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'^•/ ^-f .^

■l*i— mS-

HARVARD UNIVERSITY

UBRARY OF THE

GRADUATE SCHOOL
OF EDUCATION

THE

NORTH CAROLmA

JOURNAL OF EDUCATION.

TOIUME II.

0.-^

. H. WILEr,,Su»ii»ftTBs

. F. ROCKWELL, Dam4t<ma>aiffA'\,(Bi]C&ArES.
'a. H. OWEiJ, IklMHro'/ - ' ■*- ft,' H. BEOWN,

B. CLEGG,
D. S. KICHARDSCUff. WiUoTi.
SAM'"- H. WILEY, WatkmgUm.
W. L. STEELE, Redcingkan.

a W. JSR00R3,
V. 5.'BL-\KE,
StrV. TUCKE,

Raleigh.

FayettseiUt,

Athtoillf.

J. D. CAMPBELL, Residknt Editok, Gretmboro.

GREENSBORO' ;

(■ •

'VToj^c'y m^ i-

aCHdOL jOF EDUOOlOii

The North-Carolina Journal of Educa^tjon

is published monthly, and each No. contains at least 32 pagestf(5r
reading matter. It is devoted to the interests of Education, and is
the organ of the State Educational Association.

TERMS : Five copies, or more, to one address, $1.00 each ; Single
•opy $2.00, a year.

Address J. D. CAMPBELL, Greensboro', N, a

THE NORTH-CAROLINA

JOURNAL OF EDUCATION.

Vol. IL yOf JANUARY, 1859.

No. 1.

SCHOOL-ROOM EXPERIENCE.— TEACHINa ARITHMETIC.

Some months ago I gave the rea-
ders of the " Journal " my views,
on the method of teaching the cor-
rect writing and usage of words,
acquired by the experience of the
school-room. The same experience
has led me to views on other sub-
jects, which I may from time to
time present, hoping they may be
suggestive to teachers. For the
present I ask their attention only
to the topic which heads this arti-
cle.

There is no subject so imperfect-
ly taught in our schools generally
as Arithmetic. Wrong notions and
bad practices in teaching it seem
to have been handed down from
teacher to pupil, generation after
generation . It is far worse taught,
even in the same schools, than the
higher branches of mathematics.
Many a teacher pursues an excel-
lent system of instruction in Alge-
bra and Geometry, and yet fails in
Arithmetic. The reason obvious-
ly is, that he was taught the form-
er correctly himself, but was never
taught the latter. Arithmetic has
never held in our schools its prop-
er place as a branch of a science.
And consequently the great defect
in teaching it is, that attention is
paid to its practice and not to its
principles. It is regarded as a

practical art to be learned, rather
than a science whose principles are
to be investigated and understood.
And it is highly important that
correct ideas on this subject should
drive out the old, erroneous no-
tions from our schools ; and that
the young student should have the
foundation of his mathematical
knowledge correctly laid, »nd not
have, as is often the case, when he
begins the study of the higher
branches, not only nothing acquir-
ed that is serviceable, but many
opinions which must be gotten rid
of, before he can make progress.
Nothing, I believe, will do so much
to promote mathematical knowl-
edge, as an improvement in this
fundamental branch of the science.
Let me, then, call attention more
particularly to the erroneous sys-
tem of teaching, and make some
suggestions for improvement.

EKRONEOUS METHODS.

Arithmetic, as far back as the
memory of our fathers, has been
taughi in many of our schools — or
rather, boys and girls have been
left to learn it — ^somewhat after
this method. A text-book with-
rules and examples is put into the
pupil's hands ; and the idea im-
pressed upon his mind is^ that the

North' Car(Mmi Jowrnal of Education.

\o anuarj

solution of these examples is the
end to be aimed at, and that the
rule is the key for the solution of
each class respectively, and that
being able to accomplish this is
knowing Arithmetic. He commits
the rule to memory and then ap-
plies it to the examples. If he
fails, his teacher shows him how to
make the application, or does it
for him. And steadily pursuing
this course, he after a while can
boast that he "can do all the sums"
in the Arithmetic. But give him
a new question for solution, and he
expects you to tell him whether it
belongs to the ** Rule of Three/'
or to **Practice." This being told,
he rhymes over the rule learned by
rote, and soon applies it to the ex-
ample. Ask hiiiL luow he does such
and such an example, and he ap-
peals to his highest authority, the
rule. Ask him why ? and his only
reply is, " The rule says so.'' Try
to go back of this and ask the rea-
son for any step in the process, or
a demonstration of the rule, and he
looks amazed, waiting for a trans-
lation of your new tongue, or if
he apprehends your meaning, is
confounded at the incredulity that
eould question the Aritfimetic. He
IS an Arithmetician a la mode
" old-field school."

The better class of teachers now-
adays improve on this method of
teaching Arithmetic. They give,
besides what the text-book affords,
numerous miscellaneous questions
to be solved, until the pupil be-
comes quite familiar with the ap-
plication of his arithmetical knowl-
edge to any question that may a-
rise ; and he is practically a good
Arithmetician. And were the ob-
ject of his studying simply the ac-
quisition of a practical art, just as
he would learn a trade, that he
may pursue it as a business of life,

then nothing more would be requir
ed. But the fact is, that in edu-
cated life the practical knowledge
of the greater part of this study is
of little or no worth. And the
main end of education is not to im-
part practical knowledge, but to
develop the mental faculties. Now
it is obvious that this system of
learning Aritljg^tic gives compa-
ratively little exk^ijise to the mind.
There is nothing ifccj© than a little
practice of the memorjiwn learning
the rules, with a very little skill
required in their application. But
the reasoning powers, which the
subject is so well adapted to de-
velop, are not brought into exer-
cise ; and the great object of edu-
cation is not attained.

CORRECT MFTHOD.

These is no way to accomplish
the end* desired, but by teaching
the theory, as well as the practice
of Arithmetic. And if the theory
be properly taught, the practical
application easily follows. Let the
object before the teacher's mind be
to teach the why, and not the how,
of the whole subject. In this, as
in all branches of mathematics, one
part is dependent on another. Ev-
ery new position must be based up-
on what precedes ; every step must
be taken on logical principles. The
Algebraist or Geometrician well
understands that he must set out
with his definitions ; and upon
these, with the aid of axioms, he
builds the whole structure of Al-
gebra or Geometry. He never
thinks of assuming a position, ex-
cept hypothetically, till it is estab-
lislied ; but every proposition must
be proved. Now the same is strict-
ly true of Arithmetic. We have
a few definitions and conventional
usages, and upon these the whole
system depends. This should be

859.]

School-Room Experience.

ome in mind, in teaching it. Sec
hat you begin at the foundation ;
nd there let every principle be de-
lonstrated before it is admitted,
he pupil should never be allowed
:> think that he has any knowledge
of a rule, worth a farthing, till he
can give a clear demonstration of
it. If mental training be the ob-
*ect, there is no reason why this
hould not be required in Arithme-
tic, that may not with equal force
be urged against it in Calculus.
A.nd if the practical be all that is
ought in the one, so it may be in
he other, which is eminently prac-
ical. We should remember, then,
hat we are dealing with an exact
cience, where every position, after
he assumed basis^ is capable of
roof.
Now the basis of Arithmetic con-
sts of four conventional princi-
les, only two of which are essen-
al to the science, the other two
3ing necessary when it is written :
3t. That we have names of num-
3rs differing from other each by
nity, one, two, three, &c, 2d.
hat a certain number of these
nits (in the common system it is
^n) shall make a unit of a higher
der, the i-ame number of these one
' the next higher, and so on. 3d.
hat we have as many characters,
. 2, 3, 4, &c., less one, as there
e units in the base of the system
line in our decimal system) with
character, 0, to fill a blank. 4th.
hat a figure placed to the left of
lother expresses units of the next
igher order. Upon these four
rinciples, entirely conventional,
ith necessary definitions, all the
Derations of Arithmetic are based,
hen, from this starting point ev-
rything should be demonstrated,
/e have no right to assume even
le Addition table. Before we ad-
it that three and four are scven^

let it be shown to be a logical con-
sequence ot the first principle. We
must not assume that 25 represents
twenty-five, till it is shown as a
consequence of the 2d and 4th prin-
ciples above. And thus should
the pupil progress, establishing ev-
erything in Enumeration, in Addi-
tion, and in each of the succeed-
ing parts of the subject. And his
attention should be directed to
these demonstrations as the impor-
tant part of the study of Arithme-
tic.

DIFFICULTIES.

The teacher will find two diffi-
culties in his way in pursuing this
course of instruction. First, many
pupils, when they begin Arithme-
tic, are too young to understand
abstract reasoning, and it will be
impossible for them to prove every-
thing from the outset. In this
case they must simply learn the
facts and practice of Arithmetic,
taking much on faith, until their
minds are more developed, and
capable ot abstract reasoning. But
they should, then, start from the
first and pursue the course sugges-
ted. And however expert in prac-
tice, the pupil should never be al-
lowed to think himself an Arithme-
tician, until he can demonbtrate
every important rule.

The other difficulty is that of
getting the pupil to reason about
truths so familiar, as those of enu-
meration and the fundamental
rules. This difficulty can be in a
great measure obviated by taking
numbers in some other than our
decimal svstem. Let the basis of
the system, for example, be 8 ; and
let him be required to perform all
the operations of Addition, Sub-
traction, Multiplication and Divi-
sion in this system. Give him to
write, for instance, two hundred

North' Carolina Journal of Education,

[January,

nod thirty-four. He must not write
it in this system y2S4)but 352^ that is,
the given number makes 2 units of
the first order, 5 of the second, and
3 of the third. Thrown into a new
field, he will not so readily con-
found the proved and the unproved.

TEXT BOOKS.

I would add a word about text-
books, in as much as ^' of making
many " Arithmetics, ^^there ds no
end ;'' and the teacher who has not
made trial will hardly know what
to adopt. I take the liberty of re-
commending for less advanced i^xi-
jpisy Ray* s Arithmetic J Part Thirds
a book that needs no recommenda-
tion, where it has been once intro-
duced ; (his First and Second Parts
are excellent mental Arithmetics
for children,) and for more advan-
ced pupils, Bourdon!^ Arithmetic^
translated by Prof, Venable. In
the former the demonstrations are
simple, with as little abstract rea-
soning as possible^} the examples
are numerous and well selected ;
and the arrangement is good, It
will be found defective in the dem-
onstrations of the rules for ex-
4«aoting square and cube roots, the
author having fallen into the error
of some preceding writers, of adopt-
ing a Geometrical illustration of
these rules. But the teacher can
substitute for them an Arithmetical
demonstration, either his own or
one taken from some other work.
The name of the author of the other
•text book recommended is sufficient
guarantee, that it is all based upon
>fl0und mathematical principles. —
And it can hardly have suffered in
the hands of the translator, himself
ao able mathematiokin. A brief
trial of the work, since its appear-
ance last spring, waroants this re-
. commendation.

3ut the teacher, who ^ould ex-

cite enthusiasm on the part of hit
pupils, must not confine himself to
his text books. He must give orig-
inal demonstrations, and a variety
of new examples. In this way he
may impart life to the subject as a
text book never can. And he may
sometimes need rules not found in
any of his text books. The writer
found this the case the first year
he taught this subject. Certain ex-
amples called for the least common
multiple and the greatest common
divisor of several fractions, but no
rules were at hand for the purpose.
The following demonstrations and
rules were then given to the class.
They are here presented, partly as
an illustration of the course that
has been advocated, and partly for
the sake of those whose attention
has not been called to these points.
They are here given in as conden-
sed a form as possible, without the
illustrations from examples neces-
sary for the pupil.

To find the Greatest Common
Divisor of several Fractions,

The G. C. D. of several factions
is the greatest number that will di:
vide each of them, giving an entire
quotient; and it is necessarily a
fraction, for a fraction divided by
a whole number, will not give an
entire quotient. Now, as in divis-
ion a fractional divisor is inverted,
both its^numerator and the denomi-
nator of the dividend must disap-
pear that the result may be a whole
number. Then its numerator muatbt
a factor or diuisor q{ the numerator
of the dividend, and its denomina-
tor must be a multipleoi the denom-
inator of the dividend. And that
the divisor may exactly divide tbs
several fractions, its numerator
must be a common divisor of their
numerators, and its denominator a
common multiple of their denomi*
nators. And as a fraction increases

1859>]

School-Room Experience.

with the increase of its Dumerator
and the decrease of its deDominator,
it is obvioas that this oommoQ divi-
sor will be greatest^ wheQ its nume-
rator is the greatest possible, that
is the greatest commoa divisor of
the given oumerators, and its de-
Domioator the least possible, that
is, the Z^as^ common multiple of the
given denominators. Hence the

Rule, Take a fraction whose nu-
merator is the Gr. C. D. of the given
numerators, and whose denomina-
tor is the L. C. M. of the given de-
nominators.

To find the Least Common Mul-
tiple of several Fractions.

The L. C. M. of several fractions
is the least fraction that can be
exactly divided by each of them.
As in dividing it by these fractions,
they are each inverted, its numera-
»tor^ to make the quotient entire.

must be divisable by each of their
numerators, that is, it must be a
common multiple of the numera-
tors. And its denominator must
exactly divide each of the given
denominators, that is, it must be a
commoti divisor of them. Now as
a fraction decreases with the de-
crease of its numerator and the in-
crease of its denominator, this com-
mon multiple will evidently be least y
when its numerator is the least pos-
sible, that is, the L. 0. M. of the
given denominators, and its denom-
io a tor the greatest possible, that is,
the Gr. C. D. of the denominators.
Hence the

Rule. Take a fraction whose nu-
merator'is the L. C. M. of the given
numerators, and whose denomina-
tor is the G. G. D. of the given de-
nominators. VIRG-INIA.

COMPARATIVE PHILOLOGY.

BY C. W. SMYTHE.

" He, who is ignorant of foreign
languages, knows nothing of his
own/' said the far-seeing Goethe,
a remark wnich, taken in its true
iense, the history of philological
study illustrates and confirms.

The man, who has spent all his
life within the narrow confines of
one country, and knows nothing
of the regions lying beyond,. is as
well qualified to treat of *the pro-
ductions^ the animals, itke climate
and other facts which relate to
the whole earthy as he^ who know-
ing but one tongue, undertakes
to deyelope the laws of language.

We may accurately describe the

natural features of a » country, its
mountains, rivers and plains 3 we
may enumerate its animal tribes and
vegetable productions but unless
we know much of distant lands,
we cannot explain the ocean cur-
rents that wash our shores, nor
the winds that bring the fertiliz-
ing rain, the cooling zephyr or the
chilling blast. These and other
powers, which regulate and con-
trol the whole and make the life
of Nature one, would elude our
grasp.

Still more impossible is it, in
the science of language, for one,
who knows only one language ^

North' Carolina Journal of Education,

[January,

omprebend fully his own. No
mguao-e can claim to be the ori-
inal mother tongue, once heard
ben men were of one speech,
one to be simple and independent
f others, but all are made up of
ragments of that ancient heirloom,
ere a little and there a little,
hanged it may be by the lapse of
ges, by long wanderings, by harsh
treatment and by physical laws,
) as to have nearly lost the fea-
ires of their ancient mother.
Still as Cuvier and Guyot have
lown, that as the human race
andered away farther and farther
om its ancestral home it became
ore brutified and degraded, from
le manly beauty of the Caucasian
•pe, to the brutal faces of Aus-
alia, South Africa, Terra del
uego and the Aleutian Isles, so j
le nobler languages with their |
wn gradations, are surrounded
1 every side by hundreds of oth-
•s, feeble and imperfect, compared
ith themselves, waxing ruder
nd ruder as they have wanaered
rther away.

Yet however far they may have
andered, there is still some echo
'that primeval God-given-speech,
ill some traces of that pristine
^auty and majesty of form, which
e see pictured upon the walls of
gypt and Babylon and exhumed
om the tombs of Nineveh.
It needs but a simple admission
■ the fact asserted in the word of
od, that there was once a time
hen men all spoke the same lan-
aage, from which, by causes act-
ig under His will, the various
nguages of the earth were pro-
dced, and scattered over the
orld, to give us a true idea of the
nd and object of Comparative
hilology. It is to examine all
le languages of the earth, to an-
lyze their structure their methods

of formation and expression of
thought to determine their afl&ni-
ties and common principles and to
construct as far as possible an all-
embracing system. This must
have reference first to the laws
common to all languages, derived
from their common ancestry, sec-
ondly to the more widely extend-
ed principles of each of the great
classes of languages, then to their
subdivisions, and lastly to each
particular species of language with
its dialects and derivatives.

And as men with obstinate per-
verseness are never satisfied with
the declarations of Holy Writ,
and as all science has its fulfilment
and highest end in that greater
science that pertains to the desti-
ny of man, so Comparative Philolo-
gy, linking together with its gold-
en chain the nations of the earth,
confirms the truths of the Bible
and advances the interests of hu-
manity, by binding the nations to-
gether in a common brotherhood.

It widens our scholarship, cWrs
' up and removes the irregularities
and obscurities which disfigure our
books and hinder our progress, and
by its bold sweep strengthens our
intellectual powers.

No language can be studied well,
with siujpie reference to itself, but
its relations to others ^ust be felt
and understood. Granjmar, instead
of being a lifeless study, a cata-
logue of unmeaning terms, becomes
a glowing science full of life and
beauty.

Though we can now feel the
silver cords that bind the languages
together like electric wires, yet
hundreds and thousands of years
passed away before the great truth
dawned upon the minds of men.

Our very words express our
weakness. We mvent, we come
vpon a thing by accident, we fol-

.859.]

Comparative Philology,

low out the happy thought, long
trains of confiequences result, and
then in astonishmentat the simplic-
ity of the fact, we wonder we had
not known it before.

A falling apple led Newton to
the principle which binds the uni-
verse together ; the leaping of the
limbs of a frog led another to that
discovery which renders the gird
Jing of the world by the electric
telegraph possible, and the idle
play of an optician's apprentices
suggested to him the telescope and
laid the heavens open to our
view.

Scholars long ago said that there
were resemblances between the
Latin and the Greek, and hence
inferred that the former was de-
rived from the latter, while we
now know that they are sister
languages^ and that the Latin is
the older of the two.

Hence Valpy labored long to
derive the Latin etjmologically
from the Greek, and Doderlein
still stands as the solitary uphold-
er of that opinion.

Others found resemblances be-
tween the German and the classi-
cal languages.

Then the Lithuanic and Sclavon-
ic were brought into the circle.

A little over a generation ago

he Semitic languages were the

"avorite points of comparison, and

he idea took fast hold that they

vere the primitive languages of the

arth. Of this the etymologies in

Vebster's Dictionary are good

xamples. But as already rcmark-

d, no language can be looked up-

a as being the original form of

)eech, though many may approxi-

ate towards it ; besides there are

sential diflFerences in roots and

ethods of formation between the

3mitic and Indo-European lan-

aages. Hence the true point of

comparison for the latter must be
with the ancient languages of
India and Persia, the Sanscrit and
the Zend. Many of our books are
disfigured with errors derived from
past conceptions which need to be
guarded against.

For instance, in Johnston's
Physical Atlas, the Latin and
Greek sre classed under the Celtic
head, while Winning classes the
Latin as a Lithuanian and the
Greek as an upper German lan-
guage. Donaldson quotes with
approval a modern traveller as say-
ing that the founders of Home
spoke the Russian language, which
opinion Anthon gives currency to,
in his Ancient and Meciaevil
Geog., evidently relying upon
Donaldson and Winning as his
authorities, by making the PeliSgi,
who furnish the common element
of the Latin and Greek, a Sclavon-
ic people. It is sufficient now to
say that the Pelasgio immig^ration
is placed much earlier than the
Sclavonic, which is considered the
youngest of the Indo-Eunpaan
tribes. The error consists in the
fact that similarity of language is
not a proof of descent but of com-
mon origin.

Philologists, grammarians espe-
cially, have been too prone to fol-
low the ancient custom, in philoso-
phy, of making facts square to
theories and not theories to facts.
A brighter day has dawned upon
the Science, thanks to Bopp and
Grimm and their co-workers, who
are investigating it upon the most
rigid principles of the Baconian
philosophy, and with the most
brilliant success. A brief glance
at some of the steps in its develop-
ment will close our article. Deep-
ly buried in the east for 300Q
yeare, as if awaiting the summons
of the scholars of our time^ had

North- Carolina Journal of Education,

[Jantiarjr,

^iffiD ooDcealed, languages of sur*
"passiDg ricbDesS) the Sanscrit
fimoDg the Brahman priesthood,
the Zend among the Persian Magi,
and the Old Persian in the arrow-
beaded ^characters of Nineveh and
Persepolis, just yielding to the
genius 6f Rawlinson. About the
middle of the last century Anquetil
^u Perron, a yo«th of 23, fired
with zeal for science, penetrated
into India in the guise of a private
soldier, gained the confidence of
the Magi and brought home the
2end-Aveeta.

Kasmus Bask of Denmark, after
long investigations into the lan-
guages of the north of Europe and
Asia, set out in 1816 on a tour of
discovery to the east, investigated
thoroughly the Zend and brought
home its Grammar.

The English conquest of India
brought the Sanscrit to the know-
•ledge of the west, and Sir Wm.
Jones first announced its a£&nity to
the languages of Europe and called
attention to its riches.

Frederic Schlegel in 1803 be-
came -the depository of the Sans-
crit for his countrym<3n, and in
1808 i« an "Essay on the Lan-
guage and Philosophy of the In-
dians/' summoned his countrymen
to its study.

In 1816, Francis Bopp entered
the field, in which he has since be-
come illustrious, with a work on
the Conjugation — Systems of the
Indo-European languages, -while
.between 1819 and 1837 Jacob
^timm published his magnificeat
Teutonic Grammar, conveying ^in
its investigations the whole field
of the Gothic languages from
Ulphilasdown to the present time.
These great scholars, each giving
•trength to the other, still continue
their labors with untiring energy.
3«8ides many other ^contributions

to Philology, and the illustration
of his native tongue, Grimm has
published a History of the German
and now, with his brother Willianx,
is engaged in the preparation of a
Dictionary of his native janguage.
This work, to a preparation fof
which he has devoted the labor of
his life, is based upon foundations
so broad and deep, that were he in
middle age, he could scarcely hope
to see the end.

With an enthusiasm like that of
youth, with a sagacity like that of
Newton, his career as a^scholar has
been one of continual triumphs.
But the one great work which lies
at the foundation of Comparative
Philology is Bopp's Comparative
Grammar, whose publication was
commenced in 1833, finished in
1849.

With vast learning, untiring re-
search, and wonderful penetration
he has analyzed the whole structure
of the Indo-European languages,
first in regard tu their phonetics,
secondly their roots and thirdly
their grammatical structure, separa-
ting words into their derivative
affixes and suffixes, their case ter-
minations and personal endings.
A new, enlarged edition, the ripe
product of half a-xsentury of labor,
is now going through the press en-
titled a ** Comparative Grammar of
the Sanscrit, Zend Armenian,
Latin, Greek, Lithuunian, Old
Sclavic, Gothic end German.''

Its publication marked an era in
the study of language. In Ger-
many it has worked a revolution
whose influence we have scarcelly
felt. Our Dictionaries and Gram-
mars were all substantially pre-
pared before its publication, and
therefore do not radiate the new
light.

-To these two great champions
has been added a long list of

1859.]

Comparative Philology*

scholars whose names even we
have not time to mention.

Among English scholars in this
^department there is but one name of
eminence^ Donaldson, and he so
bold a theorist as to be an unsafe
guide. With this brief and im-
perfect statement of the objects

and results of the new science I
must close. If acceptable to the
veaders of the Journal, I propose a
series of articles upon this subject
based, as far as my time will allow,
upon a study of its great masters.

Catawba College, N. C.

THE MEANING OF A FEW WORDS.

We aie often using words the
"full meaning of which we do not
understand. A word may have a
curious and interesting biography.

The ancients, in the curing of
diseases, depended very much up-
on external applications : and
some one has remarked that there
.is no case mentioned in the Bible
of a remedy administered inter-
nally. Olive oil was often employ-
ed ; as we see Jas. 6 : 14., "a-
nointing him (the sick person)
with oil in the name of the Lord."
Mark 6 : 13., ''and anointed with
oil many that were sick, and heal-
ed them." Compare Luke 10: 34.

Now we read often in the old
Testament, of Baal, or Bel, the
name of one of the chief deities
of the Phoenicians and Babylo-
nians, representing the Sun or the
planet Jupiter. This name is in-
corporated into many proper names;
as, Beelzebub, Hannibal, Hasdru-
bal &c. It meanS| god, king,
.lord &c. The Hebr3w word for
«oil,.fa.t,jointment, is shemen ; and
if we combine the two, we shall
have King-Oil, Lord-Oil ; o r
King of oil, &c., meaning sover-
eign remedy, panacea.

We have then the word Baal-
::shemen ; contracted, first, Balsa-

mum, then Balsam, then Balm ;
contracting the former word, and
dropping all but one letter of the
latter. And this not an oily but
a kind of liquid gum, of ihe con-
sistency of oil, and applied medic-
inally in the same way. Hence
the inquiry in Jer. 8 : 22. *<I«
there no halm in Oilead ; is there
no physician there?"

This was formerly produced in
Judea, and obtained by ineisiou
in the bark of the tree, in the
same way as a similar gum-resin
is obtained in Haywood county,
N. C, and called by the same name,
balsam.

The ancient balsam was '^so
dear that it sold for double it|i
weight in silver." The original
name has furnished us with a term
which in modern times, has a
great variety of applications, as
may be seen by oonswlting Web-
sters Quarto Dictionary at the
words, Balsam, Balm.

The names of wild animals were,
no doubt, originally, if not picto-
rial, descriptive of their forms,
habits, notes &o., which have fa-
ded away and are now annoticed..
How many persons, at this season
of the year, are engaged in de-
stroying, and often for more sport,

Norths Carolina Journal of Educaiion,

[January,

hat little rodent animal, the squir-
3I, who eaonot tell the reason of
hat name ; though they have seen
hat about it, fri»m which it takes
he name, a thousand iimes(.. *^lt
) derived from the circumstance
f the tail servin^g, as it were, to
hade the bodv/'
In Greek skia-oura, in Latin
jiurus, and then diminutive,
•iuriolus, a squirrel — an animal
\i uses its tail for an umbrella !
Nearly every one \& familiar with
le sound made in calling swine,
huk ! chuk ! But not every one
nows that this **is the original
ame of that animal which our
ncestors brought with them from
*ersia, where it is still in use.
)ur anc*»stors while in England,
adopted the Welsh word, hog;
>ut chuk, is retained in our pop-
dar name of woodchuk, that is,
cood hog'' See Webster's Dic-
tionary.

So the word Koh, used in call-
ing cows, is the Persian word for
cow. And Webster remarks ;
that ^'it is remarkable that our
farmers have retained the axact
pronunciation of this word from
the earliest ages." In Latin we
have ceva, which if the C is soun-
ded like K, and the v, like w,
will — Kew. Eut the regular Lat-
in word is vacca, which is our word
reversed^ caw. And when the
miik-maid wants the cow to stand
jstill to be milked, what does she
sayi* So i sol the same word all
over the country.

When a person wants to drive
fowl^ aWay from any place, he
^ays, shoo ! shoo I

Now this is a most ancient way
)f doing it ; for if we look at the

■ . ■ ^ of Gen. 15 : 11., we shall
rigina* 1,^^ ^gg^ ^jjg g^jjj^

ee that Abrau. ^ -> fowls away
'^ord whiju ha drove J^i4- '^en-
rom the sacrife, O^e co^

tator says that "^e puffed them
away ; i. e. by swelling his cheeks
with his breath and blowing at
them.'' Ainsworth renders it,
"huffed them away."

The form, and sound of the
word, shoo, is almost exactly the
same as the original Hebrew.

Music. — Let your daughters cul-
tivate music by all means. Every
wooian who has an apitude for mu-
sic or for singing, should bless God
for the gift, and cultivate it with
diligence ; not that she maj dazzle
strangers, or win applause from a
crowd, but that she may bring
gladness to her own fireside. The
influence of music in strengthening
the affections, is far from being
perceived by many of its admirers;
a sweet melody binds all hearts
together as it were, with a golden
chord 'y it makes the pulses beat in
unison, and the heart thrill with
with sympathy. But the music
of the Preside must be simple and
unpretending; it does not require
brilliancy of execution, but tender-
ness of feeling — a merry time for
the young — a subdued strain for
the aged, but none of the noisy
clap-trap which is popular in pub-
lic.

Tobacco, in excess, fouls the
breath, discolors the teeth, soils
the complexion, deranges the neives,
reduces vitality, impairs the sensi-
bility to beauty and to pleasure,
begets intemperance, promotes idle-
ness and degrades the man.

Be obeyed when thou command-
est, but command not often.

The teacher should be very spar-
ing of his voice.

1859.]

The Mdrks of a good NeigJiborhood,

THE MARKS OF A GOOD NEIGHBORHOOD.

BY PROF. OWKN.

What feelings and suggestions
are called up by this good old An-
glo-Saxon word ! Even the de-
rivation of its first syllable neigh,
from the adverb nigh or near, as-
sists us to comprehend its full im-
port of friendship, of piety, of
thrift, of household virtuos, in
short, for in ^nany important res-
pects, a neighborhood may be con-
sidered as a widening of the fam-
ily circle, whilst its opposite, •'^a
bad neighborhood,'' tells th^^w^hole
tale of the character of the peo-
ple, conveying the notio» of dis-
cord, poverty, crime and' misery,
in other words, to keep up the
comparison, all the evils in which
a divided family is involved. On
the other hand, a good neighibor-
hood exhibits, if not tbe* highest
civilization, the maximum of so-
cial happiness. Who does not
like to l&ve in a good neighbor-
hood I It protects property, pro-
tects character, protects children,
assists in teaching them by exam-
ple the ways of industry and mor-
ality. Tested by the Laws of Po-
litical Economy, living is found to
be cheaper in a good neighbor-
hood than a bad one. It requires
less to be expended on fences^ walls^
bolts and locks, less for guns,
nothing for bowieknives and re-
volvers, and but little on law suits.
Children are guarded, restrained
and educated more easily. ' Mo-
nopolies, forestalling of markets,
usurious interest, oppressing the
hireling in his wages, and taxes to
support the poor are almost un-
known. Peace., oonteutment and

plenty, shed their mingled delights
around. Here it is seen that
goodness is something positive—
an entity — ^vital^ having an inher-
ent power to produce happiness
and to ravltiply and diffuse itself^
whilst badness or wickness is trans-
itory, mortal, perishable. f

But what are the marks of a
good neigbborhood ? Some have
already been' mentioned. Some
others are- health, cheerfulness,
kiodness and similar and therefore
unofSenditt^j; manners. But none of
these are so potent as the School
HovsE. The poor man's college,
the- Nursery ot' Mind, "the chil-
dren's room/' the beacon light, the
light-house of the Soul, sending
its rays far into the domains of ig-
norance, lighting up its darkened
chambers, and showing all who are
in that black sea of dangers, phan-
toms and superstitious terrors, how
to emerge into a region irradiated
with the lamp of knowledge. But
what are their advantages more in
detail ? manifold. A neighbor-
hood cannot be properly cemented
and harmonized, until it has some
object of common interest, affec-
tion, expense and benefit. It is
well that men should meet togeth-
er for such objects, and when ac-
complished, they feel stronger and
closer attachments. Thus a com-
munity of interests, a neighbor-
hood spirit — a distinctive charac-
ter is established. These neigh-
borhood school houses may be used
for the same purposes as Farm
Halls, and every community in
planning and building them, should

North' Carolina Journal of EduoatCon..

[Januaiy^

bear in miDd that many emergen-
cies may arise in which it may be
of vital importance that they should
meet in a collective capacity. How
much better it is to meet in a cen-
tral house, than at a muster ground
or a groggery ? They may also be
used as a place of worship, and
temporary hospitals in cases of ma-
lignant and contagious diseases.
I have reserved the consideration
of the most important arguments
iif favor of the erection of school
houses in all neighborhoods, i. e.,
tbak children need them. How much
blotter it is that the children of
every District go to a neat and
suitable buildiog for school pur-
poses, in a central situation, than
to a Teacher who boards one month
at farmer A's, anether at B's, then
another at C's, ov to board out, or
go two or three miles to the edge
i>f the District, to seme old baro,
whose only consecration to school
purposes, is that the owl, the sa-
cred bird of Minerva, the goddess
of wisdom, has been expelled from
it ? It is always a risk for chil-
dren to have far to walk to school.
The fatigue sometimes disgusts
them with learning, they lose time
by loitering on the way, and are in
danger of contracting idle and im-
moral habits. But the education
of the heart as well as that of the
bead, is promoted by the pesses-
sion of a good neighborhood school
bouse. In this wide spread and
tempting country of ours, with
distant prospects to allure and pre-
sent ones to disp'ease and disgust,
too many young people^ are temp-
ted to forsake the old homestead,
the dear domestic hear^ and al-
tar, the graves of their sires, to
" go farther and fare worse.''
Therefore any thing that will help
to call home their wandering af-
fections — to educate the sentimen-

tal and the imaginative, and even
to a limited extent the romantic-
tendencies of their natures, wilP
have a preservative, conservative
and even anti-roving effect. Any
thing that will contribute to in-
spire a feeling of local attachment
— a Genius Loci, a spirit of hal-
lowed association, will be auxilliary.
to the efforts of parents and teach-
ers, to make children love their
homes, their neighbors and their
native place. This effect, sehool
houses will have. Some of the
finest and most touching pages, of
English Literature, have been
written by men returning to the
place of their birth, after their
long wanderings, about juvenile
play-grouods, and old school hous-
es with their rock-springs or wells,
with their moss-covered buckets.
The old a b c school house, the
cradle of the mind, at least where
it first awakes to a consciousness of
its powers and its respoDsibility of
improving them, is hardly less
dear than the mother's cradle.

where its infant body was rocked.
Then, if, as the great Brougham
says,the Schoolmaster is abroad, let
the school house be abroad too. Ye
sinewy farmer, fathers, with am-
ple means, and frame barns which
cost more than the school houses
for which I am pleading, build
for the poor pedagogue and his
motley but hopeful retinue, a com-
fortable school house. Let it crown
a gently rising eminence, with an
ample play ground in front, forest
trees to catch the first breezes ot
Heaven and convey them to the
fevered brows of the studying
children in summer. Let a stream
of pure water, gush from its base.
Let shady coverts invite singing
birds, and afford a shelter from
noon day heats. Let all improper
sights and sounds be banished. To

1859.]

Marks of a good Neighhorhood,

protect the dear children from fire,
let it be as nearly fire -proof as pos-
sible — ^bricky if practicable. Let
k be an oblong square^ with a
chimney at one end, with the
Teacher's throne one side, elevated
perhaps a few inches above the
floor — an entry, or water shed cut
off from the parallelogram to receive
boinnets, baskets muddy shoes
&c. Let the seats be made of
Wales' or similar patent chairs,
firmly screwed to the flooi, or hack-
less benches, face towards either
wall, and then along the aisle be-
tween the two ranges of seats, the
pedagogue m&y stalk, like a review-
ing officer along the files of sol-
diers on parade; I say backless^
benches, because if benches are
used it will sometimes be a relief
for the children to be allowed to
turn their backs to the wall and
face inwards, resting their wearied
backs against the front edge of
their desks, which should be be-
tween the seats or benches, and
the wall. This arrangement has
other advantages, first, the chil-
dren when turned towards the wall
and of course from each other,
have no temptation nor opportuni-
ty to wink and make signs to each
other. Second, they will be in
the situation of a horse with a
blind bridle on, — kept in the path
of duty, by a constant apprehen-
sion of a dorsal application of lash,
or strap, from the driver or the
pedagogue, who guides the reins of
the fiery steed, or those of more
fiery minds. Let there be an am-
]^le black board in front, or- on the
Kde of the teacher — globes upoih
a centre table — a planetarium
pendent from the floor overhead' —
the walls covered with^gay cobrf d,
but innocent and thought-causing
prints and paintings. A horse-
block and a rack in the yard, com-

plete the furnishing of the Sover-
eign People's Free School House.
Build such a house as this and
your children will love you better
— ^be better, happier, healthier ani
more useful men and women, they
will delight to keep clean and
adorn such a one. They will dec-
orate it with wreaths of evergreens
and flowers on holidays and at ex-
hibitions. Thus it will be an at-
tractive object — a little rural Com-
mon Hall for neighborhood re^
unions. It will invite old men
and matrons, young men and mai-
dens^ to a pleasant and innocent
sabbath evening walk. Learning
will be magnified and made hon-
orable in the eyes of the young,
and the old school house will be
second in theiE affections only to
the old homestead and the old
graveyards

JBttlsborottghy iV. 0.

Be Cheerful. — Is it not true
that teachers are, often, too stern
and pveoise in their movements ?
Som& one has said of a teacher,
that he wore a countenace which
seemed to say, like the Old Far-
mers" Almanac, ** Look out for a-
storm about this time," and with-
move certainty that the prognostic
cated storm would come, than at-
tends the prediction of the Alma-
nac. Now, if teachers would have-
beppy and pleasant schools, they
must be cheerful, ready to smile at-
any time themselves, and not un-
willing to provoke laughter in their-
pupils.

Gentleness and cheerfulness foro^
a sort of sweet atmosphere^ which>
enters into a child's, soul, like the-
sunbeam into a rose-bud; — slowJy,
but surely, expandiog it into beauty
and vigor.

North' Carolina Journal of Education,

[Januar

LORD BACON'S PHILOSOPHY.

ITS INFLUENCE UPON EDUCATION.

[We give below a few extracts

from an article on this subject, in

tbe December Number of The

American Journal of Uducaton^

translated from the German of Von

Baumer. Tbese will be followed

by other extracts, from the same
article, having a. more direct and

practical reference to education.

— Res. Ed,']

In order to judge Bacon aright,
we must first cast a glance at the
intellectual character, not only of
the ^ge in which he lived, but of
the centuries just preceding.

We have seen that, in those
centuries, supreme homage was
paid to the word alone in all books,
in disputations and declamations,
and that thinking men displayed
neither sense nor feeling for any
thing but language, deriving from
this, and basing upon this, all their
knowledge. Every avenue of na-
ture, to a direct and indpendent
investigation of the external world,
was closed. That gifted raonk,
Roger Bacon, a most worthy prede-
cessor of Lord Bacon, was, in the
middle ages, regarded as a magi-
cian I and, as a magician, suffered
persecution, because he was not
tsontent to view nature through the
•eyes of Aristotle, choosing rather
1;o go himself to the fountain-head
and converse with her, face to face.
He n>aintained that men ought not
<to be satisfied with traditional and
accepted knowledge. Eeason and
experience were the two sources ot
science ; but experience alone was
the parent of a well-grounded cer-

tainty, and this true empiricism
had hitherto been wholly neglec-
ted by most scholars. That Roger
Bacon did not speak of experimen-
tal knowledge, as a blind mar
would discourse of colors, is provec
by some remarkable expressions of
bis, anticipatory and unambiguous
upon spectacles, telescopes, an«
gun-powder. But Roger 8too(
alone in that age of the World
like a solitary preacher in the des
ert ; and hence it was that he wa
regarded with wonder, as a magi-
cian, and persecuted.

Bat that which showed in Roge
Bacon as mere anticipation, anc
obscure prophecy, appeared, afte
the lapse of three hundred years
full-formed and clear in Franci;
Bacon. Even as Luther came
forth to strip off the thick veil ol
human traditions, that had been
woven over the revelation of God
in the Holy Scriptures, distorting
its features, concealiogit, and even
burying it in oblivion, for multi-
tudes of his fellow men, so did Ba-
con make war upon the traditions
and postulates of men, which had
quite darkened over the revelation
oP God, in the material world. —
He wished men no longer to put
their faith ia arbitrary and fanci-
ful glosses upon this revelation,
but to go themselves directly to
its living record.

He saw, moreover, that the
more sagacious intellects of his
time were wholly divorced from na-
ture, and wedded to books alone ;
their energies all expended upon
words, and belittled by the endless
hairsplitting subtleties of logic. —
He perceived that the physical

1859,]

Lwrd Bacon* 9 PkUo^opky,

.'•phik»bpby oait^nt among his ooti-
temporaries, was gathered from

' Aristotle, or his disciples; and that

- it DO where rested upon the solid
basis of natare. Men read in
books what aathors said oonoern-
ing stones^ plants, animals, and
tile like ; bat to itispect these
stones, plants, and animals, with

• their own eyes, was far enough
from their thoughts. And henoe

. were thej compelled to defer to the
authority of these authors, wheth-
er they would or no, because they
cherished not the remotest idea of
subjectiDg these duseriptions and
recitals to the test of actual expe-
riment. Consider, too, that such
test was the more needed, sinoe
these very aathors had, mostly
themselves, received their informa-
tion eveu from third or fourth
hands. We are amazed when we
read the farrago of incredible and
impossible stories, in which the
books <»f uaturai history, especially
those of the middle agei», abounded;
when we contemplate, for example,
4he monsters to which we are in-
troduced in the zoologies of this
period, or the marvelous virtues
which were foolishly claimed for
various stones, &o. And even if
these books, thus treating of na-
ture, did contain many things that
were true, yet it was manifest,
that progress in natural science
was not to be hoped for, so long as
men remained satisfied with their
teachings. And how, I ask, could
men have been otherwise than sat-
isfied, when they appeared not
^ven to realize the existence of na-
ture^ the mighty fountain-head of
all authorities.

Now, from this unworthy and
slavish homage and deference ta
authors, authors too, mostly, with»
no title to confidence, Baoon puf^
posed to recall men, by inviting.

them to a direct oommunion with
the creation around them, and by
pointing them to those e t e r a a 1
truths, whose obligation they were
bound humbly to acknowledge, and
yet whose claims would never tar-
nish their honor.

For an implicit obedience to na-
ture is attended with a double
reward, viz., an understanding
of her processes and dominion over
her. "Forsooth," he says, "wa
suffer the penalty of our first par-
ents' sin, and yet follow in their
footsteps. They desired to be like
Grod, and we, their posterity, would
be so in a higher degree. For we
create worlds, direct and control
nature, and, in short, square all
things by the measure of our own
folly, not by the plummet of di-
vine wisdom, nor as we find them
in reality. I know not whether,
for this result, we are forced to do
violence to natare or to our own
iDtelligence the most; bat it nev-
ertheless remains true, that we
stamp the seal of our own image*
upon the creatures and the works
of God, instead of carefully search-*^
ing for, and acknowledging,, the
seal of the Creator, manifest in,
them. Therefore have we lost, the
second time, and that deservedly,,
our empire over the creature ; yea,
when, after and notwithstanding,
the fall, there was left to us. some
title to dominioa over the unwil-
ling creatures, so. that they coul4
be subjected and. oon trolled, even
this we havo lost, in. great part,
through our pride, in that we have
desired> ta.be like Gsod, and4o< fol*
low the dictates of our own reasou
aJone. N^w then, if there be aiyi'
SMimility, in, the presence of tha
Creator.^ if tjiaae be any revereooa
for^ and) exaltation of, his handi-
work, if there be any charity to-
ward mQO^ any desire to relieve tl|a

J^orfh-CctroHnd JcvmaT of ESncaHtm.

[JtaUAtyi

— ^

^'^• '•

woes and sfferings of bumanitj,
vaj lore for the light of truth, any
hatred toward the daikness of er-
ror, — I would beseeoh men, again
and again, to dismifia altogether,
or at least for a moment to put
away, their absurd and iotractaUe
theories, which give to assumptions
the dignity of hypotheses, dispense
with experiment, and turn them
away from the works of Ood. —
Then let them with teachable
spirit approach the great volume
of the creation, patienly decipher
its secret characters, and converse
with its lofty truths; so shall they
leave behind the delusive echoes
of prejudice, and dwell within the
perpetual outgoings of divine wis-
dom. This is that speech, and
language, whose lines have gone
out into all the earth ; and no con-
fusion of tongues has ever befallen
it. This language we should all
strive to understand ; first coode-
seending, like little children, to
master its alphabet." ''Our con-
cern is not," he says in another
place, ''with the inward delights
of contemplation alone, but with
mil human affairs and fortunes, yea,
with the whole range of man's ac-
tivity. For man the servant and
interpreter of nature, obtains an
intelligent dominion over her, only
in so far as he learns her goings
on by experiment or observation ;
more than this, he neither knows,
nor can he do. For his utmost
power is inadequate to loosen or to
break the established sequence of
causes; nor is it possible for him
to subjugate nature, except as he
submits to her bidding. Hence,
the twin desires of man for knowl-
edge, and for power, coincide in
one ; and therefore the ill^uccess
of his operations springs mainly
from his ignorance of their essen-
tial causes."

" This, thcn/^ he continues, "is
the substance of the whole matter^
that we should fix the eyes of <mr
mind upon things themselves, and
thereby fortn a true conception of
them. And may God keep us from
the great folly of counting the
visions of our own fancy for the
types of his creation ; nay, rather
may he grant a« the privilege of
tracing the revelation and true
vision of that seal and impress
which he himself has stamped up*
on his creatures." In another
place Bacon entreats men '< for m
little space to abjure all traditional
and inherited views and notions,
and to come as new-born childreUi
with open and unworn sense, to
the observation of nature. For it
is no lees true in this human king*
dom of knowledge than in God's
kingdom of heaven, that no man
shall enter into it except he become
first as a little child !"

Man must put himself again in
direct, close, and personal contact
with nature, and no longer trust
to the confused, uncertain, and ar-
bitrary accounts and descriptions
of her historians and would-be in-
terpreters. From a clear and cor-
rect observation and perception of
objects, their qualities, powers, etc
the investigator must proceed, step
by i»tep, till he arrives at axioms,
and at that degree of insight, that
will enable him to interpret the
laws, and analyze the processes of
nature. To this end, Bacon pr<tf-
fers to us his new method, vie.,
the method of induction. With
the aid of this method, we attain
to an insight into the connection
and mutual relation of the laws of
matter, and thus, according to him^
we are enabled, through this knowl-
edge, to make nature subservieot
to our will.

(To be Continued.) .

im.}

Xedvre on the JSngKA Langnagi.

A LECTURE ON THE ENGLISH LANGUAGE,

7to Bittory'^^lU excmencte$ and defecU*^lt$ curionties and coUoquM
ahugei^-And its future destiny. Delivered at Newhemej iv. C|
Jfoy, 1854. By Rev. William Hoopsr.

Hat saying of Hobbe8| one of
the greatest metaphysicians of Eng-
land : " That words are the coun-
ters of "wise men, but the money of
fools/' has been often quoted, and
is mucb celebrated for its wisdom.
It is indeed true, and deserving of
fame, in a certain sense. For we
do find that the weaker in mind
people are, the more easily they are
deceived by handsome language,
and thus often admire and praise
speeches and arguments which
nave very little force in them,
while wiser and more judicious
heads see through this gaudy but
flimsy disguise, and pronounce
these lauded effusions to be mere-
ly " soutrd and fury signifying do-
thing:.'' And it must be admitted
that many compositions which de-
Hghied us in our youth, sink in
our estimation as we gi*ow older,
for this very reason : that as judg-
ment and good sense assume the
ascendancy over ignorance and
fals^ taste, we care more for sound
thought and severe truth than for
an ornamental dress. But notwith-
standing this, he would be a shal-
low philosopher who should deny
the importance of language because
It is often made the instrument of
passing off nonsense for sense, and
captivating thousands by melodious
'sounds and rhetorical decorations.
That is the very reason why the
wise should pay attention to lan-
guage : to prevent folly and sophis-
try from the monopoly of so pow-
enul ail auxiliary. For it is un-
'deniable that it is the nature of

man to be mach affected by the
arts of speech — to "be moved with
the concord of sweet sounds"*— to
be much alive to the beauties of
composition, to the embellishments
of fancy, to striking, picturesque
illustrations of moral truth, drawn
from natural objects around ug.
And it is the part of wisdom there*
fore, to watch, to seize upon, and
use efficaciously, whatever is found
to operate powerfully on the human
mind. For the power of language
may be employed just as success-
fully to make truth attractive and
victorious as to palm off error and
conceal folly. So in architecture ;
a man might be foolish enough to
adorn the facade of a wooden Iraild-
ing with a costly display of statues
and alto-relievos, cut out of the
perishable wood. This would not
prevent such costly and elaborate
figures from beingvery appropriate
ornaments of an edifice of solid
stone. And there is no stronger
evidence of the importance of cul-
tivating style than the fact, that a
large number of English writers
of the 17th century are now scarce-
ly known, and are read by very few,
because their style is hom3ly, and
their sentences ill-constructed ;
tho' they contain mines of precious
thought and valuable sentiment.
To single out but one instance from
a thousand : Sir Harry Vane, who
made such a figure in the times of
Cromwell ; not one of us, perhaps,
ever saw or read a line he wrote.
Many of us never heard that he
wrote at all ; and yet it is said by

North- Carolina, J6ttrn(d of. li^ueatton.

[JftDlffJJ,

ibe best judges tbai bis writings
display an astonishing degree of
acuteness and mental power ; and
that great man, Sir James Mcin-
tosh, places him almost on a level
with Lord Bacon. Yet, all this
rich magazine of thought is buried
tinder an uncouth phraseology —
known only to antiquaries. All of
you, who have read Washington
Irvmg's amusing account of the art
of book-making as he saw it in the
British museum, well know that
much of what is now current and
fashionable literature, is nothing
but the solid masses of these old
sages, ground down, and sharpen-
ed, and polished to suit the modern
taste. So much by way of intro-
duction to the subject of language
generally * and by way of apology
for inviting you to study the genius
and characteristics and powers of
Tdur own vernacular tongue, that
you may learn to use it with more
intelligence and precision, and to
wieM it with skill and success in
the cause of truth and virtue.

HISTORY.

The English language you know
is built upon the foundation of the
Anglo-Saxon, upon which, after
the Norman conquest, was reared
the large superstructure ofthe Nor-
man French. These two compose
the main body of our words. Bri-
•tain Was originally peopled by col-
onies from Gaul, who spoke the
Celtic lansruage. But when the
iSaxons invaded England, about
the middle of the fifth century, the
original Celts (or Kelts as it has
become fashionable to spell and
pronounce it) were either
destroyed or driven by the invad-
lew into the mountains of Wales ;
and we find the ancient British lan-
gtiage still a living tongue in the
moatlis of the Welsh, the High-

landers of Scotland, and the native
Catholic Irish. I have compared
the translations of the Bible in
those several languages, and beeda
struck with the similitude and al-
most identitv of two of them. But
besides the two great parent stocka
of our lan&ruage, the Saxon and
Norman French, as soon as the re-
vival of letters and commerce
brought on a frequent intercourse
of Britain with the other nations
of Europe, rapid additions were
made to her vocabulary from the
learned tongues of Greece and
Rome, as well as from the modern
languages. And by these various
contributions from the literary
wealth of all the world, our Eng- .
lish Dictionary now sums up the
amount of 38,000 words, enough
in all conscience to satisfy the de-
mands of sober folk ; though some-
times an exquisite or a belle will
complain grievously of the insuffi-
ciency of our vocabulary, exclaim-
ing : " I want words to express my
admiration, my delight, my indig-
nation, my sooru and contempt, my
horror/' &c.

It is easy for a scholar to trace'
our present words to their pareni
source. Almost all our short wordk
and monosyllables are Saxon.. So'
are those with harsh combinations
of consonants. This is what we
would expect. Barbaric nations
won't take the trouble to form or
use long words for the common oc-
casions of life. The various lan-
guages of which ours is composed^
have given our language, in sonM
measure, the excellencies of them
all. We combine the strength qf
the Northern Dialects with the soft
voluptuous sounds of the South qt
Europe. It is true our lai^
guage retains much of the barriih
ness of its-Teutonic origin^ bujb tu^
near so much as it would poase^

i«5§:}

Lecture an the HkiglUh Language,

had it been tnore coy and jealous
of these foreign admixtures. Let
me detain you then, a moment; on
the sound of our language.

SOUND OF THE 3BNGI.ISH LAN-
QUAGB.

The euphony or agreeable sound
of a ]anc>uage depends on the judi-
cious ioter mixture of vowels and
consonants. If the consonants pre-
dominate, it makes a language harsh
and diffictlt of utterance; if the
vowels superabound, it degenerates
into languid eifeminacy and uncon-
nected laxity. If you compare the
tongues of Northern with those of
Southern Europe, and still more
with those of the South-Sea Islands,
vou will he struck with these char-
acteristic peculiarities. The very
looks of a Eussian or Polish word
is enough to make even ns ruJe-
mouthed Saxons shrug our shoul-
ders, and the utterance of it would
cause, I should think, the musical
Italian to stop his ears, lest it should
crack the tympanum. Even the
boasted German tongue, rich as it
is in literature and philosophy, is
as formidable to our ears as its
strange looking type is trying to our
eyes, But we must confess that
we have little to brag of, in melody,
over our German ancestors. We
have got rid to be sure of the gut-
teral sounds which render the pro-
nanication of that tongue so grat-
ing and cacophonous to our organs;
but there are still barsh syllables
enough to remind us of our Gothic
origin. Take, for instance, a verse
in one of the JPsalms, in our cona-
mon version : <^ In the day when I
eried, thou answeredst me, and
strength enedst me with strength in
my soul." It would he difficult to
find a word more torturipg to mouth
m ear than that 2d person singular
of the past tense of our verb streng-

then. We have all heard of words
that are ChWed jatC'Crackers, and if
any jaw ever suffered fracture, or
teeth were ever loosened in enunica^
ting harsh sounds, surely it must
have been in the passage of such
words through the organs of speech.
Indeed that same 2d person of our
verbs in general, is so unmusical,
and so intractable to the Poets that
they are obliged to mutilate it of
its last letters. For example, even
Pop»j, that great master of melodi-
ous versification (if there ever was
one) — see what a scrape he got into
when he attempted to bring under
the laws of his art, one of those
monasters of our language the 2d
person singular of the verb, touch.

Oh thou my voice inspire

Who touched Isaiah's hallowed lips with
fire,'*

Now to get out, unharmed by
teeth or lips, the word touched^ in
one syllable, was no small achieve-
ment ; but to send it forth with all
its skirts sticking to it toucJiedst was
beyond the reach of art, and there-
fore the unfortunate word lost its
tail in its passage. He might, to
be sure, have let the word retain
its extremities, had he been at lib-
erty to say touch'cdst, in two sylla-
bles, but the misery was, his verse
required a monosyllable, and, gen-
tlemen and ladies, if any of you will
utter those four consonants cJi^dst
together, without the interposition
of a vowel, your jaws are safe from
ever being cracked by any word
that has come down from the tower
of Babel, or from being hurt even
by the forceps of the dentist. And
yet this is a difficulty which lien
perpetually in the way of our poets;
as long as the pronoun thou is usea
in addresses to the Deity, and apos-
trophes and elevated strains of
cojD^positioni the corresnpndiog .2d
penoQ of the verb will be reqoiredf

Hbrth- Carolina Joumctl of EduccUton,

[JmmtLTjf

Poor Pollok! ia bis ''Course of
Titne/' did not pretend to struggle
with the difficulty, but has every-
where out off the 8t from the 2d
person of his verbs, and sacrificed
his grammar to his melody. Bat
this harshness of our language fits
it admirably for the purposes of
awful rebuke, fieioe vituperation,
indignant menace, and terrible de-
Dunication ; as well b^ for expres-
sive imitation of all the loud, bios-
tering, roaring, crashing, whistling,
shattering, rustling, hissing sounds
of natural objects. Certainly if old
Homer had had our language at
command, he would have put all
Juno's scoldings of Jupiter in good
Anglo-Saxony and we, of the pres-
ent age, know with what beautiful
success Mrs. Caudle has employed
it in her " Curtain Lectures.'' " A
word to the wise," &c. Pope, so
dexterous an artist in adapting
icords to express the sounds of
things, has applied the resources of
his mother tongue in both ways: to
convey ideas of smoothness and sojt-
ness&a well as of rotighness and
itormtness. It is easy to see that
he has succeeded better in the harsh
than in the soft. Judge for your-
aelves :

** Soft is the strain when Zephyr gen.
tly bloirs,

And th3 smooth stream in smoother
numbers flows ;

But when loud surges lash the sound-
ing shore,

when he wishes to imitate rough-
sounding objects or to express la-
borious effort. But perhaps my
youthful hearers will think our lan-
guage snffioientlj soft and melli*
fiaous in the plastic hands of the
same marvellous artist when, at th«
8o/t age of 16, he wrote his pastolrafai
and thus describes the so^ charms
of Delia :

'* 00, gentle gales, and bear my sighs

I away,
To Delia's ear the tender notes convey;
As some soft turtle his lest love de»

plores.
And with deep murmurs fills the soond-

iug shores ;
Thus far from Delia to the winds I

mourn.
Alike unheard, onpitied, and forlorn !
Qo, gentle gales, and bear my sighs »•

way—
* » * * — where'er my Delia flies,
Let spring attend and sudden flowers

arise !
Let opening roses knotted oaks adorn,
And liquid amber drop from every

thorn." .,

But doubtless the WMist feature
in our language, as regards its
sound, and what detracts most from
its euphony in the ears of foreign-
ers, is the perpetual recurrence of
the sibilant sound of s not only when
that one letter occurs, but wheu
the same sound is given in soft c
and in sh, ch, &c. — so that the Eng-
lish has got the name with the con-
tinentals of the hissing language.
I hope this does not imply that we
are the descendants of the dragooi

WhenAjaz strives some rock's

vast
weight to throw.
The /tne, too, labors, and the words
move slow.*'

The reader will perceive how eas-
ily the poet can muster together
hosts of loud sounding vowels, and
a bristling phalanx of harsh conso-
nants, to stun your ears and to re-

in old times, and produced a crop
of men ! To let your ears judge of
this hissing character of our spoken
tongue, you have only to repeat
over some of the verses 1 have quo-
ted, and notice how often the sibi-
lant susurration recurs.

Again : among the defects of our
language, so far as regards its sounds

Uxd and impede the ntteranee^ I may be mentioned the want of ec-

1869.]

Lectwre on ikd E^gUih Language.

fhfmie linki, or artifiees to softea
the jaaoUoo of words. Now the
Freooh ezeel us far ia this ; for
ihej proTttBt hiiUus ooastantlj, by
aomidiiig their mute oonflonaiits at
the end of words whea the next
word begins with a vowel souod,
wnd sometimes by even ioserting a
eonsonant t^sy at Uy &0' — and a-
gain by softeoing the soaad of their
$ ioto 2 between vowels ; as champs
Elyteesy &c. Contrivaooes like
these may be compared to the oil
in wheels, to pieveot friotioo. Oar
Umgnage, however, is not altogeth-
er destitute of contrivaDces for
sweeteaing sound, by little soft let-
ters interjected between the main
syllables. There is a delicate beau-
ty of this kind of which our poets
avail themselves — a beauty felt by
our ears, but perhaps few of us
have attended to the art and taste
which have directed the poet to the
use of one word rather than anoth-
er. Thus Gray, a poet, remarka-
bly studious of euplu>Dy :

'*Eall many a gem of purest rajr se-
rene,

Full many a flower is bom to blush
uiiseea;"
£h> Milton^ a still mightier master of
musio;

•*0'er many a froien, many a fiery
Alp."

Id each c€ these lines, the last
syllable of many is over and above
the oomplement of the measure ;
but that letter \ y slides so grase-
fully into the next word, and so
easily coalesces with it, that the ear
is rather pleased than offended with
die supernumerary syllable. I will

3 note another example of this melo-
ious nicety from Pope's descrip-
ti(« of a lady's toilet :

Fr9m eacb she nicely culls with curi-
ous toil,
AAd deeks the goddess with theglittsr^

Notice those beautiful words ctitU
ous, glittering f and observe how the
voice slides over the middle sylla-
ble. Take that away, and the Hue
is as legitimate as ever, but the ear
has been cheated of some portion of
melody.

TO BE CONTINUED.

ARABIC NOTATION IN MENTAL
ARITHMETIC.

In all written or practical arith-
metics the Arabic notation is intro-
duced and used with the first les-
sons, because the numbers are so
large that the operations would be-
come exceedingly difficult, if
pupils were confined to the Ene-
ush printed or written words which
name the numbers.

But in mental or intellectual
arithmetics there is a diversity of
practice, and, of course, a diifer-
ence of opinion amon^ our mosi
popular authors. Colbum, the
celebrated pioneer in this class of
works, first uses the figures from
1 to 10 on the fiftieth page, after
going through with the simple
rules and an introduction to frac-
tions. He also explains the Ara-
bic notation of the numbers from
10 to 100 on the sixty-ninth and
seventieth pages; and, with re-
markable coincidence, Adams,
Perkins, and Thomson do the same
at precisely the same place.

On the contrary, Davies, in his
New Primary, Greenleaf, Robin-
son, Stoddard, Emerson, &c., in-
troduce the pupil immediately to
the language and practice of the
Arabic notation.

Colburn says " figures are not
used in the first part of the book,
because the pupil would not un-
derstand them so well as he will

Jforth- Carolina Journal of EducaHon^

[Januaty^

the words," and this is probably
the idea of other authors.

But it should be remembered
that teachers of the simplest read-
ing lessons find it necessary to
teach their pupils the Aiabic no-
tation that numbers the pages of
their books, and^ therefore, the
arithmetical language of so small
numbers is generally learned be-
fore they are introduced to even
the simplest primary arithmetic.
Again, all the numbers below ten,
and all units in larger pumbers
are presented to the eye by the
Arabic notation with a single
<jharacter -, but the shortest of the
words has three, and the longest
five letters. The tens figures, us-
ing only one figure, require from
four to seven letters each. If,
therefore, a child cannot under-
stand the figures 8, IC, 98, as well
as the English words ciV;/*^, sixteen,
ninety- eighty when they are read
alike, and are only two forms of
expressing the same things, it
must be that a brief, simple mode
of spelling only befogs the juvenile
intellect, and that silent, unneces-
sary letters are aids that cannot
be dispensed with in primary in-
struction . Figures are more easi ly
read than words ; they are more
rapidly written upon the black-
board or slate ; they give a con-
densed and expressive view of
operations ; they are great im-
provements upon all previous
modes of expressing even small
numbers; and the pupil may,
without any hinderance, delay, or
injury, be introduced to his arith-
meticsil alphabet of ten Arabic
characters or letters as his first
lesson in the science of numbers.
If there are any good and suffi-
cient reasons why these characters
ghould be deferred to the advanced
portionfi of mental arithmetic, we

have yet to learn what they are.— •
Maih, Monthly',

THE SCHOOL-HOUSE.

We commend to all who feel an
interest in our schools, and especial-
ly to school officers, the following
remarks on the influence of the
school-house upon the character of
the school. They are taken from
an address delivered at the dedi-
cation of a new School-house, in
N. H. ; but the important and
valuable lesson, which they teach,
is equally applicable to the schools
of N. C. Res. Ed.

The school-house I look upon
as one of the institutions of educj^-
tion. It is itself a teacher ; its
silent lessons are constantly instill-
ed into the mind and heart of eve-
ry pupil. We are little aware
how much we all owe to this kind
of instruction. David understood
it : " The heavens declare the glo*
ry of God ; and the firmament
showeth his handiwork. Day un-
to day uttereth speech and night
unto night showeth knowledge-
They have no speech nor lan-
guage : yet their music hath gone
out into all the earth, and their
eloquence to the end of the
world."

We are educated by all we see,
and by all we hear. The lessons
of nature and of art are inculcated
every where. We never look,
with delight and wonder, up that
quiet valley of the White River,
while the sun repeats his daily
miracle of beauty upon those greeit
fields and wooded heights and tke
sky above them ; we never stand
on yonder bridge, and follow with

1869:]

The SchootSouse.

« clxionned eye the Connecticut;
encircling the meadows below us,
with its cabn, clear, thoughtful
waters, and losing itself in the
circling hills that rise terrace
over terrace to the foot of Ascut-
ney, which terminates and crowns
our southern prospect; we never
gaze at a statue, or a picture, or
contemplate a garden beautifully
cultivated, or a well proportioned
and finished edifice, or a well built
and well furnished house, and re-
main ourselves precisely what we
were before. The spirit of the
place, the language of the work of
art, has taught us something, has
given a new touch to our charac-
ter, has graven another line on
the moral image which time and
the teachings of life are working
out of the native material of our
own souls.

The school-house is a teacher.
Our old one taught ; it stood in
the dust of the road-side ; batter-
ed without, and shattered within ;
written over and cut up ; cold in
winter, and hot in summer ; never
sweet and never clean. A boy
could not be well behaved in it.
He felt an irresistible impulse to
kick it, and rack it, and ciit it,
and spit in it, and write vulgar
things on it, and make a noise in
it. The genius of the place seem-
ed to possess him ; the spirit of
disorder and rudeness and vulgar-
ity.

How different will be the effect
of the new house } standing back
from the road; with an ample
lawn in front, neatly enclosed ;
its exterior handsome, bright and
new; furnished with blinds for
the windows; and shaded with
trees ; and its interior; convenient,
well painted and elegantly furnish-
ed.

Why; as the boy crosses the

yard; upon a dry gravel walk, and
comes to the door, the very steps .
and scraper seem to say to him, —
not, indeed, ^ Put off thy shoes,
for the ground whereon thou
standest is holy ground " — ^but,
certainly, "Stop, my lad, clean
yonr feet before you go in there."
And in the entry, a peg to hang
his cap on, and a nice shMf to lay
his folded coat on, of themselves;
lead him unconsciously to run his
fingers over his hair and smooth
his waistcoat before he enters the
inner door. And when inside, the
clean fioor, the straight, polished
stove-pipe, the pure, painted walls
the elegant desks and chairs updn
their iron standards, the master's
finished table, and the master .
himself, with hair nicely combed,
and coat carefully brushed, and
boots lately polished, all fresh and
polite and gentle and dignified —
it is not possible for a boy to be
rude and coarse and noisy and ill-
tempered here. He involuntarily
speaks in a softer voice, and
moves with more care. The gen-
ius of the new house will insensi-
bly possess him, the spirit of or-
der, of propriety; of decency, of
manliness, ot goodness. Govern-
ment here will be easier ; study '
will be pleasanter ; education mor^
efl&cient. The gchool-house will
unite with the master to make a
good school.

The influence of the school-
house does not end with our
schooldays. It follows us intb
life ; while we remember anything,
we never forget the place where
we first went to school — the play-
ground of our childhood, the
sports, the jests, the loveS; the
nvalries; the friendships, the con-
tests, the companions, the maimers
the lesftonS; the counsels; of our
school-days. At the remembranbt

NorA-Oaroiina Journal of Education.

[Jattqarjr,

«f the plaoe wlut piotures rise to I straoce, I will saj to voa, I am
our view and are risalised again; not jesting, bat dealing m realities,
kow ^^our innooent, sweet, simple | You had a father; yon have felt

years '' come back I And how
different the influences of these
touching memories; how much
their character depends upon the
house, the scene with which they
are all associated, and which
throws its own gloomy or cheerful
0(dors oyer them! How happy
for us to be able to begin life in a
green spot, — ^to take our first les-
■oos in a loyely place, — ^to have
•or early recollections all bright
and fiagrant, — to start upon the
voyage of life from a flowery nook
of a beautiful shore !

^ This fond attachment to the well-
known plaoe

Whence first we started into life's long
race,

Maintains its hold with such unfailing
sway.

We feel it even in age, and at our latest
day.'»

Tira TEACH£E— AS TO HIS CALL-
ING.

Mr. Editor ;— I mean at once
to tell you, that the Teacher's
eaifing is one of the highest this
side of Heaven. I wiU permit
none to take position above him in
digpity and extended usefulness,
save one. He may take one step
UghttTi so long as he walks worthy
of .his oallbg as an ambassador
from the Court of Heaven, but if
1m soil his robes by affiliations that
bespeak he is not obedient to the
hiis of his rightful Sovereign, his
eiedeiitialB can no longer secure
him rank and position above the
henvtitt appointed Teacher. Neith-
y^ nor your readers need become
iwtlefs under this claim. If you
firowpy and o^l your lip in remon-

the earnest, affectionate caresses of
a noble mother, and you shall not
treat the men that represents both
at once, with an air of indifferenoe
and slight. That noble, brave,
speaking eye and impressive i^oun-
tenance will make you writhe in
very shame, if yon dare deny the
claim of him, who represents the
highest attributes of paternity, to
position among the most elevated
of the sons of earth. Labor alone
confers dignity. You cannot in*
vest idleness, inactivity and sloth-
fulness with the ideas of dignity
and honor. Virtue, comes at the
call of labor.

Gold, though it may represent
labor in some of its forms, cannot
buy'honor and virtue. Honors and
dignity are assignments, payments
if you please, for labor. What
balances shall adjust the due mess*
ure of honor and pnise for each
laborer ? When the purest metals,
the brightest gems, and the most
subtile fluids are to be tested, we
abide not the rougher guages of
art; nor will I consent that the
noblest, most enduring work of time
(it may be for eternity,) shall be
tested by any standard unstamped
by truth itself. By this standard
we must abide, and truth affirms
that the Teacher's position is one
of intense labor and high respon*
sibility, and he, who performs M-
ly the one, and meets faithfully
the obligations of the other, is en*
titled to the highest measure of re-
ward. The teacher is entitled to
consideration.

THX XEAOHEB, AS TO QUALIfl*
OAIIONS.

When I speak of the Teacher I
mean not your swdid aons of earth

trn^i

TKe Teacher,

lli»t have forever before their eyes
the shiniDg dimes and the yellow
gold, for whatever is seea by the
teacher under sach a light, most
appear confused and take the hues
of the reflecting objects. His mind
must be illumined by the light of
iruthi and his affections and sensi-
bilities, warmed into activity by
inys from the Sun of Bighteous-
ness. Cold infidelity and specula*
tive philosophy, have no part in
the great work of instruction, and
fitting the rising mindS; for the
achievements and enjoyments of
earnest manhood.

These icebergs may chill the ar-
dor of excessive mental activity.
These may afford entertainment in
bourse of relaxations to speculative
intellectSi when they deal in vaga-
nes, but can never be a part of the
aliment in the teacher's own men-
tal force, or be dispensed as sup-
plying stregth and vitality to oth-
eM^ The teachers qualifications
must be positive in their nature.
It is not enough that he be harm-
less and inoffensive. He must
have the strength of active vir-
tues. Not one of those good sort
of men we hear of and sometimes
meet in the walks of life. He
need not, and he ought not to be a
violent partisan or a religioud big-
ot, but he ought to be a man that
can, and will when necessary, give a
reason for the &ith that is in him^
both in religion and politics. 1 have
no sympathy for the teacher that
bAs not love enough for the insti-
tutions of his country to study
them, and form his opinions on
them, nor zeal enough for truth to
lead him to study the Bible and
become acquainted with the system
of morals and religion therein con-
tained, and the models of excel-
lence it reveals. His mind and
heart ought to be properly related

to each other. His attainiaepts
solid and practical. '<Apt to teach''
is what he must have by netoie et
acquire by study.

The genial flow of soul, ewneetf.
warm symyathy in all that is beaa-
tiful, good and great, mtght so le
blend in his nature, as to make aU
in his presence feel at ease. Ne
assumed consequence, bo affisoted
attainments, no mock dignity shouM
be seen in his bearing, as teadieri
tt wards those under his chavge,
Mildy firm, amiable, generous, stn*
dious, faithful, forgiving, are a few
of the appellations applieable to
the teacher.

These are the men that an en*
ing world ofteu undervalues* Yo«
speak often and earnestly in favor of
the true teacher. He is worthy. X
must speak hereafter of his wrongs, '
&c.

Youm, N.

THE VERB *<T0 BE" USED BT
MUTES

It is contended by some Gram-
marians, such as Bopp and Pott
in Germany, that the tense-ead-
ings of Latin verbs, consist mos^
ly if not entirely of the ooriee*
ponding parts of the substantive
verb, sum, added to the radieal
part of the main verb.

And just as in the passive voioe
in the perfect tense, we have the
compound form, amatus est, hehae
been loved, amatus fui, I have
been loved, as in the English, and
most moden languages, so in the
active voice, perfect indicative,
we haveaniavi=3am-a*via«amft-fui«
It may be difSiculi to carry this out
in all cases, but moi^ui aeeammt
mon-fui. Fut. per. ind. amayef»j
seems evidentlj to contain ero,. til*
future of sum.

28.

Korth" Carolina Joumdl-:^ SSkccUwn.

[Jani»rjr.

This theory is discussed iu Hiu>
risoii's Latin OrammaT) page 250
Ac, and much may be said on
both sides : nor is it our purpose
now to discuss the matter, but to
call attention to a sin^lat fact
that seems to hare a bearing upon
it. Some years ago a friend en-
gird in teaching deaf mutes in
the Asylum in ^l. Y., mentioned
to the writer, that he found them
always in writing, to introduce the
vefb to be in the same way, in
connexion with any other verb :
Ti*. if they wanted to say, "the
girl lives in N. Y." they would
hare it, "the girl is lives in New
York/'

Thus alwa^'^s thinking it neces*
sary to use the subordinate verb,
accessory to the meaning of any
other, signifying State or action.
r We have often reflected on this
fact : and in order to know wheth-
er it was a singular case of the
kind and accidental with that
teacher, or a general thing with
that unfortunate class, a few days
ago we addressed a note to the
principal of the Asylum at Ba-
ieigh, Mr W. D. Cooke; to which
he rejplied on this point as follows:
*<The employment of the verb ^to
he' in connection with another
verb, is a peculiarity of the deaf
and dumb that I have often notic-
ed, especially in the early part of
their course."

*We may consider it then as a
gcfneral law with this class of
minds ; and if so, it would seem to
show some foundation for it in the
laws that regulate the human mind,
in general. •

MIND AND HEABT— CULTUEB
FOR FABMERS.

While we deem it our duty to
eneonragd the better cultivation

of the farm, we think it also of
the first importance that the mind
and the heart be not neglected.
They need cultivation as much as
the earth, and as readily yield good
fruit. Cultivate the intellect.
Few instances can be found, of
men that have struggled with dif-
ficulties in acquiring knowledge,
and so must have acquired habits
of industry, self-government,, and
self-denial, who yet have remain-
ed bad men. Such instances are
very rare.

There may be distinguished
scholars and men eminent in the
sciences and as statesmen, that
are bad men ; but we know not
how much worse they might have
been, but for their love of knowl-
edge. Knowledge is directly
power, indirectly virtue; and is
usually productive of happiness.
No man needs it more than the
farmer. It is his duty and inter-
est to cultivate knowledge and ^
love of knowledge, himself, and
give his sons and daughters the
means of obtaining it What
amusement is so innocent, and at
the same time so cheap, as a good
book.

There are corrupting books, and
the world is full of them, but
generally speaking they are less
corrupting than idle and vicious
companions ; but both should be
avoided. Whoever knew a young
man idle, himself a companion of
idlers, that was not ignorant, cor-
rupting and conceited i And who
ever knew an old man towards the
close of life amid all his regrets^
grieve at the time and efibrts de-
voted to useful studies, feel knowl-
edge a drag on the heaviness of
old age, or who would exchange
it for anything but true virtue^ or
the pure joys of heaven.

ISSSL]

JP^ii /or dm T^m^.

|agts far i|t

A STORY FOR THE LITTLE IFOLKS.

One afttrnon, last winter^ as
Miss Grey reached the Bcbool-house^
she saw in the entry a great, rough
boy, who went to another school,
hddiog two of her best scholars by
the shoulders, and seeming to feel
as though doing something very
wonderful. John, the larger of
the two boys, seemed very angry,
and was scolding and struggling
with all his might, while Willie,
though crying, stood very quietly.
Thne boys did not see Miss Grey
until she said : ^' Well, Amos.'
The large boy looked around, say-
ing : " Yer see, here's two o* yer
bo)« been fighting, and Fm a hold-
in' of 'em 'till you come." '^ You
may release them," said the teach-
er ; and they very gladly followed
her into the school-room, leaving
Amos to go about his business.
After ringing the bell for the chil-
dren to be seated, Miss Grey, said:
" Now John and Willie may come
and tell me what has happened."
John's eyes were still flashing, and
his hands were tightly cleoched ;
while Willie, to the surprise of all,
was still crying. This was very
annsual, for he was a brave, mnaly
boy, and never cried for trifles; so
the teacher asked : *^ Willie, why
are you crying f "My head
aches/' was his reply; and then
Miss Grey noticed that his thick
curly hair was matted with blood.
Some water and a sponge were
quickly brought, and upon washing
away the blood a large bruise show-
ed Itself. After this was properly
oared for the teacher turned to

John, fiiaying : " Jdhn, you may
tell me all about it."

" Why," said John, still looking
as if he was not ready to give up
his fight; " the boys were playing
ball, and Frank Barrows threw it
away down the street, and BiH" —
"John," said Miss Grey veiy
gravely. John fidgetted a little
under her earnest look, then went
on, — " and Willie and I both star-
ted for it. I got to it first, ancb
just as I stooped to pick it up, WiK
lie pushed me down." " Wh«t'
then?' inquired the. toaohen John'a-
face flushed, and his eye fell, as he*
said— "I hit him a lick." . "Did*
you make that bruise?"
'* Yes'em, I guess so."
« Did Willie strike bacte?*' "No •
ma* am; he doubled up h4s fist afl'
ready, but I guess he thought he
couldn't beat me."

" Willie, you pushed John down,
did you?" "Yes, ma'am," and^
Willie's clear honest eyes were
raised to his teacher's; "but L
didn't mean to ; L stubbed ' my toe
and fell against him, and, as he
was stooping, it pashiid) him down *
on his face." " What ditd^you d^'
when John struek you ?" ** I had '
a great mindito etrika, too,' buty I
thought of something, and 'theii I *
told him L was -sorry I hurt hioi."'
said Willie. "Why was it necea- -
sary for Amos to hold you ?" " I
didn^ttbinkrtbere was any need of'
it;" and* ho half laughed in spile
of hia^ehing head ; ** but ha^took
Johaii one. hand and ma |tt4ha-
otheiy /tndkeptteUiagjis to ' quit,' ^

HarA'CitroKna Joumml of EHiteaium.

[Janmiyi

or he'd thrash iu both. I am sor-
ry if I hurt Joha by falling agaiost
mm, for I really didn't meao to.''

^' Yes he did too/' iotermpted
Johoy angrily ; " he wanted Frank
to think he was a fiwtter mnner
than If and was mad beeanse I
b^at"

<< YoQ may sit down/' said the
teacher ; '' and John, I wish you
to think the matter aU over, re-
9)embering Willie's explanation,
which I Mieve to be the trae one ;
and at a recess tou may tell me
who has been to blame."

The boys sat in tbe same desk,
so John turned his back to Willie,
and getting as far from him as pos-
sible, took np a book and pretended
to be studying very hard. Pres-
e&dy he wished for a pen«il, and
remembered that he had left his
open the teacher's table. He
raised his hand, and asked for the
pencil; but a class was reciting,
and Miss Grey wished no one to
cross the room until the class was
seated.

** May I lend him mine 7" asked
Wille ; and noticing the glance of
approval which accompanied the
permission to do as he wished, se-
kcted his best pencil and placed it
before John.

<<Take it, John," said Miss
Onsy as she saw he did not seem
tQ notice ii. John picked it up,
but instead of using it began turn-
ing .it, over and over, and looking
at it as though it was some strange
thing he had never seen before. —
Jiis teacher was watching him,and
soon she saw a tear roll down his
ckeek. then another, and another;
at last he laid his head upon the
desk and sobbed aloud. Miss
Grey went to him^ aod kyiog her
hMd on his head, asked, <«What
•is the matter?" Johu sobbed out,
''J am. sorry I almok Willie;

" Would vou like to tell him sof'
<'Yes'm;'' and the sobs almost
choked him as he turned to Wil-
lie and said : '^Please forgive me>
Willie ; I am sorry I stuck you.
I might have known you did not
mean to do it." Willie put his
curly head so close to John's that
Miss Grey did not hear his answer,
but John's changed face showed
that he w a s forgiven. ''Now,
Willie/' said Lis teacher, *'will you
tell us what that ' something* was,
of which you thought, when yon
were tempted to strike John ?"•—
He hesitated a moment, then saM
gravely : *' It was that Bible verse
you gave us the other day-^< He
that is slew to anger is better thati
the mighty ; and he that rulefh
his spirit, than he that taketh a
city/ "

Tbe tears e$me into Miss Grey's
eyes, as she said : <'Ood bless you
my dear boy, and help you always
to remember His words when
tempted to sin."

Now, boys which of these two
boys are $fOu like 7 Like John,
hasty, pasuonate, eager to punish
those whom you fancy have injured
you ; or, like Willie, remembering
God's word, and trying to do rightf
Is it not noble to forgive ? Willie,
surely, was no coward because he
did not strike back ; no, that was
not tbe reason. He was brave,
yes hravCf for 'tis not every boy
who dares do right. Remember,
boys, always fear to do wrong, and
dare to do right ; that is manly,
that IS noble. — Com, Journal.

Your word is your servant so
long as you retain it ; but it be-
coflies your master when you sttAr
it to escape.

1866.]

SetidetU Hditor't J>^ariwum*.

•rr

v«

-••»•

OuB New VotiniB.— -Witli this nam-
ber eommenQeB the Second Volume of
tbe JooniaL During the p«8t jeftr,
we baTO labored nnder many difficul-
ties and disadvantagee, yet we have
endeaTmred to make the Jonmal uee-
fol, and haye tried to improve it as
much as circumstaaces woald allow.

We feel that there is still much room
Hn improTsment, and we promise not
to relax onr efforts to . render it all
that its friends could desire. We hope
too to meet with some sueoess in our
efforts, since our Mends of the <*Board
9i Editors" and others, have promised
to render more efficient ud than many
of them hare hitherto dcae. But it
If the duty of all its finends, snce the
Journal is yours and looks to you to
sustaia it, to take an aetiTe part in
making it worthy of the cause to which
it ift demoted.

Wait not for those who have prom-
ised special aid, whether they perform
th^ir part faithfully or not, the cause has
claims upon you; there is a part which
you alonecan act,ifyoo neglect it the pro-
gress of education is thus far retarded.
What that part may be, it is for you to
decide. Should you decide that you
can do most good by writing for the
Journal, its pages .Ikre open to all, ex-
cept that we reserve the right to re-
ject an article that in our Judgment,
may not be of a suitable character.

But that whaterer is published may
be productire ai the greatest good, it
must be read by the fHends of education
generally ; then it is the plain duty of
all, to aid in circulating the Journal,
in aU pacts of the State. During the
pMt year, we were under the necessi-
ty of askinig aid, in this particular.

Tcry often; and ainM It is not umaHy
a pleasant sul^eet, dther to^e reader
or to the writer, we hope that there
will be no necessity for it during the
present year, but that we may hare the
privilege of frequently informing our
friends of the rapidity with whlcli our
circulation is increasing. Thus far,
there is cause for encouragement.
Many are availing themselves of the
reduced terms offered to clubs, and
our list is increasing rapidly. We
have printed considerably more of this
number than our list of subscribers
calls for, but we hope that all may be
needed, to supply those whose names
vrill be sent in, before the next Num-
ber is issued.

Dblat. — The delay in issuing the
first number of the new Volume, has
been much greater than we anticipa-
ted. The committee having charge of
the matter were unable to get together
and complete the arrangements for the
printing &c., until after the tine at
which the printers should hare eom-
meaoed their work. It may i m g t ikj b
some time \o gain the time thueleit,
hut we wiU try, after Febnary at
least, to have the Journal ready Ibr
the mail early in eadi month.

Thahks. — We tender sincere thanks
to those of our brethren of the New«-
paper Press, who have published our
'^Prospectus for '59." We hope they
may be rewarded, not only by a seaea
of having thus aided in pushing Ihr-
ward the work of education, hut also

North' Carolina Journal of Education.

[Janoaiyy

by a more liberal patronage f^pwiliosa
whom tbej are trying to benefit.' We
need not remind them, that the read-
ers of news-papers UriU increase ex-
actly in proportion to the adY|uicement
•f education. -, - -

Goiuioff Sghooi.8«-^Wq 1^4^ to be
able^ ander the head of ''Common
School Bepartmeni^" t<^ give onr
readers some extracts from the
Report of the Saperintendent cf Com-
mon Schools, for the year just closed,
but it has not yet made its appearance.
It will no doubt be on our table in a
few weeks, and our readers shall have
the benefit of such, extracts, as we
think will be most interesting to them.

There are some ^mendm^nts to our
Common School Laws, now before the
Legislature, which, if passed, will be
found in the next Number of tiie Jour-
nal.

Our School system is yearly becom-
ing more and more efficient, and we
look forward to the time, not far dis-
tant, when, through the fostering care
of our Legislaiure and the indefatiga-
ble labors of the general Superinten-
dent, it will be fully equal to those of
a&y of our sister States, in results,
though far from being equal to many
of them in age. Yet there is much
room for improyement Our teachers
■rast be aroused to a spirit of self-im-
proTement, and of mutual improTe-
stent. They stand too much aloof
from each other ; seemingly possessing
little or no community of feeling. We
have as yet heard of but few counties
in which the teachers, and especially
the teachers of Common Schools, have
organized themselves inte societies, for
the purpose of aiding each other in be-
coming better teachers. And even where
such Associations have been formed,
many of them seem to langaishy and

some, we know, have ceased to exist.
These things should not continue thus.
Whose is the fault ? — what is the ren^
edy? — are questions that should be
askea and apswered. Reader, canyon
not do iomeihiag toward inftising a
better spirit into the teachers of your
county?

But teachers atone are not responsi-
ble for the improTement so much need-
ed. "The reisponsibility rests, in a
great measure,' upon the Chairmen of
the County Boards of Superintendents;
it rests upon each member of the
Boards ; it rests even in a greater de-
gree, upon the examing committees;
it rests upon the district committees,
who are the immediate employers of
the teacher; it rests upon the parents
whose children are to be taught.

We niayi when time permits, recur
to this subject^ and endeavor to show
to what extent ' each of the classes
mentioned is responsible ; in the mean
time, let each one perform his duty
faithfully and the remedy is applied.

Andrews & Stoddard's Latin Gram-
mar, The sixty-fifth Edition — New-
ly revised, with corrections and ad-
ditions, by £. A. Andrews, L. L. D.
— Published by Crocker & Brewster,
Boston.

The publishers have sent us a copy
of the above edition of this well known
Grammar of the Latin Language.

As we have not had time to nottt
carefully the improvements, we refer
to their advertisement on another page
for fall particulars.

First Book or Science, By Profes-
sors Norton & Porter — Consisting
of : Part I, Natural Philosophy and
Astronomy — Part II, Chemistry and
allied Solenees*-Pnblished by A. S.
Barnes & Co. New York,
Those who have not an opportunity
of studying these Sciences, on a more
extended scale, can gain much valua-
ble information from this book. Many
teachers might find it suited for intvo-
duction into their schopli*

THE NORTH-CAROLINA

JOURNAL OF EDUCATION.

Vol. IL

FEBRUARY, 1859.

No. 2.

DEFECTS IN THE EDUCATION OF CHILDREN.

The subject on which we pro-
pose to Bubmit the fVll^ing . ft
marks is one thaty4i^ap<|% p|ir^i
most serious con^erawOh. And '
deservedly so Uxfj; for it is no oth-
er than the trahiing ahd' ^^is^Jij^
lining of the objects*^- of our most
tender regards, so that »they may
become virtuous cftiflseris wd , j sfpft \ :
well their parts on life'sbttsjcai^^
Parents spend many anxious hours
in considering the means best
adapted to develop the faculties of
their offspring, and store their
minds with useful information.
Learning and ingenuity have been
taxed in order to sinaplify the dif-
ficulty expurgate the useless, and
to devise plans to captivate the
youthful mind, and lure it on to
high intellectual culture. The
world is flooded with books
adapted to the capacities of the
young, and the boy of twelve is
now introduced to sciences which
his father studied at twenty-four.
The £ftcilities of education in no
period of the world's history are
at all comparable to those of the
present ; and when we reflect that
every one has to a greater or less
extent, the advantages of the pres-
ent system &S insiniolaon, we might
be led to expect that our land

would swarm with men as eloquent
Tully, as philosophical as New-
as philanthropic as How-
the stubborn fact stares
us in the ^ce that no such men
Mflfjbe fottnd. There must be
sonie Teasonilfor this; and it sure-
ly m^^i((^e/a poser to those who
afUjt^^sljp/^vocate the vast supe-
the moderns over the
ancients in the art of instruction.
The truth is we have gained more
in show than in substance. If
rightly judged our system will fall
far short of what it is represent-
ed to be. Take up a prospectus
of one of our modern institutions,
read it and be amazed. Its Uto-
pian plans promise everything.
Here the hitherto rough roads up
the Hill of Science, are made
smooth and strewn with flowers ;
and the youth is to be placed on
the topmost pinnacle in the short
space of four years. It will al-
most force knowledge into heads
incapable of receiving it, and in-
spire genius and give talents which
dame nature has refused. It is a
railroad to learning ; it is a man-
ufactory of profound Scholars I
What folly ; and yet our credu^
lous people accept all in good earn-
est. Such Bchoola generally have

North-Caroiina Journal of Education.

[Febroftfjr,

one art to perfection, and that is
of ewelling the head, not with
thought, bnt with eelf conceit.

We get false ideas of our edu-
cational system also, from these
modem humbugs, public examina-
tions. I have no objections to
public exhibitions where thej are
fairly and openly conducted ; but
this is the exception and not the
rule. If now we set aside all
such testimony, together with
newspaper puflfs, and judge from
the real advancement of the pu-
pils, we will form a more sober es-
timate of our modern system of
instruction.

It is not asserted that we have
made no advances. By no means.
We have made many and impor-
tant ones, that deserve all praise.
But errors have kept pace with
them and crept into every im-
provement. A radical change
must take place in many of the
views of teachers and parents, be-
fore this nation can become distin-
guished for intellectual acquire-
ments. We may now be called
with some propriety, a knowing^
but not a thinking people. Eve-
ry labor-saving machine that can
be invented is dragged in to aid
in obtaining knowledge without
thought ; and thus the very mul-
tiplying of our educational resour-
ces is perverted to our hurt. In
former days, when I^tin and Greek
authors were studied without note
or commentary, pupils made real
attainments and were creditable
classical scholars. The grammar,
the lexicon and hard work, have
been superceeded by interlinear
editions, literal translations, and
what is significantly called cram-
fning. The consequence is that
many, aye most, of our graduates
could not translate fluently a chap-
er in Gsesaror the Anabasis. Any

system that thus snbatitates knowl-
edge for mental discipiinei, will
never produce accurate scholars
nor great thinkers.

But there are some evils in pno>
tical education which may be more
particularly mentioned in this con-
nection, and especially those with
regard to the training of young
children. In the. first place, then^
the very early use of books is both
prejudicial and dangerous. The
truth of this proposition is estab-
lished by the experience of thous-
ands around us. The smart child
often makes a dull boy, and a stu-
pid man, simply beqiuse his facul-
ties have been dimmed and blunt-
ed by too eager efforts to develop
them in infancv. With parents it
should be an objecc of primary im-
portance to transmit to their poster*
ity sound minds, in sound bodies }
but nine out of ten would rather
their children should be precocious
and intellectual, than healthy and
lovely. The mental is cultivated
to the neglect of the physical child.
Because they can not explore the
regions of mind, and detect the
essence of matter, they seem dis-
posed to reject the great truth that
there is a sympathetic connectioUi
mysterious and inexplicable though
it be, between the one and the oth-
er. They forget that the excessive
development of any one organ in
very early life is made at the risk
of consequences the most injurious.
They are careful that their children
shall not eat as much beef and
bread as giants, but what ecstasy
does it produce when the dear little
ones talk and think and reason as
giants ! The brain is a more deli-
cate organ than the stomach, and
so it is more dangerous to over-tax
the one than the other. A sensi-
ble writer in Blackwood says : ^< A
child three years of age, with a

lM0i}

lhfini9 tb a« lSime9ri6m ^ Ck i U k t n.

book ia iltiiiftBilitB<0b % fottfiil
sight'' Thbis but too trse. —
Books bsTc sesM the destb-wsr-
not of nsoy s child that otbcrwiso
wovM hsTO bscomo sn orDsmoDl
and a blesstotr to society. But so
great is the desire of parents for
their chiidreD to appear ioteUectu-
aly that thej are hardly out of their
nurse's arms before they are initia-
ted into the sehool-room and started
on a course of meDtal trainiDg. —
Thus it happens that children at a
very early age make astonisbiDg
developments of intellect. Their
minds being OTer^Mimnlated flash
out with daxzHog brightness, and
raise hopes that are soon to vanish
like shadows. It ia a sad thought
that this precocity is the result of
a diseased condition of the brain,
that nearly always terminates in
early death, insanity or imbecility.
We often hear the remark of a
child that it is- '< too smart to be
raised.'' Few consider this ouy
thing more than a passing joke ;
while it may contain a melancholy
warning that should send apprehen-
sions to the breast of the parent.
Instead of such early trainirg and
soch sad results, let the little boys
make flutter- mills on the branch,
play with the donkeys, their balls,
hatchets and hammers ; let the
girls amuse themselves with dolls,
scissors and brooms, until they have
acquired physical development suf-
ficient to bear the discipline of the
achool-room without injury.

But this premature use of books
is not perhaps so serious a detriment
to general education as the earless-
ness of parents in their selection of
teachers. The father is sure to
employ the best carpenter and
shoe maker, and even bestows some
thought on who shall break a yoke
of ozeUy but his actions often say
that it mitten little who teaches

bis eMdron. Hs seleots die
ebeapcst sobools, and they are gai^
erallv worse than worthless. Thvs
the bodies end souls of chiidroB,
their happiness, temporal and eleiw
nal, are often committed to the
keeping of men who know nothing
of their business. The teacher is
8 good scholar, says one. Granted;
but this is only one requisite of him
who would train the youth for the
manifold duties of life. Alone with
a good stock of learning, let him
have quickness in discerning the
characters and capabilities of his
pupils ; let him have judgment ia
cherishing what is right and in
censuring what is wrong ; let him
have perseverance in applying the
best modea of instruction; and
above all, let him be sound in mor-
als and religion, that he may lead
the heart to virtue, as well as the
bead to knowledge. In all the
range of human employments there
is not, perhaps, a more delicate,
difficult or responsible position, nor
one that more imperiously demands
the erercise of the best qualities of
the head and heart, than that of
teaching children. Their minds
are wax to receive, and marble to
retain the impressions made. They
are exceedingly pliable, and how
crooked and deformed then must
they grow under the training of
one who is qualified for his place
neither by talents, knowledge, vir-
tue, temper nor manners.

Our Common School system has
done much for education within
our borders. Under the well-di-
rected labors of our indefatigable
Superintendent, it is gradually ris-
ing in public esteem. There is stiU
much to be done. The district
committees are frequently incom-
petent for their task, and let owl
the teaching, as they would a
bridge, to the fewest bidder, and

yiMf^4hrMiia Jomm m i of MIdtusmimt:

[FdbroMyi

■jm-

^ia bidder ia soAietimes deteieflit
m the mmplest r^dtmeikts of our
language. Some of the examin ing
oommittees too are remisB in duly.
A eertificate of qualifioations wag
giren, in an adjdning county, not
long ago, to a youth who eouid not
read in a law book, becanse for-
sooth "Ac was not u$ed to it.'' But
these evils a;e growing fewer ev-
ery year. Let them be corrected
an 8oon as possible.

Our Legislature might do much
for our Common Schools, but not,
I think, by giving a copy of Hawks'
History to each school district, as
a plan before the legislature sug-
gests With due deference to the
two distinguished ex-G-overnors
who are the chief advocates of the
plan, I think that at present it
would be highly inexpedient, and
an unwise manner of expending
twenty-five or thirty thousand dol-
lars. Better do someth!ng tp make
the children comfortable in the
school-room. There is a house pro-
vided by the State for educational
purposes. It is no better than a
stable, cold in winter, hot in sum-
mer. The seats are hard, narrow,
without backs, and so high that
the little urchin's feet will not
reach the floor. Thus the children
become wearied in a very short
time ; but the conscientious peda-
gogue, thinking that the longer he
teaches the more instruction does
he impart, keeps them there, as
quiet as possible, "from the rising
of the sun to the going down there-
of." No wonder then that the
child implores, with tears in his
eyes, for one day's exemption from
this purgatory : "Ma, I don't want
to go to school to-day ; I get so
tired.'' Oh I it is cruel in the ex-
treme to bridle down the free and
joyous spirit of youth by such un-
Mitnral confinement. It wars a-

gafust faeakky and i^^wmetrieal
growth. It laya the foundation of
diseases in early youth, -that sap
life of all ite pleasures. It ruins tM
dhUd's temper, and gi<reB him m
lasting distaste to his books', school*
room, and school -master. ite
thinks of homeand its amusements,
and the thought forces it&elf on hw
mind that an education is not worth
the price of so much pain. On th»
point we quote the following stroBg
language from the eminent Dr.
Aberorombie. " When a sense of
weariness or mental languor takea
place, what follows is not merely
loss of time, but $.ik important in*'
iury done to the mental constitiXr
tion ; and it appears to be of the
utmost consequence that the time
of children should be, as much as
possible, divided between intense
atten tion and active recreation . By
a shorter time occupied in this man-
ner, not only is more progress made
than by a longer, with listless and
imperfect application, but an im-
portant part of mental discipline i»
secured, which 'by the other meth-
od is entirely neglected." The
master may keep his pupils in their
seats and over their books, but for
him to make them apply their
minds from eight to twelve hours
per day is impossible. " A child
may lead a horse to water, but a
IcGrion can not make him drink."
Under such circumstances children
contract those very habits of list-
lessness and inattention, which ev-
ery man of sense would strive to
prevent. The learned Dr. says»-
gain — " Attention is the /ounda*
tion of M ifhprovement, both in-'
teilectual and moral}" but the
truth is, no plan could be sugges*
ted by which the contrary habi^
would be better secured, than hiy
this unreasonable length of time
yottog pupils are ^oniivdd .ta tiie

Mi»>}

DaAaltmite Sfilmtmtimi of Cfti7ifrii,

u«

sebMl^DtcMu fir. Jwobon of Bo*- 1 ami puabod into OMofihe kurnad

ton, sajSy that lb«r or ive hours is piofenionS)''

long enough ; ^ nor do I think,"

tMVjrs hO) " it wise to cMi^tie ohil-

dren in eehMK^^ so ttisoy boon ssl

hme mentkmed. On the other

Wnd, I le^urd it as essential that

his

' ♦ ere he jret begin
To 8hbw the peeping down upon
chin.''

He has a smattering knowledge of
ereiything and is a sonnd sofaolar
they should not remain in school in nothing. Ho has little experi*
fiMHre than one hour at a time, and > ence, and still less judgment. He
dnring that hour they should not | has a wrong idea of the responsi-
he k«pt in one position^ but be en- , bilities of a man, a wrong idea has
gaged in short lessonn and short
recreations so as to gire diversity
of employment." This opinion is

he also of his own abilities and at*
tainments, for these he has meas-
ured by the books and sciences he

sustained by the best and most i has ''gone through," and not by
practical instructors in our land ; the development of his faculties.
and it is commended to the thought «' Thus his out-fit is poor indeed for
fnl coneideralaon of those parents
and oommittee men, and there are

a voyage on the boisterous sea of
life, and we need not wonder if his

many, who suffer stupid, wood- | little barque be stranded upon the
headend si^oobnasters to impose I shoidB of disappointment, and he
upon their children and ruin their | himself sink into the pools of ples»-
education. .1^^' dissipation and ruin. This

has been the sad fate of not a few.

Nearly allied to this and equally
reprehensible is the too common
practice of making childrea get

The education oC girls has been
curtailed beyond all reason. They
pracuce ui luaiLuig cuuute. 6- . are sent o/ to school, and before
their books by way of punishment , theyhave had time to become skill,
for little misdemeanors. Who has ed in the rudiments of an educa-
not heard the mother reprove ner
child and then sharply command
it — "get your book, sit down and

behave yourself ?" This can have
no other effect than to produce an
implacable disgust in the minds of
the young for their studies. Dr.
Abercrombie says of this practice
that " it cannot be aUuded to i%
terms equal to its extreme ahsuj-d

Parents have another fnult It
is their desire to make men and
Women of their children before
nature intended. The boy is pla-
•oed at a school that operates on the
Yace-horae prino^le,that he does
best who gets over the most ground
in die shortest time. He is rush-
ed along with astonishing oderity
fgtm atttdy i« itq^, is gradnated

tion they are taken home and ush-
ered into the gay amusements of
the world to — fish for a husband.
Nature designed all these " lovely
dears" for sensible women, but ed-
ucation sometimes perverts nature,
and they become senseless co-
quettes. Let girls hegirk; and when
they leave school let them not only
possess a retiring, blushing mod-
esty, the most lovely feature in
woman's character, but a culti-
vated mind and a benevolent
heart. Let them be graduated
with the degree of F» F. W —
" Fit For Wives/'

I love childhood f yeuth and
freshness ; would therefore that
we might have a revival of pure
and unadulterated bdyhoodism
and girlhood ism« Let us haw

Mrik'GowMM Jmrmd of Mtmi&m.

[Felniirf

some of that free, irild, bounding
spirit of boys of days past, in-
stead of simpering dandyism at
thirteen ; and instead of senti-
mental flirts at twelve, let us have
that gleeful, winsttmie spirit of
the true girl. Let there be more
than one step from infancy to
manhood, from the nursery to the
world, from the school-room to
the legislative halls.

I pretend not to have made a
full catalogue of the defects in
our educational system. The
subject is suggestive, and might
be extended without limit. But
the great desideratum is teachers
of the right stamp. To get these
we should act a little more upon
the doctrine of equivalents, that
where much ia given much is to
be expected in return. Let us
employ such instructors only as
can adopt conscientiously the fol-
lowing language : — ** Now my
business is to do what is in my
power to rear up for society in-
telligent and virtuous men and
women. It is not merely to make
good A^rithmeticians and Gram-
marians, good readers or writers,
good scholars who shall do them-
selves and me credit, — this in-
deed I have to do ; but it is still
further, to make good members
of society, good parents and chil-
dren, good friends and associates,
to make the community around
me wiser and happier for my
having lived in it. My labor, in
fine, must be, to ingraft upon
these youthful minds that love
of knowledge and virtue, without
which they cannot be happy, nor
useful, nor fitted for the greatest
duties; and without which in-
deed all their acquisitions will
soon drop like untimely blos-
aooM (rmtL the tree of life."

. STEEL PEN.

LIGHT— THE LAW OPRRFLEC-

TION.

By the refieetion of light is uo-
deniood that ptoperij by wbicbi
whoD light lallsoa any Mvoothffiir-
face, it is thrown off from it agaio.
There is a fixed law of optics m to
the direetioo in which the rays ara
thrown off, bat this law it is not
necessary hereto explaia. The re-
sult of it is saffieieotly familiar to
all. How oftea have we beheld,
with delight, the si&rface of the
calm sea at sanrise, with a long
path ot light glitteriag on its waves
betwefD the eje.pn4 the son! How
often have we adoiired the golden
clouds of morning reflecting the
svnbeams^ before the luminary it-
self has risen above the horison I
These and innumerable other phe-
nomena bave their birth in the
law of reflection. Now it is this
law which makes our eyes of use to
us. Every object in nature is seen
by reflected light except, the sun,
the stars, and other luminous bod-
ies which are visible by their own
rays. Every other object is seen
by the light, whieh is thrown off
from it, and which forms a picture
or image ef such object in the eye
of the beholder. The mountains
— the lakes — the clouds overhead
— the ocean below-^— the sparkling
rivers — the gloomy woo d— the
ooontenances of frieads-Hihe wails
ot our apartments-— the perception
of these and all ether objects of
sight we owe to light reflected or
thrown off from them. Bat to go
further: were it not for thb law,
not only should we peroeive noth-
ing except lamiaooa bodies them-
Belvee,b«t even at the hoar of noon-
day, the whole sortaoe of the earth
and the waters woaM be as dark as
night : in short, natoie— ^as far as
the saose of sifht has aajthing to

IMv>j

Idgkk

do with oor pemflion of it—
woald be obliterated. To prove
this only a single and sim^e illas-
tration is necessary. iW*ck sab-
tances are ealted black beeanse
they do notreteetthe rays of light;
hence the impression on the eye of
what we call bkckness or darkness
is nothing more or less than the
absence of reflected light. So if
all nature, like black substances,
reflected none of the rays of ligh t,
everything would be involved in
common gloom.

We are aware that these simple
facta regarding tho law of reflec-
tion are not 'new, but, we doubt
not, many of ourvounger readers
will be enlightened on this subject
for the first time by the plain state-
ment here set forth. — Scientific
Jifnettcofu

■-\>

TBACKBRS SHOULD STUDY.

Much has been said and written
on both the art and science of
teaching. But I apprehend that
half of the .battle of teaching is
won when tb6 teacher comes be-
fore Ids pupils with that freshness
which is the result of daily study.
It is this more than anything else
which gives life and animation to
teaching.

The teach^ should never make
present attainments, in any study,
a finality. There is hardly such
9k thing ae& finality to any subject.
Whatnave been oosidered as fi-
nalities have given way like gbs-
samer, before investigation.

Teachers should study many
authors on every branch which
they are «aHfid upon to teach.
All the better if they review them
for the Iraodredth time; some
,li$W thou^l wiU be etioitcd and

old ones revived. The teacher
will thus go before his school an-
ticipating his pupils' difficulties,
and can impart instruction with
eloquence, incite attention, awaken
thought, and cause the vacant
stare to give place to conscious
intelligence.

Without study the teacher will
soon exhaust his stock of knoW'*
ledge. He will then wonder at
the restlessness of his pupils and
the difficulty in managing his
school. He has fairly taught him-
self thread-bare and the keen
eyes of his pupils see it. This
must be the fate of every teacher
who does not study and keep post
ed.

We place this habit of the teach-
er, of studying in advance the
lesson to be taught, in the front
rank of qualifications for success.
Because a teacher that has this
habit is earnest and striving to
rise in his profession, and, as a
consequence, will improve both
himself and his school.

The teacher should not only
study for ideas, but for methods
of imparting the same, and incit-
ing thought in his pupils. Here
is another secret in teaching.
Where manner and matter go to-
gether in the teacher, success must
follow. What is the best method
of presenting a subject, should be
a constant thought with the teach-
er. Any one method of eon-
ducting a recitation will become
dull and monotonous.

In short, the teacher who wouM
discharge the debt which he owes
to his profession must bo the most
studious and industrious of men.
If we honor our profession, it will
honor us. — N, Y. Teacher^

Good books are the beet com-
panions.

North-Carolina Joumtl of JBehcaitim.

[FebMit^)

COMPARATIVE PHILOLOGY.

NXJMBKR n.

"We will devote this article to a
■onsideration of the nature of lan-
jUajge, the staple of our science.

In its broadest possible sense, it
is the expression, in some form, of
the ideas, emotions passions &c.,
pervading the universe; as reveal-
ed from one sensible being to an-
other or to any sensible being to
whom the visible expression of the
universe may convey any idea.

There is a language of the uni-
verse that speaks to the mind and
the soul with a more impressive
voice, than any earthly speech, as
revealed in the majestic tracery of
the heavens, the unvarying action
of the forces of nature and the
myriad forms of creation around.
"With these, — " Day unto day ut-
tereth speech and night unto
night showeth knowledge, there
;s no speech nor language where
heir voice is not heaid. Their
ine has gone out through all the
arth and their words to the end
f the world/'

By reason of the harmony
,hich prevails through all the
orks of God, the mind of man is
tted to receive these outward im-
ressions, and its dormant ener-
les are stimulated by them into
. ^tion.

As the flint calls out the living
re which lay hidden in the steel,
) nature awakens the mind of
lan. But how shall these nascent
leas And expression ? For, until
jme sigu stands forth to give
liem a " local habitation and a
-ame/' they are "airy nothings,*'
-the vacuo and formless vissions
'. P a dream. Hence, from the

very necessities of out natuM
language, which derives its name
from its vocal expression,*-*!ingua,
the tongue (frenieh derivative
language) representing the organs
of speech, — comes into existence.

To us, with our present habits
and necessities and probably un-
der every possible condition, words
or other similar signs are indis-
pensably necessary' to the expres-
sion of language.

We may convey o\a ideas to
otlieTs by means of the motions of
the body, a nod of the head, a
glance of the eye, a changing ex-
pression of the face, a difference
in tone or accent, b«t all these va-
rioBs expressions awakien in the
mind a train of thotight, which
must receive the form of words in
order that th^ mind may compre-
hend it, however instantaneous
the glance may be. Some may
say that our thoughts are more
numerous than our words. Per-
haps they are than onr written or
spoken woKds ; yet it may be safe-
ly said that whatever the mind
comprehends, it comprehends in
the garb of words.

Our thoughts are equal mathe-
matically to the whole" number of
combinations of po§!sible words
and no more. Hence, those, who
extend the domains of any lan-
guag2, are its great masters of
thought who struggling within
their limited bounds extend them
to suit their needs. Consider the
influence of Chaucer, Shakspeare,
Locke and others upon the Eilg^
lish, and of Luther, GK>the, Setm*

t0Bkl

Obn^ura^ Phibkjff^

\»y Kaait »iid oihen upon the Qet-
man.

Yet eyen these mat thinkers
do not add anything abeolntefy
new, but languages invariably ex-
pand by composition, infleolion
and derivation from roots already
in existence, however numerous
and Protean the' derivatives may
be. The origin of the roots lies
back of histoiy and defies the
ecintiny of science* But of them
hereafter.

Sensible thought is possible only
when it is embodied in words, as
bodies exist only when separated
by definite bounds from space.
There is a glance of the mind, a
struggling after expression, which
is beyond the domain of thought.
Every one who tries to express
his ideas in a connected form, is
often conscious of his inability to
grasp the shadowy conceptions,
which flit before his mind and defy
him to fix them upon his mental
tablets. Hence too men who
think much are poor talkers, since
their thoughts outrun their habits
of speech and embarrass and con-
found them.

These considerations will give
Us some idea of the nature of lan-
guage as well as of its capabilities.
Language is the companion and
expression of thought, feeling and
emotion, while words are its tangi-
ble, sensible embodiment: they
are, so to speak, the crystallization
of thought^ its sensible embodi-
ment, as the crvstal is the embodi-
ment of the minersa it represents.
Thought, language and words are
intimatelv connected. All these
unay and neeessanly must exist in
the mind, though there is no out-
ward expression. '

The modes of expression may
be various. It may be bv signs

' ittid motions' of the body, the silent

, th<

language both of men and beaslfi
by the inteijectional exclanaatioBJl
of men, or by a regular course <^
definite and unvarying voedi
sounds or spoken words, or by the
signs of written kngttage in all its
various formB» Henoe we have
three forms of language, natural,
spoken and written.

The natural language is com^
mon to the whole animsd t^reation
& forms no insignificant part of thaH
of man especially in some members
of the human family, the Chinese
for instance ; but the forms which
especially demand our attention
are the spoken and the written.

Of necessity, the spoken is the
earliest form and most liable to
change. '' '

Language naturally is as fleeting
as the breath, yet in order that
the vocal sounds may stand aS the
images of thought, plainly recog-
nized by all who hear them, tiiey
must always bear the same impress,
like coins of equal value fVom the
same mint. Still, in the lapse of
time, a continual, and to a certain
extent, regular change takes place
in the vocal elements of a language
so that dialects arise and languages
separate from each other. Com-
pare, in this respecf ,any language,
the JSnglish for instance, in differ-
ent centuries.

Hence the impossibility of con-
structing a phonetic alphabet of
any permanent value, since thei«
is naturally fluctuation and not
permanence.

The consonants, the skeleton of
the word, are quite permanent and
enduring ; but the vowels, those
breathing places, are fleeting and
intagible.

They are to the word, what the
flesh is to the flesh is to the body,
giving it beauty and vitality, yet
subservient, as to form, td the bone

Narth'CaroKfM Jaumai ef JBiueaiion.

{VebtOMTj^

aad nmaele of the conaonaiit ele-
menift. Henoe the fine pereeption
of the Shemitio nations led them
to di8r^;ard the vowels, as inor-
ganic and inferior, and to express
the consonants alone.

Since spoken languages pass by
imitation from father to son ; in
th^e early ages of the world, when
the lives of men extended over
such long periods and the human
population was crowded in narrow
Ipnits, naturally there would be
but one speech. But when the
life of man was shortened, and the
unity-of the human race was brok-
en , and that impulse, to go forth
and posseds the uttermost parts of
the earthy was given ; then each
divided fragment, under the
Utem rule of physical and social
iiecessitieFy developed for itself a
new form of speech, until in our
day to the uninstrueted the diver-
sity seems endless and unconquer-
able.

Reserving for the future the
physical lawa«Qting upon'language
we Qonflne ourselves now to the
causes which induce pmnanence
in aiiy particular language, and,
especially » those which preserve
. it uutii embodied in 'a written
form.

First,, the commoa familiar
household words, the names of
th^ impletneatd of war and hunt-
ing and the first rude husbandry,
would be pen^anently fixed.
^ too the prc^oiiient features of
nature, especially the planets
<and the brightest stars, the night-
ly guides of the hunter and the
IwiBtpherd, U^e names of customa-
. ly actions an4 fpuniliar (qualities
would be early fixed, it is a
/|preat proof «f t(he prif^nal unity
of language, th«t thp^e familiar
. woid&in all languages difier but
.)itll« fnm en^h other, aM t^*t

by regular and easily explained
aws. They are a common, fond*
ly preserved heirloom from the
ancient mother. Besides the
common opinion^ that nations
and languages have ail arisen
from & primitive barbarism, can*
not be literally true. Men have
fallen into barbarism from a once
higher state, from which in his-
toric times they have been slow-
ly emerging. n
Man, created in the image of
God, was never an ignorant bar-
barian. The long lapse of cen-
turies before the flood must have
accumulated mu^h knowledge,
a great part of which must have
been the heirloom of the surviv-
ors of the flood. This heirloom
was subdivided and scattered by
disruption of the original unity,
by long wandering^, by anarchy
and by rough conflict with na-
ture until barbartem came upon
a large portion of the race.

Hence with this common sub-
stratum of language the de-
velopment of each specific lan-
guage is substanstialiy as indi-
cated above. It is a principle
of modem 'Philology, that all
the languages were formed by
nations in a Btate of migration,
and, hence, the critical exami-
nation of each particular tongue
shows the periods of the hunter^
the shepherd, the husbandm&n
and the d^ifiilieT- in towns, ' A
second and ««ry potent cause of
permanenoe was the early in-
troduction of minstrelsy.

The^^rdwM the early his-
torian and teaieherf and poetry
the garb of his thoof hts ; since
the flowing nuiiibexs aided and
directed his nuHBocy. To him
the hero 4oolied for inii||<»rtai
fame, and from him he earfferij
hwrd the dee^s of* olh^ 4»p-

.li

>la

MHk]

vifkUVNiriifnir Pktltkgyk

TtebftUnd Mag«»ta of of eiirly
Rocae^ reciting the stories of the
wolf-nurtiured iwiiMt of Horatius
and Yirginius and the evil deeds
<^ the l^rqi(in race, or the poets
of Greece chanting the heroic
lines of the old blind poet, the
awful glories of Zeus and the
woes of the Cadmean line, all
kept the language before the
people, extended its form and,
preserved its purity.

Still, a word does not become
permanent, until fixed by a writ*
ten formt ^o as to speak to the
eye, as well as to the ear. Thus
the word wti^ch before fell from
theomtoror poet*s lips to die
away upon its kindred air or to
be lodged in the treacherous
memory of the hearer becomes
ever vocal, goes ever sounding
4owa the stream of time.

Compare the life of uiau, in that
period, when Fiqgal led his hosts
from the bills of woody Morven,
and the northern Saga was in its
slorj) or the more favored days of
Qreece and Borne, with these mod?-
«rn days,

"When d small drop of ink,
Falling Uk« dew upon a thought, pro-
duces that
Which makes thousands, perhaps mil-
lions think ^"

and we may have some oooeeption
of llie streagth of the forces now
aeliDg to preserve tfae forms of
apeeeb. There seems to have been
a tiiBe esilyna the history of Ian*
gvages) bog even before a written
form existed, when their prioeiples
beeawe flzed^aad they were brought
imder the eontiol of tegular kws.
Hiis is exhibited in oar kaguage,
in oommoQ with all otheia of its
daesy ID th« wsa of what srs im-
pfoparlv oalkrd trreg«li|r forms,
MtwbMharoia roality defpotiYe,
•f^fonaad I9 MlenMael(|ii(|9% Mke

the atvettf ▼arbsof the 0«maii
gmmnanans, and the defeetiv«
eomparisoD of adjectives ; and in
the ehaage from this iiaage to for-
madoB by the addition of syllables.

Compare,
Eogltsb, good betted best ;
Saxon, go'd betera betst;
Oerman, gut besser best ]
LaUn, bonus melior optimas ]
Greek, Agathos smeinon aristos ;
with the forms in, er, est, &o. —
Compsre also the strong verb, siog,
sang, sung, with the weak forms,
love, loved, loved.

All these and similar fonns are
remains of the oldest elements of
speech^ while what are called regn*
lar are modem. In proof of this
we have changes of the old to the
new, but not one of t&e new to the
old. At what period thb took
place is beyond our knowledg. —
The formation of the primitive
languages, from which those now
existing are mere branches, and
the development of their organ-
ic laws, are eoapletely hidden
from oar view. The species in
language seem to bear a striking
analogy to species in nature. Each
seems endowed with a certain plas-
tic power and capacity of develop-
ment, through which it runs to a
fixed form, which it permanent-
ly maiatains, or commences decay-
ing and branching into varieties.

The former, seems very early to
have been the case with the Chi-
nese and probably with the He*
brew, the latter, with the Sanseirt,
the Greek and the Latin.

The English affords an iastrmc-
tiveexvuple. Compare the changes
for instf^fice from Chancer to
ShakesBBare^ Il^ydeKi in 166i, $fty
Iff^ an^ Shl^iltopeare, complains
that hi^ langime is becoming ob-
aoiete^ ^t jiryden himself is

neartj a| ^Msh (li • viM ^^<^^ •

4M(«

Ifbrtk-(hraima Jkmmnl «/ lUumium. [FcSfiatfyl

A naiilar okaftge took pJaoeia tbo
Xia^Dyiii the flftj yean before Cio^

to.

These &ets are tery ti^eetife,

but oar nieee oempde w to otoee^

VO BB' COKtIRDlB*

HELP YOURSELF.

«Ml

It is a matter of grevt annoy-
ance to teachers that joong people
will not or cannot think, by which
I mean they will not give that
thought to study that dra#8 a cod-
elusion or inference from' atiy thing
gone before; in other words, they
will Dot apply rules. If yen give
them a task it is -learned verbatinif
but if you ask what it means, or
proves, you get a look af leonder or
stupidity for your injustice in ask-
io^ more questions than are laid
down in the book. The teacher
can but be discoursged when day
after day and week after week gives
the samereeults, and the pupil, not-
withstanding every effort on the
part of the instructor,show8 no signs
of progressing. The parents re-
gr et it and perhaps blaiue the teach-
er for this want of improvement —
blame t^ieir children, too, for not
seeing the magnitude of the advan-
tages offered them (at the rate of
60 much per month in tuition,) and
lastly, the ptipil heartily wearies of
school, hates books, hates study,
and gives up tryiog to learn. Yet
this dullness of mind and inability
for application has very often its
origin in home habits and the inat-
tention of parents to the conse-
quences of those habits in which
they allow their children to grow
up.

Take fov example two efaiidren
ef eqaaUy losd oqpMi^ ; pUee efne

in a household where there are jtis*
enough servants to attend to tho
principal duties, but with no timer
to attend the call of the chiWreo,
and where parent* ksve no disposi-
tion to gratify every idle Irhim, or
allow the servants to do so. Let
the other have the hberty of calHog
for everything it wants, sure of be-
ing immediately waited upon by
somebody, and note the effect. In
the latter case you will find that the
child does not gaiw inteUigence
rapidly. The want of selfdepen-
dence'in little things leads to Help-
lessness and dullness when thought
or action is called for* While oth-
ers think for the child it ha» no
call to show its own energy of
character or invention, and if those
faculties are not destroyed, they are
at least for the time deadened. — '
The child suffers in temper as well
as physically and meutally, aod be^
comes passionate and fretful as it
grows in years. If to-day the ehild
sits sfill in his chair aad ealls put
"Give me my ball," instead of go*
mg fot it himself, you may expect
he will want to be fof ther waited
on to-morrow. If gratified in indo-'
lence one day, you will find it more
surely expected each aucceeding
day, and more imperiously and im-
patiently called for. The powerof
self-reliance fast dies out. There
is, in fact, no need of exertioii>
semefatfiy do«i 0^^«r}Lthiiigttiit^9

IMt^}

Ei^ Fmm^.

♦*

ckiid repttirei, H need uot* think
how. Toe ehild Qever attempts do-
ing anjthiag l^m what is qaite
i^reeable aod easy, so that the
miad is not called into aotioo, and
it moreover does not leara to meet
and baffle vrith difEioiilties. If sach
a ehild is a eross %ad qaarrelsome
playmate, a stapid sebolar and geo
erally aDiaterestias^y oae need not
be surprised. It is the result of
this maDoer of home culture^ or
n^er home ^tmatty for the mind
takes the road to decay under these
eiroamstanoes, instead of going on
to better thing — healthy life and
Tigor. It is-^n^aral to all of us to
give ourselves up to those things
only that are pleasant and oongeni-
al, and this disposition) if fostered
in early years, whether by parents
or by oar own free will, renders a
child almost unmanageable with
parents and teachers, and causes
many a fit of temper and heart-ache
to the child itself.

'But look at the effects upon th^
character of the ehild who, having
nobody to wait upon him and hu-
mor him, wails upon himself. Like
every one who^hiM to do, he learns
to think what is the best and quick-
est way. If anything out of reach
is wanted, he taxes his invention to
get at it, showing also his energy
and perseverance at the same time-
In play he learns the same lesson
of "help yourself," and his activi-
ty of mind increases as it is brought
into exercise more frequently. He
becomes enquiring, (the result of
his independent habits hitherto,)
and in spite of' difficulties and ob-
stacles (which he has already begun
learning to surmouot,) the boy,
who relies upon himself, helps
himself, and enquires for himself,
will be a smart boy, active and
acute, whether in the play-room or
8chool*rooai, aad joa cannot help

it. He doat not dread boclki an'
much, for he feels that hb hat
strength to master thenk. By his
aetive habits he has overcome the
disposition to indolence that over-
powers many another, and he de-
velops physically and mentally aa
the same time. Health follows iu
the train of activity, and the mind
gains strength from the soundness
of the bodv.

It is no real kindness to a child,
though it springs from the parents'
food love, to so ovarbarthen it with
attention ; a certain degree of carv
is neoessary, but more than that
tends to cramp the enei^ies of the
tittle being, who with such varied
powers is glad and curious to try
them all. Nature provides for
the well-being of a child more wise*
ly than many a parent does. Look
at the hardy boys a -id men that
sprang up during revolutionary
times. They lived, we may say,
"as they could," — grew up like
forest trees, nursed' by the breezes
of heaven and nature's bounties, to
obtain which they must exercise
every ingenuity, for there were
foes on every hand, whether from
foreign in^vaders, the wily savages,
or the blood-thirsty beasts that
roamed near their forest homes.-—
Yet amid all these difficulties and
dangers, — amid privations and suf-
ferings, whs^ men they were!
Their souls, cast in a mould of in-
dependence, nurtured for rapid
thought and action, ready at aJi
times *^to do^ to be and to suffer.''
Out of these materials, rough hewn
and unpolished as they were, strong,
minds and brave souls, came those
plans and deeds that founded a
world-famed Republic. They dared
all for freedom and wrote their
names high and deep on the tablets
<^ their, country's freedom, whesa

North" Caffili^ur •kmum^ SfEdueaHon. [Febhuirjr^

tbej IrtH ramain Mid eTar br^htes
while time lasts.

Bui had their yoath heeo spent
io the ''lap of luxory/' think yon
there wonld hate heiErn so staneh
and nnflincbiog a resistaoee to
British power — so deterMioed a
perseyeranoe-HBncfa enerj and eonr-
age amid those jears of suffering
and priyation — at the risk of etery-
tbing personal f No ; beleive me,
tbeir independent, self-reljiog lives
in those homes in the wilderness
paved the way for deeds so daring
and resnits so astonisbiog. The
way to make thinkers is to give the
mind, fh>m its earliest years, food
and oeeasion for tbongbt. Exer-
cise the facilities if you would have
them grow ; call them into play,
and ere long yo^ will be repaid for
your endeavors by their rapid and
healthy development. Allow chil-
dren an opportunity to grow in
health and strength, and nature
lays hold of it readily and does
more than half. Such a course will
reward the parents much better
than if, with mistaken kindness,
they treat their children like hot-
house plants, warding off every
blast of wind and shufting them
up from heaven's bright sun. Bear
the child to think for himself, then
when he goes to the scbool-room
he will take bold of stud/ with
some capacity and be ready to apply
himself to books with less dislike.
Not looking upon study as such
pitiful overwhelming hardship, bis
progress will be more gratifying
and encouraging. Parents will find
less reason to c<»nplain of 'Hime
9od money throvm auay on edu-
cation ; " and last, though not least,
the teacher will be spared much
weariness and discouragement in
an office that, saving the scanty re-
muneration, is often an utterly
thankless one. Delia W. JoMSs.

LEARN TO SPELL.

•*The benefits of correct spell-
ing may be learned from the fact,
which appears by th^ official can-
vass of the votes cast for Gover*
nor last November, that several
hundred votes were not counted
for either candidate, on account
of the wrong spelling of names.'*

The above was ^clipped from &
newspaper, and relates to the
State of New York.

If the judges at our elections
were to reject votes for the same
reason, how mftoy would lose
their votes ? We will make this
an occasion of mentioning ameth*
od of teaching the art of spelling
practiced in one of the large
schools at the North ; and proba-
bly in many of them*

The teacher in the morning
writes upon the black board, the
lesson for the day ; this is copied
by the pupils and the definitions
learned during the day. In the
evening the lesson is put out by
the teacher ; the words are spell*
ed by the class, and at the same
time, each one writes down the
words in a blank book kept for
the purpose ; these books are in-
spected by the teacher, and the
mistakes corrected. The advan*
tages of this plan are :

1. The form of tlie word is prescuV-
ed to the eye.

2. Tlie sound of it strikes the ear.

3. The meaning of it is a?gociated
with it.

4 . The band is employed in writing
it down.

All these, help to impress it
upon the memory. The disad-
vantages are, it is a slow process,
and requires much time and la-
bor from the teacher. E.

1M9,]

Lord BoKmfM FkSo9cpk§f.

LOKD BACON'S PHILOSOPHY.

Its InsXiUENOB upon Education. — (Contianed.)

Bat Bacoo well knew that many
olwtaoles stood in the way of the
reoeptioD of his new philosopby,
and that he must first remove
these obstacles. The greater por-
tion of his ^*Novum Organum'*
is accordingly occupied with po-
lemics.

Idols and false notions, he says
here, ^^ovem the human under-
standing to that .degree that, be-
fore the introduction of any posi-
tive system of truth, they must' all
be cleared away, and men be warn-
ed against them. There are four
kinds of idols.

Idols of the Tribe ; or generic,
and founded in the universal na-
ture of mankind.

Idols ' of the Cave } or specific,
grcwing out of the diversities of
individual character.

Idols of the Forum ; or such as
proceed from the social relations
of men. • •

Idols of the Theater ; or those
which have been forced into the
human mind by successive schools
of philosophy, creating, as it were,
fictitious on scenic representations
of life.

I will now extract, from Bacon's
exposition of these various idols,
some remarks, bearing upon edu-
cation. '*It is false/' he says, "to
assert that our senses are the ulti-
mate measure of the world; all
the perceptions of the senses, as
well as all the conceptions of the
mind, find their correspondences
in the nature of man, not in the
being of the universe. The hu-
man understanding receives the
lays that stream from created ob-

jects, as an uneven mirror, which
mingles its own nature with that
of the object it reflects, giving to
them false shapes and colors."

Bacon here disclaims that absa>
lute knowledge of objects, which
penetrates to the essence of their
being, for such all-sufficient knowl-
edge is the perogative of God alooe.
Our point of view is forever out-
side of the center of the universe.
But yet he does not appear to re-
alize the intimate connection of
this- view with the fall of man,
ana the conditions affixed, in oon-
sequencf thereof, to human learn-
ing. For even were the knowl-
edge possible to man radical and
complete, yet t reaches only to
the border-land, beyond which lie
the inscrutable mysteries of Dei-
ty. These mysteries man can pre-
figure and believe, but never fath-
om.

"The human intellect is led by
its very essence to assume a great-
er order and equality in nature
than it actually finds." In anoth-
er place he says, "The light of
the i understanding is not a clear
light, but it is clouded by the will
and the aflfections. Hence man
rejects that which is difficult, be-
cause it calls for patient inquiry ;
that which is moderate, because it
narrows his hopes, &eJ* How ap-
propriate is this remark in the ed-
ucation of the young, and how
little is instruction based upon
just views of the relation between
the will and the understanding,
and upon the taste or distaste of
pupils foi given pursuits j and how
evident it is, tbat the will must

Mrih^ Omi^Kfm J^knM ^Bimlition. [Febtni^

be animatedi by the conacieDoey
wb^re the gifts of intellect have
been sparingly bestowed I

''Some minds are lost in admi-
ration of antiquity, others in the
passion for novelty, but only the
select few are ao well balanced as
to l^eep a medium course, and
aeitber to pull down that which
bas been skilfully built up by the an-
•ieatSy nor to despise that which
has been well done by the mod-
erns."

This remark should serre to en-
courage teachers, especially at the
present day, when a superstitious
reverence for antiquity is engaged
in active coofiiet with a supersti-
tious regard for whatsover is new.
Further on, Bacon attacks the va-
ries philosophies which have been
in Yogtteatctiiferent periods. '^The
lievotees of scienee have been eith-
er empiricista or dogmatists. The
empiricists, like ants, have heaped
up only that which they could put
to use; and the dogmatists, like
spiders, have spuft threads out of
their own boweki. The bees, on
the contrary, hold a course mid-
way between these two ; for they
sip of the flowers of the field and
garden, and th» nature of these
they change and distil, by virtue
of the force that is in them. So
a true philisophy is not efifective
alone, or chiefly, by the power of
thought which 'it contains, nor
does it proceed out of a memory
filled with the results of observa-
tion and experiment, but all its
stores are changed and assimilated
by the understanding." He like-
wise censures <^an undue respect
&r authoxitiea, and that too com-
mon error of opinion, that noth-
ifig new remains to be found out."
He condems sin aa the bane of all
knowledge. He aaya <<men have
aniored int(» a desire of leacoing.

and knowledge, not for the benefit
and use of their fellows, but from
a natural curiosity and inquisitive
appetite, for victory of wit and
contradiction, or for lucre and pro- -
fession." Most sharply does he
castigate liars. ^'Knowledge is
nothing else than a representation
of truth ; for the truth of being
and the truth of knowing are one,
differing no more than the direct
beam and the beam reflected."

In one place he treats most
strenuously and earnestly of the
importance of education. '<A
gardener," he says, ^< takes more
pains with the young than with
the full-grown plant; and men
commonly find it needful, in any
undertaking, to begin well. We
give scarce a thought to our teaob-
era, and care little for what tbey
may be, and yet we are forever
complaining, because rulers are
rigid in the matter of laws and
penalties, but indifferent to the
right training of the young.'*

To this Bacon adds a panegyr-
ic upon the schools of the Jesuits^
by way of introduction to another
paragraph on education. It is as
follows : —

'^As it regards teaching, this is
the sum of all direction : take ex-
ample by the schools of the Jea*
uits; for better do not exist. How-
ever, I will add, according to my
wont, a few scatteied thoughts on
this head. Collegiate training for
young men and boys excels, ija my
opinion, that of the family or of
the school. For not only are great*
er incentives to action to be.fouoMl
at colleges, but there too the young
have ever before their eyes men ^
dignified bearing and superioY
scholarship, who command theil
respect, and whom they grow in-
sensibly to imitate In shorty theiw

1859.]

LotA Bac<m*t Phiio9ophy,

IB hardly a particular in which col-
leges do Qot excel. In regard to
the coarse and order of instnic-
tioDy my chief counsel would be
to avoid all digests and epitomes of
learning ; for they are a species of
imposture, giving men the means
to make a show of learning, who
have it not. Moreover, the nat-
ural bent of individual minds
should be so far encouraged, that a
scholar, who shall learn all that
is required of him, may be al-
lowed time in which to pursue a
favorite study. And further-
more, it is worth while to con-
sider, and I think this point has
not hitherto received the atten-
tion that its importance demands,
that there are two distinct modes
of training the mind to a free
and appropriate use of its facul-
ties. The one begins with the
easiest, and so proceeds to the
more difficult ; the other, at the
outset, presses the pupil with
the more difficult tasks, and, af-
ter he has mastered these, turns
him to pleasanter and easier
ones : for it is one method to
practice swimming with blad-
ders, and another to practice danc-
ing with heavy shoes. It is be-
yond all estimate, how much a
judicious blending of these two
methods will profit both the men-
tal and the bodily powers. And
so to select and assign topics of
instruction, as to adapt them to
the individual Capabilities of the
pupils, — this, tdo, requires a spe-
cial experience and judgment.
A close observation and an ac-
curate knowledge of the differ-
ent natures of pupils is due
from teachers to the parents of
these pupils, that they may
choose an occupation in life for
their sons accordingly. And
note further, that not only does

every one make more rapid pro-
gress in those studies to which
his nature inclines him, but
again that a natural disinclina-
tion, in whatever direction, may
be overcome by the help of spe-
cial studies. For instance,
if a boy has a light, inattentive,
and inconstant spirit, so that he
is easily diverted, and his atten-
tion can not be readily fixed, he
will find advantage in the math-
ematics, in which a demonstra-
tion must be commenced anew
whenever the thoughts wander
even for a moment.

These cautions respecting
mental training may not, at the
first glance, appear to abound
either in weight or wisdom ; but,
acted on, they are both fruitful
and efficient. For as the wrong-
ing or cherishing of seeds or
young plants is that, that is most
important to their thriving, and
as it was noted that the first six
kings, being in truth as tutors
of the state of Rome in the in-
fancy thereof, was the principal
cause of the eminent greatness
of that state which followed ;
so the culture and manurance of
minds in youth hath such a for-
cible, though unseen operation,
as hardly any length of time or
contention of labor can counter-
vail it afterward. And it is not
amiss to observe how small and
mean faculties, gotten by educa-
tion, yet when they fall into great
men or great matters, do work
great and important effects,
whereof I will give a notable ex-
ample. And the rather, as I
find that the Jesuits also have
not neglected the cultivation of
these lesser graces of the schol-
ar, in which, as it seems to me,
they have shown sound judg-
ment. I speak of that art which,

North' Carolina Jmrtml o/ £ditaatioh. ^eht^daitff

followed for a livelihood, brings
reproach, but, used in education,
does the best of service, — I mean
the acting of plays. This strength-
ens the memory, gives volume
to the voice, power to the ex-
pression, ease to the bearing,
grace to the gestures, and imparts
a wonderful degree of self-confi-
dence, thus thoroughly fitting
young men for the demands of a
public career. Tacitus relates
that a certain stage-player, Vibu-
lenus by his faculty of playing,
put the Panonnian armies into an
extreme tumult aod combustion.
For there arising a mutiny among
them, upon the death of Augus-
tus Caesar, Blcesus, the lieutenant,
had committed some mutineers,
which were suddenly rescued ;
whereupon Vibulenus got to be
heard speak, which he did in this
manner ; 'These poor innocent
wretches, appointed to cruel death,
you have restored to behold the
light } but who shall restore my
brother to me, or life unto my
brother, that was sent hither in
message from the legions of Ger-
many, to treat of the common
cause? And he hath murdered
him this last night by some of
his fencers and ruffiians, that he
hath about him for his execution-
ers upon his soldicras. Answer,
Blaesus, what is done with his body?
The mortalest enemies do not de-
^y burial -, when I have perform-
ed my last duties to the corpse,
with kisses, with tears, command
me to be slain besides him, so
that these my fellows, for our good
meaning, and our true hearts to
the legions, may have leave to bu-
ry us.' TVith which speech he
put the army into an infinite fury
and uproar; whereas truth was,
be had no brother, neither was
there any such matter^ but he

played it merely as if he had been
Upon the stage.''

It should be understood, howev-
er, that this passage on education
is isolated, and by no means in con-
nection with the general philoso-
phical system of Bacon. It is sur-
prising that the man Inrho said, '^It
is no les true in this human king-
dom of knowledge than in God's
kingdom of heaven, that no man
shall enter into it, except he be-
come first as a little child," did
not adhere to thin sentiment^ and
carry it into all his speculations. — '
When he taught that '^men must
abjure all traditional and inherited
views and notions, so that With an
open and unworn sense they t;night
come to theobservation^pf natUxe,"
why did be not apply his doctrine
to that class, who know nothing
by tradition, and who have noth-
ing to unlearn,^ — I mean to ^chil-
dren? Why did he not build a«
new the science of education up-
on the solid basis of realism ? — -
Instead of this, we find nothing
but an ill-assorted farrago of good,
bad, and indifferent. I have al-
ready expressed my disapproval of
the pernicious influence of the
educational tenets of the Jesuits,
which Bacon so highly recom-
mends, especially tbeir primum
mobile, the principle of emulation.
Much might be urged also against
some of the features of seminaries
and colleges. His advocacy of
theatrical representations in schools
is, singularly enough^ supported
by the above example from Tacitus;
which, more nearly considered, is
truly hideous, an example o f a
stage-player, who, in the reign of
Tiberius, with the aid of surpas-
sing eloquence, palmed off upon
the Pannonian legions a wholesale
lie, and so instigated them to a re-
bellion against tbeir general. But

1859.]

Lord Bvconii PhUoa»ph^.

he forgot to add, that Drnsoa most
fitly recompenBed the ill-omeod
orator for his all too potent speech
with the loss of his head. Why
did not Bacon, keen as be ordina-
rily proved himself in argument,
rather use this example to condemn
theatrical repreBe^tations in
schools, inasmuch as these repre-
sentations very often pass from a
mimic jest into a too serious fa-
miliarity with lies and deceit?

Meanwhile some of his views in
the passage above quoted, as, a-
gainst over hasty methods of im-
parting instruction, in favor of a
judicious interchange between the
easier and the more d i fB c u 1 1
branches of learning, and the like,
are timely and encouraging.

But, though thiese doctrines in-
sure their own reception, we ought
not t^ hastily to conclude that Ba-
con's highest claims in the cause
of education are based upon them.
These claims proceed much rath-
er from the fact, which I can not
too often repeat, that he Was the
first to break out of the beaten track,
and to address scholars, who lived
and moved in the languages and
writings of antiquity, yea, who
were mostly echoes oi* the old
Greeks and Komans, and who had
no higher ambition than to be so,
—-to address them in such lan-
guage as the following : **Be not
wrapped up in the past, there is
an actual present lying all about
you ; look up and behold it in its
grandeur. Turn away from the
broken cisterns of traditional sci-
ence, and quaff the pure waters
that flow sparkling and fresh for-
ever from the unfathomable foun-
tain of the creation. Go to na-
tnre and listen to her many voices,
consider her ways and learn her
doings ; so shsll you bend her to

your will. For knowledge is pow-
er"

These doctrines have exerted
an incalculable influence, especial-
ly in England, where theoretical
and practical natural philosophy
are, in the manner indicated by
Bacon, united, and where this
union has been marvelously fruit-
ful of results. Their influence,
moreover, may be traced, at quite
an early period, in the department
of education. The first teacher
who imbibed the views of Bacon
was, most probably, Ratich* But
we have the distinct acknowledge-
ment from that most eminent of
the teachers of the seventeenth
century, Comenius, of his indebt-
edness to Bacon. In the year
1633, he brought out a work up-
on natural philosophy ) and, in the
preface to this work, he adverted
to his own obligations to Bacon.
Ho here called the ^^ Instauratio
Mugna'^ "a most admirable book.
I regard it as the most brilliant of
the philosophical works of the
present century. I am disappoint**
ed, however, that the keen-eyed
Verulam, after furnishing us with,
the true key to nature, has not
himself opened her mysteries, but
has only showed us by a few ex-
amples how they may be opened,
and so left the task to future gen-
erations." In another paragraph
he says : ''Do not we as well as
the ancients, live in the garden of
nature? Why then should not
we, as well as they, use our eyes
and our cans ? Why must we
learn the works of nature from
any other teachers than these, our
senses ? Why, I ask, shall we not
throw aside our dead books, and
read in that living volume around
us, in which vastly more is con-
tained than it is possible for any
man to record ; especially too that

Harth- Carolina Journal of Education. [February,

the pleasure and the profit to come
from its perusal are both so much
the greater? In experience too,
we are so many centuries in ad-
vance of Aristotle*''

With this eminent example of
Bacon's influence in the depart-
ment of instruction, I shall close.

Jim erica n Jour, of Ed,

from its resemblance to the move-
ments of a plough. De Verb

ORIGIN OF PUNCTUATION.

Written letters were at first not
divided into words, but in ancient
inscriptions whole sentences
form one continuous series.

It was at a much later period
than is commonly imagined, that
dots or similar marks were first
employed to part sentences and
words from each other ; to leave
an open space between them is
a comparatively modern improve-
ment. Marks of punctuation,
also, remained unknown until the
times of the Alexandrian Gram-
marians, and especially Aristo-
phanos of Byzanz, and the Maso-
retes in Hebrew writings. Even
then, however, they were only used
as an aid in books of instruction,
and neither the Goth, nor the
Coptic, much less the Northern
Runes, ever knew their use.

The order in which the lines
of written letters are arranged,
has varied considerably ; among
the ancients the direction from
the right to the left prevailed
generally ; modern writing fol-
lows the opposite direction. The
Chinese and Japanese place their
words, not side by side, but un-
der each other, and arrange the
perpendicular columns from the
right to the left ; Greek, Eastern
Indian, and Runic writing is
horizontal, but begins also at the
right. The oldest writing is
" Boustrephedon," combining
both directions, and so called

THE USE OF THE VERB "TO BE,*'
BY DEAFMUTES, EXPLAINED.

The infinitive mood may be re-
garded as the basis of th« verb, "the
expression in an abstract form, of
the verbal idea." It is a noun as
much as any other name, being the
name of the act, state or condition
indicated by the verb, not limited
by person, time, number or place :
it does not express what actually
exists, but a pure abstraction, as
56C, cut^ help, or in another form,
seeing, cutting, helping.

Now when this act or state is pred-
icated of any subject, when it pas-
ses from the abstract to the con*
Crete, it seems necessarv to use the
verb " to 6c," as well as when any
other noun, or adjective, is the pre*
dicate. You limit the verb see io
a particular subject, and attribute
it to a person, "a man." You limit
it to the present time, it is now —
going on, " a man see is," i. e. he
is in the act or state meant by the
abstract, see-m^.

Further, it seenis to be generally
! agreed that verbs, in the formation
j of language, preceded nouns : the
I latter (the primitive ones) taking
their names from some act, state or
quality that is prominent; assupposd
the sun, from «Atnc= the shiner.
The word lamb, from skipping. The
same word in the root would be
noun and verb. Then as before,
you want to assert of some other
subject, what is peculiar to the
thing to. which this name has been
appropriated ; you say of a man he
has the qnalities that characterize
the lamb ; he lamb is : he lambs ;
he sun is=he shines. The preposi-
tion to is no part of our infinitive,
but, " I saw him go," go is the in-
finitive, E. F. R. '

1889.]

XeeAire on the EnglUh Language*

A LECTURE ON THE ENGLISH LANGUAGE,

Its Htstory-^Its excellencies and defects' — Its curiosities and colloquial
abuses — Jlnd its future destirty. Delivered at Newhemcj N, C,
May, 1854. Bj Rev. William Hooper. — (Contiimed.)

or pun was the Cleopatra for which
he lost the dominioQ of the world.
I will presently njentioa some of

STYLES.

. But I must pasA over the soaod
of our language — from its euphony
aod its eacophony, to the other ez-
eelleocies and defects. The power
of adaptation to all subjects, high
and low, grave and gay, tragic and
comic, is a difltinguishiog excellence
of the English tongue. In what de-
partment of compj(»8ition has not our
language its great luastcrs, who have
wielded this weapon with such might
and dexterity that it seems as if no
other could have suited them bet-
ter ? What language could have
suited Milton so well) to describe
the sublime horrors of hell and the
aablime glories of heaven and the
soft charms of Eden, as the one he
learned on his mother's lap ? And
wheu we read one of Shakspeare's
deep tragedies, it seems as if no
other language could have answer*
ed better to expr^ess the strong emo-
tions of love, hatered, revenge, re>
morse, j el ousy, courage, pity, des-
pair I And on the other hand,
when we read one of his comedies,
where Sir John Falstaff, the fat
knight, provides such a fund of
entertainment for the English na-
tion^ as it is said, all other writers
have not equaled — why, it seems
as if Sir John would not have been
himself y in any other speech than
his own racy Anglo-Saxon. It is
true Shakspeare's humor is often
low and vulgar, and consists too
often in a quibble upon words. —
This, however, wasiiot the fault of
bis mother tongue, but of the bad
taste of his age, and some one has
Mudp thftt bk fondness for quibble

these puna, among the curiosities
of our language.

The variety of styles of which
the English tongue is susceptible
in the same department of litera-
ture, is remarkable. Take, for in-
stance, the department of history.
What a vaat difference between the
attic simplicity of Hume, and the
As'iatic pomp and luxuriance of
Gibbon *t Robertson tried the midp
die ground — more ornamental than
Flume, less turgid and grandilo-
quent than Gibbon. Each of these
several styles has its admirers, I,
for one, think, that the increase of
ornament in historical style is in
bad taste, and foreign to the severe
genius of the historic muse. The
object in history is to give us naked
truth and to fix attention upon the
fa^is and the matter not upon the
writer. If you introduce much
coloring you disguise and misrep-
resent the matters of fact, and draw
off the jreader's miud from them
to the beauties of the composition,
and this is too often the manifest
object of the historian : to exhibit
himself. Besides, the employ*
meot of poetry and rhetroric imme-
diately begets a suspicion oi fiction
— that the historian is not eleva-
ted to that high seat and olear at-
mosphere of judicial dignity, which
would quality him to decide fairly
on the merits of historic facts. —
That is just the suspicion you feel,
upon taking up Walter Scott's life
of Napoleon^ When the^ then an«

HarA-Oarolina Journal ^Bdueaiion.

[Febraarj,

koowD) author of the <' Waverlj
novels/' first anoouooed that be
had undertaken the biography of
the greatest warrior of the world,
the public were on the tiptue of
expectation : the foremost io arau»
portrayed by the foreiiiust in let-
ters ! They could scarcely wait
for its completion, and as soon as
it appeared, seized upon and de-
youred it with the ^rnatest avifdity.
But the sober reader immediately
discerns the hand of the poet. —
The profusion of similes and meta-
phors awaken a feeling thatyo%> are
on fairy and enchanted ground,
and you withhold your confidence
— to say nothing of the caution
you think necessary against the
national prejadices of a Briton.
Shese remarks apply with still more
force to a history (shall I call it)
or a historical declamation, in praise
of Napoleon by the Reverend J.
C. Abbott, now beguiling the
American public in the pages of a
fashionable periodical. This mili-
tary parson, with cocked hat on his
head and epauletts on his shoulders
and spurs on his heels, who thinks
it his mission to whitewash the
character of a man who destroyed
about five millions of his fellow*
creatures, may figure for a year or
two, with readers whose historical
knowledge goes no deeper than the
pages of a magazine; bat after
having flourished his short day up-
on the stage, and done his best (un-
der the banner of the Prince of
peace) to make ^^young America"
admire and burn to imitate the
bloody race of conquerors, we can
safely predict a speedy decent of
his uo clerical production, '^tothe
family vault of all the Oapulets."
I make these remarks on Abbott's
work merely in passing, to caution
my yoQog hearers against forming
their historical opinions merely

from the hired writers- for periodi-
cals, who know that their contribu-
tions will be more noticed the more
they may startle by their audacity
and paradox.

Kising to a higher grade of his-
torical prodactioos, the histories of
Bancroft, Prescott and Irving, who
have done so much honor to their
country, we may still be allowed
to doubt whether they have not
pufihed ornament too far. Yoo
see the landscape (in their pages)
not through plain, clear glass, but
through a painted window — ^the
objects are not seen merely in the
common transparent light of the
atmosphere, but gilded by the
beams of the sun. The best illus-
I tration of a good style that was
I ever given was that of Robert Hall,
applied to Miss £dge worth. He
said that a good style ought to
resemble a transparent medium^
through which you see the writer's
thoughts clearly, without thinking
of the medium itself; and such he
said was Miss Edge worth's style.
If this be a just remark on style
in general, it holds with especial
accuracy in regard^ to the style of
history. But ihe subject is so ex-
pansive, and the time so short that
I must contract my excursions and
hurry on to other proposed topics.
Let me just remark here, however,
that having praised Hume's style,
I must not be considered as prais-
ing his history, for the main quali-
ties of a good historian : fairness
and fidelity. In that respect the
decision of the world has accorded,
I believe, with, the sentence of
Arohbishop Magee of Dublin, that,
besides his tooap^niirent prejudices
against religioi^, his celebrated
histor3^i8 a labored apelogj for tyr-
anny and arbitrary power.

PBRSONIFIOATION :

It is always a beauty and ezoe^

1850.]

Lecture on the B$^ih Language,

lency in any language when it
can elevate itself at pleasure ahove
its ordinary level — just as it is a
great evidenoe of man's supenon-
ty to the animal tribes^ that he has
been able to add to his natural fac-
ulty of walking, the power of
mounting on horsebftok; thus giv-
ing to his motions a force and cele-
rity far beyond the capacities of
his own body. Now, poetry may
be said to be prose on hoirsehacJc.
Hence the ancients gave the Mu-
ses the winged horse Pegasus, on
which to mount their votaries. —
Well, our language possesses sev-
eral characteristics fitting it for
the purposes of poetry. One is,
a store of poetical words, which
are considered the peculium — the
professional property, of the tune-
ful nine, and whose adoption by
prose writers would be as bare-
faced a use of stolen goods, as if
you were to see a young gentleman
with tortoise shell combs, and
wreaths of flowers in his hair. —
Such words are mounts founts for
monntain, fountain ; stole for ro6,
lore for learning, fa,st for close by,
theatric for theatrical, rill for
rivulet, pale, for make pale; such
contractions as * scape for escape,
'gin and *gan for begin and began;
o'er, e'er, e'en, oft, and various
others; and especially the revi-
val of antique words; as nothless
fbr nevertheless, whilome for
formerly, aye for always, mote for
might, holp for help, &c. This
Teausoitation of old words, covered
with the rust aud mould of anti-
quity, is a very politic artifice of
tne poets ; because it falls in with
our passion for the antique, which
is seen in our fondness for Grothic
edifices, castellated palaces, old
ruins,aud in our alarming imitations
of mother Eve's toilet. This resort
to <M forms was common in the

choruses of the O-reek tragedies.
It was there the Poet wished to*
display his full poetical talent, and
there he introduced the old Doric
dialect, with fine effect. Milton^
with similar art, uses the antique
forms Rhene, and the Danaw, for
Rhine and Danuabe. So we can
immediately give a solemn eleva-
tion to our style, by dropping our
familiaf you and your, and taking
up thou thee and thine. This is
what gives a venerable grandeur
to our common Bible, which we
should be sorry to see lost in a
modern version; and this air of
antiquity and solemnity is an ar*
gument for reading the Bible so as
to make a distinct syllable of the
ed'ixi the termination of our verbs.
If we say : "His mercy endureth
for ever," because it is solemn and
antique, why not: "His mercy
endiir ed for ever,'' for the very
, same reason ? Walker tells us
! that in England the reading of the
Bible is thus distinguished from
the reading of every other book
and it is a seemly distinction, that
the spoken antique may accord
with the written antique. Under
this head, cf a power to elevate the-
style at will, must be mentioned a
peculiarity of our English tongue
in which it has the advantage of"
almost all others. Dr. Blair re-
marks that "the English is perhaps
the only language in the known
WOT'ld (except the Chinese which
is said to resemble it in this partic-
ular) where the distinction of gen-
der IS confined, as it ought to be,
to mark the real distinction of
male and female." Since Dr.
Blair wrote. Sir Wm. Jones, that
great oriental scholar, has told us
that "the PersiCjlanguage resembles
the English in this; that in it, all
inanimate things are neuter." —
NoW; see the advantage of this iu

Nbrth'CaroKna Journal of JBduccUivn,

[FebntftSfy^

raising the tone of composition im-
mediately. Who can read, with-
out a chill of horror^ those awful
words of the Bible where God
confronts Cain with the crime of
murdering his brother: "The voice
of thy brother's blood crieth unto
me from the ground. And now
art thou cursed from the Earth,
which hath opened her mouth to
receive thy brother's blood from
thy hand.'* How would the style
here sink immediately, if we sub-
stitute its for her ! Yet this per-
sonification is not perceived in the
Hebrew original, nor in the other
modern versions of it, because in
these, the Earth is always fenii
nine, and therefore you cannot en-
dow it, when you please, with new
dignity and vivacity by calling it
she. So when you say in Eng-
lish : " Virtue charms us by her
loveliness," we feel the beauty of
the personification, and we picture
to our minds a lovely woman, win-
ning ail hearts by her charms;
but in French, Italian, German,
and the rest, the goddess drops i
her divinity, and is transformed
into a thing ; and "virtue charms
us by its loveliness/'- — just as a
tree might !

I will give you another speci-
men from a poet who is, or ought
to be, a favorite with you all : the
author of the "Pleasures of Hope"
— -a quotation the more appropri-
ate note as brought to mind by
the present portentous state of the
world. And while I recite it, let
me just remind the juvenile part
of my audience, that Sarmatia
is the ancient name of modern
Poland :

" Oh bloodiest picture in the book of
time,

Sarmatia fell, unwept, without a crime;

Found not a generous friend, a pity-
ing foe«

Strength in her arms, nor m^rcy in ket

wo;
Dropp'd from htr nerveless grasp tb4

shatter'd spear,
Closed her bright eye and eorbed her

high career."

What reader of taste would not
feel a sensible fall in the ther-
mometer of style, if we here sub-
stitute its for her !

TO BE CONTINUED.

Curiosities op the Eauth. — •
At the city of Modena, in Italy,
and about four miles around it^
wherever the earth is dug, when*
ever the workmen arrive at tho
distance of sixty- three feet, they
come to a ded ot chalk, which they
bore with an auger five feet deep*
They then withdrew from the pit
before the auger \& removed, and
upon its extraction, the water
bursts up through the aperture
with great violence, and quickly
fills this newly made well, which
continues full, and is affected neith*
er by rains nor droughts.

But what is most remarkable in
this operation is the layers of earth
as we descend. At the depth of
fourteen feet are found the ruins
of an ancient city, paved streets,
houses, doors and dlficrent pieces
of Mosaic work. Under this is
found a soft, oozy earth, made up
of vegetables, and at twenty-six
feet deep, large trees entire, such
as walnut trees, with the walnuts
still sticking to the stem, and the
leaves and branches in a perfect
state of preservation. At twenty^
eight feet deep a soft chalk (is
found, mixed with a vast quantity
of shells, and this bed is eleven
feet thick. Under this vegetables
are found again. — PUuhwrg AL

1850.]

GMMMn School Dqmrtment,

Common Schol gtpartment.

<#»

EXTRACT

From tlvB Report o^ the General Superintenoent of Ckmimon SchooU

for 1858.

L General StATisncs of the

Common Sohoom for 1858.

The estimates and statistics ia
my report of last year were, gen-
erally, intended to be under the
mark.

In that report it was asserted
that the whole number of white
children in the State, between the
ages of six and twenty-one years,
was about (220,000) two hundred
and twenty thousand.

That the public may be enabled
to judge of the accuracy of this
assertion, I deem it proper to state
some of the fucts and calculations
on which it was based. It was es-
timated that there were, in the
State, 3,500 districts actually laid
off; 3,190 were reported in 77
counties. The number of chil-
dren in all th^se reported districts
was net stated, but according to
the returns, the average number
to the district was about sixty.

According to this calculation,
there would be in the 3,500 dis-
tricts, two hundred and ten thous-

hundred and fifteen thoasand. The
ratio of increase of the whole
white population of the State
from 1830 to 1840, was about 2
per cjnt.; from 1840 to 1850,
about one and two-fifths, being an
annual average increase for twen-
ty years previous to 1850, of about
four-fiths of one per cent.

It is fair to conclude that the
increase in whites, between the
ages of six and twenty-one, for
the last eight years has been at
least this great, and if so, the
whole increase, from 1850 to 1857,
would be 12,040, which, if added
to 2 1 5,000, makes (227,040) two
hundred and twenty-seven thous-
and and forty.

Can any one from these calculai-
tions doubt that there were in the
State, in the year 1857, at least
two hundred and twenty thousand
children between the ages of six
and twenty-one years ?

£ut, it may be answered, it haa
been answered, that there were
three thousand five hundred dig*

and white children, between the tricts actually laid off, and territo-

ages of 6 and 21, and in the terri-
tory not laid off, twelve thousand
more, making in all, two hundred
9nd twenty-two thousand.

Again : by the returns of 1850,
there irere iu the State, two hun-
dred and fifteen thousand four
hundred and fif ty-£our white per-
pons, between the ages of 5 and
ISO years, and hence it is safe to
^Icukte^bat thero were, between
(hft agea of $ an4 21^ at least two

ry for two hundred more. To
this, I reply that this supposition
is itself based on reliable inform»>
tion in my office, and since the ma-
king of my last report further and
authoritative evidence, bearing on
this point, has come to hand.

A full return of every school
district in the State has never been
made> in any one year ; but a com-
parisou of the returns of different
je^rs, ;With other means of oalou-

Jffarth*Oim>Una Jtmmal of EiueaHon. [Febroary,

lation in my possesgion, enables
w^e to make a tolerably correct es-
timate of the number in the State.

It is often the oase, however,
that the whole number of chil-
dren are not reported in a number
of districts ; and generally, or at
least not unfrequently, these are
the largest districts, containing
several schools^ and more than the
average number of children.

The number of schools is not
reported ; but in distributing the
School Register this year I have
ascertained, from the n^ost relia-
ble sources, that all previous esti-
mates of the number of schools
^re considerably under the mark.

According to the letters of
e^airmen of boards of county su-
perintendents, now in my posses-
sion, there are at least 8,700 to
8,800 oonvnon schools in the State,
and the wcrk of increase is con-
tiniially ^oin^ on ; so that in a
short tiiue the nunber will be
four thousand. No one can eic-
amine the doeuments in my pos-
session and doqbt this assertion.

I have received, this year, re-
turns of the number of white
children in a large portion of the
tJUstriots of seventy counties ; and
the whole number reported in these
18 (179,3t95) on hundred and sev-
enty-nine thousand three hundred
and ninety-five.

The leverage, to the county, is
two thousand five hundred and
aizty-two (2,562); and at this rate
tile nuo^ber in all the counties
irould be two hundred and seven-
teen thou3and eight hundred and
twenty-five^

In the co^nticB reporting the
number of children 19 not given
in all the districts ; but, without
going again into the calculations
on which my assumptions are foun-
4ed| Xfeel QonM^at that there are

now in the State at least two hun-
dred aod twenty-five thousand white
children between the ages of six
and twenty-one years. The esti^
mate in my last report, intended
to be certainly under the mark,
was too low ; and increasing infor-
mation emboldens me to assert,
with more confidence, my real con-
viction, and this is, that even two
hundred and twenty-five thousand
is now a moderate estimate. For
the present, however, I may assert
that the number of white persons
in the State between the ages of
six and twenty-ose years is cer*^
tainly two hundred and twenty-five
thousand.

There are returns from schools
taught in 75 counties; and the
number of children reported as at«
tending school is one hundred and
two thousand two hundred and
eighty-seven, (102,287.)

The number reported as taught
last year, in 75 counties, was nine-
ty-nine thousand four hundred and
seventy-one, (99,47 l,)-^.the in-
crease for this year being two theus^
and eight hundred and sixteen*
(2,716.)

The average number to the coun-
ty, reported as attending school
during the year, is 1863 — and ac-
cording to this rate, if all the
counties had been heard from, the
number reported as taught would
be one hundred and eighteen thous-
and nine hundred and seventeen,
(118,917.) {

It was asserted in the report for
last year, that one hundred and
fifty thousand ohildren were re^-
ceiving instruction in the commoa
schools. I am well satisfied that
this statement, like that in regard
to the who le number of children
in the State, is consideiably under
the mark. As we have seeo; re-
turns from all the cop||tieB) lifal

law.]

Obffimon S^eol Ikpartment.

those ^mit in from seToot^fiTe,
woald report one handred and
etghteen thousand nine hundred
and seventeeD, as certainly taught.

Now, in the reports sent to me,
it appears that teachers were paid
for instructiog in a number of dis-
tricts from which there are no re-
ports of the n'nmber of children
attending school; and it is also
well known to those who have had
official connection with the system,
that when the reports of the chair-
men are made out there are some
ichools in operation, in nearly eve-
ry county, and not reported, while
in other districts there have been
DO schools within a year on ac-
count of the removal of houses, or
the building of new ones, the change
of boundaries, or the desire to let
the fund accumulate.

It will so happen, from these
various causes, that there will be
no returns of the number of chil-
dren taught in one third of the
distriots in the State — and in
which there have been, or will
soon be schools.

As intimated, the children at-
tending school in these districts
will amount to one third, or very
near it, of the whole number who
receive instruction at the common
9chools ; but estimating the num-
ber as being one third of that re-
ported in 75 counties, it is thirty-
four thousand and ninety-five,
(34,095.)

Estimating the number as one
third of all that would have been
reported in the whole State, and
it is thirty-nine thousand six hun-
dred and thirty-nine, (39,639);
and both of these estimates are
very moderate, the former allow-
ing the unreported children at-
tending the common schools of
the whole State to be equal in
liumber to one*fo>u,rth, of all in-

structed in 75 counties, and the
latter estimating them at one-fourth
of all who are instructed in all the
eounties.

The former estimate would give
the whole number attending the
common schools as one hundred
and fifty-three thousand and twelve
(153,012); and the latter as one
hundred and fifty-eight thousand
five hundred and fifty-six, (158,-
556.)

I feel certain that my estimate
of the number of children receiv-
ing instruction at the common
schools, as given in my last report,
is under the truth ; and I now
assert that the number is at least
one hundred and fifty-five thous-
and.

I therefore report the whole
number of white children in the
State between the ages of six and
twenty-one, as at least two hundred
and twenty^five thousand, and the
whole number receiving instruo-
tion at the common schools as one
hundred and fifty*five thousand,
(155,000.) There are receiving
instruction at colleges, academies,
select private schools, at home, at
Sunday schools, and at schools
abroad, at least fifteen thousand.

Of those who are barely six
years old, or even seven or eight,
a considerable number who will at-
tend the common schools have not.
yet been sent for the first time ;.
and of those between fifteen and
eighteen, not a few have finished
their education.

It is here again asserted, as in.
former reports, that the proportion
of wholly illiterate persons among
the rising generation will be vast-
ly less than among those whose
places they njrill take ; less accord-
ing to present appearaiv>es than
th^t among th^eir QQi\teii9(korarie8

Nartk-Ocarolina Jtmmal of EduoaHon.

[Febnuuyi

in a Tery considerable xAajority of
the States of tbe Union.

Tlie number of connties report-
ing the whole number of districts
this year is seyenty-Beven, and the
number of districts given is three
thousand two hundred and thirty-
peven, and at the same rate the
fiumber in the whole State would
be three thousand five hundred
and seventy-three.

Seventy-seven counties make
returns of the number of schools
taught, and the number reported
in these is two thousand six hun-
dred and two.

Seventy-two counties report the
license of one thousand nine hun-
dred and ninety-four male teach-
eac, and of two hundred and five
female, in all two thousand one
hundred and ninety-nine.

The names and rank of nine-
teen-twentieths of these are giv-
en, hut it should be added that
from various causes not more than
two- thirds of the certificates issu-
ed to teachers are reported to me.

I am satisfied that the law in re-
gard to teachers is very generally
enforced and every year I have
additional reason to be pleased
with the workings of the regula-
tions adopted in regard to this part
of our system

The average length of the schools
taught during the year, for the
whole State, was 3 7-10 (three and
seven-tenths) months, and the av-
erage salary of the teachers twen-
ty-three dollars and sixty-two cents
]per month.

The exact average length of
the schools, and average salary
for last year were not calculated,
but it was stated that the former
was about four months, and the lat-
ter twenty-four dollars.

It will be seen above that the
preful additions of this year prove

these assertions to have been snffl*
ciently accurate.

Table II., in this report, con*
tains an account of the receipts
and expenditures for common
school purposes in seventy-one
counties : and it must be borne in
mind that with receipts are count*
ed reported balances in the hands
of the chairmen of the boards of
county superintendents.

The total receipts is three hun-
dred and seventy-one thousand
three hundred and twenty dollars
and seven cents, ($371,320,070
of expenditures, two hundred and
twenty-one thousand one hundred
and thirty-two dollars and fifty
cents, (?221,132,50;) and balances
in hand, one hundred and fifty-
two thousand one hundred and
seventy-three dollars and eighty-
seven cents, ($152,173.87.) *Thi8
large unexpended balance needs a
word of explanation.

It has already been stated that
when the chairmen of county
boards make their returns a num-
ber of schools are in session ; and
that there might appear to be no
exaggeration of the number of
children who attend schools and
are not reported, these existing
schools were undoubtedly under
estimated.

Of the one hundred and fifty-
two thousand dollars in the hands
of chairmen in September, seven-
ty thousand will be called for by
drafts in favor of teachers, before
the spring dividend from the lit*
erary Fund will be received ; and

*To make these results balance it
must be remembered that in the eomv-
ties of Camden, Carteret, CieTeland,
Duplin and Sampson, the expenditures
exceed the receipts by $1,086.30. This
sum should be added to the total re-
ceipts to make that column balance the
total expenditures and sums in hand
added together.

1869.]

Comtrum School DepattmeiU.

as (his sum ifl equal to one third
of the expenditares reported it
woald follow that the nnmber of
ehildren who are taught this year,
and not reported, is equal to one-
third of the whole number report-
ed as receiviofi^ instniction.

It will be remembered that the
nnmber taught this year and not
reported, and the number who
will be taught in districts where
the schools are temporarily sus-
pended were all estimated as equal
to one-third of the number report-
ed as taught ; and thus it is seen
that the assertion that one hun-
dred and fifty -five thousand chil-
dren are receiving instruction in
the common schools of the State
is based on certain data, and can-
not be an exaggeration. Two dis-
tricts in the State have two
schools, (at one house,) sustained
by the public fund during the
year ; and while the schools now
in operation will be reported next
year, it must be remembered that
they will be set off by an equal
number that will not end in time
to be reported that year, and that
will be begun for the first time in
twelve, eighteen or twenty-four
months.*

The average of expenditure to
the county is $3,114.54 — and the
expenditure in the whole State,
for the current year, was about
two hundred and sixty- five thous-
and dollars, (265,000.)

♦The schools now in operation will be
the first on the 7eport for the next year;
and of those in operation when the re-
tarns are made ap for next year, part
will be in the districts already repor-
ted as tanght. Still a considerable
number of schools will be in session at
tiie making of each report, and there
will be no return of previous schools in
these districts for that year.

Correct Speaking. — We ad-
vise all yoang people to acquire in
early life the habit of using good
language, both in speaking and
writing, and to abandon as early as
possible any ase of slang words and
phrases. The longer they live the
more difficult the acquisition of
good langua^re will be; and if the
golden age of youth, the proper
season for the acquisition of Ian*
guage, be passed in its abuse, the
unfortunate victim of neglected
education is, very properly, doom-
ed to talk slang for life. Money
is not necessary to procure this
education, every man has it in his
power. He has merely to use the
language which he reads, instead
of the slang which he hears; to
form his taste from the best speak*
ers and poets of the country ; to
treasure up choice phrases in his
memory, and habituate himself to
their use — avoiding, at the same
time, that pedantic precision and
bombast which show rather the
weakness of a vain ambition than
the7>olish of an educated mind.

It Shines for All. — The sun
does not shine for a few trees and
flowers, but for the wide world's
joy. The lonely pine on the moun-
tain top waves its sombre boughs^
and cries, "Tnou art my sun !"
And the little meadow violet lifts
its cap of blue, and whispers with
its perfumed beath, "Thou art my
sun V And the grain in a thou-
sand fields rustles in the wind, and
makes answer, " Thou art my sun!'
So God sits in heaven, not for a
favored few, but for the universe
of life ; and there is no creature so
poor or so low, that he may not
look up with childlike confidence,
and say, " My Father, thou art

mine

IforfK-OitrDiitM Jaurnal t>/ tUmMlioH. [fetMnaiy^

%m)imi €bitor's Jfjartmnit.

EviDBNCXfl OF iMPROTSlfENT. — As One I

of the best oTidences that the teachers
of our 8tate are improTing, we mention
tho iact that they feel their need of still
farther improTement. So long as there
WAS no manifestation of the least desire
for persoiHkl or i&utual improvement,
escti otttB being satisfied with his own
attainmetits, and not caring to know
what advances others were making in
methods of teaching, or how he might
become a better teacber, we were sure-
ly not making much progress towards
perfection. That there is now a desire
for improvement is evinced by several
facts, among which We will mention
the following :

iBt. For the last three years we have
had a State Educational Association,
organised by teachers and other friends
of education, for mutual improvement,
and to aid in advancing the generaV in-
terests of the cause in which we are all
^coworkers. But the interest thus man-
'ifested is of very recent origin and has
4iotyet pervaded every part of the State
and found its way into the minds of ev-
ery teacher ; for a few years previous
to tiie organization of our Association,
a call Was* made for a convention to
meet in the ciiy of Raleigh for a simi-
lar puipose, *whieh resulted in a total
failure, no one seeming to care any-
thing about such ^matters. But when
a call was made in 1866 for a meeting
in Salisbury, the way having been pre-
pared by our Superintendent of Com-
mon Schools, by setting forth the ob-
jects of the convention in a circular ad-
dressed to the friends of the cause
throughout the State, marked success
attended the effort. Almost every sec-

«e»

I tion of the State was represented ; all
seemed to enter heartily into the work,
andour State Edneational Association
is the result. Each succeeding meeting
of the Assoeiation has been attende d
by increasing numbers, and we are
sure that its influence Will manifest it<t>
self, before many years have elapsed^
in a higher standard of qualifications
among teachers, in all tiie departments
of our educational system.

As a second evidence of improvement
and one of the direct results of our As*^
sociation, we may mention the fact that
our teachers and other friends of the
cause, feeling the necessity of an or«
gan, devoted especially to the interests
of education, through which they
might communicate with each other)
have established this Journal, and sup-
port it for their mutual benefit.-^
Whether it is supported as it should be
or not, either by contributions to its
pages or to its list of subscribers, is a
question which we wish, each one to an-
swer for himself, by asking how he has
performed his part. While its very ex-
istence is a mark of improvement, it
may be made, if properly encouraged,
a most important means of still greater
improvement.

A third evidence pf improvement
may be seen in the Associations, in va-
rious parts of the State, embracing one
county, or a district comprising two or
three counties. Although wo have
heretofore spoken with regret of the
languishing condition of some of these
Associations, yet we are glad to know
that some of them are in a floorishing
condition and are exerting a marked
influence upon their members and up-

18S0^]

ianMsttl Bdit^t j&epof f^iMNl.

on th« sohoels around them. We hope
thai those now in existence may be
more a'ctiTe in the great and good work
before thetn; that many others knay
soon be organised, and that all will re-
port their doings to ns that we may
keep our readers advised of what is do-
ing. They may be the means of stim-
ulating others, and thus extend their
inflnence beyond their own counties.

MathemaI^ical. — \Ve expressed a
wish, some months since, that our
friends would send us such mathemat-
ical items as they might think would be
useful and interesting, provided they
did not require ^ywrrs atvd illustrations,
such as our Printers were not able to
furnish. A correspondent sends us the
following theorem, which we think may
often save labor in obtaining the squares
of large numbers. He remarks, in re-
gard to it : *' In my headwork, I some-
times use theorems not found in the
books. The following occurred to me
while working a problem in Algebra
and has since contributed much to di-
minish my labor, I send it to you think-
ing it maybe of service to others.**

THEOREM

The sum of any iioo consecutive numbers

is equal to the difference of their squares^

FORMULA /

(a+l)-fa=(a+l)»— a»«=a^-f2a
+1— a«=:2 a+l=:(a+l)+a.

APPLICATION

Required the square of 79 :

(79y= (80)' —(794-80) =6400
—159=6241.

Required the square of 91 :

(917=90^+90 -f 91— 8100+181
=8281.

The eame friend promises to send us
a theorem for finding cubes also.
Another correspondent has seat the

following. Who will lend a soliition t

Question 1. — A. and B. bought Ik
tract of land, containing 200 acr«0;
for which they paid $600. iThey Were
to divide it into two parts of equal val-
ue^ but in dividing it, A^s land was
found to be worth 75 cts. per acre mora
than B*s. How much land did eadi
get, and at what price per aore ?

Th& Times.— No other literary pape»
in the South is holding out such in*
ducements for patronage as the Timesv
published by Messrs. Cole & Albright^
the Printers of the Journal. ' Send fot
a specimen and let it speak for itseUl
Those who have not seen it since the
beginning of the present yea¥ will be
astonished at the improvements its en-
terprising publishers have knade in the
present volume.

Adveutisements.*-— We would invite
the attention of teachers to the many
valuable' books advertised in the Jour-
nal, And here we will remark that the
amount of reading matter will always
be the same, no matter how many pages
may be devoted to advertisements ; so
that whatever valuable information you
may gain from these pages is so muoh
additional.

Much is often gained by a glance at
these advertisements- You will fre-
quently meet with the name of some
work, on a subject that you may wish
to study, which you did not know was
in existence ; or you may be induced
to purchase a good book from reading
the recommendations of others.

We will procure any of the books ad-
vertised in the Journal, for our friends,
at publishers' prices, for single copieS|
or at lower rates in larger numbers.

Club Bates. — As otir club rates are
hardly sufficient to cover the actual
expenses of printing the Journal we

North- (hrcKna Journal of Biueaiion, [Fcbnuuy.

WQI Teqmre the subsoriptions of all
who pay but $1 for it to begin with the
JftDuary number, eo long as we oan
•upplj the baok numbers. We hare a
large supply of the first two numbers
of this volume still on hand, for ^hich
W6 would like to haye orders before the
next is issued. Which of our readers
will help on the cause of education in
kU neighborhood by sending a club of
fpti ten or more ?

Book. Table.

Rudiments of Natural Philosophy and
Astronomy. By Denison Olmstead,
LL. D; New York, Coilins & Bro.

Those who haye studied Prof. 01m-
flfted's large work are well aware of bis
ability to treat the subject of Philoso-
phy. But some may urgo against him
the objection of a dry style, the com-
mon fault of most writers on such sub-
jects. This objection, howeyer, does
not apply to this little work. The
style is neat aod at the same time sim-
ple and perspicuous.

At the close of the yolume, he gives
% series of experinMutal illustraUons,
and a list of apparatus, which may
prove valuable to those who have not
had much experience in the use of ap-
paratus.

We are not prepared to say that this
i» the best School Philosophy that has
been published, but it is certainly su-
perior to many now in use, aud we
would advise all teachers, who are not

fully satisfied with what they are now
using, to procure a copy and give it a
careful examination.

A pRikCTiOAL English Grammar, in
which words are parsed as they are
used by our best writers and speak-
ers. By J. S. Bay, late President
of Alabama Female College. Pub-
lished by the Author.

The pUa of this work is entirely

new and shows a considerable degree
of originality in its author. He has
changed the names and definitions of
many of the "parts of speech/' has re*
jected "moods*' from the "conjugation
of the verb," and has made various
other changes, in regard to the merits
of which we are not prepared to speak
at present. Brevity is a promine^
feature of the work, the whole compri-
sing only about 100 pages, the larger
portion of which consists of "exer-
cbes;*' yet the author contends that
it contains all that is necessary to en-
able a pupil to analyse any sentence in
our language understandiogly. Mr.
Bay is a native of our State, and has
for some time been lecturing on the
subject of English 'IFrammar at various
places. We believe copies of his gram-
mar can be procured through W. L.
Pomeroy, Raleigh.

Brown's Grammars. They consist of
The Grammar of English Grammars,
The Institutes of English Grammar,
and the First Lines of English Gram-
mar, By Goold Browr. New York,
S. S. & VV. Wood.

To appreciafe fully the merits of a
Grammar as a text-book, we have al-
ways found it necessary to try it in
the hands of pupils ; we therefore, in-
stead of giving our own opinion, will
say that an excellent teacher, at the
head of one of our large female schools,
who uses Brown's Grammar, (the In-
stitutes,} speaks in high terms of its
merits.

The Grammar of English Grammars
should be in the hands of every teach*
er, as a book of reference on difficult
or disputed points. By reference to
our advertising pages our readers will
find the merits of these Grammars set
forth in full.

School Tbachbr's Library. — This

Library is published by A. S. Barnes

& Co., New York. For prices see ad-
vertisements in this and last JoumnL

THE NORTH-CAROLIM

JODRNAL OF EDUCATION.

Vol. II.

MARCH, 1859.

No. 3.

=raB

DO SOvIETHlNG TO BE REMEMBERED BY.

A man once called upon a cer
lain Dr. of Divinity, and though
they had met several timas before,
was not reca'j;nised. At len j^rh he
■aid, **you do not remember mo
Dr;" to which he replied — *you
do nob do anyi'.hin:; to make any
body remember you."

And how lar^e a class is there
of the same kind of men. They
grow up, and enter upori life with-
out any definite object before
them.

They float along on the stream
of tim3. like straws on the cur ent
of a river, as chance may direct.
Or if doing any thinjr to be re-
membered, it is to iheir disadvan-
tage. Their inattention to use-
ful business; their profaneness;
their dissipation ; their disregard
of the authority of parents and
teachers, their crimes ending in a
felon's doom.

Their names become a bye- word,
wlio.e they are known, and are
used " to point a moral, or to
adorn a tale." Or, thay are sur-
ptemely selfish, and miserly ^^whom
none can love, whom none can
thank, creation's blot, creation's
blank." No one would think of
ukiDg them to favor any benero-
lent object, by contributing of their
means. They want t^ be remem-

bered by the large sums they
leave to their heirs, and to have
it Slid, they died worth so many
thousand dollars ; when thsy can-
not tell wiiit Will b3C) u) of their
prop3rty while th3/ 1.V3, muoh
more, after it is ou'of t!it^irh.uid»,

Some aim to attain a plac3 in
the rom^mbr.i'^cj ot m i ikinJ, by
leivinjj LhMrni 2ev^c)(l3l ontha
desks, und •e:ihes md walls of
Schj^l Rjjau, Ohiirc'ios, Courl
H)usc3. and otlijr placos oP pub-
lic Tt^sor!). [I)W m\\\y greit menf
have altered thoir nanus oa such
rolls of faim! To live as long as
W)0!l and brick and nuri^ar are
neither rein )ved, nor paintoi, nor
whitewashed.

It is said by travellers in Europt
that this methoi of seeking im-
mortal fame is principally ajughl
after by American Scholars^

Another method of o^btaining a
living and (/rowing nam3 is by
cutting it in the bark of a tree.

This may be seen about the fa-
mous watering plaoes : where peo-
ple resort to view mountain scene-
ry ,and elsewhere, men's names(and
women's too) arc engraved with a
knife of iron, not upon marble or
upon living human hearts, but up-
on the living wood, to grow ii;^

North' Carolina Journal of Education,

[Marcli,

size, and expand in dimensions
with every revolving year.

But how much better to have
this remembrance deeply impress-
ed upon the memories of kindred
and triends to grow in value with
age, like money put to interest:
to be remembered, for Kobriety,
regularity ; attention to study, to
business: for respect to the au-
thority, the age, the wisdom and
experience of these whom provi-
dence in any relation has placed
over them. For their kindness,
courtesy, and benevolence. It is
often said that we always rcmem,-
ber, and think of our departed
friends, just «s we kst saw them.
An infant is remembered by a
bereaved parent, as an infant :
but it may be advancing in eterni-

ty.

So young persons generally in a
course of education, especially in
our country, are spending the
forming period of life and charac-
ter among those who in a few
years will be scattered abroad over
the country. And each will in
general retain through life, the
impressions received concerning,
the others at school. And when
the name is mentioned, that im-
pression of character before made
will be called up. Very few persons
would like to be remembered all
through life, by their own genera-
ticn, for things that are to their
disadvantage; which they ought
to be ashamed of: which they, them-
selves could not call to mind with
satisfaction ; which will stand in
the wav of their advancement in
life in more ways than they can
tell beforehand.

A young lady establishes for
gome reason, not we will suppose
really vicious, an unenviable, and
an unamiable reputation, with the
teachers and with other young la-

dies, her companions at school. —
These latter come out of the i^ur-
rounding country, they go home,
(they can use the tongue) they
communicate their impressions to
their friends,and especially to their
brothers. And most especially
will this trait in the character of
the young lady in question come
up to be talked about at an unpro^
pitious time for her. For sup-
pose any thing is said in any of
these families of one of the broth-
ers making proposals of marriage
to her, then the character before
established will be discussed, and
he will in many cases be deterred
from making any advances. And
what is true ofona sex is also true
of the other.

It is said that they»lmve a gallery
in New York, in which are kept
for inspection the daguerreotypes
of all the rogues who are caught :
so the minds of the young contain
the impressions of the characters
of those with whom they associ-
ate. And it is a fortune, a treas-
ure, better than gold, silver and
diamonds, to a young man, or wo-
man to pass through a course of
education, and come out with the
good opinion; the esteem, and the
kind remembrance, both of teach-
ers and school mates. And they
who conduct so as to forfeit this,
may discover their error too late.

DIDASCALOS.

"I Will be Thorough,'' should be
the motto of the teacher. With
this motto rigidly followed, he will
avoid many of the erroi*s and omis-
sions of which he will be other-
wise guilty.

The World oftener rewards the
appearance of merit, than merit
itself.

1850.]

Comparative Philology.

COxMPARATlVE PHILOLOGY.

NUMBER III.

Language, as already shown, is
a natural function of the niiud, as
motioD is of the body* It is a
growth from a germ planted in the
mind by the Creator, and has a re-
gular organic development. Words
are not arbitrary, but are tbe.iznif-
icant products of the laws of cause
and effect. Hence whatever their
function now may be, they were,
we may safely affirm, atHOiiio time
full of expressioij and life. Wo
may also with reari^on infer that the
formative parts of words, the case
terminations of nouns and the ner-
sonal endings of verbs, are not ac-
cidental and without meaning, but
at some time, however now disguis-
ed, were significant. These primi-
tive words are subject to manifold
changes in form and meaning until
but little of their ancient character
appears. Language as an organ-
ism called into action and develop-
ed into completeness of form by
the outward influences of nature
keenly feels and reflects them all.

The cold winds of mount'iins
and high table lands, the lashing
of ocean waves, the clear skies and
warm air of sunny southern plains,
all exhibit themselves in its varied
texture. It is at the same time a
picture of the physical circum-
stanccH of a people and an epitome
of its national history and moral
and intellectual character.

The physical circumstances of a
language control its growth and
are a powerful source of diversity.
When that diversity has once be-
come fixed, each particular tongue
becomes an independent organism,
Id so far as aohild may be inde-
pendent of a parent. Each has

its own vital laws, by whi^h it pre-
serves its essential forms and' as-
fiimilates foreign elements to itself.
Its external forms may change,
letters may become silent and drop,
inflections disappear, yet the es-
sential forms remain the same.—
The English language of to-day
differs umch from that of Shake-
speare's time and that from each
proceeding age, yet it is none the
more, nor none the less, ' English
now than then. The same vital
words still form its body, the samo
life still animates and controls it.

The history of language in res-
pect to its forms is that of a pro-
cess of decav. The Sanscrit the
elder sister of the English is the
most complete of all in its forms
and ever must be the great source
of all true and thorough knowledge
in language.

Among modern tongues, with
the exception of the German, the
mos^t perfect are those but little
known, like the Old Prussian and
Lithuanian, whose scanty territory
lying along the southern Baltic
has lain out of th^ path of armies
and offered little temptation to the
conqueror.

The German owes its existence
as a literary language to Luther,
who found it in the cottages of the
poor and the balls, of the un-
leirned, twined his strong and
powerful genius around it and
made it the common language of
his Protestant fatherland. A long
race of scholars have decked it
with the profoundcst investigations
in every department of knowledge
and fixed its forms beyond imme-
diate change.

Horth- Car^ina Journal of Education.

[Manbi

SirivioK to repair the looses of \ oesiM^, tke African (aoatb) and
thu decay the Mtudent of lan^aaze, j American qroaps of lan<;u?i(;efl.
like Isis seekJD? the scattered, Tbej form a contianal crradatioa
iBaD(;1ed liiiibfl of Oiciris, most fi^o' I from the first to the third or Iq-

aearchin<: ronnd the irorid ^ther-
isg here a h'ttle and there a little
•f the featares of the ancient moth-
er ton^rne.

To him the G^i^pela of ITiphila«
are indeed a " Silrer Ciide/' a
fragment of ancient Latin or of
]>oric On ek, an inscription on %
broken C4»Iuiiiij or n\% the sides of

fleet h) clasa of laosiiagea. These
con9i«9t of root», and ayllables joio-
ed eloselj to<;ether and csmented
by euphonic laws so that their
original fbnn escsp^ not it e each
combination forming a sep^irate
word ; and embrace the Indo*
Kanipean and Semitic branches,
[n future articles I propose to
tre;it of the distinetive cti'-inicteris-

ancicnt hilU. imprinted by a pen • . . . • ■ :■• •. • ^

^r:. ..««>*k«»wt r./„^^' „ ttcsandsrertgriiphicfildistrtbutionof
oi iron up D toe DcK forever, an < '^ r

old word bi'arin!; the lineaments of
boory antiquity^ are of pricehs^
Talue. These it i-4 his lab ir of love
to Hef*k and readjust. That we
may be able hereafter to treat un-
derrttniidin^Iy upon the yarious
forms of ltin<;uit*e we will devotn
ihisarricle to a coiii>i !• r t oti of
the physical inflaeiic 'S acting upoit
IheiiJ. Its character »s an origan-
iam. the worK uf the Creator, hav-
in^r if^ exritins; causes iu the phys-
ical world anmiid, like a Kensiiive
instrument, feeling; and answerin«r
to ev«ry ehan^re, takiii*^ its pecu-
liarities of form an<i structure,
from external thi(i<rs cannot \w
two c?irefully rec«);rnized. We
inuMt firht briefly refer to i he clas-
aifiC'tion of lanpua^es. The lau-
gua«ies of the earth maybe conven-
iently arranged u ider three heals,
the Mouosy liable, the Agglutioiz
iog, and che Inflected.

The first consist of pimple roots,
and express the relations of ideas
by position, like the Chinese ; and
embrace at least one third of the
human race.

The second consist of syllables
loosely joined together, each sylla-
ble^ primarily expressing some idea
or relation ; embracing the Tartar
and FiDoiCi the Malay and Poly-

tbesc classes. I wish nnw to call
attention to the <;reat physical fea-
tures of the earth acting ap(m
them.

Let u^ s:1nnce briefly at the
!rreat skeleton features of Asia-
Hi i rope. jMidwri}' from the West to
E»«t, stretithes a vast mountain
systcn, the backbone of the Wtirld.

He«:inning on the Atlantic, the
Pyrenees stretch townrds the east
sinking down in the south of
Fram^e bit ramify injr throoirh the
Covennes ;ind the Jura with the
Alps. Parallel with them in the
north of Africa stretch the Arias,
c mnectiig by a submarine ridge
w th the mountxiinsot' Sicily thence
running up the line of the Apen-
ni.ies to the Alps, thus iso niiug
the western basin of the Mediter-
ranean. The semicircular sweep
of the Alps connects them with
the Halkau, which sink under the
Black sea and the Sosphorus to
rise again in the Taurus and the
('aucasas. The former connects
through the mountains of Armenia^
with the Elburz or Paropamisos
which run up into the lofty chain
of the Hindu Kush. From its
lofty eastern head springs a knot
of the grandest moantaius on earths
East stretches the Kueo-Lun an*
til it sinks under the Yellow sea:

IWO.]

Comparative Philology.

S. E., tbe itnioense range of the
Hiifiiualaya sweeping round to
tbe south through Furtlier India
to the Southern ocean. Northtr'v
the Bolor Tag connecting with the
ThiuD Shan and the Altai, while
from the far south comes up the
Sol^Dian the barrier between India
and Iran

We have thus a gre^it system
extending from ocean to ocean,
broken by but few gateways. First
tbe Mediterranean and the straits
of Gibralter, secondly the south of
France through the Gulf of Lyons,
Bext by way of the Black Seu and
the Bosphorus, then the Caspian
gates, West of that sea, leading
froui Armenia to the steppes uf
tbe Volga, then the pai^ses of
Khorasau from Media i^ito the
Talleys of tho Oxus and and
laxaites, east of the Caspian. —
Then follow the defiles of the
Hindu Kush whence issued the
Aryan nations over tbe the plateau
of Iran and the plains ot Upper lu-
dia. Eastward ot the Bramab-putra
tbe offshoots of the ilimmalayas
separate India frum China. Be
gidcs this great dividing systems
aoother deservps particular re
mark. Tbe Solymau range which
separates India from Persia,
through whose solitary pbss at
Peschawer have ebbed and flowed
the warrior bosta of all time, is
coDtinued by the ^olor-Tag, the
western border of the great table
land of Asia. This breaks down to
the North and leaves Mongolia open
to the west. Then the Urals^ pusb
«d away to the west like a vas& geo-
logical fault, continue to the icy
liea^ leaving open at their southern
^tremity a broad plain, through
which Europe connects with Cen-
tral Asia, the gateway of the Celts,
the GothS; the Sckives and the
Xwtars.

Asia-Europe is thus divided in-
to great portions, let. Noithem
and middle Europe, being mostly
a great plain extending from to*
Atlantic to the Urals and the Cas-
pian. 2dly, and connected with
this, the steppes of Siberia and
Tartary, containing in the south
the rich plains of the Oxus and
laxartes. 3dly. Mongolia and Chi«
nese Tartary .north of the great
wall.' Then China shut out by bet
mountain chains from all the rest
of the earth, looking away as if to
another world. South of the Him-
malaya, shut in by the chains of
Farther India and tho Solyman,
rich in everything that nature can
a£[brd, looking out upon an abound*
ing tropical sea, lies India half is-
olated from the world. Finiilly,
from the Solyman to the Atlantic,
from the central mountain rangs
to the Indian Ocean and the de»*
ert of Sahara, stretches a long suo-
cession of fertile table lands, rich
river valleys and deep reaching
seas, tbe homes of ancient power
and wealth and splendor.

All thcfcie great divisions hai»
their point of convergence and
culmination in the mountain knot
of the Hindu Kush^ in the midttt
of the grandest, wildest scenery on
earth. From this great natural
centre radiate and have radiated ifei
all ages, as I'ar as history and in-
vestigation go, the languages of
the earth. Eastward in the yai^
leys of Thibet begin tie monosyt-
labio languages of the Chin^
Empire. JNorlhwardly the Ag-
glutini^ing — Tartaric and Fiunis
— cover the great steppe* aiMi
stretch' along the Northern soa^
then crossing Bbering's straits and
filling America from Greenland I*
Cape Horn. (Now resting in Bn*
rope by a striking anomaly upo*
the waters of the Mediterranoaft^)

Norths Carolina Journal of Education,

[Marclj,

Southerly and westerly extend
the Inflected languages. At some
far distant epoch the Celtic tribes,
led on by that reckless restlessness,
which still animates them after
all the shocks of time, rolled on
north of the Caspian, over the
plains of the Volga, until they
were checked by the billows of the
Atlantic. At the same distant
period another division of the In-
do-European race found their way
by some unknown route to the val-
ley of Egypt, while the Semitic
races tented in Mesopotamia and
Chaldea, and developed their pe-
culiar and lasting character. _ South-
erly, down the streams of the In-
dus, already in the earliest times
possessing a high philosophy and a
rich literature,the Sanscrit nations
descended upon the plains of India
full of buoyancy and life. West-
ward of the Solyman mountains
issue d,from the passes of thi Hindu
Kush, the people of Djemshid, the
ancient races of the Zend. West-
ward still, through the passes of
Knorasan, another branch of the
same people flowed over the plains
of Armenia along the shores of
Colchis, and under the name of
Pelasgi filled Asia Minor, the isl-
ands of the Aegean, passed down
into Greece, and flowed around
the Adriatic into middle and south-
ern Italy. Once again the stream
of natioiis pours forth north of the
Caspian and, under the name of
Goths, fills the centre of Europe,
while close upon their track fol-
low the Sclavonians.

Fromthesouih of India, through
the Indian Archipelago and the
islands of the Pacific ramifies an-
other group of languages — the
Malayish-Polynesian, whose rela-
tions are just beginning to be un-
derstoood. which Bopp claims bear
a daughter-like relation to the

Sanscrit, instead of a sister-Iikc
as in the case of the Greek, &c.

These differences of position
and time of separation are felt
through the whole structure of
language. China, isolated by her
mountains and giant wall, and ex-
posed only to the invasions of a
nation similar in race and inferior
in culture, has ever rested con-
tented with her first steps in Ian*
guage and in culture; and has ex-
pended all the energies of a really
intelligent people in making a
skilful use of a poor beginning,
without any attempt at improve-
ment.

The Sanscrit-speaking race, in
the earliest time picturea in their
hymn poetry, were free from
caste, burning with youthful vig-
or and energy, with a rich, simple
nature and religion. When they
came down from the lofty regions
at the head of the Oxus into thft
rich, teeming plains of India, their
literature, philosophy and religion
burst forth in a gorgeous but mon-
strous growth. Their language
partakes of both locations, with a
copiousness and power of express- .
ion in its roots such as might
spring up in the vale of Cashmere,
where the cool, sparkling moun-
tain air is tempered by warm, ex-
otic breezes from the Indus and
the Ganges. . It combines a richness
in its means of expression ; its com-
plete a1phabet| its multitudinous
euphonic laws and fallness of ter-
minations which reflects the
abounding riches of a tropical
clime.

The influence of change of loca-
tion is shown by the fact that the *
once eoergetic son of the mountaia
fiods under the burniog sky of his
(ater home the highest virtue in
rest and inactive meditation. Ricli
a& ig the native wealth of India^

1859.]

Comparative Philology,

from its balf isolated position, it
had but little iofluence upon the
rest of the world, and like China
has experienced but little change.
They who were once the conquer-
ors have ever since been the con-
quered.

Beyond the Indies another
branch of the same people found a
home. Once, says the Zend-A-
vesta, the winter in Aryan em- Vae-
go lasted for ten months, which
led Djemshid and his people to em-
ijrrateto the warmer plains of Iran.
They brought with thom a reli-
gious philosophy which turned up-
on the conflict between good and
evil, Ormuzd and Ah pi «n an.

This, proraptiog them to the pa-
tient conflict with evil, in remov-
ing noxious animals and plants,
tilling the soil, building towns and
fostering civilization, and in re-
pelling the attacks of the races of
Turan beyond the Oxus, the chil-
dren of Ahrimtin, preserved their
energy of character and made
them a mighty people. Bactria,
Assyria, Media, Persia, all power-
ful States at difi'erent times, attest
their might.

Iran, their country, is a high ta-
ble land, filled with low mountains
and rich pastures, the home of a
pastoralj but brave and warlike
race. Its language, so far as it has
come down to us, is worthy the
tongOe of such a people, rich and
full like the Sanscrit in its forms,
its alphabet and its laws of eupho-
ny. The New Persian, though in
an Arabic dress, preserves much of
its aneient power.

The Greek, the Parthian, the
Saracen and the Tartar have trav-
ersed it in turn, still the essen-
tial life of the language and the
people has never been effaced.

C. W. S.

TO BB GONTINUED.

GOOD HUMOR.

Among all the essentials of suc-
cesin the school-room, none pev-
hips is more important or more
difficult of possession at all times
than ffood humor. If the teacher
has this pality naturally,the love of
mischief, carelessness and inatten
tion which he will surely find in
every school, in a greater or less
degree, will put his good humor *
to the the test, especially as his
head can not be free from pain
nor his body from weariness.

We do not mean by the term
which we have used, that ever-
lasting nxeaningless smirk which
we have sometimes seen on tea-
chers' fiices. Neither do we
mean that the teacher is never
to speak reprovingly, perhaps
sometimes severely. Yea, he
may be obliged to administer
stern discipline, even with the
rod. But we do mean that state
of mind which should proceed
from a real love of his business
and of his pupils, from making
due allowance for annoyance and
delinquencies, from which he
can not reasonably expect to be
wholly free,and from not expect-
ing more of scholars than it is
reasonable to expect from frail
humanity in its juvenile stage.

This state of mind will save
its happy possessor from all
peevishness, all whining and
snappish remarks to his scholars;
even if he is oblig'cd to adminis-
ter the sternest discipline, he
will do it in such a spirit that
permanent resentment can hard-
ly follow it, for the pupil will
see that it is done from a sense
of duty and a regard for his own
good. If the teacher possess
such a spirit, he is better fitted
to grapple with any difficulty

Korth- Carolina Journal o/ £d$tKatton,

[M&n^

which may present itself, while
by its loss he can gain no pos-
sible advantage.

We doubt not that all teachers
will agree with ns that it is no
tmall matter to maintain per-
manently this invaluable frame
of mind ; and we think they
will be equally unanimous in
the opinion that, could they ac-
complish such a result, it were
a "consummation devoutly to be
wished.' — Massachusetts Jeachtr

THE FALLACY OF PREMATURE
EDUCATION.

"When we ure considering the
health of children, it is imperative
not to ouiit the importauceuf keep-
ing their brains t'alluw, as it were,
for feverai of the first years ut their
existence. The mischief perpetrat-
ed by a contrary course, iu the
shape of btid health, peevish temper
«Dd developed vanity, is iuoaiuU'-
lable.''

\\'e often meet with such para-
Igraphs as the above iu reterence
to education. The sentiment is
good, if we consider scholastic edu-
tatiuu as the great object of youth,
but to keep the braiiis/a/Zotc^is ut-
terly impubsible. Yuu might as
well try to dam up the small streams
at the source of a river. Educa-
iioD commences with the first
month of existence, and the brain
will go on in its work, in spite of
all you can du to stop it. To edu-
cate is simply to direct the action
of the faculties or organs, so that
they will not be led into a wrong
•ourse, and that no one will be
overworked to the aaciifice of
t)thers.

young the child may be, the body
cannot be developed without a cor-
responding developmeat of the
brain. We apprehend many of
the crude nations about education
arise from a misconception of the
cause of action iu the child. We
see the child move with quick and
energetic step, and conceive that
it is animal action without any im-
pulse Irom thought, and conulud^
ihat it is not yet time to set the
mind to work; but make a closer
inspection, and we will find that
bodily action is as much from the
impulse of the brain iu the child
as in the mind. Direct the miod
as soon as you can, but see that
yuur directiuu has respect to all
the faculties. The great mistake
commonly made is, to direct tbe
mind to abstractions, or to a claas
of ohjeots out of, or abo^'e, tbe
child s thoughts. Uence we often
:<eea child directed to read articles
of reasoning on subjects far above
its reach of thought, and in other
cacies to write compositions on sub'
jet-ts he knows notliing about.

Heading should be t'ommeDCed
at home, and as a pastime, a lei»-
son never exceeding three to five
minutes. The names of pictures
of objects familiar to the child,
should first form the lessou.s, and
then the movements of such objeeti;
and care should be takeu that the
parent do not move too fast lor tbe
child.

When we walk with children
we stop now and then in order to
give them time to keep up, and
never walk much ahead of them
The same rule will apply to teaeb-
ing them. Tbe lesson should be
short and simple and never aiiead
of the mind. Their Jessons of

Physical development is of vast phiy, (for they should l9ar» te
Importance to every one, and espe- play as well as to read) sboaM bt
«i«Ujtothe jonngj but however I vnder (he saiae role.

1850.]

Do o«r Pttpih Attn at Anyikingt

Follow thi8 plan and aToid long
boars of school, and many of the
prcseot evils would cease to exist.
New Church Herald.

DO OUR PUPILS AIM AT ANY-
THING?

" TTiat was io yesterday's les-
son V* So triumphaDtly exclaimed
a kiod hearted little girl ia lay
Grammar class a day or two sioce,
«videotiy assured in her owa mind,
that the remark oontaiDed a;i am-
ple excuse for her inability to au-
awer. I pauiied and reflected
The expression thus casually made
had struck me with peculiar force,
'^'huie volumes written by profes-
•iooal hands, could not have illus-
trated more thoroughly the t(X) fa-
tal mistake which largo numbers
of our pupils are constantly mak-
ing. Teacher ! before you proceed
another step in your daily routine,
would it not be well to stop shurt,
and see if )'ou have not erred (as 1
confess I have), in not keeping
prominently and constantly before
your pupils the true purpose of
atudy and recitation* What 1 Not
know yestcrcay^s lesson I Not
know the lesson of the day before !
How absurd ! Of course then all
the previous lepsoos are forgotten,
unless per'^hance, detached por-
Uoos, which can be of no use un-
less their connection be accidental
ly retained. What a serious state
of facts would a searchinic investi-
gation disclose, as to the object
which onr pupils have 144 view in
attending school. Tens of thou-
sands of the pupils in the sdbools:
of the Empire State, are con6t»Dtly
•Ivdying for no other conceivable
parpose than to recite, ^cita-
licni which ia at most onlj^ the
taacber'a meoM of ascertainiDg
whether the pvpil kai a tlu)ro«g|^

knowledge of his subject, is made
by them the end of their endeavor.
Recitation over^ the whole matter
ts unceremoniously disiuisaed| and
the next day, or at most the next
week, they know little abeat it
The error alluded to is fuodamen-
tal. AvrUeaneiM of purpo$e h^B
been the ruin of scores of incipient
intellects. Pursuing studies day
after day, through their e^itire
course, with no intention or thought
of making the knowledge wtiich
they contain a life-enduring a(y|ai-
sition, but merelv (o recite! .

Teacher, think well upon ^this
point. If you have begun wrongs
by endeavoring to teaoh aoienoe
before you have taught the purpose
of its acquisition, don't hesitate ;to
go right back to first prin^ples
and begin again. Asoertaio at
once how many merely rjeic^ting
pupils you have in your aohool,
and if you don't find that a large
majori y are of that class, my word
for it, your school is a rare excep-
tion. If you do dtaoover siiob a
state of things, I repeat, begin
anew ] Present to yuur school ef^
during knowledge and disfipliiu
as means of future uaefulneas ; as
the true and only objeot io be
sought. Enforce this by constant
precept; but a^ive all by ^ your
unvarying practice. Ever ;uako
the whole grocnd previously fNissed
over a part of each lesson j and
never by confining your exerciM
to the advance steps, allow yovr
pupils .to suppose that anything
pceviovasly recited can for a mo-
ment be dbmisaed. Our first of*
ft.rt must be to make the tfifn df
our pupils right, and if we fail ia
this we miffht almost as welljresiga
the wb^ia work aa a failara. n
can cfrtainly prove little elaa if wf
attwpt to go oo witbovit baviag

Ifarih' Carolina Journal of Education,

[Marob,

THE ORDER OP MATHEMATICAL
STUDIES.

The order in which Nature
presents ideas to the infant mind,
is the proper order in which tho§e
ideas should he systematically
developed. And the first mathe-
mntical idea that enters a c.hild's
mind is that of form ; the child
recognizes a vast variety of objects
by their form before it can count.
Geometry is therefore the first
mathematical study for a child,
and should precede arithmetic.

But theorems and demonstra-
tions are wbolly unsuited for a
child ; geometry must be recogiz-
ed as food for other powers than
those of reasoning. Nature pre-
sents forms to the eye, and stimu-
lates the child's conception of
figures, years before it ifi ^apabje
even of the. simplest process of
geometrical reasoning. Geometry
should, therefore, in a natuv«i
system of edacation, begin with
addressing the eye, and stimulating
the powers of observation. Little
bricks, Chinese tangrams, rude
compasses, blackboard drawings,
and similar means of of illustrating
form and the laws of form ta
the eye, should be in constant use,
from an early age. The habit of
exactness in laying the bricks and
of critically comparing and analyz-
ing figures drawn on the blackboard
early formed, will be a great aid
in gaining that quickness and ac-
curancy of observation which is
one of the rarest and mont valuable
of intelleotaal powers. Number
must also be first presented, as i n
nature, in the concrete form ; and
the proper time for doing this is
evidently to be found at the period
wifen the symmetrical building
with bricks, or the symmetrical
chalk drawings, have iotrodiiced

the idea of number as a distinct
intellectual element. But the
first lessons in number should
evidently be concrete, such as may
be given by a pint of corn. From
the actual separation of numbers
into their equal parts by separating
the corn into equal heaps, will
come the first clear ideas of prime
and composite numbers. In like
manner the idea of multiplication
and the commutation of factors ;
of division, and the process of divi-
ding by the quotient to find the
divisor j of the rate of increase in
powers ; and of the rapidity with
which numbers increase in decimal
progression, can be clearly convey-
ed in no other way than by beans,
counters, or corn.

The next step is to appeal to the
imagination, and develop systema-
tically the powers of conception.
This is the peculiar office and ex-
cellence ot geometry, and yet it is
a point to which writers on that
science have seldom referred. All
mathematics, and indeed all studies
and occupations of life, require the
ability to conceive clearly as a real
thing, that which has beeu
described in words. The first
study to require and develop this
ability is found in simple geom-
etry. But inasmuch as the powers
of conception are developed much
earlier than those of reasoning, it
seems to me proper that a child
should be taught to conceive of
geometrical truths before it is
taught to demonstrate them. Thej
may bo presented to him in a
logically connected series, and in
simple terms of language, not
avoiding the scientific names of fig-
ures, but carefully avoiding scien-
tific terms in the definition and des-
cription of the figure. A judi-
cious selection of geometrical facts
and names may be thus stored inf

1859.]

Order of Mathematical Studies,

tte cbid's memory while you are
at the same time giving him a
power of quick and accuate con-
ception, which will enable him to
solve all ordinary questions of loci
at a sinj^le <j:lance, without reason-
ing, but by direct si^ht. Nor in
givin*; him facts should we confine
ourselves to those which may be
most readily deraonstraled, but
rather to those which will most
stimulate the imagination, and
which will lare him upward with
a desire to deniostrate them.

The corresponding period in arith-
metic introduces the child to
the rules of written arithmetic.
The decimal notion in Arabic im-
ures is, of course, the first thing
to be learned ; and it should be
taught, at firbt, as extending on
either side of the unit's place. —
No advantages, on the contrary
great disadvan? aires, arise from
postponing a knowledge of this
law on the right of the decimal
point, to a later period. The mo-
ment that a child is able to under
stand the meaning of 345 he can
also understand 3.45 or .345 ; and
the postponement of an explana-
tion of the latter expressions to a
later period, invests them with fac-
titious difficulties, that will im-
pair the pupil's freedom in the use
of decimals for many years, if not
for life. Prof. Luomis, iu his
note (Math. Month, p. 73), seems
not to have noticed the main point
of my remark, and omits my care-
ful qualificalion * at first" from the
phrase on which he comments. —
At the age of fourteen y^ars a
child has his reasoning powers
somewhat developed, and- will be-
gin to relish the demoosiratioii of
both arithmetical and of geometri-
cal problems. And b«rein also
the course of natUFe ijiould be
followed. The firsl' essays toward

demoDstratioQ are usually by na-
ture analytical, in the metaphysi*-
cal sense of that word, and yet
almost all writers oa geoinetrj
make use almost wholly of synthe-
sis. About the same period of the
pupil's life he may begin algebra,
ut first as an extension of arithme-
tic, afterward as the law of all
magnitude, and especially of un-
known or variable elements.

Vfter this period, the order of
study becomes not unimportant,
but less important, than for a
younger child. The powers of
observation, if not cultivated in
early childhood, are apt to become
permanently dulled ; and the same
is true of the powers of conception
Not only do I find iu the primary
schools in which geometry is stud-
ied, that the scholars of eight to
ten years old are quicker iu un-
derstanding it than those from
twelve to fourteen; but I have
noticed that the same individual,
in passing from the younger to the
older period without any cultiva-
tion ot his geometrical tastes, has
lost, in his power of understanding
my isolated experimental lessons.
I have, therefore, thought it worth
while to occupy thus much room in
the pages c-f the Monthly, to call
the attention of teachers to the
importance of mathematical train-
ing in the earliest years; and more
especially to the importance of
restoring geometry to its ancient
place as the foundation of learning.
— Math. Monthly,

Education is not valuable for the .
amount of knowledge it communi-
cates, but for the power and vigor ^
it imparts. He is best educated
who can do most for himself an^ ^
humaiiity through meaps of bis'
own education.

Nortk'Carolxna Journal of Education.

[March,

THE POWER OF MONOSYLLA-
BLES.

Tbe English iaoprtiage abonnda
is moDOffjllablefly aDd there is a
oonstant tendency to contract and
abbreviate and clip words to reduce
ihem to that form, and to Pound
them as easily as } o si lie, to get as
much meaning as we can lu the
smallest poftsible 8pac(^ Madame,
tuadan)) ma'am, 'm, as yes'm ;
nagister, master, miHter ; mister-
686, mistress, misses ; senicior, se^
Bior, sieor, (Freoeh,) sir; capi-
taine, captain, cap'n ; evil, ill ;
wagon, wain ; nvulet, riliet, rili ;
all so, also, als, as; day's eye, dai
sy; presbyter, prester, priest; alt-
ODe, alone, lone. So \i^ix)B Pope,
Miitiug the unse to the sounds

^And ten low words oft creep in one
dull line."

And hence, on acccuut of eating
off parts of words, in this way,
Yoltaire said that an Englishman
ooold gain a half hour in talking
with a Frenchman. But while we
have this tendency we endeavor in
part to compensate for it by giving
more weight and power to those
monosyllables. Many of them be-
gin and end with a consonant, and
we make the iotervetiug vowel a
diphthong, as broad, coat, boat;
we double the final consonant, as
boll, poll, or we add a vowel at the
and which prolongs the sound, as
if written before tbe final codso-
Bant, as bole, pole, bile, wile, bake.
We may see bow much weight
we can give to these by coostmct-
log such a sentence as tbe follow-
ing : ** You would cook good food,
boil beef and Teal, bake wheat
bread and pound cake, wiib green
yioe wood, though you fail and

wc^p."

Id multitudes of cases wbere we

¥atc d«riT€d worda from the Latiu,

we have dropped tho termination,
and taken the radical part of tha
word and prolonged its vowel. —
Fid'Gs, faith ; clar as, clear ;
solum, soil; plau-us, plain; plac-eo,
please ; sed "^s, seat ; coq-uo, cook ;
brev-is, brief; rerr, rein ; par, pair
and pe^; cred*d, creed; pax,
peace, &c.

The effect of this on our lai^
guage has not attracted so much
attention as it deserves. Ihesa
strong and heavy monosyllable
are ofiem introduced with powerful
effect in poetry, and especially iu
devotional hyms, when the poet
wishes to liy great stress upon a
particular idea, and briug it out
prominent to the mind, and pei-^
haps puts a spondee or trochee ia
the place of the regular iambus.

** Here, the whole l>eity is
known;" here^ and whole, occupy
the places proper to short syilabiea^
in the hymn begiuiug,

*• Father bow wide thy glory ebioeil"'

He is known in part in the worka
of creation, but in the wcrks of
grace more completely ; heiice tlia
turce of **i/erc,' ana '• ffViOie."— *
So in the hymn,

»' Servant of God, well done !"
*^ Tbe pains of deatb are past;

Labor and sorrow ceabe ;

And Liie'filoug wailaie closed atiaat

Hia soui is found in peace."

Here the efiect of tbe two heavy
byllable *'long war^* is very &w»^
bo in the hymu

' 'Come let as anew oar joQrD«y purt*^
Moll round wiib the ycar^ ke"

And what power in the lint
*'Broadis the road that Wads to d€aib,r*'

with four heavy monoiyllablea.

K.F. IL

1859.]

Lecture on the EnglUk Language.

A LECTURE ON THE ENGLISH LANGUAGE,

It$ Hiitory — It» excellencies and defects — Us curiosities and coVoqunal
ahuses — At^d its future destiny. Delivered at Netcbernef A, C,
Mqy, 1854. Hj Rev. William HoopjlB. — (Continued.)

CURIOSITIES or THE SNQLISH LAN
GUAQE.

I must DOW briefly touch upon
Aome of the curiosities of our lan-
guage. And the first that I will
ineotion is our surnames. The
word surname is spelled two ways.
Formerly it was often written siV-
nam>e on the supposition that it
denoted the name we derive from
our sire. But now it is always
spelled surnam/! — ^a more correct
«iymology informing us that the
word is from the French preposi
tjo 1 sur, over; because men had at
first but one name, and afterwards
the name of their estates was writ-
ten over the Christian name. For
example de La Fayette was writ-
ten over Gilbert Mottier, th • first
name, and w.is therefore the sur-
name of that family. — Thus we
can trace back one of the oldest
family nam3s of this town, to the
days of Julius Caesar. In Caesar's
Commentaries there is mention of
. a tribe of Gauls named Eburovi
ces, settled in what is now Nbr-
mandy, the northern part of
France. This name was corrupt-
ed into the modern Evsreux, a
town of which name now stands
a little south of the Seine and
serves to certify and locate its an-
cient inhabitants. From this place
doubtless came over with William
the Conqueror the ancestor of
Bobert Devereux, Earl of Essex,
once the greatest favorite of Queen
Elizabeth, who wrote his name
Robert d'EvereuXj thai is : Rob-
ert of Ikereux, In a similar man-
ner we may gratify our curiosity

by tracln;; back the modern Or-
leans f to the Roman emperor Au-
relian, Eisex and Saiaex to Est-
S'ixla^ Sad S^.xia; that is. East-
SjLXonSy South- Saxons.

A great many of our names are
patronymics^ iormed by adding
the wo^dso.^, to the fathcr^s name,
or prefixing in Scutch names the
word mi^, or in Irish names the
letter 6' whch are equivalent to
son. Thus a man whose father
was named Ne.UK would in Scot-
land be called McNeill, in Ireland
O'Neal, and in England, Neihon
or Nelson, It is sufficient just to
m^jntion the names of Johnson ^
WJUamsoi, Dividion, Thomson^
and a hundred others, to see how
plainly thay indicate some John^
William. &c., as the patriarch of
the family. The name Thomp-
so»hiisac»|uired the |> evidently by
the nccassay formation of that
sound in opening the lips after
closing them in forming the m.
Thus James-town weed is corrup-
ted into Jimpson weed.

Many of tnese patronymics ar«
shortened; thus Davison is abridg-
ed into Davis, Dickson into Dix,
Walterson into Watson and Watts,
Johnson into Johns or Jones,
But enough and more than enough
of this.

Among the curiosities of o«r
language may be mentioned that
numerous tribe of words ending
in — ery as millinery, jewellery y
saddlery, confectionery, &c., with-
out end. Ail these words ow«
their origin to the Greek and La-
tin terminations — erion and art*

Norh- Carolina Journal of Education .

[March]

um meaning at first the place
where things are kept, but after-
wards transferred to the articles
kept or sold there. Thus lierha-
ry, apiary, amavy^ the places
where herbs, bees, birds are kept
— one of the most beautiful of
these words is cemetery (Jcoimete-
rion) meaning a dpeping place.
How scriptural the idea ! how piK)f-
itablc the train of thought sug-
gested by the term 1 Have you
Uriends in our cemetery ? They
tare only in their bed-chamber —
they are going to arise in the
morning.

That large and increasing class
of words ending in ee are some-
thing of a curiosity. They arc
all formed after the analogy of
Ihe French passive participle; thus
vhlige is the perse n to whom an-
other is bound. Add an e to ac-
commodate it to English ears, and
you have obligee; and by analogy
'promisee, legatee, assignee, and
others innumerable.

Ill the derlvalicn of some of our
words is deep, historic interest.
The word rival, contains in it
volumes of painful history. The
Latin term rivahs, from which
our term rivals conies down, mere-
ly meant River-men, dwelhrs on
both bides of a river, llivers
•have been from time immemorial
the boundaries of nations ; and
^how naturally and even necessari-
ly River-men were rivals, I need
>iot tell you. The banks of the
Tweed, of the Rhine, of the Ru-
bicon, have been fattened and
their streams crimsoned with the
blood of rivals. Oh mav Heaven
Jong postpone the day when the
eame story shall be told of the
fraternal rivals on the shores of
the Ohio and the Potomack, * *
* * * Many of our words are
rmrioua fragments of longer words.

For example; mob is a word of on-
ly three letters, but force is in that
little monosyllable ! It presents
to the imagination a tiemendous
engine to destroy men's lives or
poperty. All this is, of right,
condensed into those three letters,
when you learn th-^t the word
comes from mobile vulgus — the
fickle crowd — the easily-agitated
multitude. When you learn this,
the little word mob puts you in
mind of a little heap of fulmina-
ting powder, which needs only to
be inflamed, to burst a house into
atoms.

So the word Zounds! or By
Zounds! is a kind of soft oath or
emphatic afiirmation, which many
people fe(^l no scruple in using.
Perhaps they would not take it so
freely in their mouthsif they knew
it was shortened from God's
Wounds, nieaning the wounds of
Christ on the Gross. This was a
favorite oath of Queen Elizabeth
aud made many of her boldest
courtiers tremble.

Another curiosity : We say *'one
thing is not a whit better than an-
other/' A whit is contracted from
a white, that is, the white speck or
e^e in a colored bean ; so that it
came to be used proverbially for
the smallest particle. Our IVans-
lators have introduced this expres-
sion into the Bible. *'Are vou
angry at me because I have made
a man every whit whole on the
Sabbath day ?" The orijrinal mere-
ly has it ^'altogether whole.'' It
is remarkable that this expression
has come down to us from the Lat-
ins. The word annihilate is de-
rived from Latin words expressive
of this same idea. Hilum is tho
eye of a bean; adni- hilum, to a
size not as large as a speck — to a
mere nothing — Whence annihilaie.

1869.3

Lecture an the EnglUh Language.

PAI0N0MA8SA OB PUN.

This is a species of wit general-
ly considered undis^nified and low;
yet such a play upon wcrds has
been resorted to even by our great-
est authors and therefor^! may bo
worthy of mention among the cu-
riosities of kngaac>;e.

We quote examples from the
prince of epic and the prince of
dramatic poetry. In the *' Para-
dise Lost'' when the bad an?els
had surprised and discomfited the
the good angels, for the moment,
by the discharge of their cannon,
they amuse themselves by an abun-
dance of puna on the effects of
their artillery.

Belial thus addresses Satan :

Leaderl the terms we sent were terms
of weight

Of hard contents and full of force urged
home.

Such as we might perceive amused
them all,

And stumbled many ; who receive them
right.

Had need from head to foot well un-
derstand;

JSot understood, this gift they have be-
sides;

5^hey show us when our friends walk
not uprights,

I promised some specimens from
Shakspeare, and I told you that
this tiifiiog play upon words was
said to be the Cleopatra for which
he had lost the world. With what-
ever justice this may be said in
his tragedies, we may fairly claim
that his puns often give zest to
his comic parts. I will just notice
two instances. All readers of the
immortal Dramatist will remember
the ridiculous night-adventure of
Ealstaff, from which he came in,
all puffing and blowing, cursing
all cowarck, and declaring that he
and his companion had taken great
spoil, but that three rosues, dress-
ed in Keodal green had stolen up

behind, surprised and robbed Cbeoil;
for the night was so dark he couM
not see his hand. "Why, Jack/'
exclaimed prince Hal, "how couFd
you tell that the men were dnessefd
in Kendal green if the night was '
so dark ? Come, give your foas-
ons, Sir, your reasons?*' Falstaff
was cornered; but with ready wit
lesponds: "What! give reasons
upon compulsion? If raisins (reas-
ons) were as plenty as blackberries^
I would give no man a reason upon
compulsion. Now, in Shakespear*s
time, raisins was pronounced reaS'
ons* Of course, to contrast them
with blackberries, made a capital
pun, which having fired off, the
old bratrgadocio escaped under the
smoke — but the change of pronun-
ciation has spoiled the pun and
now perhaps few notice that a p^n
is intended.

Another pun of Shakspeare**
has been ruined by change of pro-
nunciation. It occurs in the trag-
edy of Julius Caesar and of course
is a blemidh rather than a beauty —
Cassius is instigating Brutus to
join the conspiracy against Caesar.
fie exclaims:

**Whea could they eay, till now, that

talked of Rome,
That her wide walls encompassed but

one man?
Now is it Rome indeed, and room

enough
When there is in it but one only man.',

Shakspeare and his contempo-
raries called the mistress of the
world Boom and this tempted the
equivoque, which suited the taste
both ot the author and his age.
We will just notice another in-
stance of our author's unlucky pro-
pensity this way, and pass on. It
occurs in the same play. Antho-
ny is lamenting over the newly
slain body of Caesar, and compares
him to a stag or hart kid low by

Xhrth-Oaroltna Journal of BctuccUion.

[Mwrehf

dif hniitf'rB; and then plays upon
the two words hart aod Aeorf, one
111 seood but diverse in meaning.

ra^ JoliiiB. Her» wast thou
.baj«d, brave hart!
O world I thoo wast the forest to this

kart^
And this indeed world! the hiort of
thee.

It is no small part of the gl( ry
of Sbakspeure that his transcend-
ent geniuH has been able to lift him
up a haruted by buch blemishes :
M the Son*K splendor canceald fnmi
the unassisted eye , enormous cav->
erns on his disk, lur^^ enough to
swallow up one or more of such
globes as this, our dwellini; place.
His fame, too, has (^rown and is
growing in an a^re whose taste
stron(:ly revolts a»r'»inst such verb-
al quibbl'^s, inseriou-* composition
Who wtiuld believe tfiat even no
farther back than Dry den's time,
Ben Jdhiisi.n, the uontemporarv
and rival of Shakspeare, had so
nearly superceded him in the jren-
eral favor, that Dryden, in his E<-
say on dramatic poetry, hnrdiv
ventured to claim even an equality
for his beloved Shakspeare —
Yet now, hard y a^y body hears of
Ben Johnson, but as a learrred ped-
ant, while the wide world is stiil
re-echoing Milton's praises of
*' sweetest Shak^peare, Fancy's
child."

EUPHEMISM.

Among the curiosities of our
hnpniage may be ranked our Eu-
phemiimi. This is a mode of
speech by which we soften any-
thing that is bad, painful, rr inde-
eoioos, by giving it a more fLtvora-
ble name. Some euphemisms are
common to all nations; such as to
departj to decease to fall asleep^
for the more sad word to die. Oth-
ers are peculiar to different nations.

The nice taste of the French ren-
ders euphemism a favorite fi^i^ure
with them. They call tbehangraaQ
whose office it is to suspend ciimi-
nals on high : *^Master of the high
worksf le mcntre des haute% ceuV'
res.'* — Among us, when a y« nog
lady performs the cruel operation
of hanpring a young man, we try
to soften the ait by borrowing a
euphemism from the proceedings
of diplomacy. We say: '-She hai
given him his papers/' But alas!
the poor fellow ck)es not find hii
sentence any easier to bear under
a gentle name than a ron<;h one,
forhangin*? is a-ornetdeath, wheth-
er iofiicted by a cord of silk or one
of hemp»

Kuphemism is a. favorite fisrnre
of speech with young men, when
they/wish' to soften- the character
of their vices. — They th«^n are
fruitful in the mosf ini>eni«)us eu-
phemisms, is a yoath riot.ou^and
dissip ited ? He is only a Httls
wild, sometimes. Dwes he drink
frely? He is only dls^nisedj
boozy, hilf shaved -—has too much
s*eam aboard fyc — I believe the
fishiooable phrase now isi *^he is
tight'" This last epirh«t isof all
others the least appropriate; for a
drunken man is so limher that if
he fall from a horse he is like a
bag of wool — he comes down all
in a heap, and seldom ireti* hurt.
An excellent use of euphemism is
when we speak of the faults of
our friends or our enemies. Then
identic terms are safest and keep
under instead of gratifying the
malevolent affections. When a la-
dy is not handsome we need not
say she is a perfect fright^— when
a man is rather economical we need
not say he is a perfect ^h-fliht-^
when a companion is not very inter-
esting, we need not say r he is an
insufferable bore.

1859.T

Lecture on the En(jU»h Langufiffe.

ALLITERATIOX.

] '• Yot lot iiM» flap this h\\^ with ''iklod

wings

V imiiitwl cliild of dirt that tttiakv

and t«tinps.''

Gray induljres frequently in

Another curiosty of language is

what is called alliteration ; that is

the tjtringiug together ot w )rds be-

uiuniDsr with the saujc letter or , ,1.^ *•

- ^ 1 X- • -1 1 rm alliteration, ex. <jrr.

Gomposea 01 similar sounds. Ihus:; ,, ^ir _ .i i_ xl^

Jn ^ IX- M , 1 I *'>> care the >Yarp and weave tho

" lor weal or lor wo — "nock or' «,, , t> • • *u ii t

,,.„,, I . ,, , woof — '-Ruin seize thee, ruthless

nothing — rule or ruin — i x-. n p

"sink or swim — " no ])aM)s no i, . -^ . . .i -

' J5ut if any one wants to sec this

yed

and

perhaps carried fo an extv(nne, let

gains — " many men many minds n ^ i- ' ^u u •]„ .. i
^ ,, 1 11 J "^ J „ •. .. n ii2Urc of speech napinlv enndo
— "doubly damned — "is it fie- ' i -i *•* *i, , ,1" ; ♦

. t^ n , ,, ,.n . /. • 1 on the side 01 truth and virtue, ;

tion or IS it tact — "lat luir and 1 • i * ^ ♦ I

n ^ „ 1 .1 J .1 perhaps carried to an extreme,

lorty; and a thousand others. — I- * xi, ^ * 1 ^,,;*t«

m, .*' c , , .n -i- him so to that storehouse or witty

Ihis IS not a mere trine orpuerili- , -.i , v- r 1 v. . \T^i

, ^ n 11- ^ ^ 1 I and pithy hn<>-lish proverbs : jMat-

ty, but loanded in nature cand i ,1 11 > n * 4.1.^

^r' r. i? 1 . •. 1 thew Henry s Commentary on the

therefore some 01 our best writers ; u-, i t -n • * •
., ^, 1 X- ix 1 ^ j3ible. i will lust j'lve y<<u asam-

rboth prose and poetical) have not 1 . n. ' *v^««

\. J . * , ^ / -x T. • /. 1 pie or two. On vroman s lorma-

disdaiued to employ it. Itisiound.i. 4. i- v i i ui^ ,^»

^1 , • ."1 , , 1 ' tion out or Adam, liesavs : "rjve s

that expressions, thus constructed, 1 ■ i z*,^ \ i " i , r

, ^ , . ' . . ' ' hiixufr made r///er Adam and out of

make a pleas;n;i; impression, and r • " , •, .1 . ^^/

, ^ ' ®i 1 1 !i • "Hu puts an honor upon that sex,

are better remcmberod ; and there- . ♦> 1 i-xi rn J

^ ,, 1 • 1 o 1. 1 ' as tiie Lrh>ry 01 the man. 1 he wan

tore are the very kind ot vehicle , j i " 4: 1 a\

in which short aiihonsnis and 1,11/^7 „

, , 1 ^ , , (iusf, ihno'e rrtiwd — one remove

maxims ou;:ht 10 be coiicjiod. — , r. ,1 ,. ,; ,i pi i\ ,1

r^; . P ,,.,, , , lurlher ironi tiie earth I (jreutle-

1 tie maiestic Jlillon has not deem- , i x 1 i • 1

stand n!:covercd in ihe

men

ed this fiu'urc uuAVortliy of his • i. • ,

^ '^ presence 01 your superiors :

muse in stmieof hisloftic.-i strains,
-^atan tlius salu^es his ni'v^' home
in which ci(/ht initial /is arc in-
troduced in two lino?

.;s

Hnil horror.-, bail ! and thou
fnuiuh'st lioll,
Rcciovo thy iu*w pos.-i^ssor

pro-

Thcmind i.s itsnwa])!a(H* and iii itsidf.
Can niaki' a Leaven oT hfl!. a lull oi'
heaven."

Again: '' Whom (Jod ii;>)>(tint9-
; to any offioj he anoints lor it."
Of a man dallyiuii: with a dans'er-
ous temptat'on, he says: ''The
/oolish/ly /'ires her wings and
y'jols away her life by /'lyinLC about
the candle " on letting tlie guilty
go uny)un;s]ied, hesavs: "Fool-
ish pity spoils the city." iloar
this ye juries, who show a mis-
pl-^ced tenderness for murderers,
and a cruel indiiFereneo to the pub-

Fope strings five h's togetiier in
one line, in describing the labor of

Sisyphus m rolling the stone ^p j n;^j;c;^f *^;;;;;;:\;;^;:r Kui^

lull— you ean almost hear tl^e , i^'^f^nj^^^^tion, from the Latin,
poor man panting : ^^^ ^ j. ^^.^ ^^,^^ . ,. j ^^^^-^^.^^ ^j

'• With many ft wntry ^=^p and mrtny labores, Senioresad honores."'

a proan. If the young are' willing to ac-

Up the high hill, he licave» tho huge, cept their share of the proverb, of

round .tone.- ^^^^^^ ^^ ^i^ f^^^^ ^^^ ^^^^^ ^^..jl^

Again the sam« poet barbs the '^^^S ^^ accept of ours.
point of his sarcasm upon a mali- To be continued*

cions scribbler by a skillful alii te^a-
tion : '
8

Korth'Carii^a Journal of Education,

[Marcli]

CHRONOLOGY.

Some one has said that Geogra-
phy and Chronology are th« two
eyes of hislory. We want events
located bo h in place and time.
There are probably few, who, if
they know the time from the crea-
tion of the world to Christ, can tell
how the matter is determined, tho'
for the most part, they have the
means at hand.

We }-peak of the chronology of
Usher commonly received. The

82 years.
80 "
29 "
130 "
75 "

Serug,

Nahor,

Terah,

Abraham's birth,

His call, (ch. 12; 4)

These numbers added give 427;
and if we add to this the former
sum 1656, we have 2083 from the
creation to the call of Abraham^
The number above given, if 130
from the birth of Terah to that of
Abraham, may seem at first view
toconflictwithGen.il: 26, where
it says that " Terah iivcd 70 3^eara,

first part of the pcrod is made out , ^^^ ^ ^^ ^^^^^^ ^^^

by commencing with Adam, and i Tq„..„^ f?

reckonino^ to the birth of Scth, and I Wo+ io ^r,^ ^p +t.^c^ yi.^^^ ^«„
^T , ,? 1 • .1 m • 11 .1-11 Inat IS, one or these three was
then to the birth oi his oldest clnld

as recorded in the Bible, &c., and
were it not for the Bible, we .could,
not know anything on tlie subject.
Let any one then open his Bible at
Genesis, ch. v., and he will find
from Adam

To Seth,

130 y

cars.

** Enos,

105

" Cain an.

'' Mahalalccl,

" Jarcd,"

" Enoch,

102

*^ Methuselah,

*' Lamecli,

187

*' Noah,

182

" Shem,

5(;0

*• Flood,

1 00

A fin id (n;i r^'--

']•( .-O liUl!

.1 eVs

loLfetlic)'. and nnrlir

>!ninl tli:i(

(Vom ,

born at that time, but Nahor was
older than Abram.

He was 75, when he left Haran,
ch. 12: 4. His father Terah died
be/ore that, aged 205. Now 205 —
75, leaves 130, the age of'Terah,
when Abram was born ; compare
ch. 11: 32 and €h. 12: 4.

With what ease then can any
one with the Bible in his hand, in
a few minutes, go over all the his-
tory that we have of tho world, for
more than 2000 years ; and arrive
at a point which divides the time
from the creation t^ Christ, nearlv
iiithc middle.

The next epoch commonly taken

is the Exodus from Egypt. This

is easily determined from Ex. 12 :

40, 41. ** Now the sojourning of

.-, . ... 11 . 1 1 the children of Israel who dwelt in

the crcatw.n ol tlic \v( vkI to us do- T.^ . ^ ^oa \ ^ *. ^-l

^. , . • 1 TM 1 p ' Ei^ypt, Was 4dO years. And at tho

struction by water m the riood of . i v\i^ iqa „ n *u i «*
XT 1 ^^-,. end 01 the 4t>0 years — ail the hosts

.2Soah, are loDo years. r i.\ t i a. ^ x* ai. i j

' y ^' (jf ([jg Lord went out from the land

The next epoch commonly taken | ^^ ^ ,, ^^^ ^^^^ ^^^ o . ^^
reckon to. is the call of Abra- 1 ,, the covenant that wa^ confirmee

ham. Gen. ch.

xi.

10.

From the

flood to the birth of

Arphascad,

2 years.

Salah,

86 "

Eber,

30 "

Peleg,

34 '^

B«a,

■30 «

firmed

before of God in Christ, the law
which was 430 vears after cannot
disannul." Paul is speaking of
the transactions connected with
the call of Abraham.

This then added to our former
jperiod of 2083 jears, will cari;y us

lS8d.l

JieuSing.

d0^»%*to 2513 years from the crea-
tion ^

Tire next great point fixed upon is
the eompletion of Solomon's tern

ing lesson, and (as an exercise in
writing and spelling) require an
accurate transcription of, at least;
a paragraph or tWo, as the regu-

pie. ]From I. K. 6: 1, we learn that lar preparation for the recitation.

"Solomon hegofi to build the house
of the Lord in the 480th year af-
ter the children of Israel were
cotae out of the land of Egypt/-'
And in the 38th verse of the same

4. j\lore advanced classes should
make this paraphrase for them-
selves, aud write it out fairly,
learning to use their dictionary as
the companion of all their stud*

chapter we read, "so he was 7 ! ics.
years in building it/' From the 5. The mechanical training of
Exodus from Egypt under Moses ; the vocal organs should not be
to the completion of the tcin- 1 based upon the reading-lesson, but
pie, were 487 years ; and this add- should stand by itself as a mc-
cd to -51o, makes an exact and chnyiirdl exGYcisc.

round sum of oOOO year.*.

E. F.
To be continued.

G. All the lessons ot school
R. .. should be treated as reading les-
sons, and be carefully read alcud
by the class ere they be given up
lor recitation.

It must be borne in mind that
" REAiiNG."-— In actuallife we | ^y^ deline reading, as a branch of
read for our own information ; we j school training, thus : Heading is
read for the sake of catching the | the art cf understiinding the
{-cnriment. Hence, , thoughts of others when they ad-

1. It is far more important (and jdre.-8 the eye either in script or
far more diiTicuU ) to teach chisses | print. Vocal excellence is quite
to read understaiidingly, than it is adiffeient attainment,
to render them skillful pronouncers Quy schools too often teach the
of words. ^'1 had rather s];eak voice to read, and let the under-
five words with my understahuiiig j standing go uncultivated, in this
* * * than ten thousand words j criclac—Yeacher's liibtistute,
in an unknown tongue," eavs the

teacher Paul. Yet ninestcnth.s of i ' "^ '■

the children in ihis state, merely |

to gratify a longing after ^ig leaih- j Al :>rotassem, Caliph of Bagdtit,
cr covered nmling books, do stam- 1 A. I). 888, has eight letters in his
meringly read '' ten thousand I name; was the eighth of the Abas-
words in an unknown tongue," f'ides ; reigned eight years, eight
and too many teachers never d'ream months, and eight days; left eight
of asking, " nndcrstandest thou I -suns, eight daughters, eight thou-

what thou readest ?"

2. Every word of every reading
lesson should be thoroughly un-
derstood, ere the lesson is con-
nectedly read.

3. For young classes, the teach-
er ought carefully to explain and
familiarly paraphrase every read-

sand slaves, and eight millions of

GIBBON.

gold.

Make truth credible, and chil-
dren will believe it ; make good-
ucfifi lovely, and they will lov« it«

Hi North- Carolina Jonrnal of Education, [Marclij

A MARRIED BOOli'. "^'*^ them ; but if the farmer or
mechanic rejoicea oyer an inven-

Teachers throughout the Union ; tion that greatly assists him in hii
have acknowledged Andrews & ' work, may not a schoohnaster ex-
Stoddard's Latin Grammar to be press his satisfaction at finding a
the Standord, on account of its i good school-book of which he has
excellence, as a /grammar; yet long felt the need.
they have seen plainly that there 8iiriously, I refer to "The New
was some thing wanting. j Liber Primus/' just publishc!], a

Bachelor, or laurel crowned, at I copy of which I send you. It is
its first appearance, it has been ; what it claims to be ''A Practical
receiving brighter laurels ever i Companion to the Latin Crrammar/'
since ) still, year after year, it has ; on a peculiar, but admirable plan,
wandered like a learned, but lone- -well carried out. I will not at--
ly old bachelor, seeking a compan- tempt to ormmorate its merits>
ion. Expert matchmakers have but hope that my brother toach-
niade repeated attempts to supi)ly \ ers will examine it for themselves.
the Avant, but all in vain, \l\xt \ It is small and phiin. It does not
when not lonf? Vizo, it came out ; attemnt to do the student's work
before the public gaze donned in J for him, but shows him, step by
a new suit, cap a pie, a la mob ;^tep, how to study Latin, ani
Count D'Orsay, and so thorough- ^ furnishes just such exercises as he
ly rejuvenated, did you not eon- j needs for practice botli m reading
jectare that '^Barkis was willing,'* and writing Latin, with rcferen-
and that "something would come ces to the Grammar, that, as fast
of it." And so it is. The right j as he learns Grammar, he sees the
one has been found at last, and i use of what he learns, and uses
they are married. No intriguer ; it.

need hope to alienate or divorce j Tiie Latin is all taken from
them, for they are one — ibBo'u'ely ; that portion of the Classics, that
necessary to each other. Let eve- 1 is probably best adapted to first
ty teacher give them a reception, j re.idings, commencing with single
tus soon as possible. | wor^ls, and pr )gres.>:ing gradually

As friends, he will find the pair i to the most (lifiK}uUsent;Mices,and
as much better than his old bach- \ sections. The Author may repeat
olor friend was alone, or in his I with special force, respectin;^ h'is
awkward attempts to be agreeable selection^, the w^ords which Cice-
inuncon";enialcomDanv,asa whole-; ro has rec;jrcIod concernino: the
puir of scissors is better than half l whole worl:, from which they are"
a pair, or two Halves that are' not i taken, '• Vidch qiildanij iiKjua):/,
mates. His pupils too Avill love \ prohendos: niutl enim sinit^ ret-

fi, et vcnustij omne ornatu oraiio-

them, and be encouraged by their
fatherly and motherly smiles and
kind assistance in their efforts to
be men. Do not laugh. Mr. Edi-
tor, I am not writing merely for
sport, nor is this an advertisement
in disguise, for I have nothing to

lishers' puflFi — except to abomi-

nis tanqiiam veste detract a.*'

When the pupil shall have mas-
tered this little exercise book, he
will be not only ^imiliar with the
Grammar, and its use, but go well
acquainted with his first classics,

do with any book agency, or pub- as to enter the Gallic War, not ms

a raw recruit, but as a well-disci

1869.]

Sel/'JIelpers.

plined soldier, knowing beforehand
what kind of difficulties and op-
posing forces he will there encoun-
iter, and how to manage them.

have labored liard to turn it upi
and up it has turned to reward
their honorable exertions.

In looking back on the lives of

Of course the book is not with- , great nien, wo are taught that man^
M}\xt some defects, and errors, since bj his unaided fixertions, may per-
these are almost Unavoidable in the I form more wonderful achievements
iirst publication of such a work ; i than were wrought by the imagined
yet both tUe author and the pub- hero of an Oriental fabulist. They
lishers, have done their work well, have called light cut of darkness;
Yours kc, , they have uiade fortunes out of

SCHOOLMASTER.

nothing ; they have attained posi-
tions such 83 birth could not be-

P. S. There is another matri- , , . , . , . ,

monial jiffair on hand. Shall 1 1 ^'«"' «"<^ '''*' proudest noble might
send you notice ? I ask this, be- ; ^^^^

(?ausels6e you do not publish mar
riages in newspaper style.

And they have done this in all
, sons of positions, in every branch
\ of occupation, and in spite of eve-

r. zz'.. _ - ; ry description of disadvantage.

j They cawe forth from the work-
SELF-HELrERS.— The observant j shop, the carpenter's shed, the
reader of history cannot fail to be | smithy^ the lactory; they Qame

struck with the lact that in all
ages of the world, and in almost
all countries of the globe, men have
emerged from obscurity, penury,
and ignorance, and by their own
unassisted er«rtions have attained
for themselves positions of dis-
tinction, wealth and enlighten-
ment. Such men are emphatically
self-helpers. Such are the men
whose lives are briefly related in

from the fleld. the mine, and the
nheep cute ; they laid aside the
ham mar, the saw, the chisel, the
harrow, tlie plow, the spade, the
crook, the needle, the awl ; they
left the forecastle, and the bar-
rack, and the servant's hall ; no
matter what position they occupied
Iirst, they came out ot it, left it
fur behind, rose to a new life,
moved in a new world, were ele-

our*» Poverty and Genius." While I vated to an altitude which they
others have been patiently occupy- j never anticipated, and were blessed
ing their original positions as if j with an immortality for which they
some ban or spell prevented them | ha^ never dared to hope,
from occupying any others, these i

men have pushed onward, and by \ ^rr. ^rr .

their energy and cnterpiise have

arrived at the goal of their ambi-
tion. While others have been de-
ploring theii condition, and sigh-
ing over their limited advantages,
these men have set to ^work and

bravely achieved for themselves 1 not destroy ; occupation that will

The Object of Education. — «
The true object of education is to
give children resources that will
endure as long as life endures y
habits that time will ameliorate,

those privileges which birth denied
them. While others have been
idly waiting, Micawber-like, for

something to tuia up, these men ] ter'rible^^

render sickness tolerable, solitude
pleasant, age venerable, life . more
dignified and usef^ll; |q4 death leBS

it'

Nor fh' Carolina JburncU of Edueeatimi,

[M»rcb,

THE PROaRESS OF THE TEACHER AND SCHOLAR.

To both teachers and scholars, a
pause and exanuoatioa of their
work is of great importance, in al-
lowing them to retouclfc and per-
petuate the goodlier parts of their
practice, and to efface a>nd avoid
the rest.

Few things are of more impor-
tance to them than to discern the
true nature of the proe^ress which
thev are makinsj. Durnj: th^^
past few years thoir aMiention, and
that of the friends of loarninir gen-
orally; has been more directly call-
ed to this ; and many of the faults
of our system of education have
been thereby corrected. Many
improvements — the result of better
ideaiS. of progress — have aho
been made in our manner of
gaining and communicating knowl-
edge, which have given and are
giving greater impetus to the on-
ward march of education.

The word progress is deiived
from the Latin verb projredior,
whicti means to step forward; and
to make true progres«s is to advance
step by step — thoroughly overcom-
ing every difl&culty at each step be^
fore taking another. We canOiJt
gain the summit of the Hill of Sci-
ence by one or a few great strides ;
if we attempt it, when we think we
are far advanced, we shall meet in-
surmountable obstacles, and find
that in reality we have hardly
made any progress at all. Our
progress should be steady and sure.

The skillful builder first digs
deep and lays a firm foundation. —
Then, according to bis plan, he
puts a beam here, a post there, and
a brace where it is needed, meanv
while pioniDg each piece ten his fel-
low; and thus, putting ea^h part
Mi iti plaoei and fasteuiDgii there.

he soon has a firm and well-propor-
tioned frame. Then, in *.he same
methodical way, putting each board,
then each ornament in its place,
he finally completes a buildi-ng,
strong, beautiful, and fit for the
purpose which its maker designed.

If all this care is necessary in
crtoting a building which will soon
decay, how much more is necessary
in rearing a building which shall
last long after the things of time
shall be do more. How thoroujrh-
ly should the ground^work be laid.
Then upon this the superstructure
should be carefully, systematically
built; first th^ rudiments, then
soniethinii a little hii'her and more
difficult. Th(3ro should be a con-
tinual advanije as the schdlir gains
streoLTth. Each species of knowl*
edge should bo taken when the
learner is prepaied by his previous
attainments to digest it; and also
when it will be a good preparation
for something hiiijher still. lu this
way, no bad habits will be formed
— nothing will have to be unlearn-
ed. So the building gradually
rises — each member fastened to
and supporting its companion —
3ontinually growing, until it be-
conies a temple, pymiuetrical and
grand, meet for the service of ita
Great Author.

In learning, as in war, our mot-
to should be, *^ Never leave any-
thing unconquered behind." As
a general who neglects thoroughly
to conquer his enemies in his ads
vance, is continually harassed by
attacks and con6piracie&, so the
scholar is harassed by what in
knowledge ho has neglected to con-
quer. Every foe should be sub-
dued as SCOP as discovered, whether
it be a reason for aa operation, ia

1859.]

Progress of the Teacher and Scholar:

arithmetic or any of the higher
mathematics; a word, the meaaing
or spelliag of which is not known ;
or any other thing which he does
Dot fully understand.

The eagle nourishes her younj^
till she thinks thera strong enough
for the trial of their strength ; then
flying away with them upon her
back, she shakes them oiF, compel-
ling them to use their own wings;
but still hovering near t ) give help
when they need. By this training
they soon learn. to- soar as high and
as long as their mothor. Thus the
teacher should prepare his pupils
to use their ovvn powers — to fiirht
their own battles. He may help
them a little at first; and then
make them depend chiefly upon
themselves. When assisting, he
should always be careful, to give on-
ly the key to the temple of kno^rl-
edge, but never to open the door j
and his aim should ever be to
strengthen them, and prepare them
to go on relying entirely upon
themselves.

But our teachers are not satisfied
with the sure once-for-all way of
getting knowledge. They wish to
progress more rapidly. They are
not willing to wait long enough to
search things to the bottom, and
find the reasons for theuv They
hurry their scholars fro m.ono- thing
to another so fast that they cannot
learn auj thing thoroughly,.. They
are in such haste to have-tbem an-
swer quickly that they answer for
them, or ask what are called draw-
ing-out questions, instead of caus-
ing them to get their les.sons prop-
erly. Th^y do not think that by
doing this^ they are crippling the
energies of their pupils. They do
Dot think that this is re^ro-gress-
siou, instead of j^ro-gression. In-
deed, one of the greatest faults in
i^r too inanj of those even .Umt are

called good schools, lies in the man-
ner of hearing lessons recited, or
rather in the manner in which
they are required to, be learned. —
When a class is called, the teacher
takes a book, and asks questions
which include most of the matter
to be given in the answer, or at
least so clearly suggesting it that
even one who has only read the
lesson, can give the answer. But
when suoh scholars are req^red co
tell what they have learned they
bog to have "the questions'^asked.
Knowledge gained in this< way will
bo of comparatively liitle value. —
It will scarcely pny for the wear
of the books used. But when
scholars have made anything so
thoroughly their own as to be able
to tjive an exact account of it,
without questioning or telling, it
will be of some use to them.

It is no wonder that scholars
have wrong ideas of progress, when
their teachers set them such an ex-
ample. If one commences a study,
he trios to see how soon he can fin-
ish — not how soon he cm master
it. In studying the classics, he is
so desirous to begin to translate j
that he does not lay a good foun-
dation, by a thorough acquaint-
ance with the grammar of the lan-
guage; and when translating an
author, he is in such- haste to fin-
ish that he neglects the grammati-
cal construction, forgetting that a
thorough knowledge of this alone
is what be wants.

Reviewing scholars abhor. It
was never designed that they should
progress backwards. They have a
great desire to advance. They
wish to study geometry, astronomy
and rhetoric before they have mas-
tered arithmetic, geography an4
grammar — continually longing to.,
begin the ornamental or abstrase
vb$.^£€l they acc^oire Uie simpler^.

North-CaroKiML ^/ourndl of Bducatton*

[Mafch,

practical branches. To illnstiate}
not )oD<^ BiDce we heard a boj
hardly qualified for a clerk in a
country grocery store, propose to
enter the Yale Medical School, to
educate himself for a physician. —
It is not by any means a rare thing
to hear schoolboys who are prepar-
ing fur College, complaio that this
or that college faculty place the
standard of admission so high* So
they contrive how little they can
learn and enter ; and thus they
succeed in — cheating themselves.
What is the testimony of men
who have already obtained a libe-
ral education '/ Do they rejoice
that they so soon commenced active
life — that they spent no more time
in preparation ? Far from it. —
They strongly regret that their
course has been so superficial, feel-
ing that it will take many long
years and hard struggles to make
up the deficiency which oncemieht
have been prevented by earnest ef-
fort for a short time. More than
one educated man has complained
to us that the great error of his life
was want of thoroughness in his
preparatory course. — Conn. Com.
School Journal.

COMMON PHRASES.

The following sentences are so
constructed out of expressions com-
mon in some parts ot the country,
that in others, where they are not
common, they can hardly be under-
istood.

You put in your time, as well as
your crops ; as much as whafll do
you ; and whou you have made
your corn and cotton, you lutul
them to market, but you carry
horses to water. Your whiskey
sipes through the cask, bttt you
4i»«r it out yriti^LjBk spile.

You get all through other in a
j right thronged time f but wheu -
I you done ity you rather as not take
; a check, in pulling fodder time. In
; Mother eend of the country you
never seed the like; some keep
bees in a hive, some have a gumy
and some will have a «^'cp,* they
! rob the honey and don't see no odd»
on ^cm. Oust the year, or right
smart chunk of a hoy^ run through
the old field, fo} n nt the spring^
house among thechincapin bushes^
and persimmons, and the Hack
jacks and papaws, and he seen a
critter like a varmint, and be gath-
ered a rock in one hand and a knot
oi'/at light wood in the other, and
he ruu him into the branch bot-
tom, and there he found his fellow
a setting on a cypress knee, eatiu
persimmons.

And he went back to the kitch-
en, and run his arm through be-
tween the logs where there was no
daubing nor chunking, and got a
piece oH pone. You. got right bad
one day the year, and the childcr
cried, but the doctor said there
was 710 need'CeAsity for it. He died
the day after the in/air, and they
waked him the next night. He
had a right smart chance of corn,
but it was lousing at his sale.

He made a heap more at the old
place where he was raised.

*The word skep, pronounced skiip,
Webster dcline.«, ''a co'irse round fanu
basket, [not used in America."] '• In
Scotland the repository in which bees
lay their honey.'' But ho had not been-
acquainted all over our country, and
many words in common use are not
found in books. E.

Mirth should be the embroidery of
the conversatioQ, oot tbe wob; aQ4-.,
wit the onminent of the mind, not the
fnrfiitar««

,'.x.\\

1859.]

7\jAe Care of the Sook,

."89

t-p-V

Jane Taylor.

" Dear mother," said a little fish,

Pray is not that a fly t
I'm very hungry, and I wish

You'd let me go and try."

'* Sweet innocent," the mother cried^
And started from her nook,

*• That horrid fly is nioant to hide
The sharpness of tlie hook !"

Now, as I've heard, this litth3 trout
Was young and silly too ;

And so ho thought he'd venture out,
To see what he could do.

And round about the fly he played.
With many a longing look ;

And often to himself ho said,
'' I'm sure that's not a hrx)k,

*• I can but give one little pluck

To try, and s-o I will.^'
So on ho went, and lo, it stuck

Quite through liis little gill.

And as he faint and fainter grew,
With hollow voice he cried,

" Dear mother, if I'd minded you,
1 should not thus have died."

TAKE CARE OF THE HOOK, j take medioine, but yet he 5M tlie

very same thing that this 'little

Charley's mother would often sit trout did. ' •

with him hy the fire, ^ before " Instead of keeping far away,
the lanap was light el in the he would walk about utide^the
evening, and repeat to him trees and pick up the green • ap-
little pieces of poetry. This is ' pies to look at, and feel of the
one that Charley used to like par- 1 green currants, just as the little
ticularly. It was written by Miss fij^ would play round the hook.

By and by he said, ' I really don't
think they will hurt me; I will
just take one little taste.^ And
then he ate one, and then anoth-
er, till finally he got very sick. — '
Do you remember V*

** mamma, that was I. Yes,
I remembir."

*• Now, Charley, hear what I tell
you : nobody does very wrong
things because they mean to a first.
People begin by little and little,
just tasting and trying what is
wrong, like this little fish.

'* Then tliere is George Jones, a
very fine boy, a bright boy, and
one who means to do right ; but
then George does not always keep
away from the hook. You will
sometimes see him standing round
places where men are drinking and
swearing. George does not mean
' ever to drink or to swear ; he only
stands there to hear these men sing
their songs and tell their stories,
and sometimes ho will drink just a
little sip of sugar and spirits out
of the bottom of a tumbler ; but
George never means really to be a
drunkard. Ah, take care, J eorgej
the little fish did not mean to be
caught either, but he kept playing
round and round the hook, and' at
last he was snapped up; and so
you will be if you don't take care*-
" Then WilUapa. Day means, to
be an honest boy, .and yon could*
not majke him x^oire^ngry than'vtot '
tell him he would ever be a thief;
and yet William plays too nnuch
round the Jiook. \Vhat djf^es he

After this was finished, Charley
looked gravely into the fire, and
began bis remarks upon it. **What
a silly fellow that little trout was I
He might have known better."

'' Take care, Charley," said his
mamma; there are a great many
little boys just as silly as this trout.
For instance, I knew a little boy,
a while ago, whose mamma told
him not to touch green apples or
currantSj because they would make
him sick. He did 'not tnean to
touch them, for he knew that it is
Kerj disagreeable to be sick and

UTi

I^ortk- Carolina Journal of EdviMiion,

[Marcb,

do? Why, he will take little
things out of his father's desk or
shop, or out of his mother's basket
or drawers, when he really does
not want his father cr mother to
see him or find it out. William
thinks, ^ 0, it's only a little thing ;
it isn't much matter : I dare say
they had just as lief I had it a3
not/ Ah, William, do you think
so ? Why do you not go to your
parents and ask for it then ? No ;
the fact is that William is Iearnin2r
to steal, but he does not telieve it
is stealing any more than the lit-
tle fish belityed that what lookod
like a fly was in fact a dreadful
hook. By and by, if AVilliam
doesn't take care, when he goes
into a shop or store, he will begin
to take little thinirs from his mas-
ter, just as he did from his father
and mother; and he will tike
more and more, till finally he will
be named and disgraced ts a thief,
and ail bccaiue, like the little fbh,
he would play around the hcolcJ^

" Mamma,'' said Charley. '^ who
are George Jones and William
Day ? Did I ever see them V^

"My dear, I must use some
names in a story; I am just mak-
ing this up to show Charley what
I mean by playhig arovnd the
hook. And now let me tcaeh you
a text out of the Bible that mesins
the same thing: *Ile that de-
spiseth small things shall fall by
little and little." — Mrs. Stowe.

conquer by the constant use of the
rod, others, sparing of this, tried
to encourage their pupils ; to pre-
sent learning in an attractive form,
that they might love it for its own
sake. To the astonishment of ma-
ny, very good teachers failed of
suecess. At length, there came a
teacher who succeeded in gaining
for her scholars the reputation of
beij3g orderly and studious. To
former teachers who manifested
surprir^e at the change, and modes-
ly inquired the reason, she replied,
"I first gain-ed the consent of the
parents. Being somewhat familiar
with t-he study of human nature,
I availed myself of this knowledge,
and conversed freely with the par-
ents. To this, in a great measure,
I owe my success."

Let ui^ not neglect any study that
is suitable for a common school. —
Some of the best teachers have
failed for want of a better knowledge
of human nature.

A Hard School. — Such was
the title of a village school in our
own Stat«^, a few years ago. No
teacher could be obtained who was
willing to remain more than a
jear, and some could sti^y only dur-
ing one term. £aob 8QC<?eeding
tet<^er felt sure that hers would
\^ a model school. Some tried to

xi Word to Parents who
HAVE Children at School. —
If parents do not fe;il sufficient in-
terest. in the education and train-
ing of their children — in their
moral and physical, as well as in
tbeir iuelleotual culture — to visit
the schools, see the progress of the
pupils, encourage the teachers in.
their arduous and difficult labors,
and thus assist both teacher and
pupil, how can they reasonably ex-
pect the scholar or teacher to feel
or manifest a desire for progress
and improvement, sosci^ly neglect-
ed by those who should feel and,
exhibit the liveliest interest in the
culture of their ofiFspring ? The
teacher we know has many duties
devolving upon him, and because
he discharges them faithfully, the
parent is not excused fron^ his dutj.^
Parents, if you have Dot Tisited^

1859.]

(hmmon School Department

your school this autumn, do so
immediately, aud you will, we are

sure, fiad the hoar well and pleaa*
autly speat.

€m\m\x Stbool gcgartmcnt.

-<•#-

AN ACT OONCERNING COMMON
SCHOOLS.

Sec. 1. Be it enacted by the
General Assembly of the State of
North- Carolina, and it is hereby
enacted by the authority of the
samey That the last clause of sec-
tion eighth, chapter second, of
the acts of Assembly of the se&siou
of 1856-7 entitled an act coq-
ceroing the Cominoa Schools of
North-Oaroliaa, and which said
clause is in the wards foUawinfj,
to-wit : ^^ in proportion to the
number of white children in said
district, be and the same is here-
by repealed.

Sec. 2. Be it further enacted,
That within ten days from the first
Monday in October, in every year,
the sheriff of each county in the
State, and the Chairman of the
Board of Superintendents of Com.
Schools, shall jointly sign a state-
ment, showiag the amount of taxes
collected, and the amount due for
school purposes in said county for
the fiscal year, ending on the last
day of S*eptemb«r, irajiiodiately pre-
ceding — wtiich statements shall be
filed with the Clerk of the County
Court, and by him recorded iu a
book kept expressly for that pur-
pose. And oa the failure of the
Shierifi^or Chairman to. sign such
statemfiDt, or of both, they shall
each be liable to a penalty of one
impdrisA dollars to bo wcovered in

the county or superior oourt,^ on
motion of the Clerk, one ha'f of
said penalty to go to the Clerk
and the other to the Common
Schools of the county. And th(^
Clerk of the county court of each
oouoty shall, within thirty days
from the said first Monday in Oc-
tober, in each year, send to the-
General Supeiintendent of Commoa
Schools for the State, a copy, un-
der the s^al of his office, of the
said statement' rendered by the
Sheriff and Chairman of the Board
of Superintendents of Common
Schools of his county ; and each
Clerk, on failing so to do, shall
be liable to a poaalty of two hun-
dred dollars, to be recovered in
the superior court of Wake^ on
motion of the General Superintend-
dent, one-half to go to the use of
Common Schools of said connty,
and the other half to the Educa-
tional Association of the State.

Sec. 3. Be it further enacted,
That the General Superintendent
of Common Schools ot the State,
be authorized to have printed and
sent to the Chairman of the Board
of Superintendents of Common
Schools of each county in the
State, a sufficient number of the
Common School Register, recently
prepared by said General Superin-
tendent, to supply all the Commoa
Schools not yet supplied.

Sec. 4. J?# it further tuact^d.

Jfforh- Carolina Journal of Education.

[March,

That ID lieu of former reguktion

in regard to th« safe keeping and

use of said CommoD School Reg-
ister, the followiog shall be in

force, to-wit : It shall be the duty

of the Chairmen pf Boards of cuun-

ty Superio ten dents to keep and

preserve all the copies of said rep;-

ister belonging to their respective
counties^ when the schools are not
in session. And before the com-
mencement of every [any] school,
the committee of the district shall
give to the teacher 410 order on the
Chairman for the register belong-
ing to that district and the said
teacher, on receviug it, shall give
a receipt for it, and be responsible
for its safe keeping nntil the close 1 intendents shall, in all eases when

Sec. 6. Be it further enacted.
That it may be lawful for the board
of county Superintendents to sub-
scribe and pay for one copy of the
"North (>arolina Journal of Educa-
tion,*' published by the Statd
Educational Association for the use
of each common school or district
in the county : Provided said
journal is furnished at the price of
une dollar per copy, for each copy,
per annum, and the copies sub-
scribed for shall be filed and pre-
served in the district school houses
for the permanent use of the dis-
tricts, and as the foundation of
district libraries ; and the chair-
man of the board of county super-

of the school. And in no case I
shall any such teacher be paid un- ^
til he returns said register to the
Chairman, in as good order as
when received and with the Wanks
properly filled With an account of
his School, according to the in-

required by district committees^
subscribe for a copy of said Jour-
nal for each committee so apply-
ing, and charge the same to said
district.

Sec. 7. Be it furt)ier enacted,

That whenever thete may be in

structions of the General Superin- j the hands of any chairman of the

tendent for the State. And the
register for each school or district
shall contain the name and number
of the school or district and be
kept for its use alone.

Sec. 6. Be it further enacted,
That whenever it shall be made*
to appear to the Board of Super-
in^adents of Common Schools of
any county in the State, that there
is in «aLd county a factory, mine,
or shop, and that there are in the
families of the employees of said
factory, mine, or shop, as many
as forty children entitled to the
benefit of the Common School
laws, that the said board may lay
off a school district to consist of
said employees, and which district
shall be entitled to all the privile-
ges and subject to all the rules and
regulations of the other districts
vf the county.

board of county superintendents of
common schools, moneys
unemployed, not called for by the
schools of the county, and not due
to any school or schools or districtt
aod amounting to more than ^v^
hundred dollars, the said boar4
may authorize said chairman ta
invest said moneys in registered
coupon bonds of the State, or in
other safe securities yielding in-
terest, which sums so invested
may, at any time when they are
needed by the common schools,
be again eonverted into cash on the
order of the board, and applied and
accounted for as other school
moneys : and every investment so
made shall be in the name of the
^^ Chairman of the Boiard of
Superintendents of Common BchoolH
of. county"— the Aa me

of the eomntj lo he inserted* in the

*(•

...' 5i*«i

. «

1859.]

Commori School Depdritnmt.

above blank — aod the interest on
?ucb investment shall be semi-
annually collected by the chair-
man, and by hira used and account-
ed for as other school moneys.

Sec. ^. Be it further enacted,
That the general superintendent,
immediately after its passajre, shall
cause a printed copy of this act to
be sent to each county court clerk
and to each cbairman of the board
of superintendents of common
schools of the State.

Sec. 9. Be it further enacted^
That it vshall be the duty of the
clerks of the county courts to fur-
nish to the sheriffs of their respeo-
tive counties, within three days
from the third Monday of April of

MORAL GOVERNMENT.

He wlio checks a child with terror,

Stops its play and .stills its song;
Not alotie commits an error,

But a f;rcat and moral wrong.
Give it play and never fear it ;

Active life is no defect ;
Never,- never break its spirit,

Curb it only to direct,
Would yon t<top the flowing river,

Thinking it Would cease to flow?
Onward it must flow forever ;

Better teach it where to jjo.

Tbachinoon a Large Soalb.
— ^x\t a Bible Society meeting in
1855. Dr. Tyng states the foll6w-^
ing fact.

"Three years ago, Louis Na-
cach year, the names of the district poison, finding that his army was
committees elected for the ensuing not able to read, advertised for a
year, under a penalty of five dollar? contract to teach the soldiers. A
tor every case in which the niunc^s ' single gentleman undertook tW
of any cotnniittee fire rot fo fur- ; contract. He asked for no books,
nlshed; aal the .-sheriff, within fif- I nothing but slates and pencils.—
teen days frorr the said third , He br®ught up the mon in a line,
Mon.^iy of April, shall notify each ; and pointed, and at his dictation
cofiamittee man of his election un- ; they learned the alphabet, and
der a penalty of five dollars for
every case of failure, which penal-
ties shall be recovered by the
chairmen of the boards of county
superintendents, by warrant in
their own names as chairmen, and
added to the common school funds
in their hands.

then to read.

He then asked for one single
tract. He was permitted to choose,
and he then chose, of all tracts in
the language of man, perhjlips the
most beautiful, and effecting, the
Gospel of John ; and in less than
a year he had taught 50,00(*
' Sec. 10, Be it further enacted, \ French soldiers to read the Gos-
That all laws and clauses of laws, j pel of John, and receive^d copies

coming in conflict with this act or
any part of it, be and they are hereby
repealedi

Sec. 11. B^ itfUrtJief enacted^
That this act shall be in force
from and after its ratification.

Read three times and ratified in
General Assembly, this 16th dav
ofFebuary, 1859.

Thomas Settle, Jr., S. H. C.

Heney T. Clark, S. S.

enough to put one ia the hands of
each soldier." E.

The only w^y for a man to escape
bein;^ found out, ia to pass for what
he i:<. The only way to maintain u
good character, is to deserve it. It is

' cashier to correct our faults than to con-

I ceal theni.

Nothing establishes confidence
I sooner than punctuality.

JfrrA-Oaroltna Journal of ^itcaiton.

[Msrelij

f tsihnl debitor's gtpartmfftt.

Ah act Conckbsinq Com. Schools.
— We call the attention of the Chair-
men and members of the County
Boards and all other School Officers,
to **an act" Tfbich will be found under
"Common School Department," pass-
ed by our Legislature, daring its last
session, "concerning Common Schools."

There are seyeral sections of thi*j
act which claim the attention of teach-
ers and committees, as well /of those
to whom it is sent, by law. Let teach-
ers of Common Schools attend partic-
ularly to Sec. 4.

We hope that all the chairmen and
members of county boards of superin-
tendents, and also district committees,
will examine Sec. G. This section al-
lows the Boards to subscribe lor n
copy of the Journal for each disfrictor
school ill their respective counties, and
where the Board is not disponed to
furnish it to all the schools in the
county, any district committee may
require the chairman to subt^cribe for
it, for the use of their school.

From the last report of the general
Superintendent, we tiud that more than
fifty counties report a balance in the
hands of chairmen of one thousand
dollars and upwards : and in more than
twenty counties the balance is from
ihree thousand to eight thousand doW&rs.
Now where there is a large balance in
the hands of the chairman, the schools
of the county may be furnished this
additional means of improvement,with-
out deducting any thing from the
amount paid out for regular instrnc-
tion^ But suppose that the one dollar,
per annum, required to furnish the
Journal to each district, must be taken
from the amount usually paid t« t«ach«>

ers, the term of the school will not be
shortened more than one day^ at most,
in the year, and will not the benefit
arising from the monthly yisits of the
Journal, far more than compensate
for the loss of one day's instruction ?

The teacher will be stimulated by
reading the opinions, plans and expe-
rience of others, to improve himself,
and will then be enabled to impart
more instruction in the same time.
The pupils, having also the privilege
of reading the Journal, will have their
minds awakend to the importaice of
education, and will feel new interest in
their school.

We are sure that this wise provision
of the Legislature will not bf allowed
to prove useless for want of attention,
on the part of the nnst of our county
chairmen, and we hope very soon to
hear from many of them on the sub^
ject.

The Educational Assoccation. —

We hope, in the next No. of the Jour-
nal, to arncunce the time and place of

holding the next annual meeting of the
State Educational Association. It is
generally understood that it will meet
in the eastern part of the State, but
the "Executive Committee" have not
yet decided between the claims of the
several places from which they have
received cordial invitations.

This will afford the teachers and
other friends of education, in other
portions of the State, a good opportu-
tunity of visiting the east, and of be-
coming acquainted with their eastern
brethren. Such meetings will do much
good, not only by advancing the cause
of education, but also by helping to

1859»]

RetidaU £cHtor'$ DepartmtiU.

1»

banish Arom oar minds those actional
feelings, which the geographical sec-
tions of our State have a tendency to
foster. May the day soon come, when
We will all^e nnited, in feeling and in
action, when whateyer is for the inter-
est of North Carolina, l^ill be felt to
be for the interest of every part of
the State.

Queries. — The following queries
liave been sent by one of our Board of
Editors. Who will send replies?

We believe that our grarmniarians
generally supply bet 'indefinite pronouti'
called for, in the second query, hy us-
ing he^ deprived of its gender, and thus
avoid tbe manifest inaccuracy of using
ihey as a "pronoun in the singular
number." Yet the frequent occurrence
of this error, both in speaking and
writing, shews that there is room in
our language for such a pronoun.

Query. — Can any one tell when Its,
the possegfidve case of the pronuun it,
C9rae into use in Knglish : it is not
found in the Bible, but Ais, is found
in its place.

Query. — Can any one invent an in-
definite pronoun in the singular num^
ber, neither masculine nor feminine?
We need one very much. A speaker
says, **some one told me, fo and so;"
or "did thus And so," and then goes
on ^Hhcy did sometliing else-;" refer
ring to "some one," for want of a sin-
gular indefinite. What can be done to
remedy this defect in our language ?

Rkpout of the General Superin-
nnxT FOR ISoS. — We gave in the Feb-
ruary No., under the head of "Com-
mon School Department," an extract
from this Report, showing the condi-
tion of iLe Common Schools, during
the last year, as indicated by the re-
ports of the Chairmen of the various

counties. We are sorry to gee that no

rei>ort3 ^were received from a number I knowledge of the branches to b« taught

of counties. ^Otir «ohool tystem ean-
not accomplish Ihe end for which A
was established, so^long as its officers ,
fail to perform important duties, and
duties reqiiired of them by the v^ry
law under which they receive their
appointment. It would be well tb
make the re-election of any Chairman,
who fails to forward his annual report
to the General Superintendent, illegal,
unless ho can show good reasons for
such failure.

Mathehatical Questions. — ^One so-
lution only, of the Question in the last
No., has been received, and as that
docs not answer the conditions of the
question, we do not publish it. We
hope that teachers who feel an interest
in such things, will send us original
questions, and we would prefer that a
solution should accompany each qucs-
tio7iy as it will save us some trouble.

Visiting Schools. — ITow many of
our county chairmen visit the schools
of their respective counties, to inquire
into their condition, and encourage
the teachers and pupils to make great-
er efforts for improvements ?

The people of every county should
see that they have an intelligent and
energetic chairman, aided by a-boarft
of superintendents who will second
his eflorts for improving the character
of the schools. It should be the dutv
of this chairman to visit every school
in the county, at least once during the
year, and to make a full report to the
board. He will thus become acquaint-
ed with the teachers and be better
able to judge of their qualifications ;
no examination can furnish half So
good a test as this visit to the school-
room. There can be seen his method
of imparting instruction as well as his

Norik'Carolina Journal of Education.

[Marctfy

A flwn of the rigbt sort inll.be able, ^
\j this means, to make arast improTe-
BWBi in the schools of his connty, in a
finr jears.

Bal itmaybe replied — **the people
fcftre nothiof^ to do with the matter/'
since the appointia^ power is not in
their hands. It shoald 5e remember-
ed however, that all power is dcrirpd \
from the people, that all officers srre '
their serrants, and that, when tbcy :
speak oat in a proper manner, their i
Toice must be beard and their wiisfaes '
will be obeyed.

ELKMESii OY Geology. — By Davil
Page. A. S- Barnes i Co., X. Y.

This important »nd interesting stu-
dy is claiming, more and more, the
attention of teachers, but most of the
text -books on the subject, so far as we
have seen them, are not a^lapted to
the wants of Acarlemies aiid Female
Seminaries. A careful exnminatroD
of this book inclines us io the opinioik
that it will meet the wants of the '
teachers of such school*?.

DiSTiiiCT LiBEAiiiKS. — We would
like to know what has been done to-
ward forming di«trict librnrica; and.'
also what jiro^'ref^s the terichern of the j
▼arious CO nil t if' have nutde in gettiri;^
op teachers' libraries. Information '
on thin or any otlier «ii' ject, relating
to the fchooU of your county or neigh- i
\iorhood, will be thankfully received, i

TuE New Liher Vbimus. — A prac-
tical companion for the Lariu Gram-
mar, and intrf'dnctiou to the reading
and writing of Latin ; on the plan of
Crosby's Greek Lessons, Anonymous,
John P. .lewett & Co., Boston.

InHtefid "f spfakinj; of theni?rits of
this little conipani'-n of Andrews &
Stoddaid's Latin Grammar, we will
sinij.ly refer to the article of a corre*?-
])ondeut entitled **A Married Booh."

To the Boabo of Editors. — We '
will be glad to hear from those mem- '
bers of the board who havt; sent us \
nothing:, as yet. A few are doing their \
part well, and we hope all will try to
help us as rnucD a.s possible.

BOOK

Babnak»'s AsiRRiCAsr JornxAL er
Education. — ^Ve ha^e received the
March No. of this valuable quarterly,
but have not had time to examiue its
contents.

The subscription price is $4, but
we will furnish it to any one, who will
send us a olub of five new subscribers,
ftt $o.

Send yonr list and $8, if yon wish
to possetMi one of the best educational
woska in tUe world.

• ipET THE BEST."

VJWeBSTKK's QlTARToDlCTIONAHT.

Xif^ Ask for Weh^iter Ui abridjred.
* A man who would know evorythinjr,
or anj'thin^, as he oujrlif to know, must
own Webster's larjj^o Dictionary.' It
IS a p;reat liprht, and he tliat will not
avail himself of it must walk in dark-
ness. Every young housekeeper should
lay it in, to o'^ciiny the piano, which
was formerly filled with decanters and
wine glasses.

Every /orrwier should give his sons
two or three square rods of ground,
well prepared, with the avails of
which they may buy it. Every me-
chanic should put a receiving box in
some conspicuous place in the house;,
to catch the stray pennies for the like
purpose.

Lay it upon your table by the sido*
of the Bible — it is a better expounder
than many which claim to be expound^
ers.

Published by G. & C. MERRIAM,
Springfield, Mass — sold by W. L. Pon>-
ery, Raleigh, and all booksellers.

im NORTH-CiEOLmA

JOURNAL OF EDUCATION.

Vol. II.

APRIL, 1859.

No. 4;

THE TEACHER AS TO HIS WRONGS.

Mr. Eii'OT : — Som« things mav
be done aad the doer bo a better
man by the performanoe. Ba>t
whether a mao can be a success-
fill teacher, in the commoir accep-
tance of that termv and remain an
honest man, is, to say the least,
prohleMatical. You will be star-
tled at th^s assertion ; bat before
I am done with the subject if I
do not lead your mind to a defi-
nite conclusion, I will leave it in
a state a perplexity. T promised
in a previous number to- point out
some of the wroags of the teach-
er. The teacher has been de-
scribed as a man of noble' bearing
and finely attuned sensibilities.
If he is this, then harshiifess and
hard treatment must grate harsh-
ly on his nerves. Entering upon-
his relation, he must feel himself
responsible for its duties. To in-
struct, to train, to fit for present
and future duties, are among the
works expected of him. He has
to deal with all that relates to man,
as man moral, mental and physical.
These powers must each and all
be developed, if he do his work
aright. When he has his mate-
rial at hand, and begins under-
atandingly his work, how often is
the whole dispoiled by rude ab-

straction of the subjects upon"
which he has begun his labor I
The pupil is removed with no
more reflection and compunction
than if the Teacher were a mere
machine. Such rudeness and in-
judtioB are not often practiced to-
wards the humblest cobbler.

No o»e, after having entrusted
materiafl to the shoe-maker, and
he had' blocked out his leather and
had it ready for the last, would
feel j ustifi/ed to seize the leather
and say you shall not make my
sho9s. This honaoly illustration
may remind you of the kind of
treatment.

I will dwell no longer on this
feature of his wrongs, than to
point out some of the results to
which it directly leads.

The Teacher is a man of sense,
and his daily bread may depend
ifpon his' vocation, and it may b6
the comfort of his family bae to
be considep^d. (A family man,
other things being equal, is the
best teacher). As a man of sense
he must begins to be a man of pol-
icy, to prevent tlie rude treatment
to which he knows Teachers are
liable.

His bread, his character,- his po-
sitiou; are all measured by his pol-

Korth' Carolina Jour$ud of Education,

[April,

icy, and if he be not politic, (I
will use no harder word,) his ma-
terial may indefinitely lessen, and
he may be lowered in means, char-
acter and position.

Just think for a while of the
temptations to which he is expos-
ed. If he is an honest man, he
must and he will., if in his power,
give an equivalent for all he re-
ceives. If ,h^ is truthful; and he
must be SQjtt)*be a good teacher,
he will tell like whole truth to his
patrons andit)iipils. But dare he
do this ?

If he wpuld have, and contin-
ue to have;; the patronage of many;
he must flatter patrons and pupils.
He must say to parents in sub-
stance, you have the brightest,
most hopeful of sons and daugh-
ters, and the whole country would
be honored in their education,
and I understand them and know
their capabilities a little better
than you your self,, and much bet-
ter than any bodyi- else. To the
hopeful sons and .daughters (he
must be obliging, tc a degree, —
not daring to oppose their errors,
correct their foibles, nor punish
their crimes. These alternatives
are before him. If he do the
things that will insure '.'success"
(and he can do thQn^.)v "»vhat be-
comes of his truth Ww CSS and hon-
esty ? AY hat has gone with his
self respect ? sold in most cases
for bread. The temptation and
necessity of the case have proved
too strong for a large majority of
successful teachers. Hence the
statement at the outset. He who
is proof against seduction in this
form, will most likely number his
patrons at the tip of his fingers,
and see in the old Athenean Teach-
er, a type of his own position. 1
know a few, a select few, that
will not bow to these influences.

While a crowd stand ready to flat-
ten his majesty, the public, and
wikth most gracious smile, say we
aretT^onb humble servants; and to
youn^ America, they are as pliant
an^ nexible as the waving grain
under the passing winds.

Thift universal cry is humbug the
people. They love it. Blow your
homa each for himself. Noise!
Noise! Noise! Schools! Schoolsl
Schools! We are on hand, give
us .your sons and daughters, we
will make young gentlemen and
ladies of them at the shortest no-
tice.

These are the outlines ; fill up
the picture, from your knowledge
of things around you. It is no fan-
cy sketch but is drawn from life.
Now, sir, with these evidences be-
fore you, tell me, if what is re-
garded as the successful teacher
in the present state of public sen-
timent, is n )t very likely a hum-
bug, a cheat, a stupendous fraud
upon the present, and a grievous
wrong to the coming generation ?
This perhaps is as taiuch as you
and your readers will tolerate at
present. The case is stated, only
in part is it reviewed. You are
enough in your senses to see and
deplore the state of things as they
exist.

You know that the modesty and
manliness of the true teacher will
not suffer him to huzza for every
novelty, nor permit him to become
clamorous for public patronage.

I am not disposed to complain^
if the politic teacher avenges oc-
casionally the wrongs done to the
really meritorious ones, by mak-
ing his majesty, the public, bleed
freely, when he has yielded to him
his ears and his confidence. If
only the present, generation were
to suflfer, I would* say suck him
strong, draw to.«ifunting. Majest-

1859.]

Chronohgy.

ic as he is^ despotic and foolisli, it
cruel to affiict his children for his
folly and wjong.

With these thoughts on the
wrongs of the Teacher I leaye
you and him together, to ruminate
on his calling.

Yours, N.

CHRONOLOGY.

(Continued.)

We proceed next from the
completion of the temple of Solo-
mon to its destructiou.

There remain ,29 more years
In the reign of that monarch, and
if we add to this the reigns of his
successors down to the 11th year
of Zedekiah, (2 Kings ?4: 18,)
when Nebuchadnezzar too)£ Jeru-
salem and burnt the temple, we
shall have 416 years for., the time
it stood.

Then follow the 70 years cap-
tivity of the Jews in Ha by Ion, mak-
ing 48G. After this is an inter-
val till we come to the beginning
of the 70 weeks, or 490 y^ars of
Daniel, (9: 25,) which e«t«od to
the death of Christ. And here, as
the Jews were subject to the Per-
sians during this time, we must go
to the reigns of their kings. Da-
rius Hystaspes reigned 36 years in
all, but 6 years before the end of
the 70 years captivity, leaving in
his reign 30 ; then follows Xerxes
21; and in the book of Ezra 7 : 1,
7, 8; Neh. 2 : 1, we learn by
comparison with Daniel 9: 24,
' that the beginning of the 70 weeks,
nr 490 years, was in the 7th year
of Artaxerzes Ix)ngimanus. The
commission to Ezra here does not
relate to the rebuilding of the tem-
ple which had been done before,
but to the walls of the city, and
jf tberedtoratioo of the civil polity.

If then we add these yean tofoth-
er, extending from the end oftrthe
70 years captivity to the begldniog
of Daniei^s 70 weeks, we ahi^ have
30+214,7=57. We caU, it 57
and not 58, beeause it was in the
heginnmg of the 7 th year of Ar-
taxerxeii, Ezra 7 : 8.

And this 57 added to 486 will
carry .lis down to 54$. years from
the copipletion of Soljomon's tern*
pie and to the beginning of Daniel's
70 weeks, which we.see(9:26)
extend to the time that Me8siah,the
prince, should be .cut off.

And Furgerson has settled the
death of Christ astronomically, at
A. D» 3o, which is the date of Ush-
er, whose chronology is the ono
commonly followed.

Now if we take 33, the time
that Christ is supposed to have livned
onearth,from 490, we have457,and
this added to the number above
made ouc, 543, we shall have just
1000 years froiu. the couipletloa of
Solomon's temple to the birth of
Christ, and as the former event
,was shown to be just 3000 years
from the creation, we have the
whole period of 4000 made out , in
a small compass. If we represent
this whole period by a straight line,
the ..call of Abraham, 2083, ivili
nearly bisect it, and the first half
will again be nearly bisected at the
birth of Noah, 1056 years from the
creation, and the latter half at the
completion of Solomon's temple.-*—
From the flood to the call of Abra-
ham, 427, is almost the same as
from the latter event to the exodus
from Egypt, 430. The end of the
captivity in Babylon, 486 from the
building of the temple, nearly di^
vides the time from this latter
event to the birth of Christ into
two equal parts. The interval be-
tween the Old and New Testam^t
is about 400 ye§rs. E. F. Jl.

100

North- Carolivfa' JouYhal of lHatation.

[April,

A FEW THOUGHTS ON TEACHING*.

When a teacher would instill
into the minds of his pupils a love
of truth and all those virtues that
ohasten, elevate and dignify hu-
man character, let him hold up
before them the example of a
Washington; tracing his course
of truth and modesty, filial affec-
tion and obedience, through boy-
hood to manhood, through manhood
to maturer age; thus showing them
that goodness is the only founda-
tion of true greatness.

When he would console and
gtimulate to renewed action m»inds
mortified and desponding, from
oft repeated failures in their at-
tempts, let him repeat to ihem the
early history of a Demosthenes ;
thus proving to them that a de-
termined will and continued effort
ISrill raise almost any one to emin-
ence. In whatever department,
he wishes to instruct, it will be a
powerful auxiliary, to lay before^
thera the character and conduct
(rf distinguished men. Lectures,on
every branch of sludy in regular,
connected series, can not be too
highly esteemed as a means of
clear demonstration, of stimulating
the mind and bringing all the
powers, into full play, of perman-
ently and forcibly fixing upon the
mind important truths. They
serve to lay before the minds of
ihe young the images of things;
in truth they are the very pencil
that paints these images indelably
iqK)n their minds.

When we read the principles
laid down in books, we are too apt
to feel that we are not specially
addressed, but when a lecture is
delivered to us we feel that we are
addressed, that we are the persons
meant; therefore our attention is

at once fixed -and oar mi od^ ready
for the reception of every truth
and the fuilcomprehension- of eve-
ry demonstratiofi. And, what is
true of those of maturer age, is
emphatically tru^ of the tender
and impressible mind^ of the
young. A class in Geography,
reciting in a languid, mechanical
way the dry descriptions and de-
tails of particular localities, may
be aroused from their dullness and
have their attention at once fiked,
by the instructor being enabled
to say to them. " I have visitod
those places, I have seen and ex-
auMned with my own eyes the
places and things described," and
then giving them a varied and
lively account of his own personal
observations. Instruction thus
given does not pass away with the
day, but goes with them through
life.

The student may memorize day
afte^ day, yes year after year, the
shape of the earth and the divisions
of its surface, but unless he be
sent to the black board and there
instructed to map all these things,
to lay them* off^ in their proper pro-
portions and positions, giving the
size, shape and peculiaiities of
continents, oceans and islands,
the courses and length of rivers,
the height and direction of moun-
tain ranges, in a word every lead-
ing feature of the earth's surface,
his Geography may never be of
much service to him.

The Blackboard must be resor-
ted to in eve^y important lessor
in Botany, Chenwstry, Philosophy,
Geology &c., and every principle
clearly laid down and forcibly de-
monstrated, by figures; otherwise
the student may acquire only a .

1859.]

,Aft\D Tliowglitt^h 7-eacking.

101

mechanical knowledge of tbese
important branches of study. Nor
must the good teacher stop here,
after he has thoroughly instructed
them in the nature and theory of
these sciences, he must take his
olass out into the garden, the fields
and the forests, — to the mines,
among the rocks, and hills, and
mountains; and there give them
lessons of instruction, teaching
ihem to know and recognize, with
their own eyes, the distinguishing
features and peculiar properties of
every plant, every fossil, every
mineral. Does he undertake to
instruct in Trigonometry, Survey-
ing &c., he may labor in the school
room, explain, demonstrate and
aimplify again and again, and still
fail mainly in his object : — he
must put into their hands the
proper mechanical instruments and
take them into the field for prac-
tical demonstrations. If he per-
mit the walls of the school room
to bound the vision of a olass
•tudying Astronomy, he will have
them uninstructed and unimpress-
ed with the grandeur and mag-
nificence of the subject before
them. He must take them out,
e.ven at the hours of midnight,
and there teach them to know
.and recognize for themselves eve-
cy planet, its times and revolu
4ions; to trace out and identify
*^ejry constellation, raise them
«bove the dregs of earth, the
jarritig and imperfect works of
man, to contemplate the purity
and beauty of the works of thwe
Perfect Architect, the hamaony
and vastness of His creations and
lead them through Natmre's Works
to commune with Nature a God.
If the influence of mountain sub-
limity and ocean grandeur be
Beceaaary to mental greatness, how
teuch more must the evidences of

divine wisdom and goodness, dis*
' played in the perfection and un

told sublimity of the heavenly
bodies, be necessary for moral
greatness. The black board may,
mustj often be resorted to in
lessons on languages, especially,
on Grammar; Yes, even on the
Spelling book, with no less ad-
vantage, than in lessons in Mathe-
matics.

In a subsequent communication
we design noticing the recent
method of simplifying text hooka.

s. H. w;

OUR COMMON SCHOOLS.

A correspondent of the Spirit of
the Age, says : —

I was glad to sec your remarks
relative to oUr Common Schools,
in a recent number of the Spirit
of the Age. Yoai speak truly.,
when you say our Common Schogli
are languishing and failing to ac-
complish the good dcJsigtied to the
masses — the poor aod illiterate
portion of our citizens. No om
can doubt this, who will look
around him and see how many of
tke youtli of the country refuse to
asraii themselves of the privileges
and opportunities ofFered by our
Common Schools. There is scarot-
ly .^ne child in five who attendi
the Schools ; and those who do,
go when they please and stay away
when they please — so little inter-
est is taken in the matter by Par-
ents. The School in my District,
were I to give you a faithful s^^
count of its history, would go very
far to prove that the large sums of
money paid out twice a year for
Common School purposes, is al-
most wastefuUy squandered, with
out accomplish in cr nnv r"^r^^ scaaee-

10^

North' CanAhia Journal of EdxicaJtwn,

[April,

ly. Our Common ScliOiAl system
has been in operation now some
seventeen years, and moi*e ' than a
million of dollars lias**bct^n paid
out in that time for the education
of all our childreny awd' yet I
Bcarcely know one youttg-wan who
has been suflSciently insttrieted in
them, to enable him to ^transact
the ordinary business of life.

Now, Mr. Editor, my object in
writing these lines,is to enquire if
nothinsr can be done to make^ivail-
aWe the purposes and design of
our beloved Common Schobl sys-
tein ? Is there no Statcftnan
aniong us who will give this noble
objcet sufficient attention to reme-
dy the defects, whatever they*may
be ? Lycurgus, ontf of the^Vise&*
lawgivers, said — " The '^nly way
to have a purcf government, is to
have all'the -^ei^ple educstted." —
May not, then, the greatest men in
our StatJe, Vlo more for tfieir coun-
try by giving this subject their
earnest attention, than any other
in our Stai^e economy ? We think
so.

But the whole fault is not with
the systenl- or teacher, or superin-
tendents : — Parents, themselves,
are greatly to blame, for many will
not send their children to the
Schools, although instruction is
offered without money 'and without
price. We need three things —
yes, four — 1st, A more familiar
visitation to Hhi Schools by our
General Sup^Hntendents. 2nd,
More identity- with the county
Commissioners, 3rd, An awaken-
ing of the people to send their
children ; and 4th, well qualified*
Teachers to take charge of the- *
Schools. Will not our c^^cellent '
General Superintendent give thesis
things his th6ughts, and - will he
not also striveHo enlist more gen-
eral interest liuioQg the ^^ple at

large concerning this enterprise.
We invoke him to let his voioo
be heard; and especially at

Old Teap.

INJUSTICE IS OFTEN BONE TO
GOOD**rEACHERS.

No djubt thii'e are many leach*
ers unquali^ed'^and unskilful in
communicatiDg -iustruction, and
that ahnost an^ kind of a pupil
with them would tnake little if any
progress. But it is also true often
that many who are slow and dull
at first, by great pains on the part
of the teacher, at length come out
bright and surpass those who prom-
ised more at the beginning. Now,
it is often the case that one such is
going to a good t^aoher, who works
with great pains and patience to
awaken an interest in his studies
and to arouse him to efibrt ; and
after a long time, and just as h^
was about getting him started to
learn, the child i^ removed by an
injudicious parent or guardian to
another teacher, because he is not
making good pro^Wess. The latter
teacher gets all the praise of his
learning, and thd former all the
blame for his dtilfhess. And the
parent says : '^ See bow John gets
on with Mr. B., be might have gone
to Mr. A. all his life and never learn-
ed anjrthing." Such is the short-
sightedness, unthankful ness, and
injustice of the world. So a faith-
ul teacttei^ must, like a whetstone,
wear hitiihelf out to sharpen a duii
bladcj MEind get his labor for hia
pains. " Observes.

Never bp^ the door to a little
vice, lest a great one should* itoter
also.

Evil men speak as they^Jirisl
rather tluui what they Irnlifih^

P859.]

Retponsibitity of 'Parents and Teachers,

103

»-w-

RESPONSIBILITY OF PARENTS AND TEACHERS.

Many are the relations that sub-
fiist between man and man, amoug
these none are closer and, therefore,
more important than those which
exist between parents and their
children.

Parents are responsible not only
to the laws of their country, but to
their Creator for tbe manner in
which they rear their tender off-
spring. The Bible gives us suffi-
cient directions and rules pertaining;
to right and wrong, — how to obtain
happiness for ourselves and others
and how to avoid whatever may
tend to bririg reproach upon u| and
our posterity.

Parents,' therefore, to whom* is
committed such a sacred trust, have
no excuse for the neglect of their
duty in reference to their children
and the risiug generation' generally.
Man occupres the highest station of
the animul world, and yet in his in-
fancy> requires more care than any
other. He is not only entirely help-
less when his existence begins, but
b6 requires years for his physical
and moral development. True, be
attains bis manly stature at *li
certain age, but his mental and mot-
al powers are susceptible of training
and development as long as he lived.
And as his happiness and useful-
ness depend in a great measure npon
the kind of influences thatsurrouod
him in his earlier years^it undoubt-
edly falls to the lot of parents and
teachers to form his character and
shape it for usefulness and happi-
ness.

^*Ti8 education forms tlie common
mind,

Just as the twig is bent the trec^s in-
clined."

The child that is left to ( itself
nmsf feiish for want of i^dtk^ for it

cannot provide for itself; so the
chai»acter itfeft to itself will possess
no trait th^t is commendable, and
the 'mind that is left uncultivated
is like a gloomy desert, or like a
neglected field, overgrown with
weeds, briars' frnd thistles Afield
that is to pro'duce anything must
be under the cultivation of an in-
dustrious and 'cfereful farmer, who
will work it We'M and keep out all
briars, brambteS, weeds, thistles,&c.
So if any youth' is to become a
good frnd happy ' man or woman^
and aM-espectableand useful citizen,
his mental field must bj under the
steady »and continual care and cul-
tivation of parents and teachers in-
terestld in his temporal and eternal
welfare. How great then the re-
sponsibility of both parents and
teachers.

Here the question might be ask-
ed at what age 8?hould instruction
begin. A lady ooce asked a certain
divine at what age she should be^'iu
' the instruction of her child. He
asked the age of the child. Three
years, she answered, *'\Vell then/'
rejoined he, " ybu have lost three
years already.'.^ Instruction com-
mences with ^,heir existence. And
no one should-^r a moment think
that children t^annot understand a
mother's looks and language. The
language that finds no utterance
except through the eye or the ex-
pression of a parent's countenance,
IS sometimes the strongest and most
powerful in its influence.

But parents often fail to perform
their duty to their children. They
are permitted in many instances to
do as they please; and any one that
is left to him or herself in youth
without any guide or direetion, will,
in tbe nature of the cas^^hoofc

104

North- Carolina Journal of Echcatton*

ikftH

tbat which icost agrees vith tht^
evil DDd depraTed heart.

The evil propeDsities naturally
predoiiiirnte in the depravtd and
corrupt heart, and if they are not
checked in time, the temporal and
eternal ruin of the son or daughter
will be sure to follow.

The instruction which parents
owe to their cbildien is both intel-
lectual and moral. And in both
these departments they can do
mueb ; while it is of course the
province of the teacher pnd the
minister to co operate with them
and carry the work still farther as
they grow older. The mind of the
child gradually unfolds itself, and
as it does so, the right kind of im-
pressions should be made upon it.
It is astonishing how soon the mind
is able to think, to reason, and draw
conclusions. "VVatts says tbat a
child knows something of 31cta-
physics as soon as it knows the
meaning of such words as fctuiy
achCy sorrow^ joy f &c., and that it
knows something of Mathematics
ns soon as it knows something a-
bout the number one. liesides all
Ibis, it must not be forgotten that
children are great imitators and
close observers. Hence it is impor-
tant for parents and teachers to be
• ircumspect in the ir actions, in
heir language — in short, in all they
.ay and do > for all these will be
oticed by the youth, even when
;e kast think of it.

A rich man once refused to give

» poor man some wheat, and this

appencd in the prcsenceof bislit-

le son. That evening at worship

he rich man, acnong ether thitigs,

prayed the Lord to supply theneedy,

the poor and the destitute. After

pray<r the little fellow in a very

candid but serious manner said to

Us father: «« Why, father, if I had

i& much grain as you have, I would

I not ask theZorrfto give him Bome.^
I Hence how important it is that
! parents should show their children
i a good example, for we are told that
**exan)pl9 is stronger than precept."
Again everything should be taught
them correctly. Children should
never be deceived or disappointed
in anything. Children at first be-
lieve everything you tell them, and
if ever tLey disbelieve you, it is
your own fault. They know noth-
ing of deceit and untruth until they
see it in others.

Hence nothing but the truth
should be told them. Again, the
curiosity of the young should be
grati' ed at much as possible. It is
true they may ask many imperti-
nenf questions, but they should bo
answered as far as possible, and that
too in the spirit of kindness.

How many a young mind is dis-
couraged and checked in its as-
pirations, by receiving cold and un-
satisfactory anstpers or by beingsent
away unanswered, — yea, perhaps
adoionished never to come again
with foolish questions. They should
also be taught good habits, so that
thej can move in respectable socie-
ty. They should foe taught the ne-
cesfsity and importance of temper-
at^ce not only in drinking, but in
eating also.

The filthy practice of chewing
and smoking tobacco, and the more
filthy habit of usitig snuflFfehould h%
entirely discarded by parents, for
in many instances these habits un-
dermine the constitution; and per-
haps occasion disease and premature
death. If parents would all do therr
duty to their children in regard to
such evils, there would soon bo a
different state of things.

Doctors and lawvers would have,
less work; ministers would have aft
easier task ; grog-shops would be
scarce* v^*^ ^ri»rv^ pT»«^ t)enit'*ntias'

1869.]

JfetpontibUUjf of Paretds and Ttachert.

K»

ries would be closed np : and both
the church and state would flourish.

But it is not sufficieDt to teach
children to lead inerelj a correct
life, as it is understood by the world;
they must also be trained for anoth-
er world. The moral part of man
must be cultivated. Ifacnan in-
tends to make a journey tb a for-
eign land, there are a number of
things required first to put him in a
condition to make that journey and
to remain any time there with any
degree of satisfaction. He must
first know sotnelhing about the jour-
ney and the nature of the country
whither he is going,'*— then also it
is necessary to be supplied with e-
nough, as well as the right kind, of
money to defray his expenses, he
must also know something about
the manners and customs oi the
people, and the language which thpy
9pcak. All these things are neces-
saiy. Even so in a spiritual point
of view. Man is on a journey to
another state of existence, and he
must be fitted foY that state of exis-
tence. And in this matter, jpbrents
have, doubtless, more to do than
any others. They haTe it in their
poWer to train the young to fol-
low the path of truth and holiness.
They dare not forget the scriptural
direction: ** train up a child in
the way he should go, and when he
is old he will not denart from it."

Even in the physical education of
theyoung, both parents and teachers
have much scope for usefulness, as
■well as 4'oT hntin. It is well estab-
lished that the foundation of some
diseases is traceable to a want of
I'tre, at home and in the school-
uouse, in regard to the cleanliness
snd cohifort of the young.
• Disease may arise from a neglect
f exercise, or too long a confine-
* lent in one position.

Sometimes injurious effects fol-

low too much exercise and excite-
ment, resulting perhaps from too
sudden a change in temperature.
But the teacher is responsible main-
ly for the intellectual growth of the
young entrusted to his care. Be^
cause this is his business. This is
his province, ^he noblest talent
may receive a W»'ong direction, and
the capacities of the noblest mind
may be obscured by an ignoramus
of a teacher.

The remark has been mada*'that
young pupils, beginners, do not
need a well qualified teacher," but
nothing can be more absurd and
injurious.

The youthful mind should be
taught in a manner at once correct
and accurate, and this is seldom
done by such a teacher. As well
might we say that a child does not
need as correct a Christian to in-
struct it in morals, while it is of
the utmost importance to ground
the young heait well in the first
great principles of morality and re*
ligion.

In their nioral training the
teacher luvs aJso a responsibility
resting upon hi m^ at least to a cer*
tain extent, though the greater
responsibility rests upon the par-
ent. This education of the heart
is confessedly too much neglected
in our schools. It is true that
knowledge without principles, to
regulate it may make a man s
powerful villain. Knowledge to
be safe \iiu8t be under moral in-
fluence, and in this respect the
teacher may be of much service.

Hence a teacher should not on-
ly be intellectually and morallj
qualified, but should also have the
gift of drawing out the mind and
of communicating instruction. —
He must have a thorough knowl-
edge of human nature. He must
know the power of conscience and

lOPv)

Nbrtk-CuroKnd Journal of Education. rApril

be able to reach it. He must be a
mau , of good habits and correct
principles, and these must act<as
examples upon his pupils.

Man has been said to be a bun-
dle of habit^, and it has been also
remarl^ed **happy is the man whose
habits are his friends." Thfr3 is
then a great responsibility resting
upon parents and teachers in refer-
ence to, the proper traininof of the
young./ The parent especially has
a n overwhelming responsibility
resting upon him of which he can-
not divest himself, and which he
cannot transfer to another, while he
holds the relationship of a parent.
And we say again what has often
been said, that upon the proper
training of the yoarg depends the
future prosperity of our country
and the final triumph of the church
upon earth. Let evil habits and
vieious propensities be indulged
in, and the nation wiU soon feel it,
but let virtue, integrity and moral-
ity be inculcated and we will have
a happy people, a line country and
flourishing institutions.

The rising generation will soon
take.^the place of the acting one,
aDd.it is for parents and teachers
to sajr whether our nation shall be.
great 'or not — whether or not thci
banner of freedom shall continue
to wave

"D*er the land of the free and the
home of the brave."

M. M. M.

Children do nothing well, but
what; they do willinglj-. Hence
it fotiowB that all their studies
should be so managed as to be
purstied wiljinijly. And it is still
be4ter.itc» conlrivp that they shall
viUiDgJydoyyhatover thejtiiiist do.

WW/

THE TOUNG SHOULD AS*IOCIATB
WITH SUPERIOR MINDS.

Lord Clardendon was often heard
to sav, "that next to the immedip-
atei blessing and providence of
God Almighty, which had pre-
served him throughout the whole
cou5se of his life from many
dangers and disadvantages, in
which many other young men were
lost, he owed all the little he knew,
and the little good that was in him,
to the friendship and conversation
he still had been used to, of the
most excellent men in their sever-
al kinds, that lived ia that age,
by whpie; learning and information
and instruction he formed his
understanding, and byi whose ex-
ample he formed his. manners, sub-
dued that pride, and suppressed
that heat and passion he was nat-
urally inclined to be transported
with ; and always charged his
children to follow his example in
that point, prote.'-t'iig that in the
whole course of his life he nev-
er knew one^ man J of what condi-
tion soever.arrive to any degree of
.reputation in .this world, who
made choice, orrdeUghted in the
company or convensation of those
, who, in their qti^viies and their,
parts werp. not much superior to
fnmself" Clarendon's memoirs of
his own Life.

This is a sentiment of immense
wjeight and importaifi<}e, in relation
td the formation of character,
either worldly, literary, i,r relig-
ious, for the young to ponder^ —
iThe standard of attainment they
set for themselves ; their stimulus
to exertion ; the elevation of their
aims in life ; the channel in whict
their thoughts shall run; the
whole color and complexion of
their characte/cs ; their destiny in
time and etajei^it/ depend* upoa

1859.]

DuU Cluldren.

\&I

ih^ society with whioli th^ are
familiar. E.

DULL CHILDREN.

J ■ V

The teacher of a lar<2;e school
had a little girl ''uaWer her 'care,
who was exceed inf^fy backward in
her lessons. She'Wasat the" hot-
torii of her class, and seemed to
cafe but little about what passed
in 'it. During the school hours
singing was sometimes employed
as a relaxation, and noticing that
this girl had a very clear, sweet
vohe, her teacher said to her;

" Jane, you hteve a good voice,
anH you may lead'iu the singing."

She brightetied up, and from
that time her tUind seemed more
active. Her Tessons were attended
1o, and she made steady progress.
One day, jus the teacher was going
home, shd^bvertook Jane and one
of *her'rchooI-fellows.

" WAir, Jane,*' said she, <'y6u
are'^ettitig on very well atschodl;
how ife it that you do so much bet-
ter DOW than you did at the ' be-
gimiing of the half year V

" I do not know whj/ it is,*' re-
plied Jane.

** I know what she told ime the
other day," said her coixl|)anion
wh'b was with h'er.

"And what"* was thaW*' asked
thi teacher. '

" Why, shr* said shd'was en-
cotiraged.'*'

Yei&, thittf was the secret — she
wafe enddft^i'ged. Shd felt she was
not dull id everything ; she had
lerfrned self-respect, and thus she
wail encouraged to ^elf-improve-
ment.

Take the hint, deaf fellow teich-
er,^ and try to reach the intellect
tbi'ba^h the heart Kodeavor to
Mw oat tht doraiiSt focithies^ U

your children hy disoriminatiDg
culture and well-timed praise. —
Give them the credit whenever you
can, and allure them with hopeful
words. Many a dull-minded child
has been made irretrievably stupid
by constant fault-finding or un^
generous sarcasm. And, on the
other hand, how often has a genial
smile or an approvinj: word awak-
ened into new lite foue slow-learn^
in"" scholar.^ — 11. I. Schoolmaster.

Boys' Marbles. — There is
something strange in the manu-
facture of boys* marbles. Th«
greater part of them are made of
»: hard stone tbund near Coburg,
in Saxony. The stone is first
broken with a hammer into small
cubical fragments, and abont 100
to 150 of these are ground at one
time in a mill somewhat like a
flour-mill. The lower stone, which
remains at rest, haip several con-
centric circular grooves or fur-
rows; the upper stone is of the
same diamfetrer as "the lower, and
is maae^to revolve by water or
other power.'* -Minute streams of
water lire direAed into' the fur-
rows of the ^ lower stone. The
pressui-e^ of the ** runner on the
little ifieees rollsf them over in all
directi6ns, and ift about a quarter
of an hoiir'the wWble of the rough
fragmentd*^re reduced into nearly
acctiritte spheres.

U&w to siway Children.

O'ef wayward ohildreA wouidat thoa

hold firm rule,
An* guu thee ia the light of happy
f faces —

Love, hope and patience — tnew must

be thy graoes,
Aad Id thin« own heart let them firit
. keep school."— Co/mrf^«.

109

Nork'Carolina Joumai of Educaticm*

[April,

Morning Walks with Chil-
dren. — Thejr are more delightful
at the time, more favorable oppor-
tunities for givinp; instruction,
more agreeable to the recollection
and more useful in their results,
than all the lu;i^unefli^ amosements
and conveniences which can be
purchased bv the most abun-
dant stores of wealth. The scenes
of nature then present .their fair-
est appearance, the powers and
faculties of the soul and body are
refreshed by rest, the cares and
troubles of the previous day have
been laid by or forgotten ; by the
interruption caused by the night,
the miud is active, the feelings
are tranquilized, the affections
warm. How important the p:< rent
or elder friend should be up and
oat early with the young, and
mingle bis smiles with the beauties
4)f the morning — the smiles of
>God, as it were, shinins: in the
beauties of creation, which are
xlisplayed in t^^eir highest perfec-
tion by the rising sun.

Ilttw little do you think what you
iose, fathers, mothers, friends,
^Ider brothers and sisters, who
spend your mornings, in bed, and
deny the iiUle one& around you
ibe rich lianq^iet of pure aLd use-
ivi enjoymenjfes, which the Al-
xaighty prepares without and
jiround you, in the, fine morning
of every successive season, express-
ly tor the pleasure and benefit of
you all I

And all will partake in the bene-
fits, as well as in the enjoyments.
These are not confined to the young.
By no means. The habit of early
rising is invaluble. Only those
who have long practiced it can well
appreciate it although we sometimes
bear great admiration expressed of
the beauties of asiagle morning by
.jL person who seldom enjoys them.

It has been declajod^ after long
and careful inquiry inta the habit;
of many persons who attained to
extraordinary length of life, that
they resembled each other in only
one thing, and that was early ris-
ing.

I mportant Suggestio n—
Hiring Children. — Parents
should never promise their chil-
dren any rez^ar^Z for doing right,
or for refraining from doing
wrong. A sea Captain was ono«
so unwise as to promise his sailors
in a storm that,if they would exek
themselves, he would reward them
by an addition to their wages whea
the storm was over. Ihey did
make an unusual effort, and re-
ceived the reward ] but the conss-
quence was that he could never
afterward get them to do their du-
ty in a stQum without a reward be-
ing proeiised.

In the same manner if parents
begin hiring their children to dt>
right, they will not afterwards d©

right wiljiont being hired.

Abbott's Xaung Christian.

The teacher's Vocation^ —
Only an extraordinary love for th«
employment, for the young, and a
desire, based upon a true and pno-
found religious feeling, to labor
for the next generation, can lualHi
endurable the inexpressible la botij^
ousness of the teacher's vocation;.
The teacher ought not to reckitoi
upon payment, scarcely upon ap-
preciation. ^'oK

Do not sigh for this world's good$,
nor lament thy poverty. Out 6J
the meanest hovel thou canst get a
sight of heaven.

1859.]

Lecture on the English Language*

A LECTURE ON THE ENGLISH LANGUAGE,

Its History — Its excellencies and defects — Its curiosities and coUoquM
abuses — And its future destiny. Delivered at Newhemey iV. C,
Mayy 1854. By Rev. William Hooper. — (Concluded.)

COLLOQUIAL ABUSES.

I introduce this part of my lec-
ture for the juvenile part of my au-
dience, and therefore the rest of
the company will please to excuse
me if some o^ the mistakes cen-
sured are committed only hy nov-
ices in the language.

That miserable barbarism done
for did^ is too bad, and can't be
too carefully avoided* *<He done it
without thinking," &c. So when
a speaker concludes, he sometimes
days: ^^ I am done," for ^^ I have
done." If you were a loaf of bread
in the oven, when you were thor-
oughly cooked, you might with
propriety cry out to the baker :
" I am done" — ** Him and me
talked it over" — bad as it is, I
have heard something like it from
the lips of one of our big men,
who had been at the University.
" Between you and I," tho' nearly
as bad, I have heard from a much
greater man. The use of lay for
lie (ex. gr. : Let it lay there,''
*^he laid down to sleep,"&c.,) is a
mistake constantly committed in
fespectable conversatioa and is
sometimes found in first rate au-
thors. Pope, in one of the finest
passages of the Iliad, is guilty of
the blunder, and so is Lord Byron
in his beautiful Address to the
Ocean. Addressing Ocean he says:

Man's steps are not upon thy paths

thou dost arise,

And shake him from thee

Spurning him from thy bosom to the
skies,

And send'st him shivering in thy play-
ful spray,

And dashes t him again to earth — there
let him lay,

for liCy betrayed by the rhyme. —
Nor is this the first or the last in-
stance in which a poet has been
betrayed into false grammar by th«
exigencies of his rhyme — so fine
a one as Henry Kirk White, in
his beautiful hymn "The Star of
Bethlehem," uses " blowed" for
^'blew :"

<<Once on the raging seas I rode '
The storm was loud, the night ^as dark.
The ocean yawned, and rudely bUnoed
The wind that tossed my ftftfnd'ring
bark."

Having mentioned the two
poets, Lord Byron and H.K.White
in connexion, many of my hearers
will be reminded of those beauti-
ful and touching lines of Lord
Byron on the early death of that
lovely young genious who fell a
victim to his too fond pursuit of
fame and science. The poet com-
pares him to an eagle broufijht
down from the clouds by an arrow
fledged from his own wing — one'
of the most noble similes to be ,
found in any poet, but not origi-
nal with Lord Byron. I quote a'
part of it, not only to feast- your
taste for the beautiful, but to poin^^
out an error in the application of ^
a word, as well as to show the
source whence his Lordship bor-
rowed, not to say stole, the idea :

Unhappy White I While life was in itri*

spring,
Aiid thy young muse jus* wftyed * hev^'

joyous wing ;
The spoiler came ; and all thy promise-

fair,'

Has sough ft' thfe grave to slBep' forever

there !
♦ ' *- * * * «-

'Twas ' thiue own genius gave the
final blow,

North-Carolina Journal, of J^uec^^qn*

[Aprilj

And helped to plant the tronnd, that

laid thee low :
So th6 strtfdk eagle 8tretch'4 npq^ the

plain,
}Cp Ijtkore thr<^' roJUng (^^ond^to soar

. . again,
Yieir'd biSvpwn, l^f ther on,|,he fatal

" datt,
Atid t^ing'^ tiim shaft that .quivered in

his hfi«rt, /

Keen irere ^is . pangs, but keener far

to feeJ^
He narsed the pinion which impelVdt

the steel
While the salne plumage that had/

warmed his nest,
Brauk the last life'drop of hi« bleed- \

ing breast.

If it be not sacrilege id take a '
single plume from this splendid
passage, I would inquire whether
it be cprrect philosophy to say
that the feather impels the sfeel,
or only guides it ; and I would
claim for Waller,^ the honor of
having preceded him in the use of
this image. To a lady who killed
him with a song to which he him-
self had composed the words he
says:

That Fflgle's fate and mine are one,
Which on the shaft that made him
die,

Espied a feather of his own,

Wherewith he wont to soar so high.

But Waller's is only the skele-
ton of "the Apollo;" Byron's is
*< the Apollo" itself.

I am fearful of extending this
address beyond a 1 1 reasonable
leo^^th, but there are still several
banbarisms which I wish to j'ugu-
iute before I leave this part of my
subject. Conduct, as an intransi-
tive verb (as "he conducted badly*'
she does not know how to con
duct") is horrid. I have never
seen it in any English author, yet
it is universal throughout New
England and even beyond. —

*It is not original eyen with Waller,
but conies down from the Greek.

Scarcely any of their litjlthors, be-
low the first rate, are sttperior to
it. I. have met with it in Dr.Nott
and Humphreys, Preside ts of Col-
leges; Jacob Abbott and Barnes;
but never in the North American
E^Tiew, Prescott, &^. The Bos*
phorous brought lately so much in-
to notice by the operation of war,
ought to be spelled without the A.
jpo- temporary foX'^fontemporan/j'f
Pelphos for Ve^i, Bently tried
to crush with liis gj^nt hand, but
J-iiey still survive. So Miletum for
Miletus, in one passage of the Bi-
ble ("Trophimus' have I left at
Miletum sick, ') hasf stood uncor-
rected in all our , editions. The
"^ord transpire, as i^ meets us at
every turn, in the sense of occur,
is sickening to every loter of qor-^
re6t language. In its legitimate
sense, namely ^^hah oitty to escnpe
from concealmefit, it is a beautitul
word, corresponding to its deriva-
tion, that is, the trettfiing of gotoG
volt t'le essence through a pprouB
medium. "Congfess is sitting with
closed doors — nothing has yet
transpired/' is all right — But the
fashionable slang: "Nothing ha»
yet transpired J since the troops ar-
rived," &c, every scholar ought to
be ashamed of.

There is one modern violation
of the King's English on which I
wish to remark before concluding;
I mean the alteration of the pres-
sent participle ining in a passive
sense: ex. gr "Attempts were
making for the universal progress
of Christianity" (R. Hall.) Very

f The rule is this ; the preposition
con in pvre Latin compounds is always
used before consonants, of course is
required in tontemporaxy ; before tow*
els CO is used : co-evalt co'optraie; co*
equal, co-adj'utor, &f. But as a pre-
fix to purely English words, we use co,
even before consonants: ex. gr. co-
partner, &0.

1 1869.]

Lecture an the Snglith Language,

' many writers nowadays would say:
"attempts were being made''* I
have, for many years been no-
ticing the USU8 loquendi on this
idiom of our language, and have
found that the weight of author-
ity is decided'y against the new
fangled phrase and in favor of
the old idiom. I will quote a few'
of the foremost modern^ iEnglish
classics. The North American
Review finds fault with Dlckensv
for using "the new faiigled and
uncouth solecism *is being done'
for the good -old English idiom
*is doing,' an absurd perrphra-,
sis" they say, "driving 'Out a
pomted and pithy team' of i the
English language."

"When these atrocities were dailj»per-
prelraiingj*^ — (Sir J. Mclntasb.)

**The lamps were lighting."— (Miss
Edge worth.)

**While these preparations were making
in Scotland." — Macaulay.)

"Designs which were forming against
his throne." — (Ibid.)

"Round his little fleet a boat was vow-
ing.'' -^{lh\^.)

**While the foulest judicial murder,
whi'h had ^ disgraced even these
times, was perpetrating,*^ — [Ibid. ]

These are only a few I have
selected, from a mas.^ of others,
out of Walter Scott, Hume,
Goldsmith, &c.

But all these barbarisms, in
single words are nothing, com-
pared with the wholesale con-
tamination of our language, by
such books as Major Jack Down-
ing, Major Jones' Courtship, and
above all, the Ethiopian Melo
dies. To these last there are still
stronger objections. I cannot
but think that a young lady
must lose something of her re-
finement by accustoming her
mouth to the utterance of such
gross vulgarisms, and must be
in some danger of imitating in

her own speech the slang she
finds set to her music and daily
utters at her piano. How shocK*
ing to hear coming out of an ivo-
ry throat and coral lijps suth
svrainS'^as this :

Oh Misb Lucy's te^th is grfhn&g,

Just like a ear of corn :
■And het eyes, dey llK)k so winiHaig,
y > Oh would I'd n#er beeii bom
I -axed her fur to marry
^Myself, de tod et day :
She said she'd ruddet* tarry —
So I let her hah iief way.

But another defai^mity of these
Ethiop ballads is, that many of
them rrmke sport of human mis-
en"«Sy and ^mock at the affections
of the • heart, when ascribed to
sable lips. This must always
impair our fine moral sensibili-
ties :

"I would not number on my list of

friends —
The man that crue'essly treads upon

a worm.

DESTINY,

I have extended my remarks
on the previous topics to such
length that a few words cnly
must suffice for our last propos-
ed head : the destiny oi the Eng-
lish language. It has pleased
God to make this langiiage the
vehicle of thought and action to
the two fiations on the face of
the earth, which would seem to
deserve, if any can, the posses-
sion of such a treasure---Great
Britian and the United States.
They are precisely 'thd nation,s,
who, by the long efijoyment of
civil and religious freedom, have
made their' native tongue Uhe
depository of all the. gioribus
speeches and bxilffkstitiiUtihHve
been made for th«^'enlightenment
and the' < morale a)d*vancement of
the human raoe. 1 In that lan-
guage^^^aLon^^incalthe days of

\{it

North' Carolina Journal of Education,

[ApnT,

ancient Gteece and Rome, have
the noble energies of the human
soul and its heaven-born pantings
after the great and the good, dar-
ed to find an utterance. There
have been, no doubt, **mute, in-
glorious Meltons,** Hampdens,
Chathams, Btirlh^s, Plranklins,
Henrys, AVashington, inFVance,
in Austria, Russia, Turkey audi
Italy — carrying the same sacred'
flame of-patriotism in their hearts;
but it was locked up there, con-
suming the breasts in which it
was imprisoned, and daring not
to breathe itself forth for fear of
the dungeon and the rack. But
happier for is it when the divine
spark is lighted up in an Anglo-
Saxon bosoini. For 300 years
have the champions of civil' a«T>d
reiiirious llberfy and the oracles
of moral wisdom been poujing
out their heart-stirring strains in
thj immortal dialect of Sidney,
Locke, and Milton ; and the con-
sequence has been, that the vast
mass of precious thought and
feeling that has been glowing
and working in ten thousand hu-
man minds, during that long pe-
riod, has been . embodied in the
English Language — ^'apples of

fold* in network of silver" —
earts of nature's finest mould
embalmed in- amber for the wor-
ship of future ages. Alexander
of Macedon kept the Iliad of
Homer in the jeweled casket of
D'lrius. But since the art of print-
ing, we need no other casket for
the preservation of our works of
genius than the wide-spread vol-
umes of the English language.
Blot out the English language,
and you would extinguish the
voice of liberty and truth and
righteousness, from the modern
world. Oh, how would the ty-
rants of the earth, political and

ecclesiastical rejoice, at the put*
ting out of that light, at the
hushing of that voice! In the
age of Augustus, it was treason
to read the noble bursts of Cice-
ro, in defence of the liberties of
his country ; and in England's
degenerate days, a Charles II,
burned the works of Milton, and
tried to seize his person. But
thanks to Heaven, and to the
PVess^ his instrument, the
etherial products of the mind do
not die- with the bodies that en-
shrine theme, but will live coeval
with the spirit that gavj them
births Unhappily there is a
dark sid'e of the picture. As we
shall ever rejoice that some of
t-he proudest monumienis of ge-
nius and virtue are immoTtalized
in our English tongue, sa we
must confess with, sorrow, that
the same cooeecrated language
will save frwn. oblivion some of
the poisonous products of profli-
gate genius. Who but must
wish, thatt soma of the poems oF
Moore and Byron had been writ-
ten in an unknown- tongue ? Tomj
Moore hjas^made penitential con-
fessions on that subject.. And
v/ell he might, when reprov*^
ed for his dissolute muse by
Lord Byron. ? — ^' Quis tuJerit
gracchos de seditione q^aerenteTs?*'
He was once asked if he had
never regretted writing some of
his pieces. He honestly re-
plied "yes, as soon as I had a
daugh:er old enough to read
them!" What an instructive
confession! the heart of the fath-
er smote him for providing mat**
ter to taint the purity and wound
the delicacy of his own daugh-
ter's mind; but felt no compunc-
tion for introducing the poison
into ten thousand other families..
We have all heard of heaps of

nsd.]

Leciure on the En^Hih Lanffuaffe*

lis

matter, somelinMS being deairoyed
bj spoDstaoeooB combustion. We
oannot help wishing there were
Bttoh a destiny awaiting the effu^
aions of pointed hearts — that the
paper traversed by these pens tip-
ped with unhallowed flame, should
nave taken fire under the touch,
and scorched the fingers of the
writer; or that he should have
found, on returning to his study,
nothing but a mass of ashes where
be left his incendiary poems.

But to turn again to the brighter
and more hopeful destinies of our
language. We are bound to con-
gratulate ourselves that Great Brit-
ain and the United States, the pos-
sessors of the English tongue, are
already two of the most wide-spread
nations on the globe, and destined,
we humbly believe, by their com-
merce, their freedom, their energy
and their valor, to influence the
fortunes of the whole earth. Hence
we may cateh a cheering perspec-
tive of the splendid destinies of
our noble native fpeech. As it is
now read on the banks of the
Thames and the Potomac, so it shall
in revolving time, be read on the
banks of the Volga and the Yang-
tse^Kiang ; of the Niger and the
Nile ; and kindle hitherto unknown
raptures of truth and hope inhe
millions of those distant hemis-
pheres. An electric spark from an
English or American bosom shall
^oot athwart thelDcean, and create
a Washington in St. Petersburg or
Pekin. With eyes watching for
the dawn of so illustrious a future,
upon our country and our language^
we may almost exclaim, with the
old Welsh bard, in Gray's beauti-
ful ode :

Visions of glory, spare my aching sight!
\^Univcriii]f Magazine

CaiU>fiEN WILL DO hA THEY ABI
TAUUHT.

A renerabie gray-beaded old
man, a minister of the Gospel was
visiting his parishioners ; and while
at a house conversing with the
parents, a little boy came into the
room, and began to cry out ^' old
— n ;" " old long legged c — n ;"
the parents much chagrined, be-
gan to chide, and to try to check
the little fellow. But the old man
replied to them, that they need not
chide him, ^^for he was doing a$
they had taught him*'

if parents would not be disgraeed
and put to shame by the bad con«
duct of their children, they must
be careful what examples they set
before them ; and what iqstruc^
tions they give them. For these
will soon be reflected back to them
from the conduct of their children.
In another case, not far off, an old
pastor iras visiting, his flock, in
like manner, and being infirm, had
stepped into an other room to lie
down to rest, when a little boy
came into the room, and called out
'* is old Mac gone?" "is ho gone V*
Multitudes of such cases occur,
and we ask is it not a bad sign that
respect for honorable old age is
diminishing ? Divine providence
will most certainly repay in their
own coin those who treat parents,
ministers and other teachers with
disrespect.

An old man once was thrown
down and much abused by an out^
rageofisly ungodly son ; but he
meekly submitted to this treatment,
for said he it is just what I deserve,
because I treated my Father in the
same way, on the same spot* So
God in his providence often deald
out to men, in just retribution, and
as the resulta of Ifaeir oonducl^ the

Iforth-ObtrMim Jimmotof JSnoattM.

CA*HI,

flame measare that they bate given
to others.

When then, the young rebell
against the authority of those
pkced over them; when they
'^^treat disrespectfully those who are
spending time, and labor, and
money for their benefit, let them
remember that they are laying up
punishment for the future. And
when they receive their own meas-
ure, they cannot complain. Very
often they who at school, treat
their teachers badly, after a little
time, want to teach themselves. —
And they will have to execute the
same laws that they rebelled
against.

We know of many now just in
this position. And we have a>case
in our knowled«;e, where a youog
man who bad engaged in a rebellion,
in a short time after found it neces-
sary to go back to the same teaoh-
ers for a recommendation to teaoh
school I J?.

HAD THE APOSTLE PAUL BEAD
HORACE?

The latter died 8 years before
the birth of christ, and the former
<va8 born about a dozen or 15 years
^perhaps after that event. He was
(brought up, or at least spent his
childhood at Tarsus in Cilicia, a
Greek city, but at that time sub'
ject to the Eomans. He had a
classical, education and had read
the Greek poets, some of whom
he quotes in his writings as in his
speech to the Athenians, he refers
to the expression of Aratus, a na-
tive of tbe same place with himself,
'< For we are also his ofFispring.''

Now Horace, in his ars Poetica,
a rhetorical poem, line 335, lays
down this rule with the reason for
it, *' Whatever precepts thoa shalt
lay dowDt be ibnef." JLui ^tbea

gives the reason, ** So that docile
minds may comprehend and faith-
fully retain, your words quickty
uttered. Bvery thing superfluous
flews «way from a full mmd,'' aa
water <smi of a vessel when it ia
fuH. A good rule especially in
teocfhing children, who need a lit*
t)e at a time and often repeated;
dine upon line, precept upon pre-
cept. But in reference to Paul,
whether he had read Horace^s rule
or not see how he follows it in L
Thess. 6 : 14 — 22 in a "post-scripa
addressed to the presbyters," ia
the space of less than 16 lines iu
a book of ordinary size, he gives
nearly as many distinct precepts,
" warn the unruly," " comfort the
minded ;" support the weak ; be
patient to all ; render not evil for
evil ; follow what is good ; rejoice
evermore; pray without ceasing;
give thanks for every thing;
Quench not the Spirit ; Despise
not phrophesying«; prove all
things; hold fast the good; ab-
stain from al4 appearance of eviL

EDUCATION.

A child is born — now take the germ
and make it

A bud of moral beanty. Let the dews

Of knowledge, and the light of virtoe
wake it

In richest fragrance, and in purest hues.

When passion's gust and sorrow's tem-
pest shake it,

The shelter of affection ne'er refuse,

F«r soon the gathering hand of death
will break it,

From its weak stem of life, and it shall
lose

All power to charm ; but, if the love-
ly flower

Hath swelled otoe pleasure, or subdued
one pain, [^sin,

<0 who shall say that it hath lived in

Howe^rer fugitive its breathing hour ?

For virtue leaves its sweets wherever
tsisted,

And Mattered truth is never, never
wasted. J. B&owiiNO.

«««

Ckmpuratim PVUtogf.

M<r

COMPARATIVE PHILOLOGY.

KUMBBR IT.

' The Iaa^ag6s of the Shemitio
'Taces afford a fine illastration of the
inflaeoce of physical oircumata Dces.
LiviDg for Dearly the whole of their
natiooal ^s^isteooe on wide, parch-
ed plains which necessitate a wan-
dering life, they have heen with
few exoeptiona a race of shep-
herds or predatory warriors. Such
a life, whether led upon the plains
of the Euphrates and Arabia or the
steppes of Tartary, brings into exis-
tence a fixed, unchanging charac-
ter, preserving as in a mould what-
ever has once been consigned to it
and hands down from age to age
the sioQple earnest life of patriarch-
al days.

Such races too are by nature pe-
culiarly susceptible of religious emo-
tions. Their life leads them into
the midst of nature and under the
open sky. Itssilent, sublime depths
are ever spread out before them, its
radiant stars are their guides and
monitors. This was peculiarly the
case of the Shemitic races. A pure
air covered them, like a sea of crys-
tal, shedding down the light of the
stars undimmed, revealing as we
see it not, the splendor of the uni-
Terse, filling them with religious
awe and kindling their imagination.
Their position in immediate contact
with the ancient centres of power
and civilization, lying in the very
path of commerce, developed an ac-
tive yet simple character and fitted
them peculiarly for their high des-
tiny. Moreover God had given
them a lofty office to perform, to
receive and preserve His lively ora-
cles and in the midst of the sin and
oprruptioji of the world, to hand
4aiira to fatnce ages His promises

and His law. Therefore He seems
to have placed them in the midst
of such surroundings, as a peculiar
people, in a peculiar land.

The forms of nature which sur-
round the Shemitic races are sim*
pie and unobanging, and are reflect-
ed in a simplicity and uniformity
of life and language.

On the other hand the Indo-Eu-
ropean races, to whom God has com*
mitted the active life of the world
and to whom the Shemitic races are
made subordinate in place and time,
have been placed among the most
varied forms of Nature. To them
has been committed the temperate
zone, with its everchanging seasons,
its varying landscapes, with its hills
and valleys, its lofty mountains and
swift flowing rivers.

This wondrous harmony, that pre-
vails through all the works of God,
cannotescape the%oticeof the philo-
sophic scholar, and must always
stand as an •»I>lr>conTincing proof of
His existence and boundless wis-
dom. To the thinkkig mind, the
grouping of the continents, theseas,
the mountains and the streams, are
not irregular and confused, but ex-
hibit a wondrous plan, and present
themselves as the divinely formed
theatre for the development of man.

The nations under the divine tm>*
pulse to go forth and possess the
earth each falls into its appointed
place and each fulfills its allotted
end. Through all this endless va-
riety there is an a 11- pervading unil^,
a unity in diversity, in the physical
forms of the earth, in the races who
inhabit it, the languges they utteij
and in the history which sums up
their lite. We see. darkly but lihe

yortK-CaroKna Joumiit of ESueatton.

[April,'

Itnt few acts of that vhicb, to the
eje of God, is a perfeot and bar-
mooioas whole.

This fuDdatuental idea mast and
will aooompanj as through all oar
ioTestigatious.

This truth it seems to me is strike
ioglj illustrated in the ease before
us. The Shemittc languages pres*
ent ns a simple firm structure far
different from the rich variety of
fbrms )D the Indo-European lao-
goages. To three -fold consonant
rootSy which f>eparate them widely
from other languages, they added a
stringent method of expressing re-
lations by internal ehan^es, and by
nmple and uniform suffixes and af-
fixes, which seem ainrost inconsis
tent with the imaginatiTe character
of these races, were it not to be ex-
plained by the fixedness of the
physical laws under which they
have been developed.

They seem to have reached their
organic development at a very early
age and undoubtedly possessed a
literature, whether written or tradi-
tional, before any other race. This
can be understood <>nly however of
the Hebrew Bible, whose early por-
tions b^ar the traces of the farthest
antiquity, and were handed down
probably by tradition, until com-
mitted to the unchangio<r mould of
the Shemitic tongues. Of these
the Hebrew is but a dialect, deriv-
ing its alphabet and forms from an
older stage. To it belongs the
high honor of having been fitted to
receive the oracles of God, and
hand them down through ages
until other races and other tongues
riiould be fitted to receive and bear
them.

Sesides this great legaey the na-
lioDS of Europe are indebted to
these races for another great bless-
log, the art of writing.

The Phenieiaos ooming, aeoord-

ing to Herodotus, from the ahorea
of the Persiatt Gulf, following and
establishing the path of oommeroe
from the east to the west, found re-
fbge on the slopes of Lebanon, in
the noble harbors of Sidoo and
Tyre.

Trade was their life, and it re-
quires a simple method of record-*
ing contracts and facilitating inter-
course. Hence the oomparativelj
clumsy machinery of their Assyrian
and Egyptian neighbors seems to
have been rejected and a simple
phonetic alphabet adopted which
with slight variations was shared iu
common with their neighbors in the
land of Canaan. It seems to me
probable, reasoning from the nature
of the case, that this alphabet was
not a primitive, but a derived, se-
lected one. Data are not at hand
on which to found a probable opin*
ion.

The commercial energy of the
Phenicians brought them far and
wide in contact with other nations.

From them Greece and Italy re-
ceived their alphabets not by
colonization evidently, but by com-
mercial intercourse.

Asia Minor stands as a connect-
ing link between Asia and Europe,
and also by its elevated position and
nunierous mountain chainif stood in
ancient times as a rampart between
the mighty monarchies of Asia and
the smaller communities of South-
ern Europe.

With no great streams or plains
except along the iEgean sea, it
has had on the whole but a pas-
sive existence in history.

To this must be partially ex-
cepted the cities of Hellenic Astft^
the once rich and powerful king-
dom of Lydiaand the plain where
" Troy was."

Ati active commercial life, a
rich soil, a varied nature afndde-

1859.]

Oomparatiim PltUohgjf,

.11,7

>' ■■

{igbtful climate brought into be-
ing oa the shores of the Mgeun
A rich and luxuriant culture,— ^
Uoaaer, Herodotus and a long
line of philosophers and poets
claim it as their home. In the
Tarious stages of Helleno-AsiatiC
culture the force of circumstances
is strikingly exhibited.

Compare the bold free language
of Homer, redolent with heroic
energy, with the same language
on the same^ shores, after a luxu-
rious climate, the influx of wealth,
the prostration of liberty, and the
inroad of eastern customs had e-
nervated it, in the liquid-vowel
language of Herodotus and the
cloying swecftness of the Lesbian
muse.

Greece herself, the land of
song and eloquence and heroism,
is the prototype of her rich in-
heritance. It is a land of moun-
tains and narrow plains opening
only to the sea, with many deep-
reaching bays, surrounded by
bright waters and romantic isl-
ands. A pure transparent air
covers it and decks its mountains
with poetic beauty.

The mountain and the sea here
l>ring their powerful influences
Xo bear most completely upon a
people, dev<^loping the mountain-
eer's sturdy independence and
Jove home and the sailor's restless
«of energy and love of adventure.
Add to this the variety of situa-
Jtion afforded by the alternation
lof ifaiU and valley, high mountains
and low, warm plains, and all
these acting upon portions of a
two-fold Pelasgo-Hellenic race —
^e former peaceful, the patient
ihuilders of Cyclopean walls, till-
lersofthe soil; tiie latter bold
.%pd warlike, relying' upon their
towers fordefence,both intimato-
4^ blended—and we'have a strong

combination of forces actiog iip«n
the life and language of a natioo.

These little states, each bound*
ed by its range of low mountains,
are so separated by natural batr-
riers as to preserve their mutual
independence, and yet so con-
nected.by commerce,by the great
festival games and common bat-
tles against the general foe, as to
maintain a tolerable unity of char-
acter and language* The Dorian,
the mountaineer, Da*oros, moun«
tains, da for ga, ge, land, shows
himself through all his national
life, true to his pristine charac-
ter, and if we accept as true the
well-founded theory that the Hel-
lenes of whoir. the Peloponnesiaoi
Dorians represent ihe purer type^
are later emigrants kindred to
the early Pelasgian settlers from
an Iranic or Persian home ; thej
preserve on C4recian soil the char«
acteristics of the East.

They are warlike, slow, brief
talkers, yet keen-witted, prizing
an athletic body more than a cul-
tivated mind, patriotic and pre-
ferring death to disgrace.

Apollo, the far-darting saogodi
and Diana are his favorite divin-
ities. With Apollo, Apellon, Hel-
len, said to signify warrior, is
compared, and both Apollo and
Diana seem connected with the
Persian worship of the sun. The
Pelasgi on the other hand were
worshippers of the older divini-
ties, Dodonean Jove and Earth-
shaking Neptune. The Doric
dialect is rouffh and strong, red-
olent of the breath of the moun-
tain and full of coDsoDantal power.

The Ionian, the dweller upon
the sborcy speaks a softly flowing
dialect, is polished and courtly in
his manners, talkative, ever-anx«
iouSy>as in the days of Paul, ki
hear or tell some new thing. To

Korth-Ocuffotina JournaT'qf JSXluccUton,

[Aprik;.

Athen8,tlie literary and art metro- '
'polls of his race, he flocks to fill
the theatre, to swell the crowds
around the bema, or gaze with.,
twimming eyes upon the marb^
glories of the Acropolis. He i»
far different from his Doric brotii-
er, and if, as Herodotus says, tbe
people of Attica were Pelasgiaws,
we have a clue to the never-dying
hostility between the Spartan
and Athenian.

All the leading states of Greece
looked out to the east and were
connected by her rich chain of
islands and numerous colonies
with the continent of Asia and its
primitive influences. Italy, on
the other hand, with the excep-
tion of Magna Graecia, looks in a
different direction out upon the
western basin of the Mediterran-
ean and is far removed from eas-

• tern influences.

Italy consists of two parts, the
broad valley of the Po, which ex-
erted but little influence upon
ancient history, and the Penin-
sula consisting of the ridge of the
Appenines with its lateral branch-
es producing a succession of limit-
ed plains and river valleys.

Two of these with their sur-
rounding mountains engross the
attention of the student of an-
cient history, Etruria and Latium.

Two different yet closely rela-
ted people inhabited them. The
Etrurians rich, civilized and war-
like as shown by their arts, their
political institutions and religious
rites, and the Italic race embrac-
ing the Latin and Umbrian divi-
sions, who carry us back to the
early simple life of the Pelasgi.
That they wete an agricultural,

* people, growers of corn and wine
and oil, builders of towns, mark-
ed by a stern integrity of charac-
ter, simple manners, peaceful hy

natare yet. tenacious of their own,
is shown by their history and
language ; e. g. jEnotria from
oinos, wine ; Opsci, Osci, labor-
ers from ops; Siculi,Sicani, reap-
ers from seco to cut ; Ausones,
compare, Gothic auhsa, auhsus,
ox; Sanscrit uksan, Latiuna,frQm
latus broad, the home of the LatiiHi
deserves careful notice. It is a
plain bounded by the Tiber, the
Appenines, Mt. Alba and the sea,
anciently possessing a fertile soil
as shown by its numerous cities;
with low grounds infested with
malaria; with here and there
scattered island hills each crown-
ed with a strong-walled city„ pos*:
sessiDga climate subject to changes
like our own, which famished
the necessities but not the luxu-
ries of life.

Its position made it the battle
ground between the contending
Etrurian, Umbrian and Grecian^
influences, and necessitated a vig-
orous national life. One of the
little towns which in the Latin
confederacy acknowledged the
sway of Alba and Lavinium at
last became ruler of the whole
and engrosses sole attention. .
Close upon the banks of the Tiber -
near the borders of Etruria was
a cluster of precipitous hills in 4
whose cliffs the eagles had for
ages rested as they did in after •
time upon the banners of Rome* .
Here Latin, Umbrian and Etru- ■
rian elements met and' mingUd .
and produf^ed a powerful race*.
Their position in the very bruQt
of battle made them of necessity
a race of warriors, and develop^4\
that iron will, that obedience 'tq ,
discipline and law,- that devoii<9n t
to country that carried them ,
through the direst evils, and made ^
them Anally the masters of the ?
world, •

1859.]

Comparative' FfUhlogy.

H»

The language of the Roman
reflects his national character.
Simple in its structure, stero,
practical and iron-like io iU forms,
full of energy, and the intellect
rather than the sensibilities, it is
the language of statesmen, of po-
litical orators and law, whose
grandiloQuent tones resound with
the march of legions, and are full
of the touch of power.

G. W. S.

TO BE CONTINUED*

LOVE RATHER THAU FEAR.

The day's task was^ done ; the
fllD had disappeared behind the
western hills, twilighir was fast
fading into night, and the ccld
winds were whispering tlieir mourn-
ful sighd around and beneath the
rattling windows and closed doors.
The eye which had been wearied
by looking upon the eold bare
ground, and the leafless trees, could
BOW rest upon the tamily circle,
where the most joyful hours are
spent. Mrs. Palmer and her three
lovely children had gathered
around the hearth, before a bright
blazing fire, which lit up their
darkened room. She and the two
youngest children were busily en*
gaged in talking and reciprocal
turns of familiar laughter, and were
Tery happy in each other's com-
pany; as Mrs. Palmer always desir-
ed her children to be with her.
After passing a half hour in social
glee with Jennie and John, Mrs.
Palmer's attention was attracted
by the unusual 8tillneifi and sobrie-
ttfi of Sydnor, who had been silting
all the while with a. dejected oouq-
lenance, and his eyes turned to-
wards the fire, apparently lost in
thought.

" What's the matter with yon
this evening. Sydnor ^ yo!4 appeair

unu3ually swlous;" inquired Mrs.
Palmer in her haokneyed familiari^
ty with her children.

'*"Why, mother," said Sydnor^
raising hit head, and looking as
thoiigh his attention had for the
first time been arrested, <' I d^n't
know that L am any more ssriouis
than usual, yet I must confess- I
feel a little bad ; but I had no idea
that you would detect it."

<<You feel a little bad; what's
the matter, my son?'' said Mm.
Palmer, somewhat anxious ; <<have
you done anything bad of whieh
you are ashamed ?'' she continued

" Well, mother, I have," ans-
wered Sydnor, as the tears rolled
fast off his cheeks. ^< I missed
my geography lesson this morning
and Mr. Nelson said I. was a lazy,
good-for-nothing boy."

"What, missed your geogra-
phy lesson, Sydnor,' after saying
every word of it promptly to
me this morning?.'' she return-
ed, somewhat mortified. " But,"
continued she, "what made you
miss your lesson this morniog,
rather than any other morning,
my son ?"

" I recited to Mr. Nelson : Miss
Reynolds was not there ; and I
always do miss my lessons when I
recite to him ; I can't think of a
word when he asks me a question.
And," he continued, weeping
very freely, " Mr. Nelson says I
have got to say my lessons to him,
until I know them/^

Mrs. Palmer had supposed that
Sydnor was among the first in hb
classes, as he always studied so
diligently at home. But she had
no reason to doubt his statement,
and, being very well acquainted
with his disposiaon, was not at a
loss to determine the cause of his
dollness ia recitations. She kn^w
him to be a very timid boy ; and

Nurtk- Oarflina Journal of EiueaiScn.

[April,

frcm bb eonveraatioo sbe had be-
\eome oosTioced that be was eoin-
pletelj diacoaraged ; and further,
she knew, that if he labored under
this state of luiod loDg, it luight
prore a serious iujury to him. So
she sent a note to Mr. Nelson the
next moroiDg, requesting him to
call at her house at noon recess,
that she might inform him of the
disposition of Sjdnor, and the rea-
son whv he did not recite his les-
sons. *fle promptly complied with
the request. After passing the
usual compliments, she approached
the subject^ as sbe felt a great
solicitude concerning it. She told
' him that she had understood that
Sjdoor did not recite bis lessons
well, «nd it appeared to her very
strange, because he carefully re-
peated them piomptly to her every
morning. Mn Nelson was some-
what incHned to disbelieve her at
first, until she nuide known to him
the real cause of his dullness; viz.
he bad become afraid of him, and
had lost all confidence in himself.
Mr. Nelson readily remem4»ered
thatthb always appeared to be
the case, but supposed it was oc-
casioned by ^^ the boy's own con-
viction that he knew nothing ot
the lessons." After suggesting to
bim the better plan of proceeding
with Sydnor, which she Was con-
vinced^ from her accurate know-
ledge of his disposition, would
prove successful, Mr. Nelsou thank-
td her very politely for her frank-
ness toward him, bid her a good-
day, and was soon back to the
fchool-ruom.

He by no means forgot her words
uod resolved to adopt a different
plan from his former treatment d
Sydnor. He saw him playing
around the door, and callea him.
Sydnor came directly, but not
Hitbout fear. His evfitjr action

seemed now to impress upon M^
Nelson's mind the truth of whal
Mrs. Palmer bad told him of Sy*
door's timidity. He commenced
chatting with him familiarly and
pleasantly ; but this being so dif-
ferent from what Sydnor was ae«
customed to, he hardly knew what
Mr. Nelson meant ; and it was not
until Mr. Nelson had spent some
time and labor that he gained his
confidence. By repeated exertioiu
and with the influence of Mrs.
Palmer, he finally succeeded. He
was convinced it would be better
for them both*

Only a few days bad passed,
and Sydnor was the best pupil in
all his classes ; and was never seen
in Mr. Nelson's presence without
a sweet smile upon his counte-
nance. Mr.|Nel8Qn|could but notice
the difference, and he felt that the
benefit of this change did not stop
with Sydnor, but he himself had
learned a lesson which would be of
incalculable advantage to him the
remainder of life ] without it he
had labored under many and seri-
ous disadvantages in treating with
other children of like disposition
with Sydnor. He now, for the
first time, was impressed with the
fact that if good is to be accompli-
shed in the human heart, loot
must be the lever always in pref-
erence Uifear.-^K. C. Geavss.

Spue moments are the gold-duet
of time. Of all the portions of life,
spare moments are the most fimit-
fal io good or evil. They are gsps
tbroogh which temptations find
the easicet aoocM to the souL

Eflicient doing is the chief end
of man, and all knowledge which
does not tend to this, jcan be of M
service to ]foo»

1S».1 Vindy (he

--Look to Aii PmentM.

STUDY THE CLASSICS.

<< All penoM knovr that a man
can have no pretence to be called
• well informed man if ignorant of
these langageSy and that akoowlege
of them is the lowest ronnd in that
ladder by which thestrndent mounts
4nto the superior regions in which
beaming dwells* The> beautiful
•nd okaste models of Classic
^Greece, and the noble migestj of
the Boman orators and bards, are
•necessary to chasten the style, to
•furnish a moi^d in which idl the
eomposures of the mind^ and all
the peifocmances of the orator are
to be cast. The study of the lan-
.guages themselves is necessary for
the proper understanding of our
•own tongue, into which, those Ian-
;giiageB enter as important elements,
and to give copiousness, richness^
and correctness to the diction
which the preacher uses. The
JAtin language, which for so many
^ages has been the common and
uniyersal language of the learned,
IS important to him, as containing
so many writings in all the depart-
ments of theology, to which he
can obtain no access whatever
without a knowledge of this
tongue.^' — ^Dr. Howe on Theolog-
ical Education.

Look to this, Pabehta.— "If
he had brought me up properly,
I should not have been here,"
were the last words of Peter Rob-
inson, who was in New Bnin9wick
TN. Jersey,) for murder of 8uy-
oam. This monster in the form
of a man, had been permitted
while a boy to do pretty much as
he pleased* Like too many in the
present day, he was su^iject to no
restraint Instead of being made
to work, he was allowed to lounge
l^nmgh the week mi ^ Jmh on

ike Sabbath-^nd as might ^ts
been expected, he ca ne to a i^
graceful end. What must be t)ie
feelings of the father's heart, wb#n
his felon son reproaches him as tjif
author of his onme and ignominy J
Parents, remember the dyiqf
worj^of Robinson; **Ifhe had
bra^m me up properly^ I 9houU
not nave been here."

rOROIYENBSS.

A beautiful gem of Oriental lit-
erature is quut^ by Sir William
Jones, from the Persian poet, Sadk

The sandal tree perftimes when riven^

The axe that laid it low ;
Let man, who hopes to be forgiven.

Forgive and bless his foe."

Not all they say or do, can mahe
My head, or tooth, or fitter ache.
Nor mar my shape* nor scar my faoa,
Nor put one feature out «f .place;
Nor will ten thousand lies
Make one less virtaoos, learned or wise
The most effectual w^y to baulk
Their malice, is, to let them .talk.

'< Educated men often "betray
an unfortunate ignorance of hu-
aan nature. The most eminent meo
of learning have not been praoti*
cal men. Bacon, Newton, Pascal,
Foster and Hall were aU distin-
guished in the world of letters,
but all sadly deficient in practical
knowledge of the common worid.'^

The credulous ^an never fail to
be in trouble, while falsehood and
decepUon charaeteriM the aetioos
«f men.

¥»

Ifbril^Okr^tnfii Jf>umal o/£!SUcaHon.

fApri!;

EXTRACT,,

I^Ofn the Report of th^ General SuperifUendint of Common Schools^

m for 1858..

It would be po0sible>ix>.seSllte, to
a oertain extend, tKe^ purposes
aimed at, in a muoh shpiiiber time,
and with less than one-tenth of
the labor, by plaoing arbitrary
powers in the hands of the super-
intendents; and there are t^ose
who beliere that the prinoiples of
liberty lying at the foundation of
our government have no proper
connection with the management
of a system of schools.

A rery large proportion of the
apparent difficulties in the way of
our system have their origin in
the want of popular information ;
and these could all soon be swept
l^way by the exercise of uolimited
authority on the part of a compe-
tent hesid*

''A si;p^i»e dictator, with such
power, would, of course, soon have
a^good a;phpol^l%puse,well furnished,
in every district; be could pre-
vent the employmant of any but
^ most oomp^tentt^^i^hers, could
ioree the attendapoe of all the
Q^ldren in the State, <|oi«l|4 sup-
I l^y every school with unifono text
books of the best kipds, and eooi-
mand the u^e of the best methods
of'teiEiohing.

. 'Under such d^pofic ri^le, ap-
pareot order would soon assume
the place of apparent confusion,
the noise df elaeking interests and
conflicting views would quickly be
'hitihed, tttad the State would be
studded over with han^^ome edi-
fiem, attraeting the admixatioa of
its own people, and Qf e^jWT Wr
aing stranger. ' '

But would the good of such a
system of noiseless, energetic and
splendid tyranny counterbalance
the evil ?

In this connection it must ever*
be borne in mind that educatioa.
itself is but a means to an end ;
and when we lose sight of ihia .
fact, and eagerly force mental cul-
tivation on a people' for its own.
sake, and regardless of the means
employed, the result will be, to»
say the least, of very doubtful iiOr-
port.

On the other hand, it is unqvefr-
tionably the duty of the intelli*
gent to exert themselves for the
promotion of education ; and eve*
ry government, having for its ob-
ject the public welfare, should en-
deavor to place the means of in-
formation in the reach of all itfti
citizens, taking good care to see^
the proper application of. those.
means. This it can and should do,
without acting in such a way as to >
accustom the people to the exer- .
cise of despotic authority, provi--
ding only for wholesome restraints^ .
and securing the ignorant against
imposition, while it leaves a pru-
dent margin to the people for the
exercise of those powers whiqh
are themselves highly educational^
and which, though causing dis-
cussion, and sometimes retarding
action, in the end develope a stur-
dy manliness of character for which
we look in vain among the citizenst
of Prussia, a countrv whose publia-
schools are often neld up as. a
loedel for general imitation.

iMteT

ObfPimoii SBhod J><yoifiiieii<.

IMS

In short, we «re V» fblloir in
this those plain lessoog which n*-
tare teaches in all the arrange*
ments conneoted with the develop-
ment of her materid resoaroes.

These resonrses eyerj where de-
mand enltiTation, eareful, constant
and skilfalonltiration; it is equal-
ly obyious that a system of hot-
honne cnlture will not answer.

Oar system of tchools, to be
really useful; most have time to
groWy and the time and labor
necessary to secure its final success
will be proportioned to the very
necessity for the system.

It has a vast body of ignorance
to contend with; and of course,
the struggle will be difficult and
protracted according to the extent
and power of this ignorance, while
these considerations are but in-
ducements to patient and perse-

USB or QL0BB9.

-^te

vertng effort.

It would be cowardice, it would
be treason to our dearest hopes andv
interests to succumb to obstacles
before which ' we cannot strike the
flag of general education, without
a surrender of all reasonable ex-
pectation of the success of ropub-
ucan principles.

The work is a work; of ages —
but while generations must come
and go before it grows to the full
measure of its glorious. pi:«portions,
it will, if properly cj^redifor, mark
each year with certai^^and useftil
progress, and give m*i^ and en-
couraging indications of its ines-
timable viilue. . Sui^h hfV9 been its
manifestations s <li^ng the year
that' is noisiosminc:. to (I close.

Hany^^^fmoiM.giveto the body
' the regirdu which belongs tp the
BNnd)| 8^4410 dress the fegard which
l^^flH^^^ body.

The following appeared in the
Reporter, Washingtan, Pa., and is
a voluntary testimony to the im-
portance of the use of Artificial
Globes, it is from the pen of I.
H. Longdon, Esa., Superintendent
of schools for Washington coun-

Thb Franklin Globes and
Globb Mxsv/Lh'Importantjiids to
the %tudy of Geography and Astron-
omy, Troy, N. if.: Moore & Nims.
— We desire, in this artiele, to
call the attention of our Direotors
and Teachers to the importanee
which attaches to Globes, in im-
parting correct and.wfiell defined
ideas of Geography and Astrono-
my. In our humble praotice, as a
Teacher, we very often experienc-
ed the need of just such assistance,
as the Globe and Manual render,
in endeavoring to teach our pupils
the theory of the earth's spherici-
ty — diurnal and .annual motions*^
inequalities of day and night —
changes of seasons — latitu^e-«in
fine, everything pertaining to
Mathematical Geography. And;
we presume all our Teachers who
have instructed in this depart-
ment of science, have felt the ne-
cessity of a practical guide to the
illustration of these principles and
phenomena. The idea that a child
forms of a globe, on being pointed
to a map of the wcHrld as its rep-
resentation, is certainly vague and
inaccurate. That the knowledge
of the earth's roundness in aU di-
reotions,— ^^he ktitude. and longi-
tude of places^--«t]ie lelative silu-
ations and distances of oountciefi
with respect to eaeh other^ Aou^as
learned from maps^ must be ind^f-
imte, will become apjpacent^ whfBU
we consider that the sncfaee.of
the earth is a^umM ioMlmi e£ a

itM

Jforik-CktroHna Jifimial of JEiueatioiL

[Aplfl

■^Ttr

phne. And it* should not be for-
gpjtten that these false and erro-
neous impressions made upon the
mind of youth, are not easily erad-
icated in ,after life. It seems to
us that the practical utility of the
Globes and Manual, is not appre-
ciated as it should be, by, those to
whom the educational interests of
our youth are committed. It is a
notable fact, that all the European
lehools are furnish with these im-
portantr^-may inyaluable aids to
the study of the sciences upon
which they treat. And, indeed,
few&milies are without them —
in fiiet, none of refined taste and
high intelleetual culture. In this
eouniry, there is no end to Geog-
ntpfaies and Atlases, while it is a
Tery rare ihing to find a Globe in
any of the Sehools of our land.
The most remarkable feature of
the case is, that by the proper use
of the Globes in the hands of the
intelligent Teacher, more can be
learned by the pupils of the school
in two or three weeksy than in as
many years without them. In
eyery other department, more than
' in education, we are a practical
people^^proTerbial for our time*
Having inventions* If we are
building a house, ship, railroad, or
any other work of art, we are im-
patient until the structure is com-
pleted, and call to our aid every
kind of machinery that will ena-
,ble us to <<go ahead" and accom-
|]lish the most in the shortest
jtl^ie. Now, why not observe the
saine economy in educating our
^i^ildnonJ Certainly, it cannot
be IhJMt the period of youth, is so
«Kt0Mtve that much of it may be
wasted, aad no loss be sustained.
NoooewiU maintain this absurd
yropontioB. It is admitted on all
■ides, that youth is the only prop-
er wmmm lor th« formation of

mindi morals, iMibUs and chano*
ter \ hence, the necessity for in^
proving it to the best < possible adr
vantage* It is, then, passing
strange, when we open our eyei
and look facts in the face, that the
pupils of cur. schools are required
lo plod on for years in a course of
bewildering study, which migbi
be abbreviated to a few weeka,
and made in the highest degreo
interesting and intelfigible. Butt
apart from this important consider*
ation of tim^y the Manual will en-
able the pupil to solve a great va-
riety of useful and intricate prob-
lems, to which maps can never
furnish an answer. The hour be^
ing given to find what hour it is at
any other plaoe-— to find the sun'a
declination, and where it is verti-
cal at any given hour — to ascertain
where the sun is rising or setti^
— when it Is noon or midnight—
to determine the sun's meridian
altitude^— to find all places at which
an eclipse of the moon is visible at
any instant of time, and many oth-
er equally curious and. instructive
problems may be accurately per-
formed in a few minutes by refer-
ence to the globes and manual.
We opine it is scarcely necessary
to intimate that the solution of
problems, when so easily perform-
ed, is admirably designed to awak-
en the interest, energies, and am-
bition of the youthful inquirer af-
ter knowledge. All who have been
employed in cultivating the germs
of intellect, agree that the mind
must readily grasps the truths of
science when presented to the eya.
The sense of sight furobhea tha
short^t and most direet avenue to
the mind's inner chambers; HeneCi
the difficulty experienced, eqpeoi*'
ally by childreni in acquiring $m
abstract knowledge of scienaa*
And, the on^ way in which tkia

18W«j

CSmIhi^i AcnMi' JJ^lp&ttmBMi^

diffeuUj oan ht oTereoroe, it to
em]>loy boom mmna of oxhibitiog
ike traths aad principlos of 8oi-
«ee6 in a UogiUo aad praetical
OMOiier, before reqairiog ao ab-
fltraot and rigid analyaUi of thetn.
It ifl by followiog out this plao
that eonie of o«r Teaehera arc so
nach more euooessfal than others
in teaching Arithoietic, G-rammar,
Qeometry, Ae. Blemeatary cards,
diagrams, geometrical solids, &c.,
and the ab^itj to use them, have
accomplished, in a few months,
the work of years without saeh
aid. We weleorae the day as
dawniog, when the schools of our
Country will all be furnished with
Olobes, as they now are with out-
line Maps. The Directors of Som-
erset District, have already moved
off in this direction. Their twelve
Schools have, each, been supplied
with a ten taefh Olobe and a Mao-
wal. The Maoual of itself, is a
first-rate text hook on Qeography
and Astronomy. It is a cheap lit-
tle volume, oootaining about seven-
ty-five pages, and exhibits in a
beautiful, cooststeut and well ar-
ranged manner all the important
principles of the sublime sciences.
We hope all our Teachers will avail
themselves of an early opportunity
to see this work and investigate its
nerits. Let light and knowledge
cover the land.

A BBAimruL E x t r a o t. —
There lies, in the depth of every
koart, that dream of youth and
the chastened wish of manhood,
which neither cares nor honors can
erer extinguish, the hope of one
day resting from the pursuits
which absorb as ; of interposing^
lietween old age and the tomb,
40me tranquil interval of reflec'
i|OBy when, with feelings not «ib*

dued, bat softened, with pasaioas
not exhausted, but mellowed, m%
may look calmly on the past with*
out apprehension. But in the ta«
mult of the world this vision for*
ever recedes as we approach it; the
passions which have agitated our
lite disturb our last hours, and we
go down to the tomb like the aoa
in the ocean, with no gentle and
gradual withdrawing of the lighl
back to the source which gave it,
but sullen, in its fiery glow, long
after it has lost its power and ita
splendor.

A Smart Spell. — A gentleman
in North Chester, Vermont, two or
(hree weeks since offered as a prise
a copy of Webster's Unabridged
Dictionary to the one of tb** scholars
in all the public school: in the
town who should'^spell all the others
down." Seven schools were ae«
oordingly represented, and about a
dosen teaohers and a large ocowi
of spectators were present, when
the trial took place on the 25th
ult. But one trial 'was to be had
on a word, and the unfortunate
who missed must take his or her
seat. Eighty seholars contended
for the honor and the prise, and af-
ter five hours trial, five pupils re*
maioed standing, and the enthusi-
astie audience raised the needful
to purchase each a copy of the Ud»
abridged.

'^Students too often try to learn
too many things ; they are often
fouaa engaged in the study of
Chemistry, Astronomy, Meatat
Philosophy, Languages and the
Higher Mathematics, when they
might with more propriety study
the SpelRng Book or the first ele»
meats of Simple ijritfametic/'

Nwnh^tMtkffA iKpitfNRi* ;l^ ifira \ihf\n.

[AptiU

. i

lltsibtnt €Mt gtjarfnwRt.

Mk^tinq of the State Ebu-
CATiONAL Association. — The
SxecntWe Committee has decided
tlatthe next Annual Meeting of
the Association sball be beld in
NeWbern, commeDciog on Tuesday
14tb of June at 8 o'clock P. M.

The place and time baye been
selected^ after consulting a large
number of the members of the As-
sociation, and especially those en-
gaged in teaebing, a large majority
of whom agree, in regard to both
time and place.

We hope therefore that the time may
suit so many of our teachers that
the number in attendance will be
BiTioh larger than at any of our
previous meetings.

All should go with the expecta^
tion of remaining several days, as
there is much important busi-
ness that will claim the attention
of the Association, and we should
give ourselves time to discuss fully
«nd freely whatever may be brought
before ms.

We will look over the proceed-
ing of the last meetingand mention,
in the next No. of the Journal,
i'^ome of the items of business that
will be brought before the Associ-
ation, by various committees.

We hope ♦© meet many teachers
from all parts of the State, who
have never attended anj of our
neetingi, m well m all who ha^e

their names on mrroll of tnembers.
In an account of a similar meet«
ing, in one of our Western States^
as given in their '< Journal of £d*
ucation,'' we noticed that thera
were about %%x hundred members
present. Why can not the teachers
and other friends of education in
North Carolina show as mneh zeal
in this noble cause as those of any
other State? Shall we say —
« TheywiW'?

To Teachers. — ^A friend, who
has just sent us a long list of sub*
scribers, expresses a wish that some
of our teachers would write '^some-
thing more to the point — more
practical — such as directions to aid
youDg teachers in imparting in<-
struction and goyerning schools."

We have long wished that teach-
ers would write more for the Jour-
nal, and especially on such subjeeta
as will te ot practical utility to
those who lack experience.

Will not at least a dozen of our
succes^ul teacheiis letpond to this
suggestion, by sendiogiis short and
pointed articles, within the next
month ?

Query. — From a co-editor-*
»< We use the words oversee and
overseer^ in reference to a man
emplojred tO'Wtmt^ i.*p h a i a ti att

16S»1

}te$ietmU JSkhWt l>epaffftieiiL

aiidB«gro68; wlwiistheiaiperfaot
(or past) tense of the veA thus
uaedr

AShoet Msthod or Multi-
plying. — Many years since, we
saw in a newspaper, a short method
of multiplying one large number
by another, by which the whole
product is obtained at once. As
we have long used this method and
have found that it saves time, in
examining the Work ofpapils, and
also that it aids menttd operations,
it may not be amiss to explain it,
for the benefit of those of oar fellow
teachers who have never seen it.

A siffgle example will probably
enable all to understand the pro-
tiess. It depends upon the prioci'
pie thut units multiplied by Units
give Units ; units by tens and tdns
by units give tend; hundreds by
Units, Units by hundreds and tens
by tens give hundred^, &c.

JParamp^e— ^Multiply . 256834

l^y 437162

Product >..;.. ..112275496768

2x4==8, the units: 2x3 + 6x
4bb26, the tens (the 2, of course,
to be added to the hundreds): 2 x
8+lx4+5x8+2t«37, the hun-
dreds: 2x6+7x4+5x8+1x3
+3s=86, the thousands: 2x5 +
8 x4+5x6+7x3+1x8h-8«
89, the ten-thousands : 2x2+4x
4+ 5x5+3x8+l><i6+7x8+8
^:124, the hundred-thousands.

Now 8inc9 nothing higher than
hundred-thousands can be obtained
by multiplying by 'the ttnit figures,
we may, for convenience, separate
Vy a line Itefdrts we proceed :

oar ecMuple will thea appear Hiiiiip

S5683
*S7J5

496768'
We then obUiil— 5x2+4x3+
Ix5+3:j^8+7x6+12=105,tho
millions :

And as We can no longer use thtf
tens J we dta^ another line, thus

2568
4371

5496768
Preceding lii the same manner we
find— Ix 2 +4 x8+7x5+3X'6
+ 10=97, the ten-millions: 7x2
+4x6-h3x5-h9«62, the hun-
dred-millions: 8x2-t-4x5-t-6a=a3S^
the billions : 4x2 -t- 83= 11, the ten-
billions.

A little practice will enable any
one to perform these operatioilS
mentally, with great rapidity, au4
the correct product may be written
at once, as in the example above.
And the product, of sUch nuniberS
as 86x74=^6364, may be knowrt
almost instantly, Without Writii)^
the numbers.

Explaining this process to his
classes, may also aid the teacher in
giving bis pupils a clear idea of
the nature of products, as depend-
ing upon the position of the fig^
ures.

Solution of Question 1. — ^A
correspondent sends the following
solution of the question given ill
the February No., which will a}K
pear perfectly plain to all who un-
derstand Algebra :

^' I notice in the N. C. Joarmi
of Education of February that some

KcrA'CaTotina Jo%maC of XSueation,

[April,

on« hna presented tbe Noted Land
Qoeetion for solutioo, I among oth-
ers, would anbrnit tbe following for
inapeetion:

Let X9 price ^ Acre of B'a land
then 9 +.75»A'b ip Acre

and

and-

800

a:-h.76
Hence the Equation
800 300
« a:-h.76

(No. aeres B will receiye

do A will receive

200 Acres.

After clearing of denominators
tnoaposing and reducing we will

Have :r* — — =« -^-and by com-

plating the Square and extracting
9

Wt have a?—

12.3(^317

Heuco 0?:

153

K.369317 9

— 8— *T

(^2.6711&4 price^ Acre of B's land
and $2.671164h-.75«:«3.431164
price A^s land ^ Acre ; and

8300 Acrs. R. P.

^J-vj^, - 112.1. 9;694B'dland
4»t>71Lo4

8300

a.4:illb4

r.=^7.2,a0.312 A's"

200.0.00.006 prcof.
r should be glad to see a rule by
whit^b this question might be solv-
ed by Arithmetic.''

We hnve received from Pierce,

Book-keeping by Single and Doable
entryffor sckools &e., by Messrs. Han-
aford and Payson, Principals of the
Bcston Mercantile Academy.

The prcB^oent fbatsre of tbia book
ift» tliat the Aooount Books are ongrav-
ed, in the same beautiful style of Pen-
naoahip, found in **Pay8on, Dunton ft
Seribner's Copy Books/' which are so
generally used throughout the Union.

Tbfr Bales and Explanations are so
plain and simple as to be easily under-
stood by Ae young for whom the work
waa HMM^ especially d^a^ed, and yet
they 99% not inappropriate for those of
any age. It is a long time since we
have seen a sehaol-book; which we-
could more heartily oonmend to the
teachers and pupils of the Old North
State, than this one in the Tory mucb
neglect^ SBb^est of Book-Keeping.

Blank Books accompany it — ^ruled
BO as to correspond' page fbr pag^
There is another editiea oS the above,
containing only the "Single Entry"
portion, which might be used by tiie
older pupils, as a £)py book, if they do
not choose to study it more thoroughly,
for the forms, style of penmanship, and
arrangement could thus be leamedt
while improTing in writing, as mueh
or more, than if writing from common
copies. We hope to see this book in-
troduced into all our schools, without
delay.

^n ET THE BEST."

VJT W»BSTEE*8 QVAaTO

DICTIONARY. Containing THREE
TIMES the matter found in any other
Dictionary^ Compiled in this country.

$S^Aa!k for Webster Unabridged ."^t

Webster's Dictionary (Unabridged,)
is to the world of Mind, what the sim-
ple elements the Chemist gathers in
his hand'sometimes, are to the world
of Matfter-; and' we shall never be
done wondering how myriad forms of
strengthiand beauty are forever eTolrcd
from wordji..

The compactness of our Republic de-
pends not so much upon the Fourth of
July, as ft does upoir the Dictionary.
There is a oneness of thought in a one-
ness of word ; • a common language is
the dear repository of a common past,
and those who have the same syllables
for •* hame *' and ** mother ;** for
*' health" and '•heaven" cau never
be less than kindred. — Ckitvgo Jourtuik

Bablished by O. & C. MEEBIAM,
Springfield, Mass — sold by W. L. Pom-
ery^aleighy and all booksellers.

TfiB NORTH-CABOLINA

JOUKNAL OF EDUCATION.

Vol. IL

MAY, 1859.

Ko. 5.

MB. JEFFERSON'S PLAN OF EDUCAl^ION FOR VIRGINIA.

AmoDg the many theorems in
the science of government aud po-
litical economy which the master
Ij, creative mind of Thomas Jeffer-
•OD conceived, and which hisencr*
gy aod force of character stamped
Upon the genius of our country,
none deserves more attention and
consideration now than his views
of the importance of the equal dif-
fusion of knowledge among a peo-
p\e who were themselves to be the
60verei|;n8 of the land; and his
))olicy of public and free institu-
tions, as embodied in his plan of
education for Virginia. So great
authority as Mr. Jefferson need not
be brought forward at the present
day in behalf of the single prcpo-
sitiuu of the necessity of education;
nor particularly in behalf of free
education by State patronage. The
former has long ago been acknowl-
edged, and the latter well nigh so,
it is to be hoped.

But his plan is peculiarly valu-
able as a system by which the
ends proposed are to be accom-
plished ; and although this is one
of the very few of Mr. Jefferson's
measures wbioh failed to becouie a

Sermaneot institution, yet time
as demonstrated its wisdom, itM
policy and its (^reat adaptation to

the educational wants of a country
like this.

On the 5th of November, 1776,
the Legislature of Virginia appoint*
ed a committee to revise all the
laws then in force in that State.
Five persons were appointed, two
of whom retired aod left* the work
in the hands of Mr. Jefferson, Mr.
Wythe and Mr. Pendleton. On
the 13th of January following they
met to interchange their view»
and to apportion the work among
themselves. To Mr. Jefferson was
assigned the common law and the
English Statutes to the 4th,
James I., when a Legislature was
established in Virginia. To Mr.
Wythe the Statutes from that to
the then present time, and to Mr.
Pendleton the J^aws of Virginia. —
The only laws on the subject of
education to be revised were the
charter and acts concerning Wil-
liam and Mary College. The char*
ter came within Mr. Jefferson's
division, but the acts within Mr.
Pendleton's. It was thought ex-
pedient to present a general plan
of education for the State, and Mr.
Jefferson, who was always looked
to when anything new was to be
created, was requested by his co-
adjutors te under|ake the task,

-/ y

2/brik^Caivlma Journal of Bdvxation.

[May,

Wbich he did with that avidity and
relish which characterised his ef-
forts io behalf of every subject
which be regarded as esseDtiai to
the ioterests of his country, and to
the development and perpetuity of
bis cherisned principles of republi-
can equality. In the execution of
this plan he drafted three bills —
one " For the more f^eneral diffu-
iion of knowledge," one "For
amending the Constitution of the
College of William and Mary, and
substituting mure certain revenues
for its support," and one ♦* For es-
tablishing a Public ]jibrary." —
The first of these bills it is my pur-
pose to review. The second one
almost entirely changed tbe organ-
isation of William and Mary Col-
lege — broke the shackles of reli-
gious bigotry thrown around it by
the finglifih charter, and provided
for converting it into a State Uni-
versity. Owing to the great
amount of K?gislatioo necessary for
the unsettled condition of the
oottotry, some tia^e elapsed before
these bills were acted upon ; and
•o great was the prejudice against
this College, because it was an es-
tablishment of the Anglican
Church, that members could not
be induced to vote money or any-
thing else to its support. Thus
this bill was defeated by a prejudice
to wbich Jefferson himself had in-
discreetly and uuoonsciously con-
tributed by the advocacy of his
great principle of religious free-
dom. It is a qualifying fact, bow-
aver, that be lived long enough to
carry out this part of his plan, by
•atabliabiDg the University at
Charlottesville. Long may it proa-

per aod flourish 1 and the graceful

proportions of its architecture, and

the liberality of its charter remain

moDttmeotti to the emiDent quali-

ties of the heart and mind of iti^
patriotic founder !

To come back to the first bill—
the principal one of the three — we
find it providing for establishing a
number of free common schools io
every ooonty, aod twenty State
District Academies, to bo sttpport-
ed by public expenditure. The
preamble to this bill is a (Striking
production, and may be read now
with profit. It bears a familiar
likeness to the style and sentimentr
of the author, and is a pertinent
argument in favor of popular edu-
cation. It is as follows.

''W^hereas itappeareth thathow-'
ever certain tonus of government
are better calculated than others X€t
protect individuals in the free eX'
ercisc of their natural rights, and
are at the same time themselves
better guarded against degeneracy,
yet experience haaswown that even
under the best forms those en-
trusted with power have, in time
and by slow operations, perverted
it into tyranny; and it is believed
that the most effectual means of
preveuting this would be to illum-
inate, as far as practicable,tbe minds
of the people at large, and more es-
pecially to give them knowledge
of those facta), which history ex-
hibiteth, thai, possessed thereby of
the experience of other ages and
countries, they may be enabled to
know ambition under all its shapes,
and prompt to exert their natural
powers to to defeat its purposes ;
And whereas it is geoerally true
that the people will be happiest
whose laws are best, and are best
administered, and that laws wiU
be wisely formed, and bouestly
administered, in proportion as
those who form and adniinist^
them are wise andboaest : wbenoe
it becomes expedient lot promote
ing the pttbiU bapjinessi tiiat

1869]

Jiff. Jtjkrsorfa Pbm tj £dficai{en.

those pelrsons whom nature hath
endowed with genius and virtue
should be rendered by liberal edu-
cation worthy to receive and able j
to regard the sacred deposits ofi
the rights and liberties of their |
fellow citizens^ and that they ;
should be called to that charge I
without regard to wealth, birth, \
or other accidental condition, or |
oircumstance ; but the indigence I
of the greater number disabling ;
them from so educating, at their |
awn expense, those of their chil- 1
dren whom nature hath fitly form- 1
ed and disposed to become useful \
instruments for the public, it is j
better that such should be sought
for^ and educated at the common !
expense of all, than that the hap- 1
piness of all should be confined to j
the weak and wicked."

The enactments then provided
for dividing the counties into hun-
dreds, in each of which good school
houses were to be erected and kept
in repair — at which all free chil-
dren were entitled to be taught
gratis, reading, writing and arith-
metic. Overseers or superinten*
dents of good men and true, were
to be appointed to regulate the af-
fairs of these free schook — all with
the most perfect <^ystcm and ar-
rangement. This bill then divid-
ed the state into twenty districts ;
in the central part ot each, cne
hundred acres of land were to be
purchased, and suitable buildings
erected thereon for Grammar
schools, in which wei'e to be taught
the Latin and Greek languages,
English Grammar, Geography and
the higher parts of mental arith-
metic ; and were to be overlooked
by superintendents from each conn-
tjy very much in the same manner
fts the primary schools were to be
Bianaged. It is wonderful to ob*
ienrs with what pftrtioalnrity tbd

minutiae and details of these gtade#
of schools were specified in the bill;
but which need not be mentioned;
as the principle of the plan is most
important. This bill also failed of
success. The part relative to the
district grammar schools was strick -
en out, and the portion relative
to the primary ones passed with
the proviso, that theact should go
into effect in the different counties
at the option of the Justices of the
Peace. These justices were gene-
rally of the wealthier class, and
principal tax -payers, who had not
the patriotism and liberality to tax
themselves to educate the children
of their poorer neighbors. And it
is a melancholy historical fact thai
these schools were not established
in a single county in the state. Un-
fortunate for Virginia ! Had she
accepted this plan, she might this
day, in point of liberal education,
have stood side bv side with Mas-
sachusetts and Connecticut, and
her eighty thousand citizens who,
according to the census returns,
can neither read nor write be bask-
ing in the sunlight of letters. The
writer of this was forcibly remind-
ed of these unpatriotic Justices,
a iew weeks ago, while in attend-
ance at one of our County Courts,
by an incident which occurred
there. Ihe proposition to the
Court was to levy a certain per cent,
on land and polls for the support
of our common schools. The mo-
tion was opposed by several of the
magistrates ; and two members of
the Court actually made speechet
against our excellent system, and
declared that the free schools did
more harm than good. At one tim«
during the debate, the fate of the
common schools in that county pro-
mised to be what that of Mr. Jef-
ferson's plan in Virginia was. But
other JtHttices came to the rescue,

If«r^0ar4ainn /ai^^n^i t^ JUha^ipm.

[Migi,

•nd BGOkt veil timed and sen^ibk
rexuarks from geoUemcu of the ^r
gave hope and renewed confidence
that our sjstem of common schools
has a stronghold upon the afifec-
tipns of the people.

The magistrates of every coun-
tj ou^ht to appreciate the impor-
tfbnce of their connection with these
achools. They have the laying of
the taxes for their support, and
the election of the Boards of Super-
intendents. As the smallest ob-
stacle in the way of the little rill
by the mountain side, may direct
the course of the great stream be-
low, resistless in its mighty current;
ao the power of their influence may
be endless and boundlcsi upon the
destiny of these schools.

Without a liberal assessment for
this purpose they must be poor,
and in the selection of County Su-
perintendents, care and judgment
should be had in selecting the best
men, Mr. Jefferson's bill required
that the Ovene.rs should be ^'emi-
nent fur their learning, integrity
and fidelity to the Commonwealth,"
and should be sworn to act "with-
out favor or affection." It is to be
regretted that this requirement has
not been enough observed in our
gtate : and that the Boards have
too often been composed of men
known only as good financiers, or
some other quality good enough in
ita place, but fitting them very lit-
tle for the particular duties of
School Superintendents.

But to return to the principle
embodied in this plan offered by
Mr. Jefferson. It contemplates
three grades of schools. The pri-
mary, the academical; and the col-
legiate, all equally protected and
patronized by the state. Which
ieems to be a natural division.
4>nd though this plan was pre*
iKQted a|; ffctima wh^u Virginia and

all the M^tei^ were undergoing im*
portant politics^, social and reli«
giqus changes — ^when the policy of
thei country was unsettled and un-
ki^own in every branch of its exis-
tence, yet it commends itself to the
good sense and sound judgment of
every thinking mind. Even after
the policy of the country has be-
come settled and her wants knownj
after the experience of the three
quarters of a century of our coun-
try's existence, na better system of
national education can be devised.
Virginia would do well now to ex-
hume those forgotten bills from her
archives, and enact them into laws.
It is never too late to do good ;
and every state in the Union would
profit by a careful study of the mod-
el. Many states already have their
systems of schools something like
this. North Carolina leads the van
in the south in her free school sy^r
tem ; and she has a Univerity lib-
erally and permanently endowed
by the state. Thus we have in
our common scliools and Univer-
sity, the extremes of Jefferson's
place but we are lacking the inter-
mediate. It is true we have in
North Carolina many high schools
and academies ; but none of them
are under the state's control or
state patronage. They are there-
fore transient and irregular — run-
ning up suddenly, and declining
fast, according as fortune seems to
favor, or as individual gain is pro-
moted or not. The places of thesf.
ought, to some extent, to be sup-
plied by district Normal, or Gram-
mar schools, organized aad sustain-
ed by state aid ; then her system
would be complete, and her boun-
ties distributed alike to all classes.
Upon the same principle that the
church cltL-ma to be the keeper of
the faith, in order to avoid heresj
and schism; sa the atate ought t^

18R9.]

IntirmitMkt Sprtngi,

be the guardian of so '.mportant an
interest as the education of her
people. G. W. B.

IKTERMITTEKT SPRINGS.

As I was riding once among the
Green mountains with my friend
the Schoolmaster, 1 saw by the
side of the road a copious spring,
most invitinply clear, and gushing
directly out from the rock. *'Stop,"
said I, for he was holding the reins,
'< I am thirsty, and should like to
try this spring."

*< With all my heart," said he ;
" it is excellent water, and you
will find the rock dry when we come
back."

"How is that possible ?" I asked.

"It is an intermittent spring ;
and, rich and generous as it seems,
it noTer runs more than a week at
a time. Then it will be dry for two
or three months."

We both alighted, and drank
copiously, for the water was indeed
delicious. " Shall I tell you my
thoughts ?" said the Schoolmaster,
after we had resumed our seats in
the wagon.

" Do so," I replied.

" I never pass this spot without
thinking of a class of teachers.
I hope you do not belong to this
class."

" What class dd you meian V*
"That class which resembles
this fountain. It wilt rain day af-
ter day, and week after week ; yet
not a drop of water will flow from
this opening. At last the reservoir
iean hold no more, and then, all at
once, Buch a stream will burst forth
«8 though a little Winnipiseogee
irtre feeding it. For three or four
daySj it Will pottr,poar^ pour; aod
tlieOi jmt at wiaMtnl$l it iriH atop

ag^in. So it is with some teach*
crs. With that < charity* which
< suffereth long and is kind,' which
'beareth all things, hopeth all
things, endureth all things,' they
will permit inattention, disorder,
and misconduct to go on in their
schools day after day. Now they
seem to have neither eyes nor earsj
now they positively encourage rog-
uery by a smile. But the last
drop »t length fills up the reservoir
of their tempers ; and then such a
Niagara of scolding and threaten-
ing breaks forth t The scholaw
understand that it would be dan-
gerous for them to do any mischief
ormakeai.yroise just now. Their
eyes are all on theii books, except
when they steal glances at the en-
raged master. They walk on tip-
tee. But the Niagara has soon
stopped ruDDing, and do one has
been hurt. The scholars find that
they have simply been sprinkled
with the spray. They begin to
wonder that they were so fright-
ened, and resolve that they will
not be so the next time. By de-
grees their animal spirits creep
out, as jJEsop's frogs from their hid-
ing-places, after the splashing of
the Jog which Jupiter had thrown
down as their king. The froga
soon mounted the log in utter d^*
rision. And So the roguish boys
and arch girls soon treat the log-
schoolmaster, who had made so
fearful but harmless a splashing
in their Httle pool, with equal dis-
regard. They begin their pranks
gradually ; and the master, who Ui
satisfied that by the last dei[aoi^
stration he has now (h^j^pi^ghlj
established his autt^^ity, fq^^]^ sd
secure, and by a waecies of i;^ae-
tion, so very g^J-natured, an4|
takes so little i?9M^e of the fi'olit
and misrule, t^t in a few days
tliiey Tfe^ ^P9k«M to W great i^

114

Xorth-CarcKint Jmtnal 0/ JEdvmtic*.

[M.y,

height as before. And cow comes
another storm, and after itanntber
calm; to be succeeded, it'thc school
keepfi long enough , by Hturm and
calm number three. You don't
keep school so, I hope ?" said he,
turning suddenly round and look-
ing me close in the eye. "Abso-
lute tyranny or absotutc indul-
gence are, either of them, better
than this storm-sunshine of tem-
per, without action. Scholars will
neitlier fear nor respect nor love
such a teacher; and, these motives
all wanting, what influence can he
hope to exert over them ? He is
in as bad a condition as the Laodi-
cean church."

I could not claim that ray school
govern nieot was entirely faultless
in the particulars of which be
spoke.

**Do you know D ?" said

he ; "an admirable teacher ; And I
once heard him tell in his school a
capital story, in illustration of this
very mode of government."

"I do not know him. But what
was it ? for so good a story ought
not to be lost for lack of repetition."

"It was this : D said

that oue day he was whiliug away
his time in a belt of wood which
separated his father's farm from a
neighbor's, when, unobserved, he
became a witness to the following
scene. The neighbor was in a
field adjoining the wood, hoeing
corn, and with bare feet. Ilis son
Hiram, a chubby boy, eight or nine
years old, who ought to have been
at scbooi,was in the field with him,
sometimes lying on the grass bor-
ders, sometimes strolling up and
down the rows, and sometim&s rol-
ling in the dirt. The great object
of attraction to the toy was his
father's bare feet. He would pick
up a small pebble and watchjng his
iPpporittfiitji «»« nl tp aprii^^ iqpoa

a mouse, would throw it so as t»
hit one of the feet. The man
would jump up, look round, and
then go to hoeing again. lo a
short time another pebble came,
and then another, and another. —
The boy had evidently great dex-
terity at this species of game. —
Sometimes the man would stop and
rub his foot a little, before resum-
ing his work. At length, the
measure of his temper was full; and
it broke out, 'Hallo, there, Hiram,
what are you about?' 'Nothing,
sir,' replied the boy in a low grum
tone. 'Yes, you are, you rogue ;
you are throwing stones at my
feet,' 'Did'nt mean to,' said Hi-
ram, in a sort of half pleading half
saucy tone. *Yes, you did ; you
know you did; and I won't bear
it. If you do so again, I'll take a
stick to you.' For a little time the
feet were unmolested. But Hiram
understood bis father's system of
government; and after waiting
awhile, and taking a few extra rolls
in the dirt, be picked up a little
smooth stone and gave it a gentle
toss at his father's feet. No notica
was taken of this ; and the next
stone was a little larger,and thrown
with more force. The process went
on, till the father was at length
roused again. After some prelim-
inary questioning, with lying ans-
wers from Hiram, the threat was
repeated, and with more force: *If
you do thai again, boy, I'll give
you a good thrashing ! But, after
a short interval, the boy did it
again; and the thrashing did not
come. The next time, the threat
was still louder and more energetic:
'If you don't stop that work, I'll
take you into that wood, — see if I
don't, — and wear up a good withe
about you V But th^ hopeful sob
kept 09 bis play ai^d atimf that Jit
didrfU Mj Um4^ Dttt: win

U»J]

Praetieal Educaiion.

\»

curious to MoerUio how nuoj
times (his soeoe would be repeated,
Md with what iDtervals ; but his
observation was interrupted bj tbe
blowing of the dinner born; and
ihe truthful, consistent, well inana-
jgiug father^ and the obedient affec-
iionate son^now no longer throwing
stones at his father's feet, and his
offenses all fo^'gotton, went in to-
gether to the house, — the boy to
devise some new form of annoying
mischief, and the father to be
thankful that he had so promising
a son, and was bringing him up so
well. And some teachers congrat-
ulate themselves upon success in
their schools with just as good a
reason J"— ^Ji/a^s. Teacher.

PRACTICAL EDUCATION.

What is it ? What do those per-
sons mean who are always talking
about a Practical Education : in-
sisting that our schools are de-
ficient, and urging us to be more
practical 1 Do they mean that it
should have more reference to the
actual business pursuits of life — to
the parts which pupils are probably
to act, and the positions they are
to occupy? Could we, in this re*^
spect, be more practical than we
now are? Yet this is piecisely
what they mean. Parents direct
the so-called education of their
children, with a view to business
wants, and business prosperity, as
if that were all of life, and that
could thws bo gained. Having
determined what special knowledge
will be most called in requisition,
in the pursuits to which they are
destined, ihey urge its inculcation
as if this alone would iosure 6uc-
sess. How often does tbs parent
f sk the taaehe^i of whAt use this

or that study will be to the child
in this or th»t kind of bu«ioess !
He wishes to invest nothing iq
this direction, that does not prooi*
ise tangible returns in dolian
and cents. He would hare his
boy read, and write, and cast ac-
counts: he would have him, per.
haps, know something of geography
of grammar and of book-keepiocT
for these he may in some way need
But he is destined fo the farm
the counting house or the meobaoic's
shop, and these arc all sufficient.
Why spend time and money, for
what, perchance, will nerer be
needed ? Or, perhaps, if the boy
IS intended for a profession, of
what use is Greek or astrooomv to
the tyro in law; or what will geom-
etry or natural theology avail the
student of medicine; or of wh^t
advantage to the theologian, are
natural history and political econo-
my ? And the teacher, too often
in his simplicity, or love of plaos
or of accommodation, accepts this
kind of interrogative argucnent as
conclusive, and sets about to give
his pupils a practical education in
accordance with these views and
of course gives a practial education
like y to tail in practical results.
And It does fail. And yet, from
the same lips which urged this sui-
cidal course, never traciu". effect
to cause, and too seldom °gaininjr
wisdom from observation, is pealed
forth again in impatient tones—
"be more practical." The truth is.
we htive too mu.h of this Practi'
cal Jiiducation in our schools. In
fac:, between the anxiety of the
parant to have inculcated, and of
the teacher to inculcate pr.cticsl
learning, education is left entirely
out of the account. We strive U
stuff with specific knowledge, but
do not, excegt by accident, deveios
Iteiii. We teach facts. ai4 ^

JVorrt'C&r#Kiia tTov'mai 0/ JHucaitan,

l^Vf

how they may be applied to certain
ttscs, but do pot generate indepeo*
dent thought. This kind of specif-
ic learniqg uaj be, naj is, neces-
sary ID buainefs life. But in the
Primary school it should be sought
iand usedy rather as a means for
intellectual growth, not as an end
to be attained, beyond which there
is nothing to be desired. The aim
of the school, and hence of the
teacher, should be, to make self-
reliant thinkers; to so train pupils
that they can confidently enter the
field of research alone; that, trust-
ing to the power of self directed
thought, they can grapple with
the truths of science without the
teacher's aid ; thus enlarging the
mind, furnishing it with increased
knowledge, and giving it increas-
ed capacity for more. This is true
IPractical Education ; the kind of
education we need ; the kivid of
education we must have if we
would see the day, when two or
%hree shall not do all the thinking
for a neighborhood or a town. —
Is ic answered, that this can not
be attained in our schools as now
organised. With all due deference
it can ; or, at most, with a little
change in the present organization
but not as now conducted. Em-
ploy the time now wasted on the
togyisms of grammar, the useless
details of geography, the absurd
prolixities of arithmetic, the com-
mittal of senseless names and dates
from so called histories, whose
Tery soul has been torn out for
this special use, to better purposes.
Is it asked what ? Give words a
meaning. Cultivate language as
the instrument and vehicle of
thought. Children cannot think
without language ; and this must
be acquired. Let them, if practi-
call learn another hnguag^ ti||n
^(4t P^^i ^ tbe midiest means

of learning their own. At least^
give them an extensive and accu-
rate knowledge of words. The/
will then have the instruments of
thought, which they can use, bot)i
in examining the expressed
thoughts of others, and in express-
ing their own. This done, and the
practical studies are no longer dry
and irksome and unintelligiblo.
The mind thus prepared, acquirer
with pleasure, because with com-
parative ease. We have to-day
in our school a boy of eleven years,
whose knowledge of words has
been cultivated, until recently al-
most to the exclusion of everything
else, except what was incidental
thereto, outstripping with the ut-
most ease boys of fifteen iii these
practical studies. He reads his
author and sees thoughts : others
see words. They read the signs.
He reads their meaning.

Fellow teachers, look at this
matter a little, for it is one iB
which you should have a deep in-
terest. Either the truth is here,
or it is somewhere else. We take
our pupils over the same subjects,
term after term ; it may be year
after year, and yet they compre-
hend them but imperfectly. Tb^
pass from under our instructioe,
and go to the *' battle of life*' thus
illy prepared. They have no love
for study or for books. The
signs of thought they do not com-
prehend. — ^The instruments of
thought — words-the keys of knowl-
edge, they do nolt possess; and
hence, must be content to let
others do much of the thinking
for them. Should this beso?--
If not, how much of the fault is
oursf Think, determine, act^ —
N. Y. Teacher.

To p^e^vere in one*! duty and %m
silent, is the beat asswer te ealQngr*

18S0.]

jkwten ijr cmn*^.

THE REWARD OF COUBTBST.

A few years sinoe on a radiat^t
ipriDg afterDOon, two men, who
from their coDversation appeared
to be foreigne]:;^, stopped before
tbe gate of one of tbe large work-
shops in Philadelphia for the toaD-
ttfacture of looomotive engines.
Enteriog a small ^ffioe, the elder
of the two men inquired of the
Superintendent in attendance if he
would permit them to inspect the
works.

' Yon can pass in and look about
if you please/ said the superintend-
ent, vexed apparently, by being
interrupted in the perusal of his
newspaper. He scanned the two
strangers more closely. They were
respectably but plainly clad, and
evidently made no pretensions to
official dignity of any kind.

*ls there any one who can show
US over the establishment and ex-
plain matters to us V asked Mr.
Wolf, the elder of the two strang-
ers. •

* You must pick your own way,
gentlemen,' replied the superin-
tendent; *we are all too busy to attend
to eveiy party that comes along :
ril thank you not to interrupt the
workmen by asking questions.'

It was not so much the matter
as the manner of the reply, that
was offensive to ^ir. Wolf and bis
companion. It was spoken with a
certain official assumption of supe-
riority, mingled with contempt
for the visitors, indicating a
haughty and selfish temper on the
part of the speaker.

< I think we will not trouble
jou,' said Mr. Wolt, bowing ; and
taking his campanion's arm; they
passed out.

' If there ia anything I dislike,
)t it iociviliiy/ Mid Mr. Wdf,

irben th«y 'w#» lii Ate IMrM. < I
do notbltfbetbe ttiftti fdr Adt witt-
ing to show us o^er M^ eslablih-
ment— heis no dodbt Wnnetftd
and ititeirtupted by 'many heedleto
visitolrs, but he might hsira diii*
missed ns with courtei^. He
might have 'sent xiB alray better*
content with a ghieious tefnsial'
than with an ungracious consent.'
' Perhaps,' said the other stranger
<we shall have better luck here/
and they stopped before another
workshop of a similar kitid.-^
They were received by a brisk lit-
tle man, the head clerk apparent-
ly, who in reply to their re<|U€lat
to be shown over the establishmCDt
answered, *0 yes I come with me
gentlemen. This way.' So say-
ing, he hurried them along thp
area strewed with iron, brast«,

broken and rusty heels of iron,
fragments of old boilers and cyliu;
ders, into the principal workshop,

Here, without stopping to ex-
plain any one thing he led the
strangers along with the evident
intention of getting rid of them as
soon as possible. When they pas-
sed^where the workmen were rivet-
ing the external casing of a boiler,
the clerk looked at bis watch, tapv
ped his foot against an iron tube,
and showed other signs of impa-
tience; whereupon Mr. Wolf re-
marked, we will not d«^ain you any
longer, sir/ and with his friea^
took leave.

* This man is an imptoVemen^
on the other/ said Mr. Wolf^ bi^t
all the civility he has is on the
surface, it does not com^ ftom the
heart. We must look fuithier.'

The strangers walked on for
nearly half a milto in silenifeej when
one of them pointed to a humble
sign with the pietut^ bf a lobbmo-
tive engine with a train of cars ttn-
derneath. It oteitoppdd a anndl

*•*

KmiK'(i9t^^iM Jffmngl ^ Edua^^Hon.

[Jfcjr,

)kui B0( more thaa ton feet in
Jieigbt oobmanioatiDg with a yard
jlpd a 'wot)aihof.r «Look/ said
tlie obfieirer, ^here is a machiDiBt
Whose name is poioix oar list/ —
Probably li was t^ociglit too small
k coBcer.o' for ' o^^r purpose/ said
his companion. ^ NeTort^^e^ let
ys try it/ saicf Mr. Wolfi

The^ entered, and founj fl^t the
de^k a middle ^g/e^'mao, lifhose
'somewhat grimy ssp'ect and apron
round his waist^ showed ,(b^t he
divided his labprs betweeii the
woik8bop and the coantingrVoom.

* We want to look over your
works, if yon have no objection/
said Mr. Wolf.

' 'It will give me great pleasure
to show you all that is to ba seen/
said the mechanic, with a pleased
alacrity, ringing a hell ai)^ telling
the boy who entered to take bhargc
of the office.

' He then led the way, Qpd ex-
j^ldincd to the strangeU tl)e ^hole
process of construe ting a Ipcomo-
t}ve engine.

He showed them xhow the yarj on?
parts of machinery were uianufac-
tared, and patiently answered all
iheir questions. He toIJ them of
an improved mode of tubing boil-
ers, by which the power ^f gen-
'erutiutr' steam wag locreased, and
showed with what cure be provid-
*cd for security from Bursting.

Two hours passed rapidly away.
The' strangers were delighted with
the intelligence displayed by ' the
mechanic, and with his frank, at-
tentive and unsuspicious manner.

' Indeed, gentlemen, I have en-
joyed your visit ' said the mechan-
ic, ^ and I shall be glad to see
you again.'

< Perhaps yqu may,' said Mr.
Wolf, and the strangers departed.

Five months afterw&rds, as the
mechanio, whose means were quite
limited, sat in his o^ce^ meditat-
ing how nar^ it i^as to get business
by the s^^e of such ij^rge establish-
ments B^ wei;e bis epippcjtitors, the
two s^angera entered, ^e gave
jthem a hearty welcome, banded
chairs and all sat down.

< We come,' said Mr- Woir,
'with a proposition to yoi| fr^w the
Emperor of Bussia, to yisil St.
Petersburg..'

'From the Emperor ? impossible!'

' Here are your credentials.'

' But, gentlemen,' said the qow

agitated mechanic, ' what dops this

mean ? How haye I earned suQh

an hobior r

*§imply \)j your straigj^t-for-
warq courtesy and frankness, com-
bine4 with professional intelli-
gence/ said Mr. Wolf. 'Because we
were strangep you did not think
it necessary to treat us with cold-
ness or distrust. You saw we were
really Interested in acqaainttog
ourg^e^yes ^ith your w^rk. and
you did not ask us, before e:; tend-
ing to us your civility, what let-
ters of in|ro4uction we brought.
You meas^red us by the spirit we
showed, and ^et by the dignities
we might have exhibited.'

The mephi^nic visited St. {Peters-
burg, aqdspon' afterwards removed

'Here is a man who loves ' his \\i^ whole establishment ];here. —
prof^ion so well, that be takes He bad imperial orders Ipr^s many
pleasure in explaining its'iiiysteries locan^otive engines as he opuld
10 all who can uhderstanii them,' construct^ He has lately ' remm-
said Mr. Wolf. ' ' '" ' i ed to his'qwu country, anil js still

*I am afraid we have ^iv^n you- receiving large returns ^ f|Qiu his
a good deal of troubtei' ' said the Bussian workshop. And all tbia
Other atraog9r« - Ipnosperiiy grew out of his/piviUi

iif..'

18»0

aeoL

to two Btnngers, ooe of whoot wiii
the secret ag«Qt of the Csar of
Hossia.

THE CHILD IDEAL.

Mach has been written and said
al>oat the ideal man, and the ideal
woman, but where shall we find
the child ideal? Is it to be
foand among the teacher's of
Primary Departments ? It cer-
tainly should claim every teaceer's
attention, and especially those who
have the care of the little children,
for they, in a very great degree,
have the mental, moral and physi-
cal development of this ideal. —
In the teacher's soul should be the
vision of ckiid-lifc;

** If we carve it tkon on th« ywlding

ptone
With many a sharp incision,
Its heavenly beauty shall be onr own,
Their lives — that angel vision."

A boy stood on the school-room
steps for the first time. Upon his
brow the signet of intelligence, in
his eye the enkindling fire of en-
thusiasm and youthful hope. The
joung blood coursed sw^tly from
a heart beating with all the purity
of aff'eetion and anticipation. —
With an inquiring eye and falter-
ing step, he entered the school-
room. No kindly glance bade
him welcome — ^but with a stern,
forbidding look, the teacher mo-
tioned him a seat. The teacher's
ideal of child-life was the unruly,
troublesome piece of humanity,
that must be ruled with an iron
will and watched with a vigilant,
suspicious eye — taught to fear the
teacher, and hate the name of
ichool. Hewas tnilyShakspeare's
leacher, and his^ pupil

— thewlkiiUbg tchoolboj, with his

. ■ mtdkM ■ ■-•.■.

•• « .• . • I ••( >

And shining moraiag fkee, ereephif

like snail,
Unwilliag t« sohooL

Shall we think it strange, if all
this young life, repulsed in its no-
bler feelings, should spend itself
in mischievous pranks upon school-
mates and teacher. The truthful,
trusting confidence is gone ; the
eye has lost its earnest soul-glance,
and in its place the sly and watch-
ful look — or perhaps the flash of
anger, returned for one received
from the teacher who has not learn-
ed to control his own spirit. Soon,
too soon, the old young face, and
the evil propensities, reveal the
child ideal of the teacher. Anoth-
er teacher, who has from the beau-
tiful ia child-life, endeavored to
form his ideal, beholds in the child
before him not the mind, and acts
of riper years, but the faculties
to be developed, thoughts and acts
directed and t^indly guided. He
sees a child heart full of affection
and fond endearments ; these are
not to be checked. The eye, speak-
ing its varied language, is answer-
ed by a gl I nee of approval for acts
well performed, and of sorrow for
negligence or wrong. The thoughts
that fill the childish brain are not
thrust aside but listened to, and if
wrong kindly corrected. Innocent
pleasures are allowed, cheerful alac-
rity in the performance of duties
required, and the teacher finds de-
veloping beneath his tender cave
the high-minded, true-hearted, af-
fectionate being. Nature is beau-
tiful. Let the glad, true nature
Qome forth. Do not form the child
ideal with cold, calculating precise-
ness. Grive th^e young heart its
fill of joy, and in your .gift they
have received s^ double blessing,
the joyous pre&ent aud its happy
remembrance^ . . ^^,

. /*The thpi^ght^^f^oiqiKw

7 * .

< > '/ r» i ..

Xorih^OarottnA Jbiirkid b/ lU^ecUion.

long tiidiiglits/' reaching througli
iheir lirefi, and by asEOoiation,
throagh the lires of others.

N. F. 'Teacher.

EDUCATION OF ENGLISH G1RL8.

There are no public Schools in
England. This is owing to the
fkct that the English people con-
sider anysystem of education which
does not include the teaching of the
Christian religion, fatally defec<>
tiye. They think that the incul-
cation of their own religious faith
ought to constitute a part of the
regular routine of the daily school,
knd that this school should be un-
der the special supervision of the
pastor^ by whom they are instruct-
ed on the Sabbath. Here is the in-
superable difficulty. The church-
man insists that his catechism shall
be taught, and his minister shall
exercise supervision. This, the dis-
tenter cannot of course accede to.
Gonsequetitly, since both agree in
one thing, vie, that any system of
education which ignores Christian-
ity, or pushes it into a corner, is
seini'-iiifidel, all attempts at com-
promise fail, though the experi-
ment has been often made and urg-
ed by the combined forces of the
Government for the time being,
and the clergy of the Church of
England. Under these circum-
jMAnoes, all who can afford it send
their children to private schools,
Irhile provision is made, partially,
for the poorer clafises, by the "Na-
tional ^hooF' system, on the part
of the church, and by the '^British
and Foreign SchodP' system on the
pairt of the disseliters, in coopera-
tion wiih liberal churchmen, under
WBLth distinguished patronage as
that of Lord John Russell and the

' Th'erb Is one feature which char-
acterizes all English schools allkts^
higher or lower, and that is the Be|^
aration of the sexes. Except in
the case of very young children^
girls and boys are liot taught in the
same school. The English sense
of propriety would be greatly shock-
ed at the idea of young masters
and misses, fourteen or fifteen years
of age, being associated as school-
mates. This is an institution as
fixed and immovable, apparently,
as magna charta. The course of
studies for the two sexes, differs
considerably. Girls are taught less
of the exact sciences, and less La»
tin, but more of botany, muuic and
French . History enters much more
largely into the education of both
sexes than with us. 1 must noi
forget to say that abundant exer-
cise in the open air is reckoned aA
indispensable feature of the daily
routine in all female boarding
schools. This daily exercise is
secured by walking, more largely
than in any other way, and is not
omitted summer or winter, unless
the stress of weather is decidedly
serious. Another marked featur^
in the training of English girls, is
the entire absence of the high pres-
sjare system. They do not crowd
so many things into a given time
as we GO, or attempt to move so
rapidly over the ground marked out
You might search from John o'
Groats to Land's-end and not find
a single eirl with nervous system
shattered by too close application
at school. The English think th«4
anything in the education of their
girls, gained at the expense of
health, is purchased at much tcy
dear a pri<ie. The idea of the h^ltb
of English girls is ntYtt lost sigltt
of, from the day they tre born, ui^
til chey are married KUd leave their
father's roof. DreM, AiMi ten*

^"^^^^^^^ J

\^r^^^^ ^WM^^. •fr'r*

p^tai-« of apMtareotfl, (ten or^f*
(«Q degrees lower thuD with us, on
t^e aver^g^, io th^ wiater,) studies
i^nd exerc^se^t tifl ar^ coostaotly
regulated with a strict regard to
health. Thus habits are early es-
tablished which coQtioae through
life, aod thus a plump forai| good
health, and cheerfulness are so gen-
eral with KogUsh woiueq, and last
80 many years. — Mev, J, C, Bod-
well.

HOME EDUCATION,

Whatever defects there way be
in home education, and it is a
subject which for a long time has
engaged the attention of profound
thinkers and th^ benevolent, it is
certain that the exceptions are rare
where the moral training of the
mother is not according to her best
capacity, surrounding circumstan-
ces considered, for the benefit and
advantage of her offspring. The
mother's infiueace is often counter-
acted by the habits and example of
the father; in such carie the ma^
ternal parent is not responsible if
her care and teaching are of no
avail.

Home education, where the pa-
rents are united in sentiment,leave8
its impressioa upon the mind and
heart which can never be totally
eradicated. The principal cause
of so many departures from the path
of right is evil associations. The
mother, engaged in her household
^tffairs, has, among the majority of
tnose who are dependent upon
their labors for a livelihood, but
little time to devote to her chil-
dren ; and as soon as thej are able
to walk by themselves, they «eek
playmates, and the youthful miud
18 readily impressed for good or
erilj^ a^ordiug to the assoeiatiou^.

The effeet of these impreMioiis are
more lasting, in most c^Mie% tha^
the influence and example of par-
ents. If mothers were placed in
circumstances so that they eould
give the proper attention tp their
children, and it they had the co-
operation of their husbands, there
would be less vice in the world.

Home education is the best for
the youthful mind. The most de*
termined uian in every station of
life, will to tl^e latest period of hi^
pilgrimage, l>e influenced by the
early teachings of his mother, if
the example and the habits of the
father were in unison with her
counsel and instruction. — JVoel,

SPRING IS HERB.

Sprittg is here, the birds are slag^g
Authoms for the rosy May ;

Gales from balmy bowers are bringing
Odors for its natal day«

Hearen is smiling — ear|h is wreathing
Flowers of hope and joy and trath ;

Nature in sweet tones i? breathing
Love within the heart of youth.

Care has left the stricken bosom,
Gladness chases doubting gloom ;

Winter hopes begin to blossom,
Xafe receives its vernal bleom.

Maidens* eyes with hope are beaming^
Roses on their cheeks repose ;

Gaily pass their hours in dreaming
Of a life all free from woes.

But amid thy gle^ aod gUdnefl«i|
Mark the moments as tbey fly ;

In thy joy and in thy sadness,
Gather flowers that never die.

— SchoolmcuUr.

The edu.cation gaiued by ohsj^r-
vstion and experience, is of .th^b.
most service, for experieuce is th^,.
school in vhipKwisdooi is ^W^^

f • r

North- Ckr^na ,Xntm<it of Education.

[Mayv

AWARDING PRIZES IN SCHOOL.

How many young hearts have
4)0undec[ joyously, and how many
bright eyes have sparkled with in-
tense brightness, in anticipation of
a promised '*prize/'

Who does not remember the en-
thusiastic thrill once awakened in
in his heart at the thou<i;ht of ex-
eelling all his class-mates ? how
the life-cnrrent went rushing to his
brain, and there, by its angry daish-
ing, seemed to peril the integrity
of his cranium?

Who has not felt the kindlings
of hope and the chilling breath of,
fear, alternately elevating him to
the schoolboy's heaven, then plung-
ing him into the misty regions of
despair, as he has thought of the
probable destt nation of a mucb^
coveted prize?

It is, I believe, pretty generally
conceded that the practice of
awarding prizes for superior schol-
arabip is attended with results both
good and evil ; but which of these
predominates is still a tnooted ques-
tioo — a question which the writer
does not, of course, ezpeet to set-
tle, but one in which there is a
community of interest — one, too,
which should claim at least a pas-
sing thought from every practical
teacher.

As incentives to study, there is,
without doubt, a wondrous potency
\npnze8] but, enwrapped within
this mighty force, may there not
lurk ''a canker worm of woe?'^'
How often Ambition, that ^'glori-
ous cheat," in producing a literary
hero, has developed a moral mon-
ster ! Inspired thus, how eagerly
has the young aspirant for class-
pre-eminence seized his book, and,
with a zeal akiu to that which fired
the Boul of great Napoleoa, CP*

pled to his memory tboae dull and
prosy facts which hitherto ha<}
rendered the pages of his text-book
odious. A new afflatus has seized
him, and now every faculty of hie
soul pays tribute to this one wish
of (burpassing his fellows. He is
bound to win. Pay and uTght he
bends unflinchingly to his task ;
but suddenly a shadow /Hits across
his brow — *'a change is coming
o'er his dream" — he sees another
breast to breast with him in the
exciting race ; yet he wiU not he
outdone. One more effort, into
which he throws the concentrated
energies of his triune being, brings
him again in advance of his com-
petitor ; for a moment a smile of
triumph curls his quivering lip,
but it passes, and Bis face puts on
a look that tells of gangrene in the
soul.

His fellow-student, no more
faithful, no more persevering than
he, but endowed with a larger share
of physical stamina, has surpassed
him. What boots it now that he
has toiled so earnestly ? The cy-
nosure of his hopes is torn from his
mental sky, and borne in triumph
by a bated rival.

The laurel which long had waved
so winningly above him is destined
for another's brow. He sees a
stately form walk forth with con-
scious triumph in his tread, and
the multitude, evev ready to glori-
fy success, break forth in pseans
for the victor, who now, with self-
complacent air, bends his proud
head to receive the glorious wreath
which distinguishes the wearer with
the < ^highest honors of his class. '^

And now perchance a look of
pity from sooie generous-souled
school-fellows meets the glanoe of
the uDsnccessful aspirant. Hu-
manity is weak, and he is only
maddened by this hcnest; weU-*

1»59.3

Awarding Pr%ze$ m StlUalU.

kleant sympathy. He had looked
fi>r adi^rotionl-diBappointed of
this, pittf is to him but ^'apples of
i^dom/^ His pride revolts^ and
With scorn upon his face and ha-
tred in his heart, he resolves to
nnmble his more fortunate rival.
He feels that he is wronged, in-
jured, abused, and in the bitter*
tKSs of his envy tortured soul, he
"Wishes the laurel-crowned hero a
thoasaod deaths; nor does he scru-
ple to employ the basest means to
i^ar the leputation of his Compet-
itor. Oh ! ^twere a pity to i'ouse
such passioDS in the human heart.
^ purer, nobler inspiration, me-
thinks should fire the youthful
fpirit.

A desire for great mental at-
tainment, if bom of right motives,
is praiseworthy; but a wish to
oUt^vie another is base, ignoble, of
the earth, earthy ; it consumes all
the better feelings of the soul, and
drives away those good angels
wkioh else would come with soft-
est footfall, and by their sweet ce-
lestial whisperings, awaken echoes
in the heart, pure and musical as
the song of seraph.

Let not the goal toward which
the student strives, be a limit that
he ma.j reach only by planting his
foot upon the neck of his fellow ;
but let it be a broad platform, far
up the literary steep, where a hoH
of victors may share eoual honors
— where ^^iaurels drenched in pure
Parnassian dews'' may crown alike
« myriad of literary heroes.

Let prises material and immateri-
al, motives drawn from earth and
heaven, be held up to the school-
boy's vision. Give him smiles,
toaim«i2datioQs,/nc^ure-6ooA;«, *'po'
enUf^' if you like — anything to en-
haooe his love of learaiagy his ar^
do7 for schdastb victory. Let hi;
student life be a O0Dttnaal*^dVDtiM^ i

but let his battles be with books^
and not ?(ith a vital organism kin-
dred to his own, which thinks and
feels, and hopes and fi^ars, mi loves
and hates, as arcfentlj ail he.

By awarding prises to certain
grades 0f Scholarship to which ev-
ery faithful student may attain, in-
stead of to a solitary individual,
who shall surpdis aU the rest ^ may
not a healtfafttl stimulus be given
to the student, without arousing
that narrow selfishness which wins
renown only by robbing another.
May not a magnanimity of soul be
thus developed, which, blended
with literary fame, shall constitute
a lasting column of renown, partf
and stainless as the virgin snow.

Then shall there be intellectual
triumphs without compromise of
conscience, and mind may win and
wear its coronet of gems free from
that ostentatious pride which in*
flates the self-adoring conqueror.
A student thus inspired, actuated
only by right, God-given motives,
shall enter on his goodly heritage
of fame with soul unscathed, breath-
ing an atmosphere of peace, pure^
as the breezes that murmured^
through the groves of Paradise.
Indiana /School JoumaL

MATHEMATICAL QUESTIONS.

1. When some men have attain-
ed a certain degrod of eminence ^
and have gained titles and honors
in church ifAd stiate, ttiey seem to
think Uiat t&ey are n6t to be gov-
erned by the oidinairy rules of so-
cial intercourse, civil society, and
diristian courtesy; how much eihi^
n^nce will entitle them to diste^
gsyrd all tKese ?

2. If a man oaitdot siitooit hi»'

'>»

Jim^4 bf Mu^im^

^ few years i^ we knew of one
in tibisstikte who could not feed his
eMIdren, or send, them to scliool ;
tmiwho kept several dogs, and
hired ont his children to get provi •
sionSy and when thej had earned
them, fbd his dogs in prdferenoe
to his children. F*

■3BSZ

FBB£ SCHOOLS.

A QOirrespondent of the. Wakhr
mgtim Dispatch suggests some
things that deserre the attention
of all who feel an interest in the
progress of general education :

Mr, Editor: — ^there is a grow-
ing interest manifested by the
people of this county in regard to
the manageinent of our free schools.
If properly managed, these schools
may be of vast benefit to our chil-
dren apd to our country, but if
badly conducted by the employ-
ment of incompetent teachers, the
money is not only wasted, but it is
brought in competition with pri>
Tate means employed to sustain
schools of a higher order.

Our free school system has now
been in operation many years, and
if we bave made any progress,
which I believe is the case, we
should, I think, advaoce a little
as a general rule, in the standard
of qualifications of our teachers.

In some of the sparsely settled
districts of our county, it has been
found diffif ult to k^ep up private
schools when brought in conflict
with free schools, because the lat-
ter would take away from the for-
mer some part of its patronage,
and the children who remained at
the private school deprived no bene-
fit from the free school fund, there-
by causing dissatisfaction.

Another difficulty arises firom
the fact that good teachers oan&oA
gedferally bfs obtained for a lesi
tiifib than a year, while the free
sciibol money will only pay for
about one-fourth that time. Hence
private schools are injured or bro-
ken down by the free schools, and
when the latter become exhausted,
the district is left without a scliool.

The fVee schools have no doubt
been managed by those having the
control of them as well as the cir-'
cum stances of the cas^ wodld ad-
mit, Unless they had been aided
more liberally by men of means in
theit districts. Indeed in somd
distriijts, good teachers have been
employed, both private and fcee?
schools have bcfen sustained with
spirit, and the children have been
advanced. This might be the case
in many districts, if the men of
means residing within them, would
lend a helping hand.

I would therefore suggest^ that
in those districts where the patron-
age is insufficient to sustain iKihools
through the year, that the promi-
nent men of the district employ
upon their own responsibility good
teachers by the year, — that this
school be made free for so much
of the year as the public fund wiH
sustain it and private, the balance
of the time. The children by bav-
in an uninterrupted course of in-
struction from good teaefaers, would
be vastly more benefitted than by
the present plan of confining them
to a few months instruction in the
year. And I presume, there is not
a school district in the county, in
which ther* do not reside some
ktndhearted individuals, who would
pay for the tuition of the few poor
children in their district at the
private achools, so that they could
have the privilege of going both

to the private and free Behp9l9

- --* jif. '"■•'^- " ■ - ■»

185d.]

Chronology^

145

without interruption. To do so,
would confer a great blessing at.
very little expense, besides the
happiness derived from the per-
formance of a benevolent act, and
they might at some future day re-
joice to see the livln^<: evidences of
the good they had done, in the
improvement in intelligence of the
rising generatiod around them,
and perchance they might find
concealed within the tattered garb
of some poor child a diamond,
which though dimmed by the dark-
ness of ignorance, would with the
aid of a little light, shine with re-
splendent lustre. X.

CHRONOLOGY.

It is of the utmost importance in
Btudyiog history to remember the
dates of events ; but most persons
£nd this a most difficult matter.
They must take pains, and use ef-
forts to that end. And without a-
dopting any artificial system of mne-
monics, every man must make his
own ; the aid derived from associat-
ing one thing with another, arises
greatly from the effort of the mind
in connecting them together; this
impresses them on the memory.
And often the more ridiculous the
association the better it answers the
purpose. We may compare the
date of an event after Christ, with
another about as long before hh
birth ; forinstance Rome was found-
ed, according to the common ac-
count 753 years before Christ, but
there is no important event men-
tioned in the Bible about that time ;
it is about the birth of King Heze-
kiah. But it is generally believed
that the temporal power of the Pope
«f Home began about the same num-
ber of years after Christ.
12

Whenever we can find any date
in profane history that agrees with
one in the Bible, it is a great ad-
vantage to connect them. Thus, a
certain writer siys, '' The 70 years
of Babylonian captivity began in
the 4th year of Jehoiakim, which
Jeremiah calls the first year of
Nebuchadnezzar king of Babylon,
(Jer. ch. XXV : 1.) This is the
earliest recorded synchronism be-
tween sicred and profane history,
and it introduces a series of such
synchronisms which come to view
in this concluding portion of the
Old Testament. It is solely by
means of these double dates, that
we are able to settle the chronology
of the Old Testament, with any-
thing like precision in terms of our
own era.

We can aid the memory by no-
ticing that one event coincides near-
ly or quite with another, as the ac-
ce=5sion of Charles Y. to the throne,
1519 A. D., coincides with the be-
ginning of the Reformation by Lu-
ther. Or an event is so long be-
fore or after another as the latter,
just mentioned, is 100 years before
the landing of the Pilgrims at Ply-
mouth.

The whole duration of the Van-
dal Kingdom in Africa was about
100 years. Just as in Geoijraphy
it is useful to have out-line maps
to fill up, so in chronology it is well
to have larger portions of history
divided off into periods, as points
of reference ; and then to fill up
the spaces betweei.

The Middle Ages make about
1000 years, from A. D. 395, when
the Roman Empire was finally di-
vided if: to east and wes*^, between
Arcadiusand Hororius,tothe down-
fall of Constantinople in 1453.
This period is divided into four
parts : 1. From 395 to 800 when
Charlemagne was crowned emperor

146

Itorth'Oar^Hfia Journal of Education.

[May,

of the west. 2. From that to Pope
Gregory Vn, 1073. 3, From that
to Pope Boniface VIII., when the
power of the popes was carried to its
greatest height. 4 The last ends at
the capture of CoQBtantinople by the
Turks, 1453.

So we might take the History of
France. The French monarchy
was established by Clovis, the first
of the Merovingian kings of whom
much is known, 481. In 752,
Pepin le Bref founded the Carlo-
vingian race of kings. In 987,
Hugh Capet founded a new dynas-
ty, which continued till the Kevo-
lution. 1793.

Julius Csesar first visited Eng-
land) B. C. 55, but it was not till
A. D. 43, that the Komans con-
quered the island. They were ob-
liged to withdraw, and the Saxons
came over in 449 ; the Normans
conquered it in 1066 ; the great
revolution was in 1688.

These make very convenient di-
visions. Singular coincidences may
be noticed, and this will help the
memory. Home was founded by
Komulus 753 years before Christ ;
it was destroyed under the reign of
Romulus Aregustnlus, A. D. 476,
making about 1-00 years. It be-
gan and end^ with one of the same
name; Consttintine, A. D. 330,
founded the city that bore his Uiime.
In 1493, it was taken when anoth«)r
Constantine was on the throne; and
moreover the new Mohammedan
kingdom that sutceeded was by
Mohammed IL

The great era of Mohammed is
622 A. D. He reigned 10 years ;
bis successor was Abu Beker 2
years ; next came Omar 10 years ;
then Ottoman 11 years ; then Ali,
the sons-in-law of Mohammed 6
years, making about 10 years, when
a new Caliphate was established by
Moaviah. Now Me wiiat a suooes-

sion of names, and how the initials
almost spell the name of the found-
er, Ma-o-o-am.

In 911 the last descendant of
Charlemagne died in Germany ;
the crown became elective. The
order of succession for about 100
years,in this the 10th century most-
ly is Conrad L, Henry I., Otho L,
OthoIL, Otho III., Henry II.,
Conrad II.

The initials will come C. H. O.
O. 0. H. C, the three Os may
equal the three cyphers in 1000.
These correspondences are unim-
portant, but they may aid in re-
membering the dates. And so any
one, without any artificial system
of Mnemonics, with a little con-
trivance can facilitate the remem*
bering of dates, generally the most
difficult to recollect. E. F. E.

WHEN WAS THE BIRTH OF
CHRIST ?

Since God works all things by
number, weight and measure, it is
probable also that he arranges
events in time according to a reg-
ular system. So we are told that
^^when the fulness of time wag
come God sent forth his Son." So
of Anti-Christ, "that he might be
revealed in his own time."

We "should suppose, judging be-
forehand, that the i>irth of Christ
would occur at the close of some
great and exact period. It is said
that the whole tima that elapsed
from the Creation U> the birth of
Christ has been stated with 140
variations, but the most commonly
received opinion is that it was 4000
years.

But it seems that no one thought
of making it an era from which to
date events till it was proposed by
a monk, Dionysius £xiguus, who
died A. D. 556, and be miscalcala^

1859.]

Birth of thrUt

ted the time, so that the Chmttao
world ever since has been in an
error of about 4 years.

Hence in oar large Bibles it is
pat down 4 J 04 years from Oreation
to the era from which our reckon-
ing begins, which ii not the real
one, but 4 years this side of the
true time. The use of this era did
not become universal in Christen-
dom till the 15th century. The
interval or gap between the real
era and the one adopted may be iU
lostraied in this way : Suppose a
company of men measure the dis
tance on the earth from a certain
place towards another and find it
4000 miles ; they set up a monu-
ment or make a mark there. A
long time after, when this mark is
erased, or ^tbis monument is de-
stroyed, another set of men want to
extend the measurement further
on. They take the chain and go
to find where the other company
stopped ; they make a mistake, and
fail of going back far enough by
4 miles, and this space between the
Salter is left unmeasured. Our
present year then ought to be not
1859 but 1863.

Even now, however, the exact
length of this interval is not deter-
mined. J ustin Martyr who suffered
in the 2d century makes a remark
from which weioterthat he thought
the birth of Christ to have been 5
yeitrs before tbe vulgar era. Ire-
Dueus who also lived in the 2d cen-
tury, says that Christ was born
about the 41st year of the reign of
Augustus Csesar, which would
bring it 4 years before the present
era. From the writings ofTur-
tuUian it would seem that he be-
lieved it 4 or 5 y«ars earlier than
we now reckon.

One of the m<Mt thorough recent
works on Chronology, arrives at a
eoBJeetmral date^ the 8th •f De-

cember in the 5th year before the
present era. It is plain then that
the so called Christmas is without
any foundation. Dr. Lardner is
disposed to place the birth of our
Saviour about the autumnal equi-
nox.

1st. Because the latter end of
December was by no means an eli-
gible time for making an enroll-
ment (taxing,) and was very in-
convenient for travelling.

2d. It is not likely that shep*
herds would then be out watching
their flocks in the open fields. —
We are told by those visiting that
country that in this month ''the
weather is cold and piercing and
sometimes fatal to those not inured
to the climate, but rain is more
common than snow»" " During the
months of November and Decem*
her the rains continue to fall heav-
ily." It was not observed at all
.in the early Church till between
the third and fourth centuries, and
then the day could not be deter-
mined.

Perhaps it was divinely directed
so, to prevfent any superstitious use
of it. In fact it was adopted from
the heathen Romans, and came in
place of a festival called the Satur-
nalia, which was celebrated about
that time of the year. Ttiis origin
of it does not much recommend it
to us. Neither the year, nor the
month, nor the day ot this great
event is absolutely determined.

£i. F. Iv.

Not a tree,

A plant, a leaf, a blossom, but contains

A folio volume. We ntay read, and
read.

And read again, and still find some-
thing new,

Something to pleiise, and something to
instruct

Srea in the humble weed.

I4S North- OarolUa Journal of JBducaiion, - [^7'

Cuinmon St\tid gtpartmtni

OFFICE OP SUP. OF COMMON SCHOOLS OF N. C, \

May, 1859. /

To the Committees appointed to exumine and pass on the qualijica'
tions of those wishing to teach Common Schools: Seventh .Annual
Letter of instructions and suggestions.

Gentlemen : — Your official po-
sition is becomiDg one of tfao most
important in North-Carolina.

That you may understand the

by you, and all are required to pre-
sent themselves before you every
year for examination and approval.
This is a simple statement of some

force of this assertion and appreci- foi the facts of your situation ; and
ate the responsibilities of your situ- 1 surely it is well calculated to im-
ation I would urge you to keep in ! press you with a sense of heavy re-
mind the following facts: there are I sponsibility to God and to your
io the State at. last two hundred and i country.

twenty-iiyethousand white children | Whoever may enjoy the honors,
between the ages of six and twen- \ and fill the high places of apparent
ty-ooe. I power in that country, its future

Of these, one hundred and fifty i destiny, under Providence, is to a

thousand, at the lowest estimate,
are receiving instruction in the

great extent in your hands ; ani if
our system continues to revolve in

Common Schoo-s; nnd we may safely , its present orbit, the rooms where
calculate that one hundred and sev- \ you conduct your examinations may
enty-five thousand, orseven-nintbs ', be considered as the true hplls of
of the rifting generations will, under legislation, the cabinets where the

God, owe more or less of their men-
tal and moral character to the Com-
mon School Syfitem.

Upon this system is annually ex-

policy of the country is shaped for
ages to come.

The principles that are to govern
the world, do not always proceed

pended nearly three hundred thou- , from its high places ; and meo who
sand dollars, ninety-five per cent, are unknown and unobserved are
of which is paid for teaching ; and often sowing, in the fallows of time,
it employs atkast twenty-five huo- the seeds which are to ripen into
dred teachers, all of whom come | harvests of good or evil in the fi]>
annually before you, and are, to a | ture.

great extent, dependent on you for | You are certainly thus sowing ;
their position and influence. i and no class of men in the State

You have a right, and it is your | has more need of the help and
duty critically to examine into the guidance of Him who is the Au*
moral and mental qualifications of | tbor and Giyer of every good gift,
this whole body of teachers; and! The first and most essential quali-

while none can be employed at the
public expense without an endorse-
ment of their character and fitness
by you, the grade of each is fixed

fication of every good Examining
Committee is a true sense of its ob-
ligations, and an humble and sin-
cere, desire to be guided, ia their

1869.]

Chmmon Schoot Department,

I4»

discharc^e, by the Spirit of God.

He should be looked to aa the
Architect aod Bailderof the House
we would rear — and we should re-
gard ourselves as uoder-laborers,
workers tos^ether with Him. The
older I become the more I am satis-
fied that the man deceives himself
who supposes that he can be a pa-
triot and philauthropist in the high-
est sense of the terms, and yet be
a disbeliever in the oae living and
true God, of whom, aod from whom
and to whom are all things.

For, not to refer to other essen-
tial considerations, it is necessary
to the character of such a one to be-
lieve in the eternity and invinci-
bility of Truth ; and in a world
like ours it is impossible to have
such faith without a belief in an
eternal, almighty, space-pervading
and perfectly holy Deity from whom
all truth and right proceed, and
who wiJl maintain them against all
apparent odds.

JSuch confidence is eminently be-
coming in those who labor in the
positions which you and I occupy;
and with such views we can en-
courage ourselves under every dif-
ficulty, and be always enabled to
know that whatever may be pre-
sent appearances and circumstances,
if we have a true zeal for the honor
of God, our work shall not be in
Tain.

Let us, then, dedicate the Great
House which we are building to
His glory — let us look to Him as
the Chief Architect and seek His
guidance in our labors and His fa-
vor as our reward, and we have
pothing to fear.

We can do all this — feeling 'a
personal dependence on God, and
asking His direction and blessing
6n all our official labors, without
Acting in such a way as to cause or
connt^snanee sectariaii a«ttetion in

the schools ; and as far as our di-
rect religious influence in these ta
concerned it must" be exerted by
example, by precept and admoni-
tion, and by excluding immoral and
infidel teachers from them.

You cannot be too watchful in
this respect ; and I would again,
kindly, but earnestly, admonish you
firmly to refuse certificates to all
persons who do not furnish satisfac*
tory evidences of good moral char-
acter.

It is your right and your duty
rigidly to enforce this rule without
exceptions, for any cause.

I have given my views so fully,
in former communications, with re-
gard to the mental qualifications of
teachers, that it would be necessary
to add but little now but for the
fact that the examining committee
has probably been changed in a
number of counties.

For this reason I here repeat a
portion of my last Annual Letter,
which I deem worthy of your con-
sideration now; and will briefly
add a few other suggestions suited
to our present circumstances.

**The wants of the public and the
condition of the system of schools
are now tolerably well understood
and appreciated; and while all
that is needed cannot yet be ac-
complished, we are steadily advan-
cing with cautious steps, in a sys-
tematic plan for th« reformation
and elevation of the schools.

A very large portion of the
parents of the State, having been
deprived of the blessings of edih-
cation, are necessarily liable to
honest errors as to the kind of in-
struction which their children need;
and while this continues to be the
case it cannot be expected that
teachers of high qualifiations will
be every where appreciated. It
is every way wise and just to make

North' Carolina Journal of BdvMMon.

[May^

allowances for the mistaken pre-
judices of those who did not enjoy
the opportunities of instruction
now conferred on their children;
and while this class is now almost
universally in favor of education,
we should be satisfied with this
great victory of the came, and
not endanger its further success by
violent and ultra measures in re-
gard to the best kind of education
and the most efficient method of
imparting it.

Let us ever keep in mind that
the mighty cause at stake is that
of the univer&al education of the
people with whom we have to deal.

We are not discussing plans for
the government of a school for a
particular class. We are managing
a system whose object 's to afford
instruction to tbe children of eve-
ry citizen, whether he be educa-
ted or not, and to obliterate from
the community that vast mass of
ignorance which has, heretofore,
cast such a dark cloud over the
prospects of our State. We can-
not educate these people against
their will; and considering that the
chief difficulties in our way are the
inevitable result of the very ig-
norance which we wish to remove,
every consideration of prudence,
of justice and of patriotism calls
on us to be patient, to be tolerant
of honest mistakes, to be diligent,
and to be faithful to our great
cause by making the most of cir-
eamstauces.

Having said this much in true
justification of the plan which I
have uniformly urged of endeavor-
ing to elevate the standard of
teachers cautiously, gradually, and
as fast as a wise regard for the real
interests at stake wonld permit,
and no faster, I now proceed re^
spectfully and earnestly to urge on
^our attention certain suggestion b

which, I believe, our present cir-
cumstancee fully warrant.

To Elevate the Standard of Teachers In/
Enlarging the Oourte cf Studies^

1. We are now in a condition to
elevate the standard of teachers
more rapidly than heretofore. —
The examining committees have
become a fixed part of the com-
mon school machinery ; and teach-
ers and people, seeing and feeling
the propriety and necessity of thia
feature of our system, yield a
very general obedience to the laws
in regard to it. Almost all clas-
ses of the people are pervaded with
more correct ideas as to what is
necessarj in a good teacher ; and
teachers themselves, as a body,
have vastly improved, and have
also had ample opportunity and
full warning to prepare for a step
in advance of our present position.

The time has therefore come, to
require teachers more generally to
give instruction in all the essen-
tial and elementary branches of an
English education ; and among
these essential branches are Gram-
mar and Geography. Few teach-
ers can now give any excuse for
not having some knowledge of
these branches — and such are the
facilities for learning, in almost
every neighborhood, and often in
families, and such the cheapness
and character of text books that no
one who can read, and who has
capacity and who expects to de-
vote hin^ or herself lo the busi-
ness of teaching, can have any ex-
cuse but that of laziness for ijr-
norance of these branches.

There is now scarcely any com-
munity in the State where a teach*

er, desiring lo learn these studies,
cannot find some one able and wil-
ling to give such assistance as is
n/}eded to promote his progress ;

1S59.]

Cf>mmwi School DqMrlment

and, in fact, a matured mind cau
easily acquire a knowledge of Ge-
ography without an instructor.

No one can read or write cor-
rectly without a knowledge of
Grammar; and if there were no
insuperable opposition on the
part of parents, it should be intro-
duced in some of its elementary
forms, as soon as the child is able
to read and to understand a rule
for the construction of a sentence.
The principles of Grammar should
be insensibly interwoven with all
our earliest instruction, after leav-
ing the spelling-book ; and in this
age of discovery, of territorial ex-
pansion on the part of our Gov-
ernment, of rapid Commercial in-
tercourse among all nations,and of
intimate and extended interna-
tional connections and interests in
all parts of the world, Geography
is an all-important branch of study
to ever class of children.

The smsrHest farmer in the inte-
rior of North Carolina has now a
direct and acknowledged interest in
the revolutions in Cbina and the
explorations in the heart of Africa;
and it is impossible to read satisfac-
toiily and understandingly a village
newspaper without geographical
knowledge. Every mind that wish-
es to be (rell and practically inform-
ed is now turned to the map of the
world ; and the teacher who feels
no interest and no curiosity on this
subject, cannot feel any interest in
the affairs of the world or the prog-
ress of things, and is, therefore, un-
fit for the position of instructor of
his fellow-beings.

I know well by expeiience and
'observation that Geography, as a
general thing, is the most interest-
ing of all studies, to children —
they have a natural curiosity about
the manners, the people and the
scenes of different cpuntrieS; and

they will learn to read sooner in a
good Geography than in any otbar
work. The reudinp; of geography
is like traveling — there is a per-
petual and interesting- change of
scenes and incidents, and the mind
is more easily impressed with ideas
than in any other way.

It is, therefore, inexcusable in
a teacher of matured faculties not
to know nor want to know the
principles of Geography.

The mere ignorance of the sci-
ence is not in itself by any meana
the worst sign of his qualifications
for the important post of instruc-
tor of others ; it is the fact that
this ignorance generally indicates
a most narrow range of thought,
and a great want of that kind of
interest in the affairs of the world
which is an essential element of
usefulness, that renders him un-
fit for the position he seeks.

To Elevate the standard of Teachers by
Requiring more Tkoroughness in the
Studies Taught,

2. It is full time to require more
thorough knowledge in all the
branches taught; and to make the
examination, on each particular
study, mOkTC full all and searching
than heretofore. There are now
many teachers who have passed a
number of examinations ; and the
fact that these have so often ob-
tained your sanction to teach^ so
far from being a reson for a light
or careless examination, constitutes
the strongest argument for a more
stringent course on your part. —
They have had time and opportu-
nity to improve ; and I most re-
spectfully submit that it is your
duty to see that they have made
progress commensurate with their
opportunities.

And here permit me to call
your special attention to an evil

I6d

North- Carolina JoumaJ of Hdueation,

[May,

wbich deniaDdfl ao immediate rem
cdj.

A teacher of respectable moral
character, and very anxious to
<ret a school, passes a tolerable ez-
nrniaatioD, and, under the circura-
Stanees^ he properly gets a certifi-
cate; and after a year spent in
teaching, he again presents him-
self to the exauiiuiuii: committee. I
The committee is in a hurry, and
as his applicant has once psssed an
examination, they ask him but few
questions; and when he returns
again his third certificate is still
more easily obtained than the se-
cond because he has been twice
licensed before.

This principle of action is wholly j
wrong, and will produce consequon- 1
ces exactly the opposite of those i
intended by annual examiuatious. i
Every teacher at each renew a' <^f
his or her certificate ought to be
more critically examined on all
tJie brandies on which he or she \
hadjormerly passed; and if this |
just and important rule Ls constant- |
ly put in practice, the standard of
qualifications will be surely elevat-
ed, while its neglect will prevent
much of the good intended to be
produced by these annual renew-
als.

To elevate the ataAtlard of teachers by re.
quiring themi to avail ^themselves of
means within their reach for improve-
ment.

3. It is clearly the right of the
examining committee to test the
character and qualifications of ap-
plicants for license to teach, by
enquiring into their disposition to
avail themselves of all the proper
means within their reach to pre-
pare for the faithful discharge of
the duties of the vocation to which
they aspire.

A number of measures, design-
ed to facilitate the improvement

of teachers, have emanated from
this office, and been sustained by
public opinion; and they have
the recommeodatioQ of being with-
in the pecuniary means of all, and
of haviug been used with eminent
success in maoj other States.

Amons: these ie the formation
of Sute, District and County Edu-
cational Associations; and the
publication of a Journal wholly
devoted the interests of education
and frei«;hted with contributions
from experienced and intelligent
teachers of every class and in every
part of the State.

Every teacher is able to take
one copy of this Journal and to
pay the cost of membership in au
Educational Association ; and I
respectfully suggest that it is part
of your duties to exasiaine all ap-
plicants for certificates as to their
disposition and conduct with re-
gard to these matters.

All male teachers, who have
once been licensed, should be ask-
ed if they have joined that State
Educational Association, or are
are members of any County or
District Society of the kind ; and
if they answer in the negative, it is
proper to enquire into the reasons
of their failure to avail themselves
of such means of improvement.

The nature and objects of suoh
associations should be explamed
to them, and they should be given
to understand that proper efforts
to aid in organizing county socie-
ties of teachers for mutual im-
provement are a part of their duties
and cannot be neglected without
affecting their geneal character and
standing with the examining com-
mittee.

N. C. Journal of Educalion,

I would especially urge that you
ask ail; male and femalei if thej

1859.]

Comtnon School Department

158

take the *' North Garolioa Journal
of Eduoation/' and where teachers
of experieace are found to be with-
out this or any other educational
periodical, or any work on the sub-
ject of teaching, wholly neglecting
such means of improvement,
that they be Examined with the
most critical care, and with the
least allowance for deEciencies.

It is the manifest duty of all
persons following occupations in
which others are interested, to use
all the means within their reach
to qualify themselves for their vo-
cation ; and as it has been a con-
stant subject of complaint that
many common school teachers for
the want of means of knowino:
better, or from other causes, do
not readily abandon bad habits,
or acquire more enlarged ideas of
the duties of their calling, they
should, whenever is it practicable,
be forced into positions where,
without hardship or any burden-
some expense, they will at least
be in the way of improvement.

They owe it to their own char-
acters, and to the public deeply
interested in their characters, to
avail themselves of all such means
as they can well afford, to gain
information necessary to the faith-
ful and useful discharge of their
duties; and t6 be unwilling to
spare a single d(^lar for such a
purpose argues a narrowness of
yi^on, or an indifference to the
aacred obligations of the teacher
which the public should know,
and which should meet with your
unqualified disapprobation/'

Common School Regiattr,

4. The Common School B«|gis-
ter is now in the hands of all, or
most of the chairmen of the State.

This is a new feature in our
€«hool«i| and at first will cause

some difficulty ; but the chief ob-
jection to it will Ji)e found in the
incapacity or want of diligence on
the part of those whose business it
is to fill the blanks.

I regret to have ""to admit that
there are not a few teachers who
would oppose any regulation which
required them to use that ordiuary
care and subjected them to that
feeling of responsibility to the com-
munity which are expected in all
other occupants of public trusts.

It is hoped, however, that the
great majority are actuated by a
more enlightened and just sense of
their duties, and that they will b«^
pleased with an opportunity of
showing by a public record an evi-
dence of their industry and fideli-

The Register contains full and
plain instructions as to the manner
in which it is to be kept, and the
labor of filling the blanks is very
light, while, to be able to fill them
properly, requires daily attention to
the progress of each scholar, one
of the most natural, elementary and
indispensable duties of every teach-
er in every class of schools.

To endeavor to understand this
Register and to keep upon its pages
a proper record, w;ll be a pleasing
recreation to the diligent and care-
ful, and it will tend to form better
habits in those who are differently
inclined.

It will be a test of the fidelity,
the capacity and the industry of
teachers — will accustom them to
feelings of responsibility and hab»^
its of order and care ) and though,
it may bo clumsily kept in many
instances, it will inevitably exer-
cise, in every case, a wholesome in-
fluence on those whose business it
is to complete the record. Its ef-
fect upon the pupils cannot but be,
in the main, of a beneficial charac-

North- Chrolina Journal of EdvKation.

[Msyv

ter, EDd it will be iostmotiDg and
useful to parents^ to the school of-
ficers and to the public.

I desire, therefore, respectfully
to request and urge you, as far as
jioesible, to comply with the re-
quiremeDts of the Law on this sub-
ject ; and as it is easier to form
good habits in commeuciDg an en-
terprise, than to corree« bad o»es
after a carelet^s beginuing, let us
use our best efforts to start righi in
this important improvement.

I l^now that there is trouble in-
volved in this reform, but permit
Qie kindly to remind you that the
less ability or disposition teachers
have to make a record of the man-
ner in which they discharge their
duties, the greater the necessity
fpr a work of this kind.

It is time for them to begin to
keep accpunts, and if they cannot
make a handsome record, they can
at least.endeavor to learn by making
tibe attempt.

Where these attempts are awk-
wardly made, the pages of the
Register may not present a credi-
table appearance, nevertheless,
good will be done, for the ieacher
will have undergone a wholesomi
exercise, and he and the publio will
better understand his capacity.

Let us, therefore, look all the
difficulties connected with this new
attempt calmly in the face, and let
us remember that there are obsta-
cles in the way of every useful en-
terprise, and that while they grow
continually in numbed and impor-
tance before a timid policy, they
we best avoided by meeting and
overcoming them with prudence,
patience and energy.

Ttaeher^ HalU.

5. A great drawback to your use-
folnesa is the want of a iixed and

suitable place iu which to conduct
your examinations.

On this account, and for other
reasons to which I need not here
allude, I desire to sec a Teachers'
Hall elected in every county; and
if spared I intend to lay before the
public at an early day, and to press
certain views which I have on this
subject, and which I deem of great
importance.

Suffice it to say now that I hope,
if spared, to see, in the course of a
few years, a neat and conun.odiou&
edifice in every County, erected
for the use of the officers and teach*
ers of Common Schools, furaishing
a convenient place for your exam-
inations, for meetings of teachers,
for public lectures on education,
for County libriries and cabinets
of minerals and fossils, and afford-
ing, an evidence impressive and
substantial of the existence and
progress of the great interest of
the State, her Common SchM>l
system.

Assuring you of iny continued
sympathy, and constant and anx-
ious desire to co-operate with youi
in efforts to elevate the standard,
of teachers, I am, with mucli re-
spect, your friend fellow-laborer,
C. H. WILEY,

Sup. of Common Schools for the Slate.

Three copies of this letter are-
sent to every Chairman, one for
each member of the examining
committee.

GLOBES.

Some time since we took oc-
casion to say a word on the utility
of artificial globes, as a means of
saving much time iu the study of
Geography and Astronomy, and we
are glad' to know that our sugges-
tiocFoa the subject have not been

16M.]

Cbmman Seikool Ikpartmeni,

offered in vaio. There is a grow-
ing disposition among the friends
of popalar education, not only in
Philadelphia bat throughout the
State, to have globes introduoed
into the Common Schools general-
ly. All that is trainable in our
system of education we have deriv-
ed from the Germans and French ;
but hitherto we have neglected to
follow the example of either in ren-
dering the use of the globes a pri-
mary study. This is no longer to be
the case. We believe that the
Shool Committees in all the prin-
cipal States of the Union have re-
solved to adopt the G-erman and
French plan. This step will be
followed by the extensive introduc-
tion of &rtificial globes into private
families ; because eyen thoso par-
ents, whose early education has
been neglected, will be convinced
of their utility in visiting the Com
mon Schools. The great advant-
age afforded by Globes, hy that
they enable the student, whether
young or old, to solve various in-
teresting and curious problems in
Geography and Astronomy, which
without their aid, would require
an amount of scientific knowledaje
which is possessed only by the
small minority, even among the
best educated. No globes have
ever been imported either from
Paris or London more accurate and
elegant, or more durable than those
manufactured by the Messrs.
Moore^& Nims, of Troy, N. Y.—
It is these thac ar^ now used in
our principal Colleges and High
Schools; and no intelligent person
can examine tkem without feeling
satisfied that they eminently de-
8er^ e that distinction — Piladtfphia
Daily News.

'^MuUum, non multa" was a
Roman proverb, and has been well

rendered — ''Better know every-
thing of something, than some*
thing of everything." Let all you
undertake to learn, be so learned,
that you may rely with confidence
upon your knowledge of it.

How TO TAKE Life. — Take it
like a man. Take it just as though
it was — as it is — an earnest, vital,
essential affair. Take it just as
though you were born to the task
of performing a merry part in it
— as though the world had waited
for your coming. Take it as
thoup;h it was a grand opportunity
to do and to achieve, to carry for-
ward groat and good schemes ; to
help and cheer a suffering, weary,
it may be a heart broken brother.
The f ict is, life is undervalued by
a great majority of mankind. It
is not made half as much of as
should be the case. Where is the
man or woman who accomplishes
one tithe of what might be done ?
who cannot look back upon oppoF-
tunities lost, plans unachieved,
thoughts crushed, aspirations un*
t'llfilled, and all caused from the
lack of the necessary and possible
effort ? If we knew better how to
take and makti the most of life, it
would bo far greater than it i?, —
Now and then a man stands aside
from the crowd, labors earnestly,
steadfastly, confidently ,ana straight-
way becomes famous for wisdom,
intellect, skill, greatness of some
sort. The world wonders, admires
idolizes, and yet it only illustrates
what each may do if he takes hold
oflifywitha purpose. If a man
but say he wlllf and follow it up,
there is nothing in reason he may
not expect to accomplish. There
is no magio, no miracle, no secret
to him who is brave in heart and
determined in spirit.

JiorA- Cw m iina Jwtnal of

pi«y,

gtsilJtilt (!Ebit0r's gtpartmmt.

Meetino o-f the Association.
^The fourth anoual meeting of
the State Educational Association
will be held in New Berne, com-
mencing on the 14th of June at
8 o'clock, P. M.

All who arer now members of
the Association and all others Vho
are willing to co-operate with us
in our effoits to advance the edu-
cational interests of North Caroli-
na are earnestly solicited to at-
tend.

Several addresses will be deliv-
ered, which will add much to the
interest of the occasion. It is ex-
pected that the sessions of the As-
sociation will be opened by an ad-
dress from the President, Rev. B.
Clegg, of Olin. Prof. F. M. Hub-
bard, of the University and one or
two others (conditionally) have
also consented to deliver addresses
at such time, during the meeting,
as may suit the Association. At
the request of the Association,
Mrs. Delia W. Jones is expected
to prepare " A specific report upon
the studies and mode of conduct-
ing Female Schools ;" to be read
before the Association.

Business of the Associatiok.
—In looking over the proceedings
df the last meeting, we find sev-
eral matters referred to the next
meeting. These we will mention

in the ordor in which they are re-
corded.

" Rev. C. H. Wiley, Rev, T,
M. Jones, and lUv. W. W. Pharr,
were appointed to mieettheday be-
fore our next meeting: and prepare
a draft of By-Laws/'

The following " standing com-
mittees" will be expected to pre-
sent reports.

*• Gommitteeon Gontmon Schools.
— 'Messrs. John G. Eliot, S. L.
Kerr, a. W. Whitfield, E. P.
Tucke, and Dr. A. A. Scroggs.

Committe on Journal of ^iw-
ca/iOTi.-^-Messrs. J. J). Campbell,

C. H. Wiley, G. W. Brooks, A.
H. Merritt, and E. W. Caruthers,

D. D.

Committee on Educational Sta^
tistics. — Messrs. J. D. Campbell,
J. H. Speed, S. H. Wiley, J. H.
Foote, and S. W. Morrison."— »
" Rev. B. Craven, J. D. Camp-
bell, Rev. W. W. Pharr, Prof.
M. D. Johnston, Rev J^. H. Brent,
were appointed to report on the
subject of Normal Schools.''

" The manuscript Grammar of
Prof. York was referred to a com-
mittee consisting of Rev. B. Cra-
ven, Prof* F. M* Hubbard and J,
H. Speed, with instructions to re-
port at our next annual meeting."

" Rev. J. H. Brent, Rev. C. H.
Wiley, and G. W. Whitfield were
appointed a committee, to report,
at the next meeting of the Asso-
ciation, on the subject of educat-
ing both sexes in the same
schools."

Should all of these committees
present full reports, which we
hope none of them will fail to do,

1890.] Reudent EdUorU Depariment. ISX

they will open a wide and interest- 1 We hope the attendance will be

ins: field for discussion. And
many nevi^ topics will donbtlesd be

large. The place of meeting is
both accessible and attractive, and

brought before the Association , ' all of the Kail-roada, with their
which will afford both entertain- J usual liberality, will carry those
ment and instruction to those who ' who may attend for half fare.

may be present. I ^

The report of the committee on q^^ Subscription List.— The
Normal Schools will probably elicit;^^j^^^g^^^,^^^^^^^^^^ ^^^^^^ ^^

an interesting discussion. This | ^^^^ themselves, during the early
subject has long claimed the at- , ^^^^ ^^^^^ ^^^^^ ^ ^^^^^^ .^ ^^^
tention of many of those who ^eel ; ^^,^^.^^^ ^^^ ^^ j^^p^^ ^^^^ ^^1^
the greatest interest in our educa- ^^ ^^^^^^^ ^ ^^^^ flattering report
tional system. It has been dis- ^^ ^^^ Association, in regard to
cussed, more or less, for several -^ prospects ; but during the last
years. All, who know any thing month we have received very few
of the condition of our schools, additions to our list. Feelingsure
feel the necessity of a better sup- ' ^hat the teachers and parents of
ply ofweU qualified teachers: and j^q^jIj Carolina will support the
hence it is felt that there is need Journal, if its claims are presented
of some provision for educating " ^^ ^^^^^^^ ^^ ^^e constrained, once
yonng men and women thoroughly j^^re, to urge each one of our read-
in those branches which they will ers to make an effort in its behalf,
be called upon to teach in the com- j ^nd to meet us at the Association
mon schools. Those who have j ^jtij ^s many ncvr subscriptions as
been in the habit of examining possible; or if you can not attend
either those who apply for certifi- ^^^^ meeting, send the names, by
cates for the purpose of becoming nj^il, before that time, that our re-
teachers or, in many eases, those port may be as favorable as pos-
who have taught for years, are g^ble. Please remember that the
well aware that not one half of the Journal is not private property,
licensed teachers are qualified to • that it beloogs to the Association,
explain the simplest principles of that it is ^owr property and loDks
those branches that they profess ^ ^q you for support and encourage-
to teach. I ment. When we meet together,

JBut we do not purpose entering , we should endeavor to devise some
i^>on the discussion of Normal means by which it may be made
schools now, as we hope to have to visit every school-house in the

the pleasure of hearing the sub-
ject ably and fully discussed, dur

state. It will then have an op-
portunity of accomplishing the end

ing the sessions of the AjEUsociation. i fen: which it was established.

Ifbrik'Oitrolina JoMvdt Oj EduecUion.

[M»y/

Solutions.— 5inoe the last No.
of the JourDal was printed, we
haye received iolutioiis (?) of the
hind Qaestion, published in the
February No., from tWo other per-
sons. One of them arrives at the
same result as that given iu the
April No. but does not explain
the process by which he obtains
it ; moreover he does not give us
his name, his solution is there-
fore not published. The other
gives two different solutions, fully
explained, but he seems not to
have apprehended the question as
we did. We give his solutions
and allow our readers to decide be-
tween them and the one given last
month.

Mr. Editor : — I was looking at
a question in the February No. of
the Journal to day, and after read-
ing the question. I found there
was a mystery connected with it:
I had read it before, but did not
notice it. Therefore, to-day I
send a solution, or what is intend-
ed for one, and if not correct we
must try again.

The question need not be stated
here. In the first place, it the
money had been equally divided,
each of them would have paid
800 dollars ; and if the land had
been divided equally ; each would
h;kve received 100 acre's, but in
dividing it, A's land was found to
worth 75 cts, per acre more than
Wb. We now wish to know how
many acres A. eot and what he
paid per acre, also B. in like man-
ner. Well if we add 75 cents to
A's, and subtract 75 cents from
fi's, we will find that A. has 91.50
cents more than B. consequently
me must take the hatf of 76 cents

which is 87} cents and add it to
A's, and then subtract 87 i cents
from B's, which will make A's
75 cents more than Bs. Now
200 acres of land for $300 makes
it $8.00 per acre, then as we stated
above, if the land^had been equally
divided, and A. and B. paid equal
sums of money, each would have
received 100 acres, for $300, which
is equal to $3.00 per acre. Now
take the 87i cents and add to A's,
wehave3.00+.37}«3.37i what
A. paid per acre. Then take
37} cents from B's, we have
3.00-f 37}=»2.62} what B. paid
per acre.

Now to find how many acres
each got, we take the 200 acres
and multiply them by the amount
they paid per acre and divide that
by the $600. Thus :
$3.37} X 200 =» 67500 -f- 600 =«
112} A's.

$262 i X 20 J =-52500.^ 600 «s 87 },
B's.

A, therefore has 112} acres at
$3.37} per acre, and B, 87} acres
at $2.62} per acre.

Again if we understand the
question to signify that A. and B.
received 200 acres, that is A. 100
acres and B. 100 acres; and A's
land is worth 75 cents more than
B's, we find that 100 acresx75
cents»$75. Then if A. paid $75
more than B, we take the half of
$75 which is $37}. Then $37}+
800, the amount each of them
would have paid is equal to $887},
which is A's. Then $887} paid
for 100 acres 3B$8,87} per acre
because $887} -5- 100 = $3.37},
what A. paid per acre. Then to
find, B'i& we take 9800— $87} »
$262} which is B's. Then $262}
paid for 100 acpe8»$2,62} per
acre because $262}-!- 100, acres »
$2,62} per acrC; the amount B,
paid per acre*

1859.]

jRi^sident Editor^s D^artmmt.

Here we find that A and B
received 100 acres each, but A
paid $75 more for his than B.

0. W. T. D.

The North Cabouna Journal
OF Edttoation.— -We have not
been in the habit of publishing
the " Notices of the Press" in re-
gard to our Journal as we wished
all of our readers to judge of its
merits for themselves. We again
thank ovr friends for their many
kind notices and consider them as
calculated to do the Journal much
good among those who are not
readers ef it.

We give the following, however,
from the Teachers Journal, pub-
lished in Peonsjlvania, not so
much on account of what is said of
the Journal as to show in what
light cur State is viewed at a dis-
tance.

'< North Carolina is celebrated for
its immense pine forests, its tur-
pentine, tar, pitch and gold, but
never for the facilities it has of-
fered to its people for reooiviog
the benefits oi an education. Wc
are happy to see that the work is
in progress The * N. 0. Journal
•of Education" is undoubtedly one,
of the very best Educational Jour-
nals in the country, and is laboring
ing earnestly in the good cause.

WHAT IS IT ?

"Some time since a man, walking
through the suburbs of a large
town, saw a board stuck up in front
of a shop with these words on it,
"M— tins For Sale.'' Can any
amig tell what the article was ?"

HifiToRT OF RoMV, by F. W. Riootd ;
Pablisfaed by A. 8. Barnes k Btor,

New York.

This History consists of three parts.
Part I. The Kings of Rome Part tl.
The Republic of Rome. Part III. The
Empire of Rome While the Histoid
is much fuller than those generaUy
used in Schools, it is also in many
other respects much better. As prom-
inent among ;its good features, We
would mention the interesting style &i
which it is written. School Histories
usually contain merely the dry deuuls
of the most prominent events, and es-
pecially of battles &c., most of Which
are forgotten almost as fast as they
are learned ; but here those points are
selected wkith are calculated to mak^
an impressioa on the mind, and the
occurrences are reln^wl in a style that
will make the history lesson a pleasure
rather than a task.
, We have always been dposed to the
use oi abridged Histories as text-books.
They are generally about as attraotlTe
as an animal that has been starved un-
til it Is a mere skeleton.

00a SxoHANaBS.-^It has long been
our intention to give our read«r8*a list
of those of our exchanges that arc-de^
voted to education, that they may^ee
what States show their interest in the
subject by supporting periodicals <le«>
voted to its interest.

The Connecticut Common School Jdut'
nal. Hartford : Cbas. Northend, Res-
ident Editor. Commenced Vol. XIV.
with the present year. We always
welcome its visits and feel sure thaC it
is doing much good. It has many
merits besides ite age.

MasMchuieUs Teaeh$r, Bostom. €•

Ansorge, Res. Editor. Vol. XII. A

well condncted Journal, and we' hope
well snpported.

leo

Jfarth-Oarolina Journal of JSduecUton.

[M.y,

The New York Teacher. James Cruik-
Bhank, Resident Editor, Vol. YIII.
It has been enlarged and much im-
jMTOTed within the last year, and is one
of the best on our list. It bears the
mark* of prosperity on its face.

The Ohio Journal of Edneationu —
Columbus : We find the name of no
one giTen as Editor, in the April No.
and do not remember who has charge
of it. Vol. YIII. It contains much
that is good.

Penneylvania Common School Journal,
Lancaster : Thomas H. Burrowes, Ed-
itor. Vol, VII. The teachers of Penn-
sylyania hold so many meetings that
their Journal is often almost filled with
« proceedings " reports &c. furnishing
much information in regard to the con-
dition of their schools.

The Michigan Common School Journal.
Ann Arbor. Alexander Winchell, £d-
t^nr. Vol. VI. It is a neat and reada-
ble periodical and will do muoh for the
caus^ of education.

The Illinois Teacher. Peoria : Nason
& Hill, proprietors and publishers. —
Vol. V. It was formerly the property
of the State Teacher's Association and
was well sustained by the teachers of
the State ; and we hope they will con-
tinue to foster it.

The Rhode Island Schoolmaster, —
Providence : Wm. A. Mowry, Editor.
Vol. V. The present Tolume is much
better than the last, while it has al-
ways been good. Rhode Island is a
small State, but in educational matters
at least, it does things on a large scale.

The Indiana School Journal. Indian-
apolis: W. D Henkle, Resident Editor.
Vol. IV. The teachers of Indiana
ought always to greet it as a friend. —
They and their Journal should mutually
improve each other. But we would
net limit this remark to Indiana teach-

ers and the Indiana Journal, for it will
apply to all.

The Wisconsin Journal of Education,
Madison : A. J. Craig, Resident Editor,
Vol. III. We have not found it on our
table for some time — Why brother Ed. ?

The Alahama Journal of Education,
Montgomery: Noah K. Dayis, Resi-
dent Editor. This is the only educa-
tional Journal that visits us from any
State south of our own. It has not
yet completed the first year of its exis-
tence, but we hope it may live to grovf
old in the good cause in which it is now
laboring so faithfully.

Maine^ Spectator, Rockland : Z.
Pope Vose Editor. A small weekly
for the young. It contains many good
things and deseVves a good support.

The Voice of Iowa. Cedar Rapids,
has not been on our table for a long
time. Has it ceased to wake up the
people of Iowa ?

The New Hampshire Journal of Edu-
eation. Concord : Henry A. Sawyer,
Resident Editor. Vol. III. Few of
our exchanges deserve the support of
teachers more. Let it not languish.

The American Journal of Education.
Hartford, Conn., Henry Barnard LL.D.
Editor. Although we mention this
Journal last, we consider it as stand-
ing at the head of the list. The price
is $4. per annum, and it is richly worth
the money. We have called attentions
to it frequently before and by way of
inducing any of readers, who may- de-
sire such a Journal, to send for it, we
will furnish that and our Journal for
$4.

Want of space compels us to
defer notices of other Journals until
next n^ontl^.

THE AmTH-CAROLKA

JOURNA L OF EDUCATION.

Vol. II. JUNE, 1859. Ko. G.

DIFFICULTIES OF TEACHERS,

The cause df Forciun missions charge at heart. He strives to

is often said to furnish instances be faithful to his hiii,h trust — to
of the moral sublime. trtdn up children to fill useful

Much praise is bestowed on places in society, leaving the
tho&e who at great sacrafice of > church fi>r flie time out of the ae-
comfort, and with much self do- 1 count. What diificuUies will he
Dial, go abroad to instruct the meet ? He will meet indifference
heathen ; for in p^eneral a prepara- — dulness— unwillingness to learn
tory work of instruction in com- 1 what is to be worth more than
mon branches, must precede the gold and silver — yea, opposition,
puolic preaching of the word. — ; amounting to enemily.
And no doubt, this is justly de- ! Some parents will tell him that
served ; nor would we disparage , their children will not learn un-
the work of foreign missions, or | less he makes them. W'hatthen ?
detract from the merits of those why he takes them at their word ;
engaged in it. Yet we can not but he supposes they mean what thoy
notice how differently they are say. He takes unusual pains with
viewed, and Iheir Kelf-denying la- their children, with great urging;
bora are estimated, from those in i with moral suasion, and that of
some parts of our country, and i the rod ; he gets them started to
perhaps of our state, engaged in a learn. What now? why he finds
work almost exactly parallel. | those verypareuts working against

For suppose a man, or woman, l)im : talking to their >4ihildren
starts out to teach a common against him; they become his per-
Bcbool in many places, with the stcutors; endeavor to render his
true spirit, and aim of a teacher, position uncomfortable, and drive
which is the true missionary spirit ; i him away.

and undertakes to do in good faith, ! Nor i& this a fancy sketch ; for
and with a due regard to his res- 1 t am telling almost exactly what a

ponsability, to conscience, to so-
ciety, to parents and to God, what
Buch a teacher ought to do.

He has the real welfare of his

teacher from a neighboring state
related to uie a few days ago, of
his own experience.

So inoouatant are men : so cor-

162

I^orth' Carolina Journal of Education*

[Jaoe,

rupt is human nature, that the
very persons most interested in
education, both in their own fami-
lies, and in the community ; those
who, from their standing and pro-
fession, wealth and influence
might be expected to do better,
are the first to impede the efforts
of a teacher and to blast his char-
actei ; to tike the part of their
children against him, though they
know they are guilty of very bad
conduct.

So look at the sentiment pre-
vailing in some parts of the coun-
try, as to the business of teaching,
a poor young man, seeking to aid
himself in getting an education,
by teaching in the South West, in
a private family, writes to a friend ;
'' I am tolerated for services, but
at the same time treated as though
my occupation was a servile one.
What is to be done ? abandon the
field, where faithful laborers are
80 much needed ? or toil more
earnestly to remove the error
which casts j-uch a heartless
shade over the profession of school
teaching V^

So a man may bury himself up
down here in the forests of long
leaf pine, and by the cypress
swamps in an "old field school
house," so open that y(»u can hard-
ly confine sheep in it; or in the
CGVcs of the niountains, and in the
back-woods — trying to teach
young idens how to shoot — trying
to draw out. latent talent — trying
to make boys and girls fit to fill
useful places in society-^in the
midst of great difiBculties and
trials; wearing away his life worse
than manual labor ; unappreciated
and unknown. Though under-
going perhaps as much as the man
who goes to India or Africa, he
has no sympathising public to
9hare his trials with him.

But he has his reward in the
approval of his own conscience ;
in the belief that he is not living
in vain ; but is adding to the stock
of human happiness. In the
grateful remembrance of a few,
who will afterward, if not then,
appreciate his labors, and attribute
to him the foundation of their
fame. In the knowledge that
Grod regards his efforts ; and that
the good, men do in the world
will not always be interred with
their bones. We close by adding
the following passage, which closes
the Baccalaureate Address of Hon.
A. B. Longstreet, President of the
South Carolina Colle2:e at Colum-
bia, to the recent graduating class:
" You are embarking upon a
strange worjd, my young friends.
It banished Aristides, poisoned
Socrates, murdered Cicero and
crucified the Lord of Glorv. The
spirit of Thcmistocles, of Melitus,
of Anthony and Caiaphas js still
in the world ; greatly subdued
and law bound, to be sure, but not
extinguished. You may expect,
therefore, at times to be depressed
by your rivals, condemned for
your patriotism, and tormented
for your benefactions; to have
your confidence abused, your in-
tegrity derided, and to suffer a
thousanel impositions in smaller
matters — from those from whom
you had a right to expect better
thin<rr?. These are hard thinsrs
to bear, say you. They otc so,
my young friends, and you will
never bear them as vou should,
unless you take the good book for
your guide, and look only to its
Author for supplies of strength
sufiUcient for your trial. Do this
and all will be well at last. With
that chart in your hand now laujach
your bark upon the troubled ocean
of life; and when the squalls

1859.]

Random Tlioughis*

16S

strike you, bo at least as prudent
as the eommoD sailor, aud be found
hard at the helm, with your chart
before you, and your eye fixed on
Bethlehem's star/'

PiNB Woods.

RANDOM TIIOUGEITS.

The great business of every gen-
eration, during the brief term of its
earthly plans and pursuits, is to
educate and train the one that is
soon to take its place. Allowing
thirty-three years to a generation,
or three generations to a century,
which i» about the general average
of human life, the time is too short
to justify us in living exclusively
for ourselves, if that were possible,
and entirely too short to think of
enterins; on the great work of prog-
ress, except by a oonibined effort
aud on the broad principle of recip-
rocal kindness and general benefi-
cence.

Progress is the work of the whole
race, we may say, it is a law of our
nature, and it has no assignable
liujits. In a nation or a communi-
ty, the individuals composing it,
may assist each other in the proc6SS
of general impruvement ; and, in a
course of generatiuns or cen*.uries,
may make considerable advance-
ment; but nations must have iuier-
course with each other, and, by
that intercourse, fuppa^iiig it to be
a friendly one, they will improve
much faster than they would other-
wise do. Owing to climate and
other circumstances, one nation has
necessities and interests which oth-
ers have not 3 and these necessities
and interests suggest inventions or
improvements which would not be
suggested to others. Then the very
post of having a widely extended
intercourse and the consciousness

of being associated with the wholo
world, Jewish, christian and pagan,
gives increasing energy and expan-
sion to all the powers, intellectual
and moral. Thus the knowledge
inherited by each generation from
the piecx-ding, is bequeathed to the
next, with some additions, perhaps,
and in this way, there is a gradual
but steady progress. The very con-
stitution and course of things, all
the interests and the unperverted
tendencies of mankind, demonstrate
the folly of selfishness and the im-
possibility of living in a state of
seclusion like Walter Scott's Black
Dwarf, or Alexander Selkirk on
his lonely island ; nor would it, so
far as improvement is concerned,
be much better with a family, if
disassociated from all other fami-
lies.

All mankind, civilized and sav-
age alike, the most degraded and
the most refined, thou^^h prompted
only by the blind instincts of na-
ture, act upon the principle of train-
ing the young in the best manner
they can to assist them while they
live, and to take their place when
they die. The red man of the west,
or the South Sea Islander, teaches
bis son all he knows about war,
huutin};, fisliio'jandth,! diversified
interests of iiavage life. Thus yt>u
find every narenfc soli<ut<.»us to tram
his son, by autlnjrity, example and
practice, to surpass, if possible, all
that have gone before ; nor is this
confined to the parent, but the tribv)
or nation hardly feel less solicitude
to increase their power by the su-
perior skill aud prowess, as well as
by the numbers ot* those who aro
coming up to take their part in the
struggles of lif'?. In civilized, as
well as^^avage communities, all men
take pains to inculcate en their
children whatever they know or be-
lieve and thus prepare them for f u-

104

North-CaraUna Joumatt of ^ucation.

[^nndj

ture eiuineoce in their respective
spheres of life. Unless besotted
by intemperance or some kindred
vice, a wise man of the world will
teach them the principles and train
them in the practice of what is
termed an /zonoraWe course of life ;
a christian will teach them the du-
ties of religion and endeavor to set
them an example of consistent piety;
but every man who has any sense
of character would be ashamed to
set before his children what he re-
gards as a bad example. A very
few days before the Guilford battle,
a militia colonol of the country^ who
bad command of a few cavalry, or
mounted men, was talkioir with hi**
men about the battle, and all were
expressing their intentions and feel-
ings in reference to the part they
expected to take, ISonie thought
they could stand their ground, and
others, though intending to try it,
were doubtful. At length, ihe col-
onel, who was a man of very few
words, remarked, " Well, my
friends, we caa never tell what we
will do until we are tiled, aad as 1
have never been in a battle, nor
Been one, I do not Know whether 1
shall have firmness enough to fight
or not; but if 1 should act a co\9-
ardly part, 1 want some of you to
shoot me down y>n the spot, and let
me never return to my family in
disgrace." On the morning of the
batde, he was despatched by Gen.
Greene, at the head of his little
corps, to iuteicept a body of tories,
vho were reported to be approach-
ing for the purpose of joining the
British, and thjs he missed the op-
portunity of testing his courage in
battle; but bis brother and two or
three uf his neighbors, who were
under Col. Forbis, were wounded.
The great point here illustrated,
however, is that of a man's deep
»Dd COB trolling M>li«ltude fur the

I character and welfare of his off-
1 spring. The colonel had some sous-
' at home, who, though too young Ur
I be on the muster roll, miirht be in-

fluenced by his example to desert
I their country in her time of need ;.
and, at all events, he did not wish
them to bear the reproach of his
cowardice when he was mouldering-
in the grave.

The 'parental affection, which is-
the strongest, perhaps, and most a-
biding in the human breast, was
implanted as a guaranty for the dis-
charge of duty, and it proves that
the heaviest lesponsibility, in re-
gard to the training of the young,
I rests upon the narents. The busi-
I ness of education, if carried to the
; extent requisite to respectable and
I useful citizenship in this country,
or, if carried only so far in the
masses that they will understand
and sustain the efforts necessary to
progress, mus-t be a common con-
cern. Hence our colleges, acade-
mies and common schools; but none
of these institutions, norail oftheui-
.together, can either assume or di--
miniish the responsibilities of par-
ents. They are, in fact, oply aux-
iliaries, and it is matter of gratu-
lation that they are within the reach
of all or most of the citizens; but
there is great danger here that the
efforts will be relaxed and the sense
of responsibility diminished at the
source of all authority and of all
SOCIO d principles.

If the tree retains the bent that
was given it when a twig, and the
man is very apt to continue through
life, just what he was made in the
nursery. If you go into any of our
Academies, you can soon tell, from
the deportment of every student in
it, what has been his instruction
and discipline at home ; and, it* we
are x\o% mistaken, there 'is a stron-
ger tendency, ou the part of par-

1859.] Bandom Thoughts. 165

«nts, now than formerly, to roll over
4 he burden of their duties on teachers
The teacher if really and ought

or some wealthy and generous in-
dividual could hardly appropriate
two or three hundred dollars in a

to be regarded as no more than an ' way that it would do more good ;
assistant in teaching things which but I only make these suggestions,
the parent is not capable of teach- which may perhaps arrest a passing
ing or has not time to teach ; and thought, and leave them for those
there ought always to be a mutual j who have more wisdom and expe-
understandiog and cooperation be- j rience than your humble servant,
tween them. For this purpose it ' If, Mr. Editor, you think these
has long appeared to me exceed- { hasty remarks worth an insertion
ingly desirable that a well written ! in your Journal, they are at your
tract of some dozen pages, more or j service ; if not, burn or return
less, setting forth, in a concitje and i them ; but if they meet your ap-
forcihle manner, the duties of par- I probation, more as introductory
<;nts, chiefly in reference to the than anything else, I may send you
free sch(>ols, should be issued and another sheet written in the same

-sent, without charge, into every
liousehold in the laud. The State

hasty, desultory and unconnected
manner. SYLYANUS.

THE KNELL OF TIME.

Heard you that knell ? It was the knell of Time!

And is Time dead ? I thought Time never died.

I knew him old, His true ; and full of years ;

And he was bald, except in front — but he

Was stroDir as Hercules. I saw him grasp

The oak ; it fell — the tower : it crumbled — the stone,

The sculptured monument, that mark the grave

Of fallen greatness, ceased their pompous strain

As Time ca'ne by. Yes, Time was very strong;

And 1 had thought too strong for Death to grapple.

liut I remember now his step was light;

And though he moved at rapid rate, or trod

On adamant — his tread was never heard.

And there was something ghostly in the thought,

That in the silence of the midnight hour

He trod my chamber, and I heard him not.

4nd I have held my breath, and listened clcse

To catch one footfall, as he glided by;

But naught awoke the echo slumbering there.

And the thought struck me then, that one v;hose step

Was so much like a spirit's tread ] whose acts

Were all so noiseless, like the world unseen,

W^ould soon be fit for other world than this —

Fit for high converse with immortal minds,

Unfettered by the flesh, unchained to earth.

166

North' Carolina Journal of Education.

[June,

THE PLEASURES OF SCIENCE.

To pass our timeiD the study of
the sciences, has in all ages beeu
reckoned one of the most dignified
and happy of human occupationa;
and the name of philosopher, or
lover of wisdom, is given to him
who leads such u life. But it is
by no means necessary that a man
should do nothing else than study
known truths, and explore new, in
order to earn thishigh title. Some
of the greatest philosophers, in all
ages, have been engaged in the
pursuits of active life; and he who,
in whatever station his lot may be
cast, prefers the refined and eleva-
ting pleasures of knowledge to the
low gratification of the senses,
richlv desrve the name of a Phi-
losopher.

It is easy to show that there is a
positive gratification resulting from
the study of the sciences. If it
be a pleasure to gratify curiosity,
to know what we are ignorant of,
to have our feelings of wonder
called forth, how pure a delight of
this very kind does natural science
hold out to it:: studcut ! Ilecollect
some of the extraordinary discove-
ries of mechanical philosophy. Ob-
serve the extraordinary truths
which optical science discloses. —
Chemistry is not behind in its
wonders \ and yet these are tri-
fling when compared to the prod-
igies which astronomy opens to
our view ; the enormouis masses of
the heavenly bodies; their im-
mense distances; their countless
numbers; and their mottons,whose
swiftness mocks the uttermost ef-
forts of the i magi nation.

Then, if we raise our view to the
structure of the heavens, we are
igain gratified with tracing accu-
late; but most mnezpeeted resem*

blances. Is it not in the highest
degree interesting to find that the
power which keeps the earth in its
shape, and in its path wheeling
round the sun, extends over all the
ether worlds that compose the uni-
verse, and gives to each its proper
place and motion ; that the same
same power keeps the moon in her
path round the earth ; that the
same power causes the tides upon
our earth, and the peculiar form of
the earth itself , and that,aftor all,
it is the same power which makes
a stone fall to the ground? To
learn these things, and to reflect
upon them, produces certain as well
as pure gratification.

We are raised by science to an
understanding of the infinite wis-
dom and goodness which the Crea-
tor has displayed in all his works.
Not a step can we take in any di-
rection without perceiving the most
extraordinary traces of design ; and
the skill every where conspicuous
is calculated, in so vast a propor-
tion of instances, to promote the
happiness of living creatures, and
especially of oarselves, that we feel
no hesitation in concluding, if we
knew the whole scheme of Provi-
dence, every part wonld appea>- to
be in harmony with a plan of abso-
lute benevolence. Independently,
however, of this most consoling
inference, the delight is inexpres-
sible of beidg able to follow, as it
were our eyes, the marvelous works
of the Great Architect of nature,
and to trace the unbounded power
and exquisite skill which are ex-
hibited in the most minute, as well
as in the mightiest parts of his
system. — Lord Brougham.

Judge men by the force and
quantity of their ehamotafi not by
tbmc appearftiie«s.

1639.]

ComparcUive Philology.

167

COMPARATIVE PHILOLOGY.

IfUMBER V.

The illastratioDs that have been
offered of the influence of physi-
nai circumstances upon the life and
laocruap^e of nations, will be, if I
have succeeded in my purpose,
sufficient to call attention to the
great value and interest of the sub-
ject and to draw out the leading
inferences. It teaches us plainly,
that the speech of man is full of
the influences of nature, and re-
flects them like a mirroring lake ;
and that natural position exerts a
controlling influence over national
life, and its outward mauifestatio.is
in the forms of human speecii. It
presents to us a great, a sufficien t
cause of the diversities of language,
acting in conjunction with that
Divine impulse to go forth and
possess the uttermost parts of the
earth. At the same time it pro-
duces a sufficient ground of reas^
oning that th^ languages all spring
from an original unity.

Those influences may be classi-
fied in part, as follows. 1st. Those
which acting upon the primitive
population produced a nomadic life
and what t^re called nomadic lan-
guages. These influences acted
most strongly on the elevated step-
pes of Central Asia, the home of
ibe Tatars the 31ongols and the
races of Thibet and Western Chi-
na. Secondary to these and it is
thought prior in timc^ are those
circumstances which produce and
check the growth of lauguaj^es like
the Chineese, or the family stage.

Prominent among these is isola-
&ioD; which acting upon large mas-
ses produces a vast uoiformity, as
in tba (jJiiiieee; upon rmall, ac

and many other Turanian or Ag-
glutinizing tongues. Next are
those circumstances which prevent
a flxed agricultural life and necessi-
tate the life of the huntor, the fish-
erman and especially the shepherd;
as in the great majority of Turan-
ian nations. Such a life underlies
the national life of Europe, as
Grimm has shown by an analysis
of the legendary tales of the old
German races, which all point to a
pre-existing race differing in char-
ateor from themselves.

2d. Those influences which stim-
ulate a higher development and
more active nature, as in the Indo-
European and Semitic races, which
seem to spring from the more varied
and grander features of the earth,
from morj open situations,
greater facilities of intercourse, and
a life in that region of the earth,
which calls out the pursuits of a
fixed and settled agricultural and
commercial life.

Subordinate to these are those
influences that fixed on the Sernitio
races, their peculiar life resembling
though ia a higher degree the Tu-
ranian races to the northeast.

3rd. Those peculiar influences
already referred to, which shaped
the peculiar life of different mem-
bers of the In do European nations.

Theie is another class of influ-
ences, which act m>0D phonetic
elements and grammatical forms of
speech.

They are those which act upon
the organs of speech and the bodi-
ly senses. They are the conditioQ
of the air, its humidity and dry-
ness, its vftfyiug deosity and its
wMUd bMt Tbf dmallm ia

168 North- Carolina Journal of Education, [JuM^

mouDtaiDS have a bold martial air,
inoro athletic forms and a harsher
utteranec than thope of low plains
a id warm skies. To them belong
the rougher co«sonauts, gutterals
and aspirates and the broader vow-
els. A similar effect seems to be
produced by the damp air of vast
forests and roaring and breaking
of ocean waves. I have somewhere

ed Winnepesawke,) Feqaawket,
Contoocook, &o., with correspond-
ing southern names, O-co-nce,
0-co-ee, Tu-lu-la, To-co-a, &c. —
Were not our own language al-
most entirely reduced down to its
roots, it would be fair to presume
that under our own physical influ*
ences a peculiar American lan-
guage would spring up upon this

read that the dry air of the Tar- continent; undoubtedly there will
tar's steppes, produces such an in- j be change enough produced to
fiueoce upon his consonantal sounds , constitute a dialect. Opposed tothis
that they cannot be pronounced I are the tendencies of the race to a
by European mouths. The Ian- j vast and comprehensive coloniza-
guages of Europe, are full of this j tion and the closely knit bands of
influence. Compare the Italian in commerce, which forb'dany essen-
the Abruzzo with the vowei soft- , tial change, and indicate a univer-
nesa of Sicily and the English of sality in sway,
the northwestern counties, with' M. Boue has pointed out a stri-
the lower and more level portions ' king fact in reference to the influ-
of the country. The German and , ence of the physical features of a
Sclavonic languages as a whole, in ' country upon its people, in the fact
their rough consonantal power and I that chains of mountains running
strong vowels, bear ample evidence east and west form a greater bar-
of their long residence in the high- . rier between people and languages
lauds of Central Asia, and the vast i than those running north and
forests of northern Europe. The , south. The northern Italians dif-
language of Tuscany, reflect** in , fer far less from the Provencals to
smoothly flowing vowels, and mel- ' the west than from the Germans to
liflous terminations, the brilliant i the north, and in general through-
sky, theglowing sun and the balmy i out Asia and Europe there is a
air of the land of the olive and
the vine. The Spaniard in the

striking difference between the
northern and southern sides of the
same latitude, shows the influence j east and west chains and but little
of the bracing air of a more eleva- 1 between the North and South. —
ted country, and combines with | The same is strongly shown on
the liquid beauty of a Southern ' this continent by the universal dif-
tongue, the more sonorous utteran- i fusion of the tribes of our race
ces of mountaineers. A strikinir ; through out the whole. Nature has
example is shown among the na- framed North America especially to
tive tribes upon this continent, and i be the home of one people and one
very much to the point, si nee they : nation and the problem of its ex-
are all of one race unseparated by I istence will not be solved until
any long lapse of centuries, yet, | that is the case,
so situated as to preserve their ac- | Passing from the consideration
quired peculiarities. | of these subjects, we will devote

Compare for example, the north- the remainder of this article to

ern Indian names of places, Pen-
obscot, W innepi-^ioggee, (pro nStuic-

the consideration of another fact
in language, the changes which

1859.] fhnipamtiw l*«te?ogy. 169

III - - - - ■ - — » •

<ocfciftr in the meanings of words ! thoughtful man \r1io Wandera
called by the expressive name of ' among Ih-o shipping of some crowd-
"faded metaphors." Take for ex- ed mart, and calls up a vision of

itaphors

ample the Indo European lan-
guages. All sound theory refers
them to one common stock which

the distant lands from which each
freighted vessel came, catches the
balmy air of spicy groves or hears

•contained in its roots the elements ' the ripple of waves upon far off
of them all. In these roots the [ shores, so the philosophic student
vital part of the words consist, ; looking through the crystal forms
«ach having a primeval meaning, j of speech, sees the ages gone by
Those roots are from the nature ! unfolded before him, hears the
<)f the case the names of actions or ! voices of generations long since
active principles, mainly ideas of i ])asscd away, and is present at the
motion, all having reference to the ■ first uniulding of human thought,
external world. 13ut as a language | Many of our words, perhaps the
gains in age, we need words to ox- j majority, arc like coins, which,
press objoct.s of reflection, memo- i however true their impressions
ry and abstract conception. In- fiiay once have been, have lust
stead of coining new roots, the old ' their original featuref<, but are in
are used in a new and abstract vahic and substance slill the same,
sense. The word which was first i ^'Every language." say\s llich-
used as tlie picture of an object, I ler in fact, '*is a dictionary of faded
becomes the picture of thought. — I metaphors." E.sj)ecial]y is this
As languages grow old tliis pro- 1 true in terms relating to the men-
cess is constantly repeated until j tal operations. As s:iys Professor
the original idea seems in great ' Gil)bs in his Philological Studies,
measure lost. Thus, however, ^^Spirif. in its literal import is
they become the storehouse of his- breath or wind. The essential
tory and lock up within their un- properties of this spirit are drawn
dying forms the records of nations, ^ from the oulAvard world; as its in-
customs and ways of life which ! teUcct or understanding, its sus^
passed away befcn-e the dawn o(\ crptlbiltties nud propensities or {71*
authentic history. ]]ut the scholar j clinationSy and its choices or elec-
who knows how to unlock these 1 tions. Its stales lire standinr/sSta
heirlooms of the past can restore } emol:ons are ^novtments, its sen-
the dead iorms.to life again. Thus S sibililies e.re feelings^ its views and

(xrimm has, w^ith master hand, in-
terrogated his mother tongue, and
thus Niebuhr, and later and bet-
ter, Mommsen have traced up the
hidden streams of the Italian ra
ces, and shown their manner of life
when we know not where their feet

ideas are sights, its conception
and perception are a faking, re-
flection a turning Lack, obedience
a giving ear, rectitude and right-
eousness a straitness^ error a wari'-
dering, &c." As says an enthusi-
astic scholar, Rev. 13. W. Dwight,

were treading. As the Botanist Clinton, N. Y., to whom I take
sees in the dried and colorless ! this opportunity of acknowledging

flowers of his herbarium the faded
form of a thing of beauty, and calls
up before him the smiling plains,
lofty mountains or wooded vales

my indebtedness for valuable in-
formation, and who I am happy to
say has an extensive and valuable
work upon the subject of philolo-

m which it grew; or as the I gy nearly ready for the pr/.'ss: "To

170

North- Carolina Journal of Education.

[June,

the student who comprehends the
power of words, to whom they are
transparent, revealing all their in-
most essence to his lingering gaze,
their lost light returns again and
language is evermore living and
lovely. Each lettered page is to
him a mass of shining wonders, a
tree of Eden loaded with blossoms
upon blossoms on boughs bending
and waving with the precious
weight. Language is to him one
vast redundant flora full of the
glitter of leaves, the scent of flow-
ers and the lusciousness of celes-
tial fruitage/' In the Ihdo-Euro-

pean languages this principle plays
a most important part. Keeping
in mind their peculiar relation to
each other, we should at once in-
fer that if a word cannot be deriv-
ed at once etymoligically in the
language where we find it, we
mus!; search for its hidden meaning
in the cognate tongues. In fact,
Comparative Etymology on a strict
and regular scale has become a ne-
cessity, and has yet to be carried
out. I give a few examples whick
may illustrate this point, as well
as the general relationship, on th«
j authority of Dr. Aufrecht :

English, Greek, Latin, Germanic. Sanscrit.

Father Pa ter ^ Pa ter Fa-der Pi-tar

*' The nourisher" from root;?a, vgl. pabulum, pasco.
Mother Me ter Ma ter Mo-dar Ma-tar

The generating, producing,*' from root ma.

Son

Uios

Sunus

" The born,'' root sKj parere, filius, filia, mean ''sucking ones."
Daughter Thngatcr Dohtar, Duhitar

Sanskiit signifies ''she who sucks" or "she who milks."
Brother Phratcr Fiater Brothar Bhratar

"He who supports," (ihe sister and mother.)
The etymology of sister is uncertain.
Husband Posis Potis Paths Patis

" The lord ruler" — (husband, houso-lord) vgl. potens. Also potnia

Widow

grk. fem.

Vidua

Yiduvn

Vidhava

Yi-dhava means "a wife bereaved ot a husband."

So also Jupiter, Greek Zeus, old ound. Ger. mann, ihensch, mein*
Latin and Osk.Djovm Goth. Tins, en, to guess. Latin mens, mem-
a.«* in Tuesday, Sanscrit Dyaus. — ini and re-min-iscor, to re-raem-
The "resplendent starry sky." — her. Mio-crva, the mindful, Gr.
Latin ^-sub divo" — "under the . menos,courage,mnaomai,to remem-

open «ky." Jupiter, Ju-pater,
Zeus-pater, Dyaushpitar, father or
lord of the skv.

As a last example, compare the
vordu in which the root man is

ber, Mnemosyne. Sanscrit manas.
These all imply a thinking being.
In my next articles I shaH ca-
deavor to ^|fVe an outline of &•
classificatijOQ of laoguagca.

TO BB COKTIHUSD

a W. S-

1859.]

Order.

ITl

ORDER.

Nothing, comparatively, oan be
<ichieved ia teaching, without a
good degree of order. One might
as well attempt to stop the earth^s
revolutions, as to think of doing
justice to his work amid such
" confusion worse confounded," as
is sometimes seen in the school-
room. It is true that papils in
disorderly scho'ds sometimes seem
to make fair progress in their stud-
ies; but yet the prevalence of
good order would, most certainly,
vastly increase their progress, and
at the Fame time, by aiding them
in the formation of such habits as
will greatly increase their happi-
ness and usefulness in future life,
do what is of infinite value to every
one.

Everything about us shows us
the necessity of order. What a
spectacle would this beautiful earth
present, if chaos reigned supreme!
All that gorgeous scenery which
now so charms the eye, and puri-
fies the soul, would not exist. If
the order of the earth's motions
were destroyed, the rich luxuriance
and masjnificent verdure of the
tropics might be plunged into the
fierce colds of the polar zones ;
bright day, ijn a moment, turned
to tempestuous night ; and all the
pleasing succession of seasons for-
ever destroyed. Dark indeed would
be the scene, if ouifworld, now so
radiant with beauty, life and love,
was ever to wander unrestrained
in endless space. But, thanks to
Eternal Wisdom, order prevails
throughout the natural world, and
nature harmonious in all her parts ,
breathes not one discordant note .
Well has the poet said :

«* Order is beayen's firat law.*'
Jf, ik«n; order is so essential

for the prosperity, yea the very c;r-
istencCf of the natural world, should
it not hold a high place in that
little world of thought, the school-
room ? The definition of good
order, as applied to schools, is
quite comprehensive. It is not
enough simply to require the schol-
ar to sit still; for, although a
good degree of stillness is neces-
sary, there must be some system
in the exercises and general ar-
rangements. There must be a time
for things, and tnings in their
time. Good order can not be ob-
tainv?d without a due regard for
system. If a recitation comes at
one hoilr on one day, and at anoth-
er the next, the tendency will be
to confuse the pupils. And if a
school is confused, there certainly
is not good order.

The school where confusion reigns
supreme, is a most dreary place.
Just picture it to yourself. There
stands the teacher — or he who fills
the teacher's place — rapping, now
and then, with a heavy rule, and
shouting with & stentorian voice to
John and Thomas to ** sit still.'*
Disorder is everywhere visible. —
One pupil is doing this, another
that, and a third something else ,
that should not be done. All
those little foibles, the inherent
propensities of natural rogues,
which are so familiac to teachers,
have here full scope for exercise.
And so the day passes away, leav-
ing the teacher wearied with his
almost useless labors,— useless be-
cause he failed to instill into the
youthful mind the seeds of self-
discipline.

Now look into the orderly school.
See how smoothly everything glides
along. The teacher has no need
of using boisterous words and un*
meaning threats. A spirit of gea-
tleoess reigns aroandi and pup \\s

North' Carolina Journal of Education.

[June,

seem to feel that they have a part
to act in the exercises of the day.
And f^hen night conies, the teach-
er will feel animated with the
thoughts of a day well spent, and
the pupil joyous with the consci-
ousness of advancement in knowl-
edge.

Not only does good order make
a school pleasanter, hut it also
makes it more useful, especially
by means of aiding in the forma-
tion of the child's character. If
a child early forics habits of order
and industry, he will be likely to
retain them until the ^' golden bowl
be broken, and the silver cord be
loosed."

Order is not always attainable
by force. There is a truthful say-
ing that, " As is the teacher, so
will be the school." The more
noise a teacher makes, the more.
f»s a general rule, will the pupils
uiake. Neither will a morose and
stern conntcnance .main tain quiet
and attention. Pupils are not tru-
ly subdued by that expression
which Goldsmith had in view,
when he said, —

'• Well do the boding trcniljlcrs learn

to trace*
The day's (li^astcrs in his morning's

face," '

A mild and genial bearing, com-
bined with earnestness of purpose'
will often exert more influence on
a pupil than noisy demonstrations
of authority. As says the poet, —

'• Let thy carriage be the {gentleness
of love.
Not the stern front of tyranny..

Good order is the corner stone,
the foundation as it were, of a good
school. It will exert such sn in-
fluence OTcr pupils, as will tend to
make them perform life's duties
more earnestly and more success-
fully. How important, then, that

teachers should strive to make their
pupils patterns of quiet, attention
and industry.

Conn. Com. School Journal,

SCHOOL COMPOSITIONS.

We do not admire many of
Fanny Fern's newspaper articles,
but occasionally she tells whole-
some truths in forcible style. —
^'Composition Day'' is a terror to
most pupils. We think Fanny
gives some good reasons for the
terror, and remonstrates justly in
the following paragraphs :

**Just so long as themes like
^The Nature of Evil,' or 'Hydro-
statics,' or * Moral Science,' and
kindred subjects are given out to
poor bewildered chilcTren, to bite
their nails and grit their teeth
over, while the ink dries on the nib
of their upheld pens, just so long
will 'composition day' dawn on
them full of terrors. Such themes
are bad enough, but when you add
the order to write three pages at a
mark, you simply invite them to
diffuse and unmeaning repetitions,
as subversive of good habits of
composition as the command is ty-
rannical, stupid and ridiculous. —
You also tempt to duplicity,
for a child cowered in this way
has strong temptations to pass off
for its own what is the product of
the brains of another; and this of
itself, as a matter of principle,
should receive serious considera-
tion at the hands of these child
tormentors. A child should never
be allowed, much less compelledj
to write words without ideas. Nev-
er be guilty of such a piece of stu-
pidity as to return a child's com-
position to him with the remark
'It is very good, but it is too

1859.1

Self Control

short* If he has said all he has
to say, what more would you have ?
what more^ can you get but repeti-
tion ? Tell him to stop xclien he
gels thro ugh y if it is at the end of
the first line; a lesson which many
an adult has yet to learn.

In the first place, give a child
no theme above his comprehen-
sion and capacity; or better still,
allow him to make his own selec-
tion, and always consider one line
intelligibly and concisely express-
ed, better than pages of wordy
bombast. In this way oul}- can he
be taught to write well, sincerely
and fluently. Xature teaches you
this. The little bird at first takes
but short flights to the nearest tree
or twig, l^ye and bye, as his
strength and confidence grow, they
are voluntarily and jdeasurably
lengthened till at last you can
scarce follow him, as he pierces
the clouds

This forcing nature — pushing
the little fledging rudely out of
the nest, can result only in total
incapacity, or, at best, but crippled
flights. In the name of the chil-
dren, I enter my protest against
it, and beg teachers and parents to
think of and remedy this evil.

SELF CONTROL.

A merchant hnd a dispute with
a Quaker respecting the settlement
of an account. Xhe merchant
was determined to bring the ac-
couut into court — a proceeding
which the Quaker earnestly depre-
cated, using every argument in his
power to convince the merchant of
his error ; but the latter was in-
flexible. Desirous tj make a last
effort, the Quaker called at his
house one morning, aod inquired
of the servant if his master was at

home. The merchant hearins the
inquiry, and knowing his voice,
called out from the top of the stairs,
*' Tell the rascal I am not at home!"
The Quaker, looking up to him,
calmly said : " Well, friend, God
put thee in a better mind." The
merchant, struck afterwards with
the meekness of the reply, and
having more deliberately investi-
gated the matter, became convinced
that the Quaker was right, and
that he was wrong. He requested
to see him, and, after acknowledg-
ing his error, he said : " I have
one question to ask you. How
were you able, with such patience,
on various occasions, to' bear my
abuse ?" ** Friend,'' replied the
Quaker, *^ I will tell thee. I was
naturally as hot and violent as thou
art. I knew tnat to indulge this
temper was sinful; and I found it
was imprudent. I observed that
men in a pabsson always spoke loud;
and I thought if I could control
my voice I should repress my pas-
sion. I have, therefore, made it
a rale never to let my voice rise
above a certain key; and by a care-
ful observance of this rule, I have,
by the blessing of God, entirely
mastered my natural temper." —
The Quaker reasonedphilosophical-
)y, and the nierohant, as every one
else may do, benefited by his exam-
ple.

One day at a school not very far
off', a boy found in his Arithmetic,
among the items in a bill of goods
to be added up, the word *' sun-
dries ;^^ against which stood a large
price ; and not knowing what it
meant, he applied to his teacher.
He told him he did not know, but
supposed it was some very expen-
sive article that the merchants did
not bring into this part of the coun-
try !

174 KoriK- Carolina Jcvrnal of Edueaticn, [/viitf.

SCHOOL MEiMORlES.

The dear, the precious Common School !

What memories round it cling,
That waft us hack to other years

To live them o'er again t
While life shall last and reason reignS;

The light of other days remains.

The school room — and the loved ones there —

We see them as of jore,
And in o«r meeting we forget

That 8orae are now no more ;
Their bands we clasp, their voices hear —

Sweet memorises I — then, there fails a tear.

How oft at morn we gathered there,

And talked with childish glee,
Or sought sweet smiles from sparkling eyes,

When hearts beat light and free ;
And then we joined in many a song,

But for memory-echoey, long since gone.

Those day-dreams, and those, '^sunbright hopes''

Have changed since youth has fled,
And "stern realities" have come,

We had not learned to dread :
That band of scholars new are men,

W^ith but one hope to meet again.

Yet there are lessons deep impressed

Upon each living ore —
Prnise to the faithful Teacher —

To guide to virtue on.
The Teacher's, like a mother's power,

Ikars influence to life's latest hour.

Go forth then, Teacher, to thy work,

Wiih heart, and soul, and ///e.
Believing, tru.sting, hoping on,

Though Ignorance leads the strife;
For many in after years shall bo

Blest in the thoughts of thy memory.

Eemeaber, Teacher, in thy care

Immortal minds are pluced ;
In ^^living lines" thy teaching, there,

Shall evermore be traced;
But he in trifling is most wild.

Who leads astray the trusting child

[^Missouri Educator.

1859.]

A Wonderful Bene.

175

A WONDERFUL BONE.

In a small work on the Intellec-
tual and Moral Development of
the Present Age, by Mr. Samuel
Warren, Recorder of Hull (Black-
wood & Sons,) the author touches
on the subject of comparative
anatomy, and the pitch to which a
study of it has been carried in this
country. AVe gladly make room
for the following passages : —

The incident which I am about
to mention, exhibits the result of
an immense induction of particu-
lars in this noble science, and
bears no faint analogy to the mag-
nificent astronomical calculatiou,
or prediction, whichever one may
call it, prcseiitly to be laid before
you. Let it be premised, that
Cuvicr, the late illustrious French
physiolo:a;ibt and comparative
anatomist, had said, that in order
to deduce from a single fragment
of its structure, the entire animal,
it was necessary to have a tooth,
or an entire articulated extremity.
In his time, the comparison was
limited to the external configura-
tion of bone. The study, of the
internal structure had not pro-
ceeded so far. I

In the year 1889, Professor
Owen was sitting alone his study |
when a fchabily-dressed man made
his appearance, announcing that
he had got a great curiosity which ;
he had brought from New Zealand, i
and wished to dispose of it to him. !
Any one in London can now see \
the article in question, for it is
deposited in the Museum of the
College of Surgeons in Lincoln's
Inn Fields. It has the appearance
of uu old marrow-bone, about six
inches in length, and rather more
than than two inches in thickness
with both extremities broken oflf;

and Professor? Owen considered,
that to whatever animal it might
have belonged, the fragment must
have lain in the earth for cen-
turies. At first, ho considered
this same marrow-bone to have
! belonged to an ox — at all events,
I to a quadruped; for the wall or
rim of the bone was six times as
thick as tbe bone of any bird, even
the ostrich. He compared it with
the bones in tbe skeleton of an ox,
a horse, a camel, a tapir — ^and eve-
ry quadruped apparently posses-
sing a bone of that size and con-
figuration ; but it corresponded
with none. On this, he very nar-
rowly examined the surface of the
bony rim, and at length became
satifcfied that this mon^strous frag-
ment must have belonged to a
bird ! to one at least as large as
an ostrich, but of a totallv diiFer-
ent species ; and consequently,
one never before iieard of, as an
Obtrich was by far the biggest
bird known. From the difierence
in the strength of the bonej the
ostrich being unable to fiy, so
must have been unable this un-
known bird; and so our anatomist
came to the conchusion, that tiiis
old, shapeless bone indicated the
former existence, in New Zealand,
of some huge bird, at least as
great a^ an ostrich, but of a far
heavier and more sluggish kind.
Professor Owen was confident of
the validity of his conclusions,
but could communiaate that con-
fidence to no one else ; and not-
withstanding attempts to dissuade
him from committing his views to
to the public, he printed his de-
ductions in the Transactions of
the Zoological Society for the
year 1839, where fortunately they
remain on record as conclusive
evidence of the fact of his having

176

JfortJi'Oarofma Journal of Education,

[Jtctie^

then made tliis guess, so i^ speak,
in the dark.

as the action of the air upon the
body. Influences educate the child

He caused the bone, however, | long before it ia larce enough to
to be engaved ; and having sent , be sent from home to school. It
0B«- bttodred copies of the eogra- 1 is in the unwritten, unspokei>
ving to New Zealand, in the hopes teachings of home in our tenderest

of their being distributed, and lea
ding to interesting results, ho pa-

years that our destiny has its be-
gi:.nings. Every word, tone, look^

tiently waited for three years — ' frown, smile and tear, witnessed
Dan»ely, till the year 184^^-— when in childhood, performs its part ii*
he received intelligence^ from Dr. training the infant for eternity. —
Buckland,of Oxford, that a great Instruction should begin early,

box, just arrived from New Zea-
land, consigned to hiuyself, was on

but let it be oral, and consist
chiefly of a few moral precepts^

its way, unopened, to Vrofessor j Bible stories, and chaste fables. —
Owen ; who found it filled with A great error in our times is the
bones, palpably of a bird^ one of pressing of the infantile mind,
which wiiS thieo fee* in length, j cramming the memory with what
and much more than double the I the child does not understand, ana

size of any bone in the ostrich /

And out of the contents of this
box the professor was positively
enabled to articulate almost the
entire skeleton of a huge wingless
bird, between ten and eleven feet
in height, its bony structiire in

at the sorme time so compressing
and cramping it as to prevent the-
proper physical development, and
impair the reasoning faculties.

Anothcrof the alarming evils in
our day is the circulation of de-
moralizing publieations. Earnest
ftrict conforuiity with the fragment ; warning aa-d entreaties on this
in question ; and that skeleton may j subject have often fallen from the-
beat any time seen at the jMuseum j pulpits. Bm the warning cannot
( f the College of Surgeoans, tower- 1 be too often repeated. The influ-
iij «• over, and nearly twice the j eoce of immoral prints and books-
he ght of the skeleton of an i is calculated more than anything,
ostJich; find at its feet is lying else to corrupt the morals, and en-
tbe old bone, fropa which alone feeble the intellects of the juvenile'
confeummate anatomical science portion of our country. To circu-
had deduced suph t^n astonishing late such publications is a seriomi
reality ; ^^ existap.c^ of an enor- ofi'eDce against God and man ; and
mous extinct creatu;-e ,9f the bird yet I fear greatly it is a growing,
kind, in an island where previously evil; nor do I see any corrective

'so available, so potential and so
practicable, as family government
and instruction. Let the homo
be for amusement, pleasure, knowl-
edge and religion, as attractive
as possible. — Dr. Scott.

no bird had j^een known to exist
lc^r<^er than a pheasant pr a com-

fowl I

fjittWs Living *Age.

NECESSITY OF HOME INSTRUC-
TION.

It is the nature of a child to
Xditate what is around it. The
Afl^jpc^ pf e^ampje is as pertain

Be always doing, but do only
what needs tp be done ; be always
learning, buii leig:j|;L only what you
can use*

1859.1

School Roam Experience.

ITT

SCHOOL ROOM EXPERIENCE.

T£ACHII>(0 LATIN GRAMMAR.

A few rooiiihj ago, we gave the
readers of the Journal some sug-
gestioBfS on ^'Teaching Arith metic/ '
We wisb to present some remarks
in a similar strain on the method
of teaching Latin Grammar.

It is perhaps not going beyond
the truth to say, that, with a ma-
jority of learners, acquiring a
knowledge of Latin Grammar is
merely an exercise of memory.
They are taught to commit to
memory and repeat all the book
from which they study, or suoh
portions of it as may be assigned
them. Now it cannot be ques-
tioned that much of the acquisi-
tion of any language is merely an
exercise of the memory. And thift
is particularly true of the Latin,
as it is the language usually first
learned by our youth, after their
own native tongue. Acquiring the
meaning of the words of the lan-
guage is an act of memory. This,
however, does not belong to the
grammar of the language. But in
the study of the grammar itself
the memory must be exercised to
no little extent. The paradigms,
for example, must be accurately
committed to memory. Systema-
tize and simplify them as much as
you can, reduce them to as few as
possible, still these forms, few or
many, which are to be examples of
the whole language, require an ex-
ercise of the memory. A.nd, so
too there is a field for memory in
acquiring a knowledge of Syntax.

But we maintain that the study
of Latin Grammar has been made
loo exclusively a work of the mem-
•ly. The pvpil i» impreseed with

the idea that his whole task is to
store his memory with the language
of his text-book. Now, it must be
admitted, that many who have
studied Latin in this way,, have
become good scholars, well' ac-
quainted with the language. But
this da3S not prove this the beat
method of teaching Latin. Nor,
if it could be shown that those so*
taught acquire the language aa>
readily as those taught in a differ-^
ent way, would it establish this as
the best method of teachiag. For,
whilst the acquisition of the lan-
guage is one end of their studying
it, it is not the only end, nor the
chief end. The great object of
teaching: Latin, as of every other
branch of study, is to educate the
mind. We wish te develop all the
faculties of the youth's mind, and
not his memory alone. We wish
to teach him to be an independent
thinker. We wish him to learn ta
reason for himself, and not always
to be dependent for his ideas upon
what he learns from others. And
we <7ish him to learn* to think, not
wildly and loosely, but truly and
accurately. We should keep thb
end of education befope us in every
effort we make to itnpart instruc^-
tion to the young.

Then the question which pr^
sents itself to us in this connection
is, '< How can Latin Grammar bo
best taught to gain this greai end
of education 7 Has it no higher
place than that of a stepping stona
to the great field which the dafiaica
open before us ? Or muet it be oocv*
fined to the drudgery of streogtho
eaiag the memory I Has it ooth-

178

North' Carolina Journal of iJducation.

IStxney

ing to do in developing the other
luental faculties? We maintair
that it may serve an important end
in the work of education directly :
«nd to this point we direct our
suggestions as to the method in
which irshonld be taught.

In general, we remark, it must
be taught as a science whose prin-
ciples are to "be investigated. —
Grammar does not consist of a
number of dry, independent facts,
between which no relations can be
xiiscovered. They have intimate
tjonnections with each other.—
There are general principles under-
lying these facts that present them-
selves to the learner's eye; and
these prinxjiples should be sought
for and impressed upon the mind.
The papil should be shown how
general principles are deduced from
^acts; and, again, how these prin-
ciples will explain other facts with
which he meets. Some general
principles, that enaWe hira to con-
nect together different facts that
lie JeaTDS about the language, will
^eatly facilitate the memory in its
work. Let him learn to look for
the golden thread on which he may
string the pearls he gathers, lest
they be scattered and lost. But we
will not pursue this strain of gene-
ral remark. In order to be more
practical we descend to particulars.
The method, which we advise for
teaching this subject, can best be
shown by examples.

But before proceeding to these,
we wish to introduce to our readers,
■at least those of them not already
familiar|with it, the Latin Grajnmar
of Professer Harrison of the Uni-
X'crsity of Virginia. So far as we
9{now, this is the only American
work on this subject that is based
■<m philosophical principles. It
first suggested to us the thoughts
which we here present, and the

method of instruction which we
would persuade other teachers to
pursue. Now, it will not do to pnt
this work into the hands of a pupil
at an early ertage of his course ; for
it pre-supposes some knowledge of
the language on the part of the
reader. But the teacher can famil-
iarize him««elf with the system
which this Wjrk presents, and im-
part it to his pupils in connection
with the lessons which he learns
from more elementary works. He
can do this in pirt orally, partly by
use of the blaok-boird, and partly
by notes given to the class to be
written down. Each of these three
methods of giving them the in-
formation, which he wishes to com-
municate, has some advantages
which are peculiarly its own. And
a co5tibination of the three will im-
part an interest and life to the
study of the language not attainable
by the ordinary method of reciting
from text-books alone. And not
only will this good result flow, but
the pupil to succeed must learn te
fix his attention, and exercise his
own reason ing powers. But we
are wandering from the practical
course proposed.

We wish to show by examples
how to teach the principles of Latin
Grammar, or, to use the expression
of Professor Harrison, "the laws
of the Latin language,'* to a be-
ginner. These principles will be
found in the study of the letters
and words of the language, as weil
as in its syntax. ^ At the very out-
set the pupil should understand
the formation of the letters. For
otherwise he will not be able i^ ex-
plain many of the changes which
words undergo in infleotioo and com-
position. Forexample: in the con-
jugation of regere he meets with
rectus. Now, he finds by refer
ence that many verbs have this

1859.]

School Room Experience.

same termination fns for the par-
ticiple ; but how explain the change
of the root reg into rec? If he has
not learned the formation and clas-
ftffication of lette7s, he cannot tx-
plain it ) he must simply commit it
to memory and pass on. He has,
too, the Perfect rexi, equally in-
explicable. He comes to another
class of verbs of which nubere is an
example. Here he finds the root
nub changed into nup in nupsi and
nuptum. He commits it to mem-
ory ; but he cannot understand why
the b is not retained throughout *the
word. He meets with a Tiundred
similar instances which he has to
fix in his memory without knowing
a reason for the change of letter^
in a single instance. But hi him
learn first the formation and classi-
fication of the letters and a few
simple principles will explain these
Dumeroas changes. He teams that
it cannot be regtuSj because ^ is an
open letter followed by a close one

f, which i« contrary to the custom
of the lanouage, and indeed is an
unnatural succession oi pounds, in-
asmuch as it is diffitiilt tofiound a
close letter after an open one. The

g, therefore, most be ^changed into a
close letter; and to make the
change in the word as little as pos-
sible it takes in its stead c, the let-
ter nearest akin to it, that is, the
close letter foimed by the same
organs. Now, this simple princi-
ple will explain also rexi, re-
membering simply that x is another
method of writing cs. The change
maybe thus indicated : rf^gsi — recsi
— ^ea;«. And the pupil does not
have to sejicch for new principles to
explain the class of words which
nubere is an example. The same
principle explains also the chaon^es
in these. AH he needs to know is
the organic class to which the let-
^rs belong. How much better to

teach a boy this simple principle
which explains so many changes of
words, and which is more readily
acquired than one tenth of the facts
which it'explains— how much bet-
ter to teach him the principle than
uselessly to crowd his memory with
disconnected facts l It looks like
the teacher was dealing with a ra-
tional being and not a brute.

Let us take an illustration from
the declension of nouns. When
the pupil has learned the declension
of penntiy of servuSj of par ens ^ of
fructui, and of 7>#3, he will naturally
inquire why the language has so
many different ways of forming the
cases for different words. He has
five Oenitive endings for these
words, namely, CN5, «, is^ «5, «i. —
Why all this difference ? When,
however, you can teach him the
formation of these cases, the differ-
ence lecomes much less in reality
than in appearance. For in the
first declension the root of the
words ends m <r, in the second in <j,
in the third in a consonant, in the
fourth in «, and in the fifth in e.
Now, by uniting the Genitive
termination i to the root ending in
a, we have the ending «i, which
does sometim-es appear as an old
form, but usually becomes ae. Put
the SBme termination to o in the
second declension, and we haveoi,
j which by a frequently occurring
contraction becomes i. In the fifth
declension the i is also added, but
no change takes place in the el.
In the the third and fourth de-
cl«nsions is is added for the Geni-
tive. It appears, then, that we
have two Genitive terminations in-
stead Qi five. And there is no
difficulty in knowing which of the
two to use if th« simple word, the
root fs known. For i is used when
the root ends in a vowel, except «*,
and ts is used whore it ends in a

180

Nordi-Chmitna Journal of Education,

[Jtttie,

eonsontDt or % the Towel which
•eems to he Dearest akin tu the
consonant. And so we might pass
on tbroogh the cases, showing like
•implicitj. The difiference is in
the words themselves and not in
the method of declining them. —
Now, whether or not this knowl-
edge will facilitate the learner in
acquiring the declension of the
Doans, it will at least interest him
by opening to his mind analogies
hidden before ; and it will teach
him, if anything will, to think for
himself.

It may be well, even at tlie risk
of being tedious, to give another
illttJtration of our plan. We will
take this illustration from Syntax
Suppose the usage of the Genitive
case be the subject of study. We
refer to the Syntax of this case in
Bullion's Grammar, and find not
less than fifteen rules with nume-
rous exceptions; and turning to
Andrews' and Stoddard's we find
the number of rules not less than
ten, with observations and remarks
that increase them to more than
double that number. This is dis-
oouraging when we remember that
these rules form a very small part
of the 'entire Syntax. But teach
your pupil that *^ the Genitive
limits the meaning of the word
with which it is connected to the
particular class or object designa-
ted by this Genitive.'' With this
thread he can bind together this
apparently heterogeneous mass of
facts. The reason for employing
the Genitivo appears to be the
samei or nearly the same, in all io-
stancea. The learner can nownn-
derstand these rulesy with his
teacher's assistance ; and he trill
aooQ be able to give an esplaoadon
of (hem eoosistendy with his defi-
oilioii of this ease. He meets
vilh a diffioalft]f ia (be OenMoe^

placCy till he learns that this is no
Genitive at all, hat an Ablative.

These illostratioos we hope are
enough to make the plan plain to
the reader, and to oommend it to
the teacher, who is seeking no(
his own ease, hut the intellectual
improvement of his pupils.

A question may be raised as (o
whether preference should be giv*
en to the analytical or the syii'
thetical method of teaching, Id
pursuing the course we have
marked out. We would advise the
use of both methods, that is, some-
times one, sometimes the other.
For instance, in teaching the de-
clensions we may give first the
facts, and then asalyze them and
draw our conclusions from them.
Let the examples given for de-
clension, under the different heads,
be committed to memory; thei^
analyze them, showing how the
forms were derived, and the rela-
tions the decleAsioxis bear to each
other. Or we might reverse the
process ; state general truths dog-
matically, and show how these-
give the results we find actually
existing. The former method , th e
analytical will be best in teaching,
some subjects, the latter, the syn-
thetical, best for others. The
teacher's own experience will be
his best guide in determining
which oourse to pursue. If, how-
ever, he uses the ordinary textr
bookis in Grammar, his pupils will
have stored their memories with
(he facts of the particular branch
under consideration ;' and he will
then have the material ready foor
the prooess of analysis.

To conclude this article already

prolonf^ fiur beyond our ori^niJ

destgni we lemark (hat we do not

adwmee a wild (hec^ or an. imr

I praolieable plan. Bu( pur em^

Iperienoelwlad «• (odMaooa-

I860.]

Educational AnBociaiion.

181

elusions : 1. That tlie pupil will
aoquire the language quicker and
more aocurately in this way, than
In ianj other; quicker, because of
tlie izKsreaaed interest excited in
the Hsobjecty and of the assistance
^Ten the memory by general prin-
ciples that connect facts together;
And more accurately because the
principles to be learned are fewer
.and more easily tinderstood. 2. The
pupil is better prepared to master
new difficulties that he meets with
as he progresses in this study, or
others. 8. He becomes a more in*
dependent thinker, which we said
in the outset is the great end of
education. Yibqinia.

JJENOIE COUNTY EDUCATIONAL
ASSOCIATION.

The Annual Meeting commenced
in fianston, on the 7th of May.
The roll being called the regular
4)rder of business was commenced.
Several gentlemen were elected to
membership, responded^ and were
entered on the roll.

On motion, it was **' Kesolved,
Uiat while we regret the next meet-
ing of the State Educational Asso-
ciation cannot be held in Kinston,
we are nevertheless, gratified to
learn that the Annual Meeting has
been appointed in this section of
the State, at Newbern; and we
heartily tender oui sympathy and
cooperation, in all its deliberations
for the public welfare.'' The fol-
lowing members were appointed
as delegates and expected to attend,
Ti;B.: — L. Branson, J. Kincey, F.
JWbble, S. Miller, H. F. Bond, J.
JH. Jackson, E. F. Cox, W. A.
Holland, I. G. Cox, Dr. J. P.
Bryan, W. Dunn, jr., R. W.King,
Dr. Chapel, O. Washington, G. C.
Woodley, L. C. Desmond; H. F.
Strong, Gen. J.W. Cox.

Officers for this Association were
then elected for the ensuing year;
as follows :

Franklin Dibble, Esq., Pres.
G. C. Woodley, Esq.,lst Vice Pres.
W. A. Holland, « 2 " "
Justus Kincey, Steward.
L. Branson, Secretary.

The Query was then disscussed
viz. — Are Colleges beneficial? —
After many arguments pro and
con, the question was very amica-
bly decided in the affiirmative^ by
the casting vote of the chairman.

On motion, it was determined to
discuss the following subject at the
August meeting, viz. — " Is corpo-
real punishment necessary in our
common schools V Quite a lively
interest was manifested throughout
the whole meeting, and a brighter
day seems to be dawning for Le-
noir county. Adjourned in much
harmony.

H. R. STRONG, Pre^

L. Branson, Stc

Lenoir Institute^ N, C.

Origin of a Feathsr in thb
Cap. — ^Among the ancient warriors
it was customary to honor such of
their followers as distinguished
themselves in battle,by presenting
them with a feather to wear in
their caps, which, when not in ar-
mor, was the covering of their
heads, and no one waa permitted
that privilege who had not at the
least killed his man. From this
custom arose the saying, when a
person has effected a meritorious
action, that it will be a feather in
his cap.

Great powers and natural gifb
do not bring privileges to their
possessor so much as they bring
duties.

North- CdiVoUna JhumaX of Educatidn,

[June,

MY CLASS OF DEAF MUTES;

BY JOE, THE JERSEY MUTE.

"Joe,. the Jersey Miite, is notod (?)
for his peculiar style." — McMpine's
Teachers* Journal.

"Joe is a teacher." — Ibid,

I quote the abore lines for- two
reasons, to wit : 1st, the peculiar-
ities of style ia the* ifollowing cod>-
municatioD, if any occur* to the
reader, may be accounted for. And
2d, upon' the strength of the wri-
ter's occupation, the reader may
believe what the writer is going
to say. Do you take ? Well, now
let me describe the members of
my class ia^ numerical order.

1. Sallie. She is a tall, good^
looking young lady, evincing by
her looks refinement of deportment
and delicacy of feeling. She does
not pretend to brilliancy of mind,
but she is the most generous girl
that I have ever taught. She has
given me more cakes, believe me,
than I have received from any
other girl, and various specimens
of needlework, some ingenious,
some indifferent, and others not
worth a penny. Hep affections are
warm^ TieLy, as hot aa coal fire. —
She dances gracefully, sews first-
rate, and, in a word^ excels in all
the departments of housewifery.
Think you that she- would make
an excellent wife ?

2. Jennie. At first sight one
would take her for an* old maid of
forty. Ever sad^ no smile wail
lighten up her face for d«iys to-
gether. I fear she is naturally of
a melancholy disposition. Her
chirography is clear and bold, al-
though she makes but little pro-
gress in language.

3d. Henrietta. I envy her
SQ6J chqeks; and above all^ her eX'

cellent health, which, to the best
of my knowledge, has never been
interrupted' since she was entrust-
ed to my care. Shepays attention
to her studies in and out of school
hours, day and night. Several
deaf mu^s of both sexes, lettered
and unlettered, live near where
her parents reside..

4. H'ettie. Little is known of
this young woman, farther than
that her motheT* lives in the inte-
rior of Pennsylvania.

5. E LIZ Aw She is a blonde, with
fiery eyes and a temper to match.
She has no< sincere friend or well-
wisher, at least, among the one
hundred aod eighty-seven pupils.
Her mother labors under the same
infirmity as she, and has recently
lost her husband, who was endow-
ed with the faculties of hearing
and speech, and who served in the
war of 1812. Eliza has a sister
also deaf^ and who, as soon as her
term of tuition shall close, will
take her place in the school. Two
OF three years ago I sickened^ and
lay on a bed for a few days. All
the world seemed to bestow no af-
fection on me, but Eliza took upon
herself the office of nurse to me.
In the fulness of my heart, I vowed
thai I would never shut out of re-
membrance, as long as I lived, the
thousand little kindnesses which I
received from the fair-faced Eliza.
I have in my possession a daguer-
reotype likeness of this young
Florence Nightingale, which I am
perfectly willing to show to any
person who wishes to see therein
reflected the face of the original.
Her mother is said to bo an In-,
dian, aad Uvea in New Jersey.

1859.]

My Cla8i of Dteaf Mutes,

18d

6. Annie. She looks rcmarka-
klj well, with a ''strange and pass-
ing" sweet expression of counte-
nance, and invariably smiles when
her teacher speaks to her, even in
an angiy manner. Her compan-
ions express themselves (to use
their words) ^'mighty pleased"
with her manners.

7. MoLLiE. She lost her hear-
ing at three years of age by a se-
vere attack of scarlet fever, but
retains in some degree the power
of articulation. She is afflicted
with feebleness of intellect, and
therefore can not be expected to
make any considerable progress in
language. Her skin is remarkable
for its transparent clearness, and
at times she looks deadly pale,
without her knowing it. She
talks too much ; her talk lacks in-
terest, and is sure to tire us out.

8. Ada.. A fine looking girl,
stout and healthy. She writes
good grammar. She often assists
in teaching ''the young idea how
to shoot."

9. Marie. She is justly con-
sidered the belle of the school. —
She inherits her mother's blonde
beauty, as well as her amiable
temper. She, however, lacks bril-
liancy of intellect. She is reported
to have an income of $3000 a year.
I have seen her sisters (all of them
hearing, of course,) and they are
semarkable for beauty and gentle-
ness.

10. Lizzie. A beauty of four-
teen, promising to out-Marie this
Marie. Her skin is singularly
white ; her eyes are large, full of
poetry, and intellectual, and her
moutn has much of the poetry of
life. She delights in teazing her
class-mates, and particularly Mol-
lis, (7.) Her handwriting is as
fkioall t% if it hung by a slender
tht€£(); the words occupy oo more

space than if- printed from the
finest type.

11. Kate. Bless me, I have
nothing to say of her, farther than
that she is a little girl, between
13 and 14 years of ag«.

12. Willie. There is much
in his physiogomy to interest even
the casual observer. His complex-
ion is florid ; his eyes are large,
especially in the region of lan-
guage; his lips voluptuous and
well formed ; his cheeks rosy and
smooth. He seems to have a vig-
orous intellect, but he is a lazy
dog of a fellow. His sister, also
deaf, is a very pleasing person.

13. Jemmy. A gentle little
fellow, and nothing else.

14. Bob. His is the most sin-
gular face I have ever seen, in
point of expression. The expres-
sion of his face seems to blend the
semi-comic with the semi-serious.
He is reckoned a dunce.

16. Sajumy. An indifferent
scholar. His sister, in another
class, progresses slowly. For young
persons of ordinary capacity, there
is DO royal road to knowledge.

16. Tommy. How much labor
it has cost me to instruct this most
stupid of boys. But teach him I
must, for "precept upon precept"
is my motto. As to his personal
appearance, one would call him
handsome. His brother, studying
in the school, expects to leave in
a few' weeks. Tommy could im-
prove but he has no taste for in-
tellectual study.

17. Joe. At the first glance
he would be set down as a boy
gifted with uncommon powers of
mind, but he is really the laziest
of lazy boys. Scold him, and he
will laugh you to scorn. Whip
him, and he will grin from ear to
ear. His sister bow in ttte school,
is a good looking girl, with % great

184

North' Carolina Journal 0/ Education »

[June,

deal of animatioD in her eyes. I
do not know how she comes on, as
I do not teach her.

18. Ha&rt. He is famed, the
school over, for his stapidity. He
is good natnredy though. I ven-
ture to say that he will never be of
service to society, unless it be in
his quality of laborer.

19. Eddy. Towering aloft rises
the form of this young man. He
makes gratifying progress in his
Btudiea.

20. Mary. I look upon this
baby, for she is only nine, as the
flower of the school. I love her
dearly, and delight in chatting
with her. She is endowed with
considerable powers of mind, and
will no doubt ^zcel in writing. I
have written much about her, for
she is really worth writing about.
She has a very pleasant expression
of countenance^ She studies to
please her companions. In verity
she is a thing to be loved.

21. Ben. He is conceded "on
all sides" to be the most intelli-
gent boy in my class. He says he
is going to be 17 years old, al-
though he looks considerably old-
er. He had the misfortune to lose
his hearing by scarlet fever in his
seventh year, but he still retains,
to some extent, the power of
speech. He is full of faults, but
he is a favorite with his school-
mates, who admire his colloquial
abilities, and consider him as a
glorious pattern to copy from. His
in the ugliest face, perhaps, in the
school. He is fond of dress, and
in fact he is the dandy of the
school. The other morning he
came into my room, fresh from a
barber's shop. He was the dandy
of dandies at that particular time.
He took a pencil and dashed off
the following good little story: —

went to a barber's shop. I said I
wished to have my hair cut. Tho
barber said 'You will be served^
sir.' I sat down on a chair, and
he cut my hair. I then took some
monev from the pocket of my
breeches, and gave it to him. He
said 'Much obliged to you.' I
bowed to him in return. I walked
about the city, feeling as large ad
life."

My class numbers 21 children^
12 girls and 9 boys. They have
been under my tuition from two
to four years, and they improve
more or less according to their ap*
plication.

Obscure Style.— In a well
known and popular school history
we have the following account of
a naval battle.

In five minutes the mttir^top^
mast was shot away, and falling
down with the main-top-sail-yardf
across the larboard-fore, and /bre«
top-^ail-yardy rendered her head*
yards unmanageable daring the
rest of the action. In two min^
utes more, her gaff and tnizzen^
top-gallant-mast were shot away.

The author has here incorpora'
sted part of the official account of a
naval battle into a school book de*
signed for the reading of children*
Although, doubtless, sufficiently
intelligible to a seaman, few of the
pupils in our schools could under-
stand it.— iK WUlson.

Learn well and thoroughly
everything you think worth un-
dertaking to learn at all — learn
it completely ; leave no broken
link in the chain you are daily
forging. Perfect your work so
that when it is subjected to the
trials and the experiences of lif«
*^ 1 reckon myself a gentleman, 1 1 it will not be found wanting.

1859.]

ComTTion School Department.

185

Coaimon $t\fid gjpartmeni

Extract from the RepoH of the Superintendent of Oommon

Schools-

A draw back to the usefulness
of exanuning committees is the
want of convenient and comforta-
ble places in which to conduct the
examinations of those wishing to
teach. This want embraces the
diJEEiculty of getting fit persons to
act on these committees ; and it is,
also, one chief cause of the hur-
ried manner in which the examina-
tions are sometimes conducted.

There ought, therefore, to be at
the county seat^ or at some other
central point of every county, a
Teacher's Hall^ intended for the
exclusive use of the com&ion
school officers mad teachers of the
county.

Its advantages would be such
as to justify the expendit«ire by
the counties or towns interested,
and I am inclined to believe that,
under a just and favorable act of
incorporation, such buildings
Would be erected in a number of
places. No bill for this purpose
has been introduced ; and my ob-
ject now is to turn attention to
the subject, and elicit discussion,
and an intei change of views among
the friends of popular education.

These Halls would, in time, be
filled with libraries for the use of
teachers and common school offi-
cers: and they would furnish
tempting inducements for the
formation of teachers' associations.
They would furnish points of con-
tact and intercommunication for
the teachers of each county, thus
tending to destroy that isolation
and indifference to the opinion of

others, so much In the way of their
improveraert, and so repressive of
a proper public spirit and interest
in tbeir calling; and here, also,
the fViends of the cause could and
would have opportunities of meeting
the teachers and officers, and would)
from time to time, have courses of
lectures delivered for their espe-
cial benefit. These Halls, and
their purposes, would be standing
appeals to the patriotic, the benev-
olent and public spirited — aod na*
tives of the country, prospering in
business in distant States and
Countries, members of Congress,
and public bodies would make do*
nations of books, documents, maps,
reports, periodicals and materials.
They would be external signs of
the progress of a moral cause, im-
proving the senses, and exciting
the putriotic pride and generous
emulation— considerations not to
be neglected by the friends of com-
mon schools. The State would
also doubtedless, contribu,(e public
documents ; and4hese halls would
in time become, next to the
Churches, and Court Houses, the
most useful and indispensable pub*
lie buildings of the several coun*
ties.

They would hold the meetings
of teachers for discussion and mu»
tual improvement — they would
form the cheapest and best kind
of normal schools — they would
contain teachers' li])raries, and
hold county museums, besides
serving the important and primary
object of their erection.

lb(>

North- Oarolina Ammat of Ediieation.

[Sutker-

With such halls, conveniently
furnised, there would be do diffi-
culty in procuring good and ac-
tive examining* committees; and
it cannot be doubted that the ex-
aminations would be more sys-
temactically eonduoted, and be
more satisfactory and thorough in
their charactec

And besides all these considera-
tions, it should not be forgotten
that municipal corporations have
been, under God, the nurseries aod
the bulwarks of our Anglo-Saxon
fr»^edom.

Tbey accustom their members tO'
the practical exercise of the powers
of eorereignty — develop a love of
independence, while they also teach
the itt)porfance of union and of in-
dividual wicrifice — and ijaterpose
barriers to anarchy and to central!-
zfitioD, the two extremes that^ meet
in absolute despotism.

A Curious Coincidence. —
Bancroft, History United States,
vol. III. p. 314, remarks : " It is a
curious coincidence, that among the
Algonquins of the Atlantic and of
the Mi&sissippi, alike among the
Narragansetts and the Illinois, the
North Star was called the bear"
How does it happen that this con-
stellation is known by this name in
nearly aU ages and nations ?

To suppress a harsh answer, to
cenfess a fault, or to stop short in
the midst of self-defence, in gentle
i^ubmission, sometimes requires a
struggle almost like life and death.

INTRODUCTION OF GLOBES.

There is quite ai> active move*
meut just now among the friends
of education, in favor of introduc-
ing artificial globes into all the.

common schools. It is indeed!
time. Both our English cousins-
and ourselves have hitherto neg-
lected these valuable aids to edu-
cation. We have been too much^
in the habit of regardinsr globes aa
suitable only for the higher, insti-
tutions of learning. The reverse
of this is now being recognised as
the fact. Thanks to the Freach
and Germans — especially the lat—
ter — for the change. They have-
proved to the world that no child,
learning even the rudiments of
georgraphy — not to mention as-
tronomy — is too young to derive
advantage from lessons on the
globe. The experience of the'
best teachers shews that much
time is gained by the early use of^
of» these veritable keys of knowl-
edge. The maps are very good
in their way. They give a tolera-
bly cevreot general idea of the
boundaries, bearings, &c., of any
particular country of limited ex*-
tent. But if we require to know
the relative positions of different
countries situated at considerable-
distances from each* other, ihty
are apt rather to mislead than di-
rect us; whereas a mere glance
at the terrestial globe gives the
necessary information ae once,
without fBrtker trouble, and so
impresses it on the mind that it is
likely to be retained through life.
But lit is not alone to students
that globes are useful. They are
so to all who read. It is incredi-
ble to those who are unacquainted,
with their use what important aid '
tbey afford even in the perusal of
the daily journals or the Bible.
True, a good pair of globes cost a
pretty round sum ; but so do any
articles which are useful — which'
economise time, and which require*
labor and skill in their production.
They do not, however, cost oive--

W59.]

Common School Department,

■^ H i . »<ii^ I

third as mnch now as they did
some seven years ago. Then all,
or mostly all, had to be imported
from France or England ; whereas,
neither of those countries export
better or more beautiful globes
than are at present manufactured
in our own country by the Messrs.
Moore & Nims, of Troy, N, Y. I
have recently had the pleasure of
examining a whole series of these
— ^in eight different styles and
sizes — and in commencing this
-epistle, it was my intention to give
jour readers a brief description of
them. I can only say now, that
the sizteen-inch bronze pedestal
stand globes of Troy manufacture
surpass in accuracy, beauty and
elegance of finish any similar
articles it has ever been my privi-
lege to examine. — Pittsburg Ga-
2eth,

CHILDREN.

When parents thus become to their
children the familiar friends, the
unreserved confidants, the sympa-
thicing partners of their joys and
sorrows, hopes and disappoint*
ments, a hold on the mind is ob-
tained which will continue when
authority ceases. Young people
who are treated as companions by
judicious parents, are seldom ad-
dicted to degrading practices. —
They will even forego many indul-
gences to avoid displeasing them
or giving them pain.

As children advance in age, and
the faculties of the mind expand,
parents, by an easy, familiar mode
of cpnversing with them, and adap-
ting their language to their age
and capacity, may acquire almost
unbounded influence over them. —
If parents were thus careful to cul-
tivate the young mind from the
first dawn o f reason, watching
«very opportunity of communica-
ting instruction, they would be
tarely disappointed in having their
children grow up around them all
that they could^ reasonably desire
them to be. When children are
accustomed freely to unbosom (hem-
selves, and unreservedly to reveal
their wishes to the paternul friend,
who is most interested in their wel-
fare, what advantages must result
to them, and what pleasure to the
mind of an aflectioDate parent Li

Vapor. — Dr. Dick, the celebra-
ted philosopher, says there arises
every twelve hours, no less than
thirty millions cubic feet of water,
which is more than snf&cient to
supply all the rivers on the earth.
This immense body of water is
formed into clouds, and carried
over every part of the continents ;
and again it is condensed into rain,
snow, or dews, which f^^rtiiizes the
earth. Should this process pause,
we might wash our clothes, bu|
centuries would not dry them, fof
evaporation alone produces the ef**
feet ) vegetation would wither ; ri«
vers would swell the ocean ; tlnl
operations of nature would cease.
So close is the connection between
this process and vegetable and an-
imal life.

Do Daily and Hourly Your
Duty; do ic patiently, thorough-
ly. Do it as it presents itself ; do
it at the moment, and let it be its
own reward. Never mind wheth-
er it is known or acknowledged or
not, but do not fail to do it. Do
not think of yourself as a mortal,
but as an immortal. Fear nothin
bUb sin ; fear nothing but a meau
actioji.

isd

North- Carolina Journal of Education.

[June,

l^agts for %

THE REASON WHY.

" For my part I never expect
to become a scholar. I don't be-
lieve I have the right head for it.
I should think my memory was
defective if I was troubled to re-
member any thing but what I find
in books. There is Wm. Brown,
I know I study just as hard as he
does, but somehow he has manag-
ed to get so far iu advance of me
that I never think now of being
on an equal footing with him
~ ^ain."

Thus remarked Charlie Mason
in one of his half complaining,
half- repenting, half- resolving
moods. He was making prepara-
tions for attending a new term of
school, and for the hundredth
time was coming tt) the conclu-
sion to do better. Neither means
nor exertion were spared to afford
him the opportunities for acquir-
ing an education. But to the dis-
a{)pointment of his parents, and
even to his mortification, his pro-
gress was sldw and very defec-
tive.

The puzzling question for us to
solve is, what was the trouble with
our young friend. Now Charlie
was not lacking in quickness nor
in parts. None of his companions
could joke better, talk faster, or
say more in their school debates.
And he was not like gome of our
thriftless scholars, ill-cfisposed and
ungovernable. We will have to
scrutinize him closely if we would
know the difficulty.

*Tis Monday morning, and
i^hih he is busy with .his school

preparations, we will give him a
short call. Good morning, Char-
lie I you seem to be fixing ^ for
school ? With a nervous twitch
of the head in return for our salu-
tation, and a laconic yes, in axkr
swer to our inquiry, he continues
his work of investigating every
nook and corner of the house.

We waive further attempts at
sociability, ani improve the op-
portunity of making observations
on Charlie J now up stairs, now
down, now in the bed-room, now
in the clothespress, now scattering
that pile of newspapers about the
floor. We soon discover that he
is on track after his school-booka.

He is certain he brought them
home with him the last day of
school. His spelling-book was
lost at the school-house, but the
remainder of his books he knows
were brought home. The whole
house is summoned to assist in the
search. Just as his mother is
declaring that she has looked in
every part of the house, and knows
that further search is useless, in
steps Willie Brown, introduced to
us above. *^Come Charlie," says
he, **it is most school time, and
you will have to hurry a little, or
get a tardy mark the first day."
**But I must have my books before
I can go. rd make a fine appear-
ance posted on my seat staring at
the Teacher all daj^" replies Chajp-
lie, quite tartly. "Well thai
needn't trouble you," says Willie,
"your books have the start of joa
this morning, and have been on
your desk an hour waiting for yon.
Don't you remember you left tnepx

18S9.]

JRigei Jor tie Yowng^,

\S9

at father's shop the last day of jis the lesult of our own exertions,
school. I thought perhaps you \ This fact sHouId be deeply im-
might have forgotten it, and cauM | pressed upon the mind of eveiy
up on purpose to tell you." Our j pupiL Make him understand that
disconeerted young friend was soon I every thing depends! upon him-

hurrying to the school-house, but
not without leaving us in posses-
sion of one of the reasons why he
would never become a scholar. —
Two months vacation, and know
nothing about his school books I
I/et me ask my young readers a
question. Did you eve? know a
schoolmate of yours to make rapid
advancement in his studies if he
never opened his books only during
school hours ? That Charlie had
Bot referred to his during vacation^
shows clearly his lack of interest
in his books, and discloses the
very important fact that he stu-
dies from force of circumstances,
rather than from love of knowl-
edge. If we scrutinize him a lit-
tle closer, we may detect other
reasons, for his slow advancement,
beside his inattention out of schooL
Indiana Sck. Jour.

THE PATH TO KNOWLEDGE.

It has been said there is no royal
foad to learning. Kings and peas-
ants are alike subject to the same
diffidQulties and recompaosed with
the same rewards. Bich and poor
must endure the same steadfast toil
and intense application in the pur-
suit of knowledge, and no mil-
lionaire was ever rich enough to
buy its precious gems without mak-
ing personal efforts and devoting
bis whole energies, for a time, to
deep^ earnest sttidy and research.
Money cannot buy learning. It is
only given in exchange for labor.
Others may guide and direct, but
Ih^ cannot oany us up the hill of
doie&ce. Sveiy step we adTsaoe

selfr upon his energy and perse-
veranne rather than his teachers.
The latter may be efficient aids ;
they can be nothing more. Still
the teacher has an important part
to perform in rearing the youthful
mind and fitting it for usefulness*
He must point out not only what
obstacles lie in the way, but
also the manner of surmounting
them, and lead the scholar to press
ever onward with renewed strength
and vigor.

Fontenelle, addressing the tutor
of Louis XV, says, "You will
strive with all your efforts to make
yourself useless.^' This is what
we all must do, impart such in-
struction that our pupils may have
no farther need of our servicesi
make them all to depend upon
themselves. Teach them to apply
whatever is learned to some prac*
tical advantage, and let it be the
basis for attaining still greater
proficiency.

The path to knowledge is not
so dark and rugged as is some-
times imagined. It is radiant with
the pure sunlight of truth, and
"is strown with flowers fairer than
those which adorn the pathway of
kings, and we have only to stoop
and cull them and present to our
pupils." Every, where as we ad-
vance the prospect widens and its
beauties become more resplendent

Then, let us still pursue its
winding paths and gather fresh
garlands, that we may awaken a
Uvelier interest in those commit
ted to our care, and be better able
to perform our duties as teatheiv*
iV. M. Journal Ed.

t^orthnCaroJtnXi Jo^iimal of ESucaCion,

[Jthfe*^

li^si^ttit €iii%x% §£|3rktHl,

Invitation. — We toped to get
this number of the Jotirnal out
in time for all of our readers^
"tvho have not already seen it else-
where, to have an opportunity to
accept the cordial invitation,
which we give below, from the
citizens of New 6«a>ne r

CIRCULAR.

The tm^erafgned, ol behalf ©f
the citizens of Newbern, cordTallj
tender its hospitalrtes to the niem-
bers and friends of the I^oith Car-
olina Educatiooal Association, at
its next annual meeting, to be
held in onr city on the 14th of
June.

And that we may be enabled to
prepare properly for the cooifoit of
each pei*son in attendance we desire
all who expect to bepres^ent to send
us their names and addiiess without
delay. Please enclose tp us, as
soon as possible, a card with the
names and residences upon it, of
all such persons male and female,
as you know intend to be present
at the meeting alluded to. The
cars, for this place, leave Goldsboro
ait half past B o'clock, P. M., and
arrive here at 25 minutes past 6
o'cJock, P. xM.
K R. Stanly,
C. C* Clark, V Com.

J. L. Pennington

I^ewbern, May, 1859.

„i

too late for insertion iu this No. of
the Journal) announ^iBg that
Prof. W. H. Owen & Prof. R-
H. Graves have associated them-
selves together as teachers. Lo-
cation, Belmont. Session com-
mences Ttk July. Apply for cir-
culars.

Address, Browns viHe, Granville
CO., N. C.

Advertisement. — We hsm re-
ceived an advertisement (one day

Professor Olmstead.- — The
memory of this eminent author
and teacher should be perpetu-
ated by all lovers of science. — -
And especially sho^tid fee be re*
membered by the people of N»
Carolina, among whom he labor-
ed during tea years of his life*

He died of acute neuralgia, afe
his residence in New Haven, on
the 13th of May. He ^^as nearly
68 years of age, having been
born on the 18th of June, 1791,
at East Hartford, Connecticut*
His father dying while he wa»
very young, his education devol-
ved upon a mother ofuBcOnamoni
excellence and strength of char-
acter. When sixteen years old
he comiaemced his preparation
for college, increasing his limit*
ed means by teaching a public
Bchool. Graduating at Yale
College, with the highest honor*
of the institution, in 1813, he

1859.]

"Reiidcnt Editor^ 8 Department

resumed the employment of
teaching, in Avhich he continued
till his death.

After two years spent in &
select school, and two years in a
tutorship at Yale College, he
was appointedProf. of Chemistry
in the University of North Car-
olina, whence, in 1825, he was
called to the chair oY Mathemat-
ics and Natural Philosophy in
Yale College. His -text hooks
of Philosophy and Astronomy
for College classes and for rudi-
mentary instruction, "have heen
for years standard works, while
his contributions to Reviews and
to Scientific Journals were very
numerous.

*' But it is as an early and con-
stant advocate and laborer for im-
provement in common schools,
that Professor Olmstead deserves
especial honor. He seems to
have been one of the first to in-
sist upon the necessity for ele-
vating the character of the in-
struction in these schools, and
very early he formed a plan for
'An Academy for School Mas-
ters.' He believed that a better
education was necessary for
teachers, and that the proper
training to fit them at once for
their work, could bn obtained
only in seminaries 'devoted ex-
clusjveJy to the educa»tion of
teachers, in the principles and
practice of their ])rofession, and
guided by men eminent for their
talents and practical wisdom.'
Hence he was an advocate and
friend of Normal Schools, and,
by his influence, contributed
much to their establishment."
"Professor Olmstead," says

Barnard's Journalof Education,
for September, 1858, "has been
one of the few teadhers in our
higher seminaries of learnings
who have assisted, from the start,
by their presence and fco-opera-
tion, the eflforts of the friends of
Common Schobls and popular
education. His sympathies have
been with those who have labored
for the improvement of the schools
of -his native State prior to 1826,
down to the present time."

Death of Humboldt. — Altho''
he lived to a good old age, yet
he continued to labor ^most to
th3 last hour of life, and science
and letters have sustained a los«
that is felt throughout the world.

"He was born at Berlin, Sep,
14, 1769. His age consequently
lacked but a few months of 90
years. His first literary labor
which was given to the world
was an intimation of the course
of his studies through life. Jt
was entitled " The Basalt on the
Ilhine,*^' and was the result of
observations made while pursu-
ing his studies at Frankfort, Ber-
lin, and Gottingen* It.w^as pub-
lished in 1790, when its auther
was twenty-one years of age.

He traveled through England,
Holland, Belgium and France,
and after-ward spen>t some time
as a private pupil ©f Werner, at
the Sc-hool of Minesio Freiberg.
After >some researches is Europe
and a thoro' preparatory study
of Geography, Meteorology, and
Astronomy, he embarked, in
June, 1799, on his "Voyage to
the Equinoctial Regions of the
New Continent." From this he
returned to Eurupe in 1804,
having made extensive and phil-

192

KoHhrCaarcUna Journal of Education.

fJtrae,

osophical observations in South
America* the West Indies and
Mexico, in 1829 he traveled
over the northern portion of Asia,
and by his explorations added
much to the stock of human
knowledge. At various periods
of his life he took an active and
important part in politics. In
1842 he took up his residence in
Berlin, where he died on the 6th
of May. Here during the latter

2 ears of his life, was prepared
is great work entitled 'Cosmos,*
in which are collected the re-
sults of his investigations, for so
many years, of the Taws of beauty
and of order, which bind all cre-
ated thiigs into one harmonious
whole. His funeral was attend-
ed bv all classes, and was a trbi^
ute to genius, wisdom and in-
tellectual eminence, such as has
been rarely, if ever, witnessed."

chaps wishes to know (being put
to hold & horse to grass and being
rather lazy) how long a rope,
having one end fastened to the
horse's bridle and the other to a
straight fence, will allow him to
feed over one acre of land. I
did not have time to tell him just
then.

Some one sends us the following
qustions. We leave them for our
readers to answer :

Why does no one ever get mar-
ried on Friday ?

Why do we alilirays bury a corpse
with the bead to tbe West ?

QUESTIONS,

We give below several ques-
tions for solution. The corres-
pondent who sent them wishes
to see them ** figured out by sim-
ple Aritkmetic."

1. An old lady has a churn
which she says is 8 inches at the
)>ottom and 6 inches at the top,
inside diameter,.and 2 feet high.
She wishes to ks«w kow much
milk it will hold after l^eing fill-
ed with marbles each ose inch
in diameter. Who wiH teli her?

2. A boy asked me ho»v much
land he must enclose i» a ii.eld»
to have just as many StCies as
there are panels in the f^«ce»
allowing two panels to make one
rod. I have not told him yet, —
Who will help me?

8. Another of these curious

«®^ Answer to *• y^hat is it f
in the May No.;

In soma parts- of the country
they use the " emptyings/' i. e.
lees of beer, cider., &c., for yeast,
so that as it is there pronounced,
" emptyins " i* a common name
for yeast ; and then this was con-
tracted into " M — tins;"

BOOK TABI.E.

New Elementary AlgtJiim ; Bj Charley
Davies LL. D. New Tork ; A. 8K
Barnes & Barr.

This is a new edition of Dayies' BI^^
mentary Algebra and embraces many
improTements. Davies' Mathematical
works are too well known to need cozi>-
mondation; and to say that thi» is
better than former editions, is sajisig
very much in its faYor.

The fdlowing notioaa were pie*
pated for the May No.bnt we were ooia-
peUed to leate them out for want of
twm^ IS ve have iUled to aotioeany

1859.] lleudad JuilUors Departmnit.

193

of our edacational exchanges it is un- i in rittsburgh, Clark"* iSchdol Vnitor,
iotcQtional. May they all prosper. intended for the yonng It is also pro-
The Missorni EDroATOn, Jefferson V^^iod to piibli^^h another Monthly, of
City ; A. Peabody, Editor. Vol. 11 ; ^^ pagefr, at Pittsburgh. If the teachers
about closing. It has a wide field be- . ""^ l'*' ^^^PP^''* ^" «^ *^^««« liberally
fore it and seems to bo doing a good . they deserve much credit. j

work in it. | „ " ' „ ' ". """_*__>'"••" "

; llook-Heeplnir and Pen-

The Maine Tsaciier— Portland ; . manshlp Combined*

Mark, H. Bunnell, Editor. Yo\. I is . Book- Keeping by Single and Double

•bout to its close and we hope that the ^''"t^'y' '^^^^^^ the Account Books EN-
, , , ^, -. , - , i GRAVED: In the same style of Pen-

teachers and other fnends of cduca- j ^^^^j^i^^ ^^ Pnyson, Duoton and Scrib-

tion in Main will show at once that , ner's celebrated Copy Books, which

they intend to make it a permanent ! are so much admired, and fo generally

part of their educational system. ' "«ed throughout the in ion -By L.

*^ I B. Hanafobi>, a. M. & .7. \\ . Pavsok,

The Teacher's Joubnal, Allen- i PrindpaU of the Botton JlerchcntiU
town Pa., R. W. McApinc, Editor. — , Acadtir\y.

We have received one or two numbers : , The rule; and Dirertions are so sim-

, ,, . , pie as to be readily comprehended by

only. It . commenced its existence , \^^^ p„pjj ^„j ^j^^ Engraved portions

About six months since and bids fair to ' nre better for practice in Penmanship,
merit a liberal support, Pennsylvania. . than the plain copies found in other

has now two monthly Journals in pam- ! ^>y ^^^^^- ^"^^l?!^""' ^1*^^«; ^3,<^-

,, , - t .J . txT i Single Entry Edition. 40c. Blanks^

phlet form, besides one m, Newspaper , 25 ^ Published by CROSBY, NICH-

form, Tht School Journal, published in QLS & Co., Bostiou, aud sold by th»

Philadelphia, and another publihed Booksellers generally. 6.

¥ILSO]^ FEMALE SEMIMRY

Superintended by Mr. and MrF. RICHARDSON, in the Seminary, and by Mr.
RICHARDSON and THOMAS MARSHALL, A. B., in the Academy, aided %
a full Corps of Assistant Teaehers.

These Schools will be re-opened for the admission of Pupils on January tl^
10th , 1859. School Buildings and Boarding Houses separate.

Departments three. — ^Preparatory, Higher English, Classical, and a Systei|>-
fttic Course of Study in each. Superior facilities offered in pursuing the Extra
Branches of a Female Education. Classical Department of the Academy (pre-
paratory to any College or University,) select. Twenty pupils to the ^eachei*.
Asristant Teachers of acknowledged reputation only employed,' selectied 1^
the principals yi person regardless of expense. Thoroughness a distinctive
ebarocteristio of instruction.

Compositions, Declamations, Literary Societies, Biblical exercises and Lec-
tures every week. Normal Claasee; formed each session.

SECTARIANISM theoretically and practically excluded. Tuition per Ses-
sion of Five Months, from $10 to 530

according to Studies pursued. *

B<yard from $8 to $10 per month.

A copy of the ANNUAL CIRCULAR of the Schools, containing plans in
full, sent on application. Address, D. S. RICHARDSON, A. M.. Principal,

Or, J. B. '^VILLIAMS. E.-q., Secrctarv and Financial Agent.

o ja^ n. i> is .

WI.. POMEROY, ! GIIKEN5130ROUGI1

.• BOOKSKI.LER & sTATi.osEn, mufual Wife Insttraoce

WHOLESALE & KETAIL, ' a N I) T 11 U S T C M P A N Y.

PvALEIGII, N. C, ,

Keeps on hand a lurge and well sefertcd ; fTHTIIS COMPANY OFFERS IN-
fl.i»,«ortment of the leading issues of the J^ ductnients to the public which few
KngHsh and American Press, eniln-Mc- pc.^soss. It is economical in its man-
ing works on Theoh^gy, Lsvw, ^lediciue, agemeut, nud prompt in the payment
S<>i«i»ce, (i^«»eral Literfttiire, &c. ! oi" its losses.

From hiatong experience in supply- : The insured /o/; life five its members,
ing Schools in North Carolina -with , and they participate in its profits, not
Text-Books, English nnd Classical, ho only upon the prcraiupia paid in, bo*
flatters 'hiniself that he is able to meet , also on a large and increasing deposit*
all demands in this line, and on as ac- | c.tpital kept in acijye operation,
coinniodatiug'tenns as can be obtained | A dividend of -iOper cent, at the last
elsewhere, lie is prepared promptly annual meeting of the Company, "W»a
to fill all prdevsia the line of his busi- . declared, and carried' to the credit ef
ness, and' while respectfully soliciting ', the Life Members of the Company.
a continuance cf the liberal patronage ; Those desiring an insurance upon
'and confidence of *h is numerous friends their own lives, Or on the lives of their
and of the puliilic generally, ho takes slaves, will pleas^ address,
the occasion to offer his sincere ackiiowl- D. P. WEIR, Treasurer.

ed<'emciits to' all cohcerued, tor favors Greensboro', K. C.
of "the past ' l:ly i 3:ly

I MCHObL OF LANGUAGES

I^DGKWORTII 'rE>I.4I.C|0 AND MATHEMATICS.

^ SEMINARY, (/reeiu-boro, X. C. llilhboro, N. t\

The year is divided into two terms, \ « , , . _ • j? %

commencing 1st August and January, i This Schoo is noW m success^

The course of study is thorough and operation. The Tropnetor offers for
systematic, embrAcing everything nee- the benefit of his P«P^^/.^^^,^'^^^* «fj^^*
eLaryto a complete, .solid and orua- study of many years-ol fetudy,iindiTld.
mental education. The buildings are , ed and nndevoted to any collateral ob-
BO arranged as to c6m*feine theconiforts i ject-which his varied ex^feencc in Pre-
of a hoine, with the'' advantages of a paratory Sciiools, IjniversUjr and Col-
school. IiiLtructors of the highest qual- \ I e.e enables him to apply practicaUy.--
ificationsareemployed in each of the ; lie has chosen his location in an ancient
Departments. No Institution in the , atul now revivingseatot Learning, on a
country possesses advantages superior 1 site (that lately occupied by the Rej.

'13oard, includ- i ^ecommeuucdbylleuUUfuhlCSS,a<iapt»-

in^ washing, lights and fuel, i)er Ses- \ tion and be;mty. .._,.. .,,

sL^noffivemoifths, $60; Tuition in j Morn ng Excms^es will begin with

the Regular Classes, $20. the reading ot the Scrip ures. On the

CataTogues containing all necessary [ Sabbath his pupils wiU be required to
informati" n respecting the course of in- j attend the ministry ot some one ot th«
^truction, Ternil &c., will be forward- well supplied pulpits ot the Town.-^
ed on application to , As only ^ood boys .will be allowed to

RICUARD STERLING, Principal, stay, only good boya need, apply.
, -, Greensboro', N. C. Tuition per Session of o months (be-

^ ginning aii^iually the SOth,'; of Jjauua-

— ~ ry) Jp25.UO. Board, "without extraa,

6i'f0rb Grammar StbOOl, ^ ^ wftML^iudtemenU, greatlyim-

„ . . » ! proved health and the limited number

J.-H. HORNER^i A^M., Prmcipat j (jt'i5, he offers to Southern youth to

^ -r^^-r^T^ m ' e -iQRfv u^«;«c i put forth his endeavor to guide tbcmm
QPRING Session of 1859 bepns \ ^^^^ ^,,,^^.^^^ ^^ mathemttid co«rse.

|I3 2nd Monday in January, iwll : ^j,i^.ii ^^^ been so pioUfic of great and

Session of 1859 begins 2nd Mon- : good men. AVM. H. OWEN.

day in July. 2tf ' ; ipril 'ud, 18S9.

THE NORTH-CAROLIM

JOUMAL OF EDUCATION.

Vol. II.

JULY, 1859.

Ko. 1.

NORTH CAROLINA EDUCATIONAL ASSOCL\TION,

FOURTH ANNUAL MEETING.

Newbern, N. C. 1
June 14th 1859. j

The Association met, in the
Preshyterian church, at 8 o'clock
P. M. and was called to order by
the President, Rev. B. Clegg.

The meeting was opened with
prayer, by Rev. J. S. Walthall 3
after which the President, in com*
pliance with the requirements of
the constitution, addressed the
Association, sotting forth the ob-
jects of our assembling together
and the duties and responsibilities
that devolve upon us, as leaders in
the cause of education. On mo-
tion the thanks of the Association
were tendered to the President for
his interesting and instructive Ad-
dress and he was requested to place
a copy in the hands of the Asso-
ciation.

A commitee, consisting of Rev.
C. H. Wiley, Rev. J. H. Brent
and J. D. Campbell, was appoint-
ed to pre^re business for the ac-
tion of the Association,and request-
ed to report tomorrow morning.

Messrs C. H. Wiley, J. H.
Brent, R. H. G-raves, M. D. Johns-
ton, A. H. Merritt and L. Bran-

son were appointed to obtain a list
of the names and address of those
present, who desire to become
members of the Association.

The Secretary was instructed to
have certificates of membership
printed, and to furnish them to the
members during the sessions of
the Association.

On motion the Association ad-
journed to meet in Andrew Chapel,
at 8 J o'clock tomorrow morning.

June lb th J Morning Session.

The Association met, according
to adjournment, in Andrew Chapel.
The President in the chair. The
meeting was opened with prayer,
by Rev. S. M. Frost.

On motion the Association pro-
ceeded to elected new members,
when the following, including the
old members present, and those
subsequently elected, were enroll-
ed :

Alamance — Rev W H Doherty, Miss
J E Doherty, Miss M A Doherty.

BeaufortS H Swindall, W II Cun-
ninggim, Miss S G Howard, Miss M
E Grist, Miss Kate Carraway, J C
Howard.

Cabarrus — Rev Wm Gerhard, L B

194

Xorth- Carolina Journal^ of Education.

[July,

KrimraiRger, C J Harris, J F Gilmer,
A J Yorke, E V Harris.

Carteret— ^Iv?, D W Jones, Rev W B
Jones, S D Pool, B L Perry.

Catawba—Q W Sniytbe.

Chatham — L J Menit, A J Emerson,
Jno C Kirkman.

Craven—:] W Biddlc, Miss M B Nor-
cott, Miss Bettie Stevenson, Miss Mary
A Greene, Mrs S B Cftrra-wav, Ptev J
S Walthall, Rev J H Brent, Miss R C
Brooktield, Miss Lizzie Mayhew, Fred
Roberts, A Whitman, Miss Lewis, Mrs
K O Lewis, J T Lane, J G Tull, L Lee,
E R Stanly, Miss A S Ellis, Dr J A
Guyon, MrsGuyon, Miss Julia Mitchell
Miss Anna Mitchell, Miss Sarah Mitch-
ell, W J Vestal, J L Pennington, Fred
Lane, T G Lane, H J B Clark, Adolph
Cohn, C E Askew, T C Hooper, Mrs S
Stanly. H S Lee, Miss Bettie C'hadwicU,
C A White, H AV Jones, Dr S Masters,
Sanvl Bishop, G L Wilson, T R Mur-
ray, H Davis, L B Ilerritage, J E
Rheim, B F Mason, J H ^^elson, W H
Fife.

Cumberland— K^y J Brent, A T
Banks.

Davidson — J W Thomas,

JJupliti — J J Huggins» E J Hines,
Miss Mary E Clute, W H Tolar, J F
Landing, B B Cavr, R W Millard, W
W Loftin, E K Hines, G F Kornegay,
J A Averitt.

Edgecoinbe — J J White, David Bar-
low, G W Powell, B F White, MissS
D Barlow, Miss M L Barlow, Rich'd
Short.

Granville— y{, C. iMallory, R. H.
Graves, R B Jones, J S Mallory, J H
Mills, B F Hester, J H Horner, S L
Venable, M L Venable, D H Christie,
L S Burbank, Jos Venable.

Greene — B P Spivey, Edward Car-
man, Dr F W Dickson.

GuiiJ'ord-ViQS T M Jones, Rev C H
Wiley, Miss E E Morphis, C C Cole, J
D Campbell, Miss S A Brent, M S
Sherwood, Mrs Sherwood, Miss M A
Thomas, Nathan Hiatt, S P Weir, Mrs
M A Hiatt.

Halifax— A Conigland, AV T Nichol-
son.

Hyde — J A W^eston, A Mc Jones.

U arnett — C M Andrews, Rev N Mc-
Kay , Miss C A McKay, J A D McKay,
Mrs C M Andrews.

IredtU—llGy B Clegg, A H Merritt,
M i ss M R Caldwell, J R Cornelius, Miss
Lucy Armteld, W A Rumple.

Johnston — E D Snead, Mrs S A K
Vincent, R GuUey, E J Stallings, Wm
Smith, Wm Richardson, J S Atkinson.

Jones— A E Rhodes, J H Cox, T J
Whitaker,

Lenoir — Rev L Bransqn, J H Becton.
J C Washington, J B Cox, J M Patrick,
Mrs L Branson. J J Jackson, Miss S
E Hazelton, J J Mcllftyre, Miss Ana
Patrick, ^Irs J M Patrick.

Meckhnburg—^ L Kerr, E C Elms.
M D Johnston, Miss M E Elms, Miss
E E Ross, Jno P Ross, J L Jetton, M
M Orr, W J Yates, B W Alexander,
Dr F M Ross, Mrs R Ross, C S McCIure,
T C Allison, Mrs M A Allison.

Nash—Viey J W Jenkins, H M War-
ren.

New Hanover — Jno W Barnes, Mies
M Banks.

Onsloio — Rev J C Brent.

Orange — Rev J A McMannin, Prof
F M Hubbard, Prof Chas Phillips, C C
Tew, T M Anderson, Hon D L Swain,
W P Oldham, J W Graham.

Person — H Norwood.

Pitt — Exum Lewis, M T Moye, Al-
fred Moye, Jno R Roach, A A Forbes.

Rowan — J W Shinn, Mrs S Rosebro,.
Miss Mary Armstrong, AD Wilkinson,
Thos M Phifer, S D Rankin, Mrs S J
Ramsay, Miss S E Graham, J P Cowan,.
Jos Burroughs.

Rajidolph — A H Branson, William A
Brown.

Rockingham — W S Lindsay.

Sampson— W Sutton, W H Bryan,
Miss S A Bryan, Thos Kellv, C V
Hines, J D Bryan, J W Bryan, J C
Eason, H J Hudson, Mrs J C Eason,
Jos T Rhodes.

Stokes— Vf S King. .
Warren — J W^ilcox, MissMary Hol-
ton, E CTownsend.

Wayne— ^e.y J Nott, Jno G Eliot, J
S Midyctt, W K Lane, W F Alderman,
J C G arris, K J Ballard, Miss J S Ever-
itt, J H Kornegay, S J Price, J A Fer-
rell, Ed Pittman, Rev S M Frost, W T
Fair cloth.

Wake—¥ H Ivey. W G Simmons, R
H Marsh, W W Holden, Hon J W Ellis,
J W Holden, A N Lewis, W D Cooke,
Mrs E Primrose, S W Scott.

Wilson— Thos, Marshall, D. S. Rich-
ardson, J. Vf. Hamlet, L. R. Edwards,
Mrs. M. C. Richardson, Jas. H. Troy,
E. M. Nadal, Miss Bettie Ringold, Miss
M. Williford, Miss L. Williams, Miss P.
Harrington, Miss S. Oneal, Miss B.

1859.]

Educational Association.

195

K'chardftOD, Miss M. Shallingtoa. Miss
S. Turner, Mis8 A, Bowers, Miss V.
Battle, Mrs. F. M. Poitcr, Miss E.
Ph pp>*. Lieut. SteKflrt. U. S. N.
YadJiin — liev. W. L. Van Eaton.

On motion of Rev. C. H. Wiley,
his Excellency Gov. Ellis was, by
a riaing vote, invited to a scat un
the platform, with the officers of
the Association.

The Committee on husiness of-
fered a report which was received,
and in accordance with the order
t)f proceedings recommended, the
Association entered upon the elec-
tion of officers for the ensuing
year.

Gov. Ellis, in a few veiy appro-
priate and well timed remarks,
nominated, for President, W. W.
iloLDKN of Wake who was unan-
imously elected and was conducted
to the chair by Gov. Ellis and
Itev. C. II. Wiley.

On taking the chair, Mr. llol-
den expressed a feelintr of unwor-
Ihiness to occupy that position, in
tlie presence of so many uf the
.tirsfc educators <;f the State, and
t»f others, who c^juld fill it nuich
iKJtter than himself. Imt havini;
been called to the office of Presi-
dent, by the unsolicited v<.ice of
the Association, he accepted it and
^promised to perform the duties thus
imposed upon him to the best of
his ability . •

Mr. Clegg, in retiring from the
icliair, addressed the Associatian
^briefly, throwing out many valua-
lile suggestions in regard to the
4>usinoss that would claim attention
•during our sessions.

Messrs C; II. Wiiev, II. H
''Graves, W. J. Yates, 1 hos. Mar-
shall, and W. Dunn, jr., were ap-
pointed to nomin-dte suitable per-
sons to till the other offices ot the
Association, and on their nomina-
tion, the following wereunanimoas-
Jy elected :

Vice Presidents.
Mr. John P. Ross, Mecklenburgh
'' G. W. Smytbe, Catawba
" H. Norwood, Person
" D. S. lUchardson, Wilson
Rev. L. Branson, Lenior
'' N. McKay, Harnett
Recording Secretary — J. D.
Campbell.

Corrempondiug Secretarff. — C.
C. Cole.

The committee appointed, at tho
last annual meeting, to draft By-
laws for the governmect of the As-
sociation, reported the following,
which were unanimously adopted.

BY-LAWS.

I. There shall be four Standinjr com-
mittees ui)point('(l, by tiie ProsiiieriT,
at each annual meeting of the Associ-
ation. These conmiittees shall con-
^^i^t of five members each and shall
be called : 1. C(jnimitfee on Cornoion
Scho'ls; 'J. Committee on Journal ol*
EducMtion ; <j. Committee on Essays
and l^eetures ; 4. Conmiittee on Edu-
eutii»nal Statistics.

II. It .<}iall l)t; the duty of these Com-
mitte(;s. in addition to any special
bu^i?lc^^ froui time to li»rie committed,
totlicm, to make to eaeli meeting of
the As.'!<uciati(.)n such re])ovts, sujri;e><-
tions and leconnm'udation^.on the sub-
j(rcts iu regard t<i which they are ap-
pointed, as they shall deem important.

III. The Committee on Es&ays anil
Lectures shall, each y^ar, seletjt not
more than three peisons to deliver
Essays before tho Asst»ciation, and. it
tiie ^ubjects I'ur the es.-?ays are not
determined by the Association, the
committee may s(dect them.

IV. The Association, at each meet-
ing, shall seh.'ct a subject f(<r discussion
and decision jit the next annual meet-
ing, and shall ap])oint a committee, of
not less than three nor more than iire,
to bring it before the meeting by re-
port or reports.

V. The order of business shall be as
folhvs :

1. Calling the Roll and reading the
minutes of preceeding meeting.

2. Admission of members.
o. Reports of Committees.
4. Motions and Resolutions.

ld6

Nbrtlh- Carolina Journal oj Education.

[July,

5. special orders.

f>. Unfinished basiness : and it shall
require a vote of two thirds of the
members present, when objection is
made, to take up anj bnsiness oot of
its regular order.

VI. Any member may call for the
cyti and nofi« to be recorded, on any
pending question*

VII. The session of the Association,
for each day, shall be opened and
closed with prayer.

On motion the follwing arrange-
ment wag made for Addresses and
Lectures :

Address of Prof. F. M. Hub-
bard to be delivared, in the Pres-
\ byterian church, to-day at 11}
o'clock A. M.

Address of Hon. D. L. Swain,
at the same place, at 8 o'clock
,i\ M.

Essay of Mrs. Delia W. Jones,
to be read by Rey. T. A. Jones,
to-morrow at 11 J o'clock A. M. at
the same place.

Lecture of Rev. W. H. Doherty
to morrow at 8 o'clock P. M., in
this house.

On motion of Rev. C. H. Wiley
it was :

Resolved, Thnt the Association ac-
cept the invitation of the citisens of
Beaufort to a collation, at Fort Macon,
on Friday the 17 th inst. and to hold a
meeting at Beaufort on Friday evening:
and that the thanks of the Association
bo tendered to them for their kindness
and hospitality; and to the Steam
Ferry Company for the offer of their
Boat.

Rev. TV. L. Van Eaton, moved
that a portion of time be set apart
for the teachers of the Associa-
tion, to interchange views on
fichool government, and the best
modes of imparting instruction.
Which time, was atterwards fixed
for Friday evening, in the town
of Beaufort.

On motion, the Association ad-
journed to the Presbyterian church,
bj hear the address of Prof. Hub-

bard, to meet again, in this house,
at 3 o'clock, P. M.

Afternoon Session.

The Association met at 8 o'clock
for the transaction' of business.

On motion of C. W. Smythe,
the thanks of the Association
were voted to Prof. Hubbard, for
the able address with which he
entertained us this morninor : and
he was requested to place a copy
at the disposal of the Association.

On motion of Rev. B. Clegg,
the report of the committee on
Normal Schools, was made the
first order of the day for to-mor-
row. And the report of the com-
mittee on Mixed Schools, the sec-
ond order.

Rev. J. H. Brent, offered the
following :

Resolvedj That a committee of five,
be appointed to devi^se and report a
plan, to secure an equal and authori-
tative representation, in this Associa-
tion, of the Common School interest
in each county in the State.

The Committee called for in
this resolution, consists of. Rev.
J. H. Brent, Hon. Jno. W. Ellis^
W. K. Lane, David Barlow, and
Rev. J. A. McMannin.

The Standinj< Committee, o-n
the Journal of Education, report-
ed verbally, setting forth the con-
dition and prospects of the Jour-
naly and urging renewed efforts
for its support.

And on motion, a oookDftittee of
seven, consisting of Messrs D. S.
Richardson, C. W. Smythe, M. D.
Johnston, W. Dunn jr, R. W.
Millard, 11. II. Granes and J. A.
McMannin, was appointed to se-
cure, from each member of the As^
sociation, pledges for as many sub-
scribers to the Journal as he might
be willing to guarantee.

The following preamble and res*

1859.]

Sdue€Uiondl Asiociaiion%

197

olution were offered by Mr. S.
B. Pool and after some diseuBsion
adopted by the Aflsooiation.

Whereas^ much diversity exists in
the Text Books now used in Schools
of every grade in North Carolina, both
male and female ; and whereas, much
inconvenience, expense and detriment
to the cauFC of Education, result from
such diversity ; and whereas, it is
very desirable to remedy these evils,
and to introduce uniformity in the
Text Books in use in all the Depart-
ments of North Carolina Schools \ there'
fore.

Resolved^ That the President ap-
point a committee of three to whom
this whole subject shall be referred.

It shall be the duty of this commit-
tee to correspond with the Educators
of the State, Soliciting a frank expres-
j?ion of opinion relative to this subject;
to ask from all a list of the Text Books
used in each Department of their
Schools, and a brief statement of the
merits they are considered to possess ;
and further it shall be their duty to
correspond with the Educators of other
states, and with the great publishing
houses of the country, thereby procur-
ing all the necessary details of the
merits of the School publications, test-
ed by the experience of the former,
and issured from the presses of the
latter; and, then* — altera careful and
impartial examination of the force of
the views advanced, and of the mer-
its, or demerits of the several publica-
tions submitted to their scrutiny; —
to report the result of their investiga-
tions to the next annual meeting of
this Association, recommending such
action as shall be best eaculafeil to af-
lect the design contemplaed by this
resolution.

The Committee called for in the
above resolution consists of Messrs
S. D. Pool, Eev. T. M. Junes and
Rev. C. H. Wiley.

Tomorrow at 4} o'clock P. M.
was assigned to Mr. Cooke of RaU
eigh, to exhibit, before the As-
sociation some of his pupils from
the Institution for the Deaf and
Dumb and the Blind.

Tke erening having been set

apart for hearing the Address of
Hon. D. L. Swain, in the Presby-*
terian Church, the Association ad-
joured to meet for business at 9
o'clock tomorrow mornings in this
house.

Closed with prajer bj the Rev.
W. H. Doherty.

June 16/A. — Morning Session*

The Association met in Andrew
Chapel at 9 o'clock. The meet-
ing was ODened with prayer by
Rev. W. ^L. Van Eaton. The
minutes of yesterday were read and
approved.

The order of business was, on
motion, suspended for the purpose
of electing additional members;
and a number were elected and
their names entered on the roll.

Hon. D. L. Swain was invited,
by a vote of the Association, to a
seat on the platform.

On motion of Rev. C. H. Wiley
it Was;

Eeeolvedj that the thanks of the
Association be returned to Giv. Swain
for the entertaining Address delivered
before the Associatron last night, and
that he be requested to place a copy
of in the hands of the Secretary.

Prof. M. D. Johnston, of th*^
Committee on Normal Schools^
read a full and able report, which
was received, and ordered to be
printed in the Journal.*

On motion of Gov* Swain, a
committee of three, was appoint-^
ed to give this subject further
consideration, and to report, to
the Executive Committee, a plan
for establishing Normal Schools
in our State. The committee con-

* This report is long and cannot be
giTen in full, in this Number of the
Journal. It may be found best to di*
vide it, and give it in two Numbers, ^r
more.

198

North-Carolina Journal 0/ JSkhication.

[July,

sists of, Rev. C. II. Wiley, Rev.
F. M. Hubbard and Rev. T. M.

Jones.

Rev. J. II. Brent, of the Com-
uiittee on Mixed Schools, present-
ed a full report, in favor of edu-
cating both sexes tiOgethcr. The
report was received, and will be
printed in the Journal.

On motion, the Association ad-
journed to the Presbyterian
ehurch, for the purpose of hear-
ing the Essay of Mrs. Jones, to
meet again, in this place, at 3
o'clock, P. M.

Afternoon Session.

The Association was called to
order, at the hour appointed.

The President, then announced
the following standing Commit-
tees, which he is requiied, by the
By-Laws, to appoint.

Committee on Common Schools,
Hon. Jno. W. Ellis, Rev. C. H.
Wiley, Rev, J. H. Brent, W. K.
Lane, and A. J. Yorke.

Committee on Jottrnal of Edu-
cation, J. D. Campbell, D. fe. Rich-
ard.son, Rev. C. II. Wiley, A. H.
Merritt, M. S. Sherwood. To
which the Association, added the
names of W. W. Holden, and W.
J. Yates.

C-ommittee on Lectures and Es-
says, Prof. F. M. Hubbard, Rev.
W. L. Yan Eaton, Rev. W. B.
Jones, Rev. W. H. Boherty and
R. H. Graves.

Committee on Educational Sta-
tistics, Rev. Neill McKay, Rev.
C. H. Wiley, Thomas Mai-shall,
Rev. Wm. Gerhard, and J. II.
Mills,

On motion of Rev. C. H. Wiley,
it was :

Resolved, That the question for dis-
cussion, at the next annual meeting of
the Association, be the expediency of
f (tablishing Nofi&aI Soliools ; and Uiat

the oommittee appointed this morning,
under Gov. Sv7ain*s motion, instead of
reporting to the Execntirc Committee,
make their report to tho Association ,
at its next meeting.

The Association, by a unani-
mous vote,tendered thanks to Mrs.
Jones for her able and interestin?^
Essay on Female Schools, and re-
questod a copy far publication in
the Journal.

The following: resolutions were
offered by Mr. Wiley and passed
by the Association.

Resolved, That, in the opinion of this
Associaton, the cause of Common
School education would be greatly pro-
moted by the use, in each school, of
a uniform series of Text Books.

Resolved, That we respectfully re-
commend to the officers and teachers
of Common Schools, to use exertions
to secure such uniformity ; experience
having demonstrated its necessity and
utility in all other schools.

Tho committee appointed to do-
vise and report a plan for securing
an equal and authoritative repre-
sentation of the Common School
interest, in each county of the
State, offered the following resolu-
tion, which was adopted.

Resolved, That this Association re-
spectfully, but urgently request the
" I3oard of Superintendents of Com-
mon Schools" of each county to ap-
point two representatives to attend tho
annual sessions of the Association.

Rev. Ij. Branson, offered the fol-
lowing resolutions, which were
adopted, by a unanimous vote.

Resolved, That this Asssciation re-
cords, with profound grief, the recent
death of W. H. Mayhew of Newborn,
one of the Vice Presidents of the As-
sociation, and a man who was fully and
effectually devoted to the true inter-
ests of Education in our State.

Resolved, That we very very highly
appreciate the moral, christian and edu-
cational character of Mr. Mayhew \
that we are sensible of our loss, as an
Association, and can endeavor, to re-

i359.]

Educational AssociattOii^

189

trieve that loss, only by an increased
devotedness, on our part, to the great
cause, for which and in which our
Brother spent the best days of his life.
Resoloedy That these resolution be
placed upon the Journal of the Asso-
ciation.

On motion of Rev. J. II. Brent;

Resolved, That a committee of three
be appointed to examine the present
course of study in Common Schools and
report to this Association, at its next
meeting, as to the practicability of ele-
vating and enlarging said course : also,
to report a suitable course of study
for Common Schools, and a set of text
books adapted to the course recommen-
ded.

The committee' appointed, to
carry out the proviaions of this re-
8olution,consiti5 of llev.J.H.Jirent,
llev C. H. Wiley and Samuel
^'enable.

The following resolutions of
thanks were, on motion of Rev.
C H. Wiley, unanimously passed,
by rising votes :

1. Resolvd, That the thanks of this
Association be tendered to the officers
and congregations of the Presbyterian
and African Churches of this place, for
the use of their houses of worship, and
that a copy of this resolution be fur-
nished by the Secretary to the I*astors
of the same. •

2. Resolved, That the cordial thanks
of this Association be tendered to the
people of Newbern for their generous
hospitality to the membei:d of the As-
sociation, and that the papers of the
town be requested to publisJi the
Bame.

3. Resolvedy That the cordial than^ks
of this Association be tendered to the
Officers and Directors of the Atlantic
^ North Carolina Ilailroa<i for their
public spirited libera^ty ii^ furnishing
special means for carrying tl\e D.ele-
gates on an excursion, at half the usual

tare to Beaufort, Morehead and_ Caroli-
na Cities, and that this Resolution be
published in the Ne^bem papers.

5. Resolved, Tha,t the thanks of this
Association b«9 tend^ec^ to the Direc-
tors and Officers of the North Carolina
ti^e Raleigh ^ O^toa, «h.« Wilotiagtoa

& Weldon, the Atlantic & North Caroli-
na Railroad Companies for their liber-
ality in carrying the Delegates to the
Convention at half the usual rate of
fare, and that this resolution be pub-
lished in the Raleigh papers.

5. Resolved, That the thanks of this
Association be tendered to the Presi-
dent and Secretaries for the able and
faithful_ manner in which they have
discharged their respective duties.

On motion a committee of three,
consisting of Messrs. C. C Tew,
D. H. Christie and J. H. Horner,
was appointed to report to the As-
sociation, at its next meeting, on
the character and probable utility
of military, and polytechnic
Schools.

On motion of C. W. Smyth e, a
committee was appointed, to con-
sider the subject of graded schools,
with special reference to the wants
of this State, and to report at the
next meeting of the Association.
The Committee consists of Messrs.
C. W. Smj'-the, Andrew Conig-
land and Jno. G-. Elliott.

The following resolution, a-
mending the Constitution of the
Association, was unanimously pass-
ed.

Resolved, That Article VII. of the
Constitution, be amended by striking
out the words =*fifty cent?," and insert-
ing the words "one dollar," in their
stead; and that Article X., be amen-
ded by striking out the words, "Provid-
ed such sum may be necessary."

The Committee on Educational
Statistics, mad^e a partial report,
in which they stated, that they
had received full statistics from
61 schools, including Colleges,
Academies, select Classical Schools
&c., employing an aggregate of
245 teachers, and instruxjting4648
pupils. They had also ascertain ■«-
ed the location of 124 other, sim-
ilar schools, from which they have
received no reports.

The subject was continued in.

900

North-Carolina Journal of Education.

[July,

the hands of the Standing Com-
mittee, with the request that they
will endeavor to secure full statis-
tics.

The hour having arrived, which
was set apart for the exhibition
of the pupiLs from the Institute for
the Deaf and Dumb, and the
Blind, the business of the Asso-
ciation was suspended. The ex-
ercises were necessarily hurried,
but were sufficient to show the
eminent success, of Mr. Cooke
and his associates, in imparting
instruction, to these afflicted boys
and girls.

At the close of the exhibition,
the Association adjourned to meet,
in this place, at 8 o'clock.

Evening Session,

The Association met, in Andrew
Chapel, at 8 o'clock P. M. This
being the time assigned for that
purpose, the Lecture of Eev. W.
H. Doberty, occupied the most of
the evening.

His lecture was accompanied by
some very successful Chemical ex-
periments, for the purpose of show-
ing how easily teachers *jaay intro-
duce such experiments into their
school, as a means of gaining at-
tention and promoting good order.

At the close of the Lecture, sev-
eral new members were elected.

On motion of Rev. C. H. Wiley
a collection was taken up for the
benefit of the African Church, in
which we have held our sessions.

The Association adjourned, to
meet at Beaufort tomorrow evening.

BxAUFORT June llth.

The Association met, according
to adjournment, at 8 o'clock P. M.
in the M. E. Church, at Beaufort.

The day had been spent, by the
members, at Fort Macon, where

they were most kindly welcomed!
and hospitably entertained, by tb^
citizens ot Beaufort.

On motion the Association re>
ceived new members. The even-
ing having been devoted to a free
interchange of views with regard
to teaching and school diseipline,
Gbv. Swain was called for and
spoke in regard to the best method
of imparting instruction.

He recommended a more exten-
sive use of lecturing and oral in-
struction, as enabling the teacher
to secuse the attention of his pu-
pils, without which he cannot ac-
complish bis abject. He showed,
by various illustrations, the appli-
cability of this method to tho86
branches taught in our common
schools, and urged upon all teach-
ers the propriety of trying thus to
interest their pupils.

He also introduced the subject,
of using the rod in school and
family government. He also spoke
of mixed schools, giving some of
their advantages and disadvanta-
ges, and concluded by expressing
a desire to hear the views of oth-
ers on these subjects.

Hev. W. L. Van Eaton, spoke
briefly on the subject of school dis-
cipline, advocating the use of the
rod, in moderation, when other
means fail to produce the desired
effect. He also advocated
the education of both sexes
in the same school.

Rev. L. Branson, addressed the
Association, in regard to modes of
punishing pupils; the proper
qualifications of teachers, and the
many advantages of mixed school.

Mr. J. H. Mills,replied to those
who advocated mixed schools,
showing the evil effects of bring*»
ing the two sexes in competition,
in school.

Rev. C. H. Wiley, concluded

1859.]

Educaiional Association,

aoi

the discnssion, by expressing his
gratification at the urge atten*
dance at our meeting, and the har-
mony which had prevailed through-
out our sessions. He also offered
in the name of the Association,
hearty thanks to those, by whom
we have been so kindly entertain*
ed.

Mr. Conigland spoke also of
the kindness of the people of
Newbem and Beaufort, among
whom we have* held the meetings
of our Association ; and of the
pleasures of thus meeting togeth-
er as teachers engaged in the same
noble work.

Rev. B. Clegg, offered the fol-
lowing, which was unanimously
adopted :

Resolved, That as an Association, we
return our thanks to the Executive
Committee, for the fidelity with which
they have discharged the various du-
ties, deTolying upon them, and for the
efficient services which they have ren-
dered this Association, and the cause of
education.

Gov, Swain moved, that the
thanks of the Association, be ten-
dered to the people of Beaufort,
for the kindness and hospitality,
which they have extended to us,
while in their midst.

On motion, the Association ad^
joumed, to meet at such time and
plaoe as the Executive Committee
may appoint.

W. V. HOLDEN,' Prc«.

J. D. Campbell, Sec.

HAPPiN£SB.-^-Our happiness de-
pends very much upon the estimate
we form of life, and the effort we
make to bring ourselves into har-
mony with its laws. There are
some who are unhappy on system
— from weakly adopting a philoso-
phy which lifts all oeauty from the
lace of things, and imbues all their

thoughts with a coloring of sadness.
These look too much to the nega-
tive of things. With them^ pres-
ent joys are ever darkened by the
shadows of future griefs.

READING IN PUBLIC SCHOOLS.

There are few good readers
among us ; it is astonishing how
few. And yet, to read well is an
accomplishment that all should
acquire. One might suppose it
exceedingly desirable, for instance
that among public men, clerygmon
should be able to read well; but
it is to be lamented that so few of
them captivate either the ear or
the heart by the music of their
voice. Most men, when they have
anything to say, and are in earnest
speak better than they read, that
IS, they speak more naturally than
they read, and therefore better;
for, the nearer we come to nature
in what we do, the more sure will
be our success.

It is exceedingly important Jiat
teachers should be good reader^.
We are creatures of imitation. —
We take our habits of deportment,
of thought, of speech, and of tone
of voice, from those with whoto
we associate, and especially fron^
those to whom we look up, as be-
ing wiser and better than we. —
— and habits, once formed, are
inveterate; thev are chronic in
their nature and hard to cure. It
is well known, also, that the most
of our habits are formed in early
life. The first twelve years of one's
existence has an all-controlling
influence upon his after life. And
in no school exercise, is this prin-
ciple of imitation, and this power
of habit, more marked than in
reading. It is a matter of the
deepest regret that teachers give
so little thought or attention U^

ws^

North- Carolina Journal of Education.

[July,

this fnodamental part of a child's
education. They may be very
particular to have their pupils
wind the '^ stops and mark/' and
quite fastidious in having the words
pronounced a la Webster or Wor-
cester, accordingly as the one or
the other of these rivals, chances
to be considered as the authority,
while very little attention is given
either to sound or sense. But
what is the obje<5t of audible read-
ing, if it be Qot to give the mean-
ing of an author ? And this can-
not be done without a due regard
to time, tone, emphasis and inflec-
tion.

In the very beginning, in learn-
ing the English alphabet, a child
is allowed, nay is taught, to give
utterance to the most unnatural
and unearthly sounds. An ambi-
tious little boy is taught to believe
that the more loudly he yells, the
licarer he comes to perfection } and
in his earnest efforts to reach that
desirable mark, he perhaps spoils
his voice for life ; while another
ijotso ambitious, is allowed to
drawl from A to Z, in tones so
soothing to his nerves, that when
the task is done, he is in most ex-
cellent condition for the quiet nap
he is so soon to take, as a reward
for his extraordinary exertions !
This unnatural style of reading is
not forgotten as the child advances
in his education. It grows with
bis growth, and strengthens with
his strength^ until it is almost im,-.
possible t;o bring him back, lo the
£iimple and natural and graceful
tones to which the human voipe
may be trained to giv.e utterance.

Teachers should give more at-
tention to this subject. Let tliem
take unwearied pains to correct
their own faults, and traip the ear
so th^it they can correct the faults
pf their pupils. The power of

speech is a Divine gift, and makes
a radical difference between a man
and a brute, and should be carried
to the highest degree of excellence
attainable. Our style of reading
should be as varied as are our emo-
tions, changing with the changing
thought and feeling, and teachers
should be able to discriminate
with regard to these, and should
not allow their pupils to read all
pieces alike. Let children be
tnaght in school to read naturally,
as they talk — as one hears them
in the innocent and artless prattle
of the play ground, or at their
homes, and the number of good
readers in the next generation of
men and women, will be largely
increased. — N, H. Jour. Ed.

A HISTORICAL DIFFICULTY.

A silver coin was dug up a short
time since at Davidson College, on
one side of which is, in the center,
the usual stamp of Spanish Coins ;
around the border, *^ Carolus III,~
D. G." On the other side in the
center, an abbreviation of the word
Carolus, with III. under it; and a-
round the border, *' Hispaniarum,
Rex," with the date as far as we
can make it out 1711. Now the
difficulty is that this king, accord-
ing to all the histories, began to
reign in 1759. Who can explain
it? E. F. K.

" Do not complain and murmur
at your humble and unlearned con-
dition, but set about making your-
self what you d.esire to be. Do not
envy those who are above you,. but
climb beyond, them, if your place i»^
ItK^re."

id5d.]

Gompttrative Philology.

00*

COMPARATIVE PHILOLOGY-

NUMBER VI.

t propose in this and several sae-
ceediDg articles to undertake ao
exhibition of tho cla^^sifioatioii and
distribution of languages. It is a
work of much labor and great diffi
-cultv, on account of the wealth of
the material, the waot of knowledire
'On specific topics, and the variety
of opinions held among tbe great
authorities upon the aubject. I
•ahoul'l further add on my own part
the want of time and means to do
it justice, I wish also to say that if
future study and wider views show
me anything erroneous or needing
modification in anything I may ad-
vance, I shall acknowledge the du
ty and claim the privilei^e of cor-
rection.

I shall assume in the outset the
original unity of the languages, leav-
ing the means ofsatisfying that as-
sumption to incidental discussion.
That assumption once admitted af-
fords us a broad basis, and aimpli-
fies the whole discussion, as will be
hereafter seen.

We assume, secondly, a process
of organic change or development
by which varieties are produced, in
the form of classes, sub-classes, in-
dividual languages and dialects.

Two systcius of classification
claim our attention, theo^e in ref-
erence to the form of the roots, the
other in reference to external forms
and means of expres&lng relations.
Both are true in the nature of the
case, and the former may best be
considered as subordinate to the
latter.

The firpt is the method proposed
by A. W. Sohlegcl,^and preferred
by Bopp — see Vergl. Gramm. vol.
J, p. 2Q1 edition, 1857-^b7 which

the laiguages are divided into three
classes in reference to the forms of
their roots. "First, languages with-
out true roots" — chat is, without
formative syllables — " and incapa-
ble of composition, and therefore,
without organization or grammar.
To this belong the Chinese stock
where everything, accjrding to ap-
pearance, is but a naked root,"
and grammatical categories and re-
lations are expressed only by the
position of the wordii.

Secondly, languages, with mon-
syllabic roots, which are capable of
composition, and whose organiza*
tion and grammar depend almost
entirely upon this. The leading
principle of word formation in this
seem^ to lie in the connection of
verbal and prjiominil roots which
exhibit the b)Jy and soul o:* the
language. To this bel-jng the Indo-
Edropoaa family of languages with
such others as may be separated into
the simplest elements.

Thirdly,languag8s with dissyllab-
ic verbal roots and three necessa-
ry consonarts as vehicles of their
fundamental signification. To thia
belongtheS3mlticlangaages,which
are widely separated from the sec-.
ond clasH by the peculiarity of the
roots, and the more general expres-
sion of relations bv internal chancres.

The great problem, in part solved,
in regard to these languages, is to
show that they once had two-fold
consonant and monosyllabic roots.

The second more comprehensive
method of classification is that urg-
ed by Schleicher in his Sprachaii
Buropas.

Tnis classification is fouade d up-
OQ the meaqs of expre^sigm ppsse34»

North' Carolina Journal 0/ JEduccUtcn.

[Jtlly^

ed by ftny laDguage. We must
remember, in ibis coDDection, tbat
a laDgtiage irbicb to us, from our
point of Tiew, seems imperfect may
be in itself complete.

Tbe fundamental principle of tbis
classification is, tbat tbougbt re-
quires for its actual entrance into
existence language. The funda-
mental elements of tbougbt are con-
ceptions of objects or ideas in tbem-
selyes and tbe expression of their
relations to each other. Significa-
tion and relation coTer tbe whole
ground. Languages accordingly
may receire tbeir elassifieation from
tbe different methods they adopt of
expressing these two facts.

They may express signification
only phonetically and )eaTe tbe re-
lation to be determined by the po-
sition of words in a sentence, by
tones of the Toice and by gestures.
It is thought that one- third of the
nations of tbe earth speak lan-
guages of this class, corresponding
to the first of SehlegeFs classes, and
called by Schleicher monsjllabic,
and by 31ax Muller family lan-
guages, in tbe conclusion of this
article, I shall dwell particularly
upon this class.

It may be remarked in general
that this class represents the ear-
liest, simplest form of speech aod
is complete in itself. It is tbe lan-
guage of tbe family, where eacb in-

stinctively knows tbe thought tbe
other wishes to convey. In tbi<»
class, in its oldest form, each wore!
is like a bieroglypbic in writing, a
picture, a whole sentence in itself.
Tbeir combinations of words or, ele-
ments are not compounds, but eacb
is distinctly marked by its accent.

Tie next step is to group the
words, expressing relations, around
some central word, expressing the
leading idea which takes tbe pre-^
eminence of accent which tbe oth-
ers lose. In these forms the signi-
fication and relations of words in a
proposition are both phonetically
expressed. The next step is tbat
these words of relation yield to tbe
influence of phonetic laws and mod-
ify tbeir forms, still maintaining
tbeir independence as syllables.
This class of languages is called by
Schleicher the Agglutinizing, by
BuDsen the Turanian, to which
Muller adds the term Nomadic. Ex-
amples of this class are the Turkish
and Finnic in Europe, the Tartar,
and tbe old languages of India still
found in tbe Deccan, and tbe ab«
origines of America.

A more complete statement will
be given hereafter. The Mantcha
Tartar represents ther lowest stage
of this class, the Suomi of Finland
the highest. I give a few exam*-
pies to illustrate tbe general meth-
od of these languages.

Turkisb agha, lord, forms its plural agba-lar.
er, man, plural er-ler.

giZi daughter, plural giz-Ier. In these tbe vowels are
barmonized with each other.
Magyar jt/A, sheep, jub-asz-nak, to tbe shepherd.
kert, garden, kert-esx-nek, to tbe gardener,
keit-bol out of tbe garden.
Finnic papi, priest, papi~lta of tbe priest.

*< teraa, steel, ter-akse-lta of tbe steel.

I give as a farther illustration a few of tbe forms of tbe Turkisb verb-
toot seo,
Sev-mek; to love.

18S&.]

Comparative Philology.

20S

Sev-me-mek, not to loye.
Sev-e-me-mek, not to be able to love.
Sev-dir-mek, to make to love.
Sev— dir-me-daek, not to make to love.

Scv-dir-e-mo-mek, not to be able to make to love, &o., 'thr<Jugli %
groat variety of forma.

I give, also, an example from a Finnic notin.

1 Karhtt, a bear, 5 Karhu-lta, without a bear.

2 Karhu-n, *of a bear, 6 Karhu-un, in the bear,

S Karhu-na, like a bear, 7 Karhu-ne-nsa, with his bear,
4 Karhtt-a, part of a bear, 8 &c.

The next step, ia the formation
<)f languages, unites these syllables,
^^zpressiQg relations vTith the root
so as to form one Word. These syl-
lables are changed according to the
]aws of euphony, and so contracted
in their forms as to escape the care-
less eyes altogether, and to require
the highest degree of critical power
to separate tbem and to restore
them to their original form. This
marks another class of languages
called the inflected or state lan-
guage.

' It indicates form of social life,
when the other more complicated,
though expressive maohinety be-
comes burdcasome in a more active
and more extensive intercourse. To
this class beloQg the Indo-European
and Semitic languages.

The formation of the Ijatin or
Crreek verb presents a fioe exam-
ple of this class. Take far instance
the vorb amo, root am. coDJugation
vowel a. The sign of the 1st per-
son, singular, is m as found in am-
e-ra, am-a-ba-m, &c., Greek iste-mi
dido-mi ; English a-m ; and is the
oblique case form of ego, Sanskrit
aham, Old Greek egon. So too the
s of the second person is from tu,
Greek su. Compare Sanskrit a-si,
Greek e ssi, Latin e-s, &c.

The t of the third person is the
demonstrative element, as shown in
tantus, totus^ is-te, i-d, quod, and
tha-t

The imperfect tense illustrates
the case still farther, am-a-ba-m,
consisting of root, characteristic
vowel, tense sign ha and personal
ending. Here we have two verbal
roots 'am' and 'ba' and one pronom-
inal m. Compare also am-a-vi from
am-a-fu-i, am a^v-eram from am-a-
fu-eram, &c.

These languages are capable of
expressing all their relations by
means of terminations, or as a sub-
stitute and an extraordinary process
in language, an internal change as
in our sing, sang, sung. Two clas-
ses of roots enter primarily into the
formation of words, verbal, includ-
ing nouns and verbs, and pronom-
in-il. All other classes of words
are derived from these.

Verbal roots in the form of verb^
are looked upon as the oldest form
of words, as we gain our knowledge
of all things whatever by their ac-'
tive properties. I do not now pro-
pose to discuss the question of the
historical development ofthe*lan-
guages, but if the apparent fact is
assumed that the Monosyllabic re-
present the earliest forms of human
speech, then all words are at first
alike in class, but arrange them-
selves under different heads accord-
ing to tlieir positive tone or accom-
panying gesture.

These three classes, the Mono-
syllabic, the Agglutiuizing and the
Infl8cted,e:nbrace all the languages

20(J

Nor til' Carolina Journal oj Education.

i^'olf.

known from the oldest Chinese to
the most perfect Hellenic Greek,
not in distinct divisions but a con-
tinually approximating chain.

We will devote the remainder of
this article to a brief statement of
the character of the Chineffe as the
representative of the first class.

Its words arc simple unities and
this principle of unity is so strict-
ly carried oui, that they are the
simple union of one consonant with
one Towel ex,ceptthe word ew/, and.
The apparent combinations of con-
sonants are simple elements. Of
genuine consonants there are 36.
Of vowels there are a great varie-
ty, giving about 450 combinations
like iaun — iang iao &c. These
sounds are modified by 5 tones
which with gestures complicate the
vocal expression of the laniz;uage.

Originally its alphabet was pic-
torial, which later expressed both
the signification and the sound.
For each signification of a word,
(of which besides its primitive,
there are many,) a separate sign is
added in writing, but not uttered
in speaking, and the same sentence
which, when spoken, might admit
of different meauini''s, in writini>-
<;an have but one, e. g. tlio char-
acter read tHclieu, means ship b}''
itself, but the combination shut
mcanins: water with tsche>i^ both
sounded as on? tscJieu, signifies
water-basin. Kia (wagon) tsclieu,
^till sounded tschcu, means waa;-

on-pole, yu (feather) tscheu, dow»
shi (arrow) tscheu, hunting arrow,
all spoken tscheu. Of these signs
there are are 50,000 but not all
in common use. They are of two
kinds, genuine pictures, after-
Ward somewhat modified, and signs
which consist of two elements, as
in the above examples, a phonetic
and an ideographic sign. In thia
manner it will be seen that the-
language may be read by millions,
who could not understand it if
spoken, as is the case from Japan
to Anam.

In Chinese there is no Grammar
except in the sphere of sytax since
the words are invariable, and the
same word may be an adjective, a:
noun, a verb, or an adverb, ac-
cording to its position. S^ome few
signs are receiving a specific min-
ing, to express relations, connec-
tion, &3.

G-endcr, number, and case are
not expressed by the words them-
selves but by combinations, as wo
say in English hen-sparrow, roo-
buck,&c. E. g. tsohung jin, crowd-
man for men ; nan tse, man-child
son ; niu tse woman -child for
.daughter; y min li, use-people-
power, with the people's power;
pe fa ts'^.hi te, hundred -man-good
for the besc of men, <fec. As an
example I quote A sentence from
Meng Tse in the 4th century be-
fore Christ., (See Sprachen Ea-
ropas, p. 5'}) :

King say
'Ouang youe

'^Ireat man say,
ta fou youe

Learned crowd
Sse chu

how
ho

man Fay
jin youe

advantage I
ly oil

kingdom
koue

or for advantage I family

ly ou kid

how
ho

to advantage I body

OU chiU

1859.]

Comparative Philology.

20t

That is if the King should
say how shall I act for the advan-
tage of my kiogdom, the gieat will
say how shall we act to benefit our
families, the learned and the popu-
lace will say how shall we act to
benefit ourselves. I give from
Bunsen, Phil. Univ. Hist. vol. 2
p. 71, a translation of the Lords
Prayer from Modern Chinese,
marking by italics the words which
would have been used in the an-
cient form of the language : Our
Father in Heaven he wish th?/
name perfectly hol^, thy dominion
rule come to, thy will received
done in Earth as in Heaven truly.
Grant us to day the day what use
food ; forgive our sin- debts as we
forgive sin- debts against us those
fco. J)Jot lead us enter seducing
temptation but save us out of evil
wickedness. For kingdom the,
power the, and glory ^the^ all be-
long to thte in age age [^ forever^
indeed. Heart loishes exactly so.

e. W. S.

proposed, and the claim of friend-
ship on the other, they would not
far prefer the former. For nature
is too weak to dcspisv'^ the pos-
session of power ; for, even if they
have attained it by the slighting of
friendship, they think the act will
be thrown into the shade, because
friendship was not overlooked with-
out strong grounds. Therefore,
real friendships are found with
most difficulty among those who
are invested with high offices, or
in the business of the State/*

AMICUS;

FORETHOUGHT'.

TO BE CONTINUED*.

A QUESTION EXPLAIN^BB.

In reading the May number of
your journal we noticed on the
143d page a question that sug-
gested a passage to my mind in
Cicero de Amicitia, see. 17.- It is
not so much an answer to the
question proposed as an expla«a-
tion to the course of some men
when puffed up with a little emi-
Bence in view of men : " But even
if some shall be found who think
it sordid to prefer money to friend-
ship, where should we find those
who do not place above friendship
high dignities, magistracies, mili-
tary command, civil authority, and
influence ? So that when on the
Oiie side tfieir- objects have been

It is often said that we act move
from habit than refieetion. The
mind is mu«h governed in its
nxovements by association of ideas.
If then in calm and quiet times
and when free from danger, we are
in the habit of revolving in mind
what we would think most judi-
cious and advisable to do in circum-
stances of danger, such as we may
imagine to arise unexpectedly ; or
such as we frequently read of in
the public papers ; such as clothes
taking fire* — house taking fire —
wouiiding with a sharp instriiftnent;:
poison taken accidentally ; or de-
signedly; horse running away — in-
jury fifom falling — bite of a snake,
of a dog, or of a spider ; and many
things to which' we are all liable ;
and which, when they occur, are
apt to render i»en' incapable, from'
alarms and fright, of acting with
good judgemsent — if we would in-
form ourselves, and often think
over what would be best to do in
the cases supposed, then by asso-
ciation of ideas, that will be sug-
gested by the circumstaiices, and
we will do it almost as by instinct.

206

North- Carolina Journal of Education.

[July,

REPORT ON NORMAL SCHOOLS.

Head be/are the Association at Newbem, June i6^A, 1869.

Normal Schools^ are institutions
designed for the professional train-
ing of teachers for common schools.
The name is derived from the Lat-
in norma^ which signifies a square
or rule and is applicable to such
institutions, both because the pu-
pils are expected to acquire there
the most approved rules and prin-
ciples of teaching, and the schools
themselves are designed, in some
of their departments, to be models
or patterns for imitation.

The necessity for a special train-
ing for teachers, began to be felt
in Europe, as far back as the time
of Luther and Melancthon ; and
they suggested and recommended
the duty of attempting it, in an
**Address to the Common Coun-
cils of all the Cities of Germany^'
in 1526. At their suggestion, the
funds of many monastic institu-
tions, which were in their day a-
bar.doned, were employed for edu-
cational purposes, in connection
with a compulsory support of
schools. From this period the
common schools seem to have im-
proved greatly ; but the first Nor-
mal School, for the special train-
ing of teacherSjSeems to have been
commenced and conducted in the
city of Halle, in Hanover, by Au-
gustus Herman Francke, in 1697.
There being several schools under
his superintendence in the city,
these pupil-teachers received sep-
arate instruction for two years,
and obtained a practical knowledge
of methodF^ in the classes of the
several schools. For the assistance
thus rendered, they bound them-
pelvos to teach for three years in

{ the institution, after the close of
their course.

In a few years afterwards, the
supply of teachers forall the lower
classes was drawn from this semi*
nary. But besides the teachers
trained in this branch of Franeke's
great establishment, hundreds of
others, attracted by the success of
his experiment, resoited to Halle,
from all parts of Europe, desirous
to profit by the organization, spirit,
and method of his various schools.
Among his pupils arose a number
of eminent men, some of whom
erected Normal Schools in other
places, some lectured in the uni-
versities on the pedagogic art,
and others re-organized the schools
in other German states ; and such
was their moral character, that
they were known as the school of
Pietists. The impression speedi-
ly gained on the public mind, that
there was as much necessity for
the special training of teachers
for their business, as for that of
any of the other professions : that
the proper business of the common
school teacher does not consist in
merely imparting instruction in a
few arts and sciences; but also
includes the development of the
natural powers, mental, moral, and
physical, which requires on the
part of the teacher a vast amount
of well directed, energetic, dis-
criminating, and conscientious ef-
fort. By difierent individuals,
several difierent plans were tried
for the management of schools;
among others, Trozendor^ intro-
duced the monitorial system, more
than two hundred years before th&

1859.]

Normd Sehwds.

claim of ita inyeDtton by Dr. Bell
and Joseph LaDcaflter, and it was
foand to be deieient. The Gate-
chetic method, Id vented by Philip
J. Soener of the Alsace, aided in
introducing a new era in the history
of education in Germany. The
Philanthropinic method which
aimed specially to form a practical
character, by hardeainp: the body
as well as the mind and invip;ora-
ting it to execute with energy the
purposes of the- mind, developed
principles which were adopted in
the Normal Schools, and through
the pupils introduced into the Com-
mon Schools. To Henry Pesta-
loesi, however, who was born at
Zurich, Switzerland, in 1746, is
perhaps to be ascribed the honor of
having originated the system of
piincipltjs which have stood the test
of experience in schools more than
• those of any other in dividual. By
his principles, the mind is to be
cultivated not merely by inculca-
ting everything relating to external
objects and giving mechanical skill,
but, on the contrary, in developing,
exercising and strengthening the
faculties of the child, a steady
course of excitement to self-activity,
with a limited degree of assistance
to his efforts. He required great
simplicity and thoroughness in ele-
mentary instruction, and particular
attention • to the proper period for
the commencement and completion
of , each course of instruction. —
The connection of agrioulture theo-
retically and practically with the
studies and exercises of the pupil
teachers, which has been a dis-
tinguishing feature in some of the
most celebrated Normal institutions
in £urope, was originated by De-
Felleaberg of Switaerland, and de-
signed as a means of moral educa-
tion for the poor, and to make their
labo£i the means of defraying the

expenne of their eduoatioa. This
plan greatly benefitted the class of
youth for which it was designed.

After the successful experiment
at Halle, Prussia seems to have
taken the lead of all the surround-
ing States io regard to Normal
Schools. In 1735 she established
(he first regular seminary of that
kind at Stetfeio, in Pomerania;
twelve years afterwards she estab-
lished one in Potsdam ; she estab-
lished one in Breslau io 1765 ; one
at Halberstadt in . 1778 ; one at
Magdeburg in 1790 ; one at Weis-
senfelfi in 1794; one at Coslin in
1806; one at Braunsberg in 1810;
one at Karabue in 1811 ; one at
Marieoberg in 1814 ; one at Grau-
dentz in 1816 ; one at Ncuielle in
1817 ; one at Bromberg in 1819 ;
one at each of the tov^os Erfurt
and Meurs in 1820 ; and since that
period has continued to add to the
number till s^ now has fifty-one
Normal or training schools for
teachers.

The course of study in these
schools is continued through three
years, the pupils, having been in
the Common Schools aad well
taught through the period of seven
years, aro required oa entering the
Normal Schools, to be of the age of
sixteen or eighteen years, to be of
good moral character, of suitable
disposition for teaching children,
and of physical soundness. The
number of pupils in each school is
limited ta seventy ; and the insti-
tutions are located near small towns,
both that they may avoid the temp-
tations of large cities, and have the
advantage of one or more ele-
mentary schools, in which the pupil
teachers may witness the operation
of the principles and methods in
which they are instructed in the
Normal Schools, and also have an
oppoitanity of exercising their own

«i»

IforA-OaanUna Jbttnud of JSducaiim.

[Jttlyj

talents by aetwl piMlm in the art
of teacbing.

The Pruttrian laws aaj, <<Tbe
fiist jear'a attidy of the Normal
pn^ih Ubitll be d^Toted to a con-
Uobalioii bf tbiB Mtrse of inetnio-
tion iihteb they Isbihtneneed in the
primary dobools ; the feMsood to an
inatrtiotioQ of a still higher kind,
and the third to praotlee in the
primary school attached to the es-
tablishment. Education is treated
both as a science and an art ; and
the directors sre required rather to
conduct the pupil teachers, by their
own eitperience, to simple and clear
principles, than to give them theo-
ries for their guidance. Moral and
religious instruction is also made a
part of the daily lessons^ and in
some of the schools gymnasiums are
established in nrhich physical exer-
cise on a systemstic snd scientific
plan is secured.

As to'the effe^ief these Normal
Schools in Prussia, we feel com-
pelled to judge every way favora^
bly. She now has the enviable
reputation of furnishing the world
with a pattern of excellence in the
state of her public schools such )is
no other country ean boast. Thin
improvement commenced with her
Normal Schools — it, increased and
extended with them. The teachers
of the Common Schools are qualified
in a superior manner for their
work ; the pupils of these schools
attain a proportionally higher im-
provement; the consequence is,
that the next class of candidates for
the Normal Schools is composed of
peisons of a superior advancement,
and thus the Normal and the Cotoi-
mon or public schools, by a refiex
influence, operate on each other,
poducing and continuing a mutual
improvement.

Prussia has her Universities, her
Colleges and Meehanioa' schools of

a UIgli gfsdtf for Ufa stffpiy of the
other professions, and her Norma)
sdioon for the supply ctf teaofaers ;
and one of the vattlral resttlts, as
well OS <me of the important befie>
fits, is, tHat the piofessidtt of teach-
ing is raised to its propar ghide,
and in the popular estimation is
placed on an equalitj^iih the other
regular professions.

But many of the othef nations
of Europe have beeo indtleed t<o
try the benefit of these special semi-<
naries for teachers, aitd have per'
severed in them« Itl Saxony, they
were commenced as early as 1785 }
thefe are now nine of Ihene institu-
tions, besides a seminary for classi-
cal teaohen at Leipsic; and the
graduates of these Normal schools
arc now sufficient to supply all the
schools of that kingdora. Their
course of instruction extends
through four years ; and connected
with that at Dresden are six Com-
mon Schools of the city, in which
the pupils of the seminary acquire
practice.

In Wirtembcrg the first Teachers'
Seminary was established in 1757,
at Efslingen. This is one of the
most celebrated in Europe. There
are now eight Normal Sohcols in
Wirtemberg, requiring a two years'
course, with a higher degree of
preparation than iu most other
countries is required, previous to
entrance. In Austria the system
has been commenced, but not so
completely carried out ; they have .
ten Normal Schools, and are im-
proving in regard to education.

The Electorate of Hesse Cassel
with a population of 750,000, which
which is nearly the same with that
of North Carolina, has three Semi-
naries for teachers, via : at Fulda,
Hoaberg, and SchluohterB. —
The course of instruction embra-
ces three years. The Duchy of

r'—

1850.]

Normoi Skhaoht.

ftti

Nassau, with a popalation of 4^0,-
000, supports oft« Teachers* S«iaii-
nary at Idstaii, vbieh, to 1846,
bad 154 pupib. The course lastA
five years, four^of irhieh are devo-
ted to a regular course of instrue-
tion, in a thorough review of the
studies pursued in the elementary
schools, and tb« acquisition of stud-
ies which facilitate and illustrate the
teaching of the former, and thA fifth
year exclusively to the principles
and practice of edilcation. Pupils
are admitted at thc^age of fourteen.

The Kingdom of Hanover, with
a population of 1,790,000, sup*
ports seven Teachers* Seminaries.
One of these is designated the
Chief Seminary, and receives as
pupils onlv those l^ho have already
taught school, and it is asserted
that the light wh,ich a well educa-
ted class of teachers is diffusing,
18 fast dispelling the darkness
which has enveloped the people.

The Grand Duchy of Mccklen*
burg Schwerin, with a population
of 515|000, supports two Semina-
ries for Teachers.

Bavaria has a population of 4,-
250,000, and has nine Normal
Seminaries with nearly 700 students
which ifl about an average of seventy
five pupils to each Normal School.

. The other literary institutions
of Bavpria areli Universities with
upwards of 2000 students, and a
number of Gymnasiums, Mechin-
ic's, and Latin Schools.

In the Grand Duchy of Baden,
which has a population of 400,000,
there are two Universities, with
sibottt 120O students and other lit-
erary institutions ; yet they have
four Normal Schools, viz : at £tt-
lingen, Meersburg, Mulheim, and
Oarlsruhe. It^thus appears that
there were a few yeard ago, some-
thing over a hundred Normal
Schook in the German States.

These institutions are under the
general supervision of the State
governments, from which they re-
ceive aid in in some form, annual-
ly. In all regulations respecting
religious instrt^ion, the nighest
authorities of the Protestant and
Catholic churches are consulted^
and full liberty allowed to the pu-
pils of attending either Protest-
ant or Catholic places of worship «
The system of elementary instruc-
tion then, in the German Stately
has the advantage of having the
energy of the civil power in it»
support, and the guidance to some
extent of the wisdom and piety of
the cfaorch. It was adopted per'
haps in each case with a special
view to the social and moral im-
provement of the people, and to
sustaining the nation as well against
internal decay as foreign aggres-
sion. Their appreciation of the
system has beelP shown, in the case
of some of the States at least, by
their adherence to it in times of
difficulty and public distress; when
injustice and foreign force had
devastated their territory, exhaust-
ed their treasures, and crippled
their power, they clung to their
system of instruction, as if essen-
tial to their well-being, if not to
their existence.

But to pursue our course, Swit-
zerland, the country of De Fellen-
berg and Pestaloszi, with a popu-
lation of 2,380,000, supports thir-
teen Normal Schools for the in-
struction of the schoolmasters and
schoolmistresses. The fact is no-
ticeable that, although the f^ov-
emment is democratic, and in this
respect different from those of the
surrounding countries, it enforces,
with as much vigor as any other,
the rule requiring all the children
to be sent to school.

In Holland, education is per-

312

North' Carolina JoumcU oj Education,

[July,

Baps a^ nearly universal as in any
country owing to the facts that
the schools are open to all parents,
that a tuition fee is required of all,
that only well-qualified teachers
are employed, and that the whole
system of elementary instruction
in the country, is under a very
caieful system of inspection by
government officers who graduate
the rank and pay of the teachers
according to character and^ skill.
They have a Normal ScKool at
Harlem and one at Groningen.

That Grovernment tried first the
plan of training teachers, by hav-
ing them serve an apprenticeship
from the age of fourteen to six-
teen or eighteen, as assistants in
the larger schools during the day,
and receiving a course of special
instruction for one hour every
evening. But the experience of
fifteen years, satisfied her states-
men and educators, that this was
not sufficient ; that it produced
rather routine than intelligent
teaching, and arrested the progress
of improvement, by perpetuating
only the methods of those schools
in which the young teachers had
been practiced as assistants. To
obviate this tendency, and to give
to teachers a broader and firmer
basis of attainments and princi-
l^les, two Normal Schools were es-
tablished about 1816.

The experience of Belgium in
regard to Normal Schools, is re-
markable. At the time of the
revolution in 1835, which separa-
ted Belgium from Holland, Belgi-
um was making as rapid progress
as any portion of the Kingdom of
the Natherlands, in organizing and
improving public education.

But on the breaking up of ex-
isting institutions, which the sep-
aration caused, the control of the
State government was relaxed^

and the|right of every parent to da
as he pleased in the education of
his own children, was asserted and
obtained. The results were that
the best schools which had grown
up under the fostering care of the
government, and the stimulus of
constant and intelligent inspection
were broken up. The best mast-
ers left the pflblic schools, and en-
gaged in other business. Broken-
down tradesm6n, and men who
had proved their unfitness tor
works requiring activity and cul-
ture ot mind, gained admittance
to the schools, because there was
no longer any sufficient test of
qualification for the instruction
enforced by government. It was
thought that in ten years education
had gone back in Belgium one
hundred years. An intelligent
traveller remarked in 1842, that
there was a striking constrast be-
tween Holland and Belgium, in
educational matters ; that in Bel*
gium there ^were no central im-
pulse and control, no inspector-
general, no provisional commis"
sion, no corps of district inspect-
ors, no Normal School, no training
of teachers, no association of teach-
ers and friends of education, no
ordeal to test capacity. "Noth-
ing*' said he *'can bt more deplor-
able than the mockery of educa-
tion which the people in several
localities are satisfied that teach-
ers, or those who profess to be
teachers, — the odds and ends of
society — should practice.'.' This
state of affairs arrested the atten-
tion of the government, and, in
1842, an effort was made to estab-
lish two Normal Schools and a sys-
tem of inspection similar to that
which was in operation before the
revolution.

An efibrt was made in France,
in 1794, to furnish professors for

1869.]

Normal Sehoob.

818

colleges and teachers' seminarieB,
by professional training, but it
was suppressed in consequence of
the revolution. The first move-
ment in France toTi^ard the train-
ing of teachers for elementary
schools, was made in 1810. A
Normal school was established at
Strasbourg ; pupils were admitted
between the a^es of 16 and 30,
and required to complete a course
of four-years study. Its good ef-
fects on the popular schools of that
section of France, were soon no-
ticed, and two other Normal
Schools were estabHshed in 1820,
for the Departments of Moselle
andMeuse, which were followed
by the same results, — the estab-
lishment of schools in communes
before destitute, and the improve-
ment of schools already in opera-
tion, by the introduction of better
methods. In 1828, a new impulse
was given to educational improve-
ment by public-spirited individuals
and teachers' associations in Paris
and other parts of France, which
led to the establishment of a fourth
Normal School in the Department
of Vosges, and a fifth in that of
Meuth. About the same time, a
Normal course of instruction was
opened in the college of Charle-
ville, for the department of Arden-
nes, and the foundations of superi-
or Normal Schools were laid at
Di^oYi, Orleans, and Bouiges. At
the close of 1829, there were 13
Normal Schools in operation in
France. In the three years im-
mediately following the change of
dynasty in 1830, thirty-four new
Normal Schools were established
indifl^ent sections of the country ;
and "Wherever they were establish-
ed, they contributed to the open-
ing of primary schools in com-
munes before destitute, anddifFus-
i))g 9 kxiovlcdge of better methods

among teaohers who did not resort
to these seminaries. Notwithstand*
ing the hostility that had existed
between France and Prussia, the
former, through those able minis-
ters of state, Gruizot and Cousin,
inquired into the Prussian methods
of Normal training, which was
generously permitted, and the
plan with some modification was
adopted. In 1846, there were in
France ninety-two Normal Schools,
76 of which were for the education
of school-masters and sixteen for
school-mistresses. In 1848 there
was at least one more Normal
School in France, but for which
of the sexes, we are not informed,
making ninety-three in all ; and
they graduated in that year 2,555
pupils.

To fifty-two of these institutions
enough land is attached to afford
opportunity for teaching both agri-
culture and horticulture.

There were started in Scotland
two Normal schools about 1826,
one in Edinburg and one in Glas-
gow. There were in 1853, two
more in operation.

There is one Normal Establish-
ment lor training teachers at Dub-
lin, Ireland, started in 1839, with
large accommodations, with three
model schools for practice and a
farm attached.

In England also Normal Schools
were commenced about the year
1808 ; after inquiring into the
Prussian and Holland methods, she
increased her schools, and in 1853,
England had thirty-six schools for
training teachers. Thus we see
that there are in Europe about
260 Normal Schools, designed for
the purpose of training teachers.
In almost all cases, they have
Model Schools for practice and il-
lustration joined with them, and
in some cases Preparatory Schools^

«4

JforA-OarolbM Jounui of Education.

[Jtily.

for the purpose of inqproTiag and
tiesting the qualifieatioiis of can-
4i<late8y before they axe admitted
iji^to the Normal Schools.

The Model Schools haye their
^wn teacheis, aiMJl the Normal pu-
pils at first go in and look on in
silence, while the teacher, who is
{^.n accomplished one, is instrnet-
ing a class. A^rwards, they
pommeoce teaching under the eye
of sf^h a teacher. At last they
tc3ph a islass alone, bmng responsi-
ble for its profioiency, and for its
•condition as to order &/o, at the
end gf a week or other period.
During the whole eourse there are
lectures, discussions, compositions,
Jcc, pn t^ theory and practice of
teaching. The modes of teaching
the different; branches, the motive
powers to j^e applied to the minds
of childT:isn, dissertations on the
different i^atural dispositions of
children, and the 4iff<Bf^nt ways of
winning thep^ to a love of learning
^onstanibly engage the attention
of the c^ndid^tes for teaching.

It may lie reit)[&ar|:ed also that
.the course of training in these
schools generally, w^i\^ it aips
at thouroughi\ess in knoi^ledge,
and the mastery o^ principle, and
a high standard of J9i^ental ii^proye
ment, is none the less moral in
its character ; it aims to cultivate
religion and the best feelings of
the heart with unceasing atten-
tion. Religious instiuction, which
is required in all of them, is not
postponed till the Sabbath, but is
made a subject of the daily
iessons.

And, in addition to their wise
and careful attention to the men-
tal and motal attainments of these
pupil teachers, there is in many of
the iiormal Schools, provision for
thoir pbysieal developaeot, by as
^Ubinbed jgrslem of gymoaslie

exercises, whieh has been found
to cotttribute much to the imporr
taut purposes of preserving and
improving the heal#h, an4 adding
vigor to both the bojily ant) omen-
tal powers. The ^Ify^tem ;then of
these European formal Schools,
seems, far better than ai|y other
of whieh we are air«re, caleiilated
to call into acttoii all the powers of
the individual, to (eijil^Tate ^em,
and thus render ^hism ftt for the
most effcient use of wbiph the^ are
capable.

These schools k^^ bow been
tried in some of the l^i^ropean states
more than a httBdre4 years, ani
instead of ezhibitiiig signs of dcr
cay^ they are increasing in vigor
and extending more widely.- They
seem to be suit^ to both n^onarch-
ioal and democratic fpri^s of gov*-
ernment — to republican Switzer-
land as well as to German Di^chies
and Kingdoms. They ^nve in-
creased more rapidly in the present
century than in the las(. Where
tbey halite existed {ongesft, the
teachers of the cq^i^oo schools
seem better 4mi}i$e4 for ^heir bus-
iness, and the conimon schools
themselves to be in better condition,
than in any other countries. A-
mong other evidei|ces, we nsught,
mention this, that an emijpen^ indi-
vidual of the Unfied States asserts,
via : that) after visiting hundreds
of the common schools of Prps^ia
and Saxony, he never saw a child
anraigned for miscon^aet, and that
he never saw a te^icher jp any one
of ithem heating a lesson of any
lund, (except a reading or a ^pell^
ing lesson,) with a book in his hand;
that he witnessed exercises in geo-
graphy, ancient and modem, in
the German language— from the
explanation of the simplest words
up to beUes lettres dtsqut^itioos
with rules for speaking aud writ^

im-]

Ntrmtd SAaaik,

914

TT-

iog ) cxercifled ia urilhmctici alge-
bra, geouetry, sorveyiog, aiul trig-
onometry; io boak'keepiog, io civil
Listorji aocknt aod modern; in
nataral philosophy ; in botany and
zoologv) ia mineralogy, where there
were hundreds of apeoioiena ; m
the exercises of thinking, knowl-
edge of natvret Qf the world, and
of society; in Bible historyi aod
in Bible knowledge: and in no
ca&e did he see a teacher with a book
in his hand. I)e represented the
teachers as kind and affeptionate
in their depurtuMlot towards the
tioholara ; as inteUigent, exempla.-
ty^ and digniSed in their manners;
attentiy«y dilligent, and enthnsias-
tic in tbAix business; and the pi)^
j>ils, not Ustles^and inattencive,
but earnestly en^iged ia st^dy, ori
when hearinff leeti»riss« absoriN&d
in attention, and, with ink and pen
before them^ taking notes of what
was said.

Thus the Normal Schools have
had the effect of rendering the
common school teachers really
masters of their business), ai^d ele-
vated them as a class in society to
a more enviable position than that
of either of the three so-called
professions, and of immensely im-
proving the quality of common
bchool education. 1 heir influence
in elevating ^tbe character and
condition of the masses of the
people, even the lowest, in the
large cities, and in the mining and
manu&eturing aistriots, where the
intensity of competition has sunk
many to the lowest degree of pov-
erty and wretchedness, perhaps
any where to be found, is such as
cannot but impress the mind of the
philanthropist and the christian
most favorably with regard to
their value and importance.

Ithaa boon mentionodi as wm
ol^ectipa to these institutions

that they have been perverted to
the strengthening and perpetua-
tion of arbitrary power; but
whilst we admit that this may
have been the ilict in Europe, we
think unbiased minds must con-^
elude, that, in the hands of free-
men, they may become, in a much
greater decree, the njeans of prop-
agating the great doctrines of
equal rights and just prirjciples of
conduct aod governmient, as well
as of cementing those ties of uni-
ty and brotherhood so conducive
to the welfare, advancement, and
happiness of a free people.

It has also been objected that
Normal Schools are calculated to
produce teachers too much attach-
ed to routine aod method, to de-
yelope the mental powers, but
their effect scenes rather to be a
drawing out of all the powers, and
thus rendering the teacher the
more likely to acquire the true art
which varies its^Ians to suit cas-
es and circunjstances, imparts to
the mind much greater capacity
for making e^phinations on every
subject, to preserve connectedness
and continuity in the lessons, and
also to impart an ardent love for
the business of teaching.

(Concluded in next No.)

Cultivation of Wombn.— Sheri-
dan said, beaatifoUy, <« Women
govern us; let us render them
perfect. The more they are en-
lightened, so much the mor^ shaU
we be. On the cultivation of the
minds of women depends thje wis<*
dom of men. It is by women
that nature writes on the hearts of
men."

He who has much and wajati
uore ]« poor; ho who hu )Mli
and wants no more is rich.

21«

North' Carolina ^foumal of Eduoixtion,

[July,

THE MUTES' FORMS OF EXPRESSION.

BY JOE, THE JERSEY MUTE.

The compositions of mutes who
are rocked in the cradle of knowl-
edge, bear such emphatic marks of
the infancy of reflection as invaria-
bly characterize our first endeavors
to comprehend any portion of prac-
tical knowledge. Laboring under
the misfortune of a total loss of
hearing, they must of necessity con-
tend with man J difficulties in ac-
quiring language; difficulties which
those who are blessed with the fac-
ulties of hearing and speech, can
have no idea of. With a deaf child
of good capacity, the acquisition of
language is a comparatively easj
task ] but, for one of inferior mind,
the thing is almost impossible. "With
persevering application, however,
such an one may'2;et along tolera-
bly well. Many cnildren lose their
hearing after they have got their
schooling ; a circumstance which
gives them a considerable advantage
in the acquisition of language over
others born deaf 3 but their infor-
mation, however extensive, is a
matter of little surprise, compared
with that of mutes born so. Limit-
ed as is the general information of
the latter,, they understand the du-
ties of social life, and support them-
selves, and, in many cases, their
families^ by the labor of their hands.
A little boy who has been less
than two years under instruction,
composed the following sentences,
in which the word like was intro-
duced ; — " A boy likes to dirty the
mud, (meaning that a boy likes the
dirty mud.) "A girl likes to drink .
in the mouth." ** A bov likes to
laugh on the mouth.''

Another boy, whose stay in the
school exceeds three years, wrote

the following letter a short time
ago:

<*Philadblfhia, Jane^nd, 1859.

Mt dear pabbnts, — I am well. I
wish to receive a letter to you. All the
pupils are well, except two who sick.
My teacher kind to me. I likes him
much very. I have no news, poor mind,
cannot tell much, sorry. I wish to love
to my brothers, they must come see me
in the Institution. I give love to my
mother. I wish her to write me to.''

I asked one of my girls, whose-
parents live in the interior of Penn-
sylvania, " Where do jour parents-
live V* She abswered, " My par-
ents live city of Baltimore."

After the girl had remained at
school a year longer, she wrote a-
bout a cat in this wise : "A cat
walks on a fence. A boy sees it.
He picks a stone and throws it at
the cat, and it dies. It falls on the
ground. He is glad, and carries it
to a river. He throws it into a
river."

]Most of my scholars could not
write half as well as the writer of
the above little sketch did, becaXise
their minds were of a different stamp
from her's. A boy, who has no
claim to strength of mind, but who
is remarkable for his studious hab-
its, wrote the following little story,
after he bad been under instruction
two years : *' A cat sees a rfet. She
catches it and chokes its neck. It
dies." Speaking of this boy, puts
me in mind of alittle incident which
occurred after he had been with me
a year and a half. I told my class
a story of a man, who, by the force
of his genius, rose to an enviable
position in the political world, and
concluded the story by asking the

1859.]

Mutes* Ibrms of Expre^si&n*

boy if he woqM like to be without
religioQ as the man was. He in-
stantiy answered that be would pre-
fer to be ignorant with religion to
being wise without.

Another boy was asked to parse
the yroid prefer; and he wrote as
follows : **Mr. M. prefers children
smile to cross.'' He thought that
the words smile and amiable had
the same meaning. He had been
taught the difference between the
verb smile and the adjective amio'
bkj but he forgot it. Still another
boy, when he first learned to con-
nect words, wrote, among other
things, the following : ^* A boy
fears a milk/' (he meant a cow.)
*^ A girl sees a sun." " A man
strikes a hog bropm."

I told my class by signs that I
knew that the sun was bnght ; and
then desired them to put into writ-
log the ideas which I had ezpresed
in signs. One girl wrote : ^* A man
knows that the sun is/' omitting
the word bright / and another <j;irl
wrote : '^ A man knows that bright
is sun." I had been telling the
pupils that God was good ; 1 told
them by gestures that an apple was
goody and then desired them to re-
duce my remark to writing. One
of them wrote : *' An apple is God
good."

The pronouns he and she were
explained at some length to the pu-
pils, one of whom, probably from a
desire to be '* some pumpkins/'
dashed off the following sentences:
^' A "girl thinks that she is sun
bright.. A girl knows she is wine
good. A mau knows be is tea
good." The same youth, having
been told that Hell was a wicked
place, expressed his opinion of the
quality of wine ia the following
manner : ''Wine is hell bad sins."

The following is a translation of
« tale told by a [luf il of two years'

standing. It will be observed by
those who are acquainted with the
language of signs, that it is a literal ->
translation of the sign^language :

'^Man old read book, girl combed
man's hair, man laughed, man
shook hand of girl, girl looked con-
fused, man took cents some, gave
to girl, girl thanked man." .

Thus it is seen that it is not an
easy matter to teach new pupils the
proper construction of sentences.
The language of signs is to the deaf
and dumb, the easiest in the world;
but it requires many years to ena'- '
ble Iheui to write fluently and cor-
rectly ; one mute in a huiidred '
writes with considerable accuracy ;
and all this, in consequence of their
being shut out from verbal com:^>
munication with the world. As. I
have already said, semi'^mutes can
go ahead of born mutes, if they
have the will and energy. Eoru
mutes, as a general thing, are apt
to take a step front the ^^ sablime
to the ridiculous" inmaking mis-
takes. The wisest of this class of
mutes, — and he is a miniature paint*
er of decided merit, — is in the hab-
it of using the phrasie '^allthe mind^
of men,'' &c., in corresponding
with his friends. That phrase
should be rendered the minda of
all men. I give an extract from a
letter written by a graduate of our
Institution, who lost her hearing at
three years of age, and who, in con-
sequence of a reverse of fortune,
cannot devote ttiuch of her time to .
study.

^^ My uncle and aunt came here
from Ohio last Saturday, but they
have left for Juniata county this
morning. He is my father's broth-
er, lie ia w«ll off, and has a good
farm in Ohio. They will he here
to see us again. 1- was agreeably
surprised to receive your magazine
'Tbe Genitis of the West' . ijike

JVbrll- CtovlHia Jownal (^ EimaHon.

i^vij.

it Teiy miaohf dthoiigb I bftve not
read it. I read two papers last
tti^hti vbich you seDt to me, with
jow very iotereatiag letter jester-
day morDiDg. TIse story of Darliog
Iiotty is very foony, and good. She
ought to have learned the art of
housekeeping before she got mar-
ried. The Creole's story is very
beautifal ) sbe was worthy of the
leat man's affeetioAs. I found two
scraps in your letter ; I was much
pleased with the piece *Do not stay
lon^r.' Bishop Potter came to
Lewistownon Saturday last, and
the next day he preached, and coo-
firmed three ladies in the Episcopal
Church. Their names were Misses

and Miss B . Write

to meeoon , and tell me everything. "
The above extrapl is very sim-
ple, but well^wrttten. It would be
difficult tp find any other mute
who writeahalf as good a letter as
thas. It nay be expected, there-
fore, Ibal tbcfio w1& are engaged
iniefttAlng the deaf and dumb,
have hard work to conduct the in-
fantile mind through tlie labyrinth
of knowledge. Honor bright, I
leaehnclassof blockheads. I would
not be at all surprised if my em-
ployment should kill me outright.

LACK OF RETERENCE IN THE
YOUN©.

The Bev. A. 8mitb, Commis-
atoner of Public Schools in Qbio,
in a recent report, makes some for*
cible remarks upea the want of
BMMiDera shown by. ibe youth of
the preftat day, in their oonduot
tewud 4be aged. After alluding
14 VBm deference and respect which
the youth of former <iays were.
l%ugbi to extend to their superiors
HI age and nisduiiii be sagrs :

*" But wbere, in all our landi doc9

this good old practice now prevail ?
Who does not know that bows and
courtesies, on the part of our boys
and girls, are obeolete ? It has
been remarked tbat< there are thou-
sands of bojJB in this^reat country
not one <^ whom has ever made a
bow ; uol'ess when he had occasion
to dodge a »now-^bajy[| a brickbat,
er a boulder.'

<'Some eight or ten winters since,
ex^Ooveroor Everett, of Massa*
chusetts, with the late Amos Law-
rence, was in a sleigh, riding into
Boston. As they approached a
school-house, a score of young boys
rushed into the street to enjoy their
afternoon recess. Said the Gover-
nor to his friend, ' X^i us observe
whether these boys make obeisance
to us as we were taujght fifty years
ago/ At the same time ho ex-
pressed the fear that habits of civ-
ility were less practised thxn for-
merly. As they passed the school-
bouse, all question and doubt upon
the subject received a speedy, if
not a satbfactory settlement, for
each one of those twenty juvenile
New Englanders did his best at
snow-balling the wayfaring digni-
taries.

3=5

Riding a Hob^y. — ^Tbe Arch*
bishop of Dublin taUg^pf a horse-
man, who having, lost bis vray«
made a complete circle ; when the
first round was. finished, seeing
the marks of horse's hoofs, and
never dreamiag that they were
those of his own beast, he rejdced,
and said,^^Tbis, at least showj
me that I am in some track V*

When the eeeond circuit iras
^nished, the signs of travel doub-
led, and he said, ^< Now, surely,
I am in a baateu way :" apd witu
the cQBclttslon of every lound, tha
marks increased^ till be wascertaiai

b«A7J

The StuBent.

«!»

that h6 malt be Id some freqoen-
lied tborongbfare, and approacb-
riiig a populdtts Umn^l kmt all the
time be was ri^iag alter bis borse's
Stall, aod dojj^ed *hy the traek of
^isownerWllb.^ .IBo it is with mea
^bat ri^e ^ :bQl^by.

THE STUDBIjJT.

Id attaiaing the rvi^tments of
,^Q £da(satioQ, the stfideat for a
^time struggles io dtrkoess ere his
<niod is expanded enoagh to fally
^nderstaod aod appreciate the
mean lug of his Author, or the
^deas embodied io bis text-books.
At tbiB stage of^f^ aod intellect,
Jiis past acqutsiU^fis seem half for-
^otteo-T-tbe pre^efit lesious appear
u burden and fi task, and the fa-
irtpre, which stiopld be ladea with
(lopes and j^romises, seemioglj
presents notj^ip^ but forlorn des*
|)ondency; uoyr^ it is necessary for
the Teacher to refer him to exam-
ples in the annals of learning, il-
lostrating that ''There is a way,
wh«ire t(i^re> fi >?ill^'' Urge him
onfrard ,to ihe go^, and build him
up with the brtgb^ aniicipation
that '*Thcre is a br^ht time com-
ing." Show the young mind, as a
iit subject fur 'contemplation, the
ahining taleats ^ef Wesley and
Blair, Watts and Doddridge, how
they payed komage at the shrine
of Kevelation, and ''dipped their
pens in the streams of Religion
[Rowing in their owu^ bosoms."
JL^Oint him, as shining stars in the
poetical horizon, totlie names of
yirgili Young, Anacieon, Mar-
shall and the Scottish bards, Burns
and Logan, in honor of whom pos-
terity tunes her lyre of praise, and
offers as a eulogy to their memories
.the .4inited hallelttjakKi of sung^

and then see the modern intelleet
gazing with pride upon the noble
deeds of the illustrious dead, unt
fellowing the fQOtsleps of tbose
men, whose names are like monu^
ments of bras^ in hist :ry: see him
bathing in. the limpid streams of
knowledge, which refreshed the
minds of '"the seven wise men of
Grreece,'* gave jKucHd power over
mathetaatAos, and preoipted Mans-
field in kte thandeviag eloquence.

The pfiraqio|;.tit. object of the
Stfidept j3):opld be stf dy ^nd ap-
plicatien, lanited wit^i (l^ed pur^
poses to briog to ligb^ propeffies
of matter, whicb -^ve never yet
been discovered j an^ 4b this age,
characterize^ ^& an era of novelty
and in vent ion, Vifth <6he broad fiel(h
of Mectiani&oi OKpaading to the
view,-r-ai|l^le opportuQities are of-^
fered iw the maQifestation of g»^
nius and the display of talent.
Though adverstty surrounds the
■'seeker aher ^owledge" yet an
ambitious eatnestoesd shouid urge
him forward, "and compelAtion
will flee froiu him ad from the
gJance of destiny."

He should not despair j for
tkerc is that natural capability in
man which bias never been found
inferior to the accomplishment
of his purpose, that will admit of
his scorning ail emuiatioB, and
overooming all ikd difficulties of
bis Bature-^over it nothing can
exert doqiiBien save its Giver.

The student should persevere.
History is teeming with exaipples,
which beautifully exhibit the ef-
fects of t||iis quality; and ptobab)]r
in no other earthly avocation is
the realisation so glorious, the at-
tainment sp certain, as in the ex-
ample of a. faithful student. We
have amidst |}ia](iy others, that of
Lutbor, tttepnce ragged boy, beg-
jging bread io the streets of his

^ I

3sa

North' Carolina JeurnaX of Education.

prfyr

natiTe city, homeless and pennilesg^
yet through perseverance in learn-
ing he overcame all obstacles — be-
came a propagator of God's word —
the reformer of mankind, and the
greatest man of his age ; Velpean,
the world renowned pbysian, to
whom medieAl science is indebted
for many important discoveries,
left his anvil and forge, and
wrought his way through adver-
sities to the shrine of the ^scu-
lapian temple — Ake aside, , whose
name as a poet occnpies a conspicu-
«)us position in English literature,
was the son of a poor and illiterate
butcher, yet by incessant efforts he
acquired a celebrity, which others
wore advantageously situated
I'ailed to attaiB. Goldsmith at o&e
time was compelled to play on his
German fluit to the peasants of
Flanders for daily food yet that

determined spirit of his enabled!
him to reach the pinnacle of im-
mortal fame and write his name
there as a bright star in the firma^
ment of the renowned. Let the
student with such examples before
him fully adopt the precept i
*'What man has done, man can do,"
also the beauitiful lines by LongfeK
low:

"Lives ©r great men all remind us,
That we can make our lives sublimo;

And departing leave behind us
Foot prints on the sands of time ;

Foot prints that perhaps another,
Sailing o'er life'^s solemn main,

A forlorn and shipwl!ec^l'■d brother,
Seeing shall take heart again.

Let us then be up and doing,
With a heart for any fate ;

Still achieving, still pursuing.
Learn to labor and to wait."

RANSOM.

SIMILES IN DOUBLE HARNESS.

As wet as a fish — as dry as a bone —
iVs live as a bird — as dead as a stone —
As plump as a partridge — as poor as a rat —
.'vs strong as a horse — as weak as a eat —
Vs hard as a flint — as soft as a mole —
^s white as a lily — as black as a coal —
As plain as a pike-staff — as rough as a bear —
A s tight as a drum — ^as free as the air —
As heavy as lead — as light as a feather —
1 s steady as time — uncertain as Weather —
V s hot as an oven— ^as cold as a frog —
•V. s gay as a lark — as sick as a dog —
As slow as a tortoise — as swift as the wind —
\ s true as the gospel — as false as mankind —
As thin as a herrmg— as fat as a pig —
As proud as a peacock — as blithe as a grig—
i 8 savage as tigers — as mild as a dove —
A s stiff as a poker — as limp as a gjLove —
i s blind as a bat — as deaf as a post —
\ s cool as a cucumber — warm as a toast —
A s red as a cherry — as pale as a gl^^st.

185T).]

tVanklin Globes.

FRANKLIN GLOBES.

As I have recently had the pleas-
ure of examioiDg some five or six
varieties of the Frasklin Globes
manufactured by Moore & Nims, of
Troy, N. Y., and as your State pays
not a little attention to the cause of
popular education, it has occurred
to roe that it would nOt be inappro-
priate to make a few suggestions,
with your permission, in a journal
so extensively read by the educated
and influential classes a^ the Ad-
vertiser, on what I consider the
great utility of globes as a means^ of
teaching geography and astronomy
in our common schools. I intend-
ed little more to-day, however, than
to allude to the matter, for I have
already nearly filled the space which
I had prescribed for my epistle,
liesides it is nearly post hour, and
I am by no means in the mood this
gloomy, suicide-provoking weather
to attempt any scientific disserta-
tion. It were undoubtedly well to
convince our school committees that
if a globe costs ten times as much
as an ordinary atlas, it is fifty times
more valuable. On a map we can
ti'ace a river from its source to its
mouth ; point out large mountains,
or mountain ranges ; lay our finger
on a large city, &c.; but if we want
to know the relative distances of
places from any given point on the
earth's surface; their differences of
latitude and longitude ; the length
of their days and nights; when
their twilight begins, or ends, we
must necessarily have recourse to
the terrestrial globe. Still more
useful, if possible, is the celestial
globe in astronomy, compared to
any maps that can be drawn of the
heavens. Some think that in or~
der to bo able to understand the
use of the globes, very profoaud,

long continued study is required,
whereas, in pomt of fact, a person
of ordinary intelligence could learu
the whole mystery ia two or three
weeks. Why then are not globes
used extensively in private families
as well as in schools ? For even
those who only read the morning
papers, would find the terrestrial
globe at ieast, always useful if they
know how to handle it.

Newark Advertiser.

A CLASSICAL COMPLAINT.

A correspondent of the Timely
whom we take to be a foreigner,
complains of the illimitable diver*
sity of pronunciation of the Latin
and Grreek languages, adopted or
allowed in our different Institutions.
He says :

**One adheres to the so-called
English systeiUj^ another to the
Continental, another has a pecul-
iarly American style, a fourth no
style at alL

if I teach a boy to say ^ am am*'
(amare,) and send him to Colum-
bia, he is snubbed for his pronun-
ciation ) send him to Yale with a
broad *amarAe,' and his uncouth
dialect terrifies the Professor. Make
*8e' sound like a soft 'a' ? Call it
*I,' Sir, if you please. ^Bonus,'
with a short *o' ? We don't care
for your quantities, here Sir; every-
body says bonus, (o long) even
down to the Brokers.

Now, Mr. Editor, what is to be
done ? Cannot you set the ball in
mdtion, for a coovendon of Pro-^
fessors and Linguists, whose dictum
shall be of sufficient weight to lead
to a uniform system, at least inoua:
larger Colleges ?

For my part, I think it of little
importance how the languages- were
pronounced — but do let us know
upon what we can. ^ree..»9'ir."

397

JVoW^^^oVoKm Jcurmif pf EahuaUXim.

[jwyy

Female Education— Let tb«
aduoatiob of the yooog woimb be
ebiiimeDavrale wkb ler infceiice;
Is it tnie tb»l, te tA^e eeiiiplet^o»of
«ooial life, sBe is tie mntyew' ef
Ifbut wbicb ^eid'es itsr b««8 1 Tben
let ber be tfaiiiecf to wield tbie fear^
ftti power whb sl^i^I^ witH pnntvple,
%xA for tbe salvation of soaal nan.
Does sbe sometimes bear tbe sceptre
af a nation's well-^kig. in ber
band ? Cato Iraid of bis conn try-
A)en, '' Tbe Keaiat^s govern tba
World, but it is tbe womeft tbat
govern tbe Komans/^

Tbe difeoverj of tbis very conti-
tent testifies to tbe political infla**
ence of wom»D. Who favored tbe
bold genius of Colnmhns?

Do you say Ferdiaand of Spain 7
X answer Isabella, promptiog ber
]^artner io tbe patronage he so re**
luctantly bestowed. Herinflmence
lineiberted, tbe Genoese mariner
bad AeVdr Worn tbe Havrel that now
graces his brow. WilJ yoa now
kaV6 fS^is all-potpnt beiin^g illiterate,
to rear softs debased by if^orance,
and beiMtte dnpSs of the dema**
gog*e ?

lioot an fbe domestic circle!
^of ihore snrely does the empress
of n^ht iilnminate and beautify
tbe whole canopy of heaven, than
does woman if educated ari£>[ht,
kradiate, and give h«r fairest tints
fo her own fireside. To >eave her
tincultivatcd, a victim to ignorance,
prejudice and tbe vices tbey entail,
is to take home fo ottr bosoms a
brood tbat wlfl iafrct pavgs sharper
than death/ For the love and honor
of our homes, let tts ei»conrage the
most liberal culture of tbe female
mind. — Young M&ld&n.

an old ftfddd, it Bittn^Mit tll^

resolvtvMiv ^d' A^ feflO<i tbo, fO^
commeBte tiSoiit^.'

AtTR9N«MY. — No stvdkjiria more'
e»nobling than Astronomy. Id^
anxiety lb crowd as mm^as possi-
ble into a soboel %ow^j trbis sab-^
ject is ofton condensed iiitb w hun-
dred pages and nsevted iti school
Philosophies, Ask a boy tftle mar«.
ginal iyaeaiions a aionth Met he
finishes tbe book and be may aa^
swer half of tbem. Be IMS' never
know» a singie stay or traced ar
consteibition. Be rem(»nHem' tihe
distances of a lew of the planet»
from tbe swo andead gwesvr atf the
periodical reveltltieii of SaMrn.
Is this the svbliaie aereaee ofi As^
trpnomy ? A life ef fatease slfndy
but commences tbe lesson, tie
knows absolutely nothing of it.
I Twofold are the objects of the*
scieaee of Astronomy. So they
are of ether seteaees the end ; to
gaia facts, to elevato and improve
the Blind,

The position of luminaries might
first be taught by actual observa-
tion. It is the fast most easily
learned. It is tbe ksst tho pupil
can know of tbe sefeaee. Having:
learned sometbiwg of position, the
pupil naturally iniiaires concerning
the shape, size, diietanee, magni*
tnde, period, and other p<benomena
of those ligbAs with wfaiefa he i»
best aeijaiiinted or whieli be loves
best to co»tem plate.

A plan of study is thus delinea-
ted which a whole life cannot know
too wcil. — R, L Schoolmaster,

The best way ia strengthen
a good resolution is lo twt it out
yomaelf. If' yotf i^Kkit itf repur

Strive more to be than to po8se.«s.
A neMOsewft may deprive you of your
possessions, but all eternity cannot
telle from yow what you are.

B€$9^t BiHtr'* Depojttm&fU.

litsibmt €bt(or's §(padmeid<

AN APPEAL TO THE FRIENDS OP
EpyCATiON.

We desire to call special ftUen-
lion to the foHowiog eoniin«fiiea-
tioD, seat bj oof of the cominittee
appointed to aid ia eztendiog the
icirciilatioti of the Jo«rttaK We
h ope that evei^ friend of the cause
will ezeri his iofloeDce in its
favor, feeling tl^ he is working
for the benefit ef edneation and
not for the pecuniary interest of
any individual. The Joarnai be-
longs to the Educational Associa-
tion.

The undersigned in behalf of
the committee appointed by the
Educational Association to secure
subscribers to the Journal of Edu-
cation would earnestly call atten-
tion to the following statements.

It appears that the subscription
JuUa far short of the amount nec-
essary to carry on $he Journal at the
price offered. -^ Arrangements were
made with the printers In the ex-
pectation that aid would he receiv-
ed from the State.

A bill making provision for that
purpose was by an oversight laid
on the table too late in the session
of the Legislature for it to be taken
up again. This may be remedied
at the next session. Id the mean-
time provision must be made for
present necessities. 1000 sub-
scribers ought to be obtained in
addition to those now existing.
!i be means are ample.

It appears that theve %s^ nearly
4000 Common Schools in N. C.
If one half of the teachers of these
schools, togetherwith other friends
of education, would subscribe for
the Journal it woHJd be placed on
an independent basis. Besides
this the Liegisiature during its
last session placed it in the power
of the county Superintendents to
secure the success of the Journal.
I quote from Sect. 6 of the lair,
the whole of which jnay be found
in the March numberof the Journ-
al for this year.

*' Be it further enacted that it
may be lawful for the board of
county Saperio^udents to sub-
scribe and pay for one copy of the
N. C. Jou rnal of Education, pub-
lished by the Educational Associa-
tion, for the use of each common
school or district in the county :
Provided said Journal is furnished
at the price of one dollar per copy
for each copy, per annum ]** <' and
the chairman of the Superintend-
ents shall in all cases when requir-
ed by district coipmittees sub-
scribe for a copy of said Journal
for each committee so applying
and charge the same to said dis-
trict." It is further provided that
these copies shall be filed and
preserved in each school house for
the found>^tion of district libraries.
Let us keep these facts in mind
and that one thousand subscribers
are necessary to enable the Journal
to pay expenses.

Whatever amount is obtained
above that belongs to the Asso-
ciation and will enable it to inerMse

NerA-CkxrcUna Jowmal 0/ Edmcation,

[Jtil7,

its owD effioaoj and that of the
Journal.

The work is one of great value.
It affords a large azuount of actual
information^in facts and ezperieoce,
Qot otherwise accessible to our
teachers, and so elevates aud im-
' proves thetu. It thus adds to
their actual value. Our Counties
cannot make a more profitable in-
vestment than in the method pro-
vided above, since it will be amply
repaid in the increased proficiency
and interest of the teachers and
friends of Education.

It enables the teachers of the
' State to communicate with each
other and in the act to develope
their own powers.

It affords the means of laying
before the public the valuable re-
ports and lectures read before the
Association, which otherwise
would benefit but the few who
hear them, and if the county sup-
erintendents do their duty, places
them within the reach of all. I
. need only refer the members of the
Association to the addresses report
and lectures of Mr. Clegg, Prof.
Hubbard* Gov. Swain, Prof. John-
ston, Mr. Brent and Mrs. Jones,
most of which are nuw at the dis-
posal of the Editors^ and w^jioh it
is understood will appear from
time to time in the Journal.

Without making invidious com-
parisons we may be permitted to
say that the lectu/eof Gov. Swain
on the early history of the State
ought in this way to find access
to every school room in the state.

Shall an enterprise so full of
value be allowed to fail ? The
honor of the Association and of the
State is at stake.

We call upon the members of
the Association and the readers of
the Journal to come up to its as-
sistance. See to it that the teach-

ers in our schools and the sup-
erintendents ip our counties do
their duty. Let it be done at on«e
and in earoest. Let if possible
every reader of the Journal' en-
deavor to get one more, for the
work cannot be overdone.
In behalf of the Committee,
G. W. Smythe.

All Papers in the State^ that
wish success to this educational en-
terprise, are requested in the name
of the Association, to copy the
above.

Pitt County. — The Chairman
of the Board 6f Superintendents
of Pitt County, has subscribed for
38 copies of the Journal for the
38 Districts of that county. And
we venture to assert that each
District will eventually derive
more benefit, from the 81, thu5?
spent for it, than it has ever here-
tofore derived from the same a-
mount. Let the school officers of
other Counties think of this mat-
ter and wo think that many of
them will do likewise.

Historical Questions, By one
of the Board of Editors.

What town is older' by 40 yeaiB-
than any other in the United •
States? . • • .v»-. « •-

. What ia the old«»t i&ky in the
world, now existing •? .» > - -

What ancieut City ih ludift lim
been destroyed seven times and
rebuilt again ? •

1859.]

Resident l!ditor*8 bepartment.

ilio

Thb Recent Meeting. — It may
be expected of us to say something
10 regard to the meeting of the
Educational Association, since
there are many things connected
with it, that do not form a part of
the regular record of its proceed-
ings, which may be interesting to
those of our readers who were not
present.

On the evening of Tuesday the
14th of Jnne^ at 7 o'clock, a long
train of cars, crowded to their ut
most capacity^ arrived at New-
bem, and were met at the Depot
by hundreds of the citizens, who
had assembled there to welcome,
with true hospitality, those who
were to be their guests during the
meeting. The scene was one
long to be remembered. And
many who met for the first time,
amidst the unavoidable confusion
that there surrounded ua, will ev*
er remember each other as friends.

Soon we were all dispersed to
enr comfortable quarters and re-
freshing ourselves, to be in readi
ness for the meeting at 8 o'clock.

The crowded church, which was
the largest in the city, showed
that we had met among a people
who feh an interest in the cause
which called us together. And
this interest was manifested *
throughout the meeting, by the
large audiences that assembled,
several times each day, to bear ad-
dresses and lectures.

Of these interesting addresses
and kotuTe?3 wo will say nothing

at present, except that we hope to
give yon an opportunity, during
the next six or twelve months, of
reading the most of them, if not
all, in the pages of the Journal.
We this month commence the pub-
lication of the report on Normal
Schools, which will well repay those
who may give it a careful perusal.
The report on Mixed Schools will
be published as soon as we have
room lor it.

There were present at the meet-
ing about 270 members, repre-
senting nearly one half of the
counties in the State, and among
them many of the most prominent
teachers and friends of education.

Many who desired to be present
were prevented by their approach-
ing examinations, but the unusu-
ally large attendance shows that
the Executive Committee, m en-
deavoring to fix the time of meet-
ing during the vacations of the
largest number of schools, chose
the proper time.

We were pleased to see so many
of the teachers of Common Schools
at the meeting, and hope that they
will hereafter attend in still krg-
er numbers. They have the pow-
er of exerting a greater influence
than any other class of men in the
State; and surely they ought
to n^lect no means that will aid
them in giving that influence a
proper direction.

His Excellency, the Qovernor
of the State, was present and took
part in the proceedings of the
Association; as a private member.

226

JNorth' Carolina Journal of Hiacation.

[Juirr

thus showing his desire to aid, hy
all the means in his power, in de-
veloping the educational system
of the otate, with which he is of-
ficially and intimately connected

After spending Wednesday and
Thursday in harmonious, pleasant,
and we hope profitable sessions, in
Newbern, the Association adjourn-
ed to Beaufort.

On Friday morning we parted
reluctantly with the kind people
of Newbern, and nearly all of the
members entered the excursion
train provided for the occasion,
which soon landed us at Morehead
City, the terminus of the Rail-
road, where we were met by a
committee of ladies and gentle*
men, from Beaufort, in the Steam-
er Caldwell. Mr. Pool welcomed
the Association, on the part of the
committee, in a handsome manner,
to which Mr. Holden, as Presi-
dent of the Association, made a
brief and appropriate reply.

We were then carried by the
Steamer to Fort Macon, where we
spent the day, as best suited the
taste of each, all enjoying the de-
lightful breeze, and the extensive
view of the Ocean which washes
the base of the Fort with ^s waves.
At the proper hour we were invi-
ted to a table loaded with substan
tials and delicaeies, all prepared
in the nicest style, and arranged
by the fair ladies of Beaufort.

In the afternoon we were land
ed in Beaufort, where we met a
warmhearted reception from the

hospitable citizens. During the-
evenin«i^, the Association met and
even before the hour appointed
the church was full. As there
was no business to transact, the
evening was occupied in a general
discussion, which wa^ quite ani-
mated and interesting.

On Saturday morning, all were
in motion at an early hour, pre-
paring for our horns ward journey,
and before the dawn of the Sab-
bath, th'^se who had spent the-
week so pleasantly together were
scattered all over the State, each.
enjoying the pleasures of home.

National Teachers' Associa-
TfQN. — ^The second Annual Meet-
ing of the Naitional Teachers' As-
sociation, will be held in Wash-
ington, D. C-, on the Second Wed-
nesday, the 10th of August next,
commencing at 9 o'clock A. M.

At this meeting, Lectures are
expected from the following gna-
tlemen viz :

Introductory Address by the
President, Andrew J. Backoff or
Cincinnati, 0.

Lecture by Elbridge Smith of
New England.

Lecture by J. N McJilton ot
Maryland

Lecture by James Love of Mo.

Lecture by Mr. — ■ of the

South West.

Several Essays and Reports are-
expected from gentlemen of dif-
ferent sections of the conntry.

Further particulars may be had!
by addressing the Secretary, J^.
W. Bulkley, Bkrooklyn, N, Y..

1869.]

ii<esiileni Editor i Department

227

BOOK 1 ABLE.

The Microscopist'a Companion; A
Popuar M knuftl of Praoticnl Micro -
eoopy ; Designed for those engapred
in microFcopic inve^tigatir us, schools.
Beminarirs, colh'gcs, eto , and com-
pri^4^g selections from tae best wri
ters on the Microscope, relative to
its use, mode of management, pre-
servation of objects, etc., to which is
added, A Glossary of the principal
terms used in Microxjopic Science.
By John King. M. D. : illustrated
with one hundred and fourteen cuts.
Cincinnati ; Rickey, Mallory & Co.

This work, containing 308 octavo

jyages, is designed for tb<? use of Stu-

'dents in Colleges, Seminaries, Schools,

&o., as well as for all who are engaged

in i&ioruscopical investigations. In

addition to the statements aud discov-

eries of the author concerning the

use of the microscope, he has culled

and selected much valuable matter from

the best writers on this instrument, so

«8 to present one of the cheapest and

most valuable works upon this subject

•^et issued in this country.

The latter part of the work is occu-
pied with a Glossary, in which the
more general terms used by micro-
scopibts in their descriptions are fully
(rxplained, together With a list of the
various cements used in mi-croscopy,
and their mode of preparation, injec-
tions ami their pitfparatiou^ chemical
tests and their actions uudtir the mi-
croscope, the several preserving fluids
and their mode of preparation, and the
method punsuked t^^ the author, in pre-
paring slides to viftw objects when
acted upon by Gulvanibm^ Elecfro-
^ Magnetism, etc.

' Thj? LiTTLB ()RATOR,or Primary School
ISpeaker, by v^haHesNorthend A. M.
author of the Parent} atud TeAeher,

V , JtaQU^^s.Assistaut &c. J^ewYork:

" / A. S. Barnes & Burr.

r' ^

This iitti^ Book is designed to fur-
DisH pieces for declamation, to staaU

boys, and where teachers use any thing
of the kind, we know of no other that
furnishes so many good selections, adap-
ted to the capacity of children. It is
interesting to those for whom it is In-
tended, and we think every parent
would do well to put it into the hands
of his children, whether they use it m
school or not. The name of the au*
thor is a guarantee for the moral char-
acter of the book.

The Eduoatok. We would add to the
list of our educational exchanges.
The Educator^ published, under the
auspices of the Western Pennsylvania
Teachers' Association, by Messrs
Clark & Kerr ; Pittaburgh. Edited
by Rev. Samuel Findley. ^ ^\

It commenced its existence with the
May No. and from the two Numbers
before us, we predict for it a career of
usefulness. Teachers of Penn, sup-
port it.

Wo also acknowledge the rec^pt of
baek No's, of the Wisconsin Journal.

Maps. Wo have received from the
Publishers — Colton^s Map ef Northern
Laiy — The teat of War, accompanied
by a Map of Europe, both finely en-
graved on steel and handsomely prin-
ted in beautiful color3,on heavy paper.
If you want an excellent map to aid you
in understanding the war newt^ send
80 cts. to Johnson & Browning, 172
William Street, New York, and they
will send these two on one sheet free of
postage.

Teacher's Rtgitttr, for recordieg at-
tendance, recitations and deportment:
By N. 0. Brooks A. M. New York:
A S. Barnes k Burr. It appears to
be well arranged and a friend who is
using it tells us that it is the very
thing for the purpose.

Wli. POMEROY,
« BOOKSELLER * HTATIONBR,

WHOLESALE & RETAIL,

RALEIGH, N. C,
Keeps on hand a large and well selected
assortment of the leading issues of the
English and American Press, embrac-
ing works on Theologj, itaw, Medicine,
Science, General Literature, &c.

From his long experience in supply-
ing Schools in North Carolina with
Text- Books, English and Classical, he
flatters himself that he is able to meet
all demands in this line, and on as ac-
commodating terms as can be obtained
elsewhere. He is prepared promptly
to fill all orders in the line of his busi-
ness, and while respectfully soliciting
a continuance of the liberal patronage
and confidence of his numerous friends
and of the public generally^ he takes
the occasion to offer his sincere acknowl-
edgements to all concerned, lor favors
of the past l:ly

GREENSBOROUOH

Mutual Life Iniinrance

AND TllU ST COMPANY.

El>CIEWORTH FfiMAI^E
SEMINAKY, Qreituboro, N. 67.
ine year is diyided into two terms,
commencing 1st August and January.
The course of study is thorough and
systematic, embracing erery thing neo-
eflsary to a complete, solid and orna*
( mental education. The buildings- are
80 arranged as to combine the comforts
of a home, with the advantages of a
school. Instructors of the highest qual-
ifications are employed in each of the
Departments. No Institution in the
country possesses advantages si^perior
to Edgeworth.

JS g Board, includ-

ing washiug, iigliis and fuel, per Ses
sion of fire months, $<50 ; Tuition in
the Regular Classes, $iiO.

Catalogues eontainiog all necessAry
information reepecting tbc couri^e of in-
struction. Terms, &c., will be forward-
ed on application to

RICHARD STERLING, Principal,
1-ly Greensboro', N. iC.

J. H. HORNER, A.M., Princvpc^i

MFllixNG feessioD of 1859 hepm
\^ZiisX iMuiiday inJaiinory. ihli
b^MBiou ot 1^09 begins t^nd Mon-
day in July. 2tf

THIS COMPANY OFFERS IN-
dncements to the public which few
possess. It is ecoooBiical in its man-
agement, and prompt in the payment
of its losses.

The insured /»r lift are its members,
and they parti<npate in its profits, qot
only upon the premiums paid in, but
also on a large and increasing deposite
capital kept in active operation.

A dividend of 40 per cent, at the last
annual meeting of the Company, was
declared, and carried to the credit of
the Life Members of the Company.

Those desiring an insurance upon
their own lives, or on the lives of their
slaves, will please address,

D. P. WEIR, Trtaturcr,

Greensboro', N. C.
l:ly

Book-Keeping and Pen*
mansliip Combined.

Book- Keeping by Single and Double
Entry, with the Account Books EN-
GRAVED : In the same style of Pen-
manship, as Pay son. Dun ton and Scrib* ,
ner's celebrated Copy Books, which .
are so much admired, and so generally
used throughout the Union. — Bt L.
B. Hahavobd, a. M. & J. W. Patsom,
Principals of the Boston. Merchaniile
Acadtiny.

The rules and Directions are so aim*
pie as to be readily comprehended by
the pupil, and the Engraved portions '
are better for practice in Penmanship,
than the plain copies found iii •othftr '.
Copy Booka. Price 75 c. Blanks* 68 c.

Single Entry Eidtion 40 c. Blanks,
1 25c PubliBhed by CKOSBY, NICH- ^
OLS & Co., Boston, and sold by tho *
Booksellers generally. 6.

- - -1,1- ■- I ■ - - n ---''- M -

pnoF, w. u. ow»iv;

ANNOUNCES TO THE PUBLIC
' A nnewal of the educationai coh"
neAion which so long and frat^nally, -
existed between Prof. B. H. Graves,
and himself, in the University of N. C-

Tuieiod and Board, (lights excepted)' '
per Session of 6 months, $90. ' '

Location Beimtjut. P. O. Browntf- '
viiie, Giaiivale oo. jS. C

i\c^v*3uabion bcgius tiie V'thof July*. ;.

Circulars of details scut, when dc-
bircd.

THE KORTH-CAROLIM

JO DMAL OF EDUCATION.

Vol. II.

AUGUST, 1859.

No. 8.

MANNER OF EDUCATING FEMALES.

An Eisay prepared by Mrs. Delia W. Jones, at the request of the Association, and

reetdat the meeting m Newbern, Juno, I831>.

Among the pfopular topics of the
present duy, is one that has been
seldom appreciated, long neglected,
and though occasionally experi-
mented upon, is so vaguely under-
stood, that the hope of benefitting
the world has been abandoned in
despair by patternmongers ; who,
doubtless, deem the matter too ab-
struse for flippant minds, while
they who accredit themselves with
high intellectual powers, judge it
to be entirely unworthy their dis-
tinguished consideration. The for-
mer have not the intellect to meet
the subject, the latter are unwil-
lini^ to stoop to details of so trifling
and insignificant a character as are
comprehended in the ven/ namfs
of Female Education and Female
Schools.

It would be difficult to find anv
just cause for this view of a sub-
ject aiFecting, materially, the hap-
piness and well-being — the useful-
ness and attractiveness of one half
of humanity, yet so it is ; and as
it concerns only the weaker half,
it is viewed with especial indiflFer-
ence. The needs of the case are
so great that it is scarce to be won-

dered at that, since among our
Lords and Masters, no champion
can be found ready to fight the bat-
tles of ambitious womanhood a-
gainst folly and ignorance, that
ourselves should oecasionallj' ven^
ture to take up the gauntlet, and
in defiance of custom, tell the world
that in addition to our known and
confessed ability to talh^ we would
also learn to thinks and be taught
how to direct thought so as to en-
able us to talk more wisely.

I beg you to cast aside the thought,
(if ever you have entertained it,)
that women are but the necessarv
complements of an establishment —
predestined household drudges —
or even in a more refined view —
pretty ornaments to a handsomely
furnished parlor — ^beings found to
please and passively he pleased —
much as a child amuses one by its
artless prattle and charms by its
infantile beauty, and is as easily
gratified in turn, by simple sports
and gayly-painted toys. This age
oCthe world, so wise and intelligent
in many other respects, shonldXook
upon woman^s mission in a difFer-
OBt light, and begin to see the pow-

22S

I^orth' Carolina Journal of Education.

[A'dgust

earful, y<jt silent influence that is
hers to exert at home — ^among
youth, the aged, and even upon
those who admire and love, yet
scarce acknowledge that the object
of their devotion possesses mind,
soul and powers of intellectual en-
joyment, as well a« themselves.
Minds capable of cultivation and
as much benefitted by it as theirs
— in what degree, I do not suppose,
for it matters not whether one sex
or the other is preeminent in in-
tellectual stTength, if only woman,
poor woman, is allowed a fair op-
portunity and proper method fbr
developing the powers whether
strong or feeble, that God has
given her.

. Do you think I complain for
want of schools ? If that were so, I
could not have read the papers, for
on the pages of a Virginia week-
ly f have often counted upwards
of thirtv school advertisements, in-
eluding eveiy grade, and nearly as
many in this State. It is not 7i«»n-
ber that calls for lamentation, but
the quality of these schools-^-the
want of .suitableness in the studies,
and equally as much the inade-
(juate proportion of time for com-
|jleting them, that is allotted to
lemales.

There is d, stcindard by which
the opposite sex receives such
mental training as fits them for
any business or profession upon
which they may enter. The wis-
dom of years, and even ages, has
prescribed a course of study that
is necessary and almost indispensa-
ble. The would-be jurist, ftom the
day that he declares his intention
of devoting himself to law, can see
the whole way before him — ^his
fctudies and the time for pursuing
them are allotted to him. If the
young man would act in a clerical
vocation, his way is just as clear

— ^so is it with the thorough. ' me-
chanic, the sea-farmsr man, &e.,
and if no particular caUing is be-
fore the student, and he aims to be
as the phrase is — '^ a man of the
world " — a gentleman of leisttiiB,
fitted for society, the compleiteiiol-
lege course with its accompanying
literary societies and abtindaBt. li-
braries refines his taste and reii-
ders him conversant with aH in
books and general literature that
will render him agi"eea,ble and
make him welcome wherever he
may go. ' Anothei* difference be-
tween the education of males and
that of females is the^ time and
years devoted to study.^ A certain
preparatory course must be gone
through with, and thcsifedentmaist
have reached a stated age before
he can enter college. This age is
nearly that, which emancipates a
young girl from school. His course
of study runs through a term of
years, (not months.) His profes-
sion afterwards demands yet anoth-
er long period of study, and he is
very seldom fitted for the practice
of a profession before he is twenty-
two years of age, and often is found
a student 'i/c^ to graduate and begin
life for himself when he has reach-
ed- thirty years of age.

He has devoted from six to
t\Velve years to great njental labor:
his mind is well-disoiplined and
well-stored, and his judgment has
matured with his increasing study
and knowledge. Few girls who
graduate at fifteen, have spent
more than three or four years, and
often less than half that time at
BchooL What mental development
can be looked for in such cases ?
Long before a woman is twenty
years of age, custom, (inexorable
tyrant,) demands that she should
have ended her school days. . In
other wordfl, she goes to school

tm,}

JSducatia%g ^emfdes *

2-29

- nihilB^^e ii&giddj and thouglitksd
-T^wbiie she can be of no service to

- uny QVte aL home — ^^Jbile she is jat
'fclie least: controHable age. Htr

recourse rf study," with, hardly a
th«ttght or reference to her previ-
ous knowledge, is tliat beloinging
^to the school sho enters. She

- passes through in form,as hundreds
have done before her, with the
peculiar impress of that institution,

:A'Hm>l1iedi because hasty^ knowl-
.Q^gG of books, a few local expe-

.^rienccs and no fitness for after-life
^*^u»ableio count chansre for a

. dozen and a half of eggs at twelve
and a half cents per dozen or to

nwrit© a short letter correctly-r-not
even familiar with the mysteries of
knitting stockings,or making bread .
To some there may see^n to be a
counterpoise to the above deficien-
cies in her accoaipHshraents, but
to persons who are- able to judge of
them, even these hre not thorough-
ly learaed, and generally enter up-
on a rapidideclino when, the achool-

- .room is left, iiud die out complete-
•ly wheii the young lady beccvmes a

- Tvife* • There i$ often a reason for
: thia superficiality in femajie educa-
/ tion, and' one may be found in a

- lease lik/e the fullo wii*g : a girl with
poor home advantages-^-.perhap^an

J oceasioBal tittendance atithe com-
:\ma^ kchool, or what is as . bad, ix

school- with frequent .change of

teachersi-is sent to a Seminai!y, In-

.rttitute, College, or some high'titled
; -Kchoolj with the information to the

principal tliatshe is to '^go7 one or
..two-sessions and ^nis/t. .there. If

rathei- **old" — say fiffceeiw-tbe Jvar-
. . eats thiBk sho ought to ^^graduato.''.
' Her kn&wledge; of the basis of an
,; education may bo imperfect,, a-
• mounting in fact to nolkivg^BinciQ

there has been; no system in her
i previous study.

• For the glory (rf that particular

Institution, tlse teacher feels com-
pelled to do sou^thing, and as the
something must inevitably be hum-
Z>«i(7, .it may as well be on a brilli-
ant scale, and the scholastic forcing
pump is put in requisition. She
dipg into books she has not the
capacity to understand, gains a few
disconnected, misplaced ideas, and
as she draws near that almost fabu-
lous p^iod, in girl-life " years of
discreition" — on. the verge of a pe-
riod, when the books, studies and
teachers of past years might bene-
fit her incalculably, she goes out
into the world — her manners per-
haps cultivated, but her mind only
prepared for cultivation. She is,
however, either more conceited by
her imaginary acquisitions, and
more fixed in her stupidity, or \^e-
ing aroused by her inability to un-
derstand and her previous super-
ficiality, it becomes a life time re-
gret to her that she has to aban-
doPi study just as she begins to see
the. need of it.

There is a want of adaptation —
a watitof completeness in this, that
makes men laugh at the very name
of education as applied to femalcE.
And often they nmy well laugh at
the foolish things that, with the
title of Graduated, emerge from
the. school room and enter the
ajr^na io conflict with life.
,t This should not be. The world
is sufficiently enlighteaed and ex-
perienced to solve the problem
"how shall women be educated?*'
and it is high time that the ways
and means be earnestly sought for.
It is most urgent that the ibunda-
tionof education should be upon
a basis so broad, strong and per-
fect as to defy the winds, waves,
and (tU but the pure breath of
truth. And you will please accept
the opinions I offer in this article
as merely suggestions upm which

930

North' Carolina Journal of Education,

[August,

by argument apd oouDgel you may
jogjether begin the frame work of
{i system that shall bring out and
jpropcrly cultivate the powers of
woman's mind- While so many
misfortunes are attributed to wo-
man, X can but believe that there
IS a balance of good that belongs
to her position, that needs only a
proper cultivation of mind to bring
it out- and I would, that men had
the charity to seek the best meth-
od for doing this.

' It is needless for me again to
.eularge uppu beginnings, yet here
lies the secret of so many succes-
ses as well as failures, As in the
building of a house, that which
most afects the strength, durabili-
ty, and regularity of. the work is
the rough beginning — ^the joists,
sills, beams and posts which, when
the work is finished^ are forever
hid from view — unless they be
accurately put together, tbo work
is good tor nothing, so in Educji-
tion there is a simple ground work;
ix strong framing — the correctness
of which will materially affect the
yfter wprk^ That which attracts
the multitude is often the. outward
adiu-ning — the finish of the housf)
.— tjie manners of an individual.
Wliilc ,^1jose may be and are worth
very much, yet female education
seems, often, to besin. and end in
manners-^ to consist of nothing
else. '

E^se and grace should certainly
be cultivated from early years, but
knowledge and intelligence is the
first thing; the polish of society
superadded to this,produces the fas-
cination of manners met with rarely
save in the creations of fictionists,
but when mety is not readily for-
gotten. The fundamentals of edu-
cation, though comprised in three
words — Spelling, Reading and
Writing, are not the simple and

always easy things that they are.'
generally considered: althoiigh they?!
are taught within the walls of the
much despised common school, it
is a most rare and unconunozi
thing to find them taught witli
anything Jikc the "spirit an^ un-^'
derstanding." ,, :

The tendency of men's jninde
now-a-days is to extremes. Termi>
are either so generalized ^ to Ipse
their proper significance in the
multitude of their infei;9nGes rand
apphcations — or so narrowed down
that the bare word has scarce the
clothing of an idea — it is under-
stood in its closest sense ; for fear
of too much ornament or exU;ava-
gance every thing that can cha^ro
or allure is left out, and in lieu
thereof, they take the other ex-
treme and do not give the full
value to words and names. It is
in this latter sense that these .ru-
diments are viewed. They are
looked.upon as branches 39 elemen-
tary — so devoid of .thought and
interest that the mei*est boy or girl
is competent to iniitr net other chil-
dren^providcd only, they are the
juniors. The idea thair isrConfined
to a spelling book, a reading book,
and a copy book, which by no
means circumscribes the rudiments
just named.

V I would that a liHle healthy
life and action might be engrafted
into the meagre frame of common
school instruction, and 07i€ way to
do this is to allow a luller mean-
ing to the branches there taught,
which, of itself, will create an in-
terest in the minds of pupils and
then the good will begin to work.

I am aware that my ideas may
seem to stretch the point too far,
but I stiall be glad if they can be
instrumental in removing the present
land marks but half my way. Be-
cause ov^r grand fathers travelled

1889.J

Edumting Females.

one pariiculBr road, there is no
reason why we should ever follow
and never seek a better. The
rains, and storms, and other natur-
al changes will render the once
broad, smooth avenue, a difficult
'and perhaps dangerous route, and
necessity calls for new ways though
the adventurer who seeks them
never fails to he called Quixotic,
and theoretical.

I. Sl^EXJCINO.

In order to become familiar
with words, this is the first step,
by which Webster's frontispieces
(^the Temple of Fame on a danger-
ous eminence) is reached by
many a' route. Combined with
^pelhng, and introducing the young
XDind to ideas which, to apply to
the rules just learned, is the system
of definingy — not committing page
after page of a Dictionary indis^
criminately and without order or
jirrangement, but words, in some
manner classified, either according
to length, sound, accent, meaning
or contrast. But a short study of
Definitions and the pupil may at-
tempt composition in the form of
short sentences given orally and
containing such words as the teach-
er may select, from previous lessons.
Derivations follow, and may be
learned with only such acquaint-
ance with the Languages as com-
mitting a few words with their
definitions. School books have
been prepared and are now in use
that will enable the English stu-
dent to learn the meaning and
derivation of words far better than
they are understood by many a
person who calls himself a classical
scholar.

A glance at half the letters writ-
ten by intelligent young ladies (as
well as gentlemen) of the present
day, will, convince an^ one that
this is a branch of education sad-

ly neglected. Far from belonging
to the juvenile department, it is
well worthy the careful attention
of maturer years. Spelling indeed
should be a constant study from
the first school day^ till the rules
and usages of good writers and
etymologists are as familiar as the
alphabet : in fact, till the omission
or change of a letter in a word,,
should seem to the eye like a blot
on the page.

II. Reading.
It is very rare to find among la-
dies, no matter how complete have
been their school advantages, good
readers, I mean of course, those
who read aloud well, — so as to re-
ceive and give the meaning of an
intelligent writer and interest list**
eners. In nearly all schools, (and
particularly in Common Schools,
when the number of pupils is over-
flowing, and the variety of Read-
ing books almost equal to a circu*
lating Library,) reading is the first
and a hurried duty, through which
classes are hastened ' in order to
make way for the so-called "more
important lessons" of the day.
But this is wrong : from it arises
those wonderful blunders and mis-
nomers which amuse the public in
a constitutional or premeditated
Partington, but sink the heart of
a teacher, in the endeavor to cure
the habit of calling words by their
appearance — reading as we may
•ay, by eye, rather than mind.
Such an one generally derives a»
little benefit from the exercise of
reading aloud, as do those who lis-
ten. A bad reader is commonly
one who dislikes it — who will not
make the exertion of thinking
about it : the listener is in constant
worry from the misapprehensiocs
and misconceptions of the reader,
and the anxiety of one equals the.
distaste of the other. On the oth>

232

Korth- Carolina Journal of Education.

[Augfct,

er baod, a careful promiticiation
and correct intonatibnj ' both of
which are given as perfectly by Ibe
mind as **viva voce," enables the
reader to derive* tenfold greater
benefit from bool's, and no little,
afdsr the ruind in retaining the Ideas
of an another. It pleases hearers
as well as intelligent conversation
and by being well-done, bocomes a
source of enjoynaient as well as
profit to all engaged in it.

III. Writing follows naturally
ill the Wake of spelling and read-
ing. A clear, "neat style of peh-
iiiansM'p, tliOTigh only themecnan-
^-cal part of writliig, may be made
a gfacfeful accomplishment. Few
things could so favorable'' predis-
pose one towards an unknown la-
dy, as the reading of a well-wot>f-
ed letter, written in a dear anfd'
graceful manner. The intelligence
shines forth in the style of com-
position, and if the pehm^uship
is well executed, one is prepared
to meet a lady in the true sense
of the word in the writer. ' In
writing howcf, *the mere execu-
tion of tho copy book ^hdtild not
be the sum bf the art, but after
any stylo at all is forme^d, li should
be devoted ti applying rtiles for
spelling, ptinctuation, &c., that
have been previously learned, thus
fixinfrin the miwd one branch of stu-
dy, while practicing another.* To
some persons, the daily formation
of alphabetic characters is so diffi-
cult and disagreeable a task, that
little progress is made. As a va-
riety that will please as well as
prove useful, or perhaps a prelim-
iiiary to penmanship, the art of
Drawing may be introduced^ grad-
ually and systematically — -first out-
lining simple geometrical figures,
on slates or black board — defining
and describing them in all their
parts and relations, and afterwards

I drawing tKe'm wHli^p^n att(Mtik'-
in the tfopy t)o6k, Sf?lL' k^(^r'
even before gt^ograpky %ee6ine6 li'*
study, if the pupil is «tiffi(5i<jft«!j-
advanced in \*'riting and d¥aW{ng/'j
outKning maps, 'a state «lfefi time ^'
a few counties, will bfe Intepestin'Gr -
— the teacher explaining all' thUi !
cannot be undetgl^d^ait 'rf gktic^e,
thu^ giving the pupil a thoUgWiS(^^
bear in mind\d,nd appJy, whja^'!
Oiecutin^ the drawing.' In ' iinf^q
childhood the ^ertnission: to ooW"
siniple figures "waji' a r^!Pwfatcr|iW''*
thef studious, and urged ukA^f Pi'^
s tiidy fafetfer iti otder • • to havd ^ * ^ ^
little time to lefani drawing, -ft^^
is not without its uses, f artioiiki^'"
ly to fettiales. The uk) of t^&e:^^«
for drawing and cutting, pattefift^^i
for home work is as much a ndc^*-'-
sity aia the knowledge ot^^sewitiji'?'
and would isave a deal of ttbtiM^'
by placing every woman^ in aii' i¥i^ •
dependeint position in tho Ho6se-^
h6M economy ; experience %ill be^*
necessary to udapi* thf^ ^littlli' attT'
yet' 'that is vek^^Hf acijuir^d:"^^;
H6wevcr — ;this ^aHy attention f^-
the art in thib liimple* wtiy ihnf
develope talewt that \Otherwi>»^
would never appear. ' '^ • ' '

After being madfe famite'With-^
the pen and its uses, thfe pupil: i^'
ready to continue compofelttott, i'Fi"
which daily exercises -^It be no"^
disadvantage, fbr if shfe^te no Op^^
portunity to use it in ftfterlife'salrp-
letter writing, it is d6«irab)*6 td'^i^
that well — as almost any lady'^^Til<i-'
wish to do if she chanced to hdr^'
to reply to love letters. ' " ' '
Circumstance or ioclinaition wa^-
call forth her powers in some <J)ther
way, an\i if she never feas opportii- ^
nity to go to school another rdfrv'
after she has become a godS* speller/
penman and reader, fehe has a w'drid^

. of enjoyment and usefui^eafe vrtthifil
her reach : the ability to extend hvr ^

1859.3 ,

Eduoating Females.

ioformatioD Mefiaitelj by readioig,
makiog.beraelf reallj aooiHopiUhed
io a ^aQvarsatioQal way, and au
agreeablejioterestiogaDd iaflueaUal
peraoa.ia the ordinary walks of
li&. AaoU>er subject; I bad Dearly
overlooked ip conQectioQwitb these
prim^irj stadUs.

.ToQ.tGOQsifiDt applieatioQ to oq^b
tbfime ii9 >a fault in teaching soiall
papii«t> How many a sorrowful,
pQ^ap^ stupid, child is seen in
ev;^y, s^bopl-Tooo^) . with ^e torn
sperUii^ l»0<>k banging listlessly in
oae hdodi ibe othisr stretched in
CQair)any with a sleepy yawn — eyes
gating , warily in every direction
sav« bookrV^i^ : ^^^ attempt to
study tQ that state does the child
positif,^. injury : the little one aan*
Qpi help deling and doing a^ it
doe^-^but the teacher cau apply. a
nxore powerful rewedy than scold-
in,gor punishment. Teach childrea,
from tho^rst schooldays, to sing
aad exorcise in unison. Whenever
weariness, 'lassitude and inattention
pervade the rainki^, call out the
fojrces and go through a shoirt ex*
-eroise — wake up the body — sicg a
simple tune and ar$xttse the mind,
and with brighter eyes and better
spirits and better capacity to learn,
they will a//, from least to greatest,
return to their books. This simple
re(H:eative exercise will be the germ,
of good choirs in country churches
— of merry singers by secluded fire-
sides, a cheerful amusement^ so
olevating in its tendency as to keep
inany a young person from evil
company and downward paths. —
The power of music is very great,
and particularly upon the young,
softening the character and re-
fining the feelings. Poets have
sung of the charm of a sweet voice
in woman, and aside from the
poetry, there is a great deal of
i^ality in the words and their effect.

For no reason do I think singinp:
should he omitted. It is a gift ot
nature — the human voice was evi-
dently designed to be used in siup;.
ing as well as talking, and therefore
should be cultivated. It is aaac^
oomplishment as free to the milUoa
as the tens — to the country lad and
maideu is given as much ,j:ight to
sing and be happy pinging/ a? U
the wild bird of the forest

Grafted upon the first studies,
that Qcoupies the child are thre..^
other branches, introduced as 90on
as the child can read well onough
to unders^tand the meaning of simple
senten/5e3. The^ generally, are
named grammar, geography an<l.
arithmetic — though the reverse
order is more oatural ; of the three,
begijining witharithmetic,not writ-
ten bat mental. Why grammar
has so often the.preQedencc' I caa-
not determine, unless because thii
simplicity of the preliminary ques-
tions of the universal Smith gives
the impression that it can be better
understood, at an early, age, tbaia
any other study. Grammar more-
over deals m\^ words, ideas/ &c,,
that have n,Qthing tangible about :
them to theimind of a child — noth-
ing to fix the attention. It Would
be far easier to make clear to child-
ren most principles of philosophy,
since the subjects treated of admiti
of experimental illa<«tration hav^
ing reference to things that can bo
seen, felt and heard, and rj^aoh the
perceptions of the young through,
channels that it can understand.
The definitions and rules alone in
gramipar are easily enough learned,
requiring only memory. The
more difficult and important partis
the application of those rulerf.
The reasoning powers of a child
lately made acquainted with the
elements just named are not suffi-
ciently developed and cultivated t<j

234

North' CaroUntt Joumebl of Bchbcation, [JLigMfeiy^

'.J

enable it to carry on the tntln of
thought demanded in this stHdy.
The inability to comprehend gram-
mar at the time it is ^stadied'
3oakes it a disagreeable topic, and
for that reason it is never learned
"with success aftexwardS; though oc>
casionally dipped into under the
complimentary naine Parsing —
generally understood as well as pro*-
Uounced i?as5in^. ' '

Oft the contrary, all "oKJdten,
even if not of mathematical turn of
mind, find great delight in count-
ing, and before a child can read, a
good deal of arithmetic tnaybe
learned; showing that the youtig
mind has an aptitude for it. A
,few months since, an article in the
Educational Journal (taken ^from a
Maspachusi^tts paperji. nj)6n the
subject of Mathemattcs, lejad^eto
a, new. view, of the subje6i" (That
artJoU a3vpcated .the iixtrodutftionr
of Geometry before AHttmetic, as
being a study tbat could be miJily'
, understqod,' since .so simply ;de-
;inonstral|ed,, . '.^his 'VieW irotild
" chime with niy Ideas of extending
the name of Penpaanship so as to
make it emjorace the first principles
. of drawing. Aritbnetic is ' the
. gi^eat m^ans of bringing otrtt^ie
• reasoning ; po^fers, 'anjl etaabK^ig
the niin,<l to. concentrate itselfupon
the subjeet lb hand, and it Hn ac-
quisition that iippiiee'tO'the cir-
(^msta^cesof every person:* The pto-
cesses of thoujght sTeBijnple atfir^t
and progressive, and the whole
study gives the mental trriini^g
that nothing eL-e at tbfe prior dan -
afiford. The inability to understated
arithmetic is considered a ffemin;rid

a^rithm^lio and tery t«(wn give it
up as something too hted, . anless-
there is a nakiral ftodnefis for i^
study that letttdsibem tousuimoaiit
difficulties.

Next in pvogression is Geognt-
phy-T*a wonderful study to wcwder
loving mindspand shottld be par-
sued in connection with such 'his-
torical readings as bear uponr lihe
localities' treieubed of in theles^ons.
;' Not *6nly wilir tki» befolmd nee-^
ful in fixing the mibjec^ in laind,
but, avoiding teolmiealities, faiots
iand sketched from Oeekxgy and
Natural History as connected with
partictilar cbuntrtea^Jinay divereiiy
and heighten the interest o£>the
study. N<othing:fiO'Cliarmstheear
of <^ildho<>dias aecovmtguof Ji^Taiige
phenomena, and all tWulorede-
li^tftil, if only true. Iitdeibdihis
IS so uaiiversdlly the ccaving'of Ibhe
young;, that when theincOin^anions^
add atte<6dant6 have not tlhe intel-
ligence to- relate facts fbrjthei«*di^
version, iM^y'tesmt ta unhatoral
€i!tbstitat^ iniiheistyle of theAxab-
ian Knighfts, tWn^fitclessing^i*

- At this^^ point in sfitidy, histdries
£i^ rea-ding^'books seem "to me best
suited to the wa^ts ' of thte pupil,
reserving selections fro*i dififerent
authors^ till tlrettludy cf jGrrammar,
Rhetoric, &c., hav^ enaMedfithe
mind to^ judge of their widrtkr and
b^uty. liet the history of^ coun-
try ^r people b^. first uraad^j^then
learned ab a lei^n^ rechefd^ inf the
::foj'4n of Wifitten abstraots, tte/'ilat-
ter, from ^emory-^oiDtiectin^&cts
-^compltring diatesr, &Cv iTkuBBtu-
di^d^^ history wo<ald bevleoirned with

weakness, but that inabilH^ i ii? acelui^cy, yet W«f efhas ya.. .yw^
mainly attributable to the flicHn^t 4adj^ ike tifne ta take up.tany:topic
it is not commenced tin ')at$, and -so^ibordUghly. This hraish idone
then, without the advantage of a demands more &me ifaau-uofteD
previous knowledge of mental arith^ ela^i^:betweea the^thnmbaag of
metic; they are put into written the first spelling book and.theidato

M69.}

£duccUing FemahSr

t35

of ibe r jouttg' Jady^s marciage.
: ' Tlie .Otcder inwlik^b I have nam-
}ed tbes«&nd> studies, and the man-
ner ofpuiBmng tli0m is that which
seems easiest and most natUrVal £[)r
-idevelopiogdndinformingthe mind.
: These having be^ taJcen ap thor-
•jQugbly, t3]/e>ilKiil»d is prepared for
tbje Idgker and nHose difficult topics
' tbati^jibw; '

'.' tTbttsfar^ I hate confined myself

' ^tor aiaidiiea that'i eosne within the

r noige a«id)rdaeb of the masses, who

'£?dqn«int:bnl}r the common sch^ls,

^ and I am Dbntent %o stop here, with

»iiij a few woids on the higher

V branchesryiaatic^fied that what is

Weil begun itin hardly fail to be

.finii^ed advantageoudy. Thekind

" jo£ reading books I have suggested

-;'are7of:a ddfferent charaot^Fy and

ihe teacher's infojrmation necessar-

. idy more estended than custom de- [

i niands for the elementaty branph-

■' 60. ..Yet though cu9tom has thus

- 'fair. expe<(tted but .little, it is no rea-

'.>'so& for tbxnkiing there should be

-. iH>'highte standards MeQseldQm|

•i if every reach. tb^ aoi^ie of their

ambitions desires, but the higher

'-. ithny J)lafce their staindard, the high-

:- *er tifteysoar^and it will not be a^

■ miissrto. strive for great improve-

^ yiienL ilUise th^ standard for com-

'. man : ^hs)Ql teachers; — ^by some

0/ sneaiusyinfoso a life and animation

i>.iinto their ikbora — a little interest

XD thei]^ othierwise dull tasks. I

ira^Jadiaut t€f>say, throw a little of

J .tha gknr of imagination around the

.'jsubject of teaching, but therough-

itewn, o^ooaf^rtless log huts desti-

-ir^tHte of every attraction and com-

xi.ribrt.' within and without would

V, yhapcdky inspire the most deeply im«

. a^ifatijre mind, but rather damp

o.:oihe ardor ^f any persoi^ less zeal-

n ; ously devoted to the %ause than

i>j i;nar OanmoQ School Superiuten-*

fK-'iident.!.'.- ,.;

r! i

<■-.> . ,

The. precincts of iba primary
aaboQl being left — there arise be-
fore the young lady, the walls of
the Academy, Seminary, Institute
or college where she is to learn a
vast deal, and graduate, very ac-
complished, within a certain time.
The catalogues of most of thesd In-
stitutions present an- array of books
most learned \n their titles, but
who does not know that one half
are merely substitutes for the other
half whenever the principal may
see fit to take up one iodtead'of the
oithor ? Not one third ' of the rfe-
mainder are thorougly learned,
whether forwaht of time or incli"
nation depending on the individ-
ual y^yjcrgpirif/ this course of Kt*
f^ary treatment. Within the brief
space of three or four years at most
ia xsnp]5?ded. a lJstx>f subjects like the
following, though I do not recollect
the order of any particular schW
atthia^ime. These are Algebra,
Geometry. Trigonometry, Anci*6nt
& Jlodern Geography, Philosophy,
Chpmistry,Meohanics, Astronomy,
RhQiiori(^^ogic, Political Economy,
Elements of Criticisms, Geology,
Mythojolqgy, Mineralogy^ a' dozen
or more Histories Ancient & Mod-
ern, M^orol Pfiilosophv, Butler^s^
AnalQgy, Essay on Will, Mind
&c., and Mental Philosophy in
volumes. Latin and 'French, or
Italian, Spanish or German; oc-
casionally a session of Greek, and
a finishing session on general liter-
ature. These with perhaps miisio*
on numerous instruments and
Painting in various styles, with
some other ornamentals, comprise'
the list that according to her Di*
ploma, the young lady who has
gone through a complete course
ba^ pursued and learned !

It ia not uncommon for a yoan^
lady to graduate at 15 or 16 years
of age^but it is preposterous to

236

N^orth- Carolina Journal of Education,

[August,

suppose that at that age she is fa-
miliar with all the above named
subjects. Though her Diploma
asserts that she has studied and
been satisfactorily examiaed on
all those subjects laid down in the
*' Course of Study/' no one, I am
sure, believes it. The time allow-
ed for learning so much would have
been scanty indeed, had every girl
only to study the solids ; but the
accomplishments take up from one-
third to one half the time, and are
often undertaken with no regard to
the talent of the pupils. They are
learned as accomplishments merely
— not as a science and art, having
beauties and uses that appeal to
the mind and heart long alter
schools and lessons arc ended.

Time will uot allow further de-
tails: I have already engrossed more
time than I intended, since with a
shrug of impatience I fear many a
listener is saying at heart, " all
I his tirade about women ; and
from the pen of only a woman,"
and the thought warns mc to
a close.

Just one topic more and I have
done. The Education of young
women in many portions of FraiKje
and Germany is deemed incom-
plete without the knowledge of a
subject so common in American
eyes, that I almost hesitate to
offend fastidious ears by naming
it. ^Tis none other than house-
wifery in all its branches. Schools
are n^w being establighed in
France as they long have been in
Germany where it is made the ob-
ject of special attention. With
us, I regret to say it is too often
conpidered as denoting poverty,
or ignoble origin for a woman to
be conversant with the details of
home management, plain work,
and cooking. But if reasonably
viewed, there is no subject that so

much craves, feminine intelligence
as the direction of a househoid.
Whatever young ladies may as-
sert to the contrary, it is whal^
they look forward to in life, but
something for which they seldom
are prepared.

It is not safe always to jely up-
on being able to keep plenty of
servants, circumstances may still
demand the personal super visiou
of daily household duties, and her
literary attainments and varied ao-
complishments will not enable her
to prepare a palatable meal with •
out gome previous practice, or to
direct and manage her servants,
if she docs not know in what man-
ner their duties should be perform-
ed. Yet housewifery is not ivith-
out the range of books. Phiiospr .
phy and Chemistry can be brought*
to practice in the kitchen, and th<^ ,
' blue stocking ' without descend-
ing from her reputed literary posi- .
tion may enliven her .doa:eett6.
duties by the treasure of a little
learning.

I have endeavored, in the fore-
going opinions to give weight to
those important subjects which •
generally suffer from h^ty and
injudicious handling, conffdent
that if a thorough basis is estab-
lished the after plan of Eduoajtion
will be carried out more in aocor- •
dance with common sense than it
is at present. I would not have
it understood that I would stop in
education with the few subjects 1
have particularly enlarged upon.
The higher branches appeal to
taste, feeling, and ambition, and
are less liable to be neglected. —
Neither do I underrate accomplish-
ments, believing them to be home
beautifiers and home pleasures —
and very thing that can lend a
charm to homo and friends should
be assiduously cultivated.

,■ wM

l»59.3»

' N6)^mal ScJiooh.

S37

FltoJ&liy , 'f ti Edti(?ationi I' wo^td
i)egitt' earb/j go oq /^dually and;
juSicioti^ly-^lkiw' i/ecirs to take '
tK^^j/Iace oi /ndnths in thfe time
alVitted to Femali^^fdV schooling,
intr^uce 'tfce cultivation orkoine
virtues and accomplisbmentd. Cul-
tivate bead, hfeart, ^nd manners,
theoreticiKlly iand pfacticaily. l^his

(Jpne^ the next age .of teacliers will
be atle .40 acoprnpl^)! much mpre.
in t1iei)r djities', and the next olas3
of young ladies tljat emerge frocu
actiool,' wijt'be so well worthy qf.
commendation, as to forbid the
sneer 'that now too often accompa-
meg the phrase,,, '^An i!iduoate(4

Oman.

»'

• **«

«"«".

■4-+-

♦ *t i «*.

IT-

."; I '.'■ » DIT.* .. -l ■

'. .J •• ' T

r 1

* «

fii:

I '1 '«

» t

REPORT ON NORMAL SCHCyO^^."

We are fibv^^ prepared to report
that 'M'ormar Schools, haVe been
cotoifieiiioefdin America, with bright
pros'pedts bf 'isuccess,

*The ' sabjfe'6t 6f special semina.!

rres afiidL instruction for teachers be-.

gan t<>-be discussed as early as I8-.

2JJ, in 6ome of the jou'tnals and

■pamphlets of the eastern and mid

i Head ljef4>re the 'Assotmtion ttt Nh6b^rnJ' Jmc iS^/i,' 1859.

.., 1 ..r , - '^ ; .= '■'' '■ :.. ■ V-' r . . ' .• ^'. " -^ =

',K' ; "'. • * • ". ' ' '(OONkJIJUDEb.') . ' '^ '''""!,/,''

unc^er. tKe. ,c^o,.of Rev. GyruH
Pierce'.. In Septembeaj of the same
year, two other .NQrma^ ,Sohoola
were ."9sta,b,V^^^«i.«n.e at Barre,
afterwards removed to Westlieid,

dlft^ States." Amou'df 'the leadins;
w=rlterfe'<jn'the B\ibject, were James
G.' 'GaKer 'bf .fi6stony ' ]?e^. ' ^h'om-

aod the other at Ikidgewater. —
After a few years a Normal School
was established in the city of Bos- .
ton, and one, for the training of
femjjlje te|afij?ep^,.i^n,,|8alew. The
first* sg)io^), ^ft'er.^,,<?antiauance at'
Lcxib^t^a^ orj§v.Q.. years, ^wus m-
as=H. G-alf^udet <>f Hartfordy tt^il- movedj.'tor 3j\^Qii{' Newton, and in
ii^Th Kusiell of Connectifeiit, (jov. 185oi was./,iiQally ^established at
De-Witt Clintbti of New. York, ^ and' Frauu^gh^m,, Th^u^ jit appears that
Waker R. Johnson, then of Ger- 1 ia the course !(^f,,a few years froiu
indntdWn*' Pa\ It '^a?' found to be f the estjT?lisl^p9n)i.of tbe first sohiwi
a 'difficffalt-mattef'td effect the nee- f of'theT^ind, there, were in the State
essary cntfhgc ih the ininds of the 1 of ,3IassttcnusettS(fiv;e Nprmal.In^jti-
pwiple.- Wip^'riments were made tutions.eofttaiping.e^ch. from^ixty
with^tich'teach'efsas could be col- io'a hu.nd red pupils- Jiud upwards,
leclfed'for'a few Weeks by a, few Four of these institutioos are un-
literacy gentlemen in Connecticut ^dq^; ^he superintendenco of the
for the purposfe of convincing the state, and the, pupils reqeiye frea
"public of the possibility of giving tuition, but pay ^tbeir own board,
to teacbeTs a 'useful training.-^ The djOmaud for these pupils a^
After sixt^ years-from the first teachprs is.sai^ to excceed the^sup-
discuBsiptf bf t'h^ subject, and' on ,pl^ ....
the 4th of August, II8&S, a Normaf in tS-M, the Legislature of New
Scb6<oI of tbrere ptfpifewasactuallyybrk established a Normal School
oommenced a;t "Leiin^foti,^ Mass , 'at All)any, as an experiment iy

238

North- Carolina Journal of Education,

[Augtlky

^yQ years; but in 1848, having
seen eometbing of its value, passed
an act for the permanent establish-
pent, and in that and the next
jear appropriated $25,000 for the
erection of a suitable building. —
During the fourth cession the num-
ber of pupils was 200, and is since
increased to about an average of
250. In 1848, a Normal School
Yidi& established in Philadelphia,
and in the second year following,
the total liumber of pupils in it
and the Model School connected
with it, was upwards of 500. The
Legislature of Pennsylvania had
not, at the date of our latest infor-
mation, actually established any
Normal institution, btithas divided
the State into twelve districts with
the view of uniting with individual
or county enterprise in establish-
ing a Normal School in each.

In Connecticut, a state Normal
School was established in the year
1849, and the number of pupils
during the first term was 67.

The Legislature of Michigan
passed an act in 1849, for the es-
tablishment of ODe at Ypsilanti,and
the school was in the following
year put into opeiation.

In the British Provinces a Nor-
mal school is in operation at Toron-
to, started in 1846«atan expense of
$60^000 : one was estallished at
St. Johns, New Brunswick, in
1848; one in 1856, at Charlotte-
town^ Prince Edward Island : and
one in Nova Scotia : and the cause
of Normal instruction in British
North America is said to be mak-
ing rapid progress.

The legislature of New Jersey
passed an act Feb. 9th 1855, for
the establishment of a State Nor-
mal School at Trenton. The school
went into operation in October of
the same year. The number of
pupils during the first term was 44;

and in last Feb., thfere were'lW*
A large Model School is also iioif*
nected with it, which had, at'itbii?
latest account upwards of SOO
pupils. The Normal school proper
has at least nine teachers,and the
Model School about the same num-
ber. About 175 of the pupils have*
already been employed as teachers
in the schools and academies of the
State; and, although they have
had the benefit of only one year's
instruction in the Normal School,
they are said to have remarkable
success as teachers ; many instan-*
ces could be given in which the
accumulated predjudice and oppo-
sition of years have been swept
away by the judicious and success-
ful efforts of these trained teachers..
The Legislature at first limited the
support of the School to a period
of five years ; but has since, by*a[
unanimous vote, rendered it per^-
manent.

The Institution is, in short, re-
markably popular, and seems to be
rapidly producing an entire revolu*
tion in New Jersey in regard to
schools. One important fact con-
tributing to the success of this
School is, the fact that a Prepara*
tory School has, through the mii-
nificent liberality of a citizen, been
established at Beverly, twenty
miles distant from Trenton, in
which the pupils, by an admirable
course of study and discipline, are
prepared to be candidates for ad-
mission into the Normal School.
This Preparatory School was es-
tablished by Paul Farnum, Esq.,
has now seven teachers, and is
exerting a marked influence upon
the educational movemefit of the
State. It may be added, that a
very interesting experiment wa3
made in the School at Trenton in
gymnastic exercises, under the con*
duct of an accomplished and ex-*

1859.]

Normal Schools,

28»

perienced gymnast, on the Swedish
plan ;it was continaed three months
hj private suhscriptioa and resnlt-
•ed in a very manifest improvement
both of the health and iat^IIectual
Tigor of the pnplls. It is there
•considered very desirable to have
such exercises continued as a part
of the regular employment of the
pupils.

Hach more might he said^ did
our limits permit, going to show
that the experiment of a special or
Normal training for teachers in
New Jersey is remarkably success-
iixl and gratifying to its friends,
:and also in each of the other states
that have, been mentioned.

The liemslature of Ehode Island
endowed a State Normal Institution
in, 1854, which is said to be in an
<e2:.ceedingly prosperous condition ;
the number of pupils is nearly a
{iundred, and they manifest much
^eal and desire for improvement.

In Maine, New Hampshire, and
Vermont, vigorous and persistent
-efforts are in progress, for the es-
tablishmcDt of Seminaries for the
training of teachers. It is consid-
ered a certaiaty, that these indis-
peubable auxiliaries to the great
scheme of Public Education will,
.soon be yielding their proper and
^gratifying results to the people of
those States. The Legislature of
Kentucky, passed an act March,
10th, 1856, to reorganize Transyl-
vania University, and establish a
School for Teachers. There were
by the latest account about eighty-
live pupils in the School, having
the great part of their expenses,
borneby the State, required to study
f^p least two years, and then teach
^t least as many ^ears in the Schools
pf the State, as they enjoy the ben-
efits of the School.

In Ohio, two Normal Schools
have been established through the

efforts of the State Teachers' As-
sociation ; one at Hopedale, styled
the McNeely Normal School, and
the other at Lebanon, called the
South Western, The first com-
menced operations in 1855, with
about 70 pupils, male and female,
and about 90 in the Model School:
The latter, one year and six months
from its commencement, had 130
pupils of both sexes ; and a large
proportion of the pupils in both
these schools, were persons who
had been teachers. '

In Illinois, a State Normal Uni*
versity has been established at
Bloomingtoa. AtSheboggan,Wis>
cousin, the Normal method of train-
ing teachers has been introduced ;
in Iowa and Mississippi, a begin*
ning has been made, and probably
in Indiana.

Thus it appears that, from the
beginning in Massachusetts 20
years ago. Normal Schools have
spread into 17 or more of the Uni-
ted States; that whenever they
have been tried for a sufficient time
to exhibit their proper results, they
have risen rapidly in public estima-
tion ; that their progress of late
has been at a highly increased rate;
and that they are proving them-
selves to the satisfaction of the
public mind, that they are a great
improvement in the means and
methods of advancing the impor-
tant cause of education .

It is proper to f^tate on this sub-
ject, that some States, for instance,
New York and llhode Island, tried
to prepare teachers, on what they
thought would be a more economi-
cal plan, viz: by connecting a teach-
er's department with a numbec of
the academies of the State. The
State of New York appropriated t-
each one of these academJbs, ^ ^n^
00 annually, for the sp? ' t- ac
teen yeara or upward. ^^^ ^^^^ ^

^40

North' Carolina JournCfi' of Edutatxon . [Atigufet^

liandoned the plan as useless. Af-
ter their discouragiog experieDce,
it was with cautioD they undertook
to establish the Kormal method.
But their doubts have been fast dis-
pelled ; besides their fioarishing
State Institution at Albany, tbey
have Tery successful city Normal
schools, in the cities of New York
and Brooklyn.

The plan of providing teachers
for common schools by & opurse of
Normal training, is the result of
long experience; to bring it to its
present state of improvement, has
required the attention and labor of
many of the best minds of Europe,
as well as of a rumbcr in America.
It offers itself now to us in its high
state of improvement ; without the
expense, and toil, and discourage*

pared for theii^ proper work ? Our
UniTersity and C<4l^6s arc doin^
a noble work, are educating pel*'-
&aps a tbousand youtig mon, and
graduating two hundred annually,
and! our Female Seminaries per-
haps educating as many. But
these young in«n are preparing,
not to be teachers in the eommoti
schools ; they are preparing for^
and will generally go into, the
other Drofessions. • T^e Acade-
mies through the sidt^ ' are start-
ing a considerable number in a
course of education, but these are
generally to go into the collegefe.
Where then are out teachers to be
provided? They, the teachers, have
a task on their hands, the proper
performance of which involves at
least as much difficulty as any of

men t, necessarily experienced it its the other professions, and is as im-

iaception and completion 3 we may
now avail ourselves of itg'-vast ad-
vantages; we think the people of
North Carolina could not nowtakea
wiser step than immediately to re-
solve that the plan shoald be en-^
grafted on their State educatiMial
uystem.

The number of a proper a<'e to
be in our Common Scbodls is to
the number in our Colleges and
Female Seminaries,as 50 to 1. The
Common Schools ought therefore
to be considered of proportional
importance. The interests of these
schools ought to be the jrreat sub-
ject of our attentions, as a body of
educators.

Our state school system presents

portant. The other professions
have institutioT*«^ and means pro-
Tided for imparting the special
instruction and training which the
candidates need; wli^re is the
provision for that spcijkl trdini&g
and instruetion ' need^ to fit the
teachers for the propet discharge
of their important duties ( The
oonsequencee of ^h^B defect are* a
wretched deficTiency m the educa-
tion of the masses of our popula-
tion and an endangering of those
civil and religious pHvilegijs by
which our nation is* so highly dis-
tinguished.

It may be regarded as a hope-
less attempt to raise the character
of the education ef a country with-

a case of remarkable deficiency, out first raising the character and

We have the money, for the sup-
port of schools ; we have the state
districted; we have the houses;
we have the examining commit-
tees, th^county school committees,
and the state Superindent; but,
by what means are we expecting

position of the schoolmaster. ' The
ndceseity therefore of iu'dlitutiofts
for this purpose is raamfest. As^
aire the teachers, so wfU be the
soliook, at*fi' if we Would iniprove
thie ooe, l^t us elevate the other.
Iri'the words 'neurly of Mr. ©rj^e

teachers to be provided, to be pre- ^ of Iretond, we ' '^IrottW I'emtlrt hn

185f),]

Normal Schools.

241

iUii)B part of subject^ that it is
'^mmoaly •siipposod a man who
•iiQ^Grstand& a subject must, be
H|ualified to teach it^ and that the
oftlj; essential attribute of au in*
j^trjictor is to be himself a good
ticholar.

. Kven tho&e who are aware that
there often exists a difference be-
. Iween two teachers as to their
power of oooimuuicating, conceive
this difference to be of much less
importance thai^ it really is ; and;
jfeyer'they take the trouble to
think of its cause, they ascribe it
to some n^echanical knacky or some
instinctive, predisposition.

On the contrary, we maintain,
that when a man has acquired the
fullest and most profound knowl-
edge of a subject, he is not yet
- h$if qualified to teach it. Ho has
>U> learn to communicate his
.knowledge, and how to train the
: y^ung mind to think for itself. —
. And a» it usually happens thai
tihildren are placed under the in-
tepeetion of instructors, who be-
tjgme inagreat measure responsi^
Lie for their mxjrals, every teacher
ought also. to know how to govern
his pupils, and how to form virtu-
. ous habite in their minds. And
. this skill in communicating knowl-
edge, and in managing the mind,
\B by far the most important quali-
tication pf a teacher.

Every teacher before entering
on the duties of his profession,
ought therefore to make himself
acquainted with the Art of Educa-
liqn; that is with a system of
rules for communicating ideas,
and forming habits ; and ought to
obtain such a knowledge of the
philosophy of mind as {shall enable
him to understand the reason of
those rules, and to apply them
with judgment and discretion to
the great diversity of dispositions

with which he will meet in the
course of his professional labors.

No man is qualified for the
delicate and difficult work of man •
aging the youthful mind, unless
his own mental faculties have been
sharpened and invigorated by the
exorcise afforded to them in the
course of a good general education ».

Therefore, a community or state
can never succeed in establishing a
good system of general education,
without making some provision for
insuring a supply of teachers pos-
sessed of the qualifications just
specified ; in order to which, it is
indispensably necessary, that Pro-
fessorships of the Art of Teaching
be instituted, and that students,,
placing themselves under the care
of such professors, be reqairod to
have previously attained a good
general education, and in particu-
lar, a competent knowledge of the
philosophy of the human mind.

The business. of teaching cer-
tainly deserves to be raised to the
rank of a regular profession : its
duties are none the less important
than those of the other profes-
sions, the proper performance of
those duties, none the less difficult:
they require none the less of pre-
paratory study, and their discharge
should entitle the teacher to an
equal rank in society.

We are as a people, guilty of a
grievous injustice and ruinous im-
policy iu denying to the sisterhood
of professions, this which should
be considered one of the most hon-
orable.

Necessity of preparatory study
for the business of Teaching. If
we wish a watch repaired, we re-
quire the experience of an appren-
xiceship in the silver smith, if we
wish a house built, wo require the
like experience in the carpenter ;
nay more, if we would have a coat

342

North' Carelina Jontnal of Education.

[August,

made, or a bat, a plough^ or a shoe
made, or even a horse-shoe put on,
we require the guaranty of a pre-
paratory apprenticeship before we
employ a man to do either job. —
How is it then that we are con-
tent to entrust the forming and
polishing of our most precious
jewels^ the minds of our youth, of
the future citizens and rulers of
the state and of the church, to
the rude hands of persons having
had no preparatory apprenticeship
to the business 1 We think there-
fore that it is the imperative duty
of this Association, to use its in-
fluence to provide that special
training for teachers which is so
urgently required to fit. them for
their important duties.
Respectfully Submitted.

M. D. JOHNSTON.

For the Committee.

CULTIVATION OF THE TASTE.

In the extent of the means of
education possessed by our people
there is little more to be asked, at
least in those states wh^e a free
school system exists. The duty of
government to educate the masses
as a means of self-preservation, is
DOW acknowledged and acted upon
so generously that our public schools
often are superior to our private,
and the children of the wealthiest
from choice share in the instruc-
tion provided for the necessities of
the poor. Resulting from this free
school system are many other aids
also to general intelligence. Our
largest libraries are open to the
humblest ; high dignitaries and the
hard~handed mechanic sit side by
side in the lecture room, and ad-
dress public meetings on common
topics ; and the same newspaper is
read by the occupant of the most

richly furnished parlor and the
lowly cottage of ^eoday laborer.
Our people of all clasea are more
intelligent, more correct in this tise
of their veroacular toogue, add
more cultivated in their mannexs,
probably, than any other in the
world.

Yet there is a defect in oujt edu-
cation to which attention cannot
be too strongly tamed. With ail
its superiority, the American obar-
acter is wanting in a&stheiioai'Oikl-
ture — ^in that love of natut^ei and df
the beautiful which God planted in
us and designed we should exercise.
We are very prosaic, very matter-
of-fact and practical in o«r thoughts,
feelings, and actions. Foreigners
note this as one of their first im-
pressions of us, and its correctness
must be admitted. We are early
trained to calculate, early imbued
with the prudent money-getting
sayings of "Poor Richard," early
taught to ask in regard to every-
thing, cui bono.

How indifferent ftre our people
generally to the sensation fitly
awakened by nature's manifesta-
tions seen on every side, and to the
lessons they were intentbd to incul-
cate ! They watch the sky with no
emotion stirred by its ever-changing
aspect, but simply to see if the wea-
ther will be fair or foul on the mor-
row. The splendor of a beautiful
aurora only tells them it is time to
get up and go to work ; and the
gorgeous hues of the most glori';us
sunset, so suggestive of pure and
holy thoughts, and of '^ that better
land'' of which this is so faibt an
image, and of that Being who nev-
er ceases to be good, onljp remind
them they must cease from labor
and prepare to go to bed. The
beauty of a flower may plead for
admiration — they tread upon it
as a useless weed. A tree grows

18».;|

Cukivaiion of thi Tmtei

bdfore tlreir dwelKog, raises its
gneefol form to heaven, and would
delight the eye aod afford agrateful
shade by its foliage^-^jet it is ont
down beeanse the moTxId gathers
trader its branches, and the shioh
gles rot. The swelliog bads of spring
simply tell them they must throw
off their flaoDel -, and the golden
tints of the auturanai leaves, too
rich for the art of the painter, ex-
cite no feeling but that wood mast
be bon8ed.for the approaching win-
ter. They gaze on the earth, and
^ink jonly of corn aod potatoes ;
on the illimitable forest, and esti-
mate its cords of wood ; on the
mountain towering in ;;randeur to
heaven, snd sigh over a waste that
the plow can never penetrate ] oa
the ocean in its dark and awful
heaviogs, and thiAk of cargoes of
cotton and grain endangered aod
iuburance to be paid *, on Niagara,
and the factories it could be m*ade
to carry, if they would pay divi-
deads. This is no exaggerated
picture of the gr^t body of our
people, high and low, iguorant aod
educated. Those who from posi-
lion aod superior means of culture
might be supposed to poi^sess minds
open to beauty wherever seen, of-
ten seem most destitute of aay
such power. The mioibter in his
walks heeds not the sermon God
preaches to him »o effectively, and
that he might preach to his con-
gregation ; the lawyer think of his
suits— ^tbe physician of his drugs —
the schoolmaster of his bad boys.
In many countries of Europe,
far below us in general intelligence
and mental culture, there is a much
purer and better developed nation-
al taste. In England, of the same
stock, » love "of flowers is ueiver-
sal The poorest mati will have,
if he' has room for nothiog mol-e,
a bdueysuckle to olamber over his

door and gladtien bis heart by its
fragrance and beauty. A glance
at the cottages and grounds awa-
kens a different sensation in the
mind' of the traveller as he sees
the' taste and care manifested to
make them attractive, from the
nakedness and deformity meeting
him in all their hideousness in his
ride through New England towns.
Of course while all xhese remarks
are made generally, it must be ad-
mitted there are bright exceptions^
yet they are only exceptions. We
have beautiful gardens, too often
laid out by foreign gardeners ; fine
painters, with few buyers for their
works ) sculptors, educated abroad,
and if appreciated at home sioiply
from the echo of trans -Atlantic
praise. As a nation, it must be
granted sesthetical culture has been
regarded, whatever may be said of
individuals.

Why is it? Without doubt,
scenery has not a little to do with
this, and LongfeUow says, the Alps
more than hvlf educate the Swiss.
Yet surely we are richly favored
in scenic attractions and grand ex-
hibitions of nature. There is but
one Niagara and Trenton Falls ;
the Higblaods of the Hudson, our
lakes, rivers, cascades, and many
picturesque views attract the admi-
ration of all strangers, and have
been pronounced even superior to
the most celebrated objects of Eu-
ropean scenery.

Are we naturally deficient ? It
cannot be so. Our children pos-
sess a love of beauty, and ofteu
can be heard pearls, thoughts full
of poetry, dropped from the lips
of those who in after years become
as prosaic as a book of chronicles,
as matter-of-fact as the veriest Yan-
kee. Said a little girl to her moth-
er, not long since, ** I have been
good to-day, tiamma — is not your

North' Carolina Journal of UdiLcatton,

[August,

heart full of violets ? Do. not the
violets blossom in your heart to-
day, niumma?" And again, sit-
ting down by her mother, and pres-
sing her little head close to her,
she said, *< Mamma, I am the hap-
piest little girl in N . My

happiness is like a wreath of beau-
tiful roses all around my heart,
with two words written in it, /row
God.'' What could be more ex-
quisite than such poetry gushing
from the overflowing imagery of a
little child ? — and in what contrast
to what that same little girl in af-
ter years might become under the
trainiag to which most of our young
are subjected !

The fault is not in our scenery,
in that God has placed us in the
choicest of lands,; nor is i want
of natural gifts, in these, of what-
ever kind, ao people were ever
more highly endowed ; the fault is
in our education. The education
of our young is of the bfjst kiud
a8 far as it goes , but many facul-
ties, avenues to the most exquisite
pleasure and the highest r fitie-
ment, are disregarded, or deadened

If the child utters a poetic thought,
or gives vent to an ezolamation
called forth by an exhibition of
beauty, to which his little heart
responds as God designed it should
when he created a harmony between
the earth and its occupants, it is
not understood. Wise ones say,
the child is " too bright to live
long/' and regard such expres-
sions as a " doleful sound from the
tomb,'' or tell the little ones to be
more sensible; that poetry and
flowers never make persons rich
nor help them to get along in the
world. Thus the child lives, but
its sense of beauty dies.

If the defect is io our education,
the remedy must be there also.
Parents who direct the earliest im-
pressions of their children should
never let an object of beauty pass
uunoticed. The writer knows
mother.* who day by day take their
chHdren into the fields, gather flow-
ers, point out their delicate tiuts
and the grace and exquisite forma-
tion of the petal», teach them about
the trees, talk of the sky abo^e
and the little dew-drop at their
by the influences to which they are feet, and it soon becomes to them
exposed. (Jhildreo are thoroughly not a cold, unfeeling remark, but
drilled in arithmetic, grammar, ) a living, pervading reality, that
geography, and everything where | " there is beauty everywhere."
fact and reason are matters of in- But the remark will be madcj
quiry,. but there the instruction ^ and it is too true, few morhers are
ends. Dryness and praeticality | fitted for this. Teache-rSf theu,
pervade our sehool-rooms and crush j must do alj they can to gulpvate
out whatever is not in harmony { the taste of their pupils. They

with them. Their influence react
on the teacher ; and the ease with
which the schoolmaster or school-
mistress can be identified, after a
few years, by the precision of eve^
ry movement and sentence, and a
peculiar air, has become prover-
bial. At home the influence is of
the same kind ; all must be prac-
tical, common sense ; parents train
their children as they were trained.

can do much, very much, towards
this in the school-room and out of
it, in many ways. Again corner
the remark, and it is too true, our
teachers are no J; fitted for itj many
of the highest reputation are coarse
in language and manner, heedless
in their persons, unrefined in
thought, able to teach the regular
text-books, and nothing more.
Still the evil exists, and it should

1859.]

Random Thoughts.

245

be remedied is the way all evils
are remedied. Attention should
be directed to it, and all who have
aa iofiuenod ehould strive to re-
move it Let teachers be trained
who can better develope the taste
of the young, and when these pu-
pils become parents they will train
more wisely their children. Let
more effort be made throughout
the community to awaken a nation-
al taste. Let our large cities have
suith parks and gardens, full of the
choieesi iowers, where all can walk,

as are found in the great cities of
Europe, Let a greater love for
ornamental trees be encouraged ;
let them be planted by the side of
our streets and around our dwel-
lings. They cost only a little la-
bor in the outset, heaven then takes
care of them, and it would be dif-
ficult to estimate their refining in-
fluence. If paintings and other
works of art, too, ooald be accessi-
ble to the masses, as is the case in
Europe, it would do much to the
same end. — Ma^8. Teacher.

RANDOM THOUGHTS.

yii^or and in tho most successful
manner; but if the parents and
the teachers are not faithful to their
tiust and nut competent to the dis-
charge of their duties, little or no-
thin <>; will be (lone. The burden
now rests mainly on them and there
m.\x^X be, nnfc oniv a determination
on the part of bu!h to do their du-
ty, b'.iL :i distinct understanding in
rejiaril to tin; }>ranelies to be tausrht
and the discipline to i>o maintain-
ed. At the present day when the

Wherever combined movements
arc made and given results are to
be pr<!)duced, there must be har-
mony in the operations ; and wher-
ever there is concerted action a-
mong men, with a view to (he at-
tainment of a common object, there
must be both a distinct understand-
in<r of what is to be don" an.d a
hearty coo}>eration. or a sad fa 1 Lire.
if not utter ruin, will b'* the ori.-'v
<|ueuce. If every planet in the
sofar system did not keep in its

place and do its ].art. we should j barbarous custom of *' barring out
soon have '• the wreck of matter i the master" and the rudeness of
and the crush of worlds." Lf a manners connected with it have
team of horses are not all true and | ceased, we hope the number is not
able and willing, each one to bring 1 krire, but still there are, in many
up his part of the load, there will places, some parents who are so
be a '^ stand still," or something i ignorant or so unprincipled as to
worse ; and so it is in a family, a | think that if their children can
church, a nation, or any other com- ' elude the v'gilance of the teacher,
munity. practice an imposition upon him,

In our common school system, or treat his authority with con-
the legislature, the executive, the tempt, it is an indication of smart-
general superintendent, and most ness, and who will chuckle over it
of the committees, we believe, now ;is deserving of commendation. —
work harmoniously and are desir- Such parents should receive an in-
ous of carrying forward the great ' di^nant rebuke fnmi all well wish-

work of elementary education with

ers to the cause of education, and

24a

North' Carolina Jimmal of Education.

[AugTist,

they certainly need to be better
instructed in regard to their duties
and their obligations.

There are some teachers, as there
are some men in every department
of life, who have such a tact for
controlling the minds of otheis that
they will maintain their authority
anywhere or under any circum-
stances, and will make their pupils
love, as well as fear them ; but the
number of such diaeiplinarians is
very small. Ordinarily, the teach-
er must have the countenance and
cooperation of the parents, and, to
gain this should be his first object.
For this purpose, he should visit
them, make himself familiar and
try to gain their confidence. Some
of us recollect the time when — in
the backwoods region where we
were born and taught the rudi-
ments of English^ — the teacher
boarded among the employers, go-
ing from house to house in rotation ,
as he generally chose to do, and,
exerting, at least, a conciliatory
influence wherever he went, uni-
formly his visits were received
with a welcome, and it sravc him
an opportunity of becoming ac-
quainted with both parents and
children. Kind feelings were fos-
tered on both sides ; and, while he
often assisted the children in get>
ting their tasks, especially in Arith-
metic, or such things as they could
not manage very readily without
some help, and aided the old man
in casting up his accounts or reckon-
ing his interest, a mutual attach-
ment grew up which was alike pleas-
ant and profitable. Every evening,
as soon as school was dismissed, a
number of the scholars, perhaps
half of the school, would come up,
in quite a glee, .and ask him to go
with them that evening; but the
boy, who had played truant or been
disorderly in school, dreaded a visit

from the teacher, and it would f^^
quently be days before he could
approach him again with confi-
dence. Times hare changed, and*
teachers now prefer boarding at
the same place ; but it would be
well, if, at the commencement of
the school, they would spend a
night with every one of the employ-
ers, or with every family in the
district. I speak of male teachers
principally ; for until within a few
years, female teaohette were un-
known, except in the town or in
higher schools, but even they
may do much, perhaps more than
the others, by a free and familiar,
intercourse with the parents and
families of the district.

The spirit of educational im-
provement has increased five or
ten-fold within as many years, and
North Carolina has now the best
regulated and the best conducted
system of common schools m the
Soutli ; and the progress already
made is full of promise for the fu~
ture ; but we have only made a
beginning. Althou^ a commend-
able interest on the subject has
been already waked up among the
masses, it needs to be increased and
directed, which can be done by dif-
fusing information in every prac-
ticable way and by pressing the im-
portance of the cause upon their,
attention. From all the observa-
tions we have made, we regard it
as indispensable to success that
parents genarally should be brought
to take an intelligent and abiding
interest in their common schools ;
for, until this is the case, the right
kind of committee men will not be
appointed, and then the right kind
of teachers will not be employed.
In many districts, the school com-
mittees are appointed without any
sort of regard to their information
or their integrity, and they employ

1859.]

Random 7%oti^to.

347

^ teacher from a principle of fa-
Yoritism, or because he will, in
:3ome way or other, promote their
Interest, while another of superior
qualiJEications is rejected. In most
of the districtSj there are always
some men who are too lazy to work,
<Mr who need some forty or fifty dol-
lars and think they can get it soon-
er in this way than any other. If
the committee are ignorant or self-
idhy such a one is employed and im-
posed on the people without any re-
gard to his literary or moral quali-
fications. The public money is ex-
pended, perhaps we might say wmt-
e4j and little or no improvement
is.niiade. This is a radical evil, and
to its removal the enlightened and
active friends of education should
direct their strongest efibrts. If
there was not a kmentable igno<^
ranee or lack. of interest on the
part of the community at large,
your valuable Journal, for which I
am now writing, would not be suf-
fered to languish for the want of
patronage, nor would four out of
five, if not nine out of ten, of the
four, or five or six thousand teach-
ers in the State^ be contented to
enter upon their difficult and re-
sponsible duties without the aid
which it affords ; but this is not
ail. Not only should the best quali-
fied and mo^t faithful teacher be,
in every case, employed, even if it
require double the salary to secure
his services y but the school should
be furnished with all the books and
apparatus, comforts and conven-
iences requisite to success. Solo-
mon never uttered a wiser saying
than that there are those '^ that
withhold more than is meet, and
it tendeth to poverty 3" for, every*,
where and in every thing, a judi-
cious ecppenditure of money is the
best economy. A man is often so
stingy or close-fisted^ that he

"cheats himself;" but this is com-
monly owing to a want of discern-
ment or a lack of information ; yet
that does not avert the evil, nor
render efforts for its removal un-
necessary or unavaiiins: ; and, as
we are now dealing with facts and
suggesting remedies, we hold fortli
the deficiencies and remissness of
parents generally, as a mighty in-
cubus on the work of educational
progress. A Jwginning has been
made and improvement is manifest,
but only enough to warrant and en-
courage more vigorous efforts.

Wherever and in whatever ad*
vancement \a to be made, two
thiogs, in addition to natural capac-
ity, are necessary, viz, facilities and
stimulus ; and, if either be want-
ing, the progress will be slow or de-
fective. If a judicious man em -
ploys another to build bis house, or
cut his harvest or do any other
work, he famishes him with the
best implements he can, stays with
him or visits him frequently and
talks kindly to him, supplies him
with all needful refreshment and
every thing that can act as a stim-
ulus ; but in the education of his
children, where both teacher and
scholars need all the appliances and
all the encouragement that can be
given them, books and apparatus,
and comfoi^able seats, convenient
arrangements in the school room
and many kind looks and words, in-
stead of acting on the principles of
common sense, he employs the man
who will work cheapest, and fur-
nishes any sort of books, and as few
of them as possible, then never
visits the scene of labor, but leaves
them all, teacher and children, to
take care of themselves and do the
best or the worst they can. C.

Entertain no thoughts that you
would blush at in words.

^ I

248

N or th' Carolina Jownial of Education,

[August

SOUTH CAROLINA INSTITUTION FOR THE DEAF, THE DUMB, AND

THE BLIND.

BY JOE, THE JEESEY MUTE.

There has been placed in my
hands the tenth annual report of
the above mentioned institution;
which is so extraordinary as to
deserve a particular review in the
columns of the Journal, "Before
entering upon a criticism of the
facts it embodies, I may here state
that, exclusively of -the principal
and assistant, all the teachers in
the departments for the deaf and
dumb, and the blind, are women ;
vide the following list of teachers
in both departments of the school :

DEPARTMENT FOR THE DEAF AND
DUMB.

Mrs. L. C. W. HENDERSON,
Miss M. J. CUNNINGHAM,
Miss S. J. WALKER.

DEPARTMENT FOR THE BLIND.

Miss M. A. WALKER.

This institution is located at
Cedar Spring, four miles south of
;3partanburg. It was formerly the
property of the present principal,
but has now become a state insti-
tution. Annexed to the report
are several specimens of composi-
tion furnished by the pupils, which
are interesting as showing some of
the difficulties deaf mutes encoun-
ter in acquiring language.

Mr. Newton Pinckney Walker,
the principal, says in his report to
the Board of Commissioners, who
consist of " his excellency R. F.
W. AUston, Governor of South
Carolina, and President of the
Board of Commissioners, '' Hon. C.
G. Memminger, of Charleston, and
Hon. S. McAliley, of Chester; —
Mr. Walker, I rej)eat, says that

" no tear must be shed in a school-
room by a pupil, except it be the
result of reproof; and then it
must result from convictions of the
mind, and not from anger." He
says further that no pjupil' is to be
removed from his class at any time
without his (Mr. W.'s) consent,
under forfeiture of position. Loss
of pojr^ition in this case will fill the
heart of the delinquent, if he pos-
sess quickness of feeling, with
gushes of pain ; but Mr. Walker
here prohibits weeping or crying
in the school-room, in so far as it
does not proceed from convictions
of the raind. The pupils some-
times cry from mortification at the
success of their companions in
mastering those parts of speech
which they themselves do not un-
derstand. They also sometimes
cry from vexation when lessons
assigned them for the evening are
not exactly to their taste. I ob-
ject to seeing a pupil cry; but
there never existed a youth of
either sex who did not, at one or
other time of his or her life, cry.
I once taught a fine looking young
lady, whp cried, I forget how*
many times a day, because I refused
to kiss her as her relatives used to
kiss her, previous to her education.

On page 9, I find the following
account of the system of instruc-
tion purs ued in the department of
the de-if a nd dumb :

" Every pupil who is sufficient-
ly advanced is required to write,
immediately after public prayers
on Monday morning, the Lord's
Prayer on his slate or board. This
done and examined, he proceeds

1859.] S. C. Institution for Deaf , Dimh, and Blind,

5J49

rehearsal and execution are care-
fully examined and corrected. A
register is kept, in which the
number of the verses so recited,
and of the chapters, are placed to
the name of each pupil for refer-
ence. The exercises of the school
begin at 8, A. M. If any time
remain after the recitation of
Scripture lessons, it is occupied in
familiar discourse, chiefly in the
' written language, sometimes on
the fingers, on religious subjects,
generally historical, until half past
ten. A recess is then given of
fifteen minutes, to be occupied in
walking and other exercises. Af-
ter recess, time is given the first
class, and all that are sufficiently
advanced, for review of a lesson
in Natural Philosophy, prepared
on Friday night preceding, and
then to be recited. The questions
are written out, and so varied from
the book as to change the form of
language, and yet retain all im-
portant points of instruction. The
skilful teacher, too, will avail
himself of every opportunity to
add any truths known to him to
be more easily associated in the
minds of his class at that time.
This is the more important, be-
cause the school books in use, ex-
cept those prepared especially for
the deaf and dumb, are prepared
in reference to« the ear, when
thought is the leading idea. But
in the case of the deaf and dumb
language must have its place, as a
means of further progressions. —
What is true in the manner of re-
citations in Natural Philosophy,
is no exception in any other reci-
tation. In all cases the teacher
must hold in remembrance what
his class knows, and be ready, at
all times, to measure out the un-
known in proportion to the capaci-
ty of his class. With great care,

he must add or diminish the bur-
den of thought and language as
each case may require, so as to
preserve healthful operations of
the mind. The eye must be kept
bright, and when a step on the
floor is needed, it must be clastic
and cheerful. If there be time
still remaining after the recitation
of Natural Philosophy, a lecture
on pi inciples contained may occupy
until one o'clock, when the school
is closed. Those notable to study
Natural Philsophy may be other-
wise effect aally employed."

A remarkable school that of Mr.
Walker's. And a nursery of piety,
too. 80 far, so good ; but, with-
out intending any offence to Mr.
Walker, I mast be allowed to ex-
press the opinion that with a little
assistance from Mr. Laurent Clerc*
of Hartford, Conn., the South
Carolina Institution will attain a
high reputation among similar
institutions on both sides of the
Atlantic. The system of the S.
C. Institution differs very much
from that pursued in our own
school.

Further on, Mr. Walker says
that the Jate Dr. Weld, who made
a tour in Europe several years ago,
with the view of inquiring into
the state of schools for the instruc-
tion of deaf mutes in that country,
called to see a deaf and dumb
lawyer in London, who proved
eminently qualified for the legal
profession which he had adopted.
Then follows a long argument in
favor of teaching articulation to
semi-mutes. In support of his

* Mr. Laurent Clero is himself a
mute, a graduate of the Paris Institu-
tioD, and after hating labored in the
cause of deaf-mute education for more
than a quarter of a century, at the ago
of seYenty -three years, he now retires
upon an annuity of $700.

260

NbrthrCktrolina Journal of EducaJtUm.

[August

position in this matter, lie in-
stances a lady of Norfolk, Va., de-
prived at an early age of speech
in whose case " thirty years' labor
produced an astonishing effect."
The art of speaking is taught to
pupils who are deprived of speech
but retain the recollection of
sounds and in some degree the
power of articulation. The editor
of the Philadelphia Public Ledger
has been assured by an* aged gen-
tleman of that city, celebrated in
former days for his medical skill,
that fifty years ago he was pres-
ent at an exhibition of the pupils
of the Deaf and Dumb Institution
in London, and witnessed among
the exercises, the speaking of a
hymn by a deaf mute girl. She
uttered the words clearly and dis-
tinctly, but in one tone of voice
throughout, a defect which was
owing to her deafness, which, to
use the words of the Public Led-
ger , *' prevented her giving the
proper cadence and inflections of
sounds.'' Mr. Walker says: —
*^ Where a child has from birth
partial hearing, partial Speech will
follow; and then instructions by
articulation may and will be avail-
able in degrees according to the
peculiar competency of the child
and teacher. If the child once
heard, and while hearing, Ifeamed
to talk but subsequently lost hear-
ing, the speech, too, will be lost,
in proportion to the age of the
child when the hearing was lost.
And upon that degree of speech
and age depend all efforts to re-
tain what was learned, or to make
advances. Generally, if deafness
become total before the child is
four years old, all that may be
hoped for is to retsdn the use of
such words as have been learned
by the child.''

Mr. Walker knows whereof he

affirms when he says : '^ We must
have the natural ezeitemeot of the
child or youth's hearty laugh and
sportive glee/ He must take his
adventures on the play-ground,
and feel the effects of success.
Nature's voice must be heard. If
her teachings be heard in youth,
health of body and mind will be
the reward ; otherwise, emaciation
of body and imbecility of mind,"
Parents who keep their deaf and
dumb daughters engaged in indoor
employments without taking them
to various places of public amuse r
ment or to different parts of the
country, to gaze upon the beauties
of nature spread out before them,
such parents, I say, are not 'fit to
live in an age of philanthropy and
enlarged liberality like the present.
Nothing on earth is more disheart-
ening to those who are engaged in
the tuition of the deaf and dumb,
than the narrowness of the circle
of ideas to which many deaf girls
have been reduced by their close
confinement at home. More than
two-thirds of the deaf girls who
have finished their education, say
that before they wentj to school,
they never saw anything of a steam-
boat, or a railroad car. It was not
until they had seen a steamboat in
a river, that they understood the
meaning of the word steamboat.
Before the sight of the steamboat
gave them a clear iaea of that word,
their teachers had exhausted all
the ingenuity in their heads, in
their effort to make them under-
stand its meaning. Let us have
a law requiring every school in the
land to have a large yard for boys
and girls to run about and stretch
their limbs and ei^pand their lungs.
That Mr. Walker is overcharged
with the fire of poetry is evident
from the subjoined extracts which
I make from his report :

1869.] S, C. Institution for Deaf, Dumb and Blind.

251

•< Cedar Spring, with its «ppli-
aDces in the forms of books, archi-
tecture, natural scenery, principles
and men, constitutes the museum
of the world to its youthful popula-
tion in incipient scholastic life.
May God in mercy preserve the
sacred spot, and make it the Jeru-
salem of the afflicted sons and
daughters of the State.

•* The boy, destitute of sight or
hearing, drawn out by the good old
schoolmaster necessity, quickens
his pace, and strengthens his nerves
to the platform of success. It must
Dot be overlooked that Heaven has
decreed,

Advantages out of disadvantages arise,
Deprivations are blessings in disguise.

No being can know the powers of
bis own mind until circumstances
develop them. A full supply of
senses, money and friends, has tied
down to earth many a noble mind,
that would, less blessed, have scal-
ed the battlements to usefulness
^nd glory. Gliding over the well-
regulated city, or the spring carri-
age of abundant supplies from the
hand of his Maker, propelled by
well restricted circumstances, the
more favored youth drops the reins
and falls asleep. When he arrives
ac the door of the world's demands
and waitings, bis but too feeble
form publishes its own defects.
How his account stands before his
God, who did his talents multiply,
must be determined elsewhere.

*'To our noble-minded citizens —
meu and women whose benevolence
and philanthropy know no bounds
— is our Institution indebted for
its ejdstence. In the Legislature,
and out of it, by the fireside and in
the walk, their voices have been af-
fectionately, officially and eflfeojtu-
ally heard. When their mortal bod-
ies sb^ll haye r^-united with d»8t^

and their pure and holy spirits re-
turned to God, gentle breezes shall
wave the boughs of these old oaks,
and these majestic walls shall stand
as monuments of their beneficence.'^
There remained connected with
the Institution at the date of the
report ; 22 boys and 13 girls — 21
mutes and 18 blind ; total 82. One
of the lady teachers in the Mute
department, I do not know which,
is a deaf mute*

INCONSISTENCIES IN HISTORY.

It is not strange that young pu-
pils should be sometimes stumbled
in reading History when they meet
with such blunders as the following: ,
viz: in Tytler's History, so well
known, vol II, page 382, he says ;
"Henry VII had given his daughr
ter Margaret in marriage co James
V. King of Scotland, who, dying,
left no issue that came to maturity,
except Mary, afterwards Queen of
Scotts." And in the next page
speaks of *• The Queen regent in
the government of Scotland^ Mary
of Guise.'* But according to the
former statement, Margaret, the
sister of Henry VIII. ought to
have been regent. Again in Tay-
lor's Manual of Modern History,
page 525, we read, in accordance
with the^tatement of Tytler above,
that " Mary Queen of Scotts was
the mke of Henry VIII." as she
would have been if she had been
the daughter of his oldest siater
Margaret. But on page 520^ he
calls her father James V, the neph-
ew of Henry VIII. as was thefact.

For as stated in Willson's Outr
lines, page 839. Mary Queen of
Scotts was the grand neice of
Henry VIII. and%hence when the
line of the latter ran out with
Elizabeth, she would have been
the next heir.

252

North-CavoUna Journtu of Education.

[Auguet

Common Stfjool geprtment

Plow TO IMPROVE COMMON SCHOOLS.

In order make a deep impression
on the public mind, in reference
to any important matter it must
for some time be made prominent
to tbeir attention. It seems that
-we cannot have, at least for the
present, Normal Schools establish-
ed in this state. And if we had
them almost immediately, it would
be some time before any great re-
sults would' appear.

But in the mean time wo need
something in operation to increase
the number, and improve the
qualifications of teachers. Can we
do nothing in this way ? There
is no doubt that the present able
Superintendent ia doing a great
deal in his office, but if he had
some aid now and then perhaps he
might do much more.

I am told (for I never saw him,
and it was a mere matter of acci-
dent that I saw one of his Re-
ports,) that we have a man em-
ployed to traverse the State to im-
prove the agriculture, and to bring
to light the mineral treasures of
the State now hidden beneath the
ground, at an expense of about
$5000. per annum.

Now how important soever it
may be to do this, it is much more
so to develop the mental treasures,
now buried in ignorance. How
many there are now growiog up
with no mental training who, if
they had an opportunity to show
their talents^ might shine any
where, and adorn society. But
just as no man can tell how strong
he is till he makes trial of his

strength, so no one can tell what
mental t!»lcnt he has till he has an
opportunity to apply himself to
study. The best marble, does not
show its veins and streaks, and
variety of colors till it is polished;
it is said that the inhabitants of a
certain township built theif fences
of the most beautiful verde an-
tique marble for a century, before
th«y discovered how handsome it
would become when polished.- —
The most beautiful gems do rwt
show what they are in their rough
state. >

So there are now, and there will
be in the next generation, many
engaged in the most common em-
ployments, and living in the rough-
est manner, both mentally and
physically, who with a little oppor-
tunity to learn, and some access to
books, might have made the geat-
est men in the country. Occa-
sionally we hear of some of this
class, who had spent the early part
of life in laying brick; on the
shoemaker's bench, or the tailor'vS
board, by a fortunate concurrence
of circumstancea, led to cultivate
their nainds, though late in life.
They have caught a spark froui
some other mind that has kindled
an irrepressible desire to know,
and this desire would not rest till
it was satisfied.

What then do we propose, do you
ask ? We reply by stating what
is done in some of the other stages.
Thus we find the following law in
one state; **it is made the duty
of the superint'endent of common

1859.]

Common School Department,

253

schools, to hold at one convenient
place in each county of the state
in the months of September, Octo-
ber or November annually, schools
or conventions of teachers, for the
purpose of instructing m the best
modes of governing and teaching
our common schools, and to em-
ploy one suitable person to assist
him at each of said schools ; and
the person or persona by him em-
ployed in assisting at said schools
shall be a lowed not exceeding
three dollars per day for the time
occupied in travelling to and from
and attending said schools or con-
ventions."

The report informs us that, ''at
each Institute the evenings were
devoted to Lectures and Discus-
sions on topics connected with the
improvement of common schools
and other means of popular edu-
cation, intended to interest parents,
children, and the community gen-
erally as well as the members of
the Institute."

" If tlie teachers who have been
connected ' with the different In-
stitutes, will carry into their
schools this. winter the same genial
spirit which they manifested when
together, the same eager desire for
knowledge, the same jseal for self-*
improvement and the elevation of
their profession : if they will visit
each other's schools, and meet to-
-^ether in society, town, county
and state associations; if they will
read the best books, and take at
least one periodical devoted to edu-
cation — then wDl the schools of
the State receive an impulse in the
right direction of the most power-
ful character, and the teachers
will find their highest earthly re-
ward in the contemplation of the
ever extending results of their
labors." These are the remarks
of the Superintendent at the close

of the year. Then he gives us
an account of the proceedings of
these conventions, with the ex-
ercises : of which we will copy a
specimen.

They began with an address by
the Supeaintendent. The next
morning ^'the members of the con-
vention assembled at the court
room, for the purpose of discus-
sions and exercises in tho best
mode of teaching the branches of
education jisually studied in the
common schools."

Then one of the teachers re-
marked upon some different modes
of imparting instruction, calcula-
ted to excite the pupil to exercise
his own mind — and the importance
of classification and regularity in
all the duties of the schoolroom.
The subject of arithmetic wari
then presented, and a variety, of
exercises were introduced, intend-
ed to test the qualifications of
teachers in numeration, and nota-
tion. In the afternoon they Lad
an exercise in grammar ; the sub-
ject was discussed with much zeal
by both gentlemen and ladies. —
Next the subject of geography
was called up and some methods
were presented for teaching this
subject to even small children, by
means of outline maps and tho
drawing of maps.

The Committee on Resolutions
then reported the following.

1. Resolved, That no agent or piil-
lisher be permitted to bring into the
room occupied by the Convention, for
purpose of distribution or posting^^
any book, map, chart or circular.

2. Resolved, That it shall be deemed
out of order for any speaker to pre -
sent the merits of any particular book ;
and that it shall be the duty of all
members to call such speaker to or-
der.

Another hour was then occupied
on the subject of grammar, with

254

Northr Carolina Journal of Education.

[August,

mucb animated and instructive
discussion.

The next session was spent in
exercises in Arithmetic^ Grrammar,
and Orthography, and singing at
the close of each exercise.

At a subsequent day, the follow-
ing resolutions were adopted.

1. Resolved, That as irregularity in
attendanoe is one of the greatest diffi-
culties with which the teacher has to
contend, it is the duty of all parents,
whose children attend sdhool, to see
that they are regular in their atten-
dance and punctual to th^ hour for
commencing the exercises of the school.

2. Resolved, That it is the duty of
teachers to exert their influence for the
promotion of common school education,
and to exert such influence upon the
minds of parents and guardians, as
shall induce them to enter with cheer-
fulness and zeal into the assistance of
their teachers, in elevating the charac-
ter and condition of our schools.

3. Resolved, That the operations of
the State Normal School, so far as we
understand them, have our entire ap«
probation; and we bespeak for that
institution, the hearty co-operation of
parents, sohool^committees^ and citi*
zens of the state generally; believing as
we do, that it will have a tendency
to elevate the standard of common
schools, and thereby secure to the
youth of our land an invaluable bless-
ing — a thorough, practical eduoation.

A good degree of interest was excited
by the exercises of the convention, as
was evinced by the large and ^nstant^
.ly increa^ng number of spectatocs, and
which, at the last, crowded the court
room almost to suffocation.

We are fully convinced, says the
Superintendent, that the exerci-
ses of the week will make a last-
ing impression upon the teachers
present) and that our common
jgchools will' reap a rich reward.

We have thus given only specie
mens from the report, and in some
cases have abbreviated its lan-
guage; and it seems to us that
something of the same kind is ex-
actly what we need in our State

for the improvement of our teach-
ers and schools. They would learn
more, by attending one of these in-
stitutes, about the best mode of
governing and teaching, than they
ever knew before ; and more than,
they could learn in a long time by
reading in books on the subject. '

Mind would sharpen mind; a
stimulus would be given ; a zeal
and an interest would be created;
an impulse would be given that
would last a long time. Let teach-
ers themselves speak out on this
subject; let it be brought up and
discussed.

Keep talking about it till some-
thing is done. We are persuaded
that there is no object now before
the public mind upon whifch funds
may be speiit more profitably than
in this may. Dibabcalos.

GLOBES APPRECIATED.
It is pleasant to observe that ar-
tificial globes begin to be appreciate
ed in this country. Hitherto they
have been much neglected^ even
by those who take a deep interest
in education. In Europe the fact
has been the reverse,, especially on
the Continent. There is scarcely
a respectable family of literary or
scientific taste, in France, Prussia,
Bavaria and Saxony, without at
least a terrestrial globe, whicti is
considered necessary, in order to
read even the daily journals intel-
ligently. In the same countries
there is scarcely a school at all
without a pair. No sooner has a
German or French child learned
the definitions in bis geography^
than his young mind is exercised
on the artificial globe, so that the
relative distances of places may be
indelibly impressed on his memory.
In recent year$>, England has
gradually, though too slowly, been

1859.]

Common School Department

255

introducing the same plan. Oar
turn has oome at last; and when
we hegin we do things in earnest.
It is quite a favorite habit in the
North to sneer at Southerners for
their alleged neglect of education ;
jet there are few unprejudiced
persons, who visit the wealthy
olasses in both sections of the
country, who will not admit that,
generally speaking, southern gen-
tlemen have much better private
liberaries -than the same claf^s in the
North. Br. Mackey said, in a
recent lecture at Edinburgh, that
he saw more artificial gloHes in
private residences in the slave
States, than among the same num-
ber of population in the North, ad-
ding that northerners had taken
the hint, and were now introduc-
ing globes into common schools.
This is true, and it is an example
worth imitating. The few that
were used here in former years,
were imported from Eoglaod or
Prance. Now they are manufac^
tured on an extensive scale at
home, by Moore & Nims, of Troy,
N. Y., whose Franklin Globes,
have elicited the highest praise
from our most respectable journal.').
Their sixteen inch bronze pedestal
stand pairs are models in elegance,
beauty of finish and accuracy, and
have been pronounced by the best
judges, as at least equal to any spe-
cimens ever imported, either from
Paris or London. These give the
other smal lines of temperature, the
deep sea soundings, the new dis-
coveries by Barth, Livingstone and
others, in A.frica, the recent divis-
ions and boundaries in Ceotral A-
merica, Australia and the Arctic
Regions. In a word, they are en-
graved up to the present time. We
had intended to give our views, in
brifif, of the great practical value of
some of the various problems in

astronomy, as well as geography,
which can be performed with litde
trouble on the globes, by any per-
son of ordinary intelligence; we
will, however, make some future
observations on the whole subject,
which may not be uninteresting to
our readers. — Richitiond Whig,

The reputation of the Franklin
Globes has already outrun the ne-
cessity for description. The man-
ufacturers have recently added to
their list, a splendid thirty inch
Terrestrial Globe, the largest ever
made in this country.
The Franklin Globe Manual is de-
signed to facilitate the study of the
Globes, and includes a description
of the various terrestrial and ce-
lestial phenomena, problems on
the Globes, elements of astrono-
my, the planets and laws of plane-
tary motion. We are convinced
that the study of geography, with
the use of the globe under a ju-
dicious teacher, would be greatly
simplified, and instead of general
notions, the pupil would obtain ac-
curate knowledge.

The illustrative designs in thL^^
work are finely conceived and well
executed. W^e beg leave, here,
to make a suggestion to teachers
and school officers. A pair of ten
inch globes will cost ^22. The
Terrestrial Globe can be had for
$1 1 . The cost of a common school
geography is about $1. Let twen-
ty-two scholars (or their parents
for them) pay $1 each, and pro- .
cure a pair of globes, or half a dol-
lar each for the terrestrial, and let
the teacher, if not already read up
in the uses of the globes, review
this manual carefully, and we will ^
venture that three months experi-
ence will satisfy the most incredu-
lous of the value of our sugges-
tion. — New York Teacher.

256

North- OaroUna Journal of Education,

[Angust,

lltsibtnt ^bitor's ^^mimtrd.

Statistics. — At the annual meeting
of the State Educational Association in
1858, it was determined to appoint
several * standing committees/ and
among them one on * Educational Sta>
tistics.' This committee is required to
collect and report to the Association all
the iufoimation that can be obtained, in
regard to the number, character and
condition of schools of all grades except
(Common Schools ; and to prepare sta-
tistics for publication.

This committee made no formal re-
port to the Association, at its last meet-
ing, because the Information obtained
during the year was not sufficient to
furnish even an approximate statement
of the educational condition of the
State. Much labor was required to
obtain full reports from less than one
third of the schools known to be in
operation, and there are doubtless very
many schools in the state entirely un
known to this committee.

The committee now consists of, Rev.
Neill McKay, Summerville. Rev. C. II.
Wiley, Greensboro. Thos. Marshall,
Wilson. Rev. Wm. Gerhard, Concord.
J. II, Mills, Oxford: and to enable
these gentlemen to furnish a full report,
and thus let us know what progress we
have made, we hope all teachers, school
officers, and others will send them
whatever information they can obtain,
in regard to the schools arounO them.

If the County (7/mir»i€?i will endeavor
to make themselves fully acquainted
Avitb the condition of all the private
schools, Academies &c., in their re-
spective counties, and send separate
reports, in regard to them, to the Gen-
eral Superintendent with their regular

annual reports of Common Schools, the
object aimed at can easily be attained.
"Will the chairmen think of this, as the
time approaches for making reports ?
While statistical reports may be unin-
teresting to the general reader, yet they
are invaluable to him who would make
himself acquainted with our actual con-
dition, or the progress we are making,
as a State, in education, agriculture,
or anything else. And these statistics
should be preserved in a form that will
be convenient for reference, whenever
we wish for information on a particular
subject.

It has been proposed to i^vote a few
pages of each number of the Journal
to the publication of such statistics as
we can obtain ; and while we desire
especially to present, and keep before
our readers, the educational condition
of the State, yet we would n exclude
from this department any thing that it
might be desirable to preserve in such
a form.

We mention this subject for the pur-
pose of ascertaining the ^ jhes of the
friends of the Journal, so far as they
may choose to communicate them ; and
that all who wish to see such a depart-
ment introduced may send us whatever
statistical information they can secure.
We will not begin unless we have some
assurance of the co-operation of those
to whom we must look for accurate in-
formation, on the various subjects to
which this department would relate.
Shall we attempt it? Would it add to
the value and interest of the Journal ?

Lincoln County. — Since the July
No. was issued, the Chairman of Lin-

1859.]

Resident Editor^s Department.

coin County has ordered 35 copies of
the Journal, for the 35 Districts of his
County. What County will come next ?
Call the Boards together anU lay the
matter before them.

AxawEEs to " Historical Questions,'*
in July No.

St. Augustine is older by 40 years
than^ any other town in the U. S.

Damascus is the oldest city now in
existence. — ,

For an answer to the other, we would
respectfully call upon the author of the
question, or some one else. * * *

it correctly printed, unless we could
find time to examine carefully and copy
the whole of it.

Questions. — A correspondent sends
the following Questions, which we in-
tended for the July No. but having our
time and attention so much occupied
in preparing the minutes of the Asso-
ciatioa for publican-ion we overlooked
them:

Suppose the weight of a bar of silver,
in one SQale to be lOoz. and in the
other Bcale 12oz., required the true
weight of the bar ?

A and B are on opposite sides of a
circular field 268 poles about ; they
begin to go round it, both the same
way, at the same instant of time ; A
goes ^2 rods in 2 minutes, and B 84
rods in 3 minutes : How many times
will they go round the field, before the
swifter overtakes the slower?

A and B together can build a boat
in 20 davs : with the assistance of C
they can do it in 12 : In what time
woiTld C do it by himself?

The friend who sent us the Arith-
metical solution of the " Land Ques-
tion," in June, will please excuse us
for its non-appearance. The large
numbers are written so closely, in some
parts of it, that we cannot hope to have

Requests. — "We call the attention of
our readers to the following "requests"
which we unintentionally neglected to
publish in the last No. of the Journal :

"Will the members of the Educa-
tional Association who are teachers
send me a list of the text books used
by them with a bvief statement of their
merits, in order that 1 may obtain,
very soon, the information contemplated
in the resolution, passed by the late
Educational Association ? I append
the resolution that all may see what is
the information desired.

Whereas, Much diversity exists in
the text books now used in schools of
every grade in North-Carolina, both
male and female; and whereas, much in-
convenience , expense and detriment to
the cause of education result from such
diversity ; and whereas it is very de-
sirable to remedy these evils and to in-
troduce uniformity in the text books
in use in all the departments of North-
Carolina Schools ; therefore,

Resolved^ That the President appoint
a committee of three, to whom this
whole object shall be referred.

It shall be the duty of this commit-
tee to correspond with the educators of
the State soiiciJ.ing a frank expression
of opinion it'i. ive to this subject, to
ask from all u t :?- of the text books used
in each depanuicnt of their schools, and
a brief statement of the merits they
are considered to possess, and further,
it shall be their duty to correspond with
the educatois of other States, and with
the great publishing houses of the
country, thereby procuring all the ne-
cessary details of the school* publica-
tions tested by the expcrieuce of the
former, and issued from the presses of
the latter ; and then after a careful
and impartial examination of the force
of the views advanced, and of the merits
of the several publications submitted
to their scrutiny — to report the result
of their investigations to the next an-
nual meeting of this Association, re-
commending such action as shall be
best calculated to efi;ect the design con<
templated by this resolution."

258

North- Carolina Journal of Education,

[AtigtiSt

May I request a lik^ favor of those
eaucators who are not members of the
Association?

Will my editorial brethren, favorable
to the reform contemplated, or as a
matter of courtesy to myself, oblige me
by giving these " requests " an inser-
^ion in their journals ? A like favor
will be reciprocated at any time. Those
who reply at an early date will doubly
confer an obligation. Information, from
any source, calculated to throw light
upon the subject, or lessen the labors
of the committee, will be thankfully re
ceived. Address me«t Beaufort, North
Carolina." S. P, POOL.

Chairman of Committee,

Webstbe'sDiotionabt, Unabridged,
Nbw Pictokiai. Editiqji.— Springfield
Mass, G. & C. Merriam,

We have just received, from the en-
terprising Publishers, through W, L.
^omeroy of Raleigh, an elegant copy of
this New Edition of WBBaTBR. And
on comparing it with the edition of
1 852, which has been our constant com-
panion, ever since its publication, we
notice the following new features :--»
Pictorial iUustrntions, Table of Syno-
nyms, Peculiar use of weirds and terms
in The Uible, Pronwincing table of
Names of distinguished persons, Latin,
French, Italian and Spanish phrases,
MotAoes of the various States of the
Union, Abbreviations explained, Mean-
ings of many of the acrijptare proper
names, and an Explanation of Arbi-
trary Signs.

The Pictorial ilkistrations, about
1500 in number, are intended to aid in
understanding the definitibna and, so
far as many of them are concerned, are
very valuable. They relate to Archi-
tecture, Natural history in all its
branches, Mechanics, Geometry, Im-
plements of War, Coats of Arms, Al-
phabet for Mutes, Geology, Heraldry,
Mythology, Philosophical instruments,
Navigatioui and various other subjects,

in which terms are used that cannot be
fully explained by the use of .words
alone. These llluatrsktionB are well
executed, and form an entertoiaing and
instructive part of this invaluable book.

''The Table of Sjtaonjms, By Chaun-
oey A. Goodrich,'' also constitutes a val-
uable addition. Those words which
are similar in meaning are > compared,
in groups, and the peculiarities each
pointed out, that all confusion may be
avoided in their use. The Table con-
tains many hundreds of .those words in
our language that are of most common
occurrence.

But the meet important feative of
this edition is the Apfendix^ contain-
ing between 9,000 and 10^000 words
not found in former editions. That so
many words should be^feund in utte», that
are not to- be met with, even in Web-
ster's Large Dictionary, as we have
been using it fffi'.years, 3eems almost
incredible, but if we examine this Ap-
pendix of 80 pages, withmore than 100
words on each page, we see tthat it is
true.

Such being the case, what American
acholar can afford to be without thid
great American book, adding as it does
almost 10,000 words to his vocabulary?
Former editions contain a *' Pronounc-
ing Vocabulary of Modern Geographi-
cal Names," which we find in the pres-
ent to be very much enlarged and im-
proved. Let all teachers of Geography
notice this, for we know they are often
at a loss to know how to pronounce
the geographical names of foreign coun-
tries.

The '•Pronouncing Vocabulary of
Proper Names of Distinguished Indi-
viduals of Modern Times" is among
the new features, and would be inter-
esting if considered only as a list of in-
dividuals who are considered distin-
guished, without regard to the pronun-
ciation of their names, But we con-

1889.]

Resident Editor's Department.

359

aider a eorreet prosounoing vooabulary.
of names as a very Tsluable addition to
a IHetioDary, since few readers are suf •
fieiently familiar with foreign names to
be willing to dispense with suoh an aid.
WithSfat having seen the gre&t rival of
Webster, just published, we may safely
say that, Ws^bstbr^s Diotiokakt, Pio-
TOBiAL Edition, VNABaiDasD, is the
mi>8t complete Dictionary of the Fu-
glish Language that we have overseen,
if it is nojilthe best ever published

In the completeness of its vocabulary
of our language, and in the accuracy
and Mlness of its definitions, Webster's
Dictionary steads pre-eminent ; and in
orthography it is followed by a ma-
jority of American writers, so far as
oar observation extends.

But whether we may choose to adopt
this as the standard, in every thing, or
not, yet no student can afford to be
without it, whatever othep Dictionaries
^e may have.

The meehanical execution of the
present edition is decidedly superior,
combining darability, neatness and
taste, and showing that the Publishers
have spased ne Inhor or expense, in
itel^g it out' in a style worthy of the
Book, and domg credit to themselves*

Campbell's AGaicuLTuas.— A Manual
of Scientific and Practical Agricul-
ture, for the School and the Farm.
By J. L. Campbell, A M., Professor
of Physical Science, Washington
College, Va. Philadelphia : Lind-
say & Blakiston.

We have received, from the author,
a copy of the above new work, on an
important subject. The field is one
that has been entirely too much neg-
lected in our Schools and Colleges, in
fact no suitable text-book, on this sub-
ject, has hitherto been ofliered to en-
courage teachers to introduce the sci-
ence where they had not the opportu-
nity of teaching it by lectures, without
the aid of a book. Besides supplying

this deficiency, this work is intended
also for those already engaged in till-
ing the soil, who may feel that they
need to improve in the Science of Agri-
culture.

The Southern Planter, Richmond,
Va., says of it : " We can with great
confidence recommend it, as eminent-
ly worthy of general circulation among
fanners, as a concise, acurate and
systematic treatise, calculated to im-
part the most valuable instruction, in
respect to the science and practice of
Agriculture; and reduced to such a
form that it may be applied to the
daily business of the farm. It is truly
*A Book for every Farmer and every
Farmer's Son.' "

The Power of Religion on the Mind,
in retirement, affliction, and at the
approach of Death ; exemplified in
the testimonies and experience of
persons distinguished by their great-
ness, learning, or virtue. By Lind-
ley Murray, Author of Eng. Gram-
mar, &c. New York : S. 8. & W.
Wood.

The above work is published by or-
der of the "Trustees of the residuary
estate of Lindley Murray." He left a
portion of his estate for benevolent
purposes, and directed the distribution
of this work as a part of his plans.
Many thousands of copies have been
distributed and the Trustees of the
fund wish to extend its -influence by
introducing it into schools, to be used
as a reading book. And while the es-
tate is not sufficient to enable them to
furnish it gratuitously, they ofiTer it at
20 cts. per copy, while such books
would ordinarily cost at least 76 cts.

The subject is illustrated by sketch-
es of more than 80 eminent persons,
among whom we mention, Job, Solo-
mon, Stephen, Paul, Ignatius, Poly-

oarp, &c. Let teachers, who would
like to introduce such a book, send
stamps to pay postage, and get a copy
from the Publishers for examination.

AMERICAN SCHOOL.

INSTITUTE

Is a practical Agency for supplying Families, Schools, Academies and Ool«
ileges with competent Teachers and Professors, for any department of Litera-
tore, Science and Art. Particalar attention given to the Department of Masic.

Books, Maps, Charts, Globes, Apparatus, Sheet Music, Musical Instromenta
&c , &o., {supplied at the lowest rates.

Refer to — Faculty Amherst Collej^e, Mass. — Br. Lowell Mason — Prof. Geo.
y. Boot — Mason Brotliers — Rev. 1). C. Van Norman, etc., New York — Hon.
Tbeou Frelinghuyeeu, L. L, 1)., Prefcident Rutgers College, N. J. — l)r. William
Curtis, Lime Stone Springs, S. C— Hon. John C. Rives, Washington, D. C. —
Hon. Albert Pike, Little Rock, Ark. SMITH, WOODMAN & CO.,

346 Broadway, Now York, and 609 Chestnut St, Philadelphia*.

From Hon. Theo. Frelinghuyseny i. i. />., President of Rutger^s College :

" The American School Institute, for the supply of Schools, Academies and
Colleges witli competent Teachers and Professors, happily meets the wants of
our country, and will, 1 have no doubt, be found to be a most convenient and
useful institution. From my personal knowledge of one of its members, and of
the r^pectable character of his associates, I regard the enterprise as 4e8erviii|^
of pablic confidence.

Our -country is so extensive, and schools are so multiplied, and will be, 1
trust, more and more, that some medium is almost indispensable for reference
and selection and supply. And the piirposes of the American School Institute
usefully reach the case in all its departments.

Very respectfully and truly yours, THEO. F REINING HUY SEN.

Ncir Brunswick, May 17, 1859.

Dr. Jolmsoii's Philosophical Charts.

These Charts embrace, besides several original illustrations, all the essential
diagrams and drawings contained in tLe popular and commonly used text-books
upon this branch of education ; numlermg about three hundred dratcingSf illus-
trating clearly the principles uf Natural Philosophy, as generally taugtat^in
Schools. They are accompanied by a Key, showing what each illastrtbtes, and
{^visg in brief, the essential explanation.

The Charts, which are ten i>- Numbee — each being 34 by 52 inches, are well
bound, and strongly mounted on cloth and rollers. They are printed with tohite
line* on black ground, and most of the drawings are colored, making them dis-
tmctly visible from any part of the largest school-rooms ; preventing them from
beooming soiled, besides giving them a neat, lively and ornamental appearance.
From benjamin Silliman, L. L. i)., Frofessor Emeritus, in Yale College.

Dr. Johnson's -Philosophical Charts are well worthy the attention of all Teach-
ers and Learners of the different branches of Natural Philosophy, to which they
relate.

To Teachers without apparatus, they must be an utvaluable aequisitiont and a
Tery u^ieful one to those who have the instruments.

BENJ. SILLIMAN.

Price of Ten Charts, mounted on cloth with rollers, with key .$12 00

** " ** *' paper, with key 10 00

'* " '• " unmounted, and sent post paid by maiL.. 6 00

SiMITH, WOODMAN & CO., .
S-3t. 346 Broadway, New- York,

i^igeats Wanted.'] 009 Chestnut St., Phira.

THE NORTfl-OAROLIIfA

JOUKNAL OF EDUCATION.

Vol. II.

SEPTEMBER, 1859.

No. 9.

, . ., Pi.i. i I >-

ADDRESS:

Delivered dt the opening of the sessions of the Educational Associa-
tion at JSTewbern, by the President^ Rev. B. Ci#E(Ja.

Ladies dnd Gentlemen of the As'

sQciution :

The revolving seasons have
broaght us together^ again to ex-
tend and receive mutual greetings
and congratulations; to collect,
from the experience of the past,
knowledge that may guide us in
our future work. With grateful
hearts, for blessings conferred by
the Giver of all good, We may re-
new to each other our assurances
of love and zeal for the Educational
Interests of North Carolina, and
congratulate each other on at least
partial success in the great work
in which we are engaged. Our po-
sition before the public is far more
favorable than it was last year.

The Legislature has recognized
our claims to respect and confi-
dence ; and has made us a body
corporate ; so that we can be more
efficient in directing the public
mind in the vital work of educa-
tion, and exert a wider extending
influence in favor of measures and
principles affecting the education-
al interests of our State. Our past
success may stimulate the present
and stir lively hopes for the future.

I confess to a feeling of diffi-
dence, in meeting the i^equirements
of the present hour. While stand-
ing before you as your first presi-
dent from whom you have required
a speech (a message if you please)
indicating the Hue of policy to be
pursued, the great enterprisfs to
be undertaken and the plan of the
work to be executed, by our Asso^*
ciation, I think, I may be pardon-
ed if some hesitation is shown and
indulgence craved at your hands.
When we behold ourselves stand-
ing forth as the champions of edu-
cation under authority, not merely
of voluntary association, but of
legislative sanction, to lead, to
sruide, in some instances to control
public sentiment in North Carolina,
on the subject of education, we must
feel that something is expected of
us. You have placed your hum-
ble servant in advance, and bid
him, who has known only to labor
in a local sphere, give words of ad-
vice (it may be of command,) to
this grand array of talent and pow-
er. It is enough to make a mod-
est man fear for his capacities and
wish himself in a less responsible

isorUi-CaroUnii Juarrju r.f K.lucatto,i,

[

l:\'\ coj-i^-j'icuou.^ irDsition. Eiit ' Tiij full fiTj *:',jn ^ve may not at-
V'ju h'lV" i,lr.ccd me here unci ruist tain. — T\\^ v.C.\\x.v:yin^ .<iiT](j.s or
/::-iVO "witl. :ne die ro?no!;si:";ilrjoiV pojjuh.r etlu(;a*:i»n liiivobccJt \ivurj
:'_j ii- ^i'if'ii. — Y'''ul'i(lino ad.hc^: :uii fi-crjitonL \\\ th^ h.^i <:ii<i.rtc;r <•:'
iLN co^iL"!''-^" f:t* ]>^onarchs as;^t]H- ii ceuturv, L;u l'.;\7 lar iivo wo silil
Vlc'I in coiui'jii to thwj'ri ti;o ^ay- ■ 'xiow the siijiiniit o'' our as^lm-
vr:;r'irLj::S v.vA p'^s-iMn of younir tion-? (^;n!.l ^ve ol:v : o.: i:iN 111-
A^'i' r'«';i, find teach liim, liint 'lo Ltrn^^ '^er.cnil, in. ti"v; i-...:'ia] c'relij,
I^ :. sub;!'ct oi' lav/. Loth huina:i a-iu ^iii the '}.\vi\i, iii ;::'„ -.vovk-l'L.; , in
■^iv::.?. r.iiJ hnj'irfsc mean:, rjiJ tl..' *; jai;i:i.:i:-roo:n, i;t ih*; 'u 'y-ljux,
:L'-i-";iv--.;^ t'^ free the b"V>^ r.r.'^ 'jJy\< , at the hiilk't-h'.'X, sih!iaia'.v.l ]r^' -
o:^•Jrlh Carolina 1V'.;)lI tlin <]e^- ! virt'iousactivi(v. Ir'wbrij^lxt would

dice an-1 v.er, and ^fcciLre tbv tlieiii ; Av'e !■_•'. k \>'hh }/ri<le on Wurks ol"
}:e--,:oin vo irrow :r:v > litOJi a-i"^ wo- ' •;,rt, |:il -^ <'[' £:'*a'ixto and ma^'b:?,
v.:(j:: worthy oithj Oiu2v,rth 'it;Lt,\ r.-ai-. ci;i.ah, \v, rk-rh^].;:; an 1 coli-
^Vii-'n V"; set. the riai'^iitudo of the . inerco :. « 1 r;a-'. :h/^.} hliow the i-ro-
\rsJ.:,th. .'h-tad -■ to be ovorcaaie, | ;:':-e-' of a ;>a' :, tb- e ::re works cf

v^'rkt V ^av ^' \^ h'' ■ ■'itinl

v; * n

V c 1 1 a < ' ' L

Mu. .

i sa-ii( le"-:! ibr th'::^c thiiie'-: if'' A\'e tit e'; a*^' inv^ iitiv:- e' liii':^, a:-.! tie-
IV coiAinittcd to this work, wo a.: iL(>h-;:e'la."b:^c.- ;.ed admire ta^ir

net draw baek. i.^.ir i-rc:

\f r!: i- '■(z 'levci':}'0 laind \\\v\ hi- baiafyd i-it va-tljv niwr.. u/bl • I-tho
:r- a;<o th" aiaaunt aad (f^eieae^' ' laiad i' eU' th<; I'-reatbui'dvr .j/iLi
'.i':'ic w-'?<i]i.i: mind .jf tiie c-jun- . the^e w-.'^ki. It ';^ i'lr >diciit <.-i.e-
ir-a Ail e,;r ?;ia!is a^id oneration:^ ' r^irin-h' rn niiad thar haivls tu aii
K;'i-: t;!id to tiii ; jxr'ait, oii(h '^Vr^ . tiic-.- spbaaiid ro^aks. Affer ail
..\ : t.'"' c.Tv^kca irros.dbk; a e'en(;';d ta^^-iM ahibif i .us'/' !;o7,er ; yA jTG-
ie.-ife l\'r kuo^^ leu'/c and iKa,{iL ou:: ' SV'-^-' how saiall is t':e iwv -bja ol-
•■ -a'a-t direei way tu its a^riia- tli'^ w-a ki:'Lj"ni'ud o" (no >'are eoin-
:j] Mt. Few id'-asaro crraad'. r tliaa : ^arej witii rhe undeveha L'.1. ua-
tlia'" ''•':'avcv*'Mt ia the rxa:\-.d>n iblt r;oiM,;'ia h ini: d jnnaT;:. It ii
'• a!b\'a>;al iatelhe;ciijc.'' It i- t > laiv :■.; inv ica ;-a.] (!■ a ol'.jt.e. A\ o
ihira tliet wc a>^ an association, are least arae oaw'.aai to i;:s eauauiii-
a;b .■'•i:v"'"^e ayaoxiiu-'t^. Who c,.u ' na'ti ;a.

e.jakv e- .:ir,r?aend ir ? I': i^- lik' ' Sj h=r a.- I kaow. wa as an as-
e.r: ^"eoavMna tbc; 'rrand';iiv of tite sjeiutivai, are on tcrais ol" f'u:r.iiy
;i>i]\e' sail. 1die mind Ibrjet.; laie ' aad frieadshir) with :d! the vjraaa-
:• -.lesty of the jaain (object in tl.: i/ed ^•J7^or.5 ut" oar rrtrte, ea.;'iaed
divor-^ity ui* the nt)_iectt; aisck'=ajl to ' in th-; a'.-b'e work of mental eui:ury.
tba Tensas. >r» when we i>ca:n to ' \7c extofid t « aii a ceidial crreetln:'
le k: at the rhoairlit of a state \;Cji- in tlieir iierruoiiate w^a-k. To the
' a' -iaj: " ■';aiver-ad iati lha;caoe/' ' [bii^fcrhiiy, wo wish sueeessful \v\A-
vre Ibravt what we arj tiknizinj: of: e-'shioia all that relates to the VviXi-
in \\i(}, niimb'^rjess particulars ! est avtainaients in retlned and |>u!-
ibreed on oar a'Lontion. Vv"e eaa ' ished scholarship and that her ;s(/a.i'
r-.-aib^e th"-? cone-option only bi an ; andalamni may walk, every where,
ap]iroxii!i.arion ihat brings with it 1 worfcliy tiie calling by whieh they
:: rearer Jtrid stdi aa'eater blossin.rs ' uaiy be known as students andi^rad-
and enjoyments. I uates of the State Uaiver.'sity, and

iS.3U.]

MdreSS^

r»'' *

sLow by ;t ze'dljUvS support -ji ulo

lion ol" Liu; truo inltir'w.s:s uf iiie
Stati;. AVu luipo tlicy \^:11 pliico
ll.oirs.'i V '(■.'•• attlio cullufili coiiu-
tios in whioii liiuy icvi-lt^, aid tLiv;

v.'u^«r. . 11 ,'''.:ii .')\ ^r.-lcih t>o in icl :u'i-

.ii I .. 1''. ' ]■ .. '. ti .»i i\ u ivi i. la* .' a; i' i'
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I . . ■" I ■ • " . •

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ill*.
. I V' -11' ..■ lu li^l (1 '■■»'.' \, lolilll.! \'l L

• ' ' '

. .:.^ V i,;i' I • ■ . V .. 'J « ' ; i.'v . (j 1 '»»'.'< ■ ' L I ; r.\;-

I ti^ado, of <luci8ioQ, of pauie?jce, ci

I -iL^ii-.-e — of lUi'/cy. 'i'iio iliut oi
, lais eOL'iiiol wiil iHA LvMVUSt oa
. you. Vuiir luu.suics and ucrvcs
t vviil ijr> /'.Hti-jei ana wusud. jLiiu
, viLai I-jvc'J. ill you will bo cxpciiJod.
I lAj is u.jl hkoly your iic. li v.i.i ;.g
I i.jra aud your Vfiu:j op^uod, buL
' vi)ur ii.sa vbl bo cuo.^Liucd i'.^L..
I \ >ur L(.'iVv..s uri^ ruiiir, u.jLo'o tu.-j
, Ny'uik i^ d. (JO. \uur !.it'i:.s Vi'id o;.Vo
■ :. 'biu'u, ai.d i.i<'.rjy wiiioctli.jt »rouei
, V:l id Hcfr"-'!!, ii yoU 'dv t 'Aoiiii'i oi
^' lUi' duv ufid ciiO T)0.-DiL:"a V u .irc

'Ji.I»»",' vA 1.) Ij]"'. . J. L. .Ill . Oi\l'>v.'0 11 ' U

_!io \va.a.'iu. 'i .'!'; ch;; .d \'i..i\..y

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;.ii;y z"'. p;.:.o lu yv>ur Mi' i.-- iiu.»"

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» Kij Li.!.i. . •;- J it-.i . ii'ii'liO.-i ^1 ^ uuU-

'/e'l.,'' y^ul i[. f'l: !:iid.-L. \'' ^ U.'^iv
Vuui* c uti ;! aiia Cvi-'ir'Ciai.iui: Ui
:i.'j ;J.'cm!. /."•.■ik .ii \v;.i di Vi'e 'iio cu-

^ i.lidu;:i, (/ul' (tvrii »'>tuio. \*) C V lilil
: Ljit lie:! ^^nl;; alid vi-'iLdilo.'.-j Vi'-il

v-al.xk: ^ld\(*L^A lands.

Yc putlJUiJlt .S (Ji lilt' .S'jht)'. »!-l''.»nilJ.

• o}'»u iiia;oiy |jji>jo_L',.^ iiu."^ vvu;u.
k uu iu»vo uo'jU uI ibo uiaUi'v \ir-
vUCi'; of couraL'C; of wisuoiii; of kh-

\"-.i.'k i.: u .; ap; w:::;:!;^Mi' .-1' o./i:. •
;..■:*.' 'S !'. \v .: .-l; i<.'*y.ii-> y«'ii :.rj

' ClOu on ad I il'J .^liL/iOL'iS':, :iCu;l,^I.: 1

V ■- ^

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r , '• • r I

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; tiuLl. dlKo i.U'.1iIm'JLCUL.-\*- "l il.*..*-

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i iiUjiiccL: \*. lU, UiLj ciu:iH'ni.ai"y .„»».;

. t'.vi.''Tidi:if; ikrouLrb loo :uiruj r<t:>L*;o

-I

fill' f'.\

• \n iJac iiiu'oe.-io uuauiaoic cuiiurtMa
' lur cjdt ;_:'Aj litid uoivor.siuos. — k no
; bi.p..i\;.iui;j i.;i." ujourucy a Lid tkoi-
\.\\'.{\'i Lraiiiirj'j: has only lo bo oaujtu
CO b;j ack lujwlcdgod. illu.-di.iLDi.s
, Uica^i uLuetivo iij prcacLir.!!];. toLi
■ h'iOj'jcL as a ojutsj ot rca.-;. lu..■_-
l \ic should iuaUi ou every iub^v ..

264

North' Carolina Journal of Education.

[Sept.,

taught, being tb&roaghly taught.
We have often seen legible hand"
writing and bad spelliog. Some
construing the rules of syntax be^
fore they had learned to attach
definite meaning to words, and oth-
ers aspiring to practice the sciences
of Algebra, Geometry and Survey-
ing, before they had mastered the
fundamental rules, fractions and
proportions in ar^thmatic. This
fundamental error retards all true
education, in those a^ipiring to pol-
ished scholarship, as well as among
those seeking only general intelli-
gence and ordinary business pow-
ers. 3

If the child U taught to spell
and read understand! ngly, he has
the elements to squire general in»
telligence» If our work is to be
successful it must extend to the
many as well as the few.

The embarrassments are so great,
arising from this defect, that many
are prevented from using to any
pleasurable, or profitable extent,
knowledge everywhere within their
reaeh.

Auxiliary to this, we must labor
to elevate the standard of scbolar-
ship and attainments among. teach-
ers generally, and to secure a
higher appreciation in the pub-
lic mind of CO! rect training. No
eiOforts, or expense likely to be in-
curred, will hfi too great for a boon
30 valuable^^ Secure these improve-
ments in the common schools, and
academies and colleges can. address
themselves to their appropriate
work, and soon We shall not find
ignorance and mental imbecility,
where intelligence and refined
learning ought to exist.'--By such
a course of training, mental and
moral force will be iodeffinitelv
augmented for exertion in physical
improvements. When we speak of
education we desire t^^ be under-

stood as embracing all the powers
of man, not the mental to the ex-*
elusion of the moral, nor mental
and moral to the neglect of the
physical man.

The main purpose of education
must be to develope and strengthen
what nature has bestowed. Let
the bodily orgam* be strengthened
by training, not deformed by twist-
ing and distorting^ We need for
this work intelligent minds in eve-
ry part of the State. How shall
we have them, is the main question
growing out of this suggestion ?

Men must be tau{i;ht to do this
work as well as practice any other
art or calling. We may admit that
experience and practice enables an
operator to work skillfully, and
that many things are acquired by
experience, not transferable by any
known mode of communication ;
but still there is a large space to
be filled by proper instruction.

I trust one. of your committees
will present this subject promi-
nently before you. We might ask
how is instruction to be given with-
out an instructor, and how are in-
structions to be imparted without
a place in which to give instruction
and how could a place and fixtures
exist without expenditure ?

These questions lead the mind
to schools of teachers, call them
what you may colleges, academies,
or Normal schools. They are a
necessity, and I have no hesitation
in urging; on you the adoption of
such a plan, as in your judgement
will harmonize the friends of edu-
cation in cordial 'eo-operation to
give efficiency toaiyrstein, applica-
ble to the whole state. .

The mo(le of imparting instruc-
tion may be safely left to^ eaph mind
having received itself the proper
training. The , .pkillful i^echanic
' soon learns which of the mecnani-

T859.]

Mdresi,

265

L'^'^r'S"-

cal powers is best adapted to pro-
duoe the desired moo^entum. Let
teachers be properly taught the
fiubject which they af3 to teach and
be fornished with the relative ad-
yantages of the differeDt modes of
instructioD and thej will very like-
ly use the mode best suited to each
case.

Text books have much to do
with successful instruction. The
best ought to be used, something
approaching to uniformity ought to
exist in the common schools of the
state. Our worthy superintendent
has not been unmindful of the im-
portance of this subject, though his
views have not been so generally
acted on, as it was the interest of
education to have been, still some-
thing has been gained on this point.
Would it not be well for this asso-
ciation to select a competent com-
mittee to counsel with the superin-

by its rays. — Let friends eaoour-
age and teachers write, and write
to the purpose, and this will be a
noble instrument in breaking down
the strong holds of ignorance and
vice.

With these suggestions humbly
offered for your consideration, I
shall dose with a few words to my
fellow teachers.

Fellow Teachers, representatives
of the schools of North Oarolina,
both male and female; shall we
not make this association the focus
upon which the rays of me&tal
li^ht in the state shall concentrate?
Shall it not be the symmetrical
centre of influence, that shall give
tone and direction to educational
efforts in North Carolina ? It is
unnecessary to drop behind the
car of improvement, and press the
advantages'^ utility and importance
of education. Nor is it needful

tendent and see, if something like a to recommend, or defend the es-

uniform system of text books, could
not be agreed upon to recommend
to the use of common schools, and
schools generally throughout the
state ? There is diversity of tastes
ard interests but something verg-
ing towards uniformity tnmht pos^
sibly be secured. This alone, if
effected, would compensate for the
expense and trouble of this meet-
ing. Teachers know the impor-
tance of this subject.

We can scarcely #vcr«estii)Qate
the importance of our Educational
Journal in this peculiar work in
which we are engaged. In this
Journal^ the thoughts, feelings,
successes and emba'rrassments of
the Teacher ought to find a free ex-
pression. Let this monthly go
every where in the State^ so charged
with mental electricity that every
nerve in the state shall feel its pres-
ence and be so full of light that
every hearth-BtOBe shall be lit up

tablishment of colleges, male and
female; high schools, or acade-
mies, or to offer pleas in behalf of
the system of common schools. —
We have all these. Shall we take
them as we find them and make
them what they ought to be?
These are questions directed to us
and pertaining to our actions.

I would insist these can be made
equal to the wants of our State. —
On you, the Teachers, depends the
satisfactory answer to these ques-
tions more than upon any other
class in the state. And I may
add, upon you depends the future
character of North CaroHn*, more
than upon any other single elass in
the state. Shall the next genera-
tion be more intelligent and virtu-
ous than the present or past?
Tou, as instructors of the youth of
the state, can return your answer
yea or nay.

Shall not our colleges; mate and

2Co

Xor^Ji-C^rrolruci Jovrnrd of Edncat'aii'

fc^r.alchiu'lA pchooli^aiidaoadcniics, ' mako mniiy thinirs no\f rouiirh,
toc?o'^"i''s a5:sociations, ocards of Isinootn, it."! crookod, fUvait.
p " V. -^H' vi nfon el ontP, coinmittcc-nien, I Ourf elbw citizen.^ do not of dc-
t-?i'-''u^TN in eoiinvion sohools rdl, . liberate choice wroTij^ tho teachers
f{]\ hvini*- their o'^orinjjs of cxv)o- as a cLiss. Nor will iVi?;y persist
T:':n''-e j:iid ooirjs^^l to a criniuoii [in tiio Mrri]:*-, when Lh(3y clearly
ri'r^v fvid inako this association tho pd'c-ciro tli'.righj;. Yoiir doyotion
c x:^'"'!'i^v."T)t of the Avorkini;' tal-nt ; an-] iinvrov-inrnt are div'-ctlw or
nf I'.r^ r-.f-^fo in tlio diojartniont of ! i}:dir..'./iv ci>i!nr;."ic'l wiili t li c

L \ •J

'^■I'T'-at' o? Hhill it -i^t be the ! h::^-ho;;c in^ir-VT of tlio sface. —
|'r)'in{-"'n frrm vrliicb sh::ll rl.)",7 r.'- i Act w^-'-iav y-orr yo'^nf -on, chiir^
fr.-^shinu' '^tveams of sound nnil ; y.'vjv r:;.-ht'^, in tli.^ rl.riil. snirlt,
•'.r-..'r-v-?>l know](MU>'^ ^^ ry^ry rart [ ainl t]ii»v v/:^l he ch-".^it*nriy nc-
jt* t'>'^ '-f''''^- y Sim li i!. ::•'.' -(.rove ' kroT^'c<l'j' ;■'. Anlnov/ niaj th-^
the ':r'^'/j levver hy xvhicli the ! < ■•.li.h: .o' r,iir i-' •thf■r^ iihiinii>e our
'"■-or":.'*!-'; or^llin ^' ?>h-dl l^e raisc.l i n^i"".!.-, and ]<;» L us (o the eHa'ii-

< ,- -f-.

•r.rv to t]\e lv;v,-l o" n fovt ! im.-ml oi' v-j..l.:-v"' ar-1

,1-

T'-^r'^ i.i'Mri ^:sion in onr rra'T "•' Y-^u i make \v< a 1 '•''s-i'^i.'- lO ivor tV'jU'i^rr.

••1 • ■' I

o;n ;i^'-H''^,ri,!i Miese on.-:'''0iisa..i-v- 1

rri','vciv. It yri'I r'V'i're ^oli^de- I ^, ^ _

ni'^; nn.i t:)ih The rcVavd wi'l be ., J-r^ALHT P'v.'^i--^:n rv FAMiir:
w'^rfh 11- l^hor. Yon knoTv thj't I ^iUSic—Miisie, .i-ie p:ui^u;iij: an.;
tea^l-iu.- f.^ a callino; is an imnov- i st^t.^iry, n/imis -lud eh^vnt- and
lri]:^ov;.^ndoann.^bencdo"<edi^'^^^-^-'^^^- "^^'"^ '^ ^'"' "^^^^V^^-^
T^f^-;f (h^M'i^nent tn tho pnhlie ; ^^ g'^daoss, and it i.:^ toe utieraucc
W.-J Y.n knoTT to3 that nn-!i I ^^^ dovn'.;,,-. jhit, con:-:)- iow.-
vrho c--'-i:oin te;;ehin- close the I !--^'h ^^ is vuy>.-.l.- h^Moi-cia. :
d'-^oror tr>OMan.,n^ ar;dn<f rhe.n- T' ^'"^''^^^ the circuit) -i, v':.i;c-.!^
-Ivr.. '\\ho thieks' of !-.kin., | J-"'*^-ly eri--Ks, ;;na -u 'as.^ ii:-
fA *!-. c^.^hn,,] vooin lor the ;vv.r.> : ^^^ ^'^^^'^'^^'^'^^ ^^^'^'^^"^' D'^ajnyv
..nf-ivo i>.(Mi of the tivr-^'^' i^/'nvui eynr-^r:.:;? P es a rni!i--and-
a -rn...-.n' ^n eo!le::-e, trvdiov in ' -^^^'^'^ chM-c^.T c-or sl:-il,e a siir-
\\\'s\\ -"•''> ool or aca-'-'^mv or
r

T'ro'notions arc involved

, ,.,-j,.^_ , r-ni;' note? ^^^^;r. ^ iru; is tiie

-'u -(hxd' bi<^'ol^i-ns>r p''^*^si^'-^""^^^' ^^^*^"^'^^ and pi./.ieal ae-
.f hor-^r cr ^^ r fi fc a^e n-^vcr ; ^^-^^^Y' ^^^^^ i^'Cicascs -och by i.s e^-
r .^nnod rr^ h-i^ i -:or-d -of:jnr ! cr-- ;. .NOch:!«l h:'s cotap.-teda

roii^ious cdiieaf;on wh » has n-
i been tauelU to sliii;' the f^Din:? oi

These Tnino-s arc a damper on the 1 ^ion. ]>o part of religious wer
L^T ir.-Ltions of youlhfnl tah^nL— | snip is swc-ter than thii. Tu I>a

vid's »hy it vvMs a pr:ictieo and a
^tudy.

31 any ha-ving both mental and
moral ()ualiiioations for the school-
room arc deterred from this pur-
Buit because of its virtual disfran- j Some writer says; '*Thosohool-
chisement. You can in the next | house, and the pulpit, and ih
generation biot out this implied christian press, and aciive ciir's-
reiiection on the intellii^ence, vir- tianity, are as necessary to ih .
tuc and patriotism of the school- beinrjf, and well beino- of a Ke-
masters of the state. It will Le public, as a s'.audiut; army -li
in the power of this aasociation to I indispensable to a Despotism.''

1859.J

Miy.ed ScJiooIs

2ui

REPORT ON IMIXED SCHOOLS :
Head b'^fore the dissociation^ at it^ last mectin^^ at licwl r;;.

The Coininitteo to wliicili 'was
rci'errcd the sii'»',icfc of mixod-
pehooh report Lst in point of {'runs

exaFiiine tlie pattern ; vriiat- io wj
find? Who arc the Teachers,
"^vho the y.u^'ilri ? Tl'O fa;ri:Y i

ar.d ar^wC^Mivp.t ; tbaL Hopara;ivj.r | ci.'inposod of -^jo^// .5?3..-:c,-«\ :/rj^ r..r..l
boys and giris t*^ receive i.istru'j- j ivoman-; the scliool, of b>>i:h :-'/xe>,
tion, is contrary to tho dosi^-n of; oirli.ind hoys. This i? the Ileav-
Provld'.iieo as indicated hy -t-K^ 1 en made pai tern, tlio Divine cri-
iaet of both ?;',xes bvlnu' found I Uiion, an] tliat school '.vh-j-e /•/'--
ornerally in ihe same fainiiy ; and | matim and srovtrnuijnt is ne'^rest
iet it never l»e ib:'i:oUcn, thaL llii.^ ; this puLtcrn is neaixsf n-':vrcv'r.o^.
C'^ialii'v is Ot'T'iviiij ai.-p.jijit'r'.eni:
and never ]i:'.s b -en nL«io"'rr.iy af-

-•

t.^; S3parare ooy^ an-i aiiM.^; i> to
i^j-r^ asioidcr iho^x) whom ' b^^l has
fected bv climate, nolit'cal rev'-r.i- i uhiU/rialy ioinol Ir/rethcr — sivst,
tioiis, peace or v^r.r ordi-ea-'e ; nn.l by tics ihc i-.osl ton-Ier, .•■;•']-■ "li^;.":
so uniforndv a:- .1 f-enera'.'y iik- i -ind s.icv'^-d; and ^'.cr^r-dW, bv theiv

!• I'll '■'I'll. jI"' "^ I •

this e([naiity f-;^ a i.ui"n». vcco ti;at ! nuUuai <»er)on^;enee anv lu ce->:-
]t laay be rt;^avd..d .;.s i;!Uj of t)ie | t'<v. 1\d\at (io of jriUuc S'^s^v.-.^_;
^ise dcs' -unicn s <.t' » ioh acdniav ' a^ ^hafc bindiii^j: broti^er and ^ls-
WO o'jqn'-re for v/bia p'lir j.-e has 1 r,ji' ; T!iey nurse at the sa:vio
tin: bo3n oric.b'C ■ i' S'li-er/ not b:vr ;fc ; are rocked in the s^'-rn.
i^^jrolv to aib;rl tliO bcsi) r-arc ibr ; ci;d'c ; "v^orshii) at c]ie ^aA•;'^ ' i--^^:
:;;r awi.aal iia-crc ; ind:cd ii-ere ', e):ioy tiio sane pleasures a., ice-^^r:,
is no lavr of our existence viilon, ! cud share abkc the ordii\ov rcyr^
ill its c\H'Vi8ti!.)ns. ^-..n be con lined ' sorrows : and are ^iiu^dit bv tb.
to so nhirow lirii". ^ : evtni rhe re- ' sa'jio IMvinclv a-'^D'ei^ted t^-:ohci-
gulations rrdaun:^; to the iovrer j — huiher and ^lother. This jio]--
"^vaiits or passions of our naliire, j tie, t'lis Idvincly estabhdi'^d re-
are connected with, und inii lence i . b'':'on is nio^' nnrc-entin.-'v br':'k-
to a 2:reaLer or Itss extent, bv our i en ainl most h.^arilcsslv invad-d,
moral and ii.td.l}. ci-u nutur.; ; nor ■ t.) tlie in}ur\' •^1 h-}Li s\v\s. A^
can we fbid the fad desi-ai of the 1 the tend-.o; years uf ion or tvrclvr.,
law so eoualiy distributini'* the : so caile-l "s'.'od br-u^diiu" ' in-
sexes in ditfer'/nt families in thu I piously demand-: their sc-arati'^c: .
nirrc animal economy of man. it i They must not oidy -^^o iV ep. t!:-:-
is sometid.ng highor, more noble, \ paternal rooi' and be placed b'Oyon\.
nearer divine; the cuucation of i the direct influence of iionsij, but

our moral and inttdlectual natures;
truly the great Tathcr of the race,

n^ust ah-o be torn asunder, r,iace I
amcuLT strangers and f^rce:!, i:.

infinitely wise and knovrdng all its i their inoxpenence, to form ne^'.
vvantSj has established a school in 1 associations, oftentimea dan;^'cr-
every iamily; this should be the | ou8 a-id highly injurious. \Vi^:-::
pattern by Vrdiicli ail our schools | or where, i would ask, docs eac:;
should be formed and ■ certainly ' so much need the strength of the
aone coiild be wiser than that or- one, and the puie iiifliicn.-^e of the
dained Ij the Aimigiity. Let "os other, as "wbe» &waY iVojji the::

dffii

Norths Carolina Journal of Education,

[Sept.,

parents^ sarronnded by strange
jQices and new scenes ? It is tme
the brother is the greater sufferer
of the two by the separation ; for
the daughter is not so exposed to
temptation, has a higher toned
morality and a more intuitiye
knowledge of right and wrong,
and has the Divine method, so far
as haying teachers of both sexes
goes, maintained in the system of
her instruction ; but not so with
the son } every thing by which he
is surrounded is maicuHne — Male
Teachers and iProfessors, male
boarding-houses. The influence
of one woman seated in state at
the head of the table, only known
as the housekeeper, distributed
among twenty or one hundred
boys, IS all that is feminine in such
schools. No sister whose smile of
approval would be a stimulus to
good, and whose sadness Would be
a reproof. The mere fact of a
brother's having the care oIl a be-
loved sister, would dignify his na-
ture, expand his manliness, re--
strain the evil and develop the
good of his soul. Is it wonderfdl
uiat boys, deprived of home in-
fluences, with no female compan-
ions, inexperienced, with errrrj
thing around them rude, masculine
and unruly, ^ould return home
unimproved in mannefrs, defiled
in spirit, and by no medins ^e
gainers by their instruction ? Is
it not moie wonderful that they
maintain tbeir moral character as
well as they do r If it be said
that this argument is not appBca*
ble io schools in village and
neighbofhoods in the coftintrj
where the pupils board at hom^, I
reply, that the necessity is not so
great for mi^ed schools in such
cases, lus boine influence is noi lost.
Yet there is a necessity : If the
family school is Divinely arranged,

and therefore the wisest and best
that could be devised, it follows^
that all our educational systems,
fully to meet the wants of the
children, and to result in the
greatest good, must conform to
this. Hence, the schools must be
mixed schools, having both sexes
as teachers and pmils. K it be
admitted that it is oest to educate
brothers and sisters together, then
it must be admitted ti^t it is best
to have mixed schools; for the
admi'ssion drives us to the necesisd-
ty of having no publie adbn^k, or
having them mixed.

In addition to the above, I offer
another argument from the Divine-
ly appointed c^-destiny of the two
sexes in all that pertains to the re-
alitiiss of life. It is no new tbovght,
that pupils should be edueated with
reference to the sph^e 6f life in
which they are mosT likely to move;
and it has long been eouceded that
any system of eduea4ioB< is- radi-
cA% defective that does not look
to this as an end. Let us apply
this admitted principle. Man and
Waman are bound by the indissolu-
ble ties of an inseparable destin^^,
so inseparable that in the accom-
plishment of God's paii|po6eB they
are forded as a ttiMt ; together
the3^ coi)S>citiite the ^. fiudter in^re
the ^ i^uttviter in modo:' the 'siine
quanoH^ of all suneessful aeibn.
BorfU af the same parents) nacsed
at^thesieiioe breast, rocked in the
satbe^: cradle, taught in the same
ditkr^ly instituted sefao^^-4he fam-
ity^^dgtttber thev fl|^t^ lhe.|>aldile,
6toduire thi^ hsriftfaips, m^^ «hare
tl]^-$c9««)fiile. Th^wofkfa^g
doli«^tofG^;^r they restRithrwnne
tfhui^jird, 4ind )«&pMted dwell
in the p$mB heaven. ' llotrw^tttk,
is thiett s^ttm of tduealKm oirise
^Uidh «^ptoates those iiAo ire so
ineVitiUy bound vf in the' «ame

1850.]

IRxei Schools.

269

destiny ? Are they heiter quali-
&edf either inteltectually or morale
ly, by such ati education for the
duties of life ? That it is unwise
is evident from its direct antagon-
ism with God's plan ; that it is cot
best either for the heads or hearts
-of the boys and girls, can be easily
proven, if it be^not already proven
by the opposition to the divine ar-
rangement already established. —
8ttrely there are none who believe
that the intellect of girls would be
less developed by pursuing the
same studies and being taught in
the same classes with boys; the
truth is the great defect in female
education is the neglect of the sol-
ids ; the fancy, of which there is
jatvrally a superabundance, is ful-
ly eollivated^ while the judgment
is neglected. Girlhood needs the
attention ofuboyhood studies and
aesocistioQS to curb her fancy,
awaken thought and develop her
mmmng faeitUies. She can only
find this m a mixed school . Again ,
to be qualified to choose a compan-
ion ic^ life is no mean acquisition
or unimportant end to be acquired
in. tun ed«idai^n. Conceal the mat-
ter as w^ may^ yet how to mittCy is
the geeat practical question of life;
to ^ow bow to act as hushand or
wife is ittipoTtant, but ^ know how
most ^diciiuisly lo choose from the
mass oC Iwings by wkich we are
eavif oQfid, a husband or wi$e> best
euited Jbo ouxsdves intolleetu^ly
atsd niendlyyis farmoitoieipar^t.
^eclikwft^finebesflii^ w^U teeoh us
li^theLloritpier, but a inis«|h|)ioe^can
.sbwfk:im mm^ied^ ite e\|i]..CxH»se-
. cpiBrieerwyifiaxteAd t9.gen«fraUena
nev.iinboin. TotIUiosf ourselves
aitd kjMm each otbetf. ie 4her Jiesson
:tD:^4«lighttind l^aiafted in order
to ms3k«Dtkis nhoiiiti a;i9ght^ It is
a'hasft-^leeaoiA.aDid^jnot WrAed in a
tey draywr. -It tah^s all the

time God has allotted for this pur-
pose, from youth to maturity. But
how is this lesson to be learned ?
Surely not by separation, by a sys-
tem of insulation and espionage.
As female and male characters are
incomplete alooe, so they can never
be fully comprehended only when
studied in relation to each other.
Each is an enigma that finds its
solution in the other ; both must
sit for a complete portrait ; no wo-
man educated free of male associ-
ations can have a true knowledge
even of her own intellectual or
moral character ; how is it possible
then for her to know men, when
she only sees them at times when
covered by the veil of deception ?
It is impossible! her opinion must
be formed by the impellant and
repellant impulses of her nature,
and not by the conclusions of a
judgement taught in^the science
of male character, jind man's
ability to know woman aright when
deprived of long association with
her sex, is far less; for he has
much less intuitive wisdom than
liihe; nine cases out of ten his
choice, under such circumstances,,
will depend upon caprice and whim.
But all this dif&culty will be re-
moved by mixed schools.

In the free and properly gov-
arned association of school Irfe;
pursuing the same studiesj, recit*-
ing in tbemme classesj^ taught by
the same iBStructors, contending
for the same prizes^ Jjpi being in
dream-land and guessing at each
other's character; but acting a part
in the realities of life ; they learn
to know each other^ iSow cox^so-^
nant with nature |s such 9^ school ;
brothers and sistet's* male and fe-
male, taught by maje and female,
together qualifying themselves to.
fight the great ha^le of life, in
which unUedili^y tnuQt atajxd if

^ I

'^"TO

lyovilt-OLVOi'na Jourval of ES^Jc-yfion.

[Sep:

t'ioy would conquer. Dare any j .schools, while for the present, w;
r.ian, dire prudery It.oit, ris.^ort ; would not rv^coinnioiid a change ir
that ?,uch an 'ir^30jiatio:i, one t'lu^^ht ' those organi:''.',Ml on tlic exchiiiv-.-
cf iiod, riroTuiited by the hohest sv.^tcm, vcL we would mo.sL resDec:.-
principles o: our nature, esteem ' f-illy ^:1l!nnit to the M^andid cor. •
tind IiA'O 1 ;r eiivh (^thi.'r, riiid de- , .>idora'.ioii of (.lie louriders of n-^-vv
nuiuucd by our i-it?-re;>t ;.nd (>ur schooi.-, tl.o propriily ot e*i.abii;-ii-
d'.slii^y, :h or e :n be reip^;p r, uu- ; hi,^ tii'uu on the niLxcd-.>!ystcm a.--
sufe or d'aiaoiMli:::!!;.-; '! \\\v.vr\n \ iu -very v,\;y ber>- adapted to iu-'.
has nev.'r yet corrupted ina'i uutii | d-:k.!i ^s oi' llrj '^nteiiectual an-i
h^Le firfit, I'-^juiih her ii;r.oianc<', ; ri.ov.il 'Amuls oi botdi c^exes, and,
wa? e ;rrUiit-d : ijt l^r !:n. 'v- ):■:-' a-jCvi.ilv, woubl we ura;o upor.
^cl/ "u r?:-Uio-i to nvi?i, 'ir-d k:;ov7 ■ ;,]iosl, having (uu,.rgo of tno pu^li^-

c ♦. . ■

1.
( <

' ' r' :iO'»i luuu, uii'.nu' any cireuui-
V7i!iv^ and fiiV'-v ie ibv -: il'r,^ j ^;H)ic j.^, not i'> ])eriuil any bii*.
0^ </-i'!v'j. J, ana :u .:uro u/.'i : ---'' lei^j." -.-•!. j.-\; : j be ^U}U>■}rLed -jU'

,». ', J » .^y . -^ . U^ .11 ... . ^ !';*'"* t ■' • - I. '..'' •- i. ". .»' I, - -il '.!i \tiiien I'i iC-^-

f .' 1 • *. .-

• " »f /'..I J .4 - . ^ 1 . . > ^ I.. . u . • . . . .vj wL : 1.. > ~. •a'JJIi 1 c •. .1.

1 *

1>^,

r 1

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: ■>.!

(■ )T!:; : ' I :):uvt.r

];-,??n 'j ; '..3",1 t'.iiO ..:' v.:-'.!; svv
r^'vi '(-'d t) :'v;;i, t::. !• ti"*^ [{Vv'.i'^:-^

cniLir-io^AK

CI'-

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>•.... : jM .;*:, •■" <d ns ^ j'^ \ ; i;. ii ii.n, f -:■ -v

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: 1 '

1 •:., '}n. bi3 ::i anv r^;i.~on;^ e.^ Viov/ />. ..-..,, , .,, . ., ^: ... .v^^i—uo-
^.: L:.e ,rubie:?i, they ^i^'e .'■liitbU to i Chi.-llDo / u. i\ :j ^i}.i 'j^^n o:" ;:..
;,;;'..bo coniidenee, andafioid ibjlii- Ti').'' t:,;. ;.,:.;; 1 ■. . : ■■ rs I laonu,
:.. ;-: .ur a tj-oron'^n a)\d hc;.ilh.uii -' " -'• -■ • ■ ^ • 1- - ..-.-.«
(. s'j.opnieiit oi' Jibu.l and iieart;
1:.., qu -iili'jat.o:..-; i :r tne .'isvv^y,

not p ^Bi';:' iy -xivc. —

»i ■>

l:no7/lL^
(.Tent b.au'l — it i.^ tiie only ear:bi?
i::duenoc;Li>y th3 ceuTiCtion of good tha: vviil viet, li djaee tiaiej
l':e prfcpr.^vT .i;u-i utility of such gWa pal;:.

1860.]

Geors'ia Instill/ tson /'>?* Deaf and Dumb.

GEORGIA INSTITUTION FOR TFTE DEAF A?:D DTTAIF

BY JOE, Tin: JERSEY MUTE,

Tlie^ Bv-T.uiv"^ of '.he nbove
ninied institiui'r^ii, ^vhicli werf
ido|:te(I last M?<rrh. liavc b'-cn
:>ubiisho'l in ]>arn;)hv.^^ form. I
.-!.iv(» a conv of t!iis doruipom,
'vhicb, to use the woT'I^ of the
printer?, *Ms ::^ott'^:i up in the
tinest sty]'^ cf the n^t." I-low I
.ove to see a br'-^k or pami^^^'er,
9^ 'Vfiat vc!i v,'^*!, i"i'"."'^'"^'Mi "'1 'i!|

. . . . t, '. < 1 1 1 ; V ■ I 1 1. ; t. . ; i . V . ! .V I 1 1 • , I

iof'^ment referred t") :s r,'li^"re i !

J. A 4. C

*iee Av

ov-.o-rf^vii'-^-'i'. /

i\\2 7^pre?ei'M)]T ''.'U'=;*;r'^^v :'v;i
-hp nthe:', till' *• '. ^-ivct-ffiM."-, ^■' •

I I

^^ ' V

"1. N.: ■\'^5;i?*ant Tea^lirr
shaM in'fnv 'vav :ntvr:Vr'' with

'^'>p]i r>i^'''^'*' f^V '~'f ii'";\' otllC'^''' {','

\hc J'jistitutioii.

::. They sl^a^l tr:at ail ^he of-
f-cers dT the li'!Sti:i;*'iv!:i '.vith :: ■
P>^,-,-f . r}]'-\ ■^■'"or^r;' ly perforr.^,
ev'^ry Cuiy req-iire'l of tii'^-.n
b^' ■'''I') ]h'i"ciT^'-h

":}. Th-y^!>TIfxthfi!lly (]--.'••
•ill 'PC tiii^e ':!^^r"•■'l ^"^ r!ie s:"heo,
v^ i'l * "* ' "v " 'h"'i'"ie*';;'.]ri: L •■"■••" ^ i'le . '
n]->-p^, '>-.^ y.;li' '-in ,ors ^■tii'l"''''' :
and :j\v'> i!^'-':* I'lieetivc a; I :
!he ih-h^^i;'.d, \ v iii-'ulcatj]^^ i:

' p .1 >-, I ' ■ / I J^ .- r "■'•"' ■■;■'' ' i -N ■•1 r'"> ' ■ '* "

AV , ^j. <y -"^ " fM". J

; jiev s \;.i, \.\ t':'-^i, r^!'^ i

!^,-»i; \\, fj. V e'^!:er. Ja*^''' ^

}v>. it 5.jer::^, h-"*^ b'^er !■:;"■!.-
^•d A.M. To 'd':h^'V r>f her :\rH -
':iat''^ tenc'ie^s I vr^i J. ■r;!'.;, tlie
onlv e]ia!i:^e yo:; lia-'o to rr^.^

(■ill-'

cl ' (.'

o . 1

'•".■•.;) /ail-

•■(■"> r

1 I

lilU li

I f.-i.

f.i.:

Or Lh.niv;^

. > . ; . • ^ •■ > • » ■ I "> ! I ' ♦

re';Teuiu)ii. i* ey o'.a:i e'i':oi; '■!..:

t - -

vo^jr^-eii .'■» "onirjir'i^r, is to olfer
vo'ir services to Vh'^^ Snarks as
•I 7"ilifii">.t, fnrrv: h;.i aJirm'^i tl\;.t
it ;S nut of ;;r:hQn! hours,) prett-ii:!
n'>t to be desirous to marry, an''
v.'hen by this n^ieans yon f;ain
admittance into h'r coirT^/i'iv,
'"apture her and carry lier oil" a
p::^:orier, as I did my wife. 1
vSparked my wife m niy own v/ay;
spark her, you, in your own \yay.
But to return to the By-Laws
of the institution. • ReiectiiHT^ the
greater part of tiiem, I es- tract
that which is more within the
T:roprieties of the discussion and
^•e'iter entitled to consideration :

cicie ) and sit;:;l ^ee ;;i"t taey use
rt.:^[;(clfii: ivWi^-^'yc,-^ [^^•\j:\\s^) t "■-
war(is en:ii cnlivr. M.sd treaLeu^ ;
otii..'!' puhtely and kiadl}'.

*). Dur.nsi: ti]«) time aiictieu to
evrniuLi; study, they shall s^"*
that the pu[>i!s learu tl.'o iess.-'ns
assurned thern by tlieir teachers,
ana sutiii maintain the y-.www^ or-
der fip i:i *he recitation roum.

7. Their treatment oi the pu-
piks shall be impartial, kind,
exemplary.

8. Th'/y ?h:\il tak^ snrh par:
in the morninr and even^'nnf re-
iigious exercises, and in lertu'"-
ing- t? tl;e pupth on -Sunday-^

272

Norihr Carolina JtmriMd of Education.

[Sepl^

as the Principal may assign
them.

Who, after reading these By-
Laws, will not yieid a thorough
assent to the excellence of the
principles on which they are
based? The managers of the
Georgia Institution deserve the
full measure of success that ac*
crues to well-directed effort in a
good cause.

Under the caption ♦♦Greneral
By-Laws," I notice one forbid-
ding the teachers to "interfere
with the duties of any other offi-
cers, or intimate to the pupils
anything to their di«credit,or pre-
judice theii minds against any
one,*' and another prohibiting
the teachers frosa leaving the
Institution for a period of three
months, uttder the penalty of
forfeiting oi»e ^tiarter's salary.

I give the following order of
exercises for this institotion, as
a matter of curiosity. I will go
yet farther and affirm, that such
exercises at such hours of a
spring day are utterly out of
keeping with the habits of pupils
in this latitude.

SFRIirO AND SirMK£B*

A* M«

Rise at 4.30 o'clock*

Study, 6

Breakfast «6

Recreation 6*15

Labor 6.45

Recreation .8.80

School

Dinner 12

p. M.

School at.. 1. o'clock.

Prayers..... ^

Labor 3.15to5J)0

Recreation .5.30

Supper 6

Recreation till 7

Study 7

Retire 9

FAIX AND WINTER.
A. M*

Rise atr 5. o'clock.

Study <^5-30

Breakfast.* 6.15

Recreation till 7

Labor 7

Recreation^. 8.30

School 9

Dinner 12

p. M.

School at 1. o'clock.

Prayers..... 3

Labor ...... ^..3. 15 to 5

Recreation 5

Supper 5.30

Recitation till 7

Study 7

Retire 9

By a rale of the Institution »
all the soMiIJ pupils are required
to retire at eight o'clock, P. M*
Divine woiship is performed in
the chapel on the Sabbath at 9
o'clock, A. M., and at 2 P. M.

This Institution is situated in
Van's VaHey,Cove Spring, Floyd
Co.t surrounded by mountains,
which, to quote the language of
the docftment, are ** clad in per-
petual green, and covered witli
various beautiful forest trees."
Looking out from the summit of
the moiifliiainSf the eye is rav-
ished with the luxury of Nature's
magnificence in the grand and
gorgeous scenery in which Cove
Spring is dressed. At the base
of the mountains gush forth
numerous springs of pure crystal
water, which cools, Oho w grate-
fully ! the parched tongue x>f the
pupil under a burning sun.

Towards the close of the docti-
ment, the principal gives direc-
tions for teaching deaf mules at
home, which are well worth the
attention of all the parents of
children so afflicted. He urges
upon the parents of such cniU

I8519t.]

J)ruth in PnrenU.

•dren the importance of teaching
ILem penmanship at a very early
age, and of nmking tkem culti-
vate a bold^ pkiii, round text, —
He says that it is dre«<»We that
they should not take nrf" the peft
or penciii, as the case may be^
«ntil the word i« completed^

That some ef the signs eM-
ployed in the Institution of which
he has charge^ are different from
those which we employ in. our
ov/n school, i^ evident from the
following descriptvoB of the sign
for goodgivea by hJMselfi ** For
* good,' kiss the hand%" This
sign is not universally •applica-
ble. It corresponds with the
sign for the verb to kiBs^ Our
own sign for good, is a hand held
with the palm upwards, and
pressed* on the lips, the ends of
the Angers upwards, «ind then
pushed from the lips forwards*
This sign is the same as is used
in the schools for the deaf and
duln^b north of Georgia*

TRUTH IN PARENTS.

, . Qf the iDaoy o&asideraUons
which impress upoft 4he mind the
dignity, im^ortanoc, and respoasi-

' bilitj of theparental o£od, {Perhaps
sone is more caloukteol.to impress
theifi.keM't, i£/righitly;u&xfe«stood,

' thaZii the -^t of the .uoUmit^d
authonAy v.estetil in the pai^ent

TIm .voluminocts code of civil
kWs.has littk direet beaming upon

! thexhild. The legislative audez-

-' ee^^Uvepo^^ersayealanQstsiU lodged
in<.th@ haDdsof his fMireots.. But
not '.the powcx9 of earth alone hiring
their: am h^ritj arid liyii down at

- tbk feft of tbepafrents/sa^ing, Be
th^uia our stead to the childf but
tbr great moral Governor of the
uDmnup places the moral gover-

ment of the child in the same hands.
He says to the parent, Be you in
mj stead to the child committed td
your oare, tiil he is old enough to
uuderatand theclaims of his unseen
Paf«nt to his love and obedieqce.
It may he a brief period; but it has
been Jong enough, no doubt, in
multittdes o(iostance3,to shape the
eternal destinies of the child for
weal or woe. Who would not but
trem^e to ooeupy so responsible a
situatioB? Perhaps not aaother in-
stance csa he found in Grod's un*
iverse, of «ueh unlimited and
almost exclusive control over im-
mortal mind.

Now, if it be true that the
moral character of the child begins
first to develop itsi^lf, and its moral
powers to expand, while subject
exclusively to parental authority,
it must necessarily be of the first
importance to the welfare of the
child that parental government
should be of the right kind. All
admit that whatds formed after a
perfect model is more likely to be
emsoUeut, though it m4y be im-
porfeet, than if no sueh perfect
model of government to which the
parental ©ye can be directed, when
asking the interesting <|uestion,
" Howtshall I order i»he child?'' is
the government of our Father in
Heaven. As parental jiutkority
is lodged in the hands of erriug^
mortals, the best system of pa,reu-
tal government will ittdeed be but
a most itayerfeat copy of a porfect
original') Wt still it remains t?ue,
that only bo far as it does resem-
ble this perfect model, can it se-
cure the best*interests of the child.
But to apply these . thoughts to
the subjeot of the present article.
Our God is pre-eminently styled
the God of truth. " A God of
truth, and without iniquity 5 just
and right is be/' Let us suppose.

^71

■'((d'i Jouriiu'i of JL'dKc(itio/i

•" V ;i DLomriii, rl :i{ (hi^ ui'sii-I l'Ic- ' Li'iifli; [iiul ti.iii pjiroutal govc^rn-

: "■••Ji ol" tlv riiv''i*' rl.M-.-nou r an*! k)e:i!: \.-}nch hii:i: .-^''('.irt; tlu, bcz-t

; ^Vi-rniJifMi, T', .'"• 1»:'-Li'^l out ^.-t" inU-n .-\s{u tiio chil'J, must bo b:i;?:d

;^'- once: *M:;( i^-" .-vvt imTCtl upcui tr;::.]!.

v.'.'Vrri:i r ()i thi^ i:.L\f\o 'va-: 3>*^t i \\ c ^vuiiiu noi .•:":n, , tort- h y.;\:r

, ^'" ti-i^tcA : '^!':' ',T* .. h" r-;' • "liM^en to Diaco i:'U<]!:'it confi-

"V. *..•■': ■} i/i-' ''111 iTvi'i t.. '.ir't t(. I)r.ii»i it;- ^ic.-^, or tlj<" y i:.l

. ..' .'J "A .v :i •;;:^''. v^»- ( ' ";' -"V-'m- ; t '.•» ' \:\,*-t ;> '.M iisvi'rt ]}i the

■: ti'^^ 'rvcat vjrca-

:.us

1 - 1 T
t » • ■

<^ C.-t-l \'r ■> 1 , • - -*■'■- i.\

•r

'.[■ >! K:. »•

,'•> ^ :r rr' n'l 1 :):!':■.* ;:ii'] ifir v v--'"' ''^-^ • I'^'t''

M' !l • i: o»' .Ti ••••ft ! >'«• l»jarj.

• »,"01K ft/.V'"^

^ f ii^ii'l ''i t i. ''..1 • C ji>i» i!'

. •K'-'j 'if, tl'- { ' .ii>'*f»>: i'sturl'> t-:-. ••• -co'';?) tv:: -'

S-„v!<'

' ;{ ■CIl. 1 Mr ' ■•', ■]l

. ,i' V; illi-

■'",.! •

M till] rJ >;-!;> ,.•'..'
I.

.. ♦

1... r;

• I'j'.T ...r

'1 1

i?^ i .'W-Uc ■;;

\j\- (\.-^--\\\V'y o _^i ■.•',' i'\'^'>v \\]^h r:;v-

• J .'1 \!ir i -li'^'iv':: ^^ ; ■
■nliiroii. <•^.^ll iuiii' .•iii:i.' .'>l,. t.':>;.. ^ Li.r'iJv ',iTei'sii!r"i(-»:. '>!,•( I'rv.ro

'. "iK-iTili's th.i! "Ill }i'.<\^- ii;tlK '•■,-1 ' !.'•. M ];i.- iD'-irnl Lvaiirc His i? ar:
"•"it'.v'' i.;r ti<L' '.-aTci-.tJ: r-M } tii; : iijiinoi tal natur«\ an>l :?• fverv sue-
;.' : cxT'O'li^'i.c '.i' i.ri"«'!\^ V <.] '<•-' .-"-.si'v'e Dt..^;rL; ut' bis r.luie beia^-,

• . u.'ru oi"t.«'ii ivm;M«'1 f.; I'.*" li'*' ' v/iil bc' iiavo t?:> Ufa! M'itb a (jO<l of
!.; •:.nsi- oi'avui'li);-:' t'-« !■•,■'(' Jn'i'::s ;/iilb, ainl a Ojovcirniii^.'^* of trutb.

: liiini: l-Mt tvoub'o i^i ^r^> ijvrr.. i j.ot, tben, tbe govcrn'rirnt iindci
^<al varL;iit< h-iiOfild t.-iKo b"'*j-htu- ; wl icb bi.s powers bc'dn lo cxT)arnb
.-'■uiij'i tbaii tills ^v]l.'■ll !.!k^v r'-.c-lv! ; ■:did bi.i r>oral nKtnrc to QCVob)r) It-
:'Adt trutb sbali kcvi) (b*' door of i suit', bo a <;ov(3rni)iGWf. of trutb —
iheirbps. The icrc.ct )ii'< b.-i of rJ] I Trutb is tbe iub-traincLit by wbicb
./jverLJLi:cnt u a eo^orn!^.^.llt of 1 bis soul must bo Durilied from the

iS59.] Academical' T)ajr CCS. 2?5

'JieS^cmcnt? of a corrupt r?;turc : j uiileanied aitists r^r.d r::cchaijic.--,
•.riitli the eleuient on vhich hiii , v/tTc Ljujd v.^: yda^scrs. TL:y
irtiDd must feud;, as it p:ii^£Ci: -..n- j custuni, (-i^t h.iYi.L\u:i:.c. in \]'.v
■^iiid ill enilr-ss pi'o'rrcssiun. Let ' ^jy^ ?■.■![. ,v: :::':A\::v 'c; :!io ;i:r:i;tf;
not, then, his intiincy be (l(,o:Leu ] c[ Ivi\;!;i:. \:ui\'':\. ::>e pr^s^iit
"vj ^VcLL!der amid the ur}ccrt:;in lab- I ce'itM'\, ut Faris, :.r::i CTiteE'i^d
-riiiihs ot ptirentul deceit and lulsc- ti' tlie 'i'j.eo:>:;i. Ui^, un.I ?i::(i-

joa. i \v: ■•,.::' ♦', ',...• ■;.r;:_::vr

■■- i'-

I>eal truly with hiu:^ :i;:d you [ .:!;<! (.>i' li.'3 L. ■ citv^ Av:^. ..fZ/'u'
then will hiive reus©.i to i^cpc :h;it | .'/;;> ^^t:- //i;; c'/\; J- ij ic^ta^ are
the ciniple iiLitli nnd nuwavcri::^; , / v/tM-'/'. .: .'- /^/'V;^ /A ;. /'t> >.''
o>i-C'^cnee, whicti v-- so loveiv iu ' 'IIjiS'. >.xi-:e ii»:(i ^,":eML :ij:ii."
^l;iiah;>';a, vLl bc tI^.I;^t^ r,i cc irorj . '\ c - .:■ :'.j' if)ib .i:.ci .7tb ''ei-t:;-
:.ls (jariLily to Kid heaveLiV l':irtnt, ! ri>s ? ^ ut '^ deci. !•'•;', a .d e^iiu^i
v::.i that his coui ^-iil be vrf'^ared | ii- i.h u:;.' :.; :he n .oJiurMi .,:
:c drink U'Y ever I'iVIm iho rbuiiluia ; ilctli. A. .^i.

jz evori'i'tlLu: truth. — j

'•

X^i

X Ici/iio.is L;ni ver^it'. , ;.!h ■' -rV, lun:.. r. tl:a •' '- Lo })e v.y?*]
\.^'.. S.i'onre Wi^r j!i!:.dod id A'V il)^i::Lilni■ ti^at .■vc-",vch«d;;r ieurii
..■^:ii., hi cut tt^50, ior trie edui. ..,- tbr ini;i;Si i'' Wiiat wu rss'iri. lii'i^.
::o:i of ^<'''iihir cI- rr-y. 1: i'^- l.v-t the Hcdi-ih-r k^iov tiiat /i6 \'/'i
'■■:::i:v: v-ry l;iii.OL;s ; ;ui(!, as ihf , ,vva/ieli>iiAe' lo do in r'TCTuiriJi^j idr
iiiiii '!-:i;n ^-jorhtuni ^iiiorrris 'ij, tiie x'-L(d:;:ti,.ii, ;^nd tJii-f, it is a ;,.;:t
*' tiio^e \vi,'^ \vouId i'O <. i^r: ii-'^l ■ ui vluv u^vn ]:!;;ii:L--; lo t \ v--,
r:MO: 1- thu t'-achor^ i:? .my *'a'-ul- I nivbt thuf'^nyhiv, A-h- . ..-. r h( r- 'ij
r\ bc''.;M' diev cnuld (;Lta:i. tl -y.: \ it. hot v 'Tir .'l;;s< vc^'e. '■ j.a
• \yi')^.\., held I') lio tiiroiudi m lo^^;*- ' :)!y tli 'iii ^vilh 'luetio.i.-, to ^v .. .T
.-.:id Vi, vy uuicuit cuut'>'.' Ci , ih' V n'i'ioiv.aiid l:i!' !^^^■•;! I'lid •'.'
..?(:•.■ :;-'in:c ^uiidy, iiiul lo Uiok-ip:; , re!;!tioiJ to whci*. lia^ •. > ti ]'.\inicd
viirioLc^ exaiTiiiii^ioiis tiir('U^;ii I };».fdr('. AVhatevcr :^: 'Iriik n]"t' v
riiaoy vc;ir:s. diicde^i :uoi tiic^e , the ^-eholaris ha^ o '•Jihtoe-t-jd ihd/
.•uLfulaUon^i was lo ])revent tiio ' ;jireM;:th mt'^ii it Vv 'i :ii\- i oxihdn
xce^sive itiultipdcatioii cd' toacli- 13 t!u;:r coiDjaoliciHi^!:;. j'hri' yoa
'^:: and to exclude persons de- i iiaiy illiLOrak- fiirthrr, or ^fio^v
licieiit in kiiowiedgo and expo- ' odior interj>ilne' a; ]»iieatio"..--, or
ricnce froru eiueriuii: iroon the ( r.eridria an exijeriieeu^ or show ;!
iiaiies \', hicii required liie inv»:t 1 ]>ictiire, or tell a story, in nr.-Ly
iuiid iicnuioiliona. Those wh.o \ sueli \v:i\>v.aii vou a\v;.'icen cm: o.-iry
:^atisi^xtoril3^ performed ail ihal ,;i;d inspire zeel^ but you can de-
was recpiired by trie rules, \vere , vendi }jKdi:.b^ on none of them, for
fovmallv admitted to the rank of' ])y no-ic ot them is it r;os:;iblo to
Professors, and with certain ]^uh- ; creal'. i\ r. I'laanent i::te:■?s^. it :.s
.ic ceremonies, simihtr to tliooo , vvoU to let seliolaiv i'^e t!';-t the
ased iu the associations of the : text-booi: d'.es not reh ?d Ihao is

27e

North' Carolina Journal of Education.

[dept.f

known of a subject ; that the
knowledge of a principle has led,
sometimes^ to astonishing results,
and ignorance of it to ludicrous
mistakes ] that it has very practi-
cal applications in very common
affairs ; that it may be connected
with play as well as with work,
with fun 8S well as with study,
and the like; but yet, remember
that a permanent interest in a sub-
ject can come only from a contin-
ued study of it. — Vt. School Jour-
nal,

Sheridan agreed with Walker
about the word wind, pronouncing
it wynd ) but differed from him
with respect to gold, which he would
pronounce goold. Sheridan tells
us that Swift used to jeer those who
pronounced wind with a short i, by
saying, '^ 1 have a great minn'd to
finn'd why you pronoance it
winn'd." An illiberal ciitic re-
torted this upon Mr. Sheridan, by
saying, " If I may be so boold I
should like to be toold why you
pronounce it goold V^

Remarkable Memory. — John
Franklin was a native of Canaan,
Litchfield CO., Connecticut. An
instance of remarkable memory,
when a lad of seventeen, will
shuw that he was no ordinary
boy.

Having accompanied the fam-
ily to the place of worship, the
meeting-house being only closed,
but neither ceiled or plastered,
the beams and rafters were all
exposed to view.

John saw that his austere
father sat through the sermon
with great uneasiness, but could
not divine the cause.

On returning home, " John,"
said his father, <^it is my duty to

give you a severe thrashiog, (com-
mon in old times,) and you shall
have it presently, so prepare your-*

self."

<^ But you won't whip me father,
without telling what for V

**No, certainly — your conduct
at the meeting, sir, is the cause.
Instead of attending to the ser-
mon, you were all the time gaping
about, as if you were counting the
beams and rafters of the meeting-
house."

" Well, father, can you repeat
the sermon ?"

'^ Sermon, no. I had as much
as I could do to watch your inat-*
tention."

" If I tell you all the minister
said, you won't whip me?"

"No, John, no ; but that is im-
possible."

Young Franklin immediately
named the text, and taking up the
discourae, went through every head
of it with surprising accuracy.

"Upon my word," said the de-
lighted parent, "I should not
have thought it."

" And now, father," said John,
" I can tell you exactly how many
beams and rafters there are in the
meeting-house."

Whoever is open, loyal, true 5
of humane and affable demeanor;
honorable himself, and in his
judgment of others; faithful -to
his word as to law, and faithful
alike to God and man — such a
man is a true gentleman.

A man is not so likely to de-
serve or win the blessing of his
children by giving them much,
as by teaching them how to live
on little.

1869.]

Comparative Philology,

277

COMPAKATIVE PHILOLOGY.

NUMBER SEVEN.

In attempting the classification
of the languages two objects are to
be pursued; to determine, in the
first place, their exact scientific
structure and position in the class-
es and sub-classes to which they
belong; secondly, in the light of
these facts combined with their
geographical and historical posi-
tion, to determine their connection
with each other, their probable or-
igin and deyelopment. Each of
the great classes of languages will
be examined in order-commencing
with the monosyllabic, whose spe-
cial ^representative is the Chinese.
Great differences are found among
scholars in reference to the com-
pleteness of this class of languages.
By some it i& highly exalted, to
others it seems but a chaos. The
great error lies in estimating ev-
erything by our own habits and
means of thought. Europeans and
Americans think and write in lan-
guages, whose words express in
themselves their signification and
the manifold relations to the pro-
position, or whero the once exist-
ing terminations are wanting or
have lost their meaning, supply
that want by prepositions and par-
ticles. To them a language desti-
tute of these means seems utterly
imperfect and .barren. It is to
comprehensive minds like that of
Wm. Von Humboldt that we owe
a correction of this idea as well as
a just and proper estimation.

The bare fact, that the Chinese
laiiguage has served the wants of a
people embracing one third of the
human race, with an ancient and
prolific literature, a good degree of
inventive genius and with a gov-

ernment that has suffiered consid-
erable change in masters ; and in
the face of all theae things has pre-
served its forms intact for thou^
sands of years, is a high proof of
its completeness and vitality.

A true concej[)tioa of the char-
acter and machinery of this class
of languages seems in the high est
degree necessary to the complete
understanding of language as a
whole.

I will endeavor as clearly as my
means will allow to explain its pe-
culiarities, and at the risk of repe-

•ft.

tition willbriefly recapitulate them.
Its essential nature does not con-
sist so much in the fact that it ij*
monosyllabic, for that is the case
with the roots of all languages, as,
tliat all of its words arc oganic
wholes, implicit sentences in them-
selves. They are in propositioni>
what hieroglyphics are among al-
phabets, pictures of objects ex-
pressing a whole idea. Their re-
lations to each other are shown by
juxtaposition as pictures hung
around a wall may bo made to tell
the story of any event. 3Iuller
asserts that no language exists
which is entirely monosyllabic, en-
tirely agglutinative or entirely in-
flectional, but that in most lan-
guages traces of each of these
formative principles may be found
at work, while the general charac-
ter is fixed by the preponderating
influence of one of the three. This
is undoubtedly true of languages
as they now exist, but it does not
follow and is not meant to be im-
plied that these three principles
were at work from the beginning.
Schleicher maintains that 'Hho

278

NoTth-Garolina Joumcu of Education.

[Sept.,

first pve-historioal period can be
recoDstnicted only from the known
nature of tlie now existing Ian**
guages. And the examination
and analysis of the same giyes us
the clearest assurance that the mon-
osyllabic form was the most primi-
tiye, then agglutination and at last

flexion arose in other words

that agglutination contains the
monosyllabic form^ and flexion both
agglutination and flexion as abro-
gated forces or periods."

Wm. Von Humboldt, whom
Bunsen stjles the "greatest and
most acute anatomizer of almost all
human tongues/' in a work on the
origin of grammatical forms, es-
tablishes in substance these four
principles. 1st. Language origi-
nally expresses objects only, and
leaves the understanding to supply
the connecting form. It endeav-
ors to facilitate this act by the po-
sition of words and by expressions,
which though originally indicative
of objects and things may be un-
derstood as referring to relation
and form. Here grammatical ar-
ticulation is represented by phra-
ses and sentences.

2d. These expedients are reduc-
ed to a certain regularity. The
position of words becomes fixed,
the words in question lose their
independent character, their ma-
terial sense and their original
sound. In this stage grammatical
articulation is conveyed by fixed
construction, and by words whose
meaning is half material, half for-
mal.

8atd. The position of words be-
comes uniform ) formal words are
brought in contact with material
words and become aflSxes. Their
connection is not yet inseparable ;
the sutures are visible, the whole
is an aggregate, not a unity. In
this stage grammatical articulation

is conveyed by what is analogous
to form but not formal.

4th. Formal elements at last
prevail. The word becomes one,-
modified only by a change of in-
flectional sound according to its
grammatical position. Every word
belongs to a category, and has not
only a lexicological but also, a
grammatical individuality. Words
expressive of form have no dis-
turbing secondary meaning, but
are pure expressions of relation-
ship. In this stage grammatical
articulation is conveyed by true
form, by inflection, by purely gram-
matical word3.

The monosyllabic languages of
our system are based upon the two
first of these principles, the agglu-
tinizing upon the third, the inflec-
tional, the fourth.

The prime object of language is
the expression o f thought. —
Thought requires the proposition
as its unit, consisting according to
our conceptions of subject, con-
necting link and predicate; or
noun, copula and verbal word,
which always perform that invaria-
ble office and mould their forms to
suit that design.

According to the views of the
philosophic grammarfans (for an
able illustration of which see Prof.
Gibb's Philosophical Studies), all
the various categories of words
have their origin in verbal roots to
which as a secondary formation
and a necessary means of expres-
sion are attached the pronominal
roots. We become acquainted
with things by means of their ac-
tive properties and give them
names expressive of those activi-
ties, hence names of activities
(verbal words), then names of
things (nouns) arise. The same
sort may represent both, as is large-
I ly the case in all languages, rex

1859.]

Compataiivt Philology,

279

regit, reg-s reg-it=rul-er rul-es ;
lux lucet, ittc-sluc-et=lightliglit-
e ns,or shincr-sliines luc-s est luc-i-
dus flu-men flu^it, the river (flower)
flows, Ac. Thus the verb, the
noun, the adjective and the pro-
noun are developed, and from these
spring the adverb, the preposition,
the conjunction and the interjec-
tion.

These as in the examples quoted
above are distinguished from each
other by peculiar terminations in
the inflecting languages. In the
English these terminations have to
a great extent fallen away and
hence in appearance it approxi-
mates to the first stage of speech.
I say in appearance only, as it does
not approach that imperishability
of form and syllabic accent which
marks this stage of speech. The
question at once arises, how do
these languages express these re-
ktions. Only by position, by tone
and by gesture* The words are
simple crystallisations of thought
unwavering in form. All writers
agree in insisting upon the total
want of distinction primarily in
their grammatical character. Oth-
er languages have distinct forms
for the various parts of a sentence.
" The old Chinese exhibits no such
tendency whatever, and nobtody"
says Bunsen **will ever understand
•its nature or do justice to its in-
comparable perfection if he apply
to it the forms and categories of
t he grammars of the rest of the
world." As says Humboldt other
languages possess an etymological
and syntactical part, but the Chi-
nese has only a syntactical one.
This syntax may be comprised un-
der two rules : that the determin-
ative precedes the word determin-
ed and that the object follows the
word on which it depends. Thus
_..^u:^^ r^nmiB out the predicate

or verbal word : what precedes it
is either its own determinative (ad-
verb) or the subject, which may
be preceded by its determinative,
the relation of the genitive in par-
ticular. Each of these words in
chracter is like the other. Not on-
ly are they all manosyllabic, that
is each having its own accent which
separates it from the succeeding or
preceding word, but each one
may be interpreted as a verb or
noun, an adjective or grammatical
particle, an empty word as the
Chinese call it in distinction from
the former or full words — empty
in this sense, that it preserves its
form but has laid aside its mean-
ing to serve a conventional pur-
pose. Besides position, tone
sometimes assists in determining
the value of the word. Herein
consists the perfection of the lan-
guage. Under whatever relation the
words may be placed they preserve
this form, so soon as they yield
this point the language as such
must die. No word can be divided
or elided and united with another
more than the pictures on a wall
can be divided or maimed and: made
to tell their original story. Pro-
bably no cause would be sufBcicnt
for this that did not uproot and
change the whole character of the
national life.

I have given a few examples of
syntactical combinations. A few
more may be interesting and in-
structive. I give the predicative
compounds on t h e authority of
Prof. Max Muller.

Pronoun as subject, verbal base
predicate ngo-ta I strike, ni-ta
thou strikest. Nominal base as pred-
icate followed by nominal base as
subject min-li people- ('s) power,
min-ti li man-his-power. Verbal
base predicate, noun subject, pe-
ma, white horse. Pronominal base

SHO

North- GaroUna Journal q/ Edutation.

[Sept.,

predicate, nominal subject — ngo-
ain 1 hearfc=imy heart; -ngo-ti sin
mine heart

Chinese grammarians recognize
two classes of Words. 1st full words
comprising nouns— dead words or
resting words, and Verbs or living
Words. 2nd, empty words or parti-
cles. Gender is unknown the sexes
are distinguished by/w father and
onu mother, nan male, niu female :
thus fu-jin man niu-jin woman
nan-tse male child. The plural
is known by construction or by
such words as, all, multitude, full
&c.

The pronouns in the Kuan-hoa
dialecf are ngo, I ; ni thou ; ta he;
ngo-men we ; ni-men you, ta-
men they. Genitive sign ti, plu-
ral men. Ker— wen dialect; ngo,
ghou, khi, ngo-shu, ghou-shu, khi-
shu. Genitive sign tci, plural shu.

Cases are denoted by partacles,
position and the verb yen to have,
for to be.

Various other relations are ex-
pressed by particles by phrases &c.,
which we have not time nor room
to give.

At first sight the Chinese seems
the most imperfect of all languages.
Profound scholars like Wm. Hum-
boldt express their admiration of its
completeness and tenacity of form.
This opinion of incompleteness,
says that renowned scholar, vanishes
on a closer examination. It pos-
sesses, on the other hand, a high
grade of p'^rfection. This may in
part be explained by its early culti-
vation and copious literature. But
the language has evidently con-
tributed much n^ore, as a summons
to attention and a help, to that cul-
ture. All other flexionless lan-
guages, if they exhibit ever so great
a striving after inflexion, stop upon
the way without reaching the goal.
The Chinese, whilst it entirely

(abandons that course, carries its
essential character through to the
end. The absence of phonetic
words expressing relation makes it
necessary to observe the several re-
lations more closely, and to set them
systematically in order. However
paradoxical it may sound, I hold it
still as proved, says Humboldt, that
in Chinese the apparent absence of
all grammar, arouses in the spirit of
the nation quickness of mind to
understand the formal connection of
discourse. While on the other
hand languages , with a tried but un-
successful marking of relations, be-
numb the spii^it and dim the gram-
matical sense much more, through
the mingling of the material and
formal significations.

The peculiarities of form and
structure may be accounted for in
this way : Given a primitive lan-
guage of the simplest possible struc-
ture, expressing only those parts of
propositions absolutely necessary,,
and which must have resembled
this in form, let it be transplanted
at an early age into the river valleys
of China, shut out by the mountain
masses of Central Asia from the
rest of the world, surrounded by
nations similar in race but inferior
in culture, and we have all the con-
ditions in the reactions of race,,
natural position, and primitive lan-^
guage preserved as an heirloom,
necessary to bring about the phen-
omena observed. It is not meant
by this that the Chinese is the prim-
itive language,but like many species
of natural organisms which have
reached a complete yet contracted
development, that portion of the
primitive mother tongue which the
ancestors of the Chinese people
brought with them on. their tra-
ditional march down from their
rivers from the heart of Asia, ran
through a rapid but brief developv.

1869.]

Gamparative Philology.

281

meat suited to its new circumstan-
ces and reached its unchaogLDg
status. Yet the conviction takes
strong hold upon my own mind,
that this language comes nearer
than any other living tongue to tbat
period when among men there was
but one speech. For the aggluti-
nizing and inflected languages must
either have been developed from a
stage like this, or this and all the
other languages lying below the in-
flected class have been formed by a
process of decay from the higher
stage. Any other hypothesis runs
counter to theory, that language
does not deny, but in every other
way goes to confirm, and which is
supported by other irrefragable
grounds, that all meii are of one
descent, and once uttered but one
speech. We cannot prove it by
direct testimony, since in every case
the development of language lies
behind history. Once let the iron
law of accent and position be broken,
and that spirit which holds the
words so firmly apart from each
other be overcome, and an aggluti^
nizing language is the result. —
Keep the spirit still in action and
these still separated particles fuse
with their root or significant sylla-
ble, and an inflecting form is the
result. Every theory of the inflect-
ing languages is based upon this last
fact. To conceive the reverse
seems impossible. Hence the sec-
ond and third classes are the ones in
ruin and their formation a process of
decay — if decay it can be called —
a decay which has filled the world
with riches. The scientific student
will find at once a type and parallel
in the long succession of geologic
periods^ each complete in itself,
each preparing the way for another
and ail coming down side by side
through the lapse of ages. In both
as iu human history there is a de-

velopment, not in the sense of those
shallow theorists who worthily find
their ancestry among the grinning
denizens of the forests, but in that
continuous succession of forms,
each complete in itself, each pre-
paring the way for another, which
marks the whole scheme of the

Euler of the Universe, c. w. s.
(to bb continued.)

A STORY FOR TACHERS AND PAB-

ENTS.

Hon. Salem Towne, about the
year 1800, taught a school in the
south-western district of Charles-
ton, Massachusetts. An inhabitant
of Sturbridge, the adjoining town,
had a boy of whose abilities and
general character he appeared to en-
tertain a low estimate. Mr. Towne^
notwithstanding parental forewarn-
ing, consented to receive the lad on
probation. On the evening of the
very first day, the school agent
came to the school, and told the
teacher that the boy was a bad boy,
and would disturb the school, and
must be turned out. Mr. Towne
rejected this hasty counsel, and in-
formed the agent that he should
keep a watchful eye upon the lad,
and that he thought it would be
time enough to turn him out of
school when he made any disturb-
ance ; and that he was entitled to
a fair trial. When the boy came
up to recite his lesson, and had got
through, Mr. Towne told him to
shut his book. He did so, but in-
stantly recoiled and dodged his
head, as if he expected a blow. The
teacher inquired what was the mat-
ter ; the boy replied, that he sup*
posed he should be beaten; an d be-
ing asked if he were accustom d to
such usage, he replied in the affi ra-
ative. Mr. Towne then quieted^ hif

282

North- Carolina Journal of Edikcation.

[Sept.,

alarm^ and assured biin that he had
nothing to fear if he conducted him-
self well, and encouraged him by
commending his recitation; and was
80 impressed by the lad's manner of
receiving this approbation^ that he
ventured to say to him, ^ I beliere
you are Si good boy.* These words
not only entered the ear, but they
reached the heart. The lad told
his associates that, although others
had said thatf he was a bad boy, Mr.
Towne had told him he believed he
was a good%oy, and he was sure he
wished to be a good boy. Tliis
youth continued to attend the
school daily and profitably, for two
winters. At the close of the sec-
ond winter, the father came to the
school, aad said : ^ Bill says that
you say I must send him to college,
and have him fitted in some private
family, not at an academy.' The
father inquired of Mr. Towne what
he had seen in Bill to justify the
idea of sending him to college. ^ I
see,' said Mr. Towne, ^ a boy that
you will hear from in after life.'
Mr. Towne recommended the Rsv.
Mr. Lyman, of Connecticut, as an
instructor. This course was follow-
ed ; the boy went to college, and
the predictions of his kind and ju-
dicious primary teacher have been
verified. That Sturbridge boy was
William L. Marcy, afterwards Grov-
ernor of New York, and Secretary
of State of the United States. —
Educational News,

Dr. Arnold once observed of a
bad pupil and his instructor, <It is
very often like kicking a football up
a hill. You kick it upwards twenty
yards, and it rolls back nioeteoa.
Still you have gained one yard, and
then in a good many kicks you
make some progress.' Here is
genuine encouragement for the
teacher placed among the rough

and rude. It is not in the nature
of instruction and correction,wholly
to be thrown away.

THE STUPID BOr.

"How do you like your school,
Charley ?" said Mr. Edgarton as
returning from market he met a
young acquaintance slowly making
his way in the direction of the
school-room. The boy thus accos-
ted had the reputation of being not
quite so bright as boys generally
are at the age of twelve years. Mr.
E. had however, never been able to
ascertain the extent of bis dullness,
and had some doubts abjut its be-
ing wer^ deeply seated. "You have
a first rate teacher, I hear," said
Mr. fi., observing that his first
question had done nothing more
than put his young friend into a
thinking mood.

"He may be a very good teacher
for boys that have sense. He says
I have none ; and so long as he
says that, I shall not try to learn
anything from him."

"Is that exactly right,Charley?"

"I don't know whether it is
right or wrong," was the quick re-
ply. "My Sunday School teacher
tells me that I don't know right
from wrong. Ha says that I am
so stupid that he cannot teach me
anything."

"Do you think you are really a
stupid boy,Chirley, and a bad one,
too ?"

"Of course I am siunid, or else
my teachers are. I don't exactly
know how bad I am."

Mr. Edgarton, who had himself
been a teacher, and retained an
affectionate interest in the welfare
of children, saw at a glance the
condition of this unfortunate boy.

His spirit was crushed and bro-
ken, and he was rapidly sinking

1859.]

The way to Spoil Girls*

283

iDto a state of wanton and reckless
indifference about his own mental
or moral improvement.

The reputation of a bad and
etupid boj had been fastened upon
bim,and the oonsoiousness of being
thus esteemed and regarded was
crushing out the very life of his
spirit.

<<I can be the means of saving
that boy/* said Mi. E. to himself,
as he walked home.

The friend who took so much in-
terest in the stupidhoy was a drug
gist^ and was, at the time^in search
of a bright) active, and reliable boy.
He determined to make a trial of
Charley. The conseot of the par-
ents was readily obtained, for they
also had become discouraged in re-
gard to their child, and supposed
him sadly deficient both iu talent
and principle.

Charley is no longer a broken
hearted boy, but an intelligent, ac-
tive, and highly esteemed young
man. His employer's business
has increased fourfold,, and he is
the chief clerk in tbe establishment.
He needed the sustaining and en-
couraging influence of,, at least,one
friend who could stand to him in
the place of both teacher and par-
ent, and not regard him as stupid
and u&pri>Dcipled. He found such
a friend in Mr. Edgartoo; and that
friend was the medium through
whom a new life was infused into
the otherwise ruined boy.

THE WAY TO SPOIL GIKLS.

If any parent wishes a recipe
how to spoil daughters, it can be
easily and readily given, and can
be provea by the experience of
hundreds to be certain and effica-
cious.

1. Be always telling her, from
earliest childhood; what a beautiful

creature she is. It is a capital
way of inflating the vanity of a
little girljto be constantly exclaim-
ing, '•How pretty !" Children
understand such flattery, even
when in the nurse^s arms, and the
evil is done the character in its
earliest formation.

2. Begin as soon as she can
toddle around to rig her up in faf^h-
ionable clothes and rich dresses. —
Put a hoop on her at oncA, with all
the artificial adornments of flounces,
and feathers,and flowers,and curls.
Fondness for dress will thus become
a prominent characteristic,and will
usurp the whole attention of the
young immortal, and be a long step
towards spoiling her.

8. Let her visit so much that
she finds no happiness at home ,and
therefore will not be apt to stay
there and learn home duties. It is
a capital thing for a spoiled daugh-
ter to seek all her happiness in vis-
iting, and change of place and asso-
ciates. She will thus grow as use-
less as modern fashionable parents
delight that their daughters should
be.

4. Let her reading consist of
novels of the nauseacingly senti-
mental kind. She will be spoiled
sooner than if she perused history
or science. Her heart will be oc^
cupied by fictitious scenes and feel-
ings; her mind filled with unreali-
ties ; and her aims placed on fash-
ion, dress and romaatic attach-
ments.

5. Be careful that her education
gives her a smattering of all the
uccompli.<^hment8,. without the
slightess knowledge of the things
really useful in life. Your daugti-
ter won't be spoiled so long as she
has a real desire to be useful in the
world, and aims at its accomplish-
ment. If her mind and time are

I occupied in modern accomplish-

284

North' Carolina Journal of Education,

[Septij

mcDts, there will be co thongbt of
the necessity and virtue of being of
some real use to somebody, perva-
ding ber heart, and she will be
soon ready as a spoiled daughter.

6. As a consequence, keep her
in profound ignorance of all the
useful arts of house keeping, im-
pressing upon her mind that it is
vulgar to do anything for yourself,
or to learn how anything is done
in the house. A spoiled daughter
never should be taught the myste-
ries of the kitchen-7-such ihiitgs a
lady always leaves to the servants.
It would be ^'vulgar" for her to
know how to dress trout or shad,to
wash, to bake, to iron, to sweep, to
wring the neck of a live chicken,
pluck it and prepare it for break-
fust, or to do anything that ser-
vants are hired to do. As a mis-
tress of a bouse, it is her duty to
sit on a velvet sofa all day, in the
midst of a pyramid of silks and
flounces,reading the last flash novel,
while her domestics are performing
the labors of the house.

To complete the happiness of
your spoiled daughter, marry her
to a bearded youth with soft hands,
who knows as little how to earn
money as she does to save it. Her
happiness will be finished, for her
lifetime.

Man can enjoy nothing, to effect,
alone ; some one must lean upon
his arm, listen to his observations,
point out its secret beauties, and
become, as it were, a partner in
his feelings or his impressions are
comparatively dull and spiritless.

Always do right. If you cannot
with mankind's approbation, be
satisfied with your own.

Very touching and beautiful
were the words of the old school-
master as life passed away. ' It is
growing dark — the school may be
dismissed.' Down to the very gate
of an unseen world he carried his
love and regard for the children
whom he had trained.

American School System. —
There are 4,000,000 students, and
150,000 teachers in the public
schools of the United States. —
There is one student for every five
free persons. In Great Britain
there is one student to every eight
persons. In France one for every
ten.

'^Agriculture is the most healthy
the most useful, the most nob
employment of man."

{^George Washingto

*' Weeds grow unaskM, and even some sweet flowers

Spontaneous give their fragrance to the air.

And bloam on hills, in vales, and everywhere —
As shines the sun, or fall the summer showers —

But wither while our lips pronounce them fair !

Flowers of more worth repay alone the care.
The nurture, and the hopes, of watchful hours j
While plants most cultured have most lasting powers;

So, flowers of genius that will longest live
Spring not in Mind's uncultivated soil,
Bu\ are the birth of time, and mental toil,

And all the culture Learning's hand can give.
Fancies, like wild flowers, in a night may grow ;
But thoughts are plants whose stately growth is slow."

Mrs,. Kinney

1859.]

Common School Department.

285

Cffntmon Bt^ml Jegartmcni

CIRCULAR LETTER,
7o the Chairm^ of the County Boards of Superintendents,

OFFICE SUPERINTENDENT OF COMMON SCHOOLS OF N, C,

August 1st, 1859.

}

Dear Sir: — ^I desire to call your
special attention to the following
clause of the Act of the last Gen-
eral Assembly of the State, enti-
tled, •* ^n Act Concerning Com-
fnon Schools:*' •

'* Section 6. Be it further en-
acted, That it may be lawful for
the Board of County Superinten-
dents to subscribe and pay for one
copy of the "North Carolina Jour-
nal of Education," published by
the State Educational Association
for the use of each Common School
or District in the county ; provi-
ded said journal is furnished at
the price of one dollar for each
copy, per Qnnuniy and the copies
subscribed for shall be filed and
preserved in the District School-
Houses, for the permanent use of
the Districts, as the foundation of
District Libraries ; and the chair-
man of the Board of County Super-
intendents shall, in all cases when
required by District Committees,
subscribe for a copy of said jour-
nal for each committee so apply-
ing, and charge the same to said
Disterct."

The meaning of this Section is
that the Board of County Super-
intendents may subscribe for a
copy of said journal for each Dis-
trict, when furnished at one dol-
lar per copy — ^and that any Dis-
trict Committee may order a single
copy at the cost of the fund due
that District.

This is a very important addi-
tion to our Common School law —
but I have refrained from making
any special communication to you
on the subject until now, as I
wished first to know what action
would be taken in regard to the
journal alluded to by the State
Educational Association . That;
body held its fourth annual meet-
ing in June last, and the repre-
sentation was unusually large and
re&pectable ; and it was the sense
of that meeting thut exertions
should be continued to keep alive
and extend the circulation of the
journal published under the au-
spices of the Association. It ap-
pointed a large committee for this
purpose — and at a recent meeting
of a majority of this committee I
was desired to urge upon the attep-
tion of every chairms^n of County
Superintendents of Common
Schools, the provijaion of the law
above quoted.

It is my decided opinion, ani!
that of many leading friends o!
general education^ th^^t the la^
above quoted e n a-b 1 e s Count}
Boards to acoomplkh much goo(
with a small tuj^oimt of means.

It would be a f^r^oX point gainec
for the advancei|»eDt of Commoi
Schools, if the m^^n^ of the peo
pie could be kepthiformed of theii
general staUstios; and how muol
greater would be ^l^its advantage!
these mtiBUcs could be aceom

286

NoTth^Carolina Journal of JScTucation,

[Sept^

panied with plain ^ useful and. simr
ple suggestions, accounts of the
progress of Common Schools in
other places, and essays ancJ dis-
cussions on educational topics from
the leading teachers of the State.

Your Board now has it in its
power to disseminate sueh matter
among the Districts of your County.

The North Carolina Journal of
Education has been pionounced^^by
competent judges, equal to any
periodical of the kind in the Uni-
ted States.

Such journals a^e not interes-
ting to the mere news-i6onger ;
nor do they pretend to be what is
called literary periodicals. They
are devoted exclusively to educa-
tion; and the greaterpartof their ar-
ticles are intended to be useful to
the plainest r<eader. Their voca«
tion is not to furnish general news,
to amuse with fiction, nor to culti-
vate or to minister to literaxy tastes;
but they are intended to furniEh a
record of the current history of
Common Schools, to convey useful
hints to parents, teachers and offi-
cers, to make it easy for such to
interchange views and experiences,
to enable teachers and professors
in Colleges and High Schools to
contribute by essays and recom-
mendations to the advancement ot
general, information among the
people, to furnish a common organ
of expression for all our schools of
every grade and class, to contain
explanation^ of the school law,
official papers, and general educa-
tional statistics.

Such is the North Carolina Jour-
nal of Education. In it will be
found all' the important papers
which emanate from this office —
extracts from the annual reports of
the General Superintendent, the
essays read at the meetings of our
Educatioiial^ssocation^ (publish ed

no) where else, and often of great
importance and value,) statistics,
suggestions, discussions of educa-
tional topics, notices of school-
books, and experience of teachers
and school officers. This matter
would be of immense value to the
District Comi^ittees; and the Jour-
nal would also be to them some
compensatiou. f6r the duties of
their office, would bring them into
immediate contact and communi-
cation with the State Educational
Association, now embiacing much
of the ability and public spirit of
the State, and would also enable
these Committees to understand
and sympathise with the progress
of the whole system of general
education, in aH sections, and in
all its aspects.

The Journal is now in its sec-
ond volume beginning in January
last. The present volume is fur-
nished to all subscriber at one
dallar per copy — and there are on
hand a lai<ge number of extra copies
of all the issues since January, in-
cluding the one for that month. —
These numbers will contain much
matter extremely useful. to District
Committees — and among other
things the very interesting essays
read at the last meeting of the
State Educational Association. —
At that meeting a chairman of a
County Board handed in a sub-
scription for all the School Dis-
tricts in his County — and since
then two other Chairmen have,
without any request from me or
the managers of the Journal^ sent
Orders for copies for the Districts
of their respective Counties. If
your schools can spare the money
for such a purpose — and it takes
but a dallar from each — the ap-
propriation will in time pay a very
heavy interest.

The very life of Common Schools

1859.]

Common School Department.

287

is general iaformation — ihis is
their ohjecty nor will they ever be
come perfect until all the people
are well informed. Whatever,
therefore, tends to add to the gen-
eral intelligence, feeds the vital
forces of Common Schools ; and I,
therefore, feel at liberty to solicit
yoar earnest attention to the sub-
ject of this letter, and to ask you
to do me the favor of replying to
it at an early day.

It is impDrtant for me to know
your viewi and those of your Board
in the premises, as soon as possi-
ble—and I hope that you will
write at your earliest convenience.

With mucii respect, I am tralv yours,

C. H. WILEY.

From the Times.
COMMON SCHOOLS.

As the subject of Common
Schools is too much neglected by
writers of ability, I will submit a
few thoughts that may meet the
attention of the reading public.

Teachers, committees and pa^
trons, have become too loose upon
this subject, they do'ntsee thever-
y important position they occupy
in this our day of improvement.
Surely ! Surely I the good people
of this enlightened day, do'nt
think, that the frame-work of lite
is marked out in the common
schools, that there is the place the
youth receive their first lessons and
that these are the most important
of all their course of instruction.
Do they remember, that '^ as the
twig is bent the tree's inclined,''
and if a habit of looseness, intem-
perance, immorality, unkiudness,
idleness, slovenliness, disobedience
and all that is low and groveling,
is formed in youth, it will follow
its victims, without- a great chinge,
to their final end and leave; not a

mark of distinction, but of shame
and disgrace to all posterity ? Do
they remember, that neatness and
comfort are great stimulants to pu-
rity and industry, and that old,
dirty, shackling log huts, with
scarcely door or window, benches
full of splinters^ with neither back
nor legs, are eminently calculated
to prevent the development of taste
and create a feeling of reckless
indifference, to all forms of beauty
and refinement ? And moreover
do they not know, that while adults,
much less children, are uncomfor-
tably sealed, they are in no condi-
tion for study, and cannot possibly
keep the mind on the lesson when
constantly thinking about their
seats ? And may I not add, that
there ha^ been time enough lost
in the last five years, by children,
rigling and screwing on some mis-
erable old slabs or moving from
one placa to another, in search of
a place to rest their weary frame,
to furnish every child in attendance
at school, with a neat desk and
comfortable seat.

And if our free sohooKhouses
were properly built and properly
furnished, as they should be, and
Committees would employ such
teachers as know how to teach, for
there is as much in knowing how
to teach as what to teach ; what
a great reformation would shortly
b3 seen in the " Old North State."

Parents could then keep their
children under their owa'superin-
tendance and not be compelled to
send them to a Boarding School
to spend money and form ruinous
habits before they are old enough,
to feel their own interest. But
under existing circumstances, what
inducement is offered to a man of
talent and taste to make this his
calling? Why, let me give one
example of the reward of the teach-

288

North- Carolina Journal of Education,

[Sepfc.,

er. Oooe when I w&s trying to
impart some general information
to my pupils (for I sometimes try
to teach) I stmck npon the subject
of Botany, and while thus employ-
ed, I beheld a beautiful flower, in
the hand of one of my little girls ;
I quickly grasped it and commenc-
ed the analysis before the class,
showing and nameing its different
parts ^ but when the children re-

turned home and told their parents
what I had been telling them the
reply of one of them was — "I
think your Master is nothing but
a fop for he's always telling you
something we know nothing about.''
Just so ; tell the ignorant some-
thing they know nothing about and
they will denounce you immedi-
ately as a fop or something wors^

H. E. C

BISTKICT-SCHOOL SONG.

We hare a song to sing to you,

You'll like the tune we know,
'Tls all about the District School

To which we used to go.
We did a smashing business then

Of doors and window sash —
But times have greatly changed since then,
We let alone the glass.

Chorus — But the love of study now.

Not found in days of yore,
Has made the school a different place
From what it was before.

It then was thought to be all right

To idle time away.
And teachers too would flog and whip

Full forty boys a day ;
And when a boy had ciphered quite

As far as Rule of Threo,
They thought he was so talented

That the President he'd be.

Chorus — But the love of study, &«

But now we cipher through the book,

And then go through again,
And think to learn Arithmetic

Requires but little brain.
Then Algebra we next depict,

And think the task but small ;
Of all the books we have so many^

We cannot mention all.

Chorm — But the love of study, &c.

1859.] Common School Department. 28^

■ I .1.1 — ■ — '■>■ ' ■■■ —

Our teachers now but seldom whipi

Or use the maple rule ;
They never scold or fret about,

But keep a quiet school.
And when a lad will not obey,

We think he is a clown,
The teacher ca!mly takes the rod.

And smooths his temper down.

Chorus — ^Bat the love of study, &c.

The school-room too is not the place

It was in days of old,
With hats to fill the broken panes,

And cracks to catch the cold.
The benches now are not too high,

For twenty pair of feet,
The corners are not whittled sharp,

To make them small and neat.

Chorus — But the love of study, &c.

Our patrons come to see us now.

And bring their friends along.
They cheer us with their pleasant smiles,

We greet them with a song.
The school we find a pleasant place,

Where boys behave like men,.
And girls, there's not an idle one,

Where once was counted ten.

Chorus — But the love of study, &c, , >i

Now, we presume you all will ask

How has it come about.
That we've so changed the District School,

And altered it throughout ?
Wq answer that 'twas brought about

By blackboard, chalk, and scholars ;
By teachers too, and, parents, you

Have done it with your dollars.

Chorus — But the love of study now,

Not found in days of yoro.
Has made the school a different place^

From what it was before^

• *

290

North' Carolina Journal of Educaiion.

[Sept.,

%At\ iijitor's g{partment.

Gov. Swain's Address. — We
have the pleasure of annouDcing
that Gov. Swain will prepare, and
furnish^ for publication in the Jour-
nal; an article on the early history
of North Carolina, embodying the
substance of the address delivered
by him at the meeting of the As-
sociation in Newbern. This article
will appear in the October or No-
vember number, should nothing
occur to prevent ; and while it will
probably occupy the greater part
of one Number, we feel sure that
our readers will consider it a treat.
All who had the pleasure of hear-
ing the address will agree with us
in saying, that this alone will be
worth a year's subscription to the
Journal.

We think that too little atten-
ti6n has been given to the collection
of interesting facts in our early
history, and we hope to give here~
after other articles of the same
character, from the pen of Gov.
Swain.

It may be said that this is going
beyond the ordinary range of such
a Journal, but we feel that no apol-
ogy is needed, for such information
is important to the teacher, as a
teacher ) and within the range of
such articles, there is much that
relates to the history of education.

Will not others aid us in making

the Journal more interesting and
useful, by contributing to its pa-
ges ? And now that the County
Boards are beginning to circulate
the Journal among the school dis-
tricts, we hope that many of our
contributors will write with special
reference to the wants of Common
Schools.

Prospects op the Journal. —
In this number we publish a letter^
from the General Superintendent
of Common Schools to the Chair-
men of the County Boards of Su-
perintendents, calling their special
attention to the privilege granted
them, by an act of the last General
Assembly of the State, of introdu-
cing the Journal into every school
district in their respective counties.

We hope the Chairmen and rnenn-
bers of the Boards will consider
this matter at once and not allow
it to pass but of their minds or de-
fer acting upon it until some future
time.

It is a matter of great impor-
tance to the schools under your su*
pervision that this means of infor-
mation and improvement should
be placed within the reach of teach-
ers and school officers; and it is
important that this aid should be
given to the Journal, that we may
be enabled to place it upon such a

1859.]

Resident Editor's Department,

foandatioo as to secure its perma^
Bent existence.

The committee, appointed by the
EdacatioDal Association to attend to
the interests of the Journal, look
with interest for the result of jour
action on tiiis subject. They are
making every exertion to do their
duty in regard to it and with your
co-operation eyery difficulty in their
way will soon be removed.

Some of the Boards have already
subscribed for a copy of the Jour-
nal for each of their schools and
others are moving in the matter.
Now let all who feel an interest in
the improvement of our Common
Schools see that their coanties are
not behind others in acting.

Question. The hands of a
clock are all working on the same
pivot ; they are all together at 12
o'clock; At what time will the
minute hand be equidistant be-
tween the houraad second hands ?
At what time will the hour hand
be equidistant from the other two?
And at what time will the second
hand be between the hour and min-
ute hands?

A young teacher sends the i^ove

question and requests some one to
give a solution that young children
can understand, since he has found
it difficult to make them understand
his own explanation of it.

He also sends us the following
solutions of two of the questions in
the August No. with the remark
that they were ^^xoorked by a school-
girl njot twelve years oldJ'

1st. As the circumference of the
field is 268 rods, A. and B. on op-
posite sides of it, must be 134 rods
apart. A. walks 11 rods in a min-
ute and B. llj rods ; therefore B.
gains i- of a rod every minute, and
having to gain 134 rods he will
overtake A. in 3 times 134 minutes
^402 minutes: now since he
walks Hi rods in one minute, in
402 minutes he will walk 402 x 1 li
=4656 rods; then 4566^268=
17, the number of times B. will go
around the field.

2nd. A. and B. can build a boat
in 20 days, in one day they can
build ^ of it ] with the assistance
of C. they can build it in 12 days
or i of it in one day : then the
difference between i\ and mss^ is
the part that C. can build in one
day, it would therefore take him
30 days to build the whole boat.

The Teachers op Wilkes
Cjunty. — The Chairman of the
Board of Superintendents of Wilkes
Co., has sent for 50 copies of the
Journal, subscribed for by the
teachers of his county ; and he
expects to add at least ten more to
the list.

The teachers of Wilkes are ahead
of those of any other county in
the State, in this respect, and from
the spirit of improvement, thus
manifested, we predict that the
schools of Wilkes will soon surpass
all whose teachers are content with
the improvements of the past. —
Let other counties imitate Wilkes
and the other counties that we have
mentioned in previous Nos. of the
JournaL

292

Norik^Garolxna Journal of JSfducation.

[Sept-,

A correspondeDt sent us the fol-
lowing, too late for the August No.

Mr. Editor : — I notice in the
N. C. Journal of Education of June
three examples for solution by aim-
pie Arithmetic, I would submit the
following as solutions of the second
and the third without saying any-
thing about the old lady's churn :
In the second Prop., we view the
field as being square containing
an equal number of panels on each
side.

A piece of land one rod or two
panels wide extended along one
side must contain eight acres, and
to find the length of this side we
have 160x8=1280 rods or 2560
panels on each side or 10240 panels
in the whole fenoe. (1280)2-5-160
=a 10240 acres in the field which
is equal to the number of panels
in the fence, and is pccording to
the conditions of the proposition.

Example third. — In this exam-
ple the horse is allowed to graze
upon one half a circle whose area
is two acres.

We first find the area of a cir-
cle whose diameter is 30 rods to be
4.41786 -f acres, (understand a
circle of other dimensions would
answer the same ends) then, as
taught by Emerson, part third page

173, we have ^O^X^i^ the ratio
and tlien extraeting the square
root we have 20.18514-f- rods the
diameter of the circle one balf of
which is the length of the rope in
rOki^.

10.09257x162 = 166.5274-1- feet
the length of the rope.

A, A. B.

Chatham County. — We have
just received a letter from the
Chairman of Chatham County in-
forming us that the "Board of Su-

perintendents " have authorized
him to subscribe for a oopy of the
Journal for each of the 68 Districts
in his county; and that he is now
making out a list of the offices to
which he wishes them sent. This
is encouraging and we learn that
other counties are moving in the
matter. If the fr lends of the Jour-
nal will exert themselves to secure
the same result, in their respective
counties, we will feel no hesitation
in making arrangements for its con-
tinued publication.

The Land Question. — The
following Arithmetical solution of
this question, received some time
since, was unintentionally over-
looked. We now insert it, and at
the same time remark that tbero
is, among our correspondents, a
great diversity of opioioo, as to the
true answers to this question.

200x3.00=r600.00=whole cost.

3.004-.37i=3.37}and300— .37J

=2. 62 J prices paid.

600 : 3.37i : : 200 : 112 J A's land.

600 : 2.62J ; : 200 : 87 J B's land.

112^ : 1 : : 300. : 2.66f price of

A's per acre.

87 J :! : : 300. : 3.42« price of Ws

per afre.

These operations are merely in-
dicated, but they are easily under-
stood, if compared with the condi -
tionsof the question and performed.

"Wisdom is the olive branch that
springeth from the heart, bloometh
on the tonguO; and beareth in the
actions.''

1859.]

Resident Editor^s Department

293

BOOK TABIiG.

Thb National Obator ; a selection of
pieces for the use of young stu-
dents in schools and academies. By
Charles Northend A. M. author of
•* Teacher and Parent," ** Teacher's
Assistant," "Little Orator," "En-
tertaining Dialogues, "&c. N. York:
A. S. Barnes & Burr.

This new work consists of three
parts. Part I. contains a variety of poeti«
cftl selections, some of which posses the
highest poetical merit, others are of a
humorous character, while others de-
rive interest from association.

Part II. consists of prose pieces, ad-
mirably suited for declamation and at
the same time inculcating valuable les-
sons.

Part III. Is a selection of dialogues
well calculated to lead the minds of the
young into profitable channels of
thought ; and whether they are used in
school exercises or not, they are sure
to be read.

Such a book placed in the hands of
a boy will certainly contribute much to
his mental improvement, whether it
makes him an orator or not.

Cesar's Gommsntabies on the Gallic
War ; elucidated by English notes,
critical and explanatory, and illus-
trated by maps, plans of the battles,
views, and a Lexicon of all the words
contained in the text. By N. C.
Brooks A. M. New York ; A. 8.
Barnes & Burr.

The notes and explanations are of
such a character as to aid the student
in understanding the full meaning of
the author, without being so copious
as to do away with the necessity of
study. We consider English notes
beneficial to the young student of the
Ancient Languages, only when they are
such as are calculated to encourage
him to study, by explaining what he
cannot understand without reference
to books which he is not expected to

have always at hand, and by aiding
him in keeping a connected view of the
subject before his mind. When too
much assistance is given, indolence is
encouraged, and mental improvement
retarded. Few pupils Will study hard
when they can acquire, What appears to
them to be the object of such study,
without mental labor.

The Life of Csdsar, prefixed to the
Commentaries, in this edition, shotild
be carefftUy re^d by every student, as
an introduction to the man whose
works be is about to study.

Pbooressive Pbactical Arithmetic;
containing the theory of numbers, fn
connection with concise analytic
and synthetic methods of solution,
and designed as a complete text-
book on this science; for common
schools and academies. By Horatio
N. Robinson, LL.D., author of works
on Algebra, Geometry and Trig-
nometry. Surveying and Navigation,
Astronomy, Differential and Integral
Calculus, &c. New York : Ivison &
Phinney.

This is a comprehensive work, in-
cluding all that is of practical utility,
among which we find some things that
are omitted in many of the arithmetics
in common use.

Within a comparatively short period^
much improvement has been made in
text-books on this science. In this
work, the author claims to have UAto*
duced all the imprcvemmts of his pred«
ecessors, as well to have added some
that had not been introduced by others.

The arrangement of the subjects is
good ; the examples are numerous and
of a practical character ; and many of
them are given without answers, so
that the pupil will be required some-
times to exercise his own judgment in
regard to the correctness of his opera-
tions.

We have often seen pupils in arith-
metic appear perfectly satisfied with
liuvitig obtained the answer given ia

291

North- Carolina Journal of Educaiion.

[SepCj

the book, without having performed
aay part of the operation correctly, or
having bestowed a single thought on
the nature of the question. Teachers
of this or any other branch of mathe-
matics may well rejoice in the posses-
sion of a text-book that will aid them
in making their pupils think, but still
much more will depend upon the
teacher than upon the book.

Analtris of Englmb Words, designed
for the higher classe's in schools and
academies. By Chas. W. Sanders,
A. M., author of "A Series of School
Readers," " Speller, Definer and
Analysis," and ^Elocutionary Chart.*
New York : Ivison & Phinney.

The character and design of this
work will perhaps be better under-
stood, bjglTiDgtbe subjects of the dif-
ferent sections, l^an from any remarks
we might make, without haying had
time to examine it rery thoroughly.
There are fifteen sections. 1 . Deriva-
tive and compound words. % Rules
for Spelling. 3. Explanation of the
prefixes. 4. Observations on the pre-
fixes. 5. Exercises illustrating the use
of prefixes. 6. Derivatives made op-
posite in meaning by means of prefixes;
7. Derivatives formed by means of pre-
fixes. 8. Explanation of suffixes. 9.
Observations on the suffixes. 10. Ex-
ercises illustrating the* use of suffixes.
11. Radicals and derivatives defining
each other. 12. Radicals and deriva-
tives opposite in meaning. 13 Radi-
cals combined with a variety of suffix-
es. 14. Compound words. 15. Mis-
cellaneous derivatives and compounds.

National Elembntaky Spblleb; de-
signed for public and private schools,
and to accompany the National se-
ries of Readers. By R. O. Parker
& J. M. Watson. New York: A.
S. Barnes & Burr.

This book is gotten up in good style
and is well arranged. The plan pro*

posed by the author?, and to ^vhich the

exercises in the book are specially
adapted, is certainly the true method
of teaching orthography.

The object of learning to spell is, to-
enable us to write the words correctly,
and the only sure way to accomplish'
this object is, to learn to spell words by'
writing them.

The O'RTHOGaAPHiCAL Hobgobkin: —
By Philorthos. This is a pamphlet of
14 pages, published by G. & C. Mer*
riam of Springfield, Mass., vindicating'
the orthography of WxBSTBRand com-
paring those words in regard to wbioll
h« differs from Wobcestbs. Since so
much has been written for and against
both of these standards, let those who
wish to see a comparison, in a few
pages, showing the foords about which
they differ, send to the publishers for
the Orthographical Hobgoblin^

The Southern Teacheb. — ^We hkr6
t^e plea.sure of adding to our list of ex-
changes another p'eriodical, devoted 16
the educational interests of the South;
called " The Southern Teacher.'* It
is edited and published by W. 8. Bar-
ton ; M'ontgomery, Ala. We are mucli
pleased with th« first number, and hope
it may be Widely circulated and aocom«>
plidh much good.

Vermont School J'ournal. — Al-
though this Journal has been in exis-
tence for several taonths, it did not
make its appearance npon our table un-
til recently. It is the os^gan of the
" State Teacher's Association," and !b
published at Montpelier, by a commit-
tee of the Association. It promises to
be equal to almost any of the many
educational Journals that tisit us ev-
ery month. We hope the teachers of
Vermont will support it.

THE NORTH-CAROLIM

JOURNAL OF EDUCATION.

Vol. IL

OCTOBER, 1859.

No', lo:

-^ r*

THE WAR OF THE REGULATION.

It is about a century sitice tbe
causes whieb gave rise to tbe War
of tbe Regulation excited commo-
tions in tbe northern district, and
especially in tbe interior portions of
North Carolina. In September,
1770, tb« Regulators expelled the
bench and the bar from Hillsbo-
rough, occupied the court-house,
possessed themselves of the records,
organized a mock tribunal, de>
BK)Hshed tbe house, and inflicted
merited chastisement upon the
register of the county of Orange,
committed other excesses, and were
for a time dominant throughout the
country, from the Ncuse to the
Catawba. The Battle of Alamance
was fought on the 10th May, 1771,
and excited do inconsiderabW de-
gree of attention in the sister prov-
inces, and in the mother country.
Until very recently, however, no
attempt has been made to compile
a history of these events, and n'6
portion of our annals has been less
understood, or the subject of greater
misapprehension and misrepresen-
tation.

The late Dr. MitchelF,' felW)rtly
after his appointment to a pirofessor-
sbip in tbe University, bad Lis at-
tention attracted to tbe subject, and
collected valuable materials fot its

elucidation — printed, written, and
traditional. These were subse-
quently transferred' to the Rev. Eli
W. Carutbers, and, in connection'
with the fruit of his own long con-'
tinued, patient and diligent re-
searches, were, in 1842, given to
the public, in his valuable work on
the life and character of Rev. David
CaldwcH, D. I>. ■'-

This volume, in due time, re^
ceived the favorable notice of Mr;
Bancroft, tbe American Historian,
and the subsequent residence of the
latter at *tbe Court of 8t. James,
enabled him to add -Very materially
to tbe stock of information which
had been obtaitied on this &ide of
the Atlantic. Mr. Bancroft's sum-
mary, founded in a great degree
upon record evidence, aifords ample
coofifrmartion of the view which
Garuthers bad presented of the
character of the prominent persons
who figured in the contest, and of
the causes which produced the re-
bellion. Recent* c^aTinnatiottft '<^
records, whicV had hitherto escaped
observation, hov^ placed it in our
pow^r to supply additional illustra-
tions. A portion of these, which
have Dot merely never been printed,
bvtt diseevered ia files wbicb bad
not been opened during the last

286

U^^th-Vamilina JoumlH^/ Education,

cfc.,.

half centurjy will now be exhibited
for the first time.

The materials for the oomposition
of a history of the Regulation, at
present accessible, if not ample,
are very considerable. Fifty years
ago comparatively little was known
upon the subject, and it is not until
very recently that such an amount
of knowledge has been obtained, as
to enable the hiptorian to present a
clear, continuous, and reliable nar-
rative of the leading incidents.

In addition to contemporaneous
notices, gleaned from Ens^lish and
American newspapers and maga-
zines, we have two histories, writ-
ten and published— -one in 1770,
the other in 1771 — which set forth
the leading facts in which Herman
Husband was a participant, from
the beginning of the rebellion, un-
til within a few months of the Bat-
tie of Alamance.

Of the more important of these
publications — "An Impartial Bela-
tion of the First Bise and Cause of
the Present Difficulties in Public
Affairs in the Province of North
Carolina,'' but a single perfect copy
is supposed to be extant It is pre-
served among the collection of the
Eev. Dr. Hawks, the Historian of
North Carolina, and exhibi tits evi-
dence on the^itieipi^e of its having
been at ooe ^ime the property of
General T^bomas Person, of Kegu-
lation, as 'well as Ilevolutionary
notoriety. The pamiphlet was writ-
ten by Herman Husband, and pub-
lished ^monymously and without
imprint 4n 1770. No iprinter in
North ^Carolina would have ven-
tured aueh a publication during the
arbitrary administration of Gov.
Tryon. It is a neat octavo, of
about '100 pages, mnAM^ie^<^ter
•and more valuable portioqaief ^Udh
^have been reproduced in4be seeond
wolume of Wheekr'a iiislerioal

Sketches of North Carolina, im.
^1—880.

The second pamphet is entitled,
<<A Fan fox Fanning and a Toucts
^tone to Tryon ; containing an im-
partial account of the rise and pro-
gress of the so much talked df
Regulation in North Carolina. Bv
Regulus. Boston • — Printed aua
Sold at the Printing-office, opposite
the seat of William Tassal, Esq^,
at the head of QueenSU-eet, 1771."
The only original *eopies of this
pamphlet, of whidh nre have any
knowledge, belong 'to Mr. Bancroft
and Col. Force. It was republished
some years since, through the
aeency of Col. Wheeler, in »the
North Carolina Standard SLuSi^i^iie
Greensborough Patriot, and was,
during the last year, reproduced iu
the pages of the University Maga-
zine. Gov. Tryon's Letter Book, re-
cently copied for the State, from
the origioal io the library of Har-
vard University, supplies very
copious illustrations of the view in
which the rebellion was regarded
and represented by the royal gov-
ernment.

The pages of Williamson and
Martin may be consulted with ad-
vantage. The former, though ordi-
narily the more meagre and kss
reliable of the two, '^wing to'ltis
residence in the northern •distciet,
ejtbiibits in various instanpes ^e
more :«ccurate account of there-
mote, as well as the immediate,
causesof the rebellion. Both wrote
under tgreat misconception witk
respeest^to the extent of country ifi
whi<9h t^e commotions prevailed,
and ^e dharacterof the insurgents;
and especially towards the close of
the contest.

A very brief *i>eifep0Bee to the
previous history of the province
may be necessary to render ^mbae-
queot details intelligible.

1859.]

War of the Regviation.

907

In 1729| the Lords Praprieton,
with the ezceptioD of Lord Carte-
ret, surrendered Carolina to the
Crown. Ho, with a shrewdness
which was charaeteristic, yielded
the soyereignty, but retained the
soil. The charters of Charles II
conyeyed to the regal proprietors
seyen and a half degrees of lati-
tude, extending from the southern
boundary of Virginia, 36 deg. 30
mio. on the north, to the 29 th
parallel on the south, and from the
Atlantic on the east to the Pacific
on the west.

In 1744, George II, by the Great
deed of Grant, conyeyed to George
Lord Carteret nearly a degree of
latitude, (56 nautical, or 60 statute
miles,) the northern boundary of
which was the southern boundary
of Virginia, aAd the southern, the
parallel line 35 deg. 34 min. This
line began on the sea shore, near
the hoose of Thomas Waliis, ran
thence ^ue west something more
than nine miles north of Bath,
almost directly through WasbiDg-
ton, some distance north of Snow
Hill, in Green, and a little north of
^Smithfield, in Johnston. It con-
rstittttes at the present time the
^southern boundary of Chatham,
Jlandolph, Dayidson, Howan and
Iredell, fitay be traced about four
miles north of Lincoln ton, and near
the diyidlag -line between Ruther-
ford and JVlcDowell. As repre-
sented M(» Cooke's Map, it would,
if extended to Tennessee, be almost'
conterminous with the southern
boundary of Buncombe, in a direct
line with Waynesville, and appmKi-
mate wery closely the northern
'boundary of Cherokee.

The«Grant ordiLarily spoken of
<fts the Oranyille Patent, covered
«^ite two-thirds of the present
Htate of J^orth Carolina. In Ii667^
dt vnifl «4i^yided into thirteen of itbe

twenty-nine counties, and con-
tained two- thirds of the taxable
inhabitants in the proyinoe. —
Entries for land within its borders
were made in <<the Granyille
Office,'' while all titles for land
south of the Granyille line were
deriyed immediately from the
Crown. The Granyille Office was
closed from 1765 to 1774, and no
settler during that period was able
to obtain a title to the premises he
occupied. It was re-opened in
the latter year, and continued open
until the Keyolution. In the trial
of the suit instituted about the
beginning of the century, for this
immense tract of country, the title
of Earl Granyille was admitted to
haye been incontestible, as late as
the 12th February, 1776. The
suit was decided against him by
Judge Potter in 1806, in the Cir-
cuit Court of the United States,
was remoyed by writ of error to
the Supreme Court of the United
States, and owing to the death of
the plaintiflTs counsel, Philip Bar-
ton Key, and the subsequent death
of the Earl, was, in 1817, stricken
from the docket for the want of a
prosecution bond.

Orange county was erected in
1752. It "Was bounded north by
the W^irginia, and south fby the
Granyille line^^and extended from
the Ifeuse riyer on^the east to An^
son«on the west. At the beginning,
and nearly to the close, of the Beg-
ulfttion^(I7'7^,) <S«iilford,Chatham,
Rookingbam and a considerable
portion of W^e were included
within the boundaries of Orange,
'fiandolpb, Caswell and Person were
not carved out* of it until aiter the
adoption ofthe^State constitution.
A lamanee ^as > created in 1848 . —
Tb e jRegwlatoTs ^were less Duinerous
within libe present boofodames of
C^range itfbafD io amy other {>ei«ioo

298

North' Carolina Journal of Education.

[Oct.,

of the origaDal conoty. Alamance,
Guilford and Handolph were their
strong holds.

The white population of the pro-
vince at the beginning of Grovernor
Tryon's administration was about
180,000. Slaves and free person-
of color may have numbered 40,-
QOO. All free males at the age of
sixteen and upwards were taxable.
The free polls were equal in num-
ber to one-fourth of the free popu-
lation, or half the number of free
males, 45,000. The slaves given
in for taxation, oug-ht to have been,
but probably were not, more than
equal in number to half the slave
population, or 20,000 Computing
six persons to a family, the number
of white families may be estimated
at 30,000.

The public debt, in outstanding
bills of credit, is stated by Wil-
liamson to have amounted to £75,-

the inequality of representation,
the great extent of the western
counties, difficulties in procuring
titles to land, frauds practised
by Lord Grranville's deputies,
superadded to the extortions and
peculations of the crown officers,
were unceasing subjects of com-
plaint, throughout two-thirds of
the northern district.

As early as 1756, we find Lord
Granville writing to his asrent,
Francis Corbin, as follows : "Great
and frequent complaints are trans-
mitted to me of the persons you
employ to receive entries and make
surveys in the back counties. It
is their extortions, ani not the
regular fees of office, which is the
cause of clamor from my tenants.
Insinuations are made, too, as if
these extortions were connived at-
by my agents : for otherwise, it is
said, they could not bo committed

032 4s. 6c?. These were a lawful ' so repeatedly and so barefacedly.''

tender at the rate of 138J to 100
The sterling value was in the pro-
portion of two to one. The sink-
ing fund was a poll tax of one shil-
ling, and a duty of four pence per
gallon on imported wines and spir-
its. The public dept to be met sub-
stantially by a poll tax, was about
equal to £2 lOs. on each head of a
family.

The quit rents of those residing
within the boundaries of the Gran-
ville Patent were payable to his
Lordship's agent, and in the south-
ern district at the office of the
Crown. Theforiner owed semi-al-
legiance to Lord Granville, and
may well be supposed to have been
regarded and treated with less fa-
vor than the immediate tenants of
the King. Such was undoubtedly
the case.

From the date of " tlie great
deed of grant," in 1744, to the
dawn of the Revolution, in 1774,

In 1759, a company of ten or
fifteen men from Halifax crossed
the Chowan river, proceeded to
the house of Corbin, some miles
below Edenton, made him their
prisoner, and carried him, in the
night, to Enfield. He was detain-
ed for some days, until he entered
into a bond, with eight sureties, in
the sum of eight thousand pounds,
to produce bis books within three
weeks, and return all the money he
had received in excess of the reg-
ular fees to which he was entitled.
Instead of producing the books
within the stipulated time, he in-
stituted suit against four of the
rioters. The defendants refused
to give bail, and were committed
to prison. The indignant and en-
raged populace cut down the jail
door on the following day, and lib-
erated the prisoners. Corbin, a
short time thereafter, dismissed
t^e suit and paid the costs. Suoh

1859.]

War of the Segulation.

299

were the premonitory pymptoms of ] of life, into a luxury, to be enjoy-
Ibe Regulation. ed^nly by the rich.

In a letter from Gov. Tryon, dated
4th «uly, 1767, to the Earl of
Shelburn, he states that " upon a
Inedium, the sheriffs have embez-
zled mere than one-half the public
monies ordered to be raised and
collected by them. It is estimated
that the sheriffs' arrears amount
to forty thousand pounds procla-
mation monev, not five thousand
of which will possibly ever come
into the Treasury ; as in many
instances, the sheriffs andtheirse-
curitiesare either insolvent, or re-
treated out of the province.*'

The Stamp Act received the
royal signature, on the 1:5th of
March, 1765. It contained fifty-
five sections, and embraced in its
multifarious provisions, a range
and extent of actions rarely ap-
prehended in our day* No one of
the thirteen provinces was more
unanimously opposed to it than
North Carolina, and nowhere was
this opposition more manifest and
decided, than throughout the boun-
daries of the Granville Patent.

Every species of instrument by
which property, real or personal,
might be conveyed, every written
evidence of debt, every paper used
in commercial transactions in the
commercial marts, or in neighbor-
hood traffic, was subject to onerous
impositions.

Among the most odious exac-
tions were taxes upon knowledge.

Every pamphlet or paper con-
taining half a sheet or less, was
charged with a cent. If larger
than half a sheet, and not greater
than a whole sheet, two cents. —
Pamphlets and papers larger than
a sheet, and not exceeding six
sheets in quarto, or twenty sheets
in folio, a quarter of a dollar for
every sheet of any kind of paper
contained in each printed copy. —
Every advertisement in a newspa-
per, half a dollar. Counting-house
almanacs, four, and pamphlet al-
manacs, eight cents each. College
diplomas ten dollars.

The duties on every paper used
in legal proceedings, declaration,
plea, rejoinder, affidavit, &c. &o.,
must inevitably have closed the
courts of justice to ordinary suitors.
The scarcity of a circulating
medium, if the people had not
risen en masse to oppose it, would
have rendered the enforcement of
the Act absolutely impossible. —
There was no straw to make brick.
Chief Justice Hasell, a zealous
and enlightened loyalist, wrote to
Governor Tryon from Salisbury,
under date of the 25th April, 1767,
that " in the progress of his cir-
cuit, he found the inhabitants of
the back country quiet, buc not
one advocate for the stamp duty,
and scarce any specie circulating
among them." Less than a year
thereafter (2d February, 1768,)
we find Governor Tryon writing to

The duties upon newspapers and the Earl Shelburn as follows : " I
pamphlets were not merely great- shall take the liberty, my Lord, to

er in amount than the cost of such
publications at present, but so
great, that if levied cow^ Would in
a twelve-month limit the issue of
the periodical press to a third of
the present number, and convert
the newspsper, almost a neeesaity

represent to you two or three
causes of the inconvenience this
country is under, for the want of
a greater medium of trade. The
distresses the public in general,
and many families in particular,
experience, proceed in some meas-

NartM^rolina Jourmm qf Iktu€aihon,

[Oct.,

ure,' from the reeeiven of the pab-
Ua taxes being freqjiently under
afix obligation to distrain for the
taxes to be levied in support of
government. These effects pat i ip
to sale, oaanot always purchase
monejv fltom its scarcity, sufficient
to answer the taxes .demanded;
yet, perhaps by the sale, the owner
will be greatly distressed, if not
ruined."

The Stamp Act, though oppres-
sive in the number and amount of
its exactions, was not unwise in
principle. It would have operated
with comparative equality upon all
classes of the community. The
maritime and more opuient dis-
tricts would have yielded much
tha-larger proportion of revenue
to the royal exchequer. The
merman t, the planter, and the
capitalist, would have been taxed
in a patio corresponding with the
exteiit of their operations. The
poor would less frequent ly^ have
felt the pressure, and been touehed
with a lighter hand.

The provincial systen^iof taxa-
tion was as unwise as it was op-
pressive, and it ^as oppressive in
a degree not ordinarily understood,
because never experienced by the
masses, since the Brcvolution. It
was unequal in its effect on differ-
ent sections of the country, and
not lesft unequal in its operation up-
on individuals in the same section.

The maritime districts w^ere pop-
ulous and wealthy as compared witl?
the interior; the southwestern
especially, as contrasted with tha
nortb-Miestern portion of the pro-
vince. With the exception of a
small revenue, derived from im-
ported liquors, the expenses of the
government were defrayed by a
poll tax. The poorest man, not
absolutely a pauper, contributed
the same amount with the richest^

and in all countries, at all tiaMs,
the poor and those in moderate
circunstanees constitute the gi:eat
numerical majority.

The same inequality prevailed
in relation . to quit rents. Three
shillings sterling (seventy-five ots.)
were paid to the King in the sou^th--
ern, and to Lord Granville in the
northern, tier of counties, on every
hundred acres of land, without re-
spect to improvements, situation,
or fertility

It will be easy to illustrate the
oppression endured by the Regu-
lator, by a comparison of the rel-
ative amount of, taxes paid by a
freeholder in 1769 and 1869.—
Take the- case of4 the headv of a
family of. six persons, witfa^A^ free-
hold of 1000 acres, worth,, what
few freeMds were worth at that
day, a t dellar an acre. All males
then ab^ve the age of 16 paid
poll tax^ the range is now nar-
rowed to between 2 1 and 45 . The
propoBtioa of polls in a- family
was nu»?e than 2 to 6 ; at present,
1} to 6. On the 21st June, 1768,
GoverndB Tryon wrote to a com-
mittee of Regulators as follows :
^' As yott.want to be satisfied what
is the aaaount of the tax for the
public service, I am to inform you
that it is seven shillings a taxa-
ble, besides the county and parish
taxes, the particulars of which I
will give Uy Mr, Hunter." What
were the rates of county taxation
at that time, we have no means of
ascertaining, and can therefore
enter into no computation of com-
parative amounts. The qpit rents
on a 1000 acres of land in 1767,
amounted to S7.50; the public tax
on two polls at87i cents each,
$1.75 ; vestry tax on two polls $2;
making the aggregate amount
$11.25. At present, under the
greatly increased rates of taxa-

1869.}]

Wdrr of the Rtffulation.

SOf*

tioD, rendkred necessary by our
extended system of internal im-
provement, a freeholder, under
similar circumstances, would pay
on land valuaed at $1,000, $2 —
one and a half polls, $1.20 — in all

articles, and they adSed that if they
could bring hom6-4i0 shillings, or
five dollars, in moB«y, for 40 bush-
els of wheat, theyv thought they
were doing a first raie business.''
If the Provincial system of taxa-

$3.20. For a quarter of a century t tion was< unwise and oppressive,

previous^ to entering upon the con-
structiont of raiirods, the* State
tax of a; fteeholder, in like con-
dition, iTOuld have been 60 cents
on his land, and 3^0 cents poll tax ;
in all about one-thirteenth of the
amount required of the. Regulator,
ninety years ago.

The statements of Grovernor Try -
on, with respect to the- scarcity of
money and the difficulty of ob-
taining the requisite amount to pay
taxes, will secure credence for the
following narrative. Joseph
McPher8on,'who in 1819 resided
near Salem, informed the late Dr.
Mitchell of the University, that
he removed from the neighbor-
hood, of Wilmington to Chatham
in 17t'5, fought with the Regula-
tors at.the Battle of Alamance, and
at thebeginning of the Revolution
removed to the county of Stokes,
where he then lived. He stated
that during the period of the
Regulation, *<he went with his
father to Cros«* Creek, now Fayette-
ville, with a load of wheat of 40
bushels. They could get five shil-
lings per bushel, but of this only
one shilling was paid in money ',
or thi3y could get a bushel of salt
for a. bushel of wheat. On their
return they had 40 shillings in
cash and were able to pay their
tax, which was more than any other
in the settlement could do." —
Caruthers, in his Lite of Caldwell,
appends the following averment to.
Mcpherson's statement : "Several,
old men in this county have given
me a similar account of the price

the principle which regulated
public expenditure was not less
absurd and iniquitous. Salaries
were nominally small, but, in al-
most every instance, tees of indefi-
nite and unknown amount were
connected with salaries. The fees
to which the Governor was lawful-
ly entitled on marriage licenses,
and licenses to keepers of ordina-
ries and. tippling houses, must, in
the aggregate, greatly have ex-
ceeded. I^e salary allowed to the
Chief Magistrate at the present
day... Judges, clerks, sheriffs, and
alLtheoficers connected with the
administration of justice were com"
pensatadfor their services, in whole
orin^ipai*, by fees. It is impos-
sible, in the nature of things, that
every department of the govern-
ment shouid not have beome cor-
rupt under such a system . and thatt
all became so there is conclusiV'C
proof.

The expenditure of the public.

money, moreover, was in inverse

ratio to pojgnlation and taxation. —

Two-thirds of the voters resided

and twtMihirds of the . taxes

in,

proceeded &om, the Granville
Patent. The northern tier of coun-
ties was the minority in the pro-
vincial legiskture, nevertheless,
and two- thirds of the public pat«
ronage were dispensed by the rep-
resentatives of one-third of the
jtax-payers.

J Enfeebled, by ill health and ad-
vanced age, Governor Dobbs ob-
tained permis»ion in July, 17£4,

I to visit the mother country. On
of wheat, as weU. as some other the 10th Oelober, Lieut. Col. W^l-

302

North- CaraHina Journal of Education.

[Oct.,

Ham TrTon arrived at Brunswick
with a commtPsioD and instructioDs
to assume th« duties of the execu-
tive department; during the absence
of the Governor, and with the ex-
pectation of succeeding him at an
early day. He found the province
in an unquiet state. The extor-
tions practised by clerks, sheriffs,
attornies, and other officers, had
sown the seeds of the Regulation
broadest, especially in Granville,
Orange, Anson, and Rowan. Gov-
ernor Dobbs was engaged in an
unpleasant controversy with the
Provincial Legislature, in relation
to the prefO«:ative right which he
claimed to appoint a public printer,
and the restrictions upon trade ap-
prehended as the natural result of
the Stamp Act. From these trou-
bles he was relieved by death, on
the 28th March, io the following
year, in the 82nd year of bis age. |
It is apparent that Col. Tryon,
from the first dav of his arrival,
had been awaiting the' departure
of Governor Dobbs with gl-eat im-
patience ) and the equanimity with
which he sustained himself on hear-
ing of his death, is thinly veiled by
the terms in which he announced
the event to the Earl of Halifax :

" Wilmington, 2 April, 1765.

^^ Last Thursday Governor Dobbs
retired from the strife and cares of
this world. Two days before his
death he was busily employed in
packing up his books for his pas-
sage to England. His physician
had no other means to prevent his
fatiguing himself, tban by telling
him be bad better prepare himself
lor a much longer voyage. I have
got into my possession the seal of
the province, and many public pa*-
pcrs. The orders and instructions
from your Lordship shall be obeyed
with all possible dispatch. Ap my I

patron, my Lord, I hope you will
allow me to call on your Lordship's
goodness, to forward his Majesty'^
most gracious promise to appoint
me Governor to his Province."

Tryon held at this time a com-
mission as Lieut. Colonel in the
Queen's Guards, and had accepted
the appointment of Lieut. Gover-
nor of North Carolina, with the
distinct understanding that he was
to retain his rank in the army with-
out disparagement. He was a gen-
tleman of address, tact and cour-
age, of more than ordinary ability,
but passionate, unrelenting and
narrow-minded. He was now em-
barking upon a sea of troubles,
that might well have appalled the
clearest head and stoutest heart.
The Regulators were to be quieted
or subdued. The Stamp Act was
to be executed, or its authors foiled
and disgraced. The whole amount
of specie in the Province would
not have enabled the inhabitants
to pay the stamp duties, and the
home government obstinately re-
fused permission to emit paper
money. The Regulators, known
as yet as The Mob, were arrayed
in the northern portion of the Pro-
vince, against the extortion and
malpractices of the offioers of gov-
ernment, and the entire population
excited to madness against the sys-
tem of internal dutiee with which
they were menaced by the mother
country.

Col. Tryon convened his Council
on the 2d April, 1765, announced
the death of bis predecessor, ex-
hibited his commission a6 Lieut.
Governor, took the oaths of office,
and immediately issued a proclama-
tion, continuing the appointees of
Governor Dot bs in office, until his
pleasure should be further known.
The King appointed him << Gover-
nor, Captain General and Com*

1869.J

Wat of the Regulation,

doa

iaaad«r-iD-Ohtef," on the 16th Ju-
ly. He produced his coivimissioQ
before the Coanoil on the 20tb
December, aad on the following
day isflued a proclamation dissolv-
ing the General Assembly. He
. deztrously availed himself of these
Sttoceasive vicissitudes aod changes
of the government, and aubsequeDt
less 4mbstantial pretexts, to evade
« meeting of the Assembly ,% and
pveveot the expression df legisla-
tive will in relation to the 8tamp
Act.

He met the Assembly .for the
first time in Wilmington^ en the
3d May. After a brief, but favor- ;
able reference to the ad minis tra--
ties ef bis ipredecessor, and a rec-
ommemktton of strict inquiry into
the state of the provincial finasces,
he remacked', *^ Uiat he was instruc-
ted to reqvest the passage of a bill
making better provision for an or-
thodox clergy.'' He insisted on
the propriety and oecessity of es-
tablisbiog a clergymaa in each par-
ish, wbose salary should be paid
out of Ibe public treasury. He
intimated the hope, that bis pref-
erence for an establishment, aod
the established Church of England,
wo«ld not give rise to the suspi-*
eion that he xms an enemy to tol^
eration. He assured them thatj
he was the earnest advocate of re-
ligious liberty, but remarked that
^^ he had never known toleration
urged in any country, as an argu-
ment to exempt dissenters from
their share of the support of the
established ehurcb.'^

The f«>Uowiiig extracts itam the
Goveroor's corsespondisnce, ' not
merely present authentic and in-
teresting intomatiion< with respect
• to the eatrlj bistory oi the Episco-
pal Ch.u?ch, but show fully and
clearly the i»ew» which influenced
the first| jstnd in ita ultimate codsc'^

quences, the most importaat act of
his administration.

He had been so short a time in
the Province, had enjoyed so little
opportunity 'of observing for him-
self, that his mistakes with refer-
ence to the comparative numbers
of the several religious de^nomiua.
lions, are matters of no very great
surprise.

Mt. Whitfield, it will be perceiv-
ed, travelled through the Province
and preached in Wilmington, in
the spring of 1765. He is not
supposed, howeve»', to have formed
any separate religious societies,and
the Wesleyaos, as a religious com-
munity, had at that time no organ-
ization within our borders. The
Baptists then, as now, were a nu-
merous and influential body of
Christians. Shubal Stearns, a well
known clergyman, planted a ohurch
on Sandy Creek, as early as 1755,
which, about this time, numbered
six hundred and six members. He
was the immediate neighbor of
Herman Husband, and surrounded
by the earliest and mo^^t thorough-
going Regulators. Next, if, indeed,
less numerous, were the Presbyte-
rians, to whom, as a body, the
Governor concedes,on all occasions,
a high character for intelligence
and conservatism. Carathers and
Foote furnish all the information
that can be desired with reference
to their ante-revolutionary history,
and obviate the necessitv of enter-
inginto it more minutely at presej^t.
The Quakers were probably third
in point of numbers. The Episco-
palians were mainly confined to the
maritime districts, and were rarely
found in the rural settlements of
the interior. They were then, as
at present, wealthy, intelligent and
influential ; but perhaps not qpore
numerous than the '^^tew Lights,^'
so frequently the object of the

I9brth' Carolina Mumal ot Bducaiian.

[Oct.;

Governor's feprobfttion and. atom.
The latter seem to hays sprung into
^xiateoee uoiien tlie iDflaenoe of
Mr. Wbitfield's^nuoistratioDSy from
Maine to Georgi*. They ultimately
united themselves' with the'Bap-
tistSi aod ooDstitated a most zealous
and efficient braoeb of that denom-
iDation. They seem to have been,
ajt ail times, active oppooeDts of the
established Ghurch, and earnest
advocates of political reform,

*^T^e Ifon&rable.Soci€ty for the Propa-
gation of th£i Gosjj^l in Foreign Parts:

'^Beukswiok, 31 July, 1765.
^<As this proviaoe has received
considerable advanla^jes from the
missionaries your Society have
sent among the inhabitants; some
information of the present state of
religion in this coleny may not be
unacceptable to you. Every seoti
of religion abounds here, except the
Roman Catholic, and by the best
information I ean get Presbyterians
and a sect who call themselves
'New lights,' (not of the flock of
Mr. Whitfield,) but Superior
Lights, from New England, appear
in front, lyiiese N«w Lights live
chiefly in the maritime counties;
the Presbyterians are settled most**
ly in the fa*ot!&or westward o&unties;
though the Church of England 1
reckon, at i^esent, to have the ma-
jority of all other sects ; and when
a sufficient! nrumber of olergy as
exemplary in their lives, as ortho-
dox in their doetfine, can persuadet
themselves to oome into this coun-
try, 1 doubt not but the larger
number of every sect would come
over to the established .mHgion.. 1
^an hear but oi five clergymen at
present in this province, four of
^hom have missioDS from the So>-
Q^ety, viz.:. The Rev. Mr.,Baed, of
^ew. Berne, in Crav«n ooonty; .Mr.
^arle^.near Ede&ton, io Ghonan
county ; Mr. Steimrt^, of £^th, in

Beaufort eounty; Mr.Moir,Itiuerant
Missionary. I had Mi opportunity
in a tour I made througb part of
the province to see th#^ above gen-
tlemen, and must obsevf« I think
the three first are weliiisettled and
established, and I believe them
regular in the discharge- of their
duty. I can speak move particu-
larly of Mr. Beed, as Lsaw much
of him at the General Assembly,
held at New Beroe. I reatly esteem
him a man of great worth. As
this country is now settled more-
than 200 miles to the westward of
Mr. Moir's> residesoe, I do not
think the Province receives anv
benefit from him as an itinerant
missionary ; for under that general i
license of preaching eveFgrwhere,he
seldom preaiohes anywhere^ This-,
report 1 have from some gentlemen,
in his neigb»^rhood, near the cowqh
of Halifax. Itdo n<^ represent hioio
as an immova.! man, but should^
think it advisabkhhe might be fix^-
ed to some pamh agreeable to the^
inclosed Act of Assembly, the pur-
port of which is the great induce*
men! of my troubling ther* Society
with this ktter. . Many» effDrts*^ ve
been made to obtaiut^a g^och clesgy,
act in this Province, but as every,
trial has been as often clogged:^
with ob5j^tion».iaiMMupatible with
the cigfc4s*of. the Grown andi t^e
eoolesiastieaJ j[^Rsd«ction,they have
proved iiruiftless. This Act, howev-
er, I flatter myself is free from ev^
ery material objection, and there-
fore beg lea-ve ^ reocKXia^end to the
oonsideratiou of the Society the
extreme advantages that wvU ac-
crue to his Mrjesty's 8ubj>eet8, by a
happy estabKahmeot of religion
here. As I have pledged myen<*
deavors to get ileoeift olei^mc^u to
serve in this I^ov^iileo, £ earnestly
h(^ for a farther enoonragement
from the 3oa«el}^y bj the iocreaee

1869.]

War of the Regulation.

806

of the miaeioiiariM, if only for a
term of jeer%till geotlemeo comiDg
over might reimburse themselves
the expense of their vojage aad
first settling here; which is a charge
that most he felt by every one who
has only his merit to balance that
aocoant. There are at present S2
parishes in the province, and as five
are already provided, twenty-seven
clergymen are only required,a num-
ber so small, that it will be scarce
sufficient to perform the marriage
and borittl servives, offices at pres-
ent performed without the greatest
order or deoency^by the Magistiates
of the Peace : Governor Debbs was
interred by a gentleman of this ot"
der, no clergyman living within
one hundred miles of Bhmswick.
The statte of the Ghwches in this
Provinee, beginning ibt the south-
ward, are as foUowSf vis :

At Bmofwiok only the outside
walls built and roofed.
Wikuiugtoi), waUe only.
New Beriie, in good repair.
Bath, wanting considerable re-
pairs^

Edenton, wanting as much.
As no British colony on this
continent stands in more, or so
much need of regular moral deigy-
men as this does, I hope the Society
will ^ve all possible assistance to
contribute to the happv effects of
the present orthodox bill. Should
I be so happy to meet with a
favorable regard to my recommen-
dationd, I shall, on a proper op-
portunity, communicate to the So-
ciety the future state and progress
of religion in this colony. Chapels
are established in every county,
which is served by a reader where
no clergy can be procured ; they
have two, three, or four, more or
less, in each cdunty, according to
the number of the inhabitants, or
extent of the country. If the

Society would send for my dis*
tribution, or the Governor's for
the time being, as many well bound
Bibles and Prayer Books for the
ministers' desks as there are pari-
shes, it wojild have a better effect
than a ship loftd of small books
recommendiog the duty of a
Christian. The ignorant would
hear their duty delivered out of the
former, when they could not in-
struct themseWes in the latter.-*^
This incapacity prevails from a
want e€ schools in the Province,
which consideration brings me
lastly to seltoil^the Society's bounty
and encouragement to Mr. Tomlin-
son, at present seated at New-
Berne. His memorial I enclose at
his request, certified by many gen-
tlemen, some of whom I am ac-
qnainted with. I had a Jong con-
versation with Mr. Tomlinson, and
f romthe sense and decency of his
behavior, and the general good
character he maintains, obliges me
warmly to solicit the Society in his
behalf. He is the only person of
repute of that profession in the
country; he was invited to America
by a brother who has a plantation
near New-Berne. I really think him
deserving the favorable attention of
the Society, and as such I recom-
mend him. I cannot conclude this
letter without acquainting the So«
ciety the Eev. Mr. Whitefield
preached a sermon at Wilmington
in March last, which would have
done honor had he delivered it at
St. Jameses, allowing some little
alteration of circumstances between
a discourse adapted for the Boyai
Chapel and the Court House at Wil-
mington. As considerable sums of
money have been raised by suh-
scription for finishing the churches
of Wilmington and Brooswiok, I
expect they will both be completed
in less than twelve months."

Norths ChroUfna Journal of ESumtton.

[Oid.f

*M VieUD of the PelHy ef tke Province
of North Car^inaw 1767."

« The fAergy Aad »eter any
regular aDd eertain establishment
till the Act of Assembly ht the
year 1'765. This act entitled the
minister to receiTe £183 6^. 8rf.
per anmim, and obliged the vestiy
to supply them with a glebe of two
hundred aeres of gced land, and
to butld on it a mansion hetise and
Convenient ottt»«.bott9es for the resi-
dence of the minister, or for want
thereof, to pay him £20 annually
in lieu of them. By the said Act,
the ministers arre enfiisled to eertain
fees mentioned therein fo^r mar->
fiages, and gi'^fng eertifieates
thereof^ and for funeral sermons.
As w> provision is made by the Act
for the presenHatioB of the minister,
it devolves to the Crown, and is
deleerated to the Governor for the
time being by his Majesty's in-
structions. There are thirteen
ministers now in the Province,
seven of whom have reecived let^
ters of presentation «nd induction
from the present G^overnor."

The gratification with wbi<3h the
Governoi' hailed the success of his
effort to secure an efficient and per-
manent establishment for the
Church, was marred by rumors that
resolutions, deprecatory of the
Stamp Act, were about to be intro-
duced into the lower house of the
Assembly. His ordinary taet and
readiness were ■ exhibited in pito-
reguing the Legislature from the
18th May, to meet at New-»Beine on
theSrdof November. 'There was
everything to gain, and' n^hing
to lose, in the critieal state of at~
fairs, by the change of time and
place.

The Stamp Act was repealed m
the 8pnng of 1766, and on the
*i^tk June the Oovemor had it in
bis pow«r to^ perlform a double act

of grace. Few men were more
ready than be to make the most ^i"
such aa opportunity. To quiet
the Regulators, Ike issued a procla-
mation, reeitinrg that complaints
having been made " tbat exorbi-
tant fees bad been demanded and
takeu in the several public offices,' *^
*^we do hereby strictly enjoin and
require all public officers, in their
respective stations throughout this
ProYincB, not to demand or receive
any other fees for public business
transacted in their offices, thaiJ
what are established by proper am*
thority, upon pain of being re-
moved from their said offices, anii
prosecuted with «he utmost severity
of the law."

A second proclamation of the
same date announced that anf
authentic aecoufnt had been re-
ceived of the repeal of the Act of
Parliament imposing eertain stamp
duties, and therefore "public bugd-
ness ntay be carred on as usual,
and that the inhabitants of the
Province may return to that cheer^*
ful obedience to the laws and
legislative authority of Great Bri-
tain," on which their future
happiness and prosperity so greatly
depended.^

The latter proclamation wa^
received without distrust, and with
universal and h earl- fek satisfac-
tion. The maritime districts in
the Province had nothin^g more to
ask or desire. No system of taxa-
tion more favorable to the "wealthy
sections, or the wealthy citizen of
any section, than the tax upon
polls, could have been devised.—
Very different were the interests
and feelings ol the people in the
back eotintry.

At the County Court in Orange,
in the moD'tk of August, a paper
was read publicly to the magistrates
and representativeg of the eouoly^

IU%^

War 9f Ikt RtgvAaiam^

907

which, after referring to the in^
«mph ohtaiaed by '^ The Sons of
Liberty," ia the saccesefRl re**
fiistanee ef ihe Staup Act ia Par~
liame&ty proolaims the neeessity of
a thorough reform by the removal
of *^aDJust oppressioa ia our
proviace/' The psiper makes no
objectioB to ike payment of neeee^
«ary taxes, takes ao ecception to
the reveoae system, uneqaal as it
vas in its operation, but simply
urges that pecmlation and extortion
fihall be exposed and prevented. —
*^ Every honest man is willing to
give part of hie substance to 8Up<«
port rulers and laws to save the
other part from rogues, aad it is
his duty, as well ae his right, to
eee and examine whether such
rulers abuse such trust" The
writer proposes, therefore, that a
taeeting shall be held at ** some
suitable place where theiie is no
liquor," on Monday before No-
vember Court, '^at which meeting
let it be judiciously inquired into,
whether the freemeo of this county
labor under any abuses of power or
oot, and let the same be notified in
writing, if any is. found, and the
matter fully conversed upon and
proper measures used for amend--
meat/'

Mr. Loyd, one of the represen-
tatives who was present, avowed
bis approbatioa of- the scheme. —
At his instance, the 10th of Octo-
ber was appointed the day, and
Maddock's Mill, oa Eno, two or
three miles west of Hillsborough,
the place of meeting. A second
paper was thereupon prepared, call-
ing for a general attendance of the
people. The object of the meeting
was stated to be 'Uo judiciously
examine whether the men in this
county labor under any abuses of
power, and, in particular, to exaau-
iue into the pnbMc taX; and inform

themselves of every particular
thereof — bv wiiat law and for what
uses it is laid — ^in order to remove
some jealousies out of our minds.^*
The representatives, vestry-men,
aad other officers were requested
to give the meeting all tke infer-
mation aad satisfaction in their
power *' 80 far as they value the
good will of every honest free-
holder, and the executing public
offices pleasant and delightsome.' '

At the appointed time and place
about twelve persons atteadcd. —
Neither Mr. Loyd nor his col-
league, Col. Fanning, was prestent.
James Watson came along, '^ late
in the day," and brought word
from Col. Faaniag that ^^ he had
intended to be present until with«>
in a day or two he observed in one
of our papers the word * judicious*
ly,' which signified, he said, by a
court of authority." He was, fur-
thermore, represented as objecting
to the mill, as not a 8uit*able place
of meeting ; and* in short, (said
Watson,) '^ (Jol. E^iaing looks on
it as an insurrection/'

A tbird paper was thereupon
drawn up, giving a ooncise history
of the meetings reciting the failure
of the representatives to attend, in^
sisting upon the right of the people
to know <*for what uses our money
is called for,'* and declariag their
williugnos;» to attend at some other
time and place, if their represeata-*
tives should be <^ iacUuable to aB<«
pwer it," and give the "proper no*
tice/' A copy of this statement
was delivered to Mr. Watson, who
avowed his approbatioa of the
course proposed* and promised to
pvesent a traa^ript to each reprc'^
sentative.

Instead of meeting the people,
as. desired, CoL Fanning is repre*
sented at the following court, or a
general mnstec^ to have read <' a

306

NortTi'OarolA^'tfimrnal of 'Eclucdiiofi.

[Oct.

long piece of writing in public, and
among onr Justices tn repttgnanco
to our request." This, together
with menaces from sbertKs *:and
others, *' so disconraged^fbe^eople
that tbeafiair dropped, after we had
subsoribed to a-flum of fifty pounds
in order to commenee raits at law
against them on the ipetial laws,
and was denied by the only trttor*^
ney we had any hopes of serriDg
us to undertake it."

On the third day of November,
1766, GoyemorTryon allowed him'*
self to meet a General Assembly of
North Carolina, for the second
time. The Province, as has been
shown, was burthened with a pubn
lie debt, equal in amount to £2 lOs.
upon every head of a family.

The whole northern portion of
the Province was disquieted by
oppressive taxation, the impossi^
bility of procuring titles to their
homesteads, and, above all, by the
well grounded apprehension of ex*<
tortion in the collection of fees by
every officer in the Province, from
Governor to Constable. It wns in
vain to assert the right of petition
and instruction, or, as has been
shown by the foregoing narrative,
for the people to unite m a respect^
ful request to the representatives
for information as ^* to the uses
their money was called for. ■' Gov-
ernor Tryon was neither ignorant
of existing abuses, nor wanting in
power to redress them. He was
in his own estimation, *^every inch
a king," and was in truth clothed
with vice regal power. He claim*
ed and exercised the prerogative
right to appoint the public printer,
to license and appoint teachers of
schools, to present and induct eler-^
gymeu in the eeverai /parishes, to
iucorporate counties anHi-Hle«ima,*to
call, prorogue and ^ssoWe the
General Airaembly, to apf^ne^^ difr-

anprove, or suspend the opersltion
of legislative enactments, anfiiiie
general power of appointoMat to
office dur€tnteii>imBSinaci^.

Mh openlug speedk aflfotded the
^earliest kitiBiitiou of tlie course of
, policy '^tA 'was to characterise
%ts Adiuitiistration. <' He drew
iftie attention of the Legislature to
ilbe itm^equacy of the emoluments
of sheriffs," and informed them
that " their resolution for the es-
tablishment of Fort Johnston hav-
ing expired fie had ordered a con-
tinuance of the establishment, and
some necessary repairs to the work
upon the credit of the Province.
Tne artillery and stores being too
raluable not to claim attention he
desired an increase of the estab-
lishment." He observed that the
court system had, on experience,
prored a valuable one, and seemed
to want nothing but a greater de-
gree of permanency and handsome
.•salaries to the associate justices.

The Province was overburthen-
ed with debt ; the office holders
were rich and the people poor;
extortion and peculation were
matters of every day occurrence.
The great initial measures of relief
and reform were increased salaries,
requital to Wilmington for the
loss of the seat of government, by
the liberal expenditure of puUic
money at Fort Johnston, and con-
sequent increased taxation to sup-
port the outlay. Having conciliated
the Cape Fear, *< by the continu-
ance of the establishment at Fort
Johnston," whieh " he had order-
led," without awaiting the expres-
•mon of legislative will — ^he pro-
•iseeded at a later period of the
sesfflon to suggest his &vorite
^«(iieffle fot the erection of a palace
at New-Berne.

The third seetiou of the Act au^
thorisiB^ *he coustrucUon of tibia

I860.]

War of the Regulaiion.

309

edificei provides that the Governor,
9» often as he shall have ocoasion
for money, for the purpose, may
issue his warrant fot a sum not ex'^
ceeding five thousand pounds, to
be paid '^out ot the<meney appro'^
priated by Act of ^Vssemhly for
erecting of public scho6ls:«nd pur-
chasing globes." The l&ct^passed
on this subject the following year,
after reeiting/that the school fund
amounted to but £3,500, appropri-
ates the further sum of £10,000
for the completion of the building,
which amount the Governor is au'^
thoiixed to borrow at eight per
cent., as well as the deficiency
(£1,500') in ihe .isaboolfimd, until
the aggregate amount ^an be re-
paid l^ « .poll taK of tiwo shillings
4kDd isxi^fmm ^do^eaoh tasable per-
son in' the Province.

Fort Johnston was to be enlarged,
and tiie pakce erected in^ihe souths
ern district. Wihniij^on and
New Berne, the two «J9ommercial
towns, the favored recipients of
public* bounty, relieved from all ap-
prehession of ^^temp duties, were
prepared to svA^mit^iih compaca.^
ntve equanimity <lo«a poU tax im-
iposed for their^oBe^. The unani-
mous support of the representatives
of the soutbertt "district, augmeot-
ed by the votes of occupants and
expectants of plaee io the interior,
may well be supposed 40'have se-
•cured t4*e -adoption 'of these
oeasupes.

Governor Tryon's position as
f jieot Colonel of t h e Queen's
•Oimrds, nay excuse, to some ex-
tent, his feminine fondness for dis-
play, but only at the expense of
his judgment. He g^ve ample
evident of taste in the arrange-
ment of grofindS) skill in arehitec-
ture, womanly taet and adrdtnesa
in the masagemeDt of men, and
texcessive refineneDt in court eti-

quette. He adorned the palace,
but ruined the Province.

In his correspondeifoe with the
home government, he fairly as-
sumes all the responsibility, and
justly ckd«as^U the ^credit, con-
nected ^wiiih the construction 'of
the palace. An acreomplli&ed
architect aocompanied hhn from
London in 1764, and hi& semces
werepropeidy put in requisition.
'* He goes soon (writes the Govern-
or,) to 'Philadelphia to hire able
^orkmen,4is ^i& Province affords
none capable of s«ich an * undertak-
ing/' Under date of 12 th Jan-
u^y, 1769, he states that the
palace is covered in and roofed. —
The plumber's work was executed
by an able hand sent purposely
over from London. He made use
ofeight tons of lead. Sashes, chim-
ney pieces, marble cornices, etc.,
were -ordered irom England. In
another letter, he remarks, that
-♦'seveial persons who have passed
through here from the. other colo-
nies, esteem this house the capitol
building on the continent of North
America. Should a currency not
be obtained in virtue of the Coun-
cil and Assembly's Address by
their committees to his Majesty, I
am apprehensive it will not be pos-
sible to levy the tax to raise the
£10,000 gran ted, yet by the pro-
visions of the Act, I am empowered
to take upon receipt, as may be
necessary to carry on the work.''

Martin, who was no eulogist of
the Hegulators, and who, from his
residence in New-£eTneata period
not very remote from the date of
the events he relates, enjoyed the
best opportunities to ascertain the
truth, remarks as follows:

<'0n the rise of the legislature,
gojrernor .}Tryon lost no time in
carrying into eSect his darling
scheme of building a palace. He

310

N&rtk' Carolina' Journal of Education,

[Oct.,

had exerted all his iDflueDce to ob-
tain the passage of the bill; and the
members of the king's ootid cil had
beeti officially instructed to give it
all their support in their legisla-
tive capacitj. This measure Tvas^
thought by many to have laid the
foundation of the series of disorders
and commotions which terminated
in the battle of the Alamance. The
grant of five thousand pounds was
above the means of the province in
its infant and impoverished state ;
and the governor was intrusted
solely with the disposition of the
fund. The trust proved fatal to
the interest of the province, and to
the trustee. It was made to gratify
his vanity at the expense of both.
It afforded him an opportunity of
leaving behind an elegant monu-
ment of his taste in building and
giving the minister an instance of
his great influence and address in
his new government. The tempta-
tion was not resisted; and the plan
of a governor's house was substitu-
ted for that of a palace worthy the
residence of a prince of the blood.
The purchase of the ground and
the erection of the foundation, ab-
sorbed the sum which the legisla-
ture had been pleased to bestow,
which was an ample appropriation
for the completion of the building.

*< The building was superior to
any of the kind in British North
America ; and the writer of this
history, who visited it in 1783, in
company with the late renowned
and unfortunate don Francisco de
Miranda, heard that gentleman
say, it had no equal in South
America.

" It was dedicated to Sir Wil-
liam Draper, the conqueror of Ma-
nilla, who was on a visit at gover-
nor Tryon's, and was said to be the
author of the following^^lines, in-
scribed over the principal door, in
the vBstibule :

Rege pio, felix, diris inimica tyrannis,
Virtuti has cedes libera terra dedit.
Sint domus et dominus saecUt exentpl'a

futuriSf
Hicartesj mores Jura, legesgue colant ,

Which are translated thus :

In the reign of a monarch, who good

ness disclosed,
A free, happy people, to dread tyrants

oppos'd,
Have, to yirtne and merit, erected this

dome;
May the owner and household make

this thelov'd home.
Where religion, the arts and the laws

may inv ite
Future ages to live, in sweet peace and

delight."

Before the completion of the
palace, our extending settlements
were approaching the Alleghanies,
and hardy adventurers from the
neighborhood of the present seat
of government, had formed a set-
tlement on the western waters.—
The pioneers of Watauga Were to
pa-y? by a poll tax, for the erection
of a palace in a town, which, until
the completion of the Western
and Atlantic Railroad during the
last few months, was, perhaps,
visited by a single mountaineer at
intervals of a quarter of a century.
Not one in a thousand of the Reg-
ulators, whose poll taxes contrib-
uted towards its erection, ever saw
the palace. The Provincial Leg-
islature convened in it for the
first time on the 5th December,
1770, and on the 8th April, 1775, .
the last of the Royal Grovernors
suddenly and angrily dissolved the
last Provincial Assembly. The
Grovernor himself, a short time
thereafter, took not less sudden
leave of the vice regal mansion.-^
In 1781, the iron pallisades were
removed, and the lead torn from
the roof, under the orders of Grov-
ernor Burke tind Council, to sup-
ply munitions and implements of
war, and it is not surprising that

T859.]

War of the SegidcUion,

Qenenl WashiDgton, ia his visit
to New-Berne ia 1791, foand the
sabstantial and elegant stnicture
in a dilapidated condition. It was
consumed no great while there-
after, by the torcb of an acciden-
tal incendiary, under circamstances
of which the gravity of history will
scarcely permit the recital.

It is a matter of carious inqui-
ry, whether an edifice of the char-
acter described by Governor Tryon
and Judge Martin, in th« forego-
ing, extracts- from the letter book

of the former and the history of
the latter, could have been built
for the sum of fifteen thousand
pounds. There is too much rea.«
son to suspf^ct, that no such system
of accountability prevailed in the
fiscal department, b,s would have
enabled any one, from whom the
Governor chose to conceal the facts,
to ascertain whether the appro^
priations were exhausted or exceed'
ed.

CONCLUDED IN NEXT.

COMPAKATIVE PHILOLOGY.

NUMBER EIGHT.

It seems proper that a few more
words be added concerning the
Monosyllabic languages, whose pro-
priety must be judged in the fu-
ture by these articles taken as a
whole.

The Chinese characters prima-
rily express words, and there is no
alphabet strictly so called ; yet all
characters used in writing can, ta-
ken by themselves without regard
to their meaning, be used as pho-
netic signs. Only in this manner
ean the Chinese express foreign
words, as for example : ing-ki-li
English, ya-^su-hoei-ase Jesuit,
ki-di-ase-tang Christian, &c., are
written with phonetic Chinese
words, which in this case lose their
signification. In a similar man-
ner the Japanese and Annamites
use the Chinese characters in wri-
ting their languages. The Japa-
nese we are told use an alphabet
eomposed of 48 Chinese word char-
acters m writing their language,
which is in class agglutiniung. —
An interesting query arises here
which I have not at present the

means of solving. 1 have some-
where read that the= people of Ja^
pan were a colony of Chinese who
left their country for some politi-
cal reason. Their literature, their
agriculture and their civilization
comes from China as well as their
written characters Now if these
arelacts, does it not furnish an ex-
ceedingly important example of a
nation whose luiguage by migra-
tion, that great moulder of lan-
guage, has been changed in grade
from a lower stage? The idea finds'
oonfirmation in the more active
practical life of the Japanese com-
pared with tlie Chinese. I leave
it as a query to bo settled by fu-
ti»re study. It is an example of
many similar ones that must be
made into the surroundings of that
singular people.

By a process similar to that de-
sci'ibed above a few words have
lost their primary signification and-
become particles. Insom« of the
spoken dialects tMs goes* further
and approaches agglutination. ^

According to MuUer in <tke

^ofa

North- Coftolma Journal 6t JESucation,

[Oct.j

Shan^ai dialect the aneient want
of distinction between a xerb and
noun '&c., is overcome. *'Anoun
is not changed into a verb without
its proper change of form by suffix,
not merely by change of tone as
in the general language of the
country. And in. like manner a
verb does not become a noun with-
out a formative particle." Thus
wo is to speak; as a verb ; wo--da
a word. Wo-da nominative, wo-
daka genitive, pela woda dative,
tang woda ablative.

The Chinese has several dialets.
The Kvo/n-hoa common speech,
improperly called the Mandarin
dialect, the language of the court
and men of learning, vernacular
in the middle kingdom ; Kuan-
tiingssu^'hoaj Conton vulgar
speech ; and the Chin cheu or dia-
lect of Fu-kian. There are also
many sub-dialects. The southern
dialects differ considerably from
the northern, so that northern offi-
cials need an interpreter when sent
among the southern people. In
the northern portion of the empire
and at court Mantchu is spoken.

The determination of the exact
boundaries of the monosyllabic
languages is difficult, perhaps im-
possible. A line commencing on
the China sea and following the
range of mountains on the east of
the Cambodia river in a direction
a little west of north, along the
flanks of the eastern slopes of the
great Asiatic table land to a point
about (40° N. L., 100° E. Long.)
forty degrees north lat., one hun-
dred east long., thence easterly
along the great wall of China to
th-e sea of Japan ; as given in
Dwight's philological map of Asia,
approximates to the truth.

This will include China proper,
Cochin'^China in Anam, and the
iskiKls along the ooast including

Hainan and Formosaand the Corea,
though the language of the Cor-
eans so far as I am informed is un-
determined.

Outside of this line, extends a
belt of languages similar in struc-
ture and lying next in grade to
this class, by some authors includ-
ed in it, the languages of Farther
India and Tibet, which says
Schleicher form a transition be-
tween the monosyllabic and agglu-
tinizing languages; and on the
north the Tungusic.

The true field of the Family lan-
guages is, as it will be seen, isolat-
ed from the world by the Anam
mountains, the table land of Asia
and the great wall.

The time when this area receiv-
ed its population nms up to the
highest antiquity. The point
where it entered tradition refers
to the northwest, and this is con-
firmed by the position of the re-
lated Tui languages in Siam &c.,
which run up the Meinam and the
Irrawaddy through 14 degrees of
latitude, the Tibetan on the west,
and the Tungusic on the north,
who have evidently been pushed
from their first seats by the Mon-
gols, — ^all pointing to the western
borders of the Afiatic table land
around the heads of the Indus, the
Oxus and the laxartes, thus ap-
proximating to the position of the
Arian languages. It is not meant
that these intermediate languages
are strictly monosyllabic, but that,
that feature enters into their com-
position, as will be shown hereaf-
ter. In the present stage of Phi-
lology careful comparisons and in-
vestigations in these languages and
those lying above them are of the
highest importance as furnishing
the means, of solving many yet
dark problems in the science of
language. To the thorough scien-

"M9&r]

'Comparative PhUology^

313

tific student; who labors from love
of the truth, as well (as to the phi-
lanthropist who gladly finds every-
where evidence of human brother*
hood, such investigations will nev-
er be over-valued. To the Chris-
tian missionary no languages can
be of higher interest than the Chi-
nese as it brings him in immediate
contact by means of an existing
literary tongue with nearly one
half the human race still lying in
darkness. A great work is yet to
be done in these languages. The
thorough study of their ancient
memorials, the comparison of the
older dialects and the determina-
tion of their relations historically
and grammatically so far as possi-
ble will throw much light upon
the early history of language.

One other question of great in-
terest, arises before we dismiss this
subject : have monosyllabic lan-
guages at any time ever existed in
other portions of the earth, and on
the other hand did any other form
of speech precede them on the
ground they now occupy ?

Historically (I mean, always,
within historical time) this ques*
tion in both respects may be an-
swered in the negative. Theoret-
ically it may be answered, that
outside of the natural bounds above
described such a stage of language
could not have existed long; as
from the time when the human
population became numerous, those
conditions existed, which would
have broken it up. It can pot
withstand a migratory restless life.
Inside of their mountain barrier
those ancient people passed never
more to return, but settled down
in proud forgetfulness of all the
world beside. They possessed an
early cultivation yet mummified —
in language, in culture and in life.
Their life, like the early concep-

tion of the broad ocean which
washes their shores was quiet, mo-
tionless. Did any billow from the
suiging nations without roll in
upon them, it lost itself in their
tranquil sea. Outside all was mo^
tion. Nation after nation in
ceaseless, erer-active procession
have continually traversed, up-
rooting and remoulding, all the
world beside. Herein too is shown
their high antiquity, for wherever
a degenerate tongue ie found it
proves to be a wasted fragment of
some higher life.

I trust my readers will bear with
me patiently to the end, My
chosen task must be the patient
labor of years. It requires a large
expenditure of time and means
which with me unfortunately are
but limited. The authorities near-
ly all have to be imported and the
most valuable information must be
slowly learned through a foreign
tongue. C. W. S.

TO BE CONTINUED.

Errata et corrigenda. — Page 40
French der. language readlangage,
71 read beyond the Indus. 'Ill
read Gibb's Piiilological studies,
last line but 2 for sort read root.

The Rocky Mountains. —
Horace Grecly says : " The glor-
ious Rocky Mountains are them-
selves worth a visit. They are not
a rangt merely, but a chaos of
mountains three hundred miles
broad, with their forks, their snowy
peaks, their grassy hill sides, their
glorious forests. Such clean,sweet
miles on miles of fragrant soft^
whispering piues you never imag-
ined. The air is gloriously pure,
the hill sides dotted with springs,
the ravines musical with running
streams that never dry up."

S14 IforOirOarodm Jinfy'HcU of Education, [Obt.^

•' - ■ ■■ ■ ■-

iCorrespondenoe of N'ational InteUigoncer.]

To the Editors: — Conservative as you have always shown yourselves
in letters as well as in politic®, I appeal lb you against an innovation that^
disturbs my peace. From the p^iodical press, from the bar, and from
the halls of Congress, for years it has annoyed me. I refer to the
violent separation of the infinitive from itiS sign by adverbs, thus, ^Ho
Hoiaelf/ conaidefy" in place of wisely to consider, &o. NoW, what I
Would say is, that this is a manifest and unseemly invasion of my long"<
established rights, and it is high time it was suppressed. Whether
this conspiracy against me has yet reached the pulpit, I do not know.
I trust not. Certain I am that it has not infected any of the 8tan«
dard authors, from Spenser down to the present day. To show fully
what I mean, I have gathered some phrases from the great masters on
both sides of the water, containing this form of speech, placing against
then> their distorted counterpart, that it may be seen at a glance what
a needless, wanton, and odious perversion it is which I complain af,
and against which I invoke your example and influence.

THE KING'S ENGLISH .

ENGLISH IDIOM. CORRUPT FORM.

If this bfe our coadition, thus to dwell. If this be our couditioa, to thus dwell.--
Hope here' to taste of heaven. — -Milton. Hope to here taste of pleasure.

He condescended to commend Cibber To once commend Gibber.

onoe.
He used to dine sometimes with Lord Used to sometimes dine.

Oxford. — Dr. Johnson. ^

tto support the affirmative fairly. To fairly support the alfirmlitivV.

Compiling quartos expressly to prove. Compiling quartos to expressly ptbVe.

tt would not have tended, in any shape, It would not have tended tot in any
to exculpate yourself. — Junius. shape, exculpate yout-self.

Unaccustomed to endure patiently. To patiently endure.

To protract matters longer. To longer protract matters.

In order to engiigfe Maurtce more thbr- In order to more th^roug^ily engigir
o\J^h\y.—^.R»bertson, historian Maurice.

I hope so"^ to conduct myself. To so conduct myself.

To enlist the syii^)athles of the Jack-
son party.
To elevate himself hereafter. To hereafter elevate him-self.

So to amend the Constitution. — Cla^f* To so amend.

I intended not to say a word. I intended to not say a word.

Its effect was to exclude the South en-^ Jo entirely e^liide the South.-
tirely. — * Calhoun.

It may not be amissv to recufr now, It iftay not be amfisa to now recur.

•So leave it With the States to do just To just do wliat they thought proper,
what they thought proper.— ir^ft-

8te7i{

T^hey appear to use substaratially to They ftppear to sufb3taritial!ly aljfree'.

agree.

^he great body of l^benrait Cfhfristitfns Seemf tomn to^ precisely aocord.
seem to me to accord preci8ely.-» -
Dry Channing,

I860.]

Randam Thaughu.

:Si6

iRANDOM THOIWJHTS.

That a wise, firm and equitable
goverDment is iodisponsable to the
progress and welfare ofiinj comma-
nitj, domestic or literary, civil or
ecclesiastical, may be taken pro
€9nfe880 ; but theipractieal difficul-
ties are always many and of perpet-
ual recurrence. £)ven in the most
free, enlightened and moral com.-
munities, there is a great difficulty
in getting just and wholesome laws
enacted, such as are best adapted
to the circumstances, occupations
and habits of the people. Hence,
in this country, they are, every year,
repealing and modifying, substitut-
ing and addinp:. Then, there is a
greater difficulty in finding men of
sufficient discretion, impartiality
and strength of purpose to adminis-
ter the government in thejmost effi-
cient and satisfactory way ; but the
contentment, enterprise and prog-
ress of the governed depend on the
equity of the laws and the upright-
ness of the e&cculive.

The school, so far from b'^ing an
exception to i;he general rule, fur-
nishes one of ^he finest illustrations
of the principle ] for, without the
right kind of government, no efforts
at instruction can be successful.
The teacher must, in the nature of
the case, be an aiU^erat, as much
so as the head of a family, i. e., he
must be, in his own domain, the sole
** monarch of all he surveys," he
must not be a tyrant ', for, to act
from caprice, or cruelty or weak-
ness is worse than not to act at all.
He must be a much better autocrat
than the great Mogul, or the Empe-
ror of Kussia or even Napoleon III.
His rules must be few and simple^
equitable and adapted to the age,
capacity, disposition and previous
advantages of his pupils; and^theu^

they ahould be enforced with a firm-
ness, prudence and kindness which
will make his sway like that of the
sun in the firmament, genial and
productive of the richest fruits.
Even children, boys often or twelve
years old, not only understand well
enough that government is neces-
sary, but really desire it and soon
learn to treat with contempt a teach-
er who is weak or partial in his ex-
ercise of authority, as well as in-
competent in his scholarship.

But if it is not an ^asy matter to
get such a code of laws as will be
most conducive to the general good,
and to find men who will faithfully
and honorably discbarge the duties
of ttie executive department, with-
out fear or favor, it is no less diffi-
cult to adjust the kinds and degrees
of punishment for different offences
and for all classes of offenders. Cir-
cumstances are so variaiQt, and the
ages, capacities, dispositions, ad*"
vantages and temptations are all so
diversified that no penal code can,
in justice, be made precise and in-
variable, but something must be left
to the discretion of those who are
entrusted with the administration.
As with the parent, the whole con-
cern, precepts and penalties, legis-
lation and administration, must all
devolve upon the teacher ; and he
who acquits himself to the satisfac-
tion of all concerned, or who comes
up to the full measure of his duties
and responsibilities, deserves as
much honor and as ample a reward
as any man in the country. The
Eoman maxim, Suaviter in mode,
fortier in re, seems to have a pecu-^
liar force and appropriateness in this
case } for the teacher must maintain
his authority and he must gain the
confidence and affections of his pu-

^ I

S16

Norths Carolina Jmxrnoi of JBducation.

[06t.,

pils. Everything that can be done
ought to be done by <' moral sua-
sion/' and, as a stimulus to indus^
try, kindness and encouragement,
in Tvhatever way and by whatever
means it may be given, should be
the main reliance ; but in a promis-
cuous school; consisting of boys, or
of boys and girls, gathered from all
the families, rich and poor, relig-
ious and irreligious, in the district,
in some of which, no parental re-'
{Strain t has been exercised, no mor-
al or Bible instruction given, no
taste for learning inspired, no hab-
its of industry and sobriety formed,
there will be, for a time at least,
acts of insolence, waywardness or
wilful transgression, if it is only to
try the teacher's " pluck," which
cannot be suffered to pass unpun-
ished.

Some are for dispensing with cor-
poral punishment altogether and re-
lying solely on moral and kindly
infltience ; but such a principle, or
such a practice, if carried out, would,
in a little time, subvert every gov-
ernment in ;fche world. It is, more-
over, in opposition to the highest
authority we have, and to the testi-
mony of all the wise and good. He
that spareth the rod hateth his son ;
hut he that hveth him chasteneth
him betimes. Correct thy son and
lie shaU give thee rest. The rod
and reproof give wisdora< The
birch is as much the badge of au-
thority for the teacher as i\ie fasces
and axe were for the Roman Con-
sul, or the sceptre for the crqwoed
monarch ) and it must not .only be
kept in interrorem, but shoul^sl be
n{ade a terror whenever it bepomes
necessary- You mieht as well de-
prive the magietrate of his.sword as
the teacher of his birch -^ for, unless
my observations havej been.,falla-
eious, other modes of punishment,
if iiot more cruel, are lessefiBjsaciojas.

To shut them up, solitarily or one
at a time, in a dark room, may ter-
rify them or rouse a feeling of re-
sentment, but can produce neither
love for the teacher nor fondness
for their books. To keep them in
and make them do without their
dinner, to get their tasks, can only
irritate and produce a dislike to
their books ; for no man, with a bar-
king stomach, latrante stomacho,
as Erasmus said, can be in any pleas-
ant mood for study. At all events,
whatever modes of punishment may
be found expedient for these and
all minor delinqueociep, for all act9
of wilful disobedience, Solomon!^
advice is the best, and, so far as I
have noticed, those teachers w-ho
made a free but judioious U93 of the
rod for aggravated offences and for
no others, were the most respected
and the most beloved by their* pu-
pils ; but the common maxim that
children should not be punished for
being children but for being naugh-
ty children, should never be forgot-
ten.

As the appliances for exerting a
kindly influence are almost number-
less and may be ever varyingly
brought to bear on the minds of the
young, the teacher who wishes to-
avoid an irksome duty and some
unpleasant feeling, will make cor-
poral punishment the last resort,
and j^ if his heart is really engaged
in the work, he will seldom iind it
necessary.

Last summer I fell in company
with a young man of considerable
intelligence, who .has, for two or
three years, made teaching his bu-
siness during apart and sometimes
the, greater pait of the year. He is-
not a professor of religion or not a
member of any church, but is very
naoral and correct in his deport-
ment. He has now got a character^
a% a teacher, which will command

S59.]

Random* Thoughts,

ai7

the highest price in the oomatrj and
whenever he says the word. Wh ile
with him^ he gave me an accoaot of
his managemeot and of his saocess,
all of which I thought commeDda-
hie. With one measure I was par-
ticularly pleased, which was that of
always opening and closing his
school with singipg ; and heing a
good singer himself, he said no one
who had nevex tried it could have
any idea of its salutary effect . Some-
times he would sing a whole hymn,
sometimes only a couple of verses,
to any common church tunc, the
air of which was adapted to the
sentiments. Occasionally, cither for
the sake of variety, or for some oth-
er purpose, he would sing a patriot-
ic song,^suoh a <' Hail Columbia/'
or any . otber ; and, '* once in a
while/' if, for any reason he want-
ed to make a particular impression.,
he would carry them, in the even-
ing, clear through Yankee Doodle,
when they were dismissed in the
finest spirits imaginable and were
singing or trying to sing Yankee
Doodle all the way home. He had
two objects, in view, one of which
was, to teach them music and the
other was its salutary effect on their
deportment. The consequence was
that they became greatly attached >
to him, and 90 fond of learning to •
sing that, in their play hours, and
on their way to or from school, sini>
gly or in little groups, they were
humming away at some tune, which
he had recently introduced, and
never rested until they could sing
it correctly.

When 1 saw him he had jast
closed .a school in a neighborhood
where very few advantages of any
kind had been enjoyed aqd where
many of the parents had ' suffered
their children to grow up without
any sort of moral instruction or reg<
tftlar traioiog. The larger hoy^ had

been regarded, as unmanageable,
and previous teachers, not being
able to maintain their authority,
were glad to get away. This young
man was a little apprehensive and
his friends -were afraid for him, lest
he should not succeed, and conse^
quently, suffer in reputation ; but
both he and they were agreeably
disappointed. With a considerable
shave of wit or humor, a perfect self-
possession under all circumstances,
and a good deal of the ^ ^go-ahead"
character about him, he pursued
the same course which he had initi-
ated, with such favorable results,
in previous schools, but modified to
suit the difference in characters and <
circumstances, and it was a com-
plete success. The largest and
rudest boys soon became much in-
terested in learning to siag,..and the
paiQS which he took in giving them
instruction inevitably woa their at-
tachment. Their UQCouth manners
and recklessness of spirit were soft-
ened down by the genial influence
of personal kindness and music com-
biued,and refinement gradually took
the place of what has been deem-
ed an incurable rusticity^. He did
not find it necessary to use the rod
more than two or three times dur-
ing the term, and then it was done
to purpose ) but so judiciously, and
when it was so manife.^tly deserved,
that no sullen or spiteful feelings
wc^re roused, either in the culprits
or in the parents^. In such a state
of mind, application tcf study was
a pleasure, and their progress was
alike gratifying. to themselves and
their parents. . On the last day of
the school, which had usually been
spent in play and Jioisy mirth, all
was quiet andipleasant. A few of
them attempted one j to engage in
play; bat their hearts got too full,
and they gave it up. They all met
ia the ^ou«e then iind attempted to

di8

North- OaroKnm fowmaiJL of I!dMcati9n,

•[Oct,

siDg under tbe^leadership of their
teachei^ but their voices were soon
smothered by their feelings. In
conclusion^ the teacher sang a part-
ing hjmn, but there was hardly a
voice that could join with him. The
closing scene was really an affecting
one and will not soon be forgotten,
as he remarked by either teacher
or pupils. The farewell was not a
mere form or a ceremony ; for^ while
they all alike, the best and the
worst, the kindliest and the rudest,
gave him a warm, tight grasp of
the hand,as for ^any thing more,it was
a silent, tearful, sobbing adieu.

More, perhaps, from the impulse
of feelings than from the dictates
of a sound judgment, 1 have giv-
en these facts, partly because the
young man, whose modesty is equal
to his merit, would never say any'^
thing about them himself, and part-
ly because I thought they might
suggest hints which would be ser-
viceable to some other teachers in
the country. Many of our best
teachers may be found in the ^'back-
woods/' where they have become,
in a mea5(ure, self-taught, and where,
without Normal school or any other
help, they have worked out for
themselves the difficult and impor-
tant problem of governing a school;
and while we should not sneer at
the lessons to be learned from their
common sense and experience, we
should not leave such men to wear
out life in obscurity, nor overlook
the services which they are render-
ing to the cause of education. In
the multitude of counsellors y there
is safety ; and a threefold cord is
not easily broken.

" It is very easy to be superficial.
It is very hard to be thorough. It
is very easy to make mistakes. It
is n ot easy to correct them . If you
would be thorough youmustwork/'

An Anctent City on the Pa-
cific. — The New Orleans Rca^-
yune says that the American sur-
veyors of the Isthmus of Tehuante-
pec, in their explorations on the
Pacific Coast, discovered the ruins
of an ancient city within a few
miles of the sea. The surveying
party brought back a large num*
her of terracota idols, musical in-
strumentSjSilver rtsgs, ha^ reKevos,
&c., all of whieh indicate an ad-
vanced condition of civilization
among the aboriginal people of
Mexico.

DRINKING TOBACCO.

" It appears that the smoking of
tobacco, a custom first observed
among the natives of Amenca, was
at fii-st called by the whites " drink-
ing tobacco."

Thus in the account given by
the Plymouth people of their first
conference with Massasoit, it is
said, ^^ behind his back hung a lit-
tle bag of tobacco, while he drank,
or gave us to drink." Among the
records of the Plymouth colony
for the year 1656 is found an en«»
try, that a committee was appointed
" to draw off" an order concerning
the disorderly drinking of tobacco."
Wilson's •American History.

Spontaneous Combustion
FROM EusTY Iron. — Mr. Marsh,
an able chemist, found that iron
long under water, when reduced to
powder, invariably becomes red-
hot,and ignites anything it touches.
A general knowlege of this is im-
portant, and it accounts for many
spontaneous fires. A piece of rus-
ty old iron, brought into contact
with a cotton bale in a warehouse
or on shipboard; may occasion
much loss of life and property.

Be honest and fear not.

18&9.J

JUuealton in Denmarld

819

EDUCATION IN DENMAEK.

^< The educational institutions of
Denmark have reached a very high
degree of perfection : indeed few
countries^if any, can compare with
Denmark in this respect, most of
the peculiar advantages in the
Danish system seem to arise from
this, that all schools, hoth grammar
and other, ha^e been put in a state
of dependence on the University
and under its controul, whilst the
University itself is particularly well
managed.

All educational institutions of
the country are now managed by a
royal college consisting of three or
four assessors, and a president,
called the royal commission for the
university and grammar-schools.
This commission has no superior
but the King, and reports to hiaa
directly.

Education is compulsory. Poor
parents pay a nominal sum weekly
for the education of their children
at the government schools so that
almost all the lower classes can
read and write. Confirmation is
a-lso compulsory. Untill that rite
has been received, the youth of
both sexes are in statu papillari.
Certificates of baptism, confirma-
/ion,and vaccination are indispensa-
ble before entering on service, ap-
prenticeship, or matrimony," —
Ency. Brit — Art, Denmark.

The Newspaper, — There is no
book so instructive as the newspa-
per; no knowledge so necessary
td be acquired as that which may
be gleaned from its columns. It
is not only the vehicle of the 'Cheap-
est, but the most innocent and least
•cloying source of happiness. A
newspaper in a family is sure to be
the means of interesting, inform-

family, especially, where they live
in the country, and see and hear
but little that is new. In the
course of a year, a well conducted
paper conveys information on al-
most every subject, or at least ex-
cites curiosity and enquiry on aU
subjects.

To know what is nearest to us in
time and space, is almost neeessanj^,
most pleasing and most iastructive;
and this kind of knowledge can
only be obtained from newspapers.
We would venture to affirm, that
there never was and never will be,
in a country situation, an ignorant
family wfao take a newspaper, as
it is impossible that a family should
not becooMi in time well informed,
provided they live sufficiently se-
cluded to be thrown upon the paper
as a source of amusement. The
dullest child who hates a book,will
in rainy weather, steal up to a
newspaper, read a marriage notice
and an advertisement or two, and
put it down. The next time prob-
ably he will become bolder and get
through a "horrible murder."^ —
Soon he will read short tales of fie
tion ; then just before election time
he begins to peep into politics; and
even to read political speeches. —
Last of all he attacks foreign news.
By this time his curiosity on most
subjects is excited, and he is lured
on to become a reading and well
informed man. '

It is strange that any family, as
a measure of economy, should bo
without a newspaper. Children
see the world cheaply at home in
a newspaper, without the danger
of bad association or the expcuso
of travel.

ing almost every member of the you have it.''

Possess nothing except for use,
not for the mere sake of having it, or
of letting other people know tha*

Nbrth-OaiPoUna Jourwd of EducaHan. [Oct.,

TREASURES OF THOUGHT.

Who is the author of the following stanzas, we do not know. Bfit
thej are so unlike the spirit of this selfish ago, that thcj deserve to he
p-inted in letters of gold.

If thou hast thrown a glorious thought'

Upon life's cooimoQ ways,
Should other men the gain have caught^.

Fret not to lose the praise-.

Great thinker, often thou shalt find,.

While folly pluBder» fame,
To thy rich stor-e th<6»<;rowd is bU«(J,

Nor knowe thy very* name.

What matters that, if thou uocoil

The soul that God has given,
Not in the world's mean eye to toil,

But in the sight of Heaven ?

If thou art true, yet in thee lurks

For fame a human sigh 5 .
To nature go, and see how works

That haodmaid of the sky.

* Her own deep- bounty she forgets
Is full of germs and seeds^
Nor .glorifies herself, nor seta?
Her flowers above her weeds.

She hides, the modest leaves between,

She lovei untroddefi roads ;
Her richest treasures are not- seen

By any eye but God's.

Accept the lesson. Look not^for

Reward ; from out thee chase
AJ^'Selfish ends, and ask* no more

Thatt. to ftilfil thy place .

185».]

Obmmon School Department,

Cfffltmait St|aol geprtment

AN ADDRESS TO THE TEACHERS OF CRA\?^EN COUNTY:

Gentlemen :

With the perm'ssion of the Ed-
itor of the Joaroal, I will prepare
a short Address to you in regard
to the OommoQ Schools of Craven
CouDtf. Before proceeding, I
woald announce that, although I
do not consider myself a regular
Teacher of these schools, and, per^
haps, shall never teach another,
yet I candidly confess that I feel
a deep interest in their prosperity
and iiuprovemeDt. You are well
aware, gentlemen, that, for a num-
ber of years, Cj:aven County rank-
ed foremost as regards the system
of Common School Education /
she was considered the banner
County in Common Schools. But
ia she now what she once was ?
Does she still hold the same posi^
tion? We answer no. We pro-
pose to show why she does not.

1.. Our Common School houses
sre not comfortable. There are
abom 49 Districts in the county of
Craven ; but how many houses for
school purposes, we cannot say ;
for our. Visitor of the Common
Schools of Craven, has not inform-
ed us in his Report. But there
arje^at. least two Districts which
havq no regtdar schooUhouse,
unlesa recently built. The Visitor
mentioD9 about a dozen framed
buildiims ; about sixteen are said
to be poor specimens of architec-
ture; some ten houses are men.-
tiooed as being good ones. We
must, however, dissent froip the
opinion of the Visitor, fie inola-
d^^the houn^of ditricts Nos. 3

and 4 in his catalosue of conveni*-
ent houses. The house in dist.
No. 8, reminds us more of a boy's
dead-fall than a district school -
house, from the props, around it,
one wouid think it a bear trap.
The house in the 4th district, is
entirely unfit for a shooUhouse.
Judging from these two houses,
described as convenient, wc may
form some idea of those said to be
poor specimens of architecture.'^
We may safely infer that they are
unfit for civilized citizens to in-^
habit ; consequently unfit for
schooKhouses. Now we do not
wish to be understood as censuring
our Visitor, or as endeavoring to
show that he has made any state «
ment that is incorrect. We only
differ in regard to what is a com-
fortable school- house.

The houses and seats serve as
impediments to the sucess of Com-
mon School education. How can
one learn when he is almost frost
bitten ; when the wind is whist«
ling through the cracks ; when the
sun,on a hot summer daj , is stream-
ing through the house; when
he has no seat, and, if he has, he
is so low or so elevated, that he
feels himself below his follow stu^
dents, or exalted quite above the
capacity of bis teacher'/ Kidicu%
lous ! Let the citizens of every
district spend enough money and
labor to have convenient houses.
Then can students learn; then
' will their health, their moral, phy^
cical, and intellectu%l educatiou. hiC
cared for, but not before.

399

liorth^CafnKna JouTmal of jBdueaiion,

[Oct.,

2. Onr Text-Books are not mi- 1 begiDner cannot distinguish State
able, It is well known to yon, bonndaries.

gentiemeny that the Board of finp-
intenxleDts of Graven, a few ^ears
ago (1851) ajp{>oin4ed a Comfloit-
tee on ^^ Common School Books.''
The Report of said Committee was
received and published; and the
Books mentioned therein, wer<e
orderedy not r/ecommended, — to be
adopted in our schools. Is it not
remarkable that such a complete

List of such excellent books should consequently we may look for still

But, to the examination of the
Orammar^ has the English Lan-
guage made any improvement with,
in the last fifty years; and, if so
has Murray's grammar kept pace
with that improvement? Yes,
gentlemen, we know the English
Language has wonderfully improve
ed even within the last few years ;
it is a progressive language,

have been ordered^ and not recom-
mended, to be used ? A mere re-
commendation would have been
(ill-suffieent. They were recom-
mended by the Committee, but
ordered by the Board to be used.
Let us examine that X«ist of Books
Webster's Elementary Spelling
Book and primer, Webster's
School Dictionary ,Pierpont's young
Header, The Firsi Book of History
by the Author of Peter Parley's
Tales, Grimshaw's History of the
United States, Wiley's N. Carolina
Beader, Elements of Agriculture
translated by ^kinn^^ Mitch-
ell's Table Book, Davies Arith-
metic and Algebra, Gummere's
Surveying, and, to <* cap the
climax," Murray's English Gram-
mar and Morse's Grography and
Atlas combined.

We are suprised that gentle-
men of intelligence should have
selected such an old, ill-arranged,
incorrect work as Morse's Geog-
raphy. Many of the Capitals have
been changed since Morse furnish-
ed us his Geography in its present
condition, but they have not been
changed in that Geography;
hence he who attempts to learn
Geography from this work will
sot know the world as it now is,
but he will know it asth was known
to Morse. Besidee the maps are
generally of the same color, and a

greater improvements. But Mure
ray's old Grammar has not improvr
ed with the Language; hence it
is many years behind the times.

But. althou<;h teachers have
failed to obey the " order** " in
totOy' yet they have generally
adopted the Geography . Th e Gram-
mar is used by very few teachers. ,
But those whp have refused to use
this old work, have generally adopt-
ed one which, we think, is inferi^
or to Murray's, viz : Smith's, It
is not for us to dictate for others,
what Text Books should he used,
or to suggest which are best ; we
will presently show what can and
should be done.

3. Craven County is not fore-
most in the cause of Common
Schools, because she has failed to
avail herself of the advantages of
a County Educational Association ;
other Counties are, in this, ahead
of her. The Teachers of Craven
County should unite themselves in-
to an Association, and then discu&s
the merits of the Text Books^ and
there, by a decision of the major-
ity, say what Books shall be used.
This is the remedy for the defect,
complained ef in the above para-^
graph. Such an association would
add much to the interest of the
Common Schools not only of Cra-
ven, but of every County in the
State. We, eentlenien, as Teach-

18590

Q>mman School JD^paftnUmU.

d28

^rs most raise the standard of
Commoa Schools, aad we most al-
so raise the standard of oar pro-
fession. We can better accomplish
these objeotB in an associated capac-
ity than otherwise. I would Kh^stt^
fore suggest that we meet at some
tsonvenient place at the earliest
possible time» and organize an
*^ Educational Association of Cra-
ven County.'' I wilt not suggest
a time nor place, as I do not know
that my suggestion, already made,
trill meet the approbation of Teach-
ers generally.

Will some friend of Educatioii
tnake the suggestion ? I will wait
and see. I have the honor to re-
main, gedtlesKen,

Very ftespectfuUy yours.

J. E. RHBIM.

EXAMINATION OF TEACHBRS.

We wish simply to ask a few
questions^ and make some sugges-
tions, that may be of some bene-
fit to the hammers, and those to
be examined, in our neighboring
t^ounty oil the North, for ceftifr-
<3ates to teach Comnkon Sth4ob.
But before commencing, we wish
jrou to understand, that we are in
favor of raisiag the grade of scholar-
ship in the State, and especially
that of the teachers. But we are
tiecidedly in favor of a more judi**
cioss plan, if some friend will be
kind enough to suggest one.

Hearing of an examination that
was to take place in said county,
and being led by curiosity to go to
it, early on the morning of the ex-
amination day we started, having
a long and sandy road to overcome
before we reached our place of des-
tination. About 11 o'clock, A.
H. we entered a store, in the count-
ing room, of which we soon learned,

sat the exanflQer, tini a few wl&o
wished i^ \fe efzamined. We walked
in without an' invitation, but found
ourselves kindly received and seat-
ed where we ooilld look each way
and see the Educators of the n»^
ing generaiion. We soon found
that our curiosity had not led us
astray; it was both instructive and
interesting, to hear the many ques-
tions propounded by the examiner,
and solved by the edueatosr. The
examination continued till after 5
o'clock, P.M., and turned out to be
a continued Series of Mathematical
questions, the author of the most
of which we had before us. Doubt-
less we were benefitted, but are
constrained to say that we were
somewhat disgusted with so much
of one thins. It is true that *^one
thing well learned is worth a half
dozen half learned," but it is de-
viating from the proper path to
carry anything into extremes* One
more point and our tew remarks
Will terminate* The distinctions of
Scholarship. The law says the
highest grade of Scholarship merits
No. 1 and lowest No. 5 and the
grades between them are according
to their qualifications. But our
friends in 9aid county have devised
a wiser scheme to encourage the
young men to prepare themselves
for teachers, they say^ and it must
be 80^ (you are now anxious to be
led into the secret) they have re-
solved not to give any man higher
than a No. 5 certificate. The most
learned Alumnus has the same
sheet with his No. 5s on it, that
the most interior of mankind has
as a teacher. They say it will
cause the unqualified to leave the
county, and then qualified men will
be put <<in loco." But j^hen we
view the matter logically, does it
not seem that it will have a dififer-
I ent effect ? Will it not cause the

324

NQrth'''Car6l%na Journal of Education.

[Oct.

inferior class to migrate to that
ooanty, where they can boast that
they get ss high numbers as any-
body, and the superior class to go
where they can get their true mer-
its; and further, the committees of
some of our common school dis-
tricts are ignorant of the branches
taught in common schools, and how
are they to judge of the qualifica-
tions of a teacher, if they are not per-
sonally acquainted; when he shows
them his certificate with the same
numbers that his inferiors get ?- —
The first interrogation we can ans-
wer with safety and we see the im-
propriety of such a course, we have
seen some of their very hest teach-
ers leaving the county, before they
will condescend to carry the con.^
temptible sheet bearing the ins-
cription ot 5 all the way down one
page. What is the recommenda-
tion of a common School teacher '/
If it is not his license, I am mista-
ken ; if so, who would hire a man
beariog a No. 5 certificate ? This
course is injurious to you but ben-
fieial to us, tecause our uo qualified
men, who can get nothing better
than 5, will go over to you, and
your men, who- have aspirations
and spirit enough to resist that
which is not right, will come over
to us, where they can get such cer-
tificates as they merit.
Yours most respectfully,

DUO MAGISTRI.

PARENTAL SYMPATHY.

Parents express too little sympa-
thy for their children ; the eflPect
of this is lamentable.

*vHow your children love you!
I would give the world to have my
children so devoted to me !" said a
mother to one who did not regard
the time given to her childen as so
much capital wasted. Parents err

fatally when' they grudge the time
necessary for the children's amuse-
ment and instruction ; for no in-
vestment brings so sure and so rich
returns. '

The child's love is holy ; and if
the parent does not fix that love
on himself, he deserves to lose it,
and in after life to bewail his pov-
erty of heart.

The child's heart is full of love;
and it must gush out toward
somebody or something. If the
parent is worthy of it, and possess-
es it he is blesc ; and the child is
safe. When the child loves wor-
thy persons, and receives their
sympathy, he is less liable to be
influenced by the undeserving; for
in his soul are models of excellence;
with which he compares others.

Any parent can descend from
his chilling dignity, and freely ans-
wer the child's questions, talking
familiarly and tenderly with him^
and when the little one wii^es help,
the parent should come out of his
abstraction and cheerfully help
him. Then his mind will return
to his speculations elastic, and it
will act with force. A\\ parents
can find a few minutes occasionally
during the day, to read little stories
to the children, and to illustrate
the respective tendencies of good
and bad feelings. They can talk
to them about flowers, birds, trees,
angels, and about God.

They can show interest in their
sports, determining the character
of them. What is a surer way
than this of binding a child to the
heart of the parent ? When you
have made a friend of a child you
may congratulateyourself you have
a friend for life. — Life Hlvstrated.

It is not easy to straighten in
the oak the crook that grew in the
sapling.

185971

(hmmon School Department.

B25

BISAGRKBMBKTS OF HISTORY.

With regard to the extent of the
Empire of Charlemagne :

1. Greene's History of the Mid-
dle ages, page 152, says *' From
the baiiks of the Elbe to the Oder,
from the shores of the Black Sea
to the Adriatic, all submitted to
his power/'

2. Taylor's Manual, page 375.
*• The Western Empire, establish-
ed by Charlemagne, extended from
the Ebro in the West to the Elbe
and the Baab in the East ; and
from the dutchy of Beneventum
and the Adriatic sea to the Eyder,
which separates the Germanic
tribes from the Scandinavian
hordes."

3. Willard's Universal History,
page 203. " His kingdom com-
prised France, Germany, Italy and
the north of Spain."

4. Student's Gibbon, page 440,
''the empire of the Franks extend-
ed between east and west, from the
Ebro to the Dutchy of Beneven-
tum to the river Eyder, the per-
petual boundary of Germany and
Denmark." It is easy to see that
if the first is any boundary at all,
it is very difierent from the oth-
ers. Possibly then, it was intended
to be, <*from the Elbe to the Ebro;
and from the Adriatic to the Bal-
tic, or Atlantic."

Taylor's Manual, page 629, makes
Christian V. succeed Frederick V.
.1766; and maa-ry Caroline Matil-
da the sister of the queen of Eng-
land. But the same author page
707, in the table of the royal fam-
ily of England has '' Caroline Ma-
tilda, queen of Denmark," sister
of George III. And Smith's Lec-
tures pape 980, make Christian
VII. succeed Frederick V. in 1766.

Teach your pupils to think

The Pawn Broker's Sign —
Three Balk. — It is not generally
known that the tbrf e balls^eihibit*-
ed over Pawn broker's shops, are
the arms of Lombardy, and have
been retained as a sigo, ever since
the Lombards were the sole money
lenders of Europe.— 7oyZb?'s Man-
ual History.

Edgecombe. — The Chairman
of Board of Superintendents of
Edgecombe County has sent us an
order for 34 copies of the Journal,for
District Committees in his county.
He sent the name of one laiember
of each committee, and requests
that those to whom thev are di-
reoted will^ive other members of
the committees an opportunity
of Teading them and have them
preserved according to law.

We ^think it much better for
those ordering the Journal for
School districts to directed to it —
'' School Committee Dist. No—*';
so that the address need not be
changed, when there is a change ia
the Committee.

Correction. — The work which
is entitled in the advertisement, of
New Publications, of Messrs.
Barnes <& Burr, — *• Modem Phi-
losophy , its DiBcoveries, History
and Influence. By B. W. Dwight"
— should be Modarii Pkilologi/
We cheerfully comply with the re-
quest of the Author in making
this correction,although we believe
the mistake was not made through
any fault on our part.

Life is short and tjiev mistake
its aims and lose its best enjoy-
ments who depend for true happi-
ness on outward tilings and not on
the state of the heart.

396

Narik'Gtrolina Journal of Education.

[Oct:,

Jifiibtirf dBi>ildr's gtpartment.

The War of- the Kbgula-
TOiN.=We devote a large* portion
«f this No. of the Jovrnaltto* €k>v.
Swain's History of the Wawof the
EegiibitioD, and would have giren
it entire, had not the latter part of
it' failed to arrive in time. It will
be concluded in the November No.

This^article was prepared at the
request of the Association, being,
in substance, the address delivered
by Gov.. Swain during our meeting
in Newbern. And while it is not
strictly o/i an^educational chftracter,
we think i& oaloulaied^ to instruct,
as well as^to entertain^ ail who may
read it. We would willingly pay
a year's subscription to the Journal
for the sake of having this article
in a suitable form for preservation,
even if we felt no interest in any
thing else published in it.

Forsyth Educational Meet-
ing. — We most cheerfully surren-
der a large portion of the space,
usually occupied by our editorial
remarks, to the annexed proceed-
ings of an educational meeting,
held in Winston, on the 27th Aug.
We hope other counties will imi-
tate Forsyth in this matter : and
we ask the special attention of
Ezamining Committees, to the action
of the committee, alluded to in
these proceedings. Our committees
grant license to very m my who are

not qualified to teach ; and we be--
lieve seldom refuse any who apply.
We forbear further comment.

Forsyth Educational Mietingt

— Pursuant to notice duly adver--
tised, the fraternity of Teachers--
in Forsyth County, met at the M.
E. Church in Winston, on Satur-
day the 27ih instant; Tbirty-four
teachers, the Examining Commit*
tee, a portion of the Superinten-
dents of the Common Schools in
the county and Rev. C. H. Wiley ,^
the General Superentendent of
Common Schools in the State at
large, were present. The meeting,
was organized by calling C. L.
Banner, Esq., to the Chair and re-
questing J. W. Alspaugh to act a£h
Secretary.

On motion of Prof. S. S. Jonea^
it was resolved that this meeting
form itself into an Association to
be ki>own as the Educational Asso^
ciationof Forsyth County.

On motion- of J> H. Wbite, a'
committee of five were appointed^
by the Chair to draft a coosti^
tution for the Association. Upon-
which committee were appoint^
ed Rev. C. II. Wiley, J. II. White,
J. W. Alspangh, J. W. Atwood,
S.S. Jones and T. M. Huotor.

The Committee retired and in a
few moments returned and reported
the following Constitution, which
was, after sorae discussion, unani-
mously adoptod :

The undersigned, for the purpose
of mutual improvement, and to
advance the cause of general edu-^
cation have formed themselves into
an Association; and adopted for

1859.]

Resident Editor $ Department.

827

their goveromeat the following
CoDStitatioQ : —

Art. 1. This Association shall be
called ** The Educational Association
of Forsjth County, to be affiliated with
the State Educational Association oi'
North Carolina—"

Art. II. The Officers of the Asso-
ciation shall consist of a President, four
▼ice Presidents, a Recording Secreta-
ry, and a Corresponding Secretary and
Treasurer in one — which officers shall
be annually elected by ballot, but shall
hold office until their successors are reg-
ularly chosen.

Art. III. The Association shall hold
an annual meeting at Winston, the time
of each meeting to be fixed at the pre-
ceding, at which meeting the Treasurer
shall make a report, and the Officers
be elected. And tbere shall be as many
other meetings as may be determined
by the By-Laws.

Art. IV. The members shall pay
into the Treasury such sums as may be
fixed on by the By-Laws, but nu By-
Laws shall be passed, and no part of
the Constitution altered except in a
meeting consisting of a majority of the
members of the Association.

Art. V. FiTe members of the Asso-
ciation shall constitute a quorum to do
business, except to elect officers, or
change the Constitution o" By-Laws.

Art. VI. The president shall pre-
8i<A \t the meetings of the Association,
and in his absence the vice presidents
in the order of their names ; and the
recording Secretary shall record the
proceedings of each meeting in a book
kept for that purpose.

Art. VII. The Chairman of the
Board of Superintendents of Common
Schools of the county and the members
of the examining committee shall be
ex-officio honorary members — and shall
jklso constitute, when regular members,
an ExecutiTe Committee with power to
<caU the Association together and per-
forin all duties devolving en such Com-
mittee.

Art. VIII. The general Superinten-
dent of Common Schools of the State
shall be ex-officio an honorary member,
ftnd all regular membere shall be elect-
jed by vote and sign this Constitution.

. Uuder the secood article cf the
CoDstitutioo, J. U. White was
elected president for the eosaiog

}ear, W. L. Masten, L. A. Goslen,
C. J. Watkins and S. S. Joaes,
vice Presidents ; J. W. Alspaugh
llecordiDg Secretary, and J.W.At-
wood Corresponding Secretary and
Treasurer.

The Association heii ;j now de-
clared thoroughly organized, 8 .S.
JoDCfl. in order that the profession
of teaching in the county may not
be encumbered with ill qualified
and incompetent teachers, intro-
duced the following resolution
Vhich was adopted.

Resolved^ That we as teachers re-
quest the Examining Comraitteo to be
cautious and thorough in their exami-
nations of applicants to teach, and that
we will heartily co-operate with and
sustain them in the faithful discharge
of this duty.

Hesolution offered by Joshua
Leiubach :

As it frequently happens that diffi-
culties arise in the Districts as to what
number of days constitute a scholastic
month, and for the purpose of settling
this matter, it is therefore —

Resolved^ That hereafter, twenty days
shall be considered a month for teach-
ing, and tliat we as teachers make our
contracts with commiitee-nien accord-
ingly. Adopted.

KesolutioD by J. W. Atwood :

Resolved, That teachers have the
right to classify their pupils in the best
niannftr for the convenience of the
School, and to insist upon uniformity in
School Books. Adopted.

Another Resolution bj Mr. At«
wood :

Resolved, That, in order to abolish
the complaint on the part of parents of
a change in school books, we will use
our efforts to introduce no other books
than tliose recommended by Rev. C. H,
Wiley, Gen. Sup. of Com. Schools in
the btate. Adopted.

Kusolution by Mr. Jones :

Resolved, That we will disclaim any
teacher who«halI underbid another in
orvler to get a School, and such will bo
considered by this association as not
occupying an honorable position,—
Adopted.

328

North' Carolina Journal of Education,

[Oct.,

ResolutioD by T. M. Hunter :

Resolved^ That we will recognize no
one as a teacher in good standing, who
does not establish system and keep
good Older in his school. Adopted.

Kesolation by Mr. Jones :

Re8(Uvedf That the following hoars
be established for opening and closing
school each day, to wit : opening school
in the njorningat 8 o'clock and closing
the exercises of the fore noon at 1] J
o'clock ; resuming exercises in the eve-
ning at 1 o'clock and closing at 4
o'clock. Adopted.

BesolutioQ by J. W. Atwood :

Resolvedy That we regard the Jour-
nal of Edncation, published by the
General Educational Association of the
State, at the unprecedented low price
of one dollar per annum, as being one
of the greatest auxiliaries to the cause
of Education, and in the profession of
teaching, now offeredto the public, and
that we will subscribe for it and re-
commend it to the teachers and all
who feel an interest in the advance-
ment of Common Schools in North Car-
olina. Adopted.

Resolution by C. H. Wiley :

Eesoleed, That it is the duty of teach-
ers to open and close their Schools in
some formal manner, such as reading
and explaining a portion of Scripture
&c., and at the close of each session to
give a public examination. — Adopted.

The hour of 1 o'clock having now
arrived, the Examining Committee
came forward and reported, that of
fifty applicants to teach, they had
awarded license to but thirty-nine.
The grades of the teachers were
then read both for the past and
the present year, showing the rela-
tive standing of each teacher.

Mr. Atwood then came forward
And in a wholesome, argumentative
iind suggestive address entertained
the meeting for nearly an hour;
after which Mr. Wiley spoke. His
apeech was able, impressive and
instructive. He approved in the
highest degree of the action of the
teachers and friends of Common
school and general education in the

county, in the formation of the As*
sociation. He spoke of the won*
derful progress which education
had made in the State, since the-
organization of the Common school
system ; of the vast benefits which
had resulted from it to the poor and
to all classes and denominations
throughout North Carolina ; of the
honor which it reflected upon the
State ; and of the high moral and
intellectual position to which it is
yet destined to brin^ our people. —
AH were delighted and gratified
with the remarks of Mr. Wiley.
We shall attempt no eulogy upon
what he said.

The following resolutions were
then suggested and unanimously
adopted.

Resolved, That this association ten-
der its unmitigated thanks to the Rev.
C^' H. Wiley, both for his able and prac-
ticable address, and for the efficient
services he has rendered the associa-
tion in its organization ; and his pres-
ence at any futnre meeting, wheneTer
it may suit his conyenience, will be
highly gratifying.

Resolved^ That the thanks of th« as-
sociation are eminently due J. W. At-
wood for his able, plain and practica-
ble address upon the subject of schools
and teaching, and that we request of
him a copy for publication.

Resolved, That a vote of thanks is
hereby tendered to the several officers
of this meeting for their services, and
the same to the Methodists of the town
for the use of their Church.

Prof. S. S. Jones was then selec-
ted to deliver a lecture on the sub-
ject of teaching, the uses of black
board, maps, oral excercises &c.,
before the Association at its next
meeting, to be held on the last Sat-
urday of November next..

After the appointment of a com-
mittee to draft By Laws for the As-
sociation, to be reported at the next
meeting, the Association adjoarn«
ed. C. L. BANNER, F^es,

J. W. ALSPAUGH, Sec,

1859.]

Resident Editor's Department.

32fl>

Answer to Historical question in
July No.— The author of the ques«
tion "What ancient city in India
has been destroyed seven times and
rebuilt again ?" sends us the fol-
lowing answer.

No less than seven successive
oities hav« stood on the ground
now occupied by Delhi and its
ruins. Delhi was the residence of
the Hindoo rajahs before 1193
when it was conquered by the Af-
ghans. In 1308, Delhi was taken
and plundered by Tamerlane; in
1525, by Baber. In 1736 the
Mahrattas burned the suburbs, and
in 1739 the city was entered and
pillaged by Madir Shah. Since
1803 it has, together with its terri-
tory, virtually belonged to the lin-
tish.— [ Fi75on'« Outlines of EiS'^
tory, p. 350

BOO& TABIi£«

Natural Philosophy .-Embracing the
most recent discoveries in the va-
rious branches of Physios, and exhib-
iting the application of scientific
principles in every-day life ; adapt-
ed to use with or without Apparatus,
and accompanied with full descrip-
tions of experiments, practical ex-
ercises, and numerous illustrations.
By G. P. Quaokenbos, A. M. New
York : D. Appleton & Co.

The book before us is a School Phi-
losophy, prepared by a teacher wno has
seen and felt that a better text-book on
this subject, than those in general use,
was much needed. From his eminent
success in preparing text books on oth-
er subjects, we would naturally expect
this to be the very thing we have long
desired to see, even before looking into
it. And we are not at all disappointed
when we begin to turn the pages, ex-
amine the divisions of the subject, and
see his manner of treating it.

The style of the author is much more
attractive than that of most school Phi-
losophies : and the illustrations are un-
usually numerous and are accompanied
by full and clear explanations.

Any teacher, who has the least in-
ventive genius, or mechanical skill,
with the aid of this book, can make the
study of Natural Philosophy interest-
ing to his pupils, with no other appa-
ratus than such as he can construct.

TiiKASUKT OP Knowledge. — In three
parts. Part I. Elementary lessons
in common things. Part II. Practi-
cal lessons on common subjects. Part
III. Introduction to the Sciences. —
By William & Robert Chambers.-—
New York : A. S. Barnes & Burr.

This is truly a irca«Mry of knowledge^
well filled with precious stores, and!
ever ready to satisfy the drafts of th»
diligent student. It is intended for
use in school or in the family, and i»
designed, at the same time that it fur-
nishes much useful information, ta
awaken in the minds ef the young a.
desire for more knowledge. It aims
to give correct views of common things,,
in such language as a child can under*
stand. But the reputation that the
work has already attained, renders it
unnecessary for us to review it fully.
With the aid of the intelligent teaeher,.
or parent, it is calculated^ to do muchi
good.

University Magazine. — ^^e have re-
'ceived the first number of Vol. 9, which
we consider a decided improvement
upon any of its predecessors. We conr
gratulate the young gentlemen, who.
compose the corps of editors, on the-
very favorable impression that this
number has undoubtedly made upon<
theirreaders, The typography is good,,
and the engraving of Dr. Caldwell is in
the very best style.

Since writing the' above, No. 2, ha&^
made its appearance.

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The Times commenced Us 4th Volume Ist January, 1859, enlarged t«
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The Fifth Volume of The Times commences with the New Tear, 1860. —
Engagements have been made to make this volume by far the most brilliant in
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proved by a new dress The Publishers are determined to keep pace with the
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Address COLE & ALBRIGHT, Greensboro, N. C.

TBE NORTH-CAROLINA'

JOURNAL OF EDUCATION.

Vol. II.

NOVEMBER, 1859.

No. 11.

THE WAR OF THE REGULATION.

(CONCUJDED.)

Governor Tryon had thus far
bfeen emiently successful in secur-
ing the adoption of the measures
he had most at heart. He was
from principle and policy a high-
churahman. He believed that
the Church and the State must
stand or fall together. During
the brief period which he permit-
ted the General Assembly of May,
1665, to exist^ he had secured the
permanent establishtnent of an
orthodox clergy, with comparative-
ly ample provision for their sup-
port, and unexpectedly proroguing
the Assembly, had smothered
ebullition of feeling in rebtion to
the Stamp Act.

His second Assembly m^t him
with spirits chafed and irritated
by the manner in which the pre-

vious session terminated, arid the the Province. " An Act for es-
long delay in again calling them tablishing a school house in the

together. Ho-^eems to have suc-
ceeded i^v VkOt merely soothing, but

the Province and mee^the Chero-
kees on the border of their hunt-"
ing grounds in all the pride, pomp,
and circumstance of glorious war.
Thiat he should have accomplished
suoh purposes, by the annihila^-
tiou of the common-school fund,
a^d : replenishing his exhausted
exchequer with money borrowed
at usurious interest, is as little
creditable^ to his statesmanship as
his philanthropy.

He was not unmindfub of the
importance of education, nev-erthe-
less; but education, in his esti-
mation, was only expedient when
in subordination to the Church,
and religion was only to be patron-
ized when subservient to the State.
Until this timjd, no seminary of
learning had been incorporated in .•

town of New-Berne," discloses,
in the third section, the Govern-i*-

in moulding them to his will, with J or's views in relation to the true.

admirable facility and celerity. An theory of government, religion,.

appropriation of suflScient amount
to lay the foundjUion of the pal-
ace, and coerce its subsei^uent com-
pletion, was, as we have seen,
readily obtained. He was enabled

and education, " provided, always^
that no person shall be admitted
to be master of the said school,
but who is of the Established
Church of England, and who at

t« make a royal progress through, the recommendation of the trus-

330

Northr Carolina Journal of Education.

[NOY^,

tees or directors, (^r the majority
of them, shall be duly licensed by
the Governor, or Commander-in-
Chief for the time being/'

Hitherto, though Justices of the
Peace might celebrate the mar-
riage' ceremony, the rite was un-
lawful if performed- by • a- dissent-
ing" clergyman. An Act concern-
ing marriage was passed at this
session. The second section pro-
vided that all marriages, previous-
ly celebrated by any of the dissent-
ing or Presbyterian clergy, should
be considered valid. Subsequent
provisions made it lawful in fu-
ture, ^' for any Presbyterian min-
ister^ called regularly to any congre-
gation in the Province, to celebrate
the rites of mat rimo7iyy The es-
tablished clergyman in the par-
ish, was, in all cases, to receive the
twenty-shilling fee, nevertheless,
*' if he did not refuse to do the
service thereof, although any oth-
er person performed the marriage
'jeremory."

On the 31st January, 17G7, the
Governor transmitted the twenty-
nine acts passed at the General
Assembly which had recently ad-
journed, with explanatory notices
of such enactments as seemed to
require them. On this subject
he remarks as follows :

31 January, 1767.
To the Earl of Shelburn : —

*^The Act to amend an Acb en-
titled ^ An Act Concerning Mar-
riage/ has more objects in view
than appear on the sight of it. —
The Marriage Act passed in 1741.
to which it has relation, entitles
every Justice of the Peace to mar-
ry by license. In abuse of this
privilege, many of the Justices
performed the marriage ceremony
without license first had and ob-
tained, and took the fee allowed.

to the Governor, most generally
dividing the spoil between the jus-
tice and the clerk of the county
who gave the bond and certificate.
Another tendency of this Act was
to prevent the frequent abuses by
rascally fellows, who travelled
through the Province under the
title x)f ministers of the Presbyte-
rian and other sectaries, and who
being beggars in conscience, as
well as in circumstances, sought
all opportunities to perform that
sacred office to the great prejudice
of the country. It is also to be ob-
served, most of the justices in the
back or western settlement are
Presbyterians, who, by the Act 6f
1741, had the power to marry by
license: Therefore, upon the whole,
I do not conceive the allowing the
Presbyterian ministers the privi-
lege to marry in the usual and ac-
customed manner, can be of any
real prejudice to the Established
Church, especially as the marriage
fee is reserved to the minister of
the parish, and the license to be
granted under the hand and seal
of the Governor. This last pro-
vision prevents the former abuses
in the application of the fees col-
lected. The Act also provides a
summary and efibctual method, for
the Governor to oblige the county
court clerks to account for the
fees due to him : a recovery,
though-an equitable one, was never
yet secured but in temporary
laws."

The- following extracts from the
Governor's letters to the Rev. I)r.
Burton, Secretary to the Society
for the Propagation of the Gospel,
will show the opinions he enter-
tained at the time they bear date,
of the character of the religious
sects in the Province, and of the
people by whom they were sus-
tained :

1859.]

War of the Megulatimi.

331

Brunswick, 30th April, 1767.

"The Rev. 3 r. Moir's 'death in
February last, defeated the Socie-
ty's direction to have him fixed to
some parish. I desire leave warm-
ly to solict the Society, that Mr.
Moir's mission may be continued
in the Province, as I am very ap-
prehensive from the real indigence
of the inhabitants of some coun-
ties here, the stipend for the min^
ister, though moderate, is more
than the parishes can raise.''

•'H

" The strictest caution and care
is absoh Italy necessary in the re-
commendation of gentlemen who
iome to settle as ministers in this
Province. The inhabitants are
strict inquisitors, and if the cler-
gyman is not of amoral character,
und his life regular and exempla-
ry, he will attract but little esteem
to himself, and less benefit to his
parishioners, for whom he must
undergo patie«ce. and fatigoio in
the service of his calling.''

Brunswick, 20 31arch,.1769.

" The inclosed letter from the
Rev. Mr. Fiske, will state the un-
genteel and cruel treatment he
has received from his parishioners.
E recommend him to sue the
Church Wardens and Vestry for
his salar}'. I am toid his parish
is full of Quakers and Ana-Bap-
tists ; the first ix) friend, the latter
44n avowed enemy to the mother
Oiuirch."

^^ *|5 *l* ^1^ 'I*

" That the Society may be in-
. Ibrmed of the share the Rev. Mr.
Micklejoh-n took to quiet the minds
of the people during the disturb-
ances in this country, I send you
inclosed the sermon he preached
to the troops at Hillsborough ; a

• discourse that gave great satisfac-

• tion^ as it was well adapted to the

situation of public aflfairs. I also
transmit you the Presbyterian
ministers' address to their flock :
The good effects of the principles
they inculcated, I had the happi-
ness to experience ; services I ahall
ever gratefully remember.

^*The Presbyterians and Quakers
are the only tolerated sectaries,
under any order or regulation, eve-
ry other are enemies to society,
and a scandal to common sense.''

The papers marked No. I, II,
III in Husband's book, extracts
from which have Heen given in thii
preliminary account of the doings
of the Mob, are understood to
have proceeded from his pen. —
As he was evidently the master
spirit from the beginning to the
close of the contest, more informa-
tion than we possess, in relation
to his personal history, is greatly
to be desired. He is understood
to have been a native of Pennsyl-
vania, and a member of the Socie-
ty of Friends. The precise period
of his removal to North Carolinii
is uttkown. Canithers supposes
him to have been a relative of Dr.
Franklin, and his secret and con-
fidential emisssarv in the disscmi-
nation of political tracts, in op-
position to the scheme of taxation,
by which we were menaced from
time to time by the mother coun-
try. In addition to the evidence
relied on by Caruthers to sustain
this statement, the memorial of
the Regulators to the General As-
sembly of 1769, from the county
of Anson, introduced by Husband,

praying,

among

other

thing?.

That Dr. Benjamin Franklin, or
some other known patriot, be ap^
pointed agent to represent the un-
happy state of this Province to
his Majesty, and to solicit the
several Boards in England," may
be regarded as some confirmation.

S33

NorAr-GaroUna Journal of Educcbtionr

[Nov.,

Dr. Franklio was a son of sedi-
tion. Without reference to his
private, his public history is a nar-
rative of rebellion. In 1754, he
dr^^w up the plan of Continental
Union which was unaQimously
adopted by the Congress of Com-
missioners from seven Provinces,
at Albany, and had the singular
fate of being rejected, not only by
the Crown, but by every proTin^
cial assembly. — By the Crown, be-
cause it was apprehended, that the
union might teach the colonies tbe
secret of their strength, and ihy
the colonies, owing to jealousies
arising out of diisrersities in Isia-
guages, nationality and religion,
and, above all, conflicting interests
in relation to boundaries. With
the experience thus> attained, he
expressed the opinion, in 1760,
^^ that a union of the colonies
against the mother country was
absolutely impossible^ or at least,
without being forced by the most
grievous tyranny and oppression/'
This tyranny and oppression were
not long delayed, and Dr. Franklin
was the first to sound the tocsin
of alarm. It is well known that
if not the main spring, he sympa-
thised most deeply with the leaders
of the French Revolution, and it
is a significant fact that the fugi-
tive Regulators, the founders of
Tennessee, gave his name to* the
rebellious commonwealth, which
arose within our borders shortly
before the adoption of the federal
constitufeiontt?— the State of Franfc*
lin. It is n&less remarkable that
this same Watauga settlement was
represented in^the convention .that
formed our State constitUtiouvin
1776, under the name of " Wash-
ington District." It was the ear-
liest germ ot , trans Alleghany
civilization that received and thus
honored the name of the Father

of his Country. Such men were
never cowards, traitors or tories.-

Carutbers characterizes Husband
as a man of superior miod, grave
in deportment, somewhat taciturn, •
wary in conversation, but when ez-^
cited fluent and forcible in utter-"
ance and argument. He says that"
his contempories all spoke of him
as a man of strict integrity, and a
firm and sincere advocate of what
he believed to be the rights of man-
kind. He seems to have been weal-
thy as compared with his neighbors.
He owned three or four thousand •
acres of the best land in Randolph.
His well cultivated wh^at^ fields ^
land clover meadows were th^ ad-
miration of th 6 whole country.;. In
1765, the first edition of Davis'-
Revisal of the provincial laws, made-*
its appearance. Two small quarto*"
volumes, bound in one, containing,
together, about 600 pages, were
probably sold at three or four dol-
lars a cepy. Husband, in connec-
tion with one of the justices of the
county court, was the proprietor of-
a copy. The scarcity ol' money.^
and of the book may be readily in
ferred from the joint ownership*
and tho circumstances connected'^
with its subsequent introduction to
public notice.

From hencefdifth the personal
history of Husband, as head of the
iosergents, and of Fanning, as a
leader of the royalists, are blended
with, and constitute in so great a
degree, the history^of the Regula-
tion, that we can 'only regret our
inability to present more minute
and authentic information than we
have been able ta^ glean, in relation
to the lives and characters of each.

Edmund Fanning was a native ■
of Connecticut, and as he grad--
uated at Yale College in 1757, was
probably born about 1737, and
about thirty-four years of age at

1^859.]

War of the Regulation,

333

the Battle of Alamance. His lit-
erary and scientifio attaiDments.
tbougb respectable, were not prob-
ably very remarkable. It is very
remarkable^ nevertheless, that a
resideut of the Province of North
Carolina, when little advanced of
thirty years of age, should have
been honored with f the degree of
.Doctor of Laws by the University
of Oxford, and that the compli-
-ment should have been subsequent-
ly repeated by his A^ma Mater^ by
rfung's (now Columbia) College,
and by Dartmouth University. —
The annals of our State present no
other, and the Union scarcely, if
indeed a single, instance of an in-
idividual crowned at so early an age
with its high literary distinction
from such respectable and numer-
9as sources, abroad and at home.
His subsequent career, which will
d^velope itself as the narrative pro-
ceeds, will aiford a satisfactory so^
lutLon of the mystery. He was a
gentleman of courtly manners, of
taot and talent for intrigue, an ob-
sequious time-'Server and under all
dynasties a place-man, In general
ability, integrity, jind>in every re-
spect but education, he would not
bear a favorable comparison with
the Quaker leader.

At August county ttJOUTt, 1767,
Husband seems to have presented
deeds with " the customary fees"
charged in other counties for re-
cording them^ and these having
been refused by Fanning, he exhib-
ited his law-book and offered to pay
a larger isam, if' any enactment
could be found requiring it. He
was taunted from the Bench \7ith
the enquiry^^ihow loog it was since
he commenced<la^yer V* This was
followed by the utttimatioti that he
.was in danger ef doeurring punish-
ment for contMipt '>9f court. His
partner la th« ^ownership of the

book was a member of the Court.
He was intimidated ' by his asso-
ciates and forbade all further pub-
lic use of it. The sheriffs, em.^
boldened by the course pursued by
the Court, grew daily more insolent
and oppressive. Uousual distres-
ses of property, double, treble, and
quadruple in value were made,
" carried to Hillsborough, at the
distance of thirty and sixty miles,
sold at U4ider rates so that roguish
people began to depend on thiwe
sales to raise their fortunes"—^
^* Besides among Dutch people^
they practiced taking four pence,
six pence, and a shilling in a tax
more, thaofrom the more knowing.'*

In February, 1768. the people
were exasperated by an insulting
advertisements of the sheriff, Tyree
Harris, announcing his intention
to withdraW'iodulgencies previous-
ly allowed in the mode of collect-
iogtaxes. "JThe rumor of giving the
Grovernor fifteen thousand pounds
to build him a house, all happening
together at this time, conspired to
|2;ive rise to what was called the
Mob, which in a little time altered
:to that of the Regulators.'' The
number of dissatisfied persons in-
creased daily, and on the22d March,
the following Articles of Associa^
tion were prepared and signed :

" We, the subscribers, do volun-
tarily agree to form ourselves into
an Association, to assemble oun ^
selves for conference for regulating
public grievances and abuses of
power, in the following particulars,
with others of the liko nature that
may occur.

*' 1st. That we will pay no mote
taxes until we are -satisfied they
are agreeabU <to law, and applied
to the purposes therein mentioned;
unless we oanaft help it, or are
forced.

<< 2d. That we will pay no officer

334

Norths Carolina Journal oj Education.

[Foir.i

aoy more fees than the Jaw allows, | ter year ; and as the jealousies

unless we are obliged to it ; and j still prevail among us, that we are
then to show our dislike, and bear
ao open testimony aG^ainst it.

<* 8d. That we will attend our
meetings of conference as often as we
couveDiently can, and if necessary,
in order to consult our represents*-
tives on the amendment of such
laws as may be found grievous or
unnecessary ; and to choose more
suitable men than we have done
heretofore for Burgesses and Ves-
try-men ; and to petition the Hou-
ses of Assembly, Governor, Coun-
cil, King and Parliament, &c., for
redress in such grievances as in
the course of the undertaking may
occur ; and to inform one another,
learn, know, and enjoy all the
privileges and liberties that are
allowed and were settled on us by
our worthy ancestors, the founders
ot our present Constitution, in or-
der to preserve it on its ancient
foundation, that it may staod firm
and unshaken.

*' 4th. That, we will contribute
to collections for defraying neces-
sary expenses attending the work,
according to our abilities.

" 6th. That, in case of difference
of judgment, we will submit to the
judgment of the majority of our

body.

*» To all which, we solemnJy
swear, or being a Qjiaker, or other-
wise scrupulo^ia in conscience of
tlie common oath, do solemnly af
tirm, that we will stand true and
faithful to this cause, till we bring
things to a true regulation, accord-
ing to the true intent and mean-
ing hereof in the judgement of the
majority of us.

wronged, and having the more

^' Whereas, The taxes in this
county are lacg^f^ according to the
number of taxables, than adjscent
eountifis^ uud.continues so year af-

reason to think so, as we have been
at the trouble of choosing men, and
sending them, after the civilest
manner that we could, to know
what we paid our levy for, but

could receive no satisfaction \

for James Watson was sent to
Maddock's Mill, and said that
Udmund Fannina. looked on it,
that the country called him by
authority, or like as if they had a

right to call him 4x> an > account.

Not allowing thecountry the right
that they have been entitled to, as
English subjects; for the King
requires no money from his sub-
jects, but what they are made sen- -
siblc what use it's for.

** We are obliged to seek redress
by denying paying uny more until
W9 have a full settlement for what
is past, and have a true regulation
with our officers.

" As our grievances, are too «
many to be notified in a small piece
of writing, we desire that you our -
Assembly-men and Vestry-men,
may appoint a time, before next .
court, at the Court House, and let
us knovr by the bearer, and we
will choose men to act for us, and '
sottle our grievances.

** Until such time as you will ^
settle w^h us, we desire the sheriffs •
will not come this way to collect
the levy ; for we will pay none be-
fore there is a settlement to our
satisfaction.

'< And as the nature of an officer
is a servant to the public, we are
dete»nined to have the officers of
this county uoder a better and
honester regulation, than they
have been for some time past.

*' Thiok not to frighten.us (with
refeellioB) in this case, for if the •
iahabitants of this ProvincQ have '

1S59.]

War of the SBguIdtion,^

not as good a right to inquire into was the sahjeot of seyere leprehen

the nature of our Constitution and
disbursements of our funds, as
those of our mother country, we
think that it is bj arbitrary pro**
ceedings that we are debarred of
that right. Therefore, to be plain
with you, it is our intent to have
a.full settlement of you in.etery
particular point that is matter of
doubt with us. So fail not to send
an answer by the bearer. If no
answer, we shall take it for grants
ed, that we are disregarded in this
our request again from the public.
" This was the first message this
new society sent. But no masters
of abject slaves could be more ex-
asperated : — they were rebels, in-
surgents, &c., to be shot, hanged,
&c., as mad dogs, &c. And the
iSandy Creek men, or authors of
No. 1, 2, and 3, were to be punish-
ed for it all ; for these refer to
their former papers." After al«
lusions to similar subseqi^ent oc*
currences. Husband . makes the
following remark, one of many in-
dications of the sympathy which
at all times prevailed between the
Kegulators and the people of Mas-
sachusetts : ^^I have said thus
much on this head, the more as I

sion by the Gknrernor, in his reply^
of the 21st June, to their petition
for redress of geievanoes.

At the general meeting on the
4th April, mentioned above, two
persons were^ appointed to request
the two las4 sheriffs and the vestry-
men, to meet twelve persons to be
selected by the Begulators, and
enier into an examination of the
amount of taxes which hal been
collected, and the uses, to which it
had been applied. Before the com- -
missioners had time to perform this
service, the officers, " either to try
or exasperate the now enraged
populace, took by way of distress,
a mare, saddle, and bridle for one
levy.'* The Regulators immediate-
ly i.rose to the number of sixty or
seventy, rescued the mare, ** and
fired a few guns at the roof of Col.
Fanning's house.'!

Oa this occasion the established
minister of the county, the Rev.
George Micklejohuy appears to
have interposed, and . announced
on . the part of the officei s, that
they had appointed jthe 11th May
for the settlement proposed by
the Regulators. Before a meeting
could be arranged, the Governor's

men in higher stations than our
officers attempted the same thing
on the town of Boston." The op-
pression, external and internal,
civil, and religious, was more griev-
ous here than there, and it is not
surprising that the seeds of rebel-
lion germinated earlier in t h e
southern clime.

The general meeting of the citiz-
ens of Orange, held in pursuance
of the Articles of Association, on
the 4th of April, seems to have
been the first to assume the name

observe by the newapapers, that secretary arrived with a proclama-

^Hiie borrowed title ofJB.egulator&",

tion, requiring the rioters to dis-
perse. At a time when the Reg-
ulators were quietly ^t home, "the
officers with a tavern-keeper or
two, and a man charged with mar
der^ about 30 in number, all arm-
ed^!' seized William Butler, one of
the alledged rioters, by virtue of a
warrant, and Herman Husband
wiJbhout a warranty under the pre-
text, that he was the author of the
three first papers, put forth by the
Mob. This outrage alarmed and
acoused the whole country, and

of Begulators. The assumption of more than seven hundred armed

men; presented themselves in sight.

336

Jforth- Carolina Journal '6f ^Education.

''fNor?^

of Hillsborough the next morn-
ing. In the meantime, the prison-
ers had given bail and been re-
leased. The secretary was intimi-
dated, and after reading the proc^
lamation, stated that he was au^
thorized by the Governor to tell
them if they would disperse, go
home and petition, he would pro-
tect and redress them againist any
unlawful extortions or oppressions.'
*• The multitude, as with one Voice
cried out, Agreed! That iis all
we want, liberty to make our gficfv-
ances known/' Here it was ob-
viously in the power of the Gov-
ernor by a course, as justaspolitfc,
to have terminated the contest.-^
Oppression had thus far been re-
sisted with mildness, in compari-
son with what would be exhibited
in our midst at the present day un-
der similar circumstances. No
blood had been shed, and proper
efforts to repress extortion and spec-
ulation, would have restored pub-
lic harmony. We cannot enter
into further minute details. The
works referred to in the opening,
^ill afford those disposed to en-
gage in the enquiry, ample oppor-
tunity for interesting and satisfac-
tory investigation.

"The Impartial Relation" of
Husband, presents with great min-
uteness of detail, the principal in-
cidents of Tryon's first expedition
against the Regulators. He is
sustained in most of his statements,
by the letter published in cotem-
porary newspapers, over the sig-
nature of Atticus, and addressed
to Governor Tryon. The writer
is understood to have been Maur-
ice Moore, one of the judges who
presided at the trials of Fanning
for extortion, and Husband for
rioty in September, 1768. The
following paragraphs are all that
are necessary to our purpose, but

the entire Communication will re-
ward examination, by any one de-
sirous of obtaining a miniature
representation of Tryon's personal
tJharacter, ias well as of the most
prominent features of his admin^
istration i

"In a tJ(i!ony without money,
and among ^^ people, almost des-
perate with distress, public pro-
fusion shoiilS have been carefully
avoided; b6t, unfortunately for
the country, you were bred a sol-
dier, and have a natural, as well
as acquired fondness for military
parade. You were intrusted to
run a Cherokee boundary abotit
ninety miles in length ; this little
service at orttje afforded you ah
opportunity of exercising your mil-
itary talents, and making a splendid
exhibition of yourself to the In-
dians. To a gentleman of yoiii:
e'xcellency's turn of mind, this was
n unpleasing prospect : y o u
marched to perfbrm it, in a time of
profound peace, at the head of a
CG^pany of militia, in all the pomp
of war, and returned with the hon-
orable title, conferred on you by
the Gherokees, of Great Wolf of
North Carolina. This line of
sharked trees, and your excellen-
cy's phrophetic title, cost the prov-
ince a greater sum than two-pence
a head, on all the taxable persons
in it for one year, would pay.

" Your next expedition, Sir, was
a ssore important one. Four to
five hundred igtfOrant people, who
called themselves regulators, took
it into their head to quarrel with
their representative, a gentlemati
honored with your excellency's
esteein. They foolishly charged
him with every distress they felt ;
and, \u revenge, shot two dr three
musket balls through his hotide.
They at the sam6 time rescjied &
horse Which hftd been seized fH^

msQ.-}

fVar 6ftKe S^gtdation.

337

^He public tax. These crimes were
punishable ia the courts of law,

^and at that tiDae, the criminals

""Were amenable to legal process. —
Your exceilency a:id>your confi-

'deni;ial friehds, it seettis, were of a
different opinion. All your duty
could possibly requirie of you on
this occasion, if it r^iquired any
thing at all, was to direct a pros-

^ohtion against the t)ffenders. You
should have carefully avoided be-
coming a party iii the dispute; —
Uut, Sir, your gonitis dould not lie
still ; you enlisted yourself a vol-
unteer in this service, and entered
into a negotiation With the regu-
lators, which at once disgraced

.you and encouraged them. They
despised the governor "^who had de-
graded his own character by tak-
ing part in a private quarrel, and
insulted the man wht)tn they con-
sidered, ias personally their enemy.
The terms of accommodation your

'excellency had offered them were
treated with contempt. What
they were I never knew; they

'• could not have related to public
offences ; these belong to another
jurisdiction. All hopes of settling
the mighty contest by treaty tjeas-
ing, you prepared to decide it by
means more agreeable to your mar-
tial disposition, an appeal to the
sword. You took the field in Sep-
tember, 1768, at the heewl of ten
* or twelve hundred men, and pub^
lished an oral manifesto, the sub-
stance of which 'was, that you had
taken up arms to protect a supe-
rior court of justice from insult.
Permit me here tb '^kj^u. Sir)
why you were apprehensive for
the court ? WiSs the coUrt appre-
hensive for itself ? Diii thejudges,
or ihe '^ attorney-general, address
your excellency for protebtioii ?-^
So far from it, Sir, if these gentle-
men arf|to be beheved; they never

entertained the least suspicion of
any insult, unless it was that, which
they afterwards experienced from
the undue influence you offered to
extend to them, and the military
display of drums, colors and guards
with which they were surrounded
and disturbed."

The official account of these
events as rendered by the Governor
to the Earl of fiillsborough on the
24th of Deceofber, 1768, is sub^
joined. It is copied from the Try-
ba Letter Book, tfnd is tfow pub-
lished for the first time. It will
be perceived that while seeking oc-
casion to disparage Husband, ho
omits the oppoitunity afforded by
the reference to tittakeady allusion
to his acquittal of all the offences
charged again'st him by the same
tribunal that convicted Fanning.
The coutt, it itrill be remembered,
was composed of three judges, who
helxi their offices at the pleasure of
the 6-overbor. The sheriff who
summ6ttd(i the petit jury was one
of his (l^{)endants, and the court
was stirrounded by a tho\idan*d
armed men, under his immediate
command. Thrfee br fotir indict-
ments sent agaibst Husband were
ignored by' the grand'jury, and on
the trial of the fourth, he was ac-
quitted by the petit jtiry.

The GrOVerbdr stattes the fact that
Butler, ihe friebd "^rid associate of
Fanning, was cdt^icted of the of-
fen(^e of reMsting an oppressive, if
a legal, exercise of power, in levy-
ing upon k horse and trappings for
a single ^oll tax. Evidence to
she^w that the tax was not due w^s
rejected %y the tsourt, and the de-
fendattitt sentenced to pay a fine of
fifty pounds and undergo six motiths
imprisonment.

Fanning, the oourt &vOrite, a
^scholar, a lawyer, and a o^ember of
the Assembly, bosvicted in six in-

aes

NoHh' Carolina Jc^mdl of Educati(M^

[Ifovj

?3-

stauces of extortioD, was dismissed
with a pQDnj fine in each case. —
The evidence against bim, even in
the mind of the Governor, was too
eon elusive to admit of the expres-
sion of a doubt of his^ guiit,.^nd
jet he united with the cour4; in
Btudious attempts to palliate his
odious ofFences-^--offences, the right-
eous resistance to whioh, consigned
Fanning and ,Butler,. in repeated
instances, to a dungeon^ endangered
their lives, destroyed their estates,
and involved the impaverishcd Pro-
vince in a debt of twenty thousand
pounds.

BRUNSvrrcK, 24th Dec. 1168.
Earl HtUshorougk :

" That his Majesty may be> inti-
mately acquainted with the causes
of the disorder*, as well as the steps
that have been taken to quiet the
minds of the people and to rc'-es-
tablish the tranquility of this gov-
ernment, I herewith transmit to
your Lordship,, agreeable -to the,
purpose of your letter of, the 17th
for his Majesty's infotrmatiokO, the
address and papers the inhabitants
on Haw river, in Orange county,
delivered to me in Council the 2ftth
of June last, with the answer I
sent them thereto, as also the cor-
respondence that was subsequeut
to both. These, with the rough
jDurnal of my proceedings from the
time of the above address coming
to me, till the insurgents dispersed
themselves the 24th of September,
and the daily orders also transmit-
ted, given to the troops, assembled
at Hillsborough to preserve the
public peace, will be the truest
vouchers of . the state of the public
discontents ia this colony.

To say that these insurgents had
not a color for their showing a dis-
satisfaction at the conduct of their
public officers, would be doing them
g^ injustice, for on a prosecution

at the superior court, carried on bj :
the attorney general in virtue of
my-directions, both the register
and clerk of the county were found
gttUty of taking too high fees. It
man^estly appearing that Colonel
Fanning,, the register, had acted
with the utmost candor to the peo-
ple, and that his conduct proceeded
from a misconatruc^iou of the fee
bill, he was in court honorably ac-
quitted ,of the least- intentional
abuse in office. Colonel Fanning,
however, immediately after the
above . verdiet resigned up to me
his commission of register. At
the same court, three of the insur-
gents (all that were tried) were
found guilty of a riot and rescue,
and sentenced to fine and imprison-
ment as follows :

William Butler to a fine of £50
and six months' imprisonment.

Samuel Devinney to a find of
£25 and three months' imprison-
ment.

Jno. Phillip Hartze to a fine of
£25 and three montha<- imprison-
ment.

The superior court being ended
and the insurgents all dispersed, I
discharged the troops and thought
it advisable to release the three
prisoners, and to suspend the pay-
ment of their fi.nes for six months,
as by the advice of the council a
proclamation of pardon was issued,
with some persons excepted ; these
I imagine will take their trials next
March. This lenity had a good
tendency, the insurgents finding
their ardor opposed ^and checked,
and that they, were not the masters
of government, began to reflect
that they wera misled and in an
error; and as ,a proof of their
change of, disposition, they have
since peEmitted the sheriff to per-
form the duties of his office. Those
in Orange ..oounty, I hear have de-

1B59;.]

War of the Regulation,

339^

clar^d they will pay tbcir taxes as
38on as they can get the money.—
Other parts of the province hav^

I If your Lordship should re*
quire any further satisfaction as ta
the late disturbances, than what is

tempt made by thirty men from
Edg«»combe county (while the As-
sembly was sitting) to rescue one
O'Neal, an insurgent, out of Hali-
fax jail. This body, however, by
the spirit and activity iOf the towns-
men and neighborhood,' were drove
out of town after having many
beads broke, one bor^e shot, and
one of their party taken and put in
prison. I will mention another af-
fair which happened^ in August
last : A body of about eighty men
came to the court of Johnston coun-
ty with the intention to turn the
justices off the bench, as had boen
done in the spring at Anson county
court. The justices thought it
prudent, tho' the first day of the
court, to adjourn the court for that
term. Upon the notice* of the in-
surgents' approach, they immedi-
ately collected some gentlemen and
others, who were the friends of gov-
ernment, and attacked with clubs
the insurgents, and after a smart
skirmish drove them out of the
fitild. I am persuaded if I had not
bad the fortune to stop the mis-
chief that was intended against the
town of Hillsborough, and insult
to the superior court, the civil gov-
ernment of most of the counties
in the province would have been
over-ruled, if not overturned, and
the door opened for the completion
of their intentions, an abolition of
taxes and debts, for the insurgents
throughout the country only waited
to see the event at Hillsborough,
Orange counoy being considered by
them as the heart of the strength of
their friends ; and if thef had then
triumphed, thousands- w«uid have
declared for them, andetood up in

been quiet since, excepting an at- [ transmitted with this letter, Gap-
tain Collet, who was present at
Hillsborough in quality of my Aid-
de-Camp, can give your Lordshij>
information of everp particular of
that service. It is with pleasure,
I can assure his Majesty, not a per
son of the character of a gentleman
appeared among these insurgents. -
Herman Husband appears to have
planned their operations. He is
ofa factious temper, and ha? long
since been expelled from the so-
ciety of the Quakers for the im-
morality of his life. I beg leave
to submit to his Majesty, whether •
his extending the proclanvition of '
pardon and making it general,
(Herman Husband, their princi-
pal, only excepted,) both with re-
spect to persons and fines, a^ I have •
only a power of suspension in the
latter case, may not be advisable
in the present circumstances of the
country; the goals through the
whole province (Halifax excepted;
are so miserably weak, that it is a
prisoner's own choice if he stavs
to take his trial, unless there is* a
special guard to prevent his escape.
" I have only to add that the
troops em.pIoyed on this occasion
were extremely steady in the cause
of government, orderly and regular
in the discharge of their duty. —
His Majesty's Resbyterlan sub-
jects, as wellasth^se of the Church .
of England, showed themselves
very loyal on this service ; and I
have a pleasure ia acknow'e Igino-
the utility that the Presbytorlan .
ministers' letter to their bret'iren
had upon the then face of public
affairs, when every man's affec-
tions seemed to be taint ^d with
the poisons of the insurgen'^. The

defiance of the laws of thiarcountry. 1 Rev. 31r- Micklejohn's S3rmon in- •

340

North-Carolina Journal of EdtLcaiion,

[Nov.,

vlosed, will testify his assiduity in
this cause.

I can with gveat integrity de-
clare, that I never experienced
the same anxiety and fatigue of
spirits, as I did last summer in
raising and conducting the troops.
If the motwe and issue meets with
his Majesty's gracious approba-
tion, it will be a great consolation to
" My Lord,
your Lordship's, &c."

We had occasion, in preliminary
remarks on the subject of taxation
and representation, ta refer to tfee
statements of Governor Tryon,
Chief Justice Hasell, and the reg-
ulator Mcpherson, with respect to
the scarcity of money and the com-
paritive value of property then,
and at the present time.

The results of this expedition,
as exhibitedjin the provineial legis-'
lation upon the subject, will pre-
sent the inequality of representa-
tion and taxation in another, and
a sti^anger light^ and shew that the
traditions with reference to prices
of staple commodities, are fully
sustained by the record.

The " Act making pro(nsion for
the payment fOf the fosces raised
to suppress the late insurrection
on the western frontiers,' ' &c.,
passed in 1768, after reciting that
^'a large debt is become due for
the payment and subsistence of
these troops, and that the great
scarcity of money rendering it im-
possible to raise a sufficient sum to
pay off that debt, or to discharge
the larger sums due from the pub-
lic, for running the dividing line
between this Province and the
Indian hunting*grounds, and other
claims upon the public treasury,"
provides for the creation of a cer-
tificate debt to the amotint of
twenty thousand pounds ^^ procla-
mation standard;" and fg»r 4is-

charging the same, that a poll tax
two shillings, proclamation, shall
be levied on each taxable person
in the Province, to commence for
the year 1771, and continue until
the &um for. the above mentioned
certificates be duly raised." The
fifth section , of the act, ^' the bet-
ter to enable the industrious poor
of this Province to discharge their
annual taxes except the sinking
4;a«es heretofore laid," enacts **that
inspectors' prommi^ory notes, or
receipts for the following commod-
ities being good and merchantable,
and inspected and passed as
such," shall be received in dis-
charge, " at the rates following, to
wit : tobacco, at fifteen shillings
per hundred weight; hemp, en-
titled to a bounty, at forty shill-
vings per hundred weight; rice, at
tWQlve shillings per hundred
iWeight ; indigo, at four shillings
per pound ; beeswax, at one shil-
ling per pound; myrtle wax, at
eight pence per pound; Indian
dressed deer skins, not weighing
less than one pound each, at two
shillings and six pense per pound.
The forces raised to suppress the
insurrection, were, with a slight
exception, from the southern dis^
trict. The whole appropriation of
^20,000 was about egual to one
pound to each head of a family in
the northern district. The royal
tenants, by the services rendered
in the subjugation of the vassals of
Lord Graaville, .were furnished
with a fund iox (the ,paymenjb of
taxes, in the rato of t^o pounds for
each head x>f a family, supplied by
the latter, in money, or its equiva-
lent in oommedities at the forego^
ing rates. Xhe ^10^000 appro**
priated at the iSame session, for
the corapletioa of tthe palace, waf)
raised by '^ an anniual poll tax of
two shillings and .aixjpence fiiy

1859.J

War ef the Regulation.

341

clamation money" on each <Uaz-
ble person in the Province for and
durino^, the term of three years,"
beginning with 1769. Two-thirds
of this sum were raised in the
northern, while the entire amount
was expended in the southern, dis**
trict. With these facts before us
it will not be difficult to divine the
motive which induced the southern
treasurer to advance^ and the treas*
urer of the northern, division to re-
fuse, funds to sustain the expenses
of the campaign of 1771.

Thus closes the history of the
Regulation during the years 17^6,
1767, and 1768.. Col Fanning rep-
resented Orange - in the Genera:!
Assembly, froiBva762 to • lfB8.

Thomas Loyd wnis his colleague
during a portion of this period, and
seems from the narrative of Hus-
band to hav6 ' biEion scftrcely Iffls
conspioueu^'as a military leader in
1768: In iffi^,' Fanning and Loyd
were mad4 to yield their places in
the Assembly to Herman Husband
and John PryiDr. The latter was
a Justice 'of the* I^alfte, and a prom-
inent regulator.

The history of the Regulation
during the subsequent' years, un-
til it was quenched* in blood at
Alamance on the 16th May, 1771,
may be given hereafter, if what has
already been written shall excite
such a degree of interest in the
subject, as to justify its continuance.

EEWIS WELD'S MUTE SCHOLARS.

BY JOE, THE JEHSEY MUTE.

Tshall never forget as long as 1
live, the afternoon when I took by
the hand and enjoyed a tete a tete
wiih this pioneer in the cause of
deaf-mute education. Mr. W^eld,
(who has since been gathered to his
fathers,) was then principal of the
Deaf and Dutpb Asylum at Hart-
ford, Conn. He was at first employ-
ed as an .assistant teacher ia the
Hartford Asylum, and afterwards
appointed to the superintendence
of the Pennsylvania Institution,
then in its infancy. The first class
of children ever formed in the lat-
ter establishment, was placed under
his care, and subsequently became
distinguished for intelligence. Of
his pupils William Darlington
was the most intelligent; and in all

respects the most remarkable. Left
an orphan at an early age, he was
taken care of by a benevolent gen-
tleman, who afterwards placed him
under the tuition of Mr. Weld. At
eighteen years of age, be became
an assisstant teacher, but soon af-
ter resigned his charge over the
mute pupils, on account of the
inequality of his salary. In this
connexion I cannot forbear expres-
sing my regret that in almost all
the schools for the deaf and dumb,
deaf-mute teachers are not allowed
to share equally in theoompeasation
of others who can bear and speak.
All honor, I say, to all the deaf
and dumb institutions in the world.
They have accomplished much
good, but I object to the merccna*-

'M2

North- Carolina Jbui^ai of Education,

[Not.,

rj spirit which governs the Trus-
tees of mcst of these institutions in
regulating the compensations allot-
ted to teachers. I have just receiv-
ed a copj of the ''proceedings of
the fifth convention of American
.instructors of the Deaf and Dumb,
held at the institution of the Deaf
and Dumb, Jacksoaville, 111., ji^ug.
11th, r2th, and 13th, 1858,'' in
which 1 find not fewer than twenty-
two pages occupied with what may
with propriety be called a war of
words on the subject of the com-
^pensation of deaf mutes as teachers
I am surprised as well as shocked
at the insolent tone of the remaaks
made on this subject by Dr. Feet,
.principal of the New York Institu-
tion, andllev. Mr. Mcl^TiiiE,prin-
cipal of the Indiana Institution. —
Dr. Peet seems cblivious of the
fact that he has, in»his employ, a
deaf-mute teacher who,after having
worked many years at a salary ut
$400 per year, at length marritd
an interesting mute lady, and pe^
.titioncd to him for an increase
of salary, giving as a r ason that
•with the expenses of living at their
high rates, be did not know huwto
make both ends meet; but his ptti-
tion was rejecttd. And, bufcidts,
Dr. Feet's assistantt-, who can
hear, after marriage, receive a sal-
ary of $140u, per year. Ihose of
them who are io.a state of single
b4essedness,.are salaried at $800 a
year. The mute teacher in ques-
tion^ wished to receive such pay as
might place him beyond the reach
of want, bnt Dr. Feet said an in-
crease in his pay was out of the
question. The only reason Dr.
Feet had to refuse thus to enable
him to live a httle above the point
of destitution,wa8 that the bare pay
he received, was in harmony with
his constitutional infirmity. If a
teacher is deaf; it follows that he

must be content with the pittance
which his superiors see fit to give
him, in preference to exerting
himself in another sphere of duty,
so at least Dr. Feet says. . I know
another deaf-mute teacher, who has
been married many years, and my
pen cannot do justice to his 8ufi*er-
ings. all that time, arising from th«
inequality of his salary.

iiut to return. Mr. Darling-
ton has published a work on My-
thology, which reflects the highest
credit upon him and his teacher.
A year or two ago the deaf-mute
citizens of New York, who were
disgusted with the vagabond life
which. many of their brethren led,
called on him and requested him to
write for publication a communica-
tion depreciatory of the low mode
of life whicti a large portion of
their brethren led, and thereby in^
jured the reputation which the
deaf-mute portion of the communi-
ty enjoyed as members of society.
In compliance with the request of
the deaf-mute citizens, he publish.^
ed in the New Y^ork Daili/ TriL-
une a half column communication,
the object of which was to request
the keepers of hotels and boarding
h(,'uscsin general, to discountenance
Joafing and begging on the part of
mutes. As a literary performance,
it served no other effect than to
heighten the estimation of bis read-
ers of his intellectual character. —
He is not unaccomplished, conver-
ses readily on many topic*, and has
a good knowledge of French. Mr.
Forter, ex-Governor of Fennsyl-
vania, is his uncle; and his con-
nexions belong to the upper classes
of society.

James Montagh, another pupil
of Mr. Weld, was a native of Eng-
land, and,when a lad, came to FhiU
adelphia, to receive an education
at the Deaf and Dumb Institution.

nm\^

Mute Shcohrs,

Here he distioguisbed himself by
his great>'proficiency in bis studies,
end gained the esteem of all the
teachers'^ and pupils. He was af-
terwards chosen as a monitor, in
which capacity he won the golden
cipinions of all the persons connect-
ed with the Institution. At the
age of twenty, he resigned bis em-
ployment, and put himself appren-
tice to the printing trade in^Phila-

' delphia : and I have heard that his
constant application to business,

. Drocured him the affectionate es^
teem of his master, and that the
great facility with which he set
type was a general topic of" conver-
sation in the city. A year or two
after his term of apprenticeship
expired, he was appointed to be an
assistant teacher in the Deaf and
Dumb Institution, which office he
continued to hold until his death.
Being naturally of an ambitious
turn of mind,' be devoted a large
part of his tiiue to the study of
mechanical sciences. lie invented
a small eeginecar, and,if I mistake
not, received a patent for it. It
was run round a wooden rail road

' in a room, by force of -steam for as
many hours as the owner desired.
In 1841, Mr. Montagu mar-
ried an accomplished young lady,

. (speaking,) by whom he Lad three
children — two girls and a boy. —
He loved his wife with ''all the
Herceness of love,'' (as he e^ress-
ed it.) He was so brilliant in con-
versation, and so polite inmanners,
that 'his soeiety- was eagerly sought

•by mutes of both sexes, as ^v/ell as
valued by the speaking people who
knew him. lie was a wit of a su-
perior order, a very clever compan-
ion, and, in short, a fellow of rare

\qualitie§ of good. His mind was
well stored, and its rich treasures
were inexhaustible. He was slight

' oi- for m^> small- in stature, and -had

a very interesting countenance. Id
1817, he showed the symptoms of
insanity, and by slow degrees was
so lost to sense,as to be unconscious
of 'what was going on around him.
jEIis wife, whom he used to call his
dearest treasure on earth, made her
appearance before his eyes, but he
did not so much as recognise her.
She used every means in her power
to restore him to reason, but to no
purpose. It was at length deemed
advisable to place 'him in the In-
sane Hospital, wfeere it was thought
he might ultimately be restored to
reason. But, alas ! human hopes
are delusions, and human efforts
ineffectual. He grew worse and
worse — 'without ihe slightest ray
of reason being discernible in him
- — until the 7th of May,when death
came to his relief. Insanity is far
more dreadful than death, and in
ending this earthly life was cer-
tainly better than to dwindle on
throui»h years of unconsciousness,
*'dead at ' the top." The regret
which follows a kind heart to the
grave, is mine while I pen this
souvenir to the memory of one who,
when he stroked my head during
my pupilage, as was his wont, little
dreamed that I was to take his
place as teacher of the deaf and
dumb.

Every person who is familiar
with the orii^in, rise and progress
of the fine arts, has heard of Al-
bert Newsom, one of the best
litho;;raphic engravers in the Uni-
ted States. He has many hundreds
of friends, not only in the city where
he lives, but in all parts of the
country. His origin is humble ;
but to his case is applicable the
proverb that ** mind is superior to
matter-"

Henry W. Conrad knows
many things, which he has a rare
faculty for explaiwng in clear a.'Ki

North' Carolina Journal o/'Udncafioti.

[Not.

'IL,

intelligept IflDgiiage. He lores to
search ioto tbe fi^st spriogs of ao-
tioDB aoil causes of things, and
reasons pp many snhjects with great
power^ In conversation he i^at no
loss for .words, and, tak§. hip all in
all, he is a brilliant , apd^ correct
speaker. He follows ^the printing
trade, which isthe*'artpreserva^ve
of all arts.^ He has bought a
handpome brick hou^^, which he
rents to a family. His wife is able
to hear and speak.

Joseph TiNDALL is a printer,
and has seen inuch of the world.
Nature has endowed hi[|n w>th a
strong mind, which ha^ been mf^c^h
improved by reading and conver-
sation ; in addition to which, he js
possessed of considerable beauiy of
face und features. In his young
days he studied the art of writing
ut the academy of Mr. Ross, and
made great proficiency. I have
often had the pleasure of examin -
ing specimens of his penmanship,
and make .np manner of difficulty
in express. ng U^e opinion that he
will " ascend to the highest round
in fame's ladder" ia, the ajbove
mentioned art. At the ageof twen^
ty one years he had the misfortune
to be afflcted with sore eyes, and
placed himself under the care of a
physician, who succeeded in effect
irig a cure. Thus restored in health ,
he went to Saratoga, and worked
in a printing office there. He was
then slcader in form, but, after
having spent some months in drink
ing the water of the springs, he
inclined to that corpulency of body
which is now considered a beauti-
ful part of the human system. Dull
times came, and he was thrown out
of employment. He went to Cin-
cinnati, Ohio, and in spite of the
dreadful ravages which the cholera
tljen committed, in that city, he
Bought and founds work, and pur-

sued bis Tooatiou with that enei|^
and dettsion of miad, for which he -
has be«9 always ^ distinguished. —
During, his sia^^ there, he saw a
mate prater oCoplor, who was out
of work): and applied to his em*
ployer ou boltalt of him, but his
employer objected:; on account of '
his color. As is usofil with prin-^
ten, he was agaiu^t^wn ou^ of
work; af)ter a short stay in Cin-
cinnati, hffi proceeded to St. Louis,
and thenpeto New Orleans, where
he was so fortunate as to obtain a
situatio^in the office of the ^*Echo/*
a large d^ipy paper publishid by a
Frenchnv^n, whom he described
m a remarkably small man, only
three feet high, with a large head,
and legs, to correspond, quite as
small as those of a three year old
bpy* It w^ not uncommon, he.
said, to .sei^ this dwarf carried up ^
stairs into the psinting office, in ,
the arms of his slave, as soon as he .
drove up to the door in his car-,
riage. ' As is the case with all daily
papers, Mr. Tindall had to work
every day and night, not, except-
ing Sunday ; he not u^frequently
began to work by candlelight, and
cpntinued working till the rays of
the rising sun peeped in through,
the window and convinced him
that the darkness of night has
given place to the light of day,
and he then hurried on his coat
and ran to his boarding house, to
spend the whole morning in sleep. .
He worked early and late every
day, hoping in this w^y to acquire
five hjundred dollars,, but it was
not till he had earned ope hun-
dred dollars, that the publisher of
the Echo failed. He immediately .
left New Orleans for Mobile, Ala.,
in a steamboat, and while on his .
way to the latter city, he formed
a slight acquaintance with a news-
paper editor^ who informed him.

!«».}

MtUe Shcoktrn,

846

that he had been applied to by a
mute printer named Samuel Mc-
Guire. for work, who, despite his
infirmity, had distinguished him
aelf in several battles on both sides
of the Atlantic, but could not af-
ford to give him a place On Mr.
Tindall's expressing a wi.sL to see
Mr. McOuire, the editor showed
him a p%per. in which he was sur-
prised to find a notice of his death.
After his arrival in Mobile, he
engaged a place in a printinQ:
office, and promised to ^o to work
Ottthe ensuing d.y. On his return
to his hotel, he met with a printer
juat arrived from Philadelphia.
who had worked with him in that
city. Hearinir that hi* friend
suffered considerable luental din-
guish for want of work, Mr. Fin-
dall generoasly offered him the
situation he had engaged. His
offer was accepted by the distress-
ed man with many expressions of
gratitude. Mr. Findall journeyed
to Chariest >n, S. C, and thence
to Washington, where he obtained
ai place in the office of General
Duff's ''United States Tehgraphr
His associate compositors struck
for an increase of prices, and were
involved in quarrels with the prin-
ters of other papers. Pistols,
bowie knives and other weapons
were used as instruments of de^
fence, but no human blood was
shed. One of the printers saw
Mr. Findall at a hotel, and know
ing him to be employed at the
office of the U, S Telegrah, put
the barrel of his pistol to his fore-
head, as if to blow out his brains ;
but he soon let fall his pistol by
his side. Gen. Duff was so well
pleased with Mr, Findall's be-
haviour, that he promoted, him to
the rank of foreman, with a salary
of ten dollars a week. Afterwards
he came to Philadelphia^ where he

Btill lives, in the spring of 1849
he heard as much of the gold mines
in California, as to feel a great
desire to go there and hunt gold ;
but. upon second sober thought,
he saw the folly of such a step, and
abandonel his idea of £:oing to
California. In 1855 he married a
sensible lady, deaf and dumb like
him and in a few months found
himself a widower.

John Carlin, a native of Phila-
delphia, but now a resident of New
York, deaf md dumb from his
birth, hasacquireda handso.ue for-
tune by close attention to his pro-
fession, which^ is that of a minia-
ture paintor. He has published a
few poems, as he calls them, which
are somewhat faulty in measure;
for how can one who is born deaf
and dumb, and as a necessary con-
sequence, incapable of forming a
correct idea of sound, succeed in
preserving all the niceties of ac-
cent, measure and rhythm ? Con-
sidering his deafness, however, his-
poetical efforts are remarkable ex-
periments They abound with
beautiful sentiments, which if he
were master of the rules of poetic
art, would hand his name down to
posterity. The deaf from- birth
can no wise perfect themselves in
versification. Poetry depends en*
tirely upon sounds. Born mutes*
have no idea of sound. They ac-
quire knowledge through the me-
dium of the eyes alone. Those
only who are deprived of hearing
after having learned to articulate,
(if gifted with the " faculty di-
vine,") can write poetry. It is im-
possible to make a poet of a born
mute, even though his talents be
splendid. In spite of these facts,
Mr. Carlin persuades himself that
he c n poetize as well as others
who speak His prose is ten fold
better than his poetry, so far as the

846

North" Carolma Journal of BduccUwn.

[Not.,

coDRtrnction of Beiitencos afte * the
most approved model is concerned.
His last comm«iriicaAioii— that en-
titled the ** Wage* of Deaf-Mule
Instructors." read at the fifih con-
Tentioti of the teaciiers of the deaf
mates held, as I have already Raid,
at the Jacktonyille Insti'ution in
August, ]858 — iR a model of fine
iirriting.justsuffi(ienttj toi addown
by an indomitable comnjon fsense.
Honorable ment:on is made of h'm
in the *'Nc w A mer.canCyclopcdia/*
under the head ot '* Eminent Deaf
Mules."

His brother Abrahams Car-
L1N, also deaf, is more cr less ac
quaiiited w th every branch of in-
dustry, not prohibited by his want
of fc]>«eh. As paint I r, dapU(^reo-
typist, carpenter. cubii»el-maker,
and stage actor, h^ has succeeded
nearly equally well, and absolutely
succeeded as each lie ]ain!ed a
most admirable picture ol his wife
in the prime of her life He Ci.ii
make all kindsot household furni-
ture. There are ^everal pieces of
woikmanship in the niuseum of the
Pennhy.vai.ia Instiu iou tor the
Seal and I umb. executed by hi»
riLihul hand, and ^vh.ch may be
yanked among the greatest me-
chanical cur.osities oi the pretscnt
day He can insmbe charac ers
upon ivoiy. Le dances par ex-
celtence and has once |iayt'U upon
the htiige. And what is siill muie
remarkable he ib well acquainted
with the my.-teries of magic it
is not in the \ ower ol my pen to
describe the mingit<i imutions ot
joy and amLzeUitnt which I tclt
on Wiir>c8Sing the tricks he )er
formed lU the tchouiruom wh»n 1
was a |upil Ha\ing htudied
humati Lature for many years, he

bles of the n)^*st sober mu'es as well
as for making the mo>t merry ones
weep b tterly. He reads well,
ta!k^ *' brilliant nothings." sings
by si^ns fnd gestures with irresiti-
bie effect^dancosa/aFanny Eilsler,
draws laughable caricatures of
men, and so on.

Edication : — An education
which shall make the rising gen-
eration in the aggregate better
farmers and m chanics than their
fatliers were — this is an urgent
need of our times. Not that am-
pler food and better houses are all,
or the best, that education ca i do
loruH, but that they are conditions
of pro^rcis in o her and hiirher de-
partments Theie are thuusanda
of ignorant parents who can no
otherwise be convinced of the im-
portance of educutum lotheirch 1-
dren. than by seeing it make two
blades of grata grow in place of
one. Make the most stolid and
miserly parents comprehend that
Knowledge is physical as well as
miTal and Intel cctual pow^r —
power over th i earth and its boun-
ties, as well as power to predict
(CUpsesand calculate the paths of
the planets--und they will realize
that their chiidren cannot do with-
out it. — N. F. Tiibune.

A good lady objected to allow-
ing her Kon to have a collegiate
tuucatioii, alter she was inioimed
that projane histoiy was one of
the Siuuies.

We cannolall of us be beautiful,
lul the pleasantness of a good ua-
lured look is denied to none —
knows luil well how to adopt his ! \\ e c^n all of us increase and
munnei's to ti>e taste ol people. Le ' strengthen the family aliection and
has a taicnt tor e^^citing the rii^i« ueiigbts of home.

185ft.1

JRavdinn T7iouffhf9.

RANDOM IHOUJHTS.

Tl»e tfiotvm. pretty ♦•xtensivfly
-avuwed a lid uu»re extf timvely HCtHJ
on, tliHt ihc ** ei'd ^»i»ctities the
lueiiris ' 1*8 hubversive ii^t' all ^ioverij
nieiit, except that. pt»ilvi>.ps, i»f the
IU(i>t HhsiiHiro dos).HitiHhi ; hut it
njUMt h)wh^-s stimulate ami direct
the ef}<»rtr4 made tor ixf utiaiiiiiierit.
To have an nbj- cf in vi^w, b<'}i>nd
the ii:ere hat'eiy ttr j^riHifii'.itUMi ni'
the prf sent n oinent, W'»iici» lumisli-
es the mo/ive <»r umivhiv: pnwe'* to
action. It* the ^r« at character hlic of
iuteUi^tnt b< ia^ ; and, aA theini-
poitance nr w.. th es.-ness t»t' lii^
object f^ive^ him a nii|>|f or a wuiiii-
l^M) chaiiicier, he whoiilinl^ at Millie-
thin*; ureal and btiieticent, and
ad«'pts lh(3 be>t meHri> Co attain II,
finds, in the very cotictption, un
elevation ot hentinent, and ^ains
the general rt.'^ <ct ui hiif lehow
lueii.

All niankind (iesire personal f^e
curity L*nd ample tneans ut (^njcy-
ment ; but many look no tunhei
than the pii^eijt hrui*, or, ut nio>ty
the pll^elit hie. ISoi etiieho8eib>ii
and i'iiiitiacted that. Ub ii>ttrlli^'ent
and nj(>iai bem^H, the\ never ex-
tend lhelrallh^ beyond thai narrow
circle, and never enlarge their ca«
paciiy tor a wiuer and nmre ele-
Tated laii^eHit ei jti^n.ent. Parents,
1ink>8 I tie} are n•on^ter8, live l(;r
their cLikiren, and aim at theii
Welfare; bU' not knowing ur nui
cun&ideting in wh- 1 tl-at welfare
rei'liy conbiMH, they utteny tail
io securing their object. With
Chritiliau pareute*, tlie fiii^t object
ia the cunveisiou ut' their child*'
ran ; the next i^, their uaetul-
&e&8. Of course, they endeavor lo
give them such a tiaiuin^ aa will
oiake tbeiii iCfpectable uieuibera ut

Hieiety, and, if their circumstances
admit of it, to pre- are them tor the
irospel ministry or Aoine rue of the
learned profe^aionH. Otber;', who
are edu<;ated and intelliircnt, but
are Mranj^^-rs to the power (»f re-
ii>:ious m«liv»8, think only of insk-
injr their ciildreii rich, or, if talent*
ed. giving them an edut^ation by
which they ca acquire wealth for
iheuiselven; and. both by their
wealth and iheir tahiitH, exert a
widti intiuen«;e in the coinmunity to
wii;h itiey behmir. Others, airain,
either troiii ignorance or avariee^
onl) sneer at the idea of anything;;
m«ire th»ii making them (riNid
iarinera or mechanics and viving
ii>iem just education em>ui:h to
transact the most common bu.<<itieHS
tit lile. 13ut there is one poAttioQ
111 wliich tne chidren of all clnsses
al ke luuM be place<i, if they live t-O
tie urowii, and tor which they
(•u^t.t, by all ineans^ to be well pre-
pared.

In our hasty and desultory re-
ntal ks thus tar, we have had refer-
ence chiefly it n<>t exelusiveiy to
the n ale part of our youthtul popu-
lation, and those which may yet he
(•tiered will be ti' the aame tenor.
'J he ^oung« the pioent boys of oar
common schools and "ttier iiistitu-
iioiis. wil 8«»un be, in the lull im*
p( It of the expression, citizeirs uf
a tree and ind« pendent c«»U'iiry, a
ci UDtry a.uiobt un»q*ialled in the
extent ui' territ«»iy and altogether
unparallelled in theuevehipment of
her resi'Urci Sand lo her social procu-
ress. They uu^ht to have all that
culture, mental, mural and physical
which will make ihein men, in the
highest and best sense of the term.
Hcte a wide aud teuiptiog tield fur

Si»

North' Carol^Mi JhwMi^of ^UeofiW.

[Nov.;

discassioo is opened before us ;
bat uur limited spaoA fovbids anj^^*
thing more than a few very ger^eraJ
remarks, and» in only one asoect of
tfie subject, that is, the- tFainin<;.
requisite to fit them for diseharginp:
the duties- and meeting the respon-
sibilities which- will necessarily
attach to their right of cftizenship.
That some- special ihstnictlon and
discipline are need(>d, are in fact
indispensable for this purpose, will
Qot be qaestiuued ; for it is a dic-
tate of plain common sense. If a
boy is destined to be a farmer, a
mechanic, or a merchant, pains are
taken by his parents or guardi^ins
to make him an adept in the busi-
ness which he is to follow and also
in all that conciliatory address and
prudent management in the imme-
diate community among whom he
resides, which are necessBry to en-
sure succ:ws. If he is destined to
be a preacher, a physician, a lawyer,
or a statesman, the ti^arhi ng and
training given him mast have a
wider range and give a fuller de-
velopment to his powers. A? all
«re destined to be citizens and con-
sequently lawyers, stntesnien and
judges or magistrates, this ought to
be kept intelligently and steadily in
view durinur th«^ whole course of
their educational traiiiing.

In monarchical countries, the
heir apparent to the throne always
receives th*» very best training and
preparation that can be give i him
for the position which he is to oc-
cupy. This, as the bii^hest of all
earthly objects, to him at least, is
kept steadily in view through ihe
whole period of his tutplaye ; for,
without the requisite quaiiti ations
if he does not involve the country
in ruin, he will bring on himself
the scorn or contempt of the nation
He must be made thoroughly ac-
quaiuted with the condition, in-

ter<^sts and relations of the country
over which< he is to exercise his
authority : he must be taught how
to rale with wisdom, firmness,
equity and discretion ; and, in
order to do this, he must learn how
to govern himself to appreciate the
welfare of his subjects, and to prac-
tice those virtues which form the
substratum of all social enjoyment;
hui in rhis c )untry, every man is a
king, and must, directly or indi-
rectly, ir^vern others as well as him-
self. He. too. must be made as
fui y acnuaiuted as possible with
the constitution, laws and govern-
ment of the country, with the bill
of rights, with the nature and ex-
tent of human liberty, with the
spirit and genius of our free institu-
tions, and with our domestic and
foreisrn relations. He must be
t iUjht how to value his inheritance
and how to employ the best measures
for its i[»provefn»^nt orsecurity, how
to ijovern hiru.«elf ajd how to ex-
ercise the power, with which, as a
citizen, a legislator, and a judge,
he has been legitimately invested.
Bvery citizen should know what
sort of men he ought to select for
the differerjt ofi&ces that are re-
quired to be filled under the gov-
ernment ; and he should have firm-
ness eU'/Uiih to act accordingly, re-
gardless of mere sectional interests-
or party influences The immense
importance and responsibility, es-
pecially, of the elective franchisey
cannot be too faithfully expounded
nor too earnestly impressed upon
our izrowing urchins from the very
duwn of reason until full maturity
— for the safety of our free institu-
tions, the development of our re-
sources and the continued increase
and prosperity of the nation, de-
pend upon the enlightened and
honest use of the ballot box. No
arguments are needed to show that

t85».]

Random '7%ot/tght^

»M

Uie igoorant or corrapfc use of the
'ballot box will bood undermiDe any
repablioan goverDnieot od earth,
and blifi^ht alll tbe fairest hopes of
bumao progress ; and, if this be so,
the oeeessitj of niaklDg it a promi-
DODt subject in the •educafiioo of
the young, becomes as clear as the
light of day.

Thus far I have only made a few
suggestions, or rather ha^e simply
brought up the subject for the
future coDf«ideration of others, and,
-although I would like to dwell a
little longer oo it, my space and
my eoDftcieooe, too, forbid me to
tresspass aay further on tbe patience
of your readers. lu fact, I feel
startled now whea I feel how omch

of your room I have already oe<sa««>
pied to tbe exclusioo of othenn
who are far more competeot to
eutertain your numerous 'readers^
and most assuredly I had no inteu*
turn of being so prolix. My ob-
ject was, in the first plare, to show
Buy interest in the cause, and, in
the next place, to give a little more
variety to your very valuable jour-
nal, or, perhaps, excite others to do
better; but, Mr. Editor, without
further apology, if you will be kind
enough, especially as I am not a
pro/eased writer, to excuse the past,
I will promise not to be so obtru-
sive in futuffs. C.
[Always glad to hear from you.

Ed.]

I ■ 1 1

THE BEST METHOD OF 1NSTEUCTIN0.

In discussing the best method
■of imparting instruction, it may be
regarded as being fairly within
our province to consider attentive
ly the character and qualities of
the instrument through which this
end is to be attained ; since, were
we considering the best method of
executing a certain very difficult
and highly important pieae of
mechanical work, it would be. an
object of the first importance to
look well into the particular kind
of machinery necessary to perform
that work in the best manner possi-
ble. Assuming then, that the
best method of imparting instruc-
tion is mainly referable to the
suitableness of the medium through
which it is transmitted, we may,
in the first place, note the charac"
ter and qualities requisite to a
good instructor. Our subject
does not confine us merely to those

cases in which instruction is to be
imparted in the acquisition of
knowledge from the study of text
books ; but it must be considered
on a broad and extensive scale,
presupposing a, thorough knowl-
edge, yes a practical knowledge,
in i 11 the principles of human at-
tainments by which the mind is
moulded into being, guided and
infiueaced in its course through
life. Let us consider one moment
the position of a teacher, his con-
stant and ever varying toils, his
great and unending responsibilitice
and still more his peculiar relation
to those committed to his care^
his power of stamping upon then:
a lasting impress either for good
or for evil, and you will &ee some-
thing of the difficulties and hard-
ships attendent upon the business
of teaching.
The Teacher holds in his hands.

iVbr^Obro/uMi Journal 9f RlwctUum.

[XOT.,

as it were, the distaff, and spins
oat for risin«f generations the
thread of their moral and intellec-
tual being. He is their guardian
and friend both in the tender year^
of you*;h and ia the mature years
of manhood ; and while a just ap-
preclat'on of the high aiul saored
trust committed to his charge, and
a proper exeie*se of his influence
and power 07er the youthful mind
will surely lead to results (he most
beneficial ; ignorance or an absence
of genuine feeling or an indiffer
enee about the well being of oth-
ers, will as surely lead t» injury
whieh no time, oo healing art cin
wholly repair. Like Midas, he
has power to impart a golden ex-
cellence to every thing he touches,
or like (he Harpies, he can defile
everything around him. By ex
ertiog upoii the pliable minds of
the young, a health t'ul moral in
fiuence, he may educate them to
live up to the true dignity of
man's nature; and beoome the
pillars of intelligence and true
greatness, of religion and v rtue ;
or from an abuse of his privileges
and a disregard, or an ignorance
of his cares and his duties, he may
so deaden their moral sensibilty
and paralyse the noble impulses of
their better nature, as to render
their subsequent life one of in-
activety, crime, or wretchedness
It is not in the power of a parent to
estimate truly the tremendous in
fiuence of a teacher over the minds
of his pupilsv Go back through
past ages to those nations best ed*
vcated and search out carefully the
character of tie instructors and
companions of their youth, and you
will then know the character of
the nations themselves. In our
own land, at this very day, learn,
study well the chaiacrer and pe-
eaaarities of oar teachers and you

will then knew :.he history, the pe*
euliar character ^i rising trenera*
tions It is not denied that sta*
dents, when in the heit of passion^
jr in fits of perversity, may, nay
i>fien do, contemn the authority of
their texcher, reject his counsels
iud despise his example; yet oi»
the other hand it can not be de»
nied, that, in Iheir cooler moments
and through subsequent life, they^
are prone tu look to him as an ex-*^
amp e and feel tnat they do no
wr.jri;^ in imitating his course of
cjndaot. Ht^^ influence, bis txam
jb are mira plai.ily writtan npoft
their character and course of ao-
tioo, than tho^e of their parents.
Parents may be deceived by their'
chitdren, and often are. while the
good instruouor can seldom be im-
posed u,3on by the student. Hia
thoughts and feelings, his inmost
character and conduct are known
to the leacner ; and it not unfre*
qaently hiippens that parents, art
r'uily persu'ided that their children
know no wrong, are paragons of
perfection, while it is well known
10 their teachers that, they have
already taken many lessons in vice
and degradation. If then, such
be the power and influenc of the
teacher, if it be his peculiar privi-
lege to look into the heart and 8caa>
the inmost recesses of thought,
what ought to be fm chiracter t
Without going into detail, we may
answer, that he should possess all
chose qualities that tend to make
men great and good and wise. H^
sho^dd have all the feeling and
tenderness of a parent, allChefirm«
ness and decision of a hero, with
a deep sense of a higher accounta-
bility than man owes to his fellow
man : in a word he should be an
example of patience, industry and
foresight, endued with all those
ennobling vistues thatorowa Iht-

18».J

JSesI Method of /nttruetmg.

961

obristian. A man may spend
mouths* yes years, in the mosi; in-
tense application to study, he may
have a thorough kaowledge of the
classic:), of the beaaties of polite
literataixs, he may even sarpass j
sir Isaac Newton in the depth of {
bis mathematical and philosopical
reagoning, be may be able to derive
the most intricate formulas, and
solve the mjst difficult pi'ublems in
mathemvios, and ciNaprehend the
most abstract principles in moral i
and mental science ; he may know !
every plan t and every star ; he
may be able to trace out every cou
Ptellatiou ; be may be an Alexan-
der, a Newton, a Pierce, a Bs^w-
ditch or u Faley. he may be sober
and religious, and yet, if he has not
studied, yes, thorouishly stadied,
the art of communicating instrue-
tioo to others, studied to adapt his
language, bis thoughts and his
ideas to the comprebensiou of the
yoa;jg, studied to govern him^eit^
studied to acquire habits of uiitir
ing patienoe and industry, studied
to possess a determination never to
yieid to difficulties, dangers or
hardships, in a Wvird, assumed for
bis motto *^I 11 try," be can nol
be a good instructor of youtli. —
More th:in this, he must have a
ntituroL fitness or the sooner he
abandons his profession, the better
both for himself and society. We
have often heard it asserted that
a man may be a good instructor
and yet, possess n j coouuon sense,
and if it be asserted that common
sense is not essential in tne busi-
ness affairs of life, we will not de-
ny the assertion — bat leave the
question for the decision of the
world.

A good instructor must emphat-
ically be a man oi the world, thac
is, he must be weJ acquainted with
the worlds know all the tricks and

deception!) of active Hfe ; he must
beoOiUe thoroughly acq (jainted witb
humm oh'iracbar lu ad its phasas
thit be miy be the bjtter able to
educate properly those gi/dn to
his charge, and teach them to shun
the decsptive arts of men ot the
world. N»ir must the good iii^t.uc^
tor forget that t.here was a time
when he was the laughing, cire-
less boy.— Yes Ae, the njw verita-
ble polar bear, was once possess-
ed of human desiras and feelings.
He must neither forget nor disre-
gard the inteiiS3 intor^^Sii of the
school boy. ill his sports, and recre-
ations — that \k% has more jjy over
a victory wjn in chilJish games
tha*j a veteran hero over a Victory
won on the battle field. He must
not forget th .t tho youthful scu-
dent values the mwt rifling toys
evenim;>re -highly than kings do
empires. He must not forget how
a smile of approbation or one word
of encouragement fills theyouthful
mind with noble asparations and
kind feelings ; or how a cold look,
a word of censure chills his heart
and blasts his fondest hopes— drives
him intj despair, to mourn in sad-
ness over >' man's inhumanity to

Thus a youthful spirit of the
most noble impulses and the most
generous feeling, is first irritated
and discouraged, and then ruins L
Time and space both admonish us
to stop tor the present.

8. H. W.

«< While yott cannot know too
much, and ouuht as far as ytii ava
capable la ma«iter the branches of
a full education, remember there is
a mine of wealth in simple things
which will r chiy r» p ly the pains
of thovough iuvestigaiioD.''

988

NorihrCkiroUKa Sowmo^ of Edueatian.

[Mot.,

THE NEW TEACHER.

The sucoessor of Jonathaoi
Wakeup in the little old diagy,
red school^house, by the turnpU^e
>oorDer, was a young man, who,
notwinhstanding the strictDess of
his discipline, became very pop«>
lar. He was one of the Cew, some-
times termed natural tbeachers.
The school was completely under
his control, from the first day of
the term, and that without his ^y
ing used any apparent effort at
government. An expressed wish
was law, for most of the pupils,
and for the two or three rebellious^*
ly disposed, a command, accom-
panied by a flash of the eye, proved
sufficient. Always earnest and
faithful, he seemed to infuse a like
spirit into all around him. We
were obedient because we could
not be otherwise ; we applied our-
selves with diligence because he
had awakened within us a genuine
•thirst for knowledgd.

AfiPable and social, he was not
slow in winnig the favor of our
^rents, older brothers and sisters
and the young people generally.
His tastes being more refined than
those of his predecessors, the large
boys, obedient to the all potent
law of example, dropped their
coarse expressions, amended some
of their uncouth ways, tried to
correct their awkward motions,
and in short, became metamor-
phosed into embryo gentlemen.

Unconsciously, perhaps^ he not
only gave tone to their manners
and amusements, but became a
sort of oracle among the young
people of the district in regard to
disputed questions of right and
wrong. Here it was that some of
our carefuL parents, (over careful
we thought,) became anxious in
regard to the extent of his influ-

ence, for our teacher added not to
his numerous gifts the crowning
excellence of piety. No sound
from his lips ever led our young
hearts in prayer, ever impressed
upon us a sense of our responsi"
bility to God, ever warned us of
the many dangers in our pathway,
or taught us how to overcome temp-
tation.

That he intended to exert a good
inflence, or at least to do no harm,
I do not doubt. Whether his in-
fluence, was on the whole good, or
whether his many virtues only
rendered it the more subtle in its
deleterious effects, I do not pre-
tend to say.

The only charges brought a-
gainst him by the ^ ultra strict,'
were that he often spent an hour
over the chess or backgammon
board, — that on two occasions, he
had been known to play whist;
that though seldom seen to smoke,
his clothes had the peculiar fra-*
grance imparted by good cigars;
that at Pr. B's -party he had beea
observed to partake fearleshly of
wine, and at the same party bad
been noticed as an-ad^pt at'' trip-
ping on the light fantastic toe.''

The youth of our place having
been brought up to regard all these
things as abominations, opened
w de their eyes at first, but soon
concluded that dancing and chess
playing were far more sensible
methods of killing time than attend-
ing kifising parties, and that, letting
alone the wine, smoking, though a
bad habit, was a very good thing as
an occasional luxury.

The large boys in school tried
secretly, (for their teacher never
smoked in public,) to pracUce the
puffing art. Coasting and skating
were neglected for the checker-
board. As the season advanced,
however, uofamittiDg study took

1«S9.1

7%e Ntw 'T^eaeker.

Hbe plaee of amuaemeDts of all
kinds, tor our teaeher understood
full well the art of awakening
ambition.

The best scholar in school that
term was Frederic D., a boy of
good mental powers, active nervous
'temp rament, quick impulses and
unbounded ambition. That winter
formed an era in bis life. The
teacher's iniliience seemed to have
permeated his wkole being and
Awakened him to a new existence.
-His fond parents, glowing with
<pride in the brilliant promise of
their talented boy, resolved, not-
withstanding their limited means,
to give him a liberal education.

** It is all your work," said Fred
'to iiis teacher, on heariog that his
ardent wishes -had received the
.parental sanction. **^ No one else
oould have persuaded father to
rsend me to college."

>K » i|c >k 3|c

Ten years have pasRed since that
*wiBter. The district were unable
1o secure the iservices of Mr. 8. the
next year, and never since have
4)een favored 'with his equal.

Fred D- Ufr a time gladdened the
hearts of bis parents by his rapid
progress •in study, and the high
atand be took on entering college,
but ere bng it was whispered that
he was a wild boy, aduicted to bad
•habits and impatient of restraint.
Aias ! these whispers were not
groundless. Before the close of
hi^ second year he was expelled in
^ disgrace. From that time he be-
oaine a fugitive. For three years
nothing was heard of him. His
name was seldom mentioned in the
neighborhood of his home, and
never casually spoken in the pres-
ence of his parents. They had
grown prematurely o!d, when one
mild day in October he was brought
to his ofaildbtod's heme a sufferer

from a ma!ady which in a few
weeks proved fatal.

He died in the peace of a death-
bed repentance. During his ill-
ness he said, <<I wish I coUld see
Mr. S I have no one but myself
to blame for my evil course ; but
I wish, oh ! how I wish, that when
my soul was net on fire, he had
warned me against the blade nesa
of desolation that must follow;
that he had held me back from the
inclined plane down which I have
rolled.

He could have done tl. A few
words of warning from him would
have had nMire effect than all the
sermons to which I have ever list-
ened. He could have tamed the
spirit which awoke simultaneous-
ly with my ambition. He could
have taught me to conquer my-
self. No one eUe could have done
it thetty but his infiueece over me
was unlimited.

My very first steps in the down-
ward road were taken along side
of his tracks. He bad the balance
of mind that enabled him to in-
dulge moderately in diose things
that have made a wreck of me. I
do not blame him. He knew not
what he was doing; but I wish he
could be made to feel that it is k
fearful thing to incur the respon-
sibility that always accompanies an
influence like his."

Perhaps too much was attribu*
ted by the ruined youth to his
former teacher, yet who shall
measure the extent of such an in-
fluence ? — Oonnecticut Common
School Journcd.

Success. — Every man must pa-
tiently abide his time. He must
wait, not in listless idleness, not in
useless pastime, not in querulous
dejection ; but in constant, steady^
and cheerful endeavor; always wil-

»4

Hbrth- Carolina Jonnud o/ EdueaHon.

[Nov.

lin^r, fulfiitinK aod acoouipliHhinir
hill task , that when the occasion
eoniea he may be equal to the oc^
easion. The talent of 8ocoe88 is
nothiofit more than dt)io^ what jo<i
ean do well, without a thouiiht of
&Qie. If it comes at all, it will
eome because it is deserved, not
because it is sou^^ht after. It is
Tery indiscreet and tronble^ome
mmbiticn which cat'es so mo^h about
fame ; about what the world sayn
of us, to be always loukin^jr in the
face oi' others for approval ;, to be
always anxioua abooit the effect of
what we do or aay ; to be always
ahoutine; to liear the f^hoes uf our
own voioea. — Long/e'low,

REuaious Instructioji. — D.
Webster in his masterly argument
i» the celebrated Girard College
ease, in the Supreme Court of the
United States, says :

^- 1 maintain that, in any insti-
tat'on for the instruebion of youth.
where the authority of God is dis
owned, and the duties of Chris-
tianity derided and despised, and
its mi. is ters shutout from all par-
ticipation in its proceedings, there
can no more charity, true eharity.
be found to exist, than evil can
spring out of the Bible, error out
of truth, or hatred and animosity
come forth from the bosom of per-
fect love " *. * *

<* At the meeting of the first
Oangress there was a doubt in the
minds of many, of the propriety
of opening the session with pray-
er; and the reason assigned was,
as here, the great diversity of
opinion and religious belief. At
length Mr. Samuel Adams^ with
the gray hairs hanging about his
shoulders, and with an impre: slve
Yenerableness now seldom to be
met with (.1 suppose owing to the

difference of habits,) rose in that
asseDsbly, and with the air of a
pevfeet Puritan, said that it did
not become men, professing to bo
Christian men, who had cume to-
gether for solemn deliberation in
the hour of their extremity, to say
that there was so wide a difference
in their religious belief, that they
could nob, a.i one man, bow the-
knee in prayer to the Almighty,,
whose advico and assistance they
hooe to obtain. Independent as-
he wjis, and an enemy to all prela-
cy as he was known to be, he mov-
ed that the Rev. Mr. Duche, of
the Episcopal Chui«'i, should ad-
dress the Throne of Grace in pray-
er. And John Adams, in a letter
to his wife, says that he neversaw
a more moving spectacle Dr.
Dttche read the Episcopal service
of the Church of England, and
then, as if moved by the occasion,
he broke out iato extemporaneous
prayer. And thos3 men who were
then about to report to force to ob-
tain their rights, were moved to
tears; and fljods of tears, Mr. Ad-
ams says, ran dowji the cheeks of
the pacific Quakers who formed
purt of that mjst interesting as-
sembly. Depend upon it, where
there is a spirit of Christianity,
there s a spirtt which rises above
forms, above oeremoniei, indepen*
dent of s^ct or creed, and the con*
troversies of clashing doctrines.^'

Cultivated Women.— -Sheri-
dan said beautifully, *' Woman
governs us; let us render them
perfect. The more they are en*
lightened, sj much the more shall
we be. O.I the cultivation of the
mind of woman depends the wis-
dom uf men. It is by woman that
Nature wr.tes ou the hearts of

men.

»f

1859.]

Reaultnt Editor's Dffartment,

9S»

litsibcnt €hhxs department.

Our Next Volumwb. — One
more number closes the present
Tolume of the Jouraal. and we
moat begin to prepare for the fu-
tnre. If the Jouraal is doing any
thiD^ to adyance the cause of edu-
eation in our State, it has a just
daim to a support; and it must
look to those friends of the cause ,
who have aided in giving it its
present circulation, to renew their
efforts and endeavor to add to the
number of its readers until its in-
fluence shall be felt over the en-
tire State. So far, its subscription
list has not been sufficient to pay
the. expense of its publication;
bat the increase this year, over the
number for het year, encourages
U8 to hope that we will begin the
next year with, subscribers enough
to insure its success.

A number of t h e '* County
Boards" have subscribed for it for
the school Districts of their coun-
ties, and we hope that many more
Counties will adopt the same means
oi diffusing information among
their teachers and school commit
tees.

If the Journal could be circu*
lated in every school District in
the State, we are confident that ii
would do much more good than
could be accomplished in any other
way, with the same expense N9 j

District would feel the cost of the
Journal, but the benefit will soon,
be apparent.

Friends, will you not begin, at
once, to make up dubs of subsoii-
bers for next year, and also to use
your influence with the school
officers in , your counties. Let us
hear from you before the 1st of
December, if possible, for it will
be difficult for us to make arrange-
ments for printing the next Vol-
ume, unless we can have some idea,
of the number of copies that will
be called fur.

The following circular was sent to
about one hundred persons, from
whom the committee hoped to^
receive aid in carrying out their
plan for placing the Journal upon
a permanent basis. As they have
secured only about one fourth of the
requisite amount of stock, the plan
can not succeed, unless others will
come to our aid. We hope that
all who are willing to assist us will
respond immediately, as we must
act in the matter at once. We
think the proposed plan will prove
successful, if we can secure the
r'unds required.

Greensboro, N. C. Ava. '59.
Dear Sir: — The Committee ap<
pointedby the Educational Associ-
ation, to take charge of the North
Carolina Journat o^ Education^
aud provide for its ooatinued pub« .

356

Dorihr Carolina Journal of Education.

[Not.,

lication, have, after mature delib^
eration, determined upon the
following plan, as best adapted to
secure a permanent result.

We propose to establish an office
for the purpose of printing the
Journal and doing job work for
schools, and whatever other print-
ing we can secure. And we wish
the teaohersy and other friends of
education in the State, to > furnish
the capital necessary for carrying
on this work, uy taking stock in
*^The N. C. Educational Printing
Company."

The capital required will be
about i^ibOi). We put the shares
at $25 each, that no teacher, who
wishes to become a member of the
company, may be excluded, while
we expect many to take several
shares.

By having the proprietors of the
office scattered over the State, we
hope to secure not only the job
work of each stockholder, but also
his active co-operation in extend-
ing the circulation of the Journal
and securing other work for the
office.

Those who take stock will have
a voice in the management of the
company, in proportion to the num-
ber of shares they hold, and when
they cannot attend a meeting in
person, they will be allowed to
vote by proxy.

It is not expected that the office
will yield much profit to the stock-
holders the first year, but we feel
confideut that it can, with proper
management, be made to pay a
large percent on the capital. And
should it yield but little dividend,
yovL may at least receive a copy of
the Journal as an income from
your stock, and you will have the
jsatisfaction of helping to establish
upon a firm basis this orgaA of our
Educational Association.

Having thus explained to you
our plan, we wish you to inform
us, as soon as convenient, what
amount of stock you are willing to
subscribe, payable between this
time and the 1st of January next,
provided the requisite amount is
secured.

We would also request you, as a
friend of education, to try to in-
duce others to take an interest in
the matter, that we may be enabled
to complete our arrangements as
soon as possible.

With much respect. Yours truly.
J. D. Campbell,

D. S. ElCHARDSON,

C. H. Wiley,
A. H Merritt,
M. S. Sherwood,

W. W. HOLDEN,

W. J. Yates,

9^ Your reply should be ad-
dressed to J. D. Campbell, Greens-
boro', N. C.

y Com.

Question. A correspondent

says :

I would submit the following
Question for solution in the North
Carolina Journal of Education. —
A man had 4 sons, and a farm of
600 Acres, in a circle, with his
Dwelling in the centre. He gave
to his sons, 4 equal parcels of
land as large as could be made, in
4 equal circles within the periphe-
ry of his farm, one to each son,
with a dwelling in the centre of
each circle.

How many Acres does the farm
of eacb son contain ? How many
Acres did the father retain ? How
far apart were the dwellings of the
sons f How fai was each son from
his father, and how many Acre?
surrounded the dwelling of the
father, between the sons f

1859.]

Resident Editor's Departmmt.

357

We regret that the followio^^
from the Beaufort Jautnaly wm
laislaid and therefore did not ap-
pear in the Jonrnal sooner: We
ask the attention of teachers to
these requests «)nd hope thej will
aid. the conunittae in tbi perform-
ance of their difficult task r

RtQUESTS.

Will the members of the Educa-
tional Association wJio are teachers
send me a list of the Text Books
used by them, with a brief state*
ment of their merits, in order hat
I luaj obtain, very soon, the infer
mation contemplated in the Lleso-
lutiou, passed by the late Educa-
tional Association ? I append the
resolution that all may see what is
the information desired.

* Whereas, Much diversity ex^
ists in the Text Books now Used in
schools of every jrrade in North
Carolina, both male and female;
and whereas, much inconyenience,
expense and detriment t » the cause
of Education, result from such di
versity ) and whereas, it is very de-
sirable to remedy these evils and to
introduce uniformity in the Text
Books in use in all the departments
of North Carolina Schools; there-
fore/

Resolvedy That the President
appoint a committee of three, to
whom this whole subject shall be
referred.

It shall be the duty of this com-
mittee to correspond with the Eduw
cators of the State solicitinga frank
expression of opinion relative to this
subject, to ask from all a list of the
Text Books uped in each depart-
ment of their schools, and a brief
statement of the merits they are
considered to possess ; and further,
it shall be their duty to correspond
with the Educators of other StateS;

and with the great publishing
houses-ofthe country, thereby pro-
curing all the necessary details of
the school, publications tested by*
the experience of the former, and
issued from the presses of the lat^
ter; and then after a careful and
impartial examination of the force
of the views advanced, and of the
merits of the several pabtioations
submitted to their scrutiny — tore**
port the result of their investiga-
tions to the next annual meeting
of this Association, recommending
such action as shall be best calcu-
lated to effect the design contem-
plated by this resolution ''

May I request a like favor of
those educators who are not mem<«
hers of the association 1

Will my editorial brethren fax
vorable torhe reform contemplated,
or as a matter of courtesy to myself^
oblii^e me by giving these *^ Re^
quests" an insertion in their Jour-
nals. A like fiivor will i be recipro-
cated at any time.

Those who reply atta-o early date«
will doubly confer an obligation. —
Information, from^.. any. source, caU
culated to throw light- upon th»
subject, OP lessen the labors of the
committee,, will be thankfully re-'
ceived.

Address me at Beaufort, North
Carolina.

STEPHEN D. POOL,
Ch'n of Committee,

BOOk TABLE.

MODERN Philology: its Discoveries,
History and Influence, with maps,
tabular views &c. By B. W. Bwtght.
New York ; A. S. Barnes & Burr.

We thank the Publishers for a
copy of this valuable work, and
instead of giving our opinion of it,
w:e give the following communica-

868

North-CaroKna Journal of Education.

[Not,,

tioj from Prof. Smyths, who is a
devoted student of Philolocry.

We have received and had the
p)ea8iir<^ of readin^r, a beautiful
volume bearing the above title, ju8t
published by A 8. Barnes & Burr.
We hail it as an ezceediiiirly valu-
able contribution to our huiue 6too '
of knowledge.

Few persons in this country have
leisure ur inclination to penetrate
into the depths of German scholar
ship, in pursuit of this new and
intereRting science.

Much expense, long, patient,
pertievering labor — labor amply re-
warded by the richness and poftic
interest of the results — are required
to gain an entranee into the vant
field, that lies waiting the earnest
tftudent.

Neither the plaudits of the world,
nor the reward o. riches can he
expect; but he must study from
love «f his work, tor the Hake of
science, and find his reward in the
pleaHure that wells up within h s
own soul. No one can follow Fran
cis Bopp, throut^h his never tiring
exploration of fifty years, into (he
Mcreti) of the ludo»£ur(»pean Ian*-
guages, without being lost in ad-
miration at the patient research,
the enthusiastic devotion, the St ead^'
judgement and grand results that
have niaiked his course. No one
can f^it at the feet of Jacob Griwm,
that princely scholar, and lihten to
bis filial, uja^nificeot recital of the
ricbes of bis mother tongue, catch-
ing as he listens the harmonious
utterances of all the other langua-
ges en earth, without feeling that
be ^iolds high communion and hav-
ing his intellectual powers strength-
ened, and ennobled.

Wm. Humboldt, great in the
science of language^ as hit* bette
kuowa brother Alexander iu phys

ii-ft, comes to ua, even at hia early
day, with deep penetrating utter-
ances upon the philosophy and
classes of lanjiuages. Pott, Diefea*
back, 8chleii;her, tbe two Cortius,
Mommsen, Rasky Oastren, Muller
and scores of (jthers, a glorioua
host, us an army triumphant, sweep
before our sight, bearing their pre-
cious burdens.

That sanje high impulse, which
has led men to lon^; toil in science
or long voyages todistaut, unknown
and dafrgerous lands has had its in-
fluence here. It was this sent
Anguetil da Perron in the guise
of a eommon soldier to the east,
Hince otherwise he had not the
ttieans to go, m the face of difficul-
ty, prejudice and danger to wrest
bv long toil from the followers of
Zoroaster, theKend'^Avesta, ** Liv-
ing word." Ibis led Rask fter
thorough study of his oativA and
kindred tongues, over the steppes
ot Russia and through the wilds
of Asia iu search of the treasures
of their primitive tongues. This
too l«d Alexatider Oastren, feeble
in body yet strong in heart, thmugh
the chill barren 'wilds of Siberia,
to pass long months in the reeking
huts of its rude inhabitants, gather-
ing up wi'h patient, loving hand
their scattered dialects, that he
might bind them together and hang
thfiu as an imperishable garland
up^n the brow of their ancient
niother tongue; tbentocome home
to Ilel^ingto^8 to die ere half bia
garnered treasures were given to
tne world.

The study of those authors is a
feast of pleasure, toilsome tbougli
it may be. No one has ever pene?i
t rated into the mysteries they un-
fold, without being filled with a
pleasure which he cannot cootain,
and an impulse to call his feilowt
to the feast*

1850.]

Reridmi Eiiior\9 Dqmrtmeni,

. It it a fire^ Ihat o«nDot, wtll not
burn solitary. It is too full of the
pttixations of ho inanity as if felt
from eclectri'^al wires running
through the universal frame ut
speech.

• Therefore we rejoice at the ap-
pearance o' the Work before us —
It Comes to us alt ^lowiti*; with the
inspiration of the theme and the
blows upon the anvil of laborious,
forging toil.

*^ The author has written/' b'-^
tells us *' because he must : ne«feH-
ait J has been uptm him ; tk>e fire
within bis heart baa found it^ uwii
vent."

The wr'iter has fulkwed for
ODouths the progress of tnis W(»rk
with eager ezpevlaney and hs an
bnmbler student in the same glow
log science, can appreciate the
grt'atiie>s or the tusk and share in
the pleasure of its completion. 1
wish to urge upeu my lellow teach
era and ntudents tu study this wurk
and catch the illuttjination it bears.
We all need to be taught tnat Ian
guage is not a work oi chance ami
a dismembered vhaus but a liviii;*
Wondrous wtiule. Grdumiar i>ot n
mere cullectton ot rules for the
preventiiin of error, but a glowing
•cieuce, full of philo>iophy u«Ki iu*
lerest.

And as all high culture among
us is based upon the toundaiion
atudy of language, how important,
that that be bright and glowin^!,
yielding its native inspiratt'm, that
it may burn on throughout our
lives. Uow important too that our
teachers of language should be
neo who know the worth of the
material in their .hands, who can
master its great truths, and find
joy instead ot drudgpry io inj part-
ing theui. So much for the inter.^
•at acd iiuportaoce of the atudy ; a

few words must auffiee for the book

itself.

No one, who has not laid hia
hand to the work, can appreciate
the amount of patient labor, zeal*
ous study and careful critical judg-
ment necessary for nuoh a task.—
Its materials lie scattered thrtiu»h
scores of volumes, mostly in a for*
eign tongue. While certainty of
statement and opinion on some
minor points in such a work is per-
haps unattainable and therefore
must be open to riritiuisiu, it gives,
me pleasure so far as my studies
nave lead iite to affirm its substap*
tial accuracy and consonance with
ihe highest and late^'t authorities,
and its intrinsic value. It contaioa
iiiforination that no other single
work in any language can furnish
us, while one article the ** Science
of Etymology" is supposed not to
have lis fellow.

The work embraces three divis-
ions.

1st, An historical sketch of the
indo European languages, intro-
duced by a briet sy!.op>i4 of the
»:€neral classitioation ot • t^uages,
and condensing upon e^eiof ihe
great indo European toat^u^s a
o.a.'^s of valuable iiiforii>atioo that
witl be Sooght for elsewliere in
vain. It occupies over na f of the
work and is ot great value.

2nd, The liifttory uf Modern
Philology, which gives an exceed-
ingly interestiiig and valuable
sketch of the rise nf the new
scietice of Comparative Philology
and ot the authors and wo* ks which
Walk in its train. To tho>e who
wish to know the men and books
which have built up this seieooe,
their character and comparative
value it will be very iubtructive
and useful.

3rd, The <' Science of Etymol-
ogy" whioh gives a summary sketch

360

NbrtK^Oaroliha Jouma of Education.

[KoY.r

of its profinress, tbe prinoiples which
have aeoompanied it and an able
analysis of the form and shape,
this science must take to answer
its hi^h purpose. Two fine philol-
ogical maps of Asia and Europe
olose tbe work.

Our limits forbid our enterins:
farther into particulars than to add
tbat aside from the valu^ible- facts
and careful criticismfi^ which enrich
its pages, it is adorned with a glow
lug enthusiasm, kindlintrthe heart
of tbe reader, like tbe trumpet tone
of some toiling bat g!ad souled
traveller up the hill of science, who
flees its heights all batheri in the
light of its never diminins: su^
calling to his fellows around Hnd<
below him like the (rreat Paoflnw
Yor warts ! au f warts ! forwardaV
upwards! C. W. Smythe.

HiLLiABD^s Sbkivs OF Readbrs ; con-
sisting of seTen Readers, adapted to
the various classes of pnmary and
higher schools ;. published by Messrs
IIickliD£, Swan & Brewer of Boston.

The publishers have sent us a
set of these books, and so far as we
have been able to examine them
we are much pleased with them. —
It is our purpose, at present^ to
speak more particnlarly of the
^•First and Second Primary Read*
ers/' and at the same time, to call
the attention of those teachers, who
are not fully satisfied with such
Beaders as they are now using, to
tbe whole Series, that they may or*
der copies for personal examination.

Tbe only way in which we have
ever been able to give a text book
a satisfactory examination, is to
place it in the bands of a pupil of
the propor age to use it and thus
practically test its merits and defi*
oieucies.

A Reader for children should be
entertaining to tbem^ as well as

adapted to their capacitv Believ*
ing these two little books to pos-
sess these qualities, we gave them
to oar little ones, and have been
much pleased with the result. We
may call attention to the other
boc»ks of this Series, when we have
given them a careful examination.
Teachers, endeavor to make read-
intr a pleasure tm your pupils, rath-
er than a. task. G^^t tb<e best books.

The UNivsasAL Spkakbb ; containing
a coll*»cti«)n of Speech:?, Di'aogues,
and Recitation:* ndapted to use of
Schools. Acm demies and social circles
Edited bv N. A Calkins and W T.
Adams, Boston : Brown, Tagf^ard.
and Chase:

This book is a collection of pieces,
iff prose and poetry. Speeches and
Dialogues, arranged for use in
schools, by practical teachers, with
a few rules and directionsfor ges-
tures &c. It contains many pieces
well suited for public exhibitions,
the most of which have tbe merit
of being new.

In the hands ot the right sort
of teacher, a first rate series for
an entertainment may be selected
from it.

The publishers have done their
part in the very best style

Entrbtaininq Dialoouks, desifrned
for the use of young students in
schools and Academies. By
Charles Northend A. M. New York;
A. S. Barnes & Burr.

Those who have seen Northend's
'' Teacher and Parent " " Little
Orator " &c, will be prepared to
welcome this new collection of en-
tertaining Dialogues, and they
need not fear disappoinment —
This is truly an entertaining book
and each dialogue, so far as we
have read them, contains a good
moral. Parents and teachers, give
children interesting books.

183ft.]

R mid e nt SUlor't JDeparimeM.

361

C O M M O N_8 O H O O L S.

Office of ibe Directors of Uterary Fuiicl^ \

RAi.siOH, N. C, September 28tb, 1859. /

Th«t Prcpident and Directors of th« Literary Fuad, baTing made distribution
of th.i aG» incoijie of i-aid Fund, for th^ year 1859, among the several Counties
of th« c5ut« f«r Conm-on Schools^ kave directed the following Tabular State-
ment to be publibheJ, Bhowing the Spring and Fall distribution to each County,
>and the total distribution during th« year.

The amount of the Fall Distribution will b« paid to the persons entitled to the
tame, upon application to the Treasury Department.

Jackson Coimty will receive 80 per cent of the amount allotted to Maoon
County, and the remainder of its share (rem that allotted to Haywood. AUe-
jghany, Madison aad Polk will receive their respective shares from the Counties
i'rom which they were formed, there having been no report of the population
Xrom said Counties. JOHN W. ELLIS,

Pretident ex-offich of the Literary Fund,

<jRAHAJC Davis, See. to Board of Directon.

Counties,

Alexander,

Alleghany,

Anson,

Ashe,

Beaufort,

Bertie,

Bladen,

Brunswick,

Buncombe,

Burke,

Cabarrus,

Caldwell,

Camden,

Carteret,

Caswell,

Catawba,

Chatham,

Cherokee,

Chowan,

Cleaveland,

Columbus,

Craven,

Cumberland,

Currituck,

Davidson,

Davie,

Duplin,

Edgecombe,

Forsyth,

Franklin,

Gas ton,

Gates,

Granville,

Greene,

Guilford,

Halifftx,

Harnett,

Haywood,

Fed.Fop. SpringDie. Fall Die, Total Die. Ikductfor Deaf ^ Dumb

10,166 $1,219 92 $1 219 92 $2,489 84 Bettie Ray, $75 00
6,003 6u0ii6 600 36 1,200 72

10,766
8,639

11.716
9,973
8,024
5,951

12,338
6,919
8,674
5,836
6,174
■ 6,208

12,161
8.234

16,066
6,703
6,262
9,697
6,308

12,329

10,684
6,267

14,123

6,998
11,111

10.018

10,627
9,510
7,228
6,878

17,310
5,320

ld,480

18,007
7,089
6,907

1,290 72

1,024 68

1,405 92

1,406 92

1,196 76

962 88

714 12

1,480 66

1,480 56

830 28

880 28

1,040 88

700 32

620 88

744 96

744 86

1,469 32

1,459 32

988 08

1,926 60

804 36

804 86

630 24

1,168 64

1,163 64

636 96

686 96

1,479 48

1,276 06

1,276 08

760 84

1,694 76

839 78

889 76

1,383 82

1,833 32

1,202 12

1,202 16

1,276 74

1,275 74

1,141 20

867 36

825 86

2,086 36

688 52

688 40

2,217 60

1,560 84

860 70

860 68

828 84

838 84

2,581 44
' 2,049 36
2,811 84
2 898 52
1,926 76
1,428 24
2,961 12
1.660 56
2,081 76
1,400 64
1,241 76
1,489 92
2,918 64
1,976 16
3,853 20
1,608 72
1,260 48
2.827 28
1.278 92
2,968 96
9,662 14
1,501 68
8.389 52
1,679 62
2,666 64
2,404 28
2,551 48
2,282 40
1,734 72
1,650 72
4,152 72
1,276 92
4,485 20
3,121 68
1,701 88
1,«57 68

W. J. Covington, 75 00

{D. J. Watson, )
J. Watson, 1 225 00
Eliza Watson,)

76 Thomas Berry, 75 06

SarahC.Fooshee, 75 00

f J.Strickland, )

\ H.Strickland [.225 00
( Jesse Holder, J

Ellen C« Johnson, 75 00

Mary Burt,

75 00

COMMOSi BCnOOlA-^Cfmtmm^

Covn'uf. fed. Pap, SpringDit. Fall Dis. Total Dif. hf^ucf firVtjf^DKmb

IlenderiPOD,

Hy<le.

Iredell,

Jackson,

JohiiStoD,

Leooir,

LiocoiDf

Madison,

Macon,

Martin,

McDowell,

Mecklenburg,

Mon«gomery,

Mooro,

Nen-IIanoTfr,

NorthamptoQ,

Onalow,

Orange,

Pasqnotank,

Perquimans,

Person,

Pitt,

Polk,

Randolpii,

Richmond,

Robeson,

Rockingham,

Rowan,

Rutherford,

Sampson,

Stanly,

Stokes,

Surry,

Tyrrell,

Union,

Wake,

Warren,

Washington,

Watauga,

Wayne,

Wilkes,

Wilson,

Yadkio,

Yancey,

6,883 825 9H 825 9<> l,6ol 92

6.6">« 798 7-2 798 72 1,697 44

6,585 790 20 790 20 1,580 40

rj.OGi 1,007 44 1,^67 44 3,154 88

11,149

3,0J5

6,181

G,924

6.1 no

6.961
5,741

11,721
6,1 GO
8,552
7.905

14,236

10,731
7.040

14,957
7,708
6,030
8,825
10,746

15,176

7,936

11,080

12.363

12,329

12,388

12.311

6.848

8,490

8,132

4,452

9,358

21,123

10,36(i

4.730

3,348

10,817

11,642

6,754

9,511

8,068

1.387 92 1,337 92

472 -20 472 20

741 84 741 84

830 88 830 88

2,675 %\
944 4<J
1,183 68 E. Giirganous,
1,661 76

75 00

740 23
835 82
688 92

1,406 88
739 56

l.O'in 26
948 58

1,708 32

L287 72
844 80

1,794 84
924 96
723 60

1,059 00,

1,289 40

1,821 12

952 32

1,329 60

1,483 56

1,479 48

1,486 56

1,477 32

761 76

1,018 80

975 84

534 24

1,110 96

2,534 76

1,243 92

573 60

401 76

1,238 09

1,397 04

810 45

1,14182

968 16

740 28
835 32
688 92

1,406 88
739 56

1,026 26
918 58

1.70S 32

1,287 72
844 80

1,794 84
024 96
723 60

1,059 00

1,289 40

1,821 12

952 32
1,329 60
1,483 56
1,479 48
1,486 56
1,477 32

761 76
1,018 80

975 84

534 24
1 110 96
2,534 76
1,343 92

573 60

401 76
1,238 00
1,897 04

810 45
l,.14l 82

96S 16

5'}

1,480

1,670 64 ^ T I «• ^

1 ,377 S4 / \, iflS. u"', ) 1 50 CO

2,813 76'^-^^**^'^***^*"^

1,479 12 Wm. ShnfiielJ, 75 UO

2,052 52

1.897 16

3,4 1 6 64

2.575 44

1,689 60

3,589 63

1,849 92

1,41/' 20 James Lane, 75 00

2,118 00

2,578 80

3,642
1,904
2,659
2,967
2,9.30
2,973
2.951
1,523
2,037
1,9=>1

l.or,8

6.069
2,487
1,147
80^
2.470
2,794
1,620
2.28i
1,937

64
20
12
96
12
64
r>2

48
92
32
84
20
52
18
08
90
61
32

J. B. Watson, 75 00*
\ ;5c;<5tor5. >

Larkin Saow, 75 00"

(J. A. lien ton j
Martha Adams, 73 00

T; Hording, 7500'

Total, 752,542. 90,425 04. 00,4'S5 04. 180.85^ C8

1 ,800 UO

THE NORTH-CAROLINA

JOURNAL OF EDUCATION .

Vol. IL

DECEMBER, 1859.

No, 12.

ADDRESS,*

Delivered before the North-Carolina Educational Association, June,

1859. By Prof. F. M. Hubbard.

The parposes of this Association
emhraoe Literature in all its de>.
partments, and would, in some
measure, supply the means of its
continued and ample development.
The highest institutions of learning
are not above its mark ; the loftiest
regions of literary activity are not
beyond its cognizance; and it
would carry its influences and en-
couragements to the lowest andjmost
ignorant, and by gradual efforts
raise, or sustain, or aid them all.
The sphere of our activities is com-
mensurate with the borders of our
State; and, within those limits, our
organization seeks to touch, help,
improve almost all voluntary agen-
cies — all but the simple, though
most effective, influences of nature
kerself — that have any relation to
the intellectual improvement, and
moral culture of our people. We
have, it is true, chosen mainly to
eonfine ourselves — and, wisely so,
a4; the outset of our labors — to

* The address given above is but a
fragment — the discussion evidently in-
eomplete. Some of the Committee know
why this was so ; but, without further
•zplanation, it is thought best to print
the address as it was delivered^

those institutions that have a direct
reference to the mental cultivation
of our people. Can we make them
what they should be, we shall have
achieved a great work, of most
lasting influence, and shall, surely,
merit the gratitude, as we consult
the best interests, of all coming
generations.

That we may do well the work
we have selected to do — that we
may understand the true end we
are to attain, and adjust our means
skilfully for its attainment — it
needs that we carefully survey the
Held that is before us, and ascertain
clearly what are the deficiencies we
are to supply, the evils we are to
remedy, the good we must seek to
introduce. Let no overweening
State^pride, no sense of personal
dignity, deter us from a faithful
examination of this field. Let no
shrinking of the flesh hinder our
applying the probe, and looking
calmly at the cautery and the knife.
Let us estimate our own force, and
measure all the resistances we are
to overcome, before we descend to
the conflict. Let us look the diffi-
culties that are around us in the
face^ like men- : and then let us

962

NarthrCJaroUna Journal of Education.

[Dee.

eoolly gird us for tbe stnfe, and
encouoter it, like meo ; and with
God's help, we will oyercome. We
may oot live to see the results of
our labors. We may fall, while the
strife IS the thickest But every
blow we strike, every post we
fortify, every line we draw, is so
much gained for the great and
glorious cause — the cause of our
country, of our generation, of our
humanity. And yet, it may be,
we need good connsel, more than
energy; ptansand preparations, than
action. The schemes we form are
to be filled up, and executed by
other and far distant generations.
The force whose engines we are to
direct is the slow, grand, accumu-
lating force of ages. Not the meo
of our own day only; not our
children merely, but all the vast,
endless line of those who are to fill
our places aftpr us, are concerned
in the wisdom or the folly of our
plans. Our responsibility is mainly
here. What we want is foresight,
deliberation, judgment. Let me
then detain you, for a brief space
only, while I endeavor to set before
you what seems to be the actual
condition of literature among us:
and if I speak 3ess hopefully, rather
less boastfully, than is the use of
some, be it remembered that what
we are in search of is the truth — a
truth to be made out by presenting
and comparing our several impres-
sions. So only may we cast out
eiror, and fix and retain the reality
of things. So only may we learn
what has been done, and what re-
mains to be done. My object is to
present the truth — not to flatter —
the simple, unvarnished, naked
truth. I wou d offend no one. I
would undervalue or disparagre
nothing. But neither may I over-
estimate and indulge in groundless
anticipations.

It is allowed oo all hands — jwkt
presence bore ta^ay, the very ex-
istence of our Association confesses
it — that education and literary cul-
tivation is not what it should be
amongois. Tbeoondition of things
in this regard is too low. Our ob-
ject 'is to raise it. The qnestioa
simply is, how low, and how may it
be best and most effectually raised f
What little I have to say on this
subject involves three several propo-
sitions, on which this present dis^
cussion must proceed, though they
cannot be severally exhibited: Is^
That whatever be the amount of
literary cultivation among us, it is
not productive; 2d, It is by no
means universal ; 3d, It is not of a
very high order.

Productiveness is a test of degree
lather than of kind. I mean by
this word the tendency ot all litera-
ry culture, where i« has reached a
certain degree of height and prog-
re.^'s, to reproduce and perpetuate
itself, in new forms of lierary
effort. There seems t ) be a spon-
taneous activity, developing itself
in nations, and of course in some
individualSfWben they have reaehed
a certain degree of intellectual ele-
vation, which compels them to ex-
press their emotions, ascertain their
discoveries, enunciate their princi-
ples of thought and actions, in
definite and permanent forms-^
which we call books. The origin
of this activity is still very much
wrapped in mystery, and the laws
which regulate its unfolding and
movement have never been well'
investigated, nor the condity^ns on
which its effiioiency depends. The
impulse, from which all this springs
is the natural necessity which every
man feels to give utterance to what-
ever strongly impresses and moves
himself. It is an instinctive calling
of the soul for the syihpstby uf its

1859.]

Address.

363

fellows. It is pet'haps the noblest
of the uses for ^hicb language was
giTen: not merely to make our
wants known, and thus command
the supply of our material necessi-
ties — ^not to render man helpful to
man in the common exigencies of
every-day life : but that far loftier
purpose of training the souls of
men to heroic manliness find a
spiritual philanthropy, to make
known the essential brotherhood of
our race, to* transfuse each heart's
best emotions, and eslch soul's bisb-
est visions and aspirations to each
other heart and soul, and so to raise
all men to the degrees of that sub-
lime destiny which awaits all men
alike in the original and creative
ordinance of God. That which
weighs heavily on me, the cares
that harrassjthe terrors that affright,
that which ethiiirates and trans-
ports me, my native hopes, and un-
forced longings after the good and
great, must have utt9ran3e. Pent
up in me, they oppress and torture.
I am relieved when I find one to
share them. The solitary burthen
becomes intolerable. I must have
companionship and support.

When a great truth has been re
vealed to the meditative man ;
when nature has opened her bosom
to her sincere child and welcomed
him to the inspection of secrets
that are jealously secured from the
gaze of the vulgar and profane ;
much as he may delight in that
silent fellowship, entranced though
be be with the splendors of his
lonely intuition; it cannot but
grow and swell within him till it
perforce must be expressed. Not
only a sense of duty to his fellow-
men, the thought that they t/oo
ought to be the sharers of his hid
den wisdom, that his secret is of
Httle worth till it is shared ; but
the very mystic impersonality of

Truth, which makes it not mine^
nor yours, but the common property
of all men, compels him to speak
it out fully and boldly, in the assur-
ance of " fit audience " somewhere,
Truth can not be suppressed. —
Could its votaries be so ungenerous
as to wish the sole possession of
the treasure, they can lock it up
in no casket, hide it in no cavern.
Like the overflowing light, like the
surrounding air, it knows no con-
finement, endures no restraint, but
is self- diffused everywhere, and its
nature is to spread and pervade. —
To this high quality of Truth are
the souls of its worshippers also
conformed ; and thoy to whom it
has been given feel themselves to
be as Prophets, whose divine mes-
sage is not to and for themselves,
and is of no worth while unspoken.
They are commissioned to be the
revealers to men of these words of
God, and the fire burns within
them, till the revelation is accora-
plished. Those glorious disclosures
of grand moralities which Socrates
made to the Athenians, and which
have illuminated the life of man in
all the ages since, were words which
no dread of detriment or death could
ioduoe him to withhold. Nor could
Homer have kept shut up in his
own heart those magnificent rhapso-
dies which have echoed the world
over, from his day,and commanded
the wonder of all men. The in-
quisition and the stake could not
seal the lips of Galileo. The soul
of Milton could not suppress in its
own compass those visions of angelic
splendors that visited the inward
eye of the blind bard of jflngland:
nor Dante, the bitter execrations
and revenge, those menaces of the
wrath of heaven that scourged the
ungodly of his day, in the durk
fires and gloomy prison of the In-
ferno. Nor ever has the bright

864

North- Oarcitna Journal of JBducaium.

[Bee.

light of truth shone oa the soul of
man, that has not been ufged^ bj
inward irresistible impulse, as by an
inspiratiou from above, to unseal
the ejes of his fellow-mien, and
impart to them a share of the divine
possession. The soul that is thus
possessed,* must agonise, as in the
throes of inward travail, till the
truth, in some new form of life, has
been given to the world for its
service and adoration. G-enius and
talent, science and art, wit and
wisdom — ^all are given toman under
the same universal law of commu-
nication. They are given to be
shared : . and they who are thus
made the ot^ans of our intercourse
with the realms of thought and
spirit become inevitably the bene-
fetctoit of our race.

The gift I have referred to be"*
longs to few. As in each nation
there are few only who are exalted
to be seers, prophets, teachers : so,
in the universal race of man there
are few nations only to whom it has
been given to stand on that high
eminence, and shower the gifts of
reason and imagination on the less
favored nations of the world. The
intellectual supremacy of the Greeks
is still deferred to, as it has always
been. Homer, and Sophocles, and
Plato, and Demosthenes, are still,
as they have ever been, the world's
masters; and the homage we render
them, is the sincere and willing
reverence we pay to a greatness,
which bears everywhere the im-
press of a heaven-sent gift of bene-
faction. Why they, of all the na-
tions, were selected for this high
mission, we cannot tell. What the
conditions are that fitted them for
this great superiority, we cannot
tell. No more do we know whence
comes the genius that lifts one man
above his fellows, and gives him a
title to their perpetual gratitude,

and admiring imitation. In either'
case we can only bow to the decree
of heaven, that has so strangely
distinguished them, and render
thanks for the great benefit we all*
receive thereby.

How far this condition of supe-
riority is spontaneous, and how far
it may be the result of deliberate
purpose, and careful culture, is a
question worthy of earnest discus^
sion. In the case of individuals,
we know that great and magnifi-^
cent achievements are wrought out
either way. The continued efforts
of patient, painstaking talent have*
made perhaps thelar^^est and most
conspicuous changes in the face of
nature and in the history of the
world. It has felled forests, pierced
mountains, built navies, and by
laborious thought penetrated the
secrets of the living universe, ap-
plied its calculus to weigh and
measure it, and made its determin-
ate laws serve the use and lu:Kuri~
ous convenience of men. Starting
with the mental initative — the
seemingly intuitive forecast of ends
— that experience gives, and?
working its way onward with
plodding diligence, it has reared
many of those stupendous scientif-
ic structures of modern times which
gladden the heart of man, and give
us cheerful hope for the future pro-
gress of our race. The science of
geometry, no less than its practical
applications, has been built up by
a series of steps, patiently taken,
and secured, with no retrocession,-
always moving onward, each new
proposition, a step for further ad-
vancement, and all compacted and
upreared by the deliberate toil of
patient attention.

Of a higher order perhaps, and
certainly not less efficient, is that
spontaneous energy, and insight,
which is operative every where.

1859.]

Address.

965

and only more conspicuous in the
acting of the imagination. This
quality is most apparent in indi-
viduals; and serves to difference a
Shakespeare^ and a Napoleon^ from
the ordinarv kind of men. Its
results are sometimes as clearly seen
in the temper and the acts of na-
tions. The literature of ancient
Greece is characterised through-^
out by this element of spontaneity:
and derives from it that living
freshness^ and natve simplicity and
grace that have won for it the ad-
miration of the wise and tasteful
of all ages. The poets and orators
and historians of that glorious land
seem to have written, and spoken,
and* sung; under the constraining
influence of an inward impulse^
that is akin to an inspiration ;
because the sentiments that swayed
their hearts^ the shapes of beauty
that filled their field of vision, must
be expressed. The thought, the
emotion, form, and language, seem
twin born 3 the result of one effort:
or rather springing into the world
in full-formed strength and beauty,
as Pallas from the brain of Jove.
In all her literature there is hardly
a trace of labor. It seems to the
beholder that the product is, be-
cause it must be. The Phidian
Jove, the Parthenon, the (Edipus,
are a native growth ; whose being
i» justified by their very perfect-
ness, simple, severe, complete ; as
natural a product of Grecian in-
tellect, as were the olive and the
fig, of the soil of Attica, purely
and only, the blossoming and fruit-
beaxing of human genius under
the peculiar conditions of tl^Q^t
age and clime.

In the history of tbis character
of the human mind, nothing ia
more remarkable than its tendency
to intervals of production and re-
pose. In the individual, and in

the race, are these periods of en-
ergy and of rest. Genius, ms-
dom, scholarship, appear in groups,
not periodical, but occasional. We
have the age of Pericles, of Au-
gustus, of Queen Elizabeth. In
each several tribe of men, we find
the like tendency to grouping, the
men of each generation, marked
by distinctive characters of excel-
lence. In English literature we
have the a g e of Elizabeth, of
Charles II. of Queen Anne, as
separate and unlike as might be
the mental development of differ-
ent nations.

What the grounds and causes
are of this grouping and diversity,
it were hard to tell : how much is
due to the spontaneous energies of
our nature, how much comes from
an antecedent culture, how much
is to be ascribed to deliberate pur-
pose and laborious effort ; are ques-
tions yet to be answered.

One thing however is certain.—
Under certain conditions this ten-*
dency to production becomes a
duty. The gift of genius con:ftrs
a high responsibility. Superior
wisdom, superior knowledge, are
for common uses, and designed as
a benefaction to the race. To
seek knowledge that a luxurious
self-indulgence iQay be gratified,
to ascend to the sources of wisdom
to slake one's own thirst only, to
make the attaintnent of the tiuth
an end, apd in the calm quiet of
delightful studies to be satisfied
with the beholding of its excel- ^
lehce, is surely a dereliction of
duty, a degraaation of genius, a
forgetting of the high purposes for
which truth is given, and, in the
most emphatic 3ense,an abjuration
of our common nature.

The races that have been emi-
nent for intellectual superiority
have been, perforce, the teachers

NorihrCkiroUna Jowmal of Educatum.

[1)e<

'•f

of the world. The residue of men
have sit at their feet in humble
disoipleship; and have been glad
to imitate or content to admire. —
Our best philosophers are proud to
enrol themselves among the pu-
pils of Plato. The columns of the
temple of Jove at Athens are the
study and the model of our artists
even twenty centuries away. The
dependance of the inferior is fiied
and inevitahle as the laws of des-
tiny. The rule holds good amoDg
individuals also, and in the nar-
rowest spheres. Always Alcibiades
is the scholar of Socrates. The
magnetism of genius is as irresisti-
ble as the attraction of the earth's
magnetism : and every man feels
its power, and is swayed by it

But it is time to turn our thoughts
^to the state of thiogs among our-
selves. How far has this produce
tive quality of genius and tendency
of literature shown itself in North
Carolina? And what is the im-
port and interpretation of the fact ?

The answer to the first question
iQ obvious enough. In whatever
degree^ we may properly be called a
literary people, our activity in that
regard is not, and has never been^
marked by productiveness. Where
and who are,or have been, the men of
oar State, who have devoted them-
selves to authorship ? I think the
searcti for such will be vain. We
may salely answer, not one 1 If
such there be, I have yeii to be
made aware of the fact. On the
contrary, how few are they who
have prepared for the public use a
single volume ? How very few,
those who have exceeded that num-
ber ! Perhaps half a dozen scien-
tific treatises, most of them design-
ed for a limited service and to at-
tain a special purpose; a dozen vol-
umeB, illustrating the historical an-
nuls of the State, not one of which,

by the way, has yet reached » sec-
ond edition ; our Law Reports, if
they may fairly be included in this
enumeration ; two novels, and two
voluoaes of po3try embrace the di-
mensions of our properly imagina**
tive literature: beside what I have
mentioned, have we any tbing, ex-
cept speeches, political pamphlets,
and newspapers?

A deficiency in authorship is by
no means peculiar to our common-
wealth. The whole southern coun-
try below Pennsylvania shares in it.
I am not sure that in the Southc'^
era States we are not among the
foremost. The most of them have
certainly done less, has any one of
them done more than we have ? —
The principal seat of literary pro>«
duction is New England : and of
the New England States, Massa-
chusetts. The relative number of
those who are given to book-mak^
ing there, is vastly greater than
with us ; and the fact of a general
popular enlightenment and culti-
vation stands to this in the rela-
tion of both cause and effect. Large
numbers of those who early colo-
nized New England were Oxford
and Cambridge men, and those who
came to those shores with them, felt
deeply the value of their scholar-
ship, and revered them for It. The
fire they kindled is burning there
still — has never gone out — and
' will, I trust, continue through all
j coming time to illuminate and cheer
this western world.

It is an interesting question, why
things have not taken the same
course among us? I do not pro-
pose to answer this question ) but
only to suggest one or two circum-
stances, that seem to me to bear
upon the solution of it. When all<
the facts are gathered, and the-
reasons established, our lack in this-

1859.]

Addrest.

367

xegardy ^ill be found not so much to
our discredit.

The character of the early settlers
of North CaroUoa has much to do
with this result. Brave and able
zneo as they were, fitted by strength
of band and strength of heart, alike,
to be the pioneers of a great peo-
ple, and found institutions that
have in them the elements of a
perpetual life : they were not
scholars. The axe, the plough, the
rifle, the sword, no men could wield
them more stoutly; the 'complica-
tions of trade, the jealous guarding
of political liberty, the repelling of
savage wiles and warfare, the trans-
formation of the wilderness into the
lit home of wise, faithful, valiant.
God-fearing men ; all these things
were within their compass, and no
men ever did them better. But
with no deep seated love of letters,
which to become living must be
drank in with the mother^s milk,
these duties were enough for them,
and they might well postpone to
later times what tbey must have
thought the less needful, more ef*"
feminate occupations of the student
and the book-worm. All honor to
the memory of such men as David
Caldwell and Henry Patillo, and
their compeers who first aroused
the love of letters and made it a
permanent principle among us. —
Yet the earlier clergy, who were
before them, shared too thoroughly
the toils and privations of the early
settlers to find much time for the
library and the studj . To traverse
the length and breadth of their
parishes, to baptise in the wayside
eottage, to k^ep alive the fire at
once on many and distant altars,
demanded all their time, and wore
out all their strength. They did
what they could; and far be it
from us to blame them, who, with
«o muoh ampler means^ are yet so

far short of what an other genera**
tion may claim of us.

Another cause may be found ia
the scattered condition of our pop-
ulation. The cause still operates
somewhat ; east and west are to-
day even practically far asunder ;
we dwell on distant plantations ;
and the mesmeric influence of fre-
quent intercourse is wanting. This
is now even a great hindrance ; in
past times it was an impassable bar-
rier; and only very slowly and
gradually can its hurtful agency be
brought utterly to an end.

We are very much used to think
of the student, as a solitary man.
The cloister, the lonely vigil, dis-
tance from the haunts and separa-
tion from the ioterestti of men,
form too much our notion of what
the scholar would be and must be.
No doubt it is the solitary thinker
who grapples best with nature's
mysteries. Freedom from care,
and protracted and unhindered
thought are conditions of the schol-
ars highest success. Books are
not written in the rail car, nor great
problems wrought out in the ball
room. Betirement and repose the
thinker and learner must have. —
But they are not all.

There must be the moral impulse
also, — not only the pure love of
truth, and a generous philanthro-
py — but the excifement of the
spirits, the glow of sympathy, with-
out which the mind moves slug-
gishly, if it moves to auy good pur-*
pose at all. What is needed most
of all is human companionship —
that strange influence — strange,
though of every day's experience,
that stimulates all our activities,
controls and directs all our ener'-
gies, and brings out, and moulds
the best manhood of every man. —
The scholar and thinker must
have*-*at times and in degrees, cer-

368

North-Carolina Journal of Education,

[Dec,

talnlj — this excitement of human
fellowship and sympathy. The re-
cluse and ascetic, the hermit and
anchoret, whatever service they
may have rendered the world, have
contributed nothing to its mental
development, and progress in lit^
erature. Let men say what they
will of the healthful influences of
rural life — and I would be the last
man to disparage them — still the
truth is that the books of the world
have been written, the grand dis-
coveries of the world have been
made, the thoughtful and wise men
of the world have lived in cities.
It is well understood that the finest
sketches of scenery that the Poets
have given us, have been made in
the city, in some back attick, where
there could be got no glimpse of
nature's face, save a clear or cloud^
ed skv. The reason is obvious
too — that such pictures are not
simply accurate copies of land-
scapes that the eye rests on, but re-
productions, or rather creations, in
which the eye has only furnished
the materials, and memory and im-
agination are the working forces.
What has thus been once seen, the
floul long broods over, till some
portion of its own life has passed
into the dead combination ; it se-
lects, and blends, and colors, till
what had entered the eye an inert
mass, is given to the world in forms
of artistic grace and beauty that
nature herself can not match. Pre-
cisely the same is true of painting,
and statuary,andof all poetical deli<<
neations of human paflsions.Words-
worth offers the only seeming ez-
(^eptioD that I am aware of to this
remark. Bat cast your eyes over the
history of literary men, and notice
how they uniformly seek a city
life. Socrates would hardly have
been Socrates^-certainly the sway
his thoughts have wielded over the

wise and earnest-hearted of all later
generations would have never been,
had his life been passed in bis
native deme Alopecs. Homer was
a dweller in couits, and the crowd-
ed haunts of men, no less than a
solitary listener to the swelling
waves of the JBgean. Archimedes
was a dweller in Syracuse. Ovid's
muse lifted a flagging wing in the
remote solitudes of the Pontus. —
What were Dante and Boccaccio
without the refining culture of
Florence ? Shakespeare and Mil-
ton, without London ? Let us ap*
ply this fact to our own case. In
this southern country, we live
apart. Literary men hardly ever
see each other's faces. The same
is true of our entire population. —
Our life is a plantation life. I con-
fess to having long felt no slight
degree of amazement, that in a
country, where there is so much of
comparative wealth, at least of com-
fortable living ; where there is so
much of general culture that you
can no where go amiss of men and
women who are capable of fully ap-
preciating the best works of the
best masters ; where the very hab-
it of our life and the institutions of
our society give ample leisure for
literary effort, there are yet so few
men, who turn their thoughts to
authorship, so few who use the pen
at all, so slight a general estimation
of those who do devote themselves
to the habits of a studious life. —
The fact is common to all our scath*«
em country. I know of but one
man, who is an author by profes-
sion. And this not because we
lack genius, or the needful culture^
or a delight in many kinds of liter«»
ary composition. And yet in oth-
er parts of our land the simple
scholar, as such, is &r more higblj
valued them here. The engross-
ment of our educated men in pa»

18590

Address,

369

Htioal and professional oocupations
does not fully explain this pecu-
liarity. And, however little ac-
count men may be disposed at first
sight to make of it, I am satisfied
that very much is due to the pecu-
liar isolation of our life.. It operates
not only on the scholar, to depress
him, and hinder him of a visible
audience, but on readers also, who
have no opportunity to interchange
their critical judgments, and gath-
«r correctives and stimulants from
each other's impressions.

See how this operates on our
young men. In the place I occupy
I have much occasion to notice the
effect. In many portions of our
country, the youth is brought daily
in contact with highly educated
men,hears their discussions,imbibes
their tastes, has his curiosity ex-
cited, acquires a fondness for books^
and is gradually and unconscious-
)y initiated into habits of eager
thinking and something of an
ambition for, at least an apprecia>^
tion, of literary distinction. His
neighbors speak of books • his fath-
er's friends shew a familiarity with
the highest models of taste and
cultivation, and by a process as
natural as seeing and breathing, be
comes, while yet a boy, to share
their spirit and their elevation,
With very many among us the case
is far otherwise. The lessons the
boy hears are lessons of thrift } the
price of cotton, of tobacco, of corn :
the politics of the county, the
scandal of the neighborhood. He
reads a solitary newspaper, perhaps;
learns the management of the farm
and negroes; and never gathers
from the talk he hears that there
is a great world of thought also,
in which he is by birth entitled to
a homC; and where, if, he will, he
may rule as one of its princes. If
juch an one fplls into thj^ routine^

and prepares for college, he hardly
becomes familiar with any books
but his text books, and loses the
inestimable advantage of that sub-
sidiary and illustrative knowledge,
which ought to make his career in
learning an easy one, apd which
can be attained only by private
reading. How far one so trained
must fail of a true scholarly en*
thusiasm, that noble spirit thac
surmounts all obstacles, and car*
ries its possessor to the empyrean
heights of speculation and pure
thought — need not be insisted on.
The only wonder I have is that
with materials so unpromising we
can attain results so cheering and
gratifying, as we do ; not that we
often fail.

What I have said may illustrate
some features that are quite com-
mon in the general culture, of our
people ; and suggest, what I need
not enlarge on, the peculiar diffi-
culties that are in the way of a
universally high literary cultiva-
tion among our people, and the
duty of patient effort to remove
them.

In this process of removal and
progress, every man has his several
duty. Our own Institutions of
learning are designed with an es?
pecial reference to this end. These,
of course, are to be cherished, sup-
ported, their good name up held,
their labours adapted with a wise
foresight to the known wants of the
present, and the anticipated con-
ditions of the future. They are
intended to have no ephemeral ez^
istence ; no transient influence. —
Our richest means of discipline and
improvement are to be laid up
there : our ablest Teachers are to
devote the energies of their studi-
ous lives to their usefulness and
advancement; and every man, in
every sphere, is to do all ^e c^n ^o

370

North- Carolina, Journal of Education.

[Dcc.y

to promote their ioteresto, and
nmke perfect their results.

. What I say here applies not to
oar colleges, and Uoiversity odIj,

. but to all schools, publio and pri-
Tate, academic aud common, of
every name aud • grade. All are
alike needed : ail are alike useful.
Each one in its place : no one can
be spared. All need alike, all
must receive alike, the countenance
of the wealthy, the encourage-
ment of the intelligent, the un-
wearied and most earnest oversight
and co-operation of the philanthro-
pist and the christian.

But there are other agencies of
vast power, bearing daily with im-
mense pressure on the intellectual
cultivation of our people: the
pjolpit, the political harangue, the
newspaper press, the conversation

. we indulge in every where, no less

^ thau the iessoBS we teach our pu-
pils and the books we read^. All

• these avenues of influence ought
to be most jealously guarded. —

. Every cultivated man ought to feel
that he is constituted, by natui'e
and his peculiar education, an es-
pecial guardian of these great in-
terests. In the sphere in which
he moves let him see to it» that
all his influence is exercised for
good, and only for good. In the
processes of general eulture, these
indirect agencies are of the high-

. est influence and importance : and
he who discharges his duty in
them, may render also the highest
possible survice to the entire sys-
tem of our schools, and to the uni-
versal cultivation of our people.

DILIGENCE AND IDLENESS.

While seated in my elbow-chair,

and ruminating on these two sub>

jectS; I fell asleep. Methought I

heaid on a sudden, a proclamation
made by Jove, that every mortal
should come and te 1 whether he
liked Diligence or Idleness.

There was appointed for this
purpose a large plain. I took my
stand in the center of the plain,
and observed, with pain and pleas-
ure, the crowds that poured into
it from the adjacent hills.

The followers of Diligence I be-
held with pleasure, all appearing
well and hearty, cleanly clad and
marching across the plain with
buoyant step. Behind them fol-
lowed myriads of ants and bees, la-
den one with crumbs of food, the
other with honeyed sweets, gather-
ed from innumerable flowers. —
Health colored, and hearty look-
ing maidens followed the banner of
Diligence. Closely following these,
were Piosperity, Riches, Health,
and Happiness, each leading her
gay troops, or his stalwart bands.

The. troop of Idleness was gath-
ering meantime, composed of all
ranks of frail humanity. Lily-
hued belles were decked in flowers
and silks, and painted cheeks. —
How they contrasted with the
fair maidens of Diligence, by their
pale looks and their wearied gait !

Not far from this crowd of'be-
ings, the troops of Idleness, were
seen the gaunt forms which Fam-
ine brought, the bloody train of
Murder, and the skulking forms
which Ilobbery had led, pressing
closely up.

Both bands having at last halted,
but at some distance, the one from
the other, in behalf of her chil-
dren. Diligence thus spoke: *^ Wc
have experienced the tastes of
Idleness, but are now free. We
followed her, but felt ker secret
sting. Ourselves free, we beseech
those who are her slaves, to follow
with us the path of Diligence, for

1859.J

Extract from an Address.

371

Wealth, Health, aod Pleasare shall
thus be givcD to them/'

This speech caased many to leave
the ranks of Idleness and join the
Band of the diligent, where they
were heartily welcomed.

For her troop,Idleness next spoke,
I^Qt it was in doleful mood, bewail-
ing their mournful lot, and implor^
ing Diligence to take them, as they
.stood, still idle, and desirous so to

remain. The request was repulsed;
for if they would be saved from the
evils of idleness, it rested with
them to save themselves.

All these things produced a deep
feeling, which wiir last me the-
reat of my days. Oh awaking, I
made a firm resolve, that I would
henceforth try to rally recruits for
the ranks of Diligence.

Mason.

EXTRACT,

From an Address delivered before the Literary Societies of Wake
Forest College, By Edward Warren, M. D.

The proclivities of the age are
towards transcendentalism. It has
become fashionable to admire an
ethical system so etherealized and
refined as to exclude the principle
of self love from its tenets. That
desire for happiness, which is as
natural to the heart of man as its
pulsations, is either openly discard-
ed from the category of human
motives, or made to play so insig-
nificant a part in the philosophy
of actual life, as is tantamount to
its exclusion. Alarmed by the
unmitigated selfishness of Hobbs
and Bentham, and the unblu&hing
sensuality of the Epicurean phi-
losophers, men have confounded
the doctrine of self love with the
revolting dogmas of these discard-
ed systems, and have lapsed into
that extreme of sentimentalism
which is neither taught by. reason,
nor proclaimed by inspiration.-^
And I propose to-day to sketch,
briefly, the diflference which exists
between the principle of self-love
and that of selfishness , and to il-
lustrate the peculiar modifications
exerted by each upon individual
character and social development.

Human nature has a peculiar
organization and an appropriate
end. The elements entering into
this organization, and giving char-
acter to it, are Keason, Will, Pas-
sions, and Faculties. The end for
which they were created and to-
wards which they are incessantly
struggling, is happiness. With
the beginning of life commences
an instinctive movement among
these component elements, which
impels human nature towards its
legitimate destiny. Thus are a-
wakened all those natural impulses,
instincts and propensities, which,
when aggregated, are recognized
as passions, and which blindly
seek their peculiar objects. Thus
reason, that wonderhil power of
comprehension — that noble vice-
gerent of Divinity — that culmina-
tion of finite intellectuality — is
called into being, and made to play
its appointed role in the great dta
ma of existence. And thus the
Will and Faculties are put into op-
eration, under the control ' either
of passion or of reason^ to become
ministers of pleasure or of happi-
ness, according t o the circum^

372

North' Carolina Journal of Education.

[Dec,

stances connected with their man-
ifestation. That there is then an
immense difference between pleas-
ureand happiness, is manifest from
this simple statement ; but we will
render it more apparent by farther
illustration. The Supreme Ruler
of the Universe has established a
system of order around which all
created things revolve in appoint-
ed and harmonious circles. Beau-
ty, harmony and peace are the very
soul of this great system — the laws
which control its operations — the
results it was established to secure
— the complete realization of the
designs of the great Creator. —
While on the other hand^ those
conditions which are the opposite
of these are distasteful to Him, in-
consistent with his character, and
at variance with the great objects
of creation. He has lavished
countless blessings upon man. For
him the voice of Divinity exclaim-
ed, " Let there be light I" for him
was the moon hung up in the firm-
ament, and crowned queen of the
night: for him were "the stars,
which are the poetry of Heaven,"
scattered through the sky, woven
into resplendent constellations, and
made vocal with perpetual anthems
of praise and thanksgiving: for
him were the waters rolled back
from the dripping earthy and gath^*
ered into that mighty image of
eternity, whereon the hand of time
has traced no record : for him the
smiling Isis decks the fields in the
golden sheen of her grateful har-
vests : for him the bow of promise,
spans the azure arch of Heaven,
and proclaims the coming of a sun-
nier hour : for him the forked
lightning writes its blazing auto-
graph upon the midnight cloud,
and becomes man's willing slave,
building through the briny ocean
a highway for human thought, and

binding continents together with
links of steel and bonds of amity :
and for him was the earth made
fertile — watered with broad rivers
and gushing fountains — covered
with magnificent forests and ever-
blooming flowers — ^adorned with
aspiring peaks, sequestered vales,
and the countless charms where'*
with the God of nature has beau-
tified the habitation of his children.
Now, as God has not only sur-
rounded man with objects calcu-
lated to excite his admiration, but
has endowed him with the ability
to appreciate and enjoy them, it
must follow that man was designed
for happiness ; that this end coin-
cides with the great end of crea-
tion, and that it is the legitimate
destiny of humanity. As every
being is organized for a definite
end, there must be an absolute
identity between his hijghest good
and his destiny ; and hence, as
happiness is shown to be the des-
tiny of human nature, it is evident
that it and man's highest good are
synonymous. But, as the highest
good implies inferior degrees of
good, there must be some inteUir
gent principle to distinguish be-
tween them; some accurate stand-
ard by which to determine their
relative value, and to point out to
the will and faculties the excel-
lences or the deficiencies of each.
It is clear then, that either instinct,
which is but another name for pas-*
sioUy or that reason^ must come in
as the imperium in imperio^ to di-
rect the mind and to control its op-
erations, in such an emergency as
this. But passion is essentially
blind, biased and unreliable. It
looks only to an immediate object,
and is annihilated in its enjoyment.
Its ligbt is that of the meteor —
bright, dazzling, evanescent and
delusive. It liyes and dies in the

1859*]

JSxtrmt frotn cm Address*

878

present^ without looking to the
future or remembering the past.—
It is the breath of the volcano^
scorching, burning and withering,
without the power to fertilize, fruc-
tify, or rejuvenate. It is a slave
by birth and nature, and its gov-
ernment a usurpation and a tyran-
ny. It is incapable of discrimina-
ting between various degrees of
good, or of s^preoiating the differ-
ence when ascertained; but it is
the creature of circumstances,
obeying certain absolute laws of
the organism, pursuing an inev-
itable destiny, changing with ev-
ery passing sensation of fleeting
fancy, and expiring with the at-
tainment of its object and the con-
summation of its desires. It is
evident, then, that though pleas-
urable sensations may attend the
gratification of passion — -though
the faculties may acknowledge its
sway and exult in their servility
and dependence — it is not the in-
telligent principle or the accurate
standard demanded for the dis-
covery and realization of that
highest good which is synonymous
with happiness, and towards which
the proclivities of human nature
are forever pointing with as much
constancy as the heart of the exile
to the blessed home of his fathers.
But, if not passion, then reason
must be the power which decides
these momentous questions for hu^
manity, and indicates both the es-
sential nature of man's highest
^ood, and the surest means of se-
curing it. Happiness, then, re-
sults, when the benignant influ-
ence of reason comes in to calm
the discordant elements of human
nature — when this august repre-
sentative of Divinity demands the
allegiance of every fiery passion
and presumptuous faculty — when
this golden link is forged, which

binds the finite to the Infinite, and
chains man's destiny to that great
system of universal order whose
centre and sun is Jehovah himself. •
It is thus that men learn to re-
strain their passions, to cultivate
their moral natures, to develop
their intellectual powers, to look
beyond the contracted horizon of
self, and to live, not as the Epicu-
reans of old, for pleasure alone, but
for a higher purpose, a nobler end,
a more exalted destiny, — ^for the
realization of that greatest goody
which is the final cause of all the
generous endowments so lavishly
bestowed upon the race. It is thus
that human nature is purified, re-
fined, etherealized, and elevated
above the beasts of the field and
the forest. It is thus that man
rises in the scale of being, and be-
comes ennobled in his own estima-
tion, as well as a more useful mem-
ber of society. And it is thus
that

<<Tlie Infinite speaks in our silent

h^arts,
And draws our being to himself, aa

deep
Calleth unto deep;"

and the creature is approximated in
dignity to the Creator himself. —
Under the guidance of reason, man
learns to look beyond the • present
gratification to the future good;
to despise the pleasure resulting
from the indulgence of passion in
anticipation of some more intense
and abiding enjoyment } to sacrifice
the sensual appetites of his cor-
poreal nature to tbe nobler aspira-
tions of his immortal spirit; to
consecrate the wonderful faculties
of his superior intellect to the
attainment of higher, purer and
worthier objects than those of
sense ; to cultivate all that is good
and true and Heavenly in his
nature -^ and. to live,, not as an iso-

374

North" Carolina Journal of Education,

[Dec^

lated and dlsconiieoted element of
bumanitj, obeyiug the ioherent
laws of its peculiar orgaoizatioD
and accomplisbing a separate and
independent destiny, but as an in-'
tegral and necessary component
element of that social system which
«God has originated for the happi-
ness of his creatures, and whose
parts are bound together by an
electric chain of sympathy, which,
though as delicate as a thread of
gossamer, is stronger than tempered
steel, and as unyielding as the laws
of nature. T^ese are the means
which an enlightened self-interest
invokes in the effort to secure that
greatest good for which Philosophy
has searched so eagerly for centu-
ries and which humanity instioc^
tively recognizes as its highest hap
piness — as the end of its aspira-
tions and struggles — as the destiny
for which it was called into exis-
tence by a wise and beneficent
Providence. This is the direction
towards which nature perpetually
points as the abiding place of that
peaceful and perfect enjoyment for
which man's adventurous spirit is
continually struggling. And it is
by following the precepts thus in-
culcated, by hearkening to the
warning and directing voice of
reason, that this vale of tears is
converted into a bright parterre of
smiling flowers ,* that the piercing
thorns and jagged stones of life's
rough pathway are rendered harm-
less and unappalling; that the
lowering clouds of adversity are
robbed of their terrors, and scat~
tered to the winds ; that the gloomy
night of sorrow is peopled with
resplendent stars of hope and
cheering signs of a brighter mor-
row y and thus sustained by the
consoling reflection that

** Virtue alone is happiness below,"

the true philosopher can smile at
the temptations around him, — can: .
chain down each fiery paamonwith-
in its apj)ropriate cell, — can look
beyond the contracted circle of self,
and claim eadh son of humanity
as a brother and a peer ', and can
so concentrate his faculties upon
the noblest and most exalted ob-
jects of existence, as to rise in
the scale of being, until that com-
manding eminence is attained,
around which lingers the glorious
radiance of Heaven, and from
which the struggles, the trials and
the disappointments of life lose
themselves in utter insignificance.

SHOW ME, IF YOU PLEASE.

"Will you please $kow me how
to do this example ?'' said a bright*
eyed little boy to the teacher one
day — "please do ; it is ao hard, and
I have tried so long and failed every
time/' It was not an uncommon
question in Mr. D.'s school room.
As often as the weary day came,
these inquiries were filling the ears
of the teacher — not altogether un-
welcome sounds. It is pleasant to
hear the youthful mind inquiring
for the path of knowledge — to lis-
ten to the oft repeated requests for
that aliment, by which it alone can
thrive and develop its own mighty
resources, John was sent to his
seat, with the very common answer,
"I can not show you now," and at
the same time commanded to do the
thing himself. The boy cast a sour
look at the teacher, and went to his
seat, grumbling some bitter
thoughts of disappointment.

But he began to reflect upon the
words of the teacher : "cfo it your-
self." They carried with them a
peculiar chara\ and power* ^'Caa

1859.]

Jjandacape.

375

I do it V eajrerly inquired ^he dis-
appointed boy. ^^It rany be possi-
ble," and for the twentieth time,
half in spite and h^ilf in earnest,he
encountered the difficult problem.
His vision seemed sharpened by the
decisive answer of the teacher. He

•

summoned new enercry. He con-
quered. You should have seen
the fire kindle in his eye. It was a
look of triumph. It was his own
conquest. The foe he had pros-
trated had stood for a long time in
bis pathway of progress. He did
not think be was able to the task
of Qonquerin^. This was a posi-
tive step in the hij^hway of knowl-
edge. It paved the way for anoth-
er more decisive and briUiant. It
might have been the turning point
in all his career. Had the teacher
complied with his requests, and
done for him what was evidently
bis own work, it would have indul-
ged in the pupil a spirit of indo-
lence and indifference, fatal to all
true progress. The most gigantic
machinery often turns upon a very
small point. The whole course of
progress is notunfrequently marked
by some Rubicon, some mount of
trial which gives a characteristic
complexion to all our future.

The little girl asked to be shown
the difficult answer in geography.
She was weary with searching, or,
perhaps, more anxious to get her
lesson, that she might engage in
some pastime But she was treated
in the same manner as the bay. —
She was not pleased with this treat-
ment. She did think it too bad,
thatshe coultl not receive assistance
in such emei-geney. But the task
must be done. This she knew
perfectly well. She renewed the
search with greatly increased zeal
and determination The difficulty
was conquered. She found the
answcT'herself. This was treasured

away safely in bcr memory. Geuia
deariy bought are most safely kept.
Every one knows, that the facts
which cost us most labor, are the
longest retaiaed in the memory. —
And what we cannot secure in the
storehouse of memory, can be of
very little service to u^s. The ma»o
object of the teacher is to generate
and enconrai:;e aetivity in the minds
of his pupils. But the careless
habits of **8howing'' them indis-
criminately and continuously, is
diametrically opposed to this result.
Lead your pupils with a kind hand,
but teach them that there is uo
easy; gilded pathway to the temple
of knowledge, and that personal ef-
fort is the only key to those shin-
ing portals. — New Fork Teacher,

LANDSCAPE IN THE LOCATION
OF A SCHOOL.

At this time when public senti-
ment in our midst seems rapidly
assuming a more healthy tone, care
is requisite lest reforms be pressed
to extremes, and thus the desired
end be thwarted. We are happy
to accord to Teachers' Institutes
and Associations their full share of
credit in producing this better state
of feeling. They are doing a no-
ble and much needed work ; but,
laboring as they do to inspire
teachers with a love for their pro-
fession, and to arouse in parents a
deepjheartfelt interest in the educa-
tiou of their children, from their
efforts, new questions will arise, of
moment to the caase of education,
but more properly discussed in a
public journal.

Of the results of this growing
interest none are more evident than
the number of new school-houses
going up in every section of the
State; and it would not seem umiss

376

Northr Carolina Journal of Educadon*

[Dec,

to present some thoughts in refer-
ence to the proper location of such
a building.

ThAt a site may he well adapt-
ed to the purposes of a school-
building; it should possess these
three essential qualifications : 1.
Base of acoss; 2. Perfect salubri-
ty; and, 8. Beauty ©f landscape.
Of these, the first two address
th^mseltesso directly to the senses,
and seem so eminently practical,
that they need no adrocate. In
^t, so prominent do they appear,
that the danger lies in their being
regarded as the only requisites. —
But because the third is not so ap-
parent, it is none the less realk

We build school-houses for the
purpose of educating our children.
They are the theatres where we
hope to develop their minds sym-
metrically, and, at the most im-
pressible period of their lives, to
give them characters such as shall
make them, not only useful, but
ha^py. Most thoughtful parents
have concluded that something
more than a knowleldge of arith-
metic is necessary. They see the
defects in their own education, and
would gladly supply them in the
training of their children. We
think we may safely say, one of the
greatest defects in our national ed-
ucation is a neglect to cherish a
tove of the beautiful.

The contented and happy Ger-
mans look on our care-worn brows,
they read our books — even our
poems — and deprecatinglj say,
* * You are so practical.^ ' Our own
countrymen return from their
travels in Europe to deplore the
lack of those little evidences of
taste, to be seen around the dwel-
lings of the poorest in many parts
of the Old World. And why this
lack ? Ask the practical question^

'* Will it not ' pay' to adora^ a9
well as to acquire V'

It can not be that our people do
not appreciate beauty. Ko people
on earth admire more a beautiM
dwelling and grounda. . The great
mistake is that they a^e taoght to
regard them as b^ngii^ to the
wealthy alone — too expensive lux-
uries for poor people to indulge
In. And thus this gift, intended
to produce only happiness, furn*
ishes another inducement to work
for gain. It only inereaaes the
thirst for wealth, which is already
consuming the finer portions of
the soul.

That this is an evil, to be erad-'
icated at once by setting the
school-house in the right spot, we
would not be so foolish as to cou'*
tend ; but that we can do muoh^
by a proper attention to landscape
and oroament, will not admit of a
reasonable doubt. The very fact
that the school house — in which
every family has an interest —
stands in a fine grove, surrounded
by shrubbery and flowers, will, of
itself, have an influence. But
to have the child, the greater por-
tion of each day, surrounded by
such scenes — to have his hours of
labor cheered by the singing of
birds and the music of the wind
in the tree-tops ; to have his hoiM»
of recreation devoted to beautify-
ing the spot, under the kindly
directions of a cultivated female ;
to let the students prove that they
can, by their own exertions, make
the place beautiful — these and
similar influences must have great
weight in forming the character of
the future man or woman. Emu-
lation will take a new and lovely
form. Practices begun at school
will be continued at home, and
soon the yards in the vicinity will
vie with each other for beauty. —

1869.J

Charley Masott^s Watchword.

377

With tbose students, tbe memory
of scbool-dajs will remain in after
life. They will seek for happiness
in beauty around them, and their
Own hands will furnish the means
of gratification. A love of home
will be the natural cousequence ;
and thus will be raised at once a
safeguard against vice, and a check
to that roving disposition so char-
acteristic of our people.

Do not then, in selecting a site
for the new school-building, neg-
lect to provide for the education
of the sensibilities. Better is it
by far that your children walk a
little farther, than that they stop
on that barren sand-knoll, or on
the dusty street-corner, or by the
side of that unsightly marsh. Bet-
ter that you pay well for that beau-
tiful lot, with the grove, and leave
your children the wealth of a hap-
py heart. — Michigan Journal of
Education,

CHARLEY MASON'S WATCHWORD.

BT COUSIN KICELT.

One frosty morning in Autumn,
as Mr. Jones, the carpenter, was
going with his men to work in the
town of Ashby, he met just at the
entrance of the town, a pale faced,
thinly clothed boy, who, after look-
ing at liim earnestly for a moment,
asked, ** Are you a carpenter, and
do you wish an apprentice ?" —
" Well, I don't know ) what's your
name my lad ?" said the carpenter
with a kind smile.

"Charles Mason," was the an-
swer. " And where is your home
Master Charley ?" continued good
Mr. Jones. Big tears came into
the boy's bright, black eyes, and
his voice trembled as he said, " I
have no home; my father and

mother both died before I can re-
member."

Mr. Jones thought of his own
dear boys, and he placed his hand
kindly upon Charley's head, say-
ing, " Poor boy, where have you
lived?"

" With my uncle, but I left his
bouse last night, determined to
starve before I would be longer
dependent on a man who grudged
his dead brother's child the bread
he ate," and Charley's eye? burned
with a strange light.

The good carpenter wiped away
tho tears from his own eyes with
the back of his hand, and asked,
" Do you think you can learn to
be a carpenter ?" "I think / can
try^' said Charley, proudly draw-
ing himself up. *'Ahl I like
that, and if that is to be your
watchword, I think that you and
I can get on nicely, but 1 suppose
you've had no breakfast," contin-
ued Mr. Jones, " so we must send
Tom back to show you the house,
where you will stay till we come
home to dinner, and then we'll talk
a little about your being a carpen-
ter-"

Tom, a little colored boy who
did errands for Mr. Jones, readily
went back with Charley, taking
himself the little bundle tied up
in an old blue handkerchief, which
contained all Charley's earthly
possessions. Mrs. Jones proved as
kind as her husband, and the poor,
tired, hungry boy was soon enjoy-
ing a bountiful breakfast. When
Mr. Jones came home, he had a
long talk with Charley, who final-
ly became his apprentice. He was
to work four years, for his food
and clothes, having besides, the
privilege of attending school four
months in each year.

" That isn't much time for learn-
inff/' said Charley to himself that

378

Nortk-Oarolii^a Journal of EduccUton,

[Dec.,

sight, <* bat I guess I can get a
olmnce to leani something out of
school; any how, /c«n fry." And
he did try, and succeeded so well
that Mr. JoDe<) said to him at the
close of the first Winter, ** Well,
Charley, the Master says you are one
cf the best scholars in school, and
he thinks we'll make something of
jou by and by, with that watch-
word of yours ; but, my boy, do
you think you will like to work as
well as study ?''

*• No sir /but I'll work that I
may study," was the answer. All
through the Spring, the Summer
and the Autumn Churlev worked,
earnestly, faithfully, and a*; the
close of each day, tired as he was,
he always contrived to get a little
time for study

" Say, Charley," said Willie
Jones one night, " all the boys say
you are a dull prig ; what makes
you so sober. Why don't; y^u come
out of an evening and play with u^,
and not st; y moped up in the house
with a book all the time?" *' I
must Ptudy !" said Charley, grave-
iy. "I shall want to go to college
by and by " '* Oh, poh ! poh !"
laughed Willie, *• that's a good
one; why, tat her can't send any
of us to colleae, and how are vou
ever going when you don't have
any body to help you ?"

**Perhaps I never can, but. I can
try." *^ Now, look here, Charley,"
said Willie, " I believe you'll do
any thing when you ve once said
* I can try.' 1 don t wonder father
calls it your watchword ; but do
you ever expect to know enough
to go to college ?" *' Yes, if 1
live," said Charley, seriously. —
'" But what does a carpenter want
to go to collejge ioi- ?" persisted
W^illie ; " I don't see any use in
it," *' Willie," said Charley, speak>
ingin a quick, excited way, "you

must' nt ask me any more questious;
but I'll tell vou, I don't always
mean to be a carpenter.'*

Week after week, month after
month, year after year, Charley
Mason kept on his course ; never
idle, never unfaithful; he yet
worked as though he had some
higher object in view, and night
found him bending over hisbooks^
heedless of the sports in which the
boys tried to make him join. The
four years came to an end, and Mr.
Jones now gave him good wages
for his work, saying, " I know
you'll be worth two common hands
to me, Charley," and so be. ..was,
working and studying, now harder
than ever, for he was fast reaching
the point at which he aimed.

It was well known now that
rharlev had decided to be a min-
ister, and that he was now at work
to earn monev to assist him in his
studies. About the time that his
term as apprentice expired, . Mr.
Jones contracted to build a church
in Ashby, and of course Charley
was employed upon it. One day
while they were a work on the
roof, Willie Jones called out, * Say,
Chailey, anybody would think you
expecled to preach in this church
by the way you put on those shin-
gles." ''Stranger things than
that have happened," said Charley
quietly. A laugh from the work'
men and then the incident was
forgotten.

Charley achieved his darling
plan of entering college; though,
in doing so he overcame many ob-
stacles at which even stout hearts
would have quailed, but he said,
'* God helps those who help them-
selves, and lean trt/.*'

His college life was a hard one,

for he was still dependent on his

own exertions, and it would make

I your heart ache to hear of his pri*

1859.]

DiMtrict School Libranet,

979

TationSy yet he never comphined,
but kept earnestly to his one pur-
*^e and nobly has he accomplish-
ed it.

This day Charley Mason is pas-
tor of the congregation who wor^^
ship in the very church he helped
to build ^ and hundreds look up to
him and bless him as their guide
to heaven. Remember his watch-
word, boys ; remember, that with
God*8 blessing upon tamest, faith
ful. untiring effort, you, too, may
become like him, good and Hiseful
men — men who perhaps may be
unknown in the great world, but
men blessed of God and of 3^0 ur
fellows. Who would not rather
be good than great, yet who shall
say that Charby Mason wjis not a
hero? And is he not now labor-
ing to guide sinful men to heaven?
Is he not, I say, a greater, as well
as a better man, than the leader of
vast armies or the ruler of nations?

Adopt his wa-cliword, and even
in limes of great difficulty and dis
couragement let your motto be —
"I CAN tryT' — Conn, Common
School Journat

DISTKICT SCHOOLS LIBRAEIDR.

Readinj: is too much ne<2:lected
by those who are iu a process of
educ^ation. Many men having en-
tered upon a professional life, look
back with bitter but fruitless regret
upon their Academic course, ?»ot
because they studied text^books too
much, but because their re'diog
was altogether too limited. They
were [aiofully conscious of this at,
the lime, but saw not the hour
which they could regard as saered
to this delightful employment, and
thus they suffered term after term
and year after year to pass, till at
lengtti the day of graduation came
and they left the rich libiaries con-

nected with the Academy and Col-
lege, having bat the sltsrhtest ac-
quatotaoce with tbeir contents. —
What is true of many who come
out from these high iD«ititaiions of
ieurning is too true of mo.st who
enjoy only the privileges of com-
mon schools. This page would be
made valuable if it should coo tain
one word that would encourage
pupils to read useful books in coo-
ueoiion with their daily studies..

It is thought that more will be
accomplished by those who, in coo»
nectipn with tfaoir sCadics, carry
forward a systematic and carefully
selected course of reading. The
man who is to write an oration, a
lecture or a sermon^ will acooamlish
his object more to -lis own satisfac-
tion and to that ot those who are
to listen to his productionif, previ-
ous to each sitting, he will spend
half an hour in reading some care-
fully written articleor souUstirriog
took. It wakes up bis own i<ieas,
it quickens his intellect, it rouses
the whole man within, ani it is on-
ly when this is done that he will
write what will move others. Why
would not a similar effect be pro-
duced upon the mind of a child or
yimth while mastering the text-
b'^oks found in the district school?
The writer has had some exptri-
eiice both as a teacher and other-
wise in these schools and thinki he
can see unmistakably the happy
effect produced upon certain pupils
bv the method here recommended.
He has with long and deep interest
watched different districts and dif-
ferent families to see the effect
produced by reading Sabbath School
and other books. Such a process
makes not only more general but
more accurate scholars.

If pupils would devote an hour
or even half an hour a day to the
reading of interesting and useful

380

North- Carolina Journal of Educaiion,

[Dec,

boolra, the J would not only aooooi-
pHih aionre io theirdtadles bai thej
would fiad their studied mneh tnore
ploamotw Instead of that stupid
lottDgiog over books whioh too of-
ten makes the reoitation hour one
of -torture, the time allotted to any
giren study would pass so quickly
and pleasantly that the pupil would
be more startled by the eall to the
recitatiofi seats than by the rap or
ring that should call him from the
p^ay^grouDd. Instead of being a
taek) study would become a delight.
la the matter over-stated ? It is
not thought to be. Place the right
book in the hand of a child and
under the judicious supervision of
the parent or teacher it will quick-
en the intellect and thus fit it to
grapple with the difficulties of the
text- book.

It is thought that if a wise course
of reading should be selected for
our children m<)re than anything
else, it would obviate the necessity
of their stuHying Geography, Arith-
metic and Grammar year after year
and graduating at the age of eigh-
teen or twenty with but little more
definite knowledge than they had
for a Heries of years before ths day
of graduation

If any child chances to read this,
very probably he will inquire how
can I obtain books to read ? That I
is right young friend, ask the ques-
tion, ask it loud, so that it may be
heard at home. If it is not heard
the first time, ask again, and still
louder, aoly be sure and be respect-
ful. Parente might, with scarce-
ly a perceptible burden, furnish a
choice library for every district
school. But faith looks not so far
into the future as to lay hold of
such a work realized. And in the
abeence of this let ten, twenty,
thirty or any number of pupils in
a given sohool purchase each a bool:,

put his name in it, read and th|p
loan it to hie seat- mate, borrowing;
his in return, and let this process
go forward till every book is read
by every pupil of a suitable age^
and no one need fear that when all
are oarefnlly read and returned each
to lis owner, there will be any lack
of interest or means to put another
set of books in circulation. Try
it and report. — N, H. Jour. Ed.

An Evil Needing Cojirection.
— There is an evil in our sehoblg
that seems to be on she increase^
and that threatens to be a serious
one in some respects. It is the^
multiplication and change of text^
books. Formerly, when as good
scholars were made as now, the
textbooks of the farther and older
brother descended to the next gen-
eration of students and answered
their purpose vefy well.- But now*
the books of one year are obi^olete
the next, and those of one School
utterly useless in another. Every
session brings with it a long list of
new books, and if not new worifs,
they are new editions of the same
works, so as to be at least some-
thing new to be bought Every
pak'ent of several children could
set up a small book^-store Witbdis-*
carded text-books, that are often
hardly soiled with use. This be-
comes, at the present high rates of'
teaching, a serious tax on person*
in, humble circumstances, and an
ineonveoience and annoyance to all
concerned. The causes of this
evil are various, and wSe vrill n^t
discuss them, but the evil Is one
that is becoming so burdeneomB
that we only express the feeling -of
many parents when we e^y it is
hfdi time that it was corrected.—
Central Fteshyterian,

1859.]

The BettrUive Power of the Mind.

381

The physical seieiic es present to
the eye and miod millions of new
objecta, endless Gombinations, an
infinity of minute resemblanoai,
and differences, by which they are
to be grasped in their indiTidnafi-
ty ; and yet the scientifie man, will
hold them all without a feeling, of
weight, though he might, at first,
be overwhelmed at the mere cou*
templacion of their multitude.

And who, think you, would
soonest master a budgei of new
facta, with a thousand new images,
dependencies and relations, the
man of many facts* or the nmn
whose brain is free from auoh
burdens? The unanimous voice
of the world would verify our
declaration, that the more the
mind has already in store, the*
more and easier it can take in the
new abundance.

There is no danger of overdask^
ing the memory when education
proceeds upon right principles, and
the expansion of the mind goes
on by natural growth. Stuffing is
fat4ikl to brain as to stomaeh.--<-
There must be actual assimilation
before accumulation gives wealth.
, Repetition makes familiar what at
first sight was foreign and strange
tons. But just then, while it is
education his ^two hundred words I novel, a thing produces the strong-
may become two hundred thousand, est impression upon the mind, and
and he would not feel any sense of then most of all our view of it
fullness, any pressure on the brain should, if possible, be accurate
foK all the dry vocables stowed and clear. Uncertain images con*

fuse and weary us, and a multitude
of objects finely discriminated, ar«
more easily retained in the memory
than a few v^ue and misty oat-
lines.

To one accustomed to see with
precision, repetition s scarcely
needed to correct aQ impression,
but is useful only to complete it.
The boy of two years growth learns
language not by holding at onoe

THE RBTBNTIVB POWER OF THE
. MIND.

The power of the human memo-
ry is little short of miraculous,
when we consider, in the aggregate,
the infinity of things it can be 1
made to retain . Everybody would
shrink from the task set befoie
him if he were to see in one great
sum the things which he finds ea-
sily enough learned in detail. We
think it much for a pupil in som«
foreign language to learn, in three
or four years, to translate into it
his own thoughts, after they have
t<aken from in his own tongue. —
But the boy of five, who came to
us without a language, very readily
thinks iu English, and speaks his
thoughts with fluency,, though
English must be as foreign to him
as French or German, either of
which, by a change of place, he
W4)uld have acq^red juatasp^rompt-
ly. A <?on&tant accumulation of
little by little makes a sum that at
length seems incredible* An
average intelligence among the
unreading peasantry of the old
world uses not to exceed two hun-
dred words, and makes very glib
couyetaation with this scant vo-
cabulary But with a good Ensclish

away there. With increased fa
ciiity he cam go on accumulating
wprds ftromjall the Babel tongues, —
Rowing in capacity with every
addition to the sum of his acquire-
ments,'-— till he may actually carry
a vocabulary of a million worcls
and find no greater sense of pleth-
ora than when his little store
seemed sufficient, with its two hun^*
dred words.

882

North- Carolina Journal of Education,

[Dec.^

all that is said to bim, bnt by a
distinct notion of the leading word,
the subject matter of discourse,
while repetition fills up the void
and enlarges the knowledge. In
studying a new science we succeed
best ais the child does in takinp^
one fact, one phase at a time, and
by the constant recurrence of the
principle in new facts and features,
become familiar with it as a law
and gaide for future explorations.
Brains were never yet strained by
the amount of leatning, but by the
jumbHng of things half learned
— Conn, Cow,. SckoolJournal.

PATIENCE.

What qualification does a teach-
er need to possess more important
than that of patience, real, trenuine
patience ? Not a careless indiffer-
ence that says by and by all will
come right, only wait; not a slug-
gish waiting that says I can do
nothing more, time will accomplish'
what I fail to perform ; but an
earnest, working patience; a pa
tience that will persevere. This
qualification is not unfrequently
brought to mind by the cxclafua-
tions of parents and others who
visit our scbools. ** What an
amount of patience one needs to
possess to get along with so many
diflerent dispositions," says one,
*' I should think your patience
would be severely tried sometimes,"
says another. " My patience
would soon be entirely exhausted,"
remarks a third. Very few speak
of the knowledge it requires; they
do not even think it must require
a vast amount of knowledge to be
able to teach. Our attention is
also directed to the subject of pa-
tience by those who would advise
and suggeit the best methods of
kacbing. W« shouid employ ao

incentives to study which might
seem to buy the pupil's interest,
but labor patiently in *^ striving to
imbue them with the true spirit
of a scholar."

We should not be discouraged if
a class fail in the recitation of a
difficult lessjn, but patiently ex-
plain some of the difficult points
and perhaps relate an anecdote or
give some information not contain-
ed in the text-book. We should
not sever'^ly punish a scholar who
has thoughtlessly committed a
sli'jht cflfence but with kindness
?*nd patience reprove him and if
he is a true scholar he will be more
thoughtful, more careful in the
future.

Patience is needed in every situa-
tion in life, bnt in tho school rv)om
it is surely indi>spensable ; here the
true, genuine article never '* ceases
to be a virtue." — N. 11. Journal
Education.

" Squaring the Circle.'* —
Among the parlor games occasion-
ally used is owQ called *' squaring
a word." It consists in arrani;ing
words in such a manner that a per-
fect square of known words 'shall
be mado, which will read vertically
in the same order as horizontally.
The problem of ** squaring the cir-
cle," which has puzzled philoso-
phers and mathematicians for ages,
has been solved in this way, thus:

CIRCLE
I C A R U S

This is a pleasant game for even-
ing parties, and requires consider^
able ingenuity.*— C^aveibni 3&r*
aid.

1869.]

A Perfect Recitation.

383

WHAX IS THE TYPE OP A PER-
FECT RECITATION?

ClosiDg my school duties to-day
with' an unsatisfied feelinj;, as
though all had oot been done well,
I proposed to myself the above
questiuD : and hopinoj that you or
some of your correspondents will
be able to throw additional light
upon the subject, I submit my re-
flections. That we may know
what a recitation should be, we
must know itsobject. Witliin the
memory of n: any now enga^^ed i».
teachiuii, class recitations, as such
were tiuioniT the thinjis of the fu-
iure ; occahiunally the teacher visit
ed the pupil at his desk, makio«:-

study. Indeed, the relatiao exist-
iQ«^ between the object the teaoh^r
has in viewia hearing a recitatioQ^
and the object the scholar has in
preparin:^ for it, is that of oauBe
and effect. Now if this be so the
q?iestiv»n proposed at the head of
this article beuomes ao all impor-
tant one. The method justly
characterized as the " drawing out
process " has been sufficiently
ridiculed ; no teaxjher who cares
for a reputation will, knowingly,
adopt it for an instuut. Another
fqu illy fatal mistake, as it appears
to me, is to require pupils 4j mem-
orize the woids of the author,
and invariably give them at the
lecitMtion. Of the two errors, both
radical in their etfect uoon charac*

such inquiries as were deenje»i

necessary to satisfy, on the onejrer, I deem the former lea?»t ob-

hand the scholar that the teacher jeclionable. There is, howovor, I
was doing his duty, and on the ;nj» coufilent aniore excel ent way.

other the teacher that the scholar
was making proper pro}/re«8. Thi
method, however, of c«)nductirig,
school txeroises is now nearly oi
quite obsolete. And instead there-
of, the teacher sits in his chair, and
the scholars, not one by one, but
i.i classics pass in review before
him.

Now how shall this exercise he
conducted ? • In other words, what
is the true type of a perfect recitt;*
tion ? Beyond doubt there is a
Scylla as well as a Charybdis to
fihua here, and the careful con-
scientious teacher will pause long
and ponder carefully before he
adopts any plan, the influence of
which is to tell with such pqwer
npoo the present and future wel-
fare of his pupils. If the teacher
regards the recitation simply or
even m«iinly as the means by which
be is to ascertain t^e pupiTs knoW">
ledge of the subject, the pupil as
fni'etly ivili come to look upon the
7C€itatioB fti the giest ead of all

Supposti we have a class before us ;
the Hubjecc for examination is
- The Cause of the Tides."

A meuiber of the class is called
upon to commence the recitation ;
he takes his position before hia
classmates and for the time being
becomes teacher; taking up hift
topic in clear and careful language,
he unfo ds his ^ubjectstep by step,
all the while looking at and talk-
ing to t*iQ class, talking to thena^
too, as though this were the first
time their attention had been call-
ed to the matter; in short, mani-
tVvting all the life and animation
thai an earnest teacher would^ un-
der like circumstances; repeating
or perhaps reviewing th? subject
from another stand point, it he
finds he is not understood ; the
teacher meanwhile remaining a
silent listener, noticing his mis*
takes and correcting them him.self,
if they are not first corrected by
some member of the class. After
this pupil has oooapied hi* aharo

384

ITorth- Carolina JoumaJL of Education.

Pec.

of the time, hesbonld be asked to
sit, and another called to begiu
the discussion just where he left
off; and go on in the same way
until the entire class have^been
called. By such a course the
scholar feels, not that he is simply
telliop; his teacher what he knows,
but that he is really imparting in-
struction, and the observant teach-
er is able to judge not only of the
pupil's knowledge of the subject,
butalsoofthe power of mind he
is acquiring, his mental discipline
without wbicb all the knowledge
he may gain will be of little worth.
By pursuing such a plan, the fun-
damental principles of Grammar
will become so wrought into the
very texture of their conversation,
even while attending to their
conversation, even while attending
to their studies, that they become
part and parcel of their nature. —
Does some one say the subject
selected as a model is a peculiar
one, all topics may not be treated
in a liiie manner? I answer not
so, the whole raogo of matbematicb,
history, the natural sciences, and
I think many of the studies be-
longing to the department of
Belles -Lett res may be treated in
the same way. The great point to
be gained is to induce the scholar
to talk, not, to bis teacher, but to
his olassmatT^s.

If Uiis 18 not the way, will some
one point out a more excellent
one ?— iV!. F. T^ach^,

would find no trouble in school ;
and, if they faij they will do well
to look upon teachers with charity.
Very rare it is for children well
trained at home to h^ve trouble in
school.

Comparative anatomy illustrates
forcibly the uniformity of the
works of nature. We were walk-
ing on the shore of Stateu Island
with a gentleman who had paid
some attention to this science, and
observing a little bone on the
beach, we asked him if he could
tell to what animal it belonged. —
He looked at it without picking
it up, and replied, ** Yes, that is
the inside lower bone of the right
foreleg of a dog." Agassiz made
a drawing of a fish from a single
scale, and afterwards, when the
fish was found, the drawing proved
to be a very good likeness.

The recent balloon ascensions
seem to confirm the probability of
there being a current of air at the
height of 10,000 feet, blowing
constantly from the west towards
the east; the top of Mount Wash-
ington reaches into the lower ed^e
of this current and generally feels
its effects.

<*iA^U

HoM&lNFi<UFNciB. — Very foolish
is the parent who has failed to
govern bis few children, who have
been with him daily from infancy,
and expects the teacher, a stran-
ger, to manage many with unerring
skill and perfect success. Parents
must govern well at home, if they

'< Let your ambition be to ac-
complish a possitive and proper
result, and not to make a show ;
throw off the haughty garb of pre-
tensiooy and elofiie > yoursetf in
humility. Think more of the
thing done than the thing known;
more of the power than Uie noiHE,
to do."

Pure clay is the ore of the new
metal aluminium.

185a]

Comparatwe PkUoiogjf,

385

COMPARATIVE PHILOLOGY.

NUMBER NINE.

I propose, in this and succeed-
ing articles to exhibit the classifi-
f3atH>n and leading characteristics
of the languages variouslj known
as Agglutini^ing, Turanian, or
Nomadic. It is a work of much
difficulty from the great number
of forms and the vast territorial ex-
tent of these tongues. All that I
«can hope to do is to present a faith-
ful digest of the labors of others.
I regard it as a work of much im-
portance both as to valuable infor-
mation and as having a close con-
nection with the philosophy and
history of language. It is due to
the reader to refer ^im to my
sources of information. They are,
Schleicher's Sprachen Europas,
(Languages of Europe;) transla-
tions of portions of which may be
found in De Vere's Comparative
Philology, a work of much inter-
est and value as an introduction to
this science; Humboldt's Ver-
schiedenheit des Menschliohen
Sprachbaues, (Diversity of Human
Languages); Heyse's Sprachwis-
senschaft, (Science of Language) ;
MuUer's Survey of Languages;
Bunsen's Philosophy of Universal
History ; Rawlinson's Herodotus;
Dwight's Modern Ph ilology ;
Pritchard's Natural History of
Man; Donaldson's New Cratjlus
&o.

This department of lineuiatic
•tudy has long occupied the atten-
tion of scholars, and must still con-
tinue to employ them before it is
thoroughly explained. It is suffi-
cient to mention the names of
Kusk, Humboldt, Klaproth, Rem-
usat^ Schott, Castren^ Boethlingk,
and MttUer.

I propose to exhibit, 1st. their
geographical position; 2nd their "
leading divisions; 3rd. their most
important sub-divisions with com-
parative examples ; 4th. their rec-
ognized linguistic phenomonology
and 5th. their historical relations.
First. Their geograpica! position.
This can be most easily shown
by determining the area of the in-
flecting languages, as excepting
the Monosyllabic class area, already
given, the Turanian languages
cover all the rest of the earth.

Their limits have varied some-
what, at various times, within his^
toric periods, though not to any
great extent.

The position of the races in the
centuries immediately succeeding
the Christian era will afford' the
best idea of their geographical po-
sition. The greatest changes in
all the linguistic areas have been
in the modern period of discovery
and colonization Other principle
changes since the above era have
been produced by the^nroads of,
1st. the Huns, the Avars, and thr
Magyars ; 2nd. those of the Tatar
and Turkish tribes ; 8rd. by the
extension of the Germanic and
Sclavonic races into the north of
Europe.

That area ma/ be approximate-
ly bounded by a line commencing
on the North West of Europe,
which shall include the British
islands, cut off the southern por-
tion of the Scandinavian peninsu-
la and strike the continent near
the gulf of Riga, thence ex^nd-
ing across the great Russian plain
to near the head of the Caspian,
passing north of the Hindu-Kush,

886

North- Carolina Journal of Education.

[Dec.^

Dear the Jaxartes, crossing the
mountain nuieses of c antral Asia,
near the heads of the Oxus and
Indus, thence south of the ''snows"
skirting the line of hills north of
the Indo-Gangetic plaia to the vi-
cinity of the Bramahputra. Thence
it returns across the lower Gan-
getic plain, along the Vindhya
Mountains, and the shores of the
Indian ocean, sweeps around an-
cient EgyjTt and Ethiopia across
the Sahara to the shores of the At-
lantic south of the Atlas. Excep-
tions to this statement will be giv-
en in the future.

Outside of this line are spread
in every direction the multitudi-
nous forms of Turanian speech. —
Their number at first seems to for-
bid clapsification, but paiient re-
search has done much towards re*
ducing them to symmetry. In
this respect their relations to the
great principles of oi?der and de
sign, that rule the universe, are
plainly exhibited. They natural-
ly arrange themselves in groups,
which fall into their respective
places and wheel into converging
lines. Geographically considered
they are the Finno^Tataric and
Mongolic languages of northern
Asia-Europe; the languages of
the central Asiatic plateau with
their extension south ol* the Him-
malayas; those of Uie Dekl^an;
the Malayish-PolyBesian \ those
of Africa south pf the Desert, and
the aborigiaal languages of Amer-
ica.

Philologicallj four primary di*
viaions /way be' mad^. First that
belt of languages referred to in the
laet article, extending from the
Gulf of Siam, across the Asiatic
plateau, to the sea of Japan, -en-
circling the more strictly Mobo-
Byllabio iaiigiiag6» of th« ClunaM
•Bpire.

They form according to Schlei-
cher the transition from the Mono«
syllabic to the more strictly agglu-
tinizing. Humboldt calls them,
together with the Polynesian. par-
ticle languages. Secondly, the
greau mass of the agglutinizing
tongues, found in Southern India
and the Indian Archipelago, west-
ern and northern Asia and north-
ern Europe, which gradually ap*»
proach the inflecting languages in
structure. Thirdly, the incorpo*
rating tongues, the languages of
America ; the Basque, thait liddle
of philology ; and in some respects
the Magyar and Caucasian lan-
guages as well as those of the south
of Africa. The American, lan-
guages have received another di-
vision by some scholars. The first
class po sesses peculiar grammati-
cal forms as little as the Chinese,
and are separated from that, only
in this way, that they unite the
parts of speech together, which
the latter places after each other
without union, so that the whole
proposition will be one word.

These are the native languages
of North America and are called
poly sy nth etic-

Humboldt calls the Mexican
incorporating, because it places the
object between the verbal stem
and the prefixed dstermi native el-
ement, e. g. m-jva, l--eat ; ni^^a-
ca^ua, I-flesh-eat ; ni-maca I-
give, ni-^te^ta-^naca I-to some
one-something-give. The essen-
tial similarity of this language ta
the Chinese clearly appears, if in
Mezicaa the elements of the sen^
tence are too manifold to permit
them to be embraced in one word; •
when they then sepamte from each
other and stand indifferently by
the side of each other, e. g. ni-e-^
taehitmi'-Ua in tuh^ltzin ea aaik
miHEuake-for tlie lay-Hwn « hetue}

1859.]

Comparative PhUohgy.

88T

ni-cr^ua in nacatl I-it-6at, the
flesh, Heyse p. 181: Humholdt
p. 165 &c. The Othomi about
lake Tezcuco is okimed to bo dis-
tinctly inon<)8yUabio: Pritehard, p.
512. The pecQliar features of the
American languages are thought
to indicate an l^arly separation from
their Asiatic. bome> as the above
facts go far to prore ; so that their
connection must be sought in the
unchanging grammatical forms
rather than in their vocabularies.

The languages of thft south of
Africa luay be put in a fourth di-
vision as they seem to have their
polarity in the older forzLS of the
Semitic (Hamitic) speech. Still
as said above they have resemblan-
ces to the Brd class.

lu tho 'J'uraniun languages of
Asiu-Kurope, two other divis-
ions are made based upon posi-
tion, the languages which diverge
towards th« soufk and those di-
vergiag towards the north. These
are broken up into smaller masses
according to their closer affinities.

First, the Southern division

1st. The Thaic in Siam ; 2nd,
Malaic in the south sea inlands ;
3rd, the Bhotiga . on the slopes
of the llimmalayas ((iangetic and
Lohitic).; 4th, the Tamulic in the
south of India.

Secondly, the northern , lan-
guages

1st, The Tungusic between
China and Siberia; 2nd, :he Moo
golic ; 3rd, the Turkic 5 and 4th,
the Finnic. These last show a
constant uppruximation as we pa^
from East to West to the Indo-
Euiopeau forms.

Lai^guages which are isolated at
the prtjgent day are Basque, the
Samoiedic and the Oaucasio.

These diyisiona have reference
to the present distribution of ian«
goages. There ia evidence which

I shall have occasion to notice
hereafter of the former e:tten8ion
of these lansrua'iires over the most
(perhaps all) of Asia and Europe
as shown in the^Basque, Finns &o ;
the early traditions of the German
races, and the evidences of Turan-
ian nations which Bawlinson has

gathered.

It will be proper here to make a
provisional statement as to the
lansr uages of Africa. The labor of
complete exploration has not been
entirely accomplished, yet enough
has been done to exhibit the gen-
eral relations. The restoration of
the ancient Egyptian has been of
the highest service It seems to
to stand on the border land between
the Turanian, Iranian and Semitic
languages and partakes of the
character of all. In its formations
it stands higher than the Turanian,
yet evidently resting upon it as a
base ; or perhaps it should m re
truly be regarded as an cff-ahoofc
of the primitive Asiatic tongue
before the distinctions of Iranian,
Turanian andSemiticbecame fixed.
Til rough the Celtic which also
shows features in common with
the Turn ni an languages of Europe,
it looks towards the Indo-European
tooffues. On the other hand it is
«onneclied with the older Semitic,
(Hamitic) languages of Babylonia
andflostands asaconneotiug link b6-
tween all the languages of the^earth;
1 here is no more phasing disco Vc^ry
thit can dawn upon the mind of the
philologist than such facts as these,
1 can on ly repeat the wbrds of M ul-
ler, as he closes his Turatiian Re*
searches in Bunsen's' Philosophy
of History : "in the midst of toil-
some researches, the heart of the
grammarian will suddenly beat^
as he feels the conviction growing
upon him that men are brethren '^'r
in the simplest sense of the word-

I . i\

Nerth'Ctiroiina Journal of Education.

I Xl6^«l

childrea of the 8aine father-what-
ever their country, , their color,
their langaa^e, and their faith.''
The inhabitants^ of Africa, north
of the Sahara ^nd west of Egypt,
the ancient Lybians and modern
Berbers #rere an ancient Semitic
race. Upon this was afterwards
engrafted the Punic^Pheoician
language, belonging to the game
class of Semitic tongues with the
Hebrew. The Carthaginians spoke
both languages and so were called
'^ Tyiii bilingoes/' In later time
the W.ter spread oyer all nortbern
Africa so, as to warrant the asser-
tion, based upon the close resem-
blance of the I'henician and He-
brew, made by Gesenins, that the
peopla of Numidia £ipoke nearly
pure Hebrew.

Abysftinia in the Amharic and
Ghiz possesses Semitic languages,
and on its southern borders are
two otner raoes the G alias an<i the
Somaulis which are C9nsidered as
standing in {he same pogi.ion as the
Berber and Amharic in their rela-
tion to the Semitic tongues, and
bearing with the Amharic a strong
likeneea to the old language of
soiithe^i Arabia.

Two other classes of languages
haying a Turanian likeness are be-
lieved to cover the remainder of
Africa. 1st* The Katfre-Oongo
class ezjlending from ocean to
ocean and stretching from the
Hottentot country through Cen-
tral Africa, 2nd. the language of
th% Hottentots including that of
the Buskmen. Every year is add^
ing to our knowledge of these
idioms and before Ipng more posi-
tive statements can be mad^-

C. W. 8.

TO B£ OONTIMJSD.

Imfosbiblb.- An obsolete word;
popular with European nations.

Frsx Schools.-— North Caro-
lina appropriates $180,000 for free
school purposes. South Carolina
contributes $74,000 for the same
purpose ! — Wash, Dispatch.

Our friend of the Dispatch has
overlooked the fact that the Coun-
ties are required by law to raise
half as much as is distribnted by
the-Literary Board, making in all
$270,000 per annum appropriated
by this State for Common Schools..
We would that the State could ap-
propriate $500,000 per annum for
educational purposeti. '^ Bduea«
lion is the cheap ' defoDse .^ na-
tions." — Standardi

Th£ Formation of an Iceberg..
— The glacier is composed of fresh
water. Its elements are modified
more or less by the character of its'
basv*. The fi^aoture atrd disroptios,
are caused by wave aotion, by grav>«
itation and temperature. The icC"
berg is a liberated glacier. I know
not how to describe it. In color,
its whiteness i^ opacjue, like fiH>sted
siUer. Its base is cobalt bkie, and
its edges flash and sparkle. Its^
shape depends on the influence,
around it. You will find all land-
scape fbrms and features upon it:
Ming.'ed with these' {^easing as&K)^ ^
ciations are higher feelii^s of gmn*'
deur. I have measured them and
found them to be three hundred
feet, and the entire height of one
such is, therefore, two th'otidaiid
one hundred feet. MiUiou of
tuns are embraced in it, and it
moves sometimes three miles an.
hour. There is something infin<»
itely imposing in its march through
the ice-fields. — North and Somh.

Australia is of almost exactly the
same extent as the United States,
including the territories.

1869.]

Ruidtnt Editor't Department.

»i^ i m MWi ■ 'I'l* -fc<»i. ■■> »>ii i I n »«in-

d8t

iiiii m.

Ilesiknt dEbitofs JtpartmcKL

'fc I ■ I

Closk of the Volume. — ^This
namber closes the second volume
of the Journal. For two years it
Ibas labc^'ed* to edvaoce the iDterests
of «ducatioo io oar State ; by gi;v-
itig our teachers the benefit of each
other's experience, in regard to the
beat modes of imparting instruction
and.goTerning Schools; by poict-
iDg out means for awakening the
interest of pupils it) their studies ]
by diffusing information in regard
to the condition and prospects of
our educational system; by en-,
ddavoring to awaken in the minds
of parents tad Bohool officers a
greater interest in the condition of
the schools with which they are
more immediately connected; by
urging' the neee^aity of more careful
attention to home education; by
advocating the formation of asso-
ciations in every county, for the
mutual improvement of teachers ;
and by endeavoring to excite,
among all teachers and friends of
education, an interest in the State
Educational Association^ of ivhich
theV^^m^z^ is the orgau^ .

How farit'has sticoeeded in tbe»e
efforts,' we are unable to decide';
t)ut Ve believe that il has accom-
plished eome good. And in this
opio^fl^ we are Sttp|>erted by . the
testiooony many tea cbers and others
who ate fodders of thiB Jwrml^
^\A who wbuld not wiUxngly be

deprived of its aid.in their efforts tfl
elevate the standard of. eduoatfoa«

That it haa not accomplished all
that its friends had a right to etz
pect or even the half that we hop-
ed for, must be admitted, ^fi
what extent this ifl our fault, w<
will not pretend to say; but Wf
have done what we c(mld^ unde)
the circumstances, and not whaf
we would.

By way of stirring up oth?ra. Ut
labor with us and encourage us t6
greater efibrts for the future, we will
point out a few of the difficultly
with which we have had to con-
tend, and which we . cannot ovei^
come without assistance.

As prominent .)mong these dif-
ficulties, we would mention the
want of short, well written^ practi-
cal, oriffincd articles. Wi^b the
exception of the last six montl;is,
we have been compelled. to fill
;more than, half of ttie. pagea^ of .t^he
Journal with aeleoted matter z 'and
ihese selections were neeessarliy-
made more hastily than was desir-
able, because after spending the.
usual number of hQursia the Bohoo^-*
room everyday, and atteadiogto
the business matters andcorrespon*
dence connected with the Journal|
we have but little time left either
for reading or wriuog. While
many of these selected articles are
good and will Well repay the tea-

890

Norihr Carolina Jovrncd of Education,

[Dec.,

der, yet our Journal oaght to be
principally filled by our own teach
ers and others who feel a speckl
latereat iq the educational ioter'^
ests of North CaroliDa. We have
those among: us who can make it
what It ought to be, in this respec*;
will tbty not do it?

Another difficulty arises from the
limited extent to which the Juurn-
alis circul ted. it can only ac-
complish gocd wliere it is read,
and in pider ibtrt its influence
may be felt over the whole 8tat^,
it nmst be sent into every Seboul
District. The Legislature of the
Statp, belie V in j; this to be desirable,
authorized the County Superintend-
ents to subscribe for one copy for
for eaeh District in their respectivt^
counties, but only a few counties
have, as yet, received the benefit
of it. Every teacher in the State
should {subscribe for the Journal
ftiid :>:sehis ibfluence to iucrfase
the uuuiber of its renders. It is
true that its circulation h:is giadu-
ally increased, from the first ; but
it is Dot yet su£Bcient to pay the
expt^nses ai its publicatiou, and
We wuuld respectfully urge those,
who leel au interest in its success,
to do what tbey eau for it, both
• for the sake of euabiing it to pay
its way atrd at the same time io'-
creaniog its usefulness.

To Subscribers.^- As the most
of your subscriptions close with
this number, we hope you will re^
oew them immediately, luid that

each one of you will try to send
us one, two, three or more new sub-
scribers. Any one who feels an
interest in education can afford to
pay one dollar a year for the Jour-
nal and will doubtless feel that be
IS far njore than repaid, at the end
of the vear.

The Journal is intended to ben-
efit those parents, who have chil-
dren to educate; as well as t^ach**
ers and school officers.

As «7e have the Journal prioted
by contract, we are anxious to know,
;is soon as possible, how many sub-
scribers we will have, that wO may
know h^w many copies to print.

AoRiCULTTrRE.— Weask the at-
tention of teachers of male schools
to a work on Agriculture adver*
tised in this? No. by Messrs. Liud-
a-ay & Blaktston. We Would like
to f»ee this Book introduced into
(iur schools, unless our teachers can
find some other that is better suit-
ed to the wants of those who would
be qualified for farmers. We kitiow
of none such, and therefore Fiop«
teachers will examine this and judge
of »ts merits. The sons uf o^r far-
mers should certainly study the
principles of Agriculture.

Prospectus for I860., — We
have published, on the cover of thif
and the Nov* number, a Prospe^tui
for 1860, to which we ask atten-
tion.

We are under many obligatiooB
to those of our Newspaper friends

1859.]

Besident Editor^M JDepeartmetU.

801

wbo have already publisfaod this
Prospectus, and we would be glad
to see It in every Paper in the
State, if our biethren are disposed
to aid the cause of edtication, in
this way. It is not a personal mat-
ter and we make the request solely
iu the namo of Education.

Questions and Saluti-ons. —

The correspondent who sent us the

algebraical £alution of the " Land

question" sends th^ following rule,

taken from Greenleafs Arithmetic,

vith the operations appended. We

gtve it as it is, helping that some

one will discuss the merits of such
ndes.

Jltde — Divide half the whole
cost by the whole No. of Acres,
and to tbo >qaure of the quotient
add the square of half the differ-
ence of tfee prices per acre ; th(3n
extract the Square root of this sum,
and to this root add the quotient uf
lialf the whole cost divided by the
whole No. Acres. This last
gum increased by half the differ-
coce of the prices per acre will
give the price per acre of the b st
Land, and this diitiiuisiied by the
difference of the prices per acre of
the land, will give the price per
acre of the poorest land.

Thus :— 6OO-5.2«=300-T^2O0:^
150. cts. X 150.=2£5 30. +37i cts.

X 371 c nt8.= v^23y06.25 =«
164.616+ 150. =304 616+37ict8
=1=342.116 price A*8 Land per^cre
and 342.116— 75 cts.rrr 267.116
price B's Land per acre. ,

ANSWsa
J^^ =-=87.689 No. acres A re-

M2.11S

ceives.
»»• =112,311 No. acres B re-

2G7,1U

ceives.

Mr Editor: — I uotioe in the N.
C. Journal of Education, Septem-
ber No. a clock question, reques-
ting a Solution that ehildreu cao
ttciderstand.

Believing that I hav^ cue that
ttte author's little girl, that worked
the questions of the August, No.
can understand, I propose to send
it to 3?ou.

While the hour band is going
over any space, the minute hand
will go over 12, and the second
720 times as much and if we count
the space of the hour hand unlty^
that of the minute band will be 12,
and of the second hand 720. If
the space of tbe hour hand is 1 and
that of the minute hand is 12, the
space between the two :sl2 — 1, and
the hour hand being the first to get
midway between the other two, if
we couDt back to the second band
when the hour hand is midway, we
will find the distance the second
hand lacks of being back to the
starting point at 12, to be ll-»-l.
Now, if the second band has gone
720 iind lacks 11 — lof being back
to 12, we have the face of the clock
divided into720 + 11 — lpi*rt8, and
the hour hand has gone one of
I hem, or it has been J— of 12 hours

780

in getting in that position : the
minuto hand has gone 12, or it has

been JL of an hour : the seeond

730

720, or it has been 1^ of a miniit.e.

730

Next, the second band will be
midway between the other two,
and if we use the same numbers to
represent their several distances,
the space between the hour and
minute hands will be 12 — 1 or 11,
and the second hand dividing it
into two equal parts, will make a
fraction. But if we double each
No., we will have 22 between the
hour and minute hands, making the
second hand 11 from each, and then

992

JNbrthr Carolina Journal of Educatum.

[Dec.j

we will have tbe face of the clock
divided into 1440—2—11 parte,
and the spaee of the hour hand will
be 2 of them, or it will take it -^

1427

of 12 hours ro get in that position,
that of the niinute hand will be 24,

or it will take it .^*. of one hour,

14J7 ^

and that of the second hand will be
1440 of them, or it will be }*^.. of 1

minute in getting midwaj between
the other two.

Next, the minute hard gets be-
tween, and our first numbers will
reprsent the several spaces traveled ;
From i 2 to the hour hand will be 1,
and from tho hour band to the
minute hand will be 12— l=sll,
and being tbe same to tbe Second
liand, it is evid<*nt, that we have
the clock face divided into 720 —
1— i 1—11=697 parts. And the
space that each baud will go over
in getting in that position, will be
h. 1, m. 12, and s. 720, of those

parts, or it will be ~ of 12 hours,
-— of 1 hour, and i^ of 1 minute,

607 '687 '

in getting in that po itioo.

Not being willing for the Clock
question to go off at this. 1 wish to
extend it by asking :it what time
the Second hand will be at right
angle with each of the other two,
before it passes the point 6.

At what time it wilt be straight
with each of tbeuj,. and at what
time will it be at right angle with
each of them, between 6 and 12.

Also at what timo the minute
hand will be at right angle with
the hour hand, between 12 and 6,
at what time it will be straight
with it, and at what time will it
be at right ande with it, between
6 and 12. And again, how many
times will each be midway between
the other two, in twelve hours.

0. W. S.

Choice of Teachsrs. — We
have often been astonished at the
indifference of parents in regard ta
the character and qualifications of
those into whose hands they com-
mit the mental training of their
children. How <^ten do we fi:nd
men who show their wisdom in em*-
ploying those who are best qualified
to perform any other serviee for
them, paying very little regard to
cost, provided they ean secure
skill, in fact considering that the
cheapest, no matter what theprioe-
may be, which is done in the best
manner, and yet these same men, in
choosing a teacher for their children
employ the men who will work (we
would not say teach') for the least
money.

We have been struck with the
following, written by Roger Asoham,
about three hundred years ago,
which ^hows that the same error
prevailed among parents then; that
even in the age of queen Elizabeth,
so celebrated in the annals of litera-
ture, very little inducement was
held out to men to qualify them-
selves for teaching ; he says :

'*It is a pity that, commonly,
more care is -had, yea, and that
among very wise men, to find out
rather a cunning man for their
horse, than a cunning man for their
children. They say nay in word,
but they do so in deed. For to the
one they will gladly give a stipend
of two hundred crowns by year,
and loth to offer to the other two
pajpunq shillings, (^od, that sit*
tGth in heaven, laugheth their
choice to scorn, and rewardeth their

1859.]

Resident Editor s Department.

liberality as it should; for he suffers be of more service to them than
them to have tame aod well-ordered ten dollars without it. i

horse, but wild and unfortunate
children; and, therefore, in the end,
tbey find more pleasure in their
horse than comfort in their child**

ren.

To Correspondents. — We
hare receiTed one or two commu-
nications, intended for this num-
ber, that oame to hand a few days
too late. They will be attended
to in due time. We hope our
friends will send us more articles,
during the next year, than they
have sent heretofore. Let us have
some good ones for the cext Num-
ber.

Pupils Should Euad. — ^A gen-
tleman, who was once a member of
one of oviX school committees, and i ^, j.7
who was in the habit of visiting
the school in his District about
once a week, says that whenever
he heard a class recite, he knew at
once, from the recitation, without
even knowing whose children they
were, which of the pupils belonged
to families that were well supplied
with newspapers and periodicals,
and were encouraged to read at
home. Their spelling, their roa-:
ding, and the intelligent answers
wkkb they gave to the questions
of the teacher, all showed the great
advantages they derived from home
reading.

He says that he takes papers
for ihol^enefit of his children and
that he thinks five dollars paid
for tuition; with a good paper, will

Parent^ and teachers, > consider
this. If it be true, and we feel
sure that it is, encourage ^he read-
ing of such publi cation s\ as will
improve the minds of tho»^ under
your care.

The Little Spelleii or first rouM in
the ladder of learning. By Wil'Kam
W. Smith, New York : A. S. Barii^es
& Burr.

Another Spelling Book ! d^ you. ank \
Yes, a neat little one, for those who \
have just fis^hed the Primer; mid
who would soon become weary ' and
disgusted with the long colnmns of*
hard words that most of us were re- .
quired to learn, in our child-hood. —
But this book has short lessons, prin-
ted in large clear type, accompanied by
a inimber of little pictures, all of
which convey ideas to the mind of the

MMiri

♦ '

Consumption ana ilatb

ma Cured.— DR. H. JAIVIES,
iscovered, while in the East In'
ies, a certain cure for Consump"
Hon, Asthma, Bronchitis, Coogbs* -
Colds, i^nd General Debility, The .
remedy was discoyered by Jjuji if^ea
his only child, a daughter w&a givfen
up to die. His child was cured, an^ Is
now alive and well. BesiroUB of bene-
fitting his fellow mortals, he. will s^nd
to those who wish it, the repeipo.-^oor
taining full directions for making and ,
successfully using this remedy, free,
on receipt of thcnr nam«s with stamp
f r return postage. There y^ noJt Artfin-
gle symptom of ,cousumptlon thjB.t it
does not at once take hold of and (tis-
sipate. Night sweals, peevishness, ir-
ritation af the ner^s, ftuhire of nteni-
ory, difficult expectoration* skftrp pains
in the lungs^ sore th^oai, «hil)y doupA'
tions, nausea at the stomach, inac
tion of the bowels, wasting awaj
of the muscles. Address O. ?
BROWN & CO., 32 tnd S4 John
Street, >'cw- York.

WflOI

;ROir,

,LER & STATIOXEll,

, & RETAIL,

GREENSBOROUGH

mutual Ijlfe Insurance

AN I) TRUST CO MP ANT.

Keop8 oy
assortir ^

ingw
Scic •'
F ■•-
in; .

T i :.

• \

. .arge nnd well selected
• e leading issues of the
aerican Press, embrac-
heology. Law, Medicine,
ral Literature, &o.
•<■ '.'s '.ong experience in fiupply-
. . s« in North Carolina with
:. :..*«, English and ClaRsicil, he
imself that he is able to meet
,nd3 in this line, nnd on as ac-
iating terms as can be o>)tained
lere. He is prepared promptly
1 all orilersin the line of his bu?i-
5j, and while respectfully soliciting
continuance of the liberal patronage
nd confidence of his numerous friends
and of the public generally, he takes
the occasion to offer his sincere acknowl-
edgements to all concerned, lor favors
of the past ^:ly

Ji .•

r '

EDGEWORTH FEM AL.E
SEMINARY, Greensboro, N. C.

The year is divided into two terms,
commencing 1st August and January.

The course of study is thorough and
systematic, embracing everything nec-
essary to a complete, solid and orna-
mental education. The buildings ore
so arranged as to combine the comforts
of a home, with the advantages of a
school. Instructors of the highest qual-
ifications are employed in each of the
Departments. No Institution in the
■ country possesses advantages superior
*,o Edg eworth.

'QPeX^XJCl.S 8 Board, includ-
ing washing, lights and fuel, per Ses-
sion of five months, $60 ; Tuition in
the Regular Classes, $20.

Catalogues containing all necessary
A|formation respecting the course of in-
^tnction, Terms, &c., will be forward-
ed on application to

RICHARD STERLING, Principal,
1-1 y Greensboro', N. C

#jforj(> Grammar St|ool

J. H. HORNER, ikM., Principal.

SPRING Session of 1859 begiDs
2nd Monday in January. Fall
Session of 1859 begins 2nd Mon-
day in July. 2tf

THIS COMPANY OFFERS IN-
ducements to the public which few
P'jssers. It is economical in its man-
agement, and prompt in the paynwBt
of its losfles.

The insured/or JifenvQ its members,
and they participate in its profits, not
only upon the premiums paid in, but
also on a larpje and increasinp: dcposite
capital kept in active operation.

A dividend of 40 per cent, at the last
annual meeting of the Company, was
declared, and carried to tho credit of
the Life Members of the Company.

Those desiring an insurance upon
their own lives, or on the lives of their
slaVes, will please address,

D. P. TN'EIK, Treasurer.

Greensboro', N. C.
'l:ly

Book-Keepini? and Pen-
luanslilp Combined.

Book-Keeping by Single and Double
Entry, with the Account Books EN-
GRAVEP : In the same style of Pen-
manship, as Payson, Dun ton and Scrib-
ner's celebrated Copy Books, which
are so much admired, ond so generally
used throughout the Union.'— By L.
B. HANAroRD, A. M. & J. W. Patsos,
Prinripah of the Boston Merchaniile

.icadeniy.

The rules and Directions are so sim-
ple as to be readily comprehended by
the pupil, and the Engraved portions
are better for practice in Penmanship,
than the plain copies found in other
Copy Books. Price 75 c. Blanks, 33 c.
Single Entry Eidtion 40 c. Blanks,
25c Published by CROSBY, NICH-
OLS & Co.j Boston, and sold by the
Booksellers generally. 6.

ANNOUNCES TO THE PUBLIC
A renewal of the^ducational con-
nexion which so long and fraternally,
existed between Prof. R. H. Graves,
and himself, in the University of N. C.

Tuition and Board, (lights excepted)
per Session of 5 months, $90.

Location Belmont. P. O. Browns-
ville, Granville co. N. C.

Next Session begins the 7th of July.

Circulars of details sent, when de-
sired.

! 3 2044 102 790 243

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