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their benevolent patrons, in 'supposing that it must be a new thing • because it had a new name'! They say, that, we had Primary Schools embracing the same class of children, as nearly as possible, both as to character and age; and that such schools had existed in New England from time immemorial'! We pass by the high compliment paid to the discernment of the numerous friends of Infant Schools, and will merely try again the method of juxtaposition, in order to compare the two classes of schools:

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INFANT SCHOOLS.

Age, 1 to 5 or 7 years.

Great Objects. To train the body to health and vigor - to produce activity of mind and cheerfulness to cultivate moral feeling - habits of observ. ing, describing, and reflection - knowledge of nature spelling and reading, arithmetic, and in many, writing.

Occupations. Studying and reciting spelling, reading, &c, for short periods, counting, singing, hearing narratives and descriptions, conversation, marching, exercises of body.

Treatment. Seldom out more than half an hour at a time; frequent motion; half an hour to an hour of recess.

Means of Instruction. —— Cards, books, slates, pictures, visible objects, figures, solids, objects of natural history, and other apparatus such as children can comprehend.

We leave our readers to their own reflections, in comparing the statements of the Committee with these familiar facts.

The remainder of the report furnishes ample materials to sustain the conclusion which they will naturally draw; but we gladly desist from this unpleasant task until farther evidence is demanded.

We would again express our pleasure that the Committee have been so decided in urging improvements in regard to Physical education, and that the City Government have been so prompt in commencing them. We believe that nothing but a full statement of facts is necessary to secure them the support of public opinion; and we hope, that when the Committee shall find opportunity to examine the subject of Intellectual education, with equal care, they will recommend improvements on this subject, with equal decision. We believe the intelligent instructresses now generally employed, will second such efforts.

We hope that the example of our own schools will warn others interested in this subject not to rely too much on mere reputation; and lead them to investigate, frequently and thoroughly, the provisions for the health and instruction of the rising generation; and to act with equal promptitude in remedying the evils when they are admitted.

For the information of distant readers, we ought to add, that we have no where seen more liberal provision for school buildings, than in those appropriated to the secondary or grammår schools.

ART. VIII.-WESTERN LITERARY INSTITUTE. PROCEEDINGS OF THE WESTERN LITERARY INSTITUTE AND COLLEGE OF PROFESSIONAL TEACHERS.

WE Congratulate our brethren of the West that they are up and doing' on the great subject of popular education. A meeting of members of the Western Literary Institute and College of Professional Teachers, and other friends of education, convened in Cincinnati on the 9th of September last, and held an interesting session of five days. The following is a brief sketch of their proceedings, as published by the Secretary in the Literary Cabinet and Western Olive Branch.

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The meeting was opened with prayer and an address from the Rev. Dr Beecher of Cincinnati, On the importance of making the business of teaching a profession.' Pres. Thomas Mathews was appointed chairman of the meeting. After the Secretary had read the proceedings of the Convention of Oct. 1832, letters were read from twenty gentlemen, teachers and others, throughout the Western States and Territories, regretting their absence, but heartily approving the objects of the College.

The following resolution was unanimously adopted and referred to a committee:

Resolved, That a committee of three be appointed to report on the expediency of preparing a Manual of Instruction for the Mississippi Valley; which shall contain the best plans of erecting school houses and organizing schools, the modes of government, and the most approved and practicable methods of teaching the different branches of knowledge ;- the work to be afforded at a moderate price.

On a subsequent day of the session, the committee reported in favor of the object and appointed four gentlemen to prepare the work before the next annual meeting.

The following subjects were proposed for discussion, viz:

The importance of oral instruction, especially as an introduction to the use of books.

Is it desirable that Physical Education form a part of Female instruction?
Ought the love of distinction to be appealed to, as a motive in Education ?

To what extent is it desirable to make the science of the mind a part of a course of study?

Ought the memory of children ever to be exercised without a corresponding exercise of the understanding?

Ought the Hebrew language to constitute a regular part of the system of collegiate education?

What shall be the order of studies, to be prosecuted in our primary schools? Ought corporal punishment ever to be inflicted in Female Schools?

On the morning of the second day of the session, a committee was appointed to nominate officers and another to prepare an address. It was also, Resolved, That a part of this afternoon be set aside for the purpose of hearing the remarks of individuals connected with the state of Education in their vicinity, and also the manner of teaching, as practised in their respective schools.

An address On Physical Education' was given by Dr Daniel Drake which occupied about two hours; and at the close of the lecture,

On motion, Resolved, That the Board of Directors be instructed to publish in such manner as may be thought best, an address to the friends of Education in the West; setting forth the importance of popular Education, requesting their hearty co-operation in their efforts to bring the subject before the public mind, and making suggestions as to the manner they may be accomplished.

In the evening an address was given by Timothy Walker, Esq., On the object of Education in the United States; and at the close of the Lecture a discussion was held on the subject of common schools.

During the third day of the session, committees were appointed on the following subjects, to report at or before the next annual meeting of the college.

Ought the ancient languages to constitute a part of education?

Ought the science of numbers, or that of language, to occupy the more attention in the early stages of education?

To what extent may manual labor be beneficially employed, as a means of reducing the expenses of a Collegiate education?

Ought the requisition to engage in manual labor to be extended, in our colleges, to all the students, or should the engaging in such labor be optional ?

Are there any defects in the Common Schools? If any, what are they? and how may they be remedied?

Should sacred history be considered a proper part of common school education? If so, what is the best method of introducing it?

What shall be the order of studies to be prosecuted in our primary female schools?

To what extent may music be introduced, as a branch of common school education? and what may be done by this college to promote its introduction?

Has emulation, as a motive in education, a favorable or unfavorable tendency? and in what way ought it to be adopted, as a means?

Three lectures were also delivered this day, 'On the study of Character,' by Mr Alexander Kinmont; On the discipline of the Intellectual powers,' by Prof. Stowe of the Lane Seminary; and 'On Intellectual Education, particularly in its early stages,' by Pres. B. O. Peers of Lexing

ton.

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On the morning of the fourth day of the session, the committee appointed in Oct. 1832, to whom was referred the consideration of the Class Book for all grades of schools best adapted to promote the interests of Education,' submitted a report, in which they say that they consider the multiplication of school books an unavoidable evil in the present state of the profession of teachers, and think it inexpedient to recommend any set of books; but to remedy this evil by raising the standard of intellectual qualifications among teachers themselves.

The remainder of the day was spent in hearing lectures from Mr Claudius Bradford, On the kind of education adapted to the Western States;' from Mr Nathaniel Holley, On the importance and absolute necessity of Universal education;' and in the appointment of officers for the ensuing year.

The last day of the session was spent in discussion on the subject of Common Schools. Addresses were made by Dr Beecher of Cincinnati, Pres. Peers of Lexington, Pres. Beecher of Jacksonville, Judge Hall, T. Walker, Wm. Green, and S. J. Atlee, Esqs, of Cincinnati.

At the suggestion of Judge Hall a central committee was appointed 'to devise the plan of a Society for the Improvement of Education and the Diffusion of Useful Knowledge, which shall include citizens of all classes in the several Western States, and be calculated to exert an influence on the whole mass of the people.' It was also resolved that the Committee should report to a general convention of the citizens of the Western States and Territories, to be held in Cincinnati, on the second Monday of April

next.

It was also resolved to raise a contribution in money, for the support of an agent for the state of Ohio, and on circulating subscription lists among those present $262 were immediately subscribed for the purpose.

It is cheering to see acts thus follow resolutions; and the results of this meeting inspire us with much hope concerning that which was held in Lexington, Nov. 6, but of which we have yet no accounts. The address to the friends of education at the west, well deserves a place in the Annals of Education, and would receive it if our pages were not pre-occupied. We hope to insert a part of it hereafter.

INTELLIGENCE.

THE STATE OF EDUCATION.

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OUR present number, as the last of the volume, and possibly of the work, is filled with an unusual amount of general articles, which could not be passed by. It furnishes sad evidence of the truth of the accounts we have given concerning the state of our country in reference to Education. From North Carolina, Georgia, Virginia, and the west, we find but one voice, multitudes have no instruction; teachers are unqualified; — and schools are wretched, to a lamentable degree, where they are found. Still it is cheering to see so many signs of life,' — to find so many earnestly engaged in this subject, and so many efforts to found new, and improve old, institutions. An admirable article in the last Christian Examiner, presents the importance of this subject in its true light. It rebukes with proper severity, the wretched, the mistaken economy practised on this subject: Economy, which in order to leave a fortune to a child, starves his intellect and impoverishes his heart.' Money,' adds the writer, 'should not be weighed against the soul of a child, it should be poured out like water, for the child's intellectual and moral life.'

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Our recent numbers, as well as recent newspaper articles, will also show, that there are parties in education as well as politics. We have radicals who would pull down everything; conservatives who allow no change; and reformers who try to avoid the errors of both; and we, probably, should be assigned to each of these parties, by different individuals. There is, also, an anti-religious party; and a non-religious party, who, unwittingly, favor the first by leaving out all religion in education; and a religious party, who believe, as we have declared ourselves to believe, from our first address to this time, that while theology cannot be taught in a common school, religion must be the foundation and the topstone of education; that the Bible should be studied more diligently than any other volume, and that the spirit of religion should pervade even the common school. We have minor sects, of apparatus and anti-apparatus - translation and dictionary whipping and anti-whipping - emulation and anti-emulation, teachers and it is an encouraging thing that these points are discussed, on both sides, with more interest than ever. It shows that the object begins to enlist more feeling, and we shall cheerfully aid in rousing it by receiving proper articles from any party, except the anti-religious. Railing and personality we shall ever exclude; but spirited controversy would perhaps excite some of our non-reading subscribers, one of the worst 'parties' we know. We are ready to have our own opinions as freely discussed as those of others; and should prefer the exhibition of interest expressed in an attack, where we are considered wrong, to the apathy of dead silence.

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Among the signs of the times, we have been not a little gratified with an able and spirited address sent us, on a large newspaper sheet, proposing the appropriation of the public lands to education. We rejoice that there is benevolence and interest enough to make such an effort for the cause, and hope it will find some other mode of action, if this fails. We cordially wish it success, with one proviso; that every donation be made on condition of equivalent contributions by the people, and of the appointment of an officer devoted to this subject, to watch over its appro

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priation. Without such conditions an appropriation would only serve as an encouragement to negligence, like the fund of the state of Connecticut ; or as in some of the western states, as a bone of contention for the excitement of selfish and party feeling.

REPORT OF THE WESTERN BAPTIST EDUCATIONAL SOCIETY.

A Society under this name has employed the Rev. Mr Jacobs to examine the state of schools at the west. We rejoice at this effort, and have been deeply interested by the report. We have only room to say, that the accounts given of the wants of that noble country is as much calculated to excite anxiety and alarm, for its future prospects, as any we have seen, or have given.

BOSTON INSTITUTION FOR THE BLIND.

This institution is now removed to the fine building presented by Col. Perkins, and valued at $30,000. A fund was still requisite to pay the current expenses of the institution, and to place it on a permanent basis; and $50,000 have been subscribed for this purpose, in addition to this. The building remains, as an inscription on its front indicates, the gift of Col. Perkins. We hope that newspapers which have circulated a different account, disparaging this noble example of liberality, will state the facts as they are. We regret that we must defer some particulars concerning this and its sister institutions, to a future number.

SCHOOL FOR MORAL REForm.

A school under this name is proposed in Boston, by the Rev. E. M. P. Wells, whose success in reforming the juvenile offenders at South Boston, is well known. No schools are more needed, and we cordially wish success to the plan. Teachers of our high schools have informed us that one of the great difficulties in the way of their success, arises from the habits of insubordination in which the pupils are trained at home; and none but such a school can easily correct them.

TEACHERS' SEMINARIES.

We are gratified to find an increasing interest in Teachers' Seminaries, notwithstanding the opposition of some of the conservative party in education. We believe, however, that preparatory schools, for short periods of the year, will be found necessary here as they were in Europe, to open the way for them. Not that we suppose a few weeks' instruction, will alone qualify either sex for sustaining the high responsibilities of forming and guiding the young mind and heart; but because those, who now see the necessity of some preparation for the task, will in this way and, perhaps, by this means alone, ever come to entertain just and adequate views of the subject, and to take measures to render the profession of teaching as influential and respectable as its importance demands. These remarks have been elicited by facts like the following:

SCHOOL FOR TEACHERS IN TAUNTON.

The following Circular has recently been issued, and sent to all the school committees in the vicinity:

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