INTELLIGENCE.*

SEMINARIES FOR TEACHERS.

429

We are gratified to see increasing interest on the subject of Seminaries for Teachers, and we hope the time is not far distant, when a special education will be deemed as necessary for this profession, as for lawyers, or physicians, or divines.

We have formerly noticed the Institute at Marietta, Ohio, which has this for one of its objects, and are happy to learn that there will soon be an important accession to its means of instruction. We have lately received a notice of another institution with the same general object in view, in a select colony about to be established under the name of Oberlin, in Lorain county, Ohio. It is intended, ultimately, to embrace all grades of instruction, from the infant school to the theological seminary, with the great object of preparing teachers and pastors for the great basin of the Mississippi. We regret that we cannot now insert the article entire. Its plan is founded upon sound principles of education. It is also to embrace the plan of manual labor, and from the favorable circumstances of its situation and privileges, its founders feel themselves authorized to state, that a donation of $150, expended in establishing the literary and manual labor departments, will secure the education of one student annually for active usefulness, without any more labor than his own welfare demands. We feel bound, however, to remind those who are engaged in this great object, that nothing so much destroys the public confidence in improvements, as the imperfect execution of a valuable plan, such has been the result of our infant schools. And we venture to predict, that no seminary for teachers will attain the great object in view, in which every other plan is not made subservient to this. In the small States of Germany and Switzerland, where they are established, it is deemed necessary to devote one or more persons as exclusively to this object, as if they were professors in a collegiate institution, and the school for practice, which is connected with each, is under the direction of an additional teacher, who has no other employment. A regular series of studies and classes is appointed, and no young man can receive a certificate of his qualifications, until he has proved them in the experimental school. We hope the Teachers' Seminary, at Andover, which is so happily begun, will soon be placed on such a basis, that it will serve as a model for others; and that the example of a thorough course of preparation for important duties, in a neighboring institution, will not be neglected, nor its imitation rendered impracticable, by inadequate means of support.

SILLIMAN'S JOURNAL OF SCIENCE.

We regret to see that this valuable periodical is obliged again to appeal to its friends for aid. Works like this, which scatter among us knowledge that is no where to be found, or which otherwise find no place of publication, except among the expensive periodicals of Europe, should be sustained on the same principle as the light houses on our coast. Thousands who never read, or even see them, will receive increased supplies of comfort or safety, from the aid thus given to others. We are as dependent upon the men to whom this journal is necessary for our advancement in science, and arts, and property, as we are on the sailors for our protection and supplies. We trust the appeal will not be in vain.

We are compelled by the unexpected length of our principal articles to omit several notices and articles of intelligence designed for this number,

BURR SEMINARY.

This Institution, situated in Manchester, Bennington County, Vermont, was opened on the 15th of May last, and though accommodations were provided for only one hundred students, yet early in July the number had already risen to one hundred and ten. Rev. Lyman Aikin is Principal, and John Aikin Esq, Associate Principal.

The course of instruction is intended to be such as will prepare young men thoroughly for College; but to those who do not expect to enjoy this privilege, a more extended course will be given. The Bible is made a distinct object of study; and on the Sabbath and on other suitable occasions, familiar instruction will be given on morals and religion.

The government of the Institution is to be parental in its character, — mild, yet firm and decisive: and a faithful supervision is to be exercised by the Principal over the habits and morals of the students. Even the steward must be a gentleman of approved and christian character.

The prices of tuition are, $3 a quarter for ordinary English branches, $4 for the higher branches and the Ancient Classics. Plain and wholesome board is furnished in commons at the cost of labor and materials; and to those who wish to dispense with some of the more costly articles of living, a proportional reduction is made. To 38 pupils, the funds furnish instruction gratuitously.

The Institution owns a lot of 30 acres of land, a considerable part of which will be appropriated to tillage and gardening. Provision has also been made for the erection of a work-shop, to be furnished with valuable machinery, propelled by water power, and to afford facilities for the prosecution of almost every kind of mechanical employment.

CORRESPONDENCE OF THE AMERICAN LYCEUM. Extract of a Letter read to the American Lyceum at the Third Annual Meeting, by their Corresponding Secretary, Mr Dwight from the Vice President of Colombia.

PARIS, AUG. 29, 1832.

I have read with great interest the proceedings of the American Lyceum. I have desired, and still wish I could accept your invitation to write my poor ideas on such interesting subjects as you propose; but to produce anything proper to be submitted to the intelligent people of the United States, it is necessary that the topic be maturely digested, and the task performed with care and labor. My time will not allow me to devote myself at present to such an undertaking. Be so kind therefore as to excuse me, until I shall be in such a situation that I may be able to command the necessary leisure.

I paid a visit to the editor of one of the most enlightened papers of this capital, and, as I anticipated, he received me very kindly, although I presented no other claims than those of philanthropic sentiments. Our interview was devoted to the progress of morality and civilization in the New World, and I opened my whole heart. I propose to visit other real philanthropists for the same purpose.

The son of Count Las Casas interests me very much with the project of a general system of Education in France, which he is laboriously engaged in preparing in order to introduce the subject to the Chambers. I am entering fully into his projects, and will hereafter communicate them to you. His objects are to combine sound morals with instruction. The Editor of the Revue Encyclopædique, has offered to publish a notice of the object and proceedings of the American Lyceum.

At an entertainment which I attended a short time since, at which most of the guests were citizens of the U. States, and of S. America, the toasts were full of enthusiasm, and marked with feelings of attachment to our whole American Continent, and sympathy between the brethren of the North and South. We expressed our respect for the virtues of the North Americans, and I announced with exultation, the hopes I entertain of their future progress, and the sentiments and opinions I hold with respect to their good morals, their public education of the poor classes, and the exalted virtues of the matrons of the U. States. The North Americans responded with the warmest sympathy, in favor of their southern brethren, and we spent the time till midnight, in conversing on subjects of high importance the promotion of good morals, civilization and intimate friendship among all Americans.

I learn with pleasure of the increase of Lyceums in the U. States, and that they are formed in every part of the country. I hope the time may come when such associations will be known in China and Japan, with the truths of Christianity. I firmly believe that this is our destiny, in the designs of Providence. Consider the great effects produced in France, and more recently in all Europe, by the example of the U. States. The soci eties for the promotion of peace begin to excite important discussions against the abuse of force, and will produce more effect than is generally anticipated.

Those who entertain just sentiments ought to say in the words of Fenelon :-'I love my family better than myself; I love my country better than my family; but I love the human race better than my country.' JOAQUIN Mosquera.

NOTICE TO SUBSCRIBERS.

REPEATED attempts have been made to establish a periodical on Education, but with little success. This work is the only one of a general character, which now exists in the United States, so far as we are informed. Since its origin, as the 'Journal of Education,' it has never been profitable to the editor, nor to its early publishers, except as a medium of advertising. Its first editor was compelled to abandon it; and for some time after, no one was found willing to assume its responsibilities permanently. The present editor returned, after several years spent in examining the state of education in Europe, charged by the friends of this cause abroad, to make known the improvements which they had found so valuable. He believed it essential to the improvements of education among us, to have some periodical devoted to the investigation of our own wants, and the publication of our own plans and experiments, which should serve as the medium of communication among the friends of the cause, at home and abroad.

In order to secure a publication of this kind, so far as possible, from all influence, or suspicion of influence, he purchased, the property of the Journal, and subsequently of the Education Reporter,' and has conducted it for three years, at a very considerable expense. His great object was to place the work on such a basis, that it might assume a permanent and national character, and he did not take the charge of it himself, until he had endeavored in vain to enlist others, in his view, more competent, by an offer of all its proceeds, and regular contributions. In

order to make it known more extensively, to interest the friends of education, and to circulate the information he had received, about 500 vols. and 5,000 extra numbers have been sent out, without any payment, to public institutions, missionary schools, individuals engaged in education, and the editors of newspapers.

The ardent interest expressed in the subject, throughout our country, the general approbation of the work itself, and the gradual increase of subscriptions, seemed to justify him in proceeding, even without immediate returns; and in publishing a larger number of copies than were immediately demanded. He believed it safe to assume, that in a country, containing 10,000,000 of freemen 'better educated than those of any European community,' and where the subject of education excites so much attention, at least 1,500 persons would be found, anxious to obtain all the light of modern improvement on this important subject, and ready to sustain a publication devoted to it. Yet the event has proved, that less than nine hundred can be found to support a work, which for three years, has received warm expressions of approbation from parents, and teachers, and the public press. Notwithstanding all the expenses incurred, he has never received a dollar from the publication, either as editor or proprietor. On the contrary, the accounts for the two first years show a large amount, in addition to all the receipts, still due, for printing and paper, for which he is responsible.

During these years, a large stock of materials, already prepared, and the aid of able contributors, enabled him to conduct the work without giving up other employments. The friends of education, he finds, are generally too much engaged in active effort to continue this aid; and the increased labors of editing, and especially the examination of books, now require so much of his time, as to allow little efficient effort of any other kind. The future proceeds, with the present number of subscribers, will afford no return for his labors, or those of contributors; much less any means of paying past arrearages. Could the subscription be increased, it would indeed provide for the future, and for this only. Could the volumes now on hand, be disposed of by those inclined to favor the object, without deduction for the commissions of agents, the sun now due could be paid. If this cannot be effected, he can see no other alternative, but to abandon the work at the close of the present year, and resort to other means to provide for expenditures, which many believe, have contributed to benefit the public, by the diffusion of valuable information.

He has come to this conclusion with great reluctance, and it will give him pain to bid farewell to a large number of his subscribers, whose personal interest in the work has been fully expressed. He has not

made known these circumstances earlier, because he had hoped to sustain its losses himself; but he feels more and more satisfied, that its permanency cannot be insured, unless the friends of education will unite in supporting it, by subscriptions, and by contributing to its pages. Could each subscriber consider himself an agent for life, we believe this could be accomplished. If men of education will not sustain it, the ignorant certainly will not do it. It has no party character or popular attractions to recommend it. Nor can it furnish the mass of matter, merely copied by the printer from foreign works, or present the attractive engravings, which give such wide circulation to some of our periodicals. It depends for its existence, on that number, comparatively small, who know how to prize solid and useful information. If they refuse their aid, it must expire.

AMERICAN

ANNALS OF EDUCATION

AND INSTRUCTION.

OCTOBER, 1833.

ART. I.-EDUCATION IN NEW HAMPSHIRE.

WE have been favored with a Discourse delivered before the NewHampshire Historical Society, at their Annual Meeting, in Concord, June 12th, 1833; by Nathaniel Bouton, and published by Marsh, Capen and Lyon, at the request of the Society. This discourse is one of no ordinary merit; and to us, its interest is greatly enhanced by the consideration that it is almost the only source from which we have ever been able to derive any important authentic information respecting the general condition of education in that interesting member of our confederacy. It was referred to by Mr Bouton, when called upon for a copy of his statements to the American Lyceum, and represented as a supplement to the reports of that body.

The author first traces the origin of the system of education, now prevalent in New England to the personal character and civil and religious polity of the first settlers of New England. Next to the enjoyment and propagation of their religion, their object in emigrating to these shores was, as he tells us, to educate their children. His remarks are these.

'One reason which determined the Puritan pilgrims upon a removal from Leyden (in their own language) was; that the place being of great licentiousness and liberty to children, they could not educate them, nor could they give them due correction without reproof or reproach from their neighbors. Among the general considerations for the plantation of New England, Cotton Mather men. tions; "Fifthly; the schools of learning and religion are so corrupted as (besides the unsupportable charge of education) most children, even the best and the wittiest, and of the fairest hopes, are perverted, corrupted, and utterly overthrown by the multitude of evil examples and licentious behaviours in these Seminaries." From 1623, when New Hampshire began to be settled, till 1641,