heart and make us better in life, never occurred to our simple understandings.

เ

Among all the rest were five pieces of poetry -charming stuff to read, the words would come along one after another so easily, and the lines would jingle so pleasantly together at the end, tickling the ear like two beads in a rattle. O give us poetry to read, of all things, we thought.

'We generally passed directly from the spelling-book to the readingbook of the first class, although we were ranked the second class still. Or perhaps we took a book which had been formerly used by the first class, for a new reading book was generally introduced once in a few years in compliance with the earnest recommendation of the temporary teacher. While the first class were in Scott's Lessons, we of the second were pursuing their tracks, not altogether understandingly, through Adams's Understanding Reader. When a new master persuaded them into Murray, then we were admitted into Scott.

The principal requisites in reading in these days, were to read fast, mind the stops and marks,' and speak up loud. As for suiting the tone to the meaning, no such thing was dreamed of, in our school at least. As much emphasis was laid on an insignificant of, or, and, as on the most important word in the piece. But no wonder we did not know how to vary our tones, for we did not always know the meaning of the words, or enter into the general spirit of the composition. This was very frequently, indeed almost always the case with the majority even of the first class. Parliamentary prose and Miltonic verse were just about as good as Greek for the purpose of modulating the voice according to meaning. It scarcely ever entered the heads of our teachers to question us about the ideas hidden in the great, long words and spacious sentences. It is possible that they did not always discover it themselves. Speak up there, and not read like a mouse in a cheese, and mind your stops', - such were the principal directions respecting the important art of elocution. Important it was most certainly considered, for each class must read twice in the forenoon, and the same in the afternoon, from a quarter to a half an hour each time, according to the size of the class. Had they read but once or twice, and but little at a time, and this with nice and very profitable attention to tone and sense, parents would have thought the master most miserably deficient in duty, and their children cheated out of their rights, notwithstanding the time thus saved should be most assiduously devoted to other all-important branches of education.'

We should rejoice if no more serious accusation were brought against the district school as it is'; of which we earnestly wish the same author would furnish us a picture. But we hear it reiterated by almost every parent and friend of education, who is familiar with our district schools generally, that they are becoming, to a sad extent, useless or worse than useless. We see one editor in New England denounce those of his state as nurseries of corruption; and the correspondent of another print of high respectability, speaks of those around him as productive of immense moral evil, and little intellectual good. We know a county association of ardent friends of education, who consider them so corrupting, that they have resolved to establish a new system of schools, entirely removed from political control. We should be much gratified if our correspondents would favor us with details as well as opinions on the subject,

and point out the causes of the evil. We believe that one of the most prominent, is the almost insuperable difficulty of obtaining a supply of good instruction. But we have long feared that the union of School and State, would prove to be as hazardous to its purity, and unhappy in its influence, as the connection of Church. and State, which is so justly dreaded, and so loudly denounced.

ART IV. MAXIMS FOR REPROOF.

[We have been allowed to copy for publication the following Maxims for Reproof, from a letter addressed to a friend, which we think would be useful in common life as well as in the school. Since they were copied, the work of Caroline Fry has been published; and we have been struck with observing the coincidence of her remarks, with these maxims.]

A FEW brief remarks will comprise my views in regard to reproof.

1. Next to the government of ourselves, without which no one can hope to govern others, the most important preliminary step is to secure the confidence and affection of your pupils. Let your whole conduct show that you wish to act as a friend, not as a despot for their good, and not for your own pleasure.

2. Accustom yourself to confess your own errors frankly. Your pupils will not fail to discover these, and your acknowledgment will increase their confidence in your sincerity.

3. Recollect these errors; and remember the difficulties you find in overcoming them, when you reprove your pupils. Remember also their ignorance, and inexperience, and the far greater difficulties which they must meet in governing themselves.

4. Reprove as seldom as possible. First, try the effect of reasoning, and persuasion, and example faithfully.

5. Reprove with lenity, faults which belong to childhood, such as those of mere manner, or of ignorance, thoughtlessness, and restlessness.

6. Reserve the severity of reproof for conduct in itself immoral, or which is the result of improper feelings, or wrong principles.

7. Never give reproof, if it can be avoided, while the feelings of either party are excited. If the teacher is not calm, his influence is greatly diminished, and a bad example is set. If the pupil is agitated, he cannot feel the force of argument or rebuke.

8. On the other hand, do not defer too long. Seize the first favorable opportunity, while the circumstances are fresh in his mem

ory.

9. Reprove each fault as it occurs. Do not suffer offences to accumulate, lest he be discouraged by the amount.

10. Let your reproof of a single fault be so frequent as to let the pupil see that he is observed; but not so common as to tire, or irritate, or to lose its effect by repetition, like the hourly striking of a clock.

11. In correcting a bad habit, do not. notice every failure; especially, when there is an honest endeavor to reform.

12. Never expose the fault to others, unless as the last resort. It blunts a child's sensibility; it discourages effort; it diminishes his confidence in his reprover; and too often excites a feeling of triumph in his associates, and of envy in the offender, rather than a proper sense of the fault.

But it is of the highest importance that reproof be given in a proper manner. Without this, all other precautions will be useless. 1. Reprove with affection and sympathy. Show that it gives you pain, and that you perform it only as a duty.

2. Avoid every appearance of irritation in your manner, or tone. 3. Be always decided, and be more serious in proportion to the magnitude of the fault; but never be despotic on the one hand, or trifling on the other. Never smile, at one time, at a fault which you have reproved at another.

4. The most effectual reproof is often given by praising the pupils for instances of the opposite virtue. Avoid as much as possible, however, referring to the example of others.

5. Lead your pupils as often as possible to detect and reprove their own faults by a course of questions. When this can be accomplished, it is the most effectual mode of reproof.

6. Follow the divine example in the Scriptures, and mingle encouragement and praise with blame. Notice, especially, instances of success in resisting the temptations to similar faults.

7. Seek, above all things, for Divine aid in giving reproof, and for the Divine blessing upon your efforts.

ART. V. SWIMMING, AS A BRANCH OF PHYSICAL EDUCATION.

MR EDITOR. The importance of physical education is now universally conceded; I mean in theory. In practice it is still greatly neglected, though some of its branches are beginning to receive attention; and we hail with peculiar pleasure the introduction of labor of various kinds, as well as of calisthenic and other gymnastic exercises, into a few of our schools. Along with exercise,

these of course involve more attention to air than formerly. But there is one branch of physical education, to which the public attention has as yet been but little directed—I mean bathing and swimming. The season, the importance of the subject, and the wants of parents and teachers, as well as the solicitations of some, have led to the following remarks.

A PHYSICIAN.

It was once customary among the Romans, when they wished to speak of an individual as a useless member of society, to say, he could neither read nor swim. This clearly shows what value they attached to the latter art, as a branch of instruction. Nor do the Romans stand entirely alone in this respect. Individuals, at least, of every age and nation, have viewed its importance in the same light. The governor of the province of Bogota, in a decree that reflects great honor upon his wisdom and ability to sustain the responsible duties of his station, has directed that the children in all the primary schools in the province shall be exercised once a week in swimming.

Mr Locke in his 'Thoughts concerning Education', seems to take it for granted that no young man will consider his education complete, untill he has learned to swim. "Tis that,' says he, 'saves many a man's life.'

Swimming schools are very common in Europe. Some of the most respectable are found at Paris, Vienna, Münich, Berlin, and Breslau. I know of none in the United States except in Boston. Here is one, which has been in operation several seasons, and is, I believe, a place of considerable resort. I have visited, and observed the method of conducting it, and can only say that I hope the time is not far distant when swimming schools on this or a similar plan will be as common as those for writing or mathematics. Whether we consider it in a physical, or a moral point of view, it is obviously one of the most important branches of gymnastics.

Besides securing all the advantages of mere cold bathing, in developing, invigorating, and giving health to the body, it has the following additional recommendations.

I. It puts in our power the means of preserving our lives, and perhaps those of others, in those situations of peculiar peril, from which none of us can claim an exemption. It has been objected, I know, that the swimmer will be likely to expose himself, in some instances, unnecessarily; but this is an objection to which everything truly valuable is open. The gifts of Providence are always liable to misapplication, perversion and abuse. But how many valuable lives have been saved by a knowledge of this art, for one which has been lost by improper and unnecessary exposure, or fool-hardy adventure!

Il. It counteracts the ill effects which might otherwise arise from cold bathing. There are few who bathe who will be contented with a single plunge into the water, or with a few repetitions of this plunge. And it may be easily shown, that the debilitating effects which we sometimes feel from cold bathing, are less likely to follow from remaining a short time under the water, than from spending an equal amount of time in repeated plunging. But what shall we do in the water? Shall we stand still, or shall we use exercise? And if the latter, what better exercise in the water than swimming?

III. Swimming is a much better exercise than simple bathing. It strengthens the lower extremities, the muscles of the chest, and the abdomen, the lungs, the spine, the neck, and the arms, and indeed the whole system. It also increases our courage, and furnishes us with an agreeable excitement.

IV. The pleasure which every one feels in being able to master a new element, as well as the delight which is felt in the exercise itself, is an argument in its favor. If art never can give us wings to mount the atmosphere, the combination of nature and art certainly has given, or may give, to every individual, the power to sustain himself on the watery element, for a period of time which would surprise those who are not familiar with the subject.

It may be said that if the Creator had intended man for swimming, he would probably be able to do so without the assistance of art; whereas, it is well known that few infants can swim when first placed in the water. But if this objection proves anything, it proves too much. Mankind, in the earliest period of infancy, are helpless in every respect. We can no more procure our necessary food without aid, than we can swim. There are also many of the arts of life to which we could never attain, if life were extended to a thousand years, without friendly assistance. The mere fact that we cannot swim as soon as we are born, like animals in whom instinct is substituted for reason, no more proves that we ought not to be taught to swim, than the fact that we cannot procure our food or practice the mechanic arts, proves that we ought to starve, or spend our lives in idleness.

V. The facility with which this art is acquired, is another argument in favor of making it a part of education. If it were to cost us a seven years' apprenticeship, the case would be altered. But in the Boston swimming school I cannot learn that any one who has made a fair experiment, has ever failed of becoming an expert swimmer in one term, or about four months; that is, by spending from ten to fifteen minutes a day during this period. Out of more than 200, the number that attended last summer, there was not one who failed to acquire the art of maintaining himself