretty and well dressed than to be wise. There is another kind of school management which makes a very important part of public examinations and exhibitions, and which is very common and very mischievous. The pupils are taught to commit to memory the exact words of the book with great attention and precision, and to perform certain blackboard operations with astonishing rapidity, with little or no effort to understand the subject, or to comprehend its use and importance. The questions are always put in the same way and the same answers required, and the pupil becomes as familiar with the form of the question and with the expected answer as with his catechism, and goes through the routine by a mere effort of memory, leaving the understanding wholly unexercised. At the public examination a teacher pronounces the oft repeated interrogations, It may not be uninteresting to examine some of the and the classes readily and rapidly respond, and the cases where public exercises of the school have, or whole goes off with spirit and eclat, like the well seem to have, an injurious effect, which, as before in- studied performance of the Theater, each playing his timated, we think may be justly chargeable to the previously assigned part. By this proceeding the incapacity or misdirected efforts of the teacher.-pupil is led to believe that education consists for the Some teachers follow that pursuit for no other pur-most part in memorizing terms and definitions, and pose than to obtain the pay, and such are usually from his success in answering all or nearly all of the either destitute of the ability for teaching success-questions proposed, will readily conclude that he is fully, or are so intent upon preparing for some other calling, that they make no very successful efforts for the improvement of their schools. Others appear to act from the belief, that the improvement of the pupils is in direct ratio to the quantity of books they carry to and from school, or to the number of studies in which they are said to be engaged. This species of teacher is usually very popular, at least for a considerable time. The uneducated and inconsiderate part of community are very apt to be great-be illustrated by an anecdote told of a young lady ly pleased with the thought that their children are pursuing many unusual studies, of unpronounceable and high sounding names, and they congratulate themselves with the prospect that their heirs will be persons of great intelligence. In both these cases very little real improvement is made, and should a public examination be had, and honestly conduct ed, it will produce little else than mortification to the pupils, parents, and teachers. Yet the effect can hardly be said to be injurious, since the true state of affairs is exhibited,-that the school is worthless and that the pupils have done worse than waste their time. A partially successful attempt is often but rather a wonderful scholar, when in fact his education has not been properly commenced. The parent is in like manner deceived, and perhaps the teacher also; and the great purpose for which schools are or should be instituted-mental development--is almost entirely neglected, and the popular favor which is so often awarded to this method of proceeding, is not one of the least of its attendant evils. Perhaps the effect of this manner of teaching may who kept a village school, in those days when it was considered of first importance that the catechisms of the New England Primer should be fully aud carefully taught, and this the lady attended to with praiseworthy zeal. But she always commenced at the head of the class, giving the first question to the first pupil, the second to the second, and so on. Each, with the sagacity common to childhood, soon discovered what portion of the questions would be addressed to him, and prepared the answers to such parts only.— Moreover it would seem that from the same question being always addressed to the same pupil, it was supposed that each question had a peculiar relation to perhaps the most healthy impression both for parents and children. the one to whom it was proposed. On the day of examination, unfortunately, the little boy who had been invariably at the head of the class was absent and his place filled by a little girl who had always stood next. The teacher commenced as usual. "Who made you?" The little girl at first did not answer, but the question being repeated she replied with innocent simplicity "I was made of the dust of the earth.-idle; and the failure of the careless student will efThe little boy that God made is not here to day." Among the good effects of such an examination, we may enumerate the following:-There will be manifested a marked difference be tween those who have attended regularly and studied carefully, and those who have been absent and fect as much for the prosperity of the school, as the success of the diligent and industrious. The desire to succeed well at the public examination, and thus gain the approbation of their parents and friends will be a powerful stimulus to exertion on the part of the pupils, which the judicious teacher will not fail to turn to a good account. The parents, too, will generally be very desirous that their children shall not appear with less credit on such an occasion than the children of their neighbors, and hence will be more careful to send them regularly to school and encourage them to improve their time when at home. But notwithstanding what has been said in the foregoing, we think that public examinations rightly conducted, are productive of much good. In the first place the school must be well taught, and all the hobbies and humbugs to which quacks in the profession so often resort to catch, for a time, the breeze of public favor, must be carefully avoided.— The studies must not be so many as to produce confusion nor so few as to lead to idleness. The pupils should acquire as far as possible a clear understanding of the thing taught, rather than the words of the text-book, and they should understand that definitions and rules which should always be studied with To this it may be objected, that no other motive care, are only a guide to the subject and not the should be used to induce the young to do right, than thing itself. They should pass deliberately and a sense of duty. But although this may appear very carefully through each study, "making haste slow-well in theory, it is not good in practice, for the hisly," fully convinced that there is no merit whatever tory of the world will fully prove that man is so in turning over the leaves of a book, unaccompanied sluggish with reference to the improvement of his with a clear comprehension of the subject treated. mental and moral faculties, that he needs all the inducement to exertion that can be brought to bear Then at a proper time the parents and guardians and all friends of education, should be invited to be upon him. And while the pupil should be distinctly and carefully taught to labor for a thorough, menpresent and hear the classes recite. It should be tal and moral culture, because it is a duty to his God given out and distinctly understood that it is not to and to his fellow mer, and because his own greatest be a display of magic, or amusing tricks, so that that class of the people who are delighted with little be- happiness will be secured thereby, yet no other innocent influences should be neglected, which will yond Ethiopian glees and dances will compre tend to keep him awake to the great work before hend that the entertainment will not suit their pecu- him. liar taste. The time having arrived, which if practicable should be in the evening, the teacher should proceed to examine in each study, asking the pupils such questions as will best display their knowledge of the subject, rather than the committed definitions and rules. If other well educated persons are present, he should invite them to aid him by asking questions also, and thus proceed until all the classes have been heard. If there be too much for one evening, it may be continued for several evenings. It is best to commence each evening with those studies that require the greatest mental effort, as the mathematics and natural sciences, and conclude with those that require less effort, as English Grammar and reading, or history and orthography. The pupils having been well instructed, will manifest considerable knowledge of the various subjects presented; and yet some questions will be put suggestive of new and important considerations, which they do not fully comprehend; and thus they will be impress ed with the idea that although much improvement has been made, there is still much to learn, which is We will now pass to the consideration of the Public Exhibition which we believe to be, when properly conducted, a powerful auxiliary to the success of the school. For this, the exercises should be essays, declamations, dialogues, and music. It should be held within one or two months after the public examination; for thepupils will then need a relaxation from the more difficult studies, which may be well spent in preparing for lighter performances. To render the exhibition most pleasant and profitable in schools of a higher grade, the teacher should form the pupils into a society and meet with them, at least once in each week; in cities and villages, the meetings may be held in the evenings, and in rural districts on Friday afternoon or on Saturday. If there be a sufficient number, the males and females may form separate societies, if not, they may meet together;-no evil will ensue if the affair be discreetly managed. The society should have the usual officers and the necessary rules and regulations, and be taught, as far as possible, to govern themselves, the teacher holding the office of Censor or director duce in the learner a false estimate of the true value of each. It will not be necessary or proper here to give directions for the order or manner of the performances, for these will depend so much on circumstances and will differ so much in different localities, that the teacher must be governed in this respect by his own sense of propriety. But if the pupils have been properly prepared by previous practice, especially if they have had the advantages of a society similar to the one we have described, there will be no danger of a failure. Excited by the occasion, they will exceed their usual efforts, and all will pass off with spirit and success, and the audience will be greatly pleased and the pupils much profited. general, and his authority being paramount to the laws, when he shall judge it necessary to exercise it. Let the members be divided into at least, three divisions, one of which will read extracts, one original compositions, and one declaim extracts at each meeting. Three or more of the most discriminating should be appointed to constitute a board of Critics. The following may be taken as the description ofa meeting. The president takes his seat and the preliminary business is transacted. The reading class is then called and each in turn reads an extract; the critics and the teacher in the mean time taking notes. When the class has concluded, each of the critics makes remarks upon the performances, pointing out the errors in regard to pronunciation, pauses, inflections, emphasis, &c., and also the excellencies The good effects of such exhibitions cannot be exhibited and the improvement made. The Teacher fully told. Some of them may be briefly enumerated. then makes remarks upon what has been done by Their use will tend greatly to render the school the class, and what has been said by the critics, giv- attractive and pleasant. It will no longer be regarded, ing to each a word of approbation and encourage-like most of the schools of former years, as a kind of ment, or of reproof, as the case may require. The miniature purgatory where smiling faces were unclasses on composition and declaiming are each in known, through which the young were compelled to turn called and treated in a similar manner; and if pass and suffer before arriving at the more blissful there be boys of a sufficient age, there may be a de-state of manhood or womanhood, but rather as a bate, but this is seldom practicable in schools of a place of present enjoyment and where they acquire common grade. In ordinary cases, such a society the ability to administer to the happiness of the friends they love. should exist for a period of six months, or more, before an exhibition is attempted, and it should be as continuous as the school. The embarrassment and awkwardness which most young and inexperienced persons suffer, in attempting any public display, will be thus overcome and the mortifications of failures avoided. As the minds of the pupils will be more or less affected by the extracts they commit and recite, it will be very important that the selections betertaining it will be in a corresponding degree benemade from the best authors, such as present only moral and profitable thoughts, every thing approximating vulgarity or profanity, being carefully excluded. In dramatical performances, such parts as exhibit malice, anger, revenge, &c., and thus tend strengthen the more violent passions, should be avoided, and the preference given to such as display to the best advantage, the milder and nobler attributes of our nature, such as kindness, integrity and forgiveness. The proper preparations having been made, the teacher gives notice of the intended exhibition, which rarely fails to attract a large audience of the best citizens in the vicinity, among whom of course will be the parents generally. It is best to prohibit all clapping and hissing, and such like demonstrations of applause or censure, for these are seldom wisely awarded. The timid and diffident who need encouargement receive but little, while it is liberally bestowed on the self-confident and presuming, who are often greatly injured thereby. Mere witticisms too usually receive more applause than the most sublime of serious sentiments, which tends to pro It is the most successful method of making correct and forcible readers and ready composers, and certainly nothing connected with mental training exceeds these acquisitions in importance. Any exercise of the schoolroom which is so conducted as to be distasteful and irksome to the pupils will profit them but little, but if it be pleasant and en cial; and perhaps no better method has been devised for rendering the study of Elocution and composition interesting and agreeable, than the one under consideration. It will tend to improve the general demeanor or manners of the pupils. From the frequent performances they will acquire a graceful and becoming manner of conducting themselves in company, and of expressing their thoughts without the machinery of a French dancing master, or the sickening affectation so often learned at the common boarding school. It will have a most healthy influence in modifying their characters and directing their energies to high and noble purposes; for the many choice extracts from our best and wisest authors, which they will have committed and recited, will be to them the language of the mighty dead, or the distinguished living, admonishing, encouraging, comforting, or reproving, and thus strengthening the voice of the inward monitor to direct them aright in the journey of life. Respectfully submitted by A. BURTT, PENNSYLVANIA SCHOOL JOURNAL. VOL. IV. LANCASTER, PA., FEBRUARY, 1856. STATE NO. 8. THE SCHOOL JOURNAL. GOVERNOR'S MESSAGE AND State Superintendent's PUBLISHED MONTHLY. THO. H. BURROWES, Editor. REPORT.-We had prepared an article on these able documents, but have been compelled to omit it.We feel pride and pleasure, however, in placing them on the record. They are both excellent and most critically well timed. The strong feature of the re TOPICS suggested for discussion in this Journal port is its conservative practicalness. Let the though not intended to exclude any others which correspondents may prefer: School and District Libraries. The best form of a School Register. Normal Schools. Graded Schools in Rural Districts. School Apparatus. The teaching of Definitions. The Heating and Ventilating of school rooms. MINUTES OF THE STATE TEACHERS' ASSOCIATION.The official record of the Philadelphia meeting has been received from the Secretaries, but does not vary, in any important particular, from the report in the January No. of this Journal. friends of the system read and sustain it. DEFERRED MATTER: In order to admit as many communications as possible, Editorial matter, Book notices, and the proceedings of several county meetings have been omitted, and still a number of valuable articles from correspondents remain. They shall all, if possible, appear next month. The Journal has been somewhat deficient, lately, in the item of communications; and it is now felt to be proper to give a large portion of space to the practical matters usually treated of by correspondents. Among the communications deferred are one from S. F. Thickstun, of Meadville, one from Wm. Travis, of Wilmington, Del., and one from L. Alleman, relative to educational matters in Northumberland county. HARRISBURG SCHOOLS.-As bearing on the propoThe Books &c., examined for notice in this numsition to have "Model Schools" in Harrisburg, weber were:-Mitchell's new Map of the United States; insert the interesting account of Gov. Pollock's late "The Common School Register," published by Murvisitation of the schools of that place. From this ray & Stoek, and "the Permanent Record," by it would seem that the Directors and Teachers are Spangler-both of Lancaster; a neat and compact exerting themselves in the proposed direction. form of "Weekly School Reports" to parents, by Bannan, of Pottsville; the "Hundred Dialogues" ERROR CORRECTED.-In page 167 of this vol., and the "School Harp" by Cotton of Boston; (Dec. No., 1855,) an unfortunate error occurs in the the "Hundred Mistakes Corrected," by Burgess Circular of Supt. Brown, of Mercer co. The value & Co., of New York; and Northend's "Teacher of the figures in a Teacher's certificate is exactly and Parent," by A. S. Barnes & Co., New York.— reversed from what it was in his circular, and is in the regulations of the School Department. The error was ours-not his. We shall give our opinion of all these, if possible, next month. In the mean time teachers and others will not regret examining them. |