occupy a year is finished in a fourth or a fifth of that time,-the evil has only taken a new form, and it is a sore evil-no surer way can be taken to make dunces for life; and the wonder is, not that so many (educated) minds sink into commonplace and dullness, but that any intellect survives such an operation. If you wish to make a fire, you first kindle it carefully, feeding it with such fuel as it will bear: by degrees the blaze becomes hotter and stronger, until at last it will burn up every thing you may heap upon it; but if you pile on heavy unsuitable fuel at the commencement, instead of fire, you will have but a smouldering heap.

Studies that train the faculties, that prepare the mind to use the material presented to it, so that the love of knowledge shall grow with what it feeds on-this it seems to me is the true idea of education. When Casper Hauser first looked out of a window on a landscape, he exclaimed "horrible!"—he thought the whole view was pressed close to the glass-to his uncultivated, undeveloped sense, it was as if a painter had daubed the window on the outside, with different colors all mixed up without any harmony; he had no distinct view of anything, —all was confused, dim, unsightly. So when studies are presented to the mind, for which it is not prepared, or when they succeed each other with such rapidity, then the mind cannot clearly apprehend any of them. It has been said of Milton, so intense and ardent was the fire of his genius, that it not only was not suffocated beneath the weight of its fuel, but penetrated the whole superincumbent mass with its own heat and radiance." The wonder was, that the vast amount of learning he had amassed, did not, as it has in so many others, prove an incubus, to smother out the natural fires of even his mighty intellect.

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It is gratifying to know, that some of the best minds of the country are awake to this evil. Bishop PoTTER, in his addresses to the Educational Convention at Pittsburg, dwelt with much emphasis on this very thing. When those to whose opinions we are accustomed to do reverence, shall take this matter fully in hand, and show the quackery and charlatanism that have prevailed even in a thing so lofty and sacred as education, then we shall have a remedy:—a system of education more in accordance with the laws of mind and true philosophy will be universally adopted.

COLUMBUS, DEC., 1853.

PROFESSIONAL.

Thoughts on Moral Training.

No. I.

Ohio has nothing of which she may more justly be proud, than of the growing interest which almost all classes of her citizens manifest in the prosperity of her public schools. Better school houses, better teachers, better demand for good teachers, higher salaries, more rigid examinations, more talk, more feeling and more action on the subject of schools and school systems, are unmistakable evidences of a rapidly growing interest in the education of the youth, ALL the youth of our State. And where is the true friend of his race whose bosom does not throb with delight in view of these facts? Yet how often must anxious fears arise in the thoughtful mind, lest the schools of the State prove that progress is not necessarily advancement! Such must inevitably be the result unless the training of the morals is made to keep pace, at least, with the training of the intellect. But we can not expect correct training from an immoral teacher, with any more reason than we can expect good fruit from a corrupt tree.

This view points to a subject of the first importance:

It

may

THE DUTY OF SCHOOL EXAMINERS.

be supposed by some, perhaps by many, that School Examiners have little or nothing to do with the moral character of those who apply for certificates; that if they properly test the applicant's knowledge of reading, writing, spelling, geography, arithmetic and grammar, they have not only done their duty but their whole duty; and that to go beyond this is unwarrantable impertinence. The extreme laxity which has hitherto characterized the examination of teachers has tended to the formation of this incorrect estimate of the duty of Examiners. Those who occupy this highly responsible post should never for a moment lose sight of this fact, or underrate its influence upon themselves and upon the community. They should remember that the probability is that their own estimate of their duty in this respect is too low, and act accordingly.

While it must be manifest to all that the highest possible moral qualification is most desirable, and that it is the duty of all to use every

proper means to bring, as soon as possible, the whole corps of teachers up to that most desirable point, the questions of present practical importance for the Examiner are, What is the MINIMUM of moral qualification which should entitle a candidate to a certificate of "good moral character?" and, What is the BEST MEANS for ascertaining the moral qualifications of the candidate?

I will not presume to answer these questions, but rather propose them to the readers of the Journal, for discussion both on its pages and by the fireside; with the hope that they may meet that candid consideration which should characterize those who seek to know and to do their duty.

The fact that the law requires the Examiners to certify, unequivocally, that the bearer of their certificate is a person of good moral character-not that they believe him to be, but that he is-not that he has been, but that he is now-is sufficient evidence that the law regards it as, not only their privilege but their duty, a duty from which they can not escape without perjury, to satisfy themselves that the applicant is worthy of their certificate; that his moral character is unexceptionable. This is a wise provision of the law, designed expressly to protect the community, to protect the rising generation, to protect our liberties, our glorious republic, against the contaminating and soul-destroying influence of immoral teachers. Who can justly estimate the vast responsibility of him whom the law thus posts, as a sentinel, to guard the morals of the rising generation? Eternity alone can reveal the consequences of one neglect of duty, of one act of unfaithfulness to this important trust. In view of this great responsibility, can any Examiner with a clear conscience grant a certificate without evidence of the good moral character of the applicant? Can he regard as sufficient evidence, on so vital a point, the fact that the applicant has a certificate of good moral character from some one whose character and name even, are alike unknown to him? I can not so regard it, when I reflect that any one, it matters not how vicious he may be, may with ease procure such a certificate; and humiliating as it is to say it, may get the signatures of men of standing and influence to such a false certificate. If any doubt this, their experience in such things must be very limited, or they are more highly favored than most persons. То say the least, such testimony affords a weak foundation on which to base an unqualified official certificate, which shall commit to the bearer the eternal interests of the youth of our land, which shall mould their character, and fix their destiny forever.

Still the questions remain unanswered, How can the Examiner best

satisfy himself as to the moral qualifications of those who apply for certificates? What is the minimum of moral qualification which should entitle one to such a certificate?

To answer these questions properly requires much careful thought. Two extremes are to be avoided, laxity and intolerance. Caution and prudence are necessary in the discharge of this important and very delicate duty. Neither the suspicions or the hostility of teachers or of the community should be aroused; and yet the school house should be firmly barred against the immoral teacher.

In this county (Licking), teachers are examined chiefly by means of printed questions, to which they are required to return written answers. The first eight questions have reference to moral character, and are as follows:

1. "Give the name of some well known and respectable individual to whom we may refer for information as to your moral character. 2. "Have you a certificate of moral character?

3. "Do you use tobacco or intoxicating liquors ?

4. "Do you ever use profane or obscene language?

5. "Do you, or would you allow either of the practices alluded to in the 3d and 4th questions in or about your school?

6. "Do you regard the Bible as the word of God, and the only safe guide to belief and practice?

7. "Have you been in the practice of opening your school, each day, with some devotional exercise,-reading from the Bible or prayer? 8. "What, in your opinion, is the teacher's duty with respect to moral and religious instruction in a public school?"

These questions are not offered as a model for examination into moral qualifications of candidates; but because they seem to me to afford as slight a foundation as any upon which an Examiner can safely base his unqualified certificate that the bearer is a person of good moral character. I am not prepared to say that these should all be answered as a Christian would wish, in order to secure a certificate; but I do say that most of them should be so answered: especially the 3d, 4th, 5th, and 6th. If it be said that it is easy for any one to answer these questions in the manner proposed; I answer, true, we are liable to imposition, in this, as in every thing else. But a shrewd Examiner can form a better estimate of the candidate's true character from his answers to these questions and his own appearance, than from his appearance alone. And further, it is the right and the duty of the Examiners to “annul” the certificate obtained by fraud or false answers; and the law ought to

provide for a visitation of all the schools of a county by those who grant the certificates, that they may learn, by actual observation, who are the choice teachers; who are qualified to govern as well as teach, and who are unworthy of their certificate of qualification.

If these thoughts shall serve to call attention to this important subject, and draw out the thoughts of others, and those qualified to answer the questions proposed, the object of the writer will be fully attained.

GRANVILLE FEMALE SEMINARY.

S. N. S.

Questions to Teachers.

SANDUSKY PUBLIC SCHOOLS.

Saturday, November 26th, 1853.
MORAL CULTURE.

1. Can children understand what is meant by self-denial?

2. Can all children be persuaded to practice the virtue of self-denial under some circumstances?

3. Do you think that children who have practiced self-denial in a few instances will be more or less willing to practice it again?

4. Besides the judicious improvement of such events as may occur in the labors and duties of the school-room, do you think it practicable for the teacher to provide any special arrangements for the cultivation of this virtue?

5. Do you regard special attention to this virtue as a primary duty of the teacher and indispensable to the welfare of children?

INTELLECTUAL CULTURE.

1. In case a teacher is well acquainted with the subject he teaches, do you think it may be necessary for him to make special preparation for each lesson?

2. Should the teacher be as familiar with each lesson, and part of the lesson, as the pupil is required to be?

3. In the recitations in Geography, History, Physiology, Geometry, Philosophy and Geology, should the pupil be allowed to make use of the text-book during recitation?

4. In either of the above studies, should the teacher use a text-book in conducting a recitation?