The Free School Clarion (1846-1849)

VOL. III.      NO. I.

   AKRON AND MASSILLON, OHIO, NOVEMBER, 1848.   

 EDITED AND PUBLISHED BY L. ANDREWS & M. D. LEGGETT.

DR. BOWEN'S FAREWELL TO HIS SUBSCRIBERS

     FOR various good reasons we have been induced to transfer our paper and its entire care to others, and we may add, without disparaging ourselves at all, more efficient hands.

     Mr. L. ANDREWS, Principal of the Massillon Union School, and Mr. M. D. LEGGETT, Superintendent of the Public Schools of Akron, both experienced and accomplished teachers, will henceforth act as Editors and Proprietors of the Clarion.

      To those who know these gentlemen, not a word needs be said about their ability to make the Clarion one of the best educational papers in the country. But to such as 'have not enjoyed the pleasure of an acquaintance with our two friends, we feel bound to say, that, in our opinion, they are eminently qualified for discharging well, the-new duties they have assumed.

      The tribulations of the school-room are theirs; they can, therefore, sympathies with, and direct and encourage the teacher. They have noted the short-comings of parents, in matters pertaining to the' school; these they can admonish; in the spirit of men who have felt how sad and unprofitable a work it is to attempt the instruction of the young without being sustained in the business by parental cooperation.

      We have not the vanity to suppose that our editorial labors have been so remarkably, or so extensively blessed as to entitle us to the gratitude of a very large portion of the human race; yet now and then, among teachers and parents, we have had readers who have thanked us for a hint we selected, or a suggestion we had penned in relation to their duties as guardians of the young mind and arbiters of the destiny of those who shall come after them.

      The belief that our paper has been useful in its day and generation is a thing we shall hold ; and with it blot out the memory of all the vexations and headaches we have experienced, and which are incident to those who attempt large mental operations with but, small ability to perform them.

      There is the dawning of a brighter day for popular education, in the West. Let the friends of the Common School be earnest, and ere long the school house shall crowd out the prison, and the vocation of teacher shall stand as Heaven designed it, pre-eminent among the useful and honorable professions, making anomalies of bailiffs, and things that were of criminal courts and criminal prosecutions.

      Commending our readers to the care of our worthy successors, and to all the blessed influences of good schools, we take our leave of them.

WM. BOWEN.

     IN these modern times, it has become so common for persons as­suming the responsibilities of any new public station, to "define their position," that we suppose our patrons will hardly pardon us if we neglect to describe our where-abouts.

      Though "defining one's position," has, in this age of "progress­ive parties," become a rigid science, yet we hope our friends will be lenient with us, if in this, our "maiden effort," we fail in adhering to all its principles, or in applying all its formulas.

     On the reception of this number, we suppose the present subscri­bers to the Clarion will ask us, "Why come you here, and what are you expecting to do?"

      In answer to the first part of this question, we would inform them that in consequence of the Doctor having so many calls in other directions, he has concluded to commit this part of his ride to our care. Though we are not so foolhardy as to suppose that we shall immediately administer with as good success as did our predecessor, yet we hope after having rid ourselves of the embarrassment peculiar to a first trip, to make our visits acceptable to our patrons.

      The second part of the question is more easily asked than answer­ed. Not having, as yet, measured our ability in this department of labor, we must act the part of conservatives, and give no pledges. 

     Our leading object will be to fit our paper to the wants of teachers,  to make it .a sheet that shall aid the faithful teacher in the discharge of his school-room duties. To do this, we don't intend to visit the land of dreams and visions, once a month, to bring forth some miserable, speculative theories, and palm them off upon our readers, but have secured the cooperation of eminent teachers, and ether devoted friends of education, whose aim will be to furnish practical matter for practical folks. Though our leading object will be to assist the teacher, yet we hope to become interesting to all who feel an interest in the subject of common school education. We have adopted the teacher's profession; and are daily engaged in the discharge of the teacher's duties. In this business we have risked our support, our reputation, and all our hopes of future usefulness. Having thus embarked with all we have, and are, we can but feel the deepest solicitude for the elevation and prosperity of the profession.

      In adopting this profession we cannot feel that we have shrunk from any responsibilities. If any station in society is awfully responsible, that station is the teacher's. If any occupation on earth might have properly been assigned to Angels, that occupation would have been, the educating of children. If, at a future day of reckoning, any one class of persons will be called to a more rigid account for the manner in which they discharged their duties, than any others, that class will be teachers. If, at that day, any one person is consigned to a darkness more impenetrable, a despair more self-ac­cusing, a torment more deep and endless than any other, that person will be the one who has attempted to fill the office of teacher, while his intellect was obscured by gross ignorance, his tongue defiled by impure and blasphemous words, his heart debased with vicious and obscene associations, and his conscience seared with oft repeated crime. If, then, any one person shall shine forth with more reful­gence, reflect upon a past life with more satisfaction, possess within himself a deeper and purer fountain of true happiness, than another, it will be the teacher, who with an intelligent mind, a well guarded tongue, a pure heart and upright life, has studied diligently, and labored faithfully, to discharge the duties of an educator: to train a generation of children for usefulness and happiness: to make the world wiser and better.

     These are the feelings that will actuate us in our monthly visits to our brother and sister teachers. These are the convictions that will act as motive powers, in our efforts to elevate our profession. If we fail in our efforts, it shall be for want of money, or lack of talent, and not of diligent research, and strenuous labor.

      In our next number, will be commenced a series of articles, from the pens of some of the best teachers in our State, upon the most improved methods of governing schools, and teaching the different branches.

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 For the Free School Clarion.

WOULD OUR STATE INCREASE HER WEALTH

BY EDUCATING HER CHILDREN?

      LET it be conceded that there are ten thousand children in the State of Ohio, who are receiving such education, only, as chance may furnish.

      Let it be conceded that one thousand of these ten, may be found exposed to the vices of the streets and lanes, of the towns and cities of the State.

      Will it make any difference to any body whether these children are educated or not? Would it be economical to expend five hundred thousand dollars to educate these ten thousand children 1

Let a single boy, the most unpromising of the one thousand, become the object of attention for a few moments. Clotted in rags, destitute of friends or employment, corrupt, and corrupting all near him, he is commencing his career of mortality. No sweet encouragement from admiring friends awakens his better impulses; no, timely precept or example point him to the path of excellence and duty; no celestial sunlight of approving conscience ever penetrates the dark recesses of his moral nature.

     Not for wealth or distinction would the careful father, not for the world would the anxious mother permit her beloved son to spend an hour in. his presence. Society spurns him from its sympathies; respectability would sooner see him in the ocean or in the furnace than within its limits.

      As certain, then, as the course of the river to the sea, or the waters of Niagara over its precipice, is his career to be traced, his destiny to be predicted. Desolation and ruin are along his pathway, in­expressible anguish and infamy at the termination of his earthly pilgrimage.

      But he possesses the elements of greatness—greatness which exceeds in sublimity the whole material universe. Behind that rough exterior, polished thought may have a sure abiding place. Under that hardened cruelty, deep wells of pure affection may be made to spring up. Beneath that mass of vulgarity and obscenity, a moral sense may be made to shine forth, more gentle and serene, more gloriously beautiful than the combined effulgence of a thousand suns.

      Instead of anguish and infamy, honor and immortality may be all his own.

      Personally, then, to him, all unconscious as he may be of his degradation, m of his hidden strength, it must still be a matter of interest to him, such as human language can never estimate, or exag­gerate, whether he shall be permitted to pursue the course he has commenced, or be arrested, speedily, and placed within the salutary influence of instruction.

     But will it make any difference to others?

      That single individual, having no social or property interests at stake in community, will continually diminish front the common stock of virtue and prosperity. In direct agency, and in silent and unno­ticed influences, he will take from society what good men have toiled hard to contribute. All along his downward path, some, better than himself, must be near and around him, and such must certainly suf­fer. Whoever constantly gazes upon dark, shades of character, becomes a hue darker himself. Whoever stands near when the ava­lanche slides, must feel the hurricane and the shock, if he is not overwhelmed in the ruin.

      But time and money are expended in detecting and punishing the criminal—time, which should have been devoted to the upbuilding of something useful or beautiful—money which should have erected an edifice, or alleviated human suffering. Common industry must be checked; the wheels of business must be stopped; the judges, jurors, and witnesses must be paid; the multitude must assemble to witness the trial; and thus a single criminal may cost a community more than the instruction of a thousand children for five years.

      Put the now neglected boy may contribute to the public weal. Let him be instructed, and his industry may add to the wealth of the State. His skill may build a mill or a factory, his invention may mul­tiply the conveniences of social life. His talents may frame laws for the State. An all-pervading, elevating influence may go from his labors and his example, to bless the nation and mankind.

      It makes a difference, then, to others, whether the boy shall be educated or not—a difference in many respects, not to be estimated. How will this difference appear in dollars and cents?

      Five hundred dollars is a very low estimate for the expense of trying and convicting a criminal. But one thousand of the ten thou­sand children, are supposed to be, in all respects, in his circumstances, and will also need to be tried and punished. Here is an expenditure of five hundred thousand dollars for bringing a thousand criminals to punishment, merely.

      But every intelligent, industrious citizen, will contribute five hun­dred dollars to the wealth of the state during a life time. This for a thousand persons, would amount to five hundred thousand dollars, and the difference between the two results will be one million of dollars. But the remaining nine thousand children would be very likely to contribute each five hundred dollars more to the public wealth, on account of increased virtue and intelligence. This will amount to four millions and a half, altogether making a difference of five millions and a half, whether the ten thousand children shall be educated or not.

      Citizens of Ohio, is it not economical to expend money for the education of ignorant children?

 Second Normal Class. }

Akron, October, 1848. }          OBSERVER. 

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MORAL INSTRUCTION.—No. I.

 BY REV. S. D. TAYLOR.

 [Rev. Taylor, from Bath, Ohio, is often see in the historic record of the common

school reform movement, yet to date, no biographical information has been found on him.]

 THE right moral education of the pupil, is felt to be at once the most difficult, and the most important task of the teacher. There are probably but few, who assume the responsibilities of teacher, that do not feel deeply anxious to discharge faithfully, their duties in this part of the education of the children under their charge. As the teacher traces the child in its future years, the anxious inquiry often comes home: What will be its future history, its character, its habits, and its position in society ? Will he be a useful member of society, or will he give himself up to folly, vice, and crime?

      These questions will generally be answered by the character of the instruction which they receive under the parental roof and in the district school. No child is prepared to leave the instructor's care, until his mind is thoroughly imbued with moral principles, and es­tablished in virtuous habits. This, as every teacher knows, can­not be done, without giving line upon line and precept upon precept.

      The teacher sees around him an interesting company of blooming children and youth, all turning their anxious eyes on him, wailing for his advice and direction to guide them in acquiring knowledge, and in forming their habits.

      He is at once convinced that he has assumed great responsibilities; that to him parents are confiding an important trust; to him his coun­try has assigned a solemn charge. He is to give development,' and direction to minds naturally dark: minds wholly ignorant of those things which it is most needful for them to know.

      Here are tender twigs, ready to receive any direction the teacher may give them. Here are miniature men, destined soon to oc­cupy places of trust and respectability on the stage of life.

      Here may be a Franklin, or a Washington; or, on the other hand, a Robespierre, or a Bonaparte, according to the cast of character which the teacher gives to hint.

      With this view of the subject, every teacher sees clearly that in every correct system of education, great prominence must be given to the moral habits and character of the pupils.

      By moral education, I mean nothing more nor less than the art of doing right. It is a system of practical virtue and happiness: a system of well doing, in opposition to evil doing: of honorable and useful actions, in opposition to dishonorable and injurious actions: of respect and happiness, in opposition to misery and shame.

      "Morals," says Webster, "is the practice of the duties of life. It is the conduct, the behavior, the course of life, in regard to good or evil. In general, Moral denotes something which respects the conduct of men, and their relations as social beings: beings whose actions have a bearing on each other's rights and happiness, and are therefore right or wrong, virtuous or vicious." 

     He who acts morally, acts virtuously and honestly. This, it is true is not strictly the theological, or scriptural sense of the word morality, but it is the only sense in which I design to use it in what may say on this subject. In this sense, every one will readily see that it has its application to all stations and conditions of life, to the actions of every day and every hour.

      With this view, all will concede that the whole of moral education is common ground; that it cannot in the least interfere with the re­ligious tenets of any order, or sect, for no one can claim a religion which is opposed to morality. Teachers are fully aware that the genius of our republican institutions cannot be sustained, unless the children are educated for the duties as well as for the business of life. They know that the errors of men are more the want of principle, and of honesty of heart, than the results of ignorance. They are conscious that the individual happiness and usefulness of their pupils depend more upon their moral character and habits than upon every 'thing else; that though they have strong physical and great intellectual powers, may nevertheless lead very unhappy and injurious lives.

      With these facts before them, I am persuaded that most teachers. are desirous of giving to the children of their care a good system of moral education.

      Most, especially of younger teachers, have felt the necessity of something to aid them in this department of education. In all branches of intellectual education they have their text books to assist and guide them; but here the teacher has neither guide nor assistant.

      In this essay, the writer designs simply, to aid teachers by suggesting a few topics for moral instruction, which the teacher may enlarge upon as he brings them before his pupils.

     And here I will submit the remark, that teachers ought to do much for their scholars by way of oral instruction. In my opinion, no one ought to teach a district school for a single day, without occupying at some convenient time the attention of the whole school, for a few moments, by bringing before them, in a familiar, conversational man­ner, some subject of instruction.

      The time of the smaller scholars is not occupied by study. A few moments relief and attention to a teacher who is capable of interest­ing and instructing them, (none other ought to teach), will be a ben­efit even to the larger scholars.

      Here, the teacher has the world of science, and of morals before him. He must be, himself, the Arithmetic, the Geography, the Grammar, the Naturalist, the Astronomer, the Philosopher, the Historian, and the Moralist.

      Even the youngest children are capable of understanding all the plain and simple principles of these sciences. Let them all be brought in their turn before the school. Let the teacher familiarize himself with principles, facts, illustrations, and anecdotes. For this purpose he should read books, papers, journals, &c. With proper attention to this part of his duties, the teacher will never be at a loss for topics, and if he has the skill and tact, he cannot fail to interest and instruct his pupils. Let a teacher pursue this course, and he may assure himself, as every teacher ought, that no scholar is dismissed at night without having learned something new. In these conversations, moral topics should receive much attention: for the child's morals and habits have far more to do with his future happiness and usefulness-than any thing else.

      With these views, the following topics are proposed. The teach­er's knowledge and ingenuity will suggest many others: let them be brought frequently to bear upon the minds of the pupils, and he may hope for the most salutary results.

      I. Habit: i.e., that facility or readiness which is the result of practice, or frequency of repetition. A great point in the education of children, is to prevent the formation of bad habits.

      Speak of the power of habit: shew that character consists in a great measure in habits: that habits arise from individual acts: how one act, or operation of the mind effects another. Speak of the manner in which habits are formed: all those motives and principles which are likely to influence or determine a course of conduct.

    II. Disposition: i.e., temper or state of mind, as amiable or irri­table. Show how much one's happiness and agreeableness depends upon a good disposition. Point out to the children the importance of a good disposition, and how it may be cultivated in childhood. Under the general head of Disposition, is included many subordinate things

      1. Kindness: i.e., disposed to do good to others; and to make them happy: supplying the wants of the needy: assisting them in their distress      tenderness and benignity of nature: goodness of heart.

      Speak to your children of kindness as exhibited in the treatment of associates: kindness in conversation. "Words cost nothing." Kind words are as cheap as those which are harsh and piercing, and much more valuable. Some use rough and severe words: oth­ers witty, though they wound the feelings of friend and foe: others grating words: others bitter, or learned or unkind words. Some seem to draw on their kindness with even more reluctance than on their purses; they grudge most of all things, a little kindness in their language.

     The influence upon ourselves, and the happiness of others, are motives for using kindness in our conversation. The habit of using kindness will confirm the feel­ing, and make us not only kind in our speech but also in our manners, and in our hearts. On the other hand, to make use of carping, harsh and bitter words, will seldom fail to sour the disposition and to injure the temper.

      The panoply of kindness is a sure protection against rage, violence and revenge. If this armor is bright, we need not fear the threats, or the fury, or the malice a others. Kindness is the noblest revenge.

      2. Mildness, i.e. tenderness, gentleness, meekness, in opposition to roughness, violence, severity and cruelty. It is a calm serene state of mind, not easily dis­turbed or provoked to resentment. It shows forbearance under injuries and pro­vocation. This spirit is an ornament to the mind, and productive of great happi­ness to the possessor.

      It subdues the impetuous disposition, and teaches us to submit and forgive. It teaches us to restrain our anger under provocation, and patiently to bear that of others.

      Here let the teacher point out the nature of mildness, its excellency, how it may be cultivated, and how and when it is to be exorcised.

      3. Benevolence, i.e. a disposition to do good: good will, the love of mankind accompanied with a desire to promote their prosperity and happiness. Exhibited by children in little acts of kindness. This spirit should be encouraged.

     4. Near allied to benevolence, is generosity, i.e. magnanimity, nobleness of soul; liberality of principle ; a quality of the soul which is opposed to meanness and Parsimony.

     5. Contentment, i.e. a mind at peace, easily satisfied, not disposed to com­plain.

     6. Forgiveness: i.e. the pardon of an offence; to overlook the offence, and treat the offender as not guilty. Show the excellency of this spirit; the great need of exercising it: that all err, and all need forgiveness.

     7. Sympathy, compassion, pity at the distress or misfortune of others. These are feelings or operations of the mind which go to make up a good dis­position. The opposite of these are‑

     1. Revenge: the passion excited by an affront or an injury given, and a disposition to return the injury: maliciousness.

     2. Anger, or violent passion of the mind excited by a real or supposed injury.

     3. Rashness, haste, disregard of consequences.

     4. Malevolence, ill will, personal hatred, wishing evil to others.

     5. Selfishness, exclusive regard for one's own interest, honor or happiness, with­out regard to the interests of others.

     6. Penuriousness, sordid meanness, opposed to generosity.

     7. Unkindness.

     8. Discontent.

      These are some of the characteristics which go to make up a bad disposition. The teacher's province is to explain the nature and tendency of each of these dispositions: to encourage the good and suppress the bad. To show how to foster and strengthen that which is amiable, and how to restrain and overcome that which is injurious.

      Other traits of character, with suggestions with reference to the manner of treating in the school room, will be given in my next.

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SPELLING

 IT is matter for regret that so much of the time in our schools, which is appioprinted to spelling, should be lost, in consequence of the unskillful manner in which the exercise is conducted on the part of the teacher.

      We propose at present to point out only one defect, but it is a serious and a prevalent one. It is that of mispronouncing the word to be spelled, in order to give the speller a clew to its orthography.

      If scholars are sent to school to learn, among other things, how to spell the words of the English language, then it is clear that English words, with the true English pronunciation, should be put out to them. It is of no use to put out such words to them as they never hoar spoken, or read, because to learn to spell any number of the latter does not inform them how to spell the former.

      Take the word fidelity, for instance, in which the sound of the vowel i, in the first syllable, is obscure, and therefore that syllable has almost or quite the identical sound of phy, in the word geography or philosophy;—suppose this word is put out with the correct pronunciation, and the scholar begins to spell it with the let­ters, f e, when the teacher arrests him, and puts out a new-coined word, f i-deli‑ty,—giving to the vowel i the long sound,—then the scholar may follow him and call the letters right, but he has learned nothing, for there is no such word in the English language as f i-delity. Hence the scholar is in danger of acquiring a false pronunciation, fi-delity instead of fidelity, and of not being able to spell the word correctly when he shall have occasion to write it. In some schools, and with some teachers, this departure from correctness becomes very gross,—so much so as to indicate a distinction between the terminations, tion, sion, cion, and so forth,—as ti-on, si-on, ci-on, not s, &e. 

     Such a practice as this obviously supersedes all necessity for studying the lesson. It supersedes even the exercise of the memory, at the time of the recitation. If the pupil foreknows, from custom, that the word will be substantially spelled for him, he will take no pains to prepare himself for the recitation; and if it is sub­stantially spelled for him, at the recitation, he will forget it in a minute.

      To make this more plain, let us take some words whose orthography differs widely from the simple powers of the letters of which they are composed. For this purpose we have no occasion to search for long and difficult words. Almost any simple table at which we open in the spelling-book, will furnish illustrations. If we admit that a word is ever to be so pronounced as to give the speller an indi­cation of its orthography, we may say de-ad for dead, he-ad for head, thre-ad for thread, law-su-it for lawsuit, re-cru-it for recruit, be-ef-ste-ak for beef-steak, and so forth.

      Something precisely analogous to this is often done in regard to the imperfect and past tenses, and past participles of the regular verbs, where the ed is sounded as though it were an additional syllable,—vow-ed for vowed, sow-ed for sowed, &e. 

     Why not, on the same principle, in putting out the tables of abbreviations, enun­ciate the very word or words abbreviated? Why not say, A. B. Bachelor of Arts, to inform the pupil that he is expected to echo back, Bachelor of Arts?

      The true process of learning to spell consists in the pupil's looking intently at the word, and taking the image of it into his mind,—that is, noting each letter in it, the order of their succession, and the manner in which its syllables, if it is not a monosyllable, are divided. The whole is to be pictured in his memory, and the picture associated with the English pronunciation, so that when called upon to spell, he may, as it were, read from the tablets of his memory, just as he had be­fore read from the printed pages of the book. Without this imprinting on the mind of the successive letters and syllables, and associating them with the true pronunciation, so that either one will have the power of calling up the other, nothing is done. All the time spent is lost, and worse than lost, for a bad habit is formed.

      Why does it not occur to all teachers, as it certainly does to all good ones, that it is no object to have all the words in the dictionary spelled right, at the recitation, if the power of spelling them right, a month, a year, or many years afterwards, is not gained? 

     Another practice, hardly less pernicious, into which some teachers fall, consists in alternately checking and prompting the pupil;—that is, in checking him if ho is going wrong, in prompting him, if he hesitates. The pupil being about to spell a word, fastens his eye upon the teacher;—if doubtful whether to use an i an e a y, he utters one of these letters hesitatingly,—and if the wrong one he is instantly apprised of his mistake by some wink, or shrug, or nod, or gesture, of the teach­er. Availing himself of the hint, he retracts the letter first used, and takes up one of the other candidates for the post; and then watches again, to learn if that will do. If mistaken the second time, he tries a third, and finally gets right by the process of exhausting errors,—as the quack dentist succeeded at last in extracting the aching tooth, after having pulled out all the sound ones. 

     The only proper way for a teacher to conduct the spelling exercises is to put out each word distinctly, giving to it its true English pronunciation,—announcing it, just as a good reader or speaker would do in reading or speaking it,—without any special fulness of emphasis on any particular syllable, or bringing any difficult let­ter into improper relief,—and without, in fine, giving the slightest hint, intimation or token, by wink, look or gesture, whether the scholar is or is not spelling it right, until he has done,—until the sounds have gone irrevocably forth. This throws the responsibility upon the pupil. He must then study in order to know how each word is spelled. He must attend in order to understand what word is put out. He must carry the word in his mind, without confusion or transposition of syllables, until he has spelled it.

      If the scholar cannot retain the true orthography in his mind, from the time when he studies his lesson to the time when lie is called upon to spell it, lie will not be likely to retain it, and carry it into. life, from having the order and succes­sion of the letters intimated or communicated to him, during the period of recita­tion.—Mass. School Journal.

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CHARACTER AND DEPORTMENT OF TEACHERS*

*Condensed from the report of a committee, read before a State Convention of County Super­intendents in New York

THAT the teacher of a district school should be noted for strict moral honesty, unbending integrity, and purity of character, few, at this day, doubt. That his principles should be such as the scholars may safely adopt—that his language such as they may repeat, and his habits such as they may imitate, is also admitted by all who have reflected on the all-controlling influence of the teacher.

      The teacher of a school, in a country district, is usually considered a model for all to imitate. He not only forms the minds, tastes and principles of his scholars; but exerts a powerful influence on all the youth of the district. "The teacher does this, or says that," is a sufficient reason why others should do the same.

      Moral character, and that unsullied, and even above suspicion, is absolutely requisite for a teacher of youth. Man, mentally and physically educated, without moral principles, is a tiger unchained. He will prey upon all with whom he comes in contact. The state has constituted a good moral character, as essential in all teachers who would share in the public bounty. The state has done its duty in this matter; but too many officers have neglected theirs. Too many teachers are yet found in our schools who have not that scrupulous regard for truth —those fixed principles of right and wrong, which a teacher ought to possess.—They are instilling their own loose principles and immoral practices into the minds of the young, while their characters are in a forming state. The sly jeer, the vulgar jest, are just as effectual in poisoning the minds of children, as the bold scoff and the open railing against all that is good or virtuous.

      The great object of education should be, to make men better and happier—fit them for duties here and happiness hereafter. And as all experience as well as Revelation declares "that the way of the transgressor is hard "—that "the wick­ed are like the troubled sea that cannot rest "—and that "there is no peace to the wicked:" then, to make men happier and better, they must be taught to be vir­tuous. 

     Children should be taught in our common schools, benevolence, kindness, gen­erosity, and forgiveness of injuries.

      The soil of the human heart produces, with improper cultivation, a luxuriant growth of selfishness, unkindness, avarice and hatred. These noxious plants must be eradicated by the teacher. And they should be removed early, when first visible, before they have taken deep root ; and other plants, which will produce better fruit, be placed in their stead.

      The natural heart of man is fitly compared to the earth since the curse of God rested upon it. Weeds, thorns and thistles spring from the ground spontaneously, and grow luxuriantly. But to produce that which is adapted to man's wants, the earth must be tilled, the seed sown, and much labor and toil expended to bring it to maturity. So with the heart of man; all the wrong principles and vile pas­sions spring up unbidden and flourish exceedingly; but to produce any virtuous or holy principles, requires constant and laborious efforts. This the teacher should understand, and make those unwearied efforts which are adapted to produce these desirable results. He should give "line upon line, precept upon precept," and above, and more than all, he should exemplify in his own person these hea­venly graces.

      The deportment of a school teacher—his personal appearance—his habits—his address, and every thing connected with his manners, are not trifling matters in the qualification of a teacher. For, let a teacher be possessed of intellectual knowledge, and even moral honesty ; yet if he is uncouth, slovenly, or in the habit of violating the ordinary principles of decorum, it destroys in a great measure his usefulness.

      The teacher should be neat in his personal appearance; he should never permit himself to go into school in a slovenly slip-shod attire. Some teachers seem to feel, because they have none but children in the school, it is not necessary to pay any attention to their dress or manners. But the truth is, that the children imitate the teacher in all things. Extremes, also, should be avoided, The teach­er should equally shun the example of the dandy and the sloven. The teacher should be comely in his appearance, neat in his apparel, and a perfect gentleman in his school.

      The address of a teacher is also important. His language should be kind, and his manners conciliatory and pleasing. An abrupt, harsh, or fretful manner in answering the questions of scholars or parents, is well calculated to destroy all his usefulness. 

     The teacher should be correct and pure in his language. No vulgar expression or cockneyism should ever escape his lips. Your committee have often been pained, when visiting schools, at the frequent use, by the teacher, of cant phrases, vulgar terms, and opprobrious epithets, such as serve to belittle the language, cul­tivate impure thoughts, and implant coarse and brutal passions. Instead of this, the words that fall from the lips of the teacher, should be pure, elevated and kind. His object should be to elevate the language of the scholars; not degrade it. His words should be culled with care, and the choicest only used. He must remember that water in a receiver, will not rise higher than the fountain; and that the scholars will seldom use better language than their teacher. 

     The teacher should always mean what he says. The scholars should learn that the teacher always speaks the truth. Many teachers are in the constant habit of threatening their scholars with punishment for violations of their rules, when they intend to do no such thing. The first case of this kind that the teacher is guilty of, is followed by loss of confidence and respect of the scholars They see that their teacher is not a man of his word: that he threatens and does not perform: in short, that he has been guilty of falsehood. This course soon results in anar­chy and confusion.

      The teacher should not be fretful. Our mental and physical frames are so in­timately connected, and are influenced by so many circumstances; that we cannot always feel alike. We are irritable at times—every thing goes wrong; and woe be to the urchin who comes within reach of the irritable teacher's rod or ferule.—Severe mental or physical toil, deprivation of sleep, or certain states of the atmos­phere, produce nervous irritability. Teachers under this morbid state should be very careful how they act. They should strive to wear a pleasant countenance, make use of kind and cheerful language, even though they feel the reverse. The scholars should not be able to "read the day's disasters in the morning's face."—Scholars act as spies upon their teacher. Every word, look or action is criticized. And although teachers may not feel that, 

" A chief's among them taking notes,

And faith he'll print 'em;"

 Yet they may consider themselves as extremely fortunate, if they escape without condemnation for every wrong they commit. Children soon learn to distinguish right from wrong. They have a quick perception of injury or partiality. Teach-era should study their own physical being, so as to be able to detect the difficulty, and apply the remedy.

      A gentlemanly and polite manner in his intercourse, with both parents and scholars, is requisite and important in a teacher. Good breeding adds much to the pleasures of social life, and is always a passport to respectable society. It is an ever present letter of introduction. This ought then to be taught in our com­mon schools. And it cannot be successfully taught, unless it is practiced by the teacher.

      The advocates and patrons of select schools, give as a reason for their course, that the children in common schools contract vicious practices and vulgar habits; that no attention is paid to manners or morals; nothing done to elevate and refine the minds of the scholars or improve their manners. This ought not to be. The teacher of the district school should be as refined and polished in his manners, as the teacher of the more select school; and lie should be even more assiduous to improve his Scholars in these respects.

     Teachers of youth should not contract vulgar or filthy habits—chewing or smok­ing tobacco, taking snuff; or any such disgusting practice ought to be avoided by him, who is held up as a pattern for the youth of the land. Too many teachers are in the habit of using this filthy weed: and boys, thinking it manly to imitate the teacher, strive to become masters of the art. One of your committee has found school-houses so full of tobacco smoke, as to make it almost impossible to breathe in them; and one teacher was so addicted to the practice, as to smoke even during school hours. These habits, when once formed, become "second nature"--the victims, like the victims of alcohol, find themselves bound as with fetters of brass.

      That these practices are of no use—do not increase the happiness or improve the health of any; but that they are in most cases positively injurious to health, and in all cases expensive, inconvenient, filthy and disgusting, all are ready to ad­mit. Grave bodies of clergymen have been refused admittance into some of our best furnished churches, to transact business, on account of the prevalence of this loathsome practice among them. Many of our country churches look like the bar­room of some low tavern by the use of this weed. No place is sufficiently pure, no place sufficiently holy to escape pollution from the tobacco chewer. The com­mon bar-room, the private dwelling, and even the sanctuary of the living God, equally give evident tokens of his presence. And the evil is wide spread. We are called "a nation of spitters." Who shall set about reform? Who can be as successful as those who implant principles, and form the tastes and habits of the young? Let the practice be abandoned by the teachers, let them use their influence to prevent their scholars from forming the habit, and let them show its ex­pense, its inconvenience and its disgusting features, and the evil would soon be greatly lessened. 

     Then let the teachers remember that though their precepts and example may at first be confined to a small circle ; yet like the ripple made by the falling of a pebble into the waters of a placid lake, they will grow broader and broader, long after he is forgotten, and time is swallowed up in eternity.         

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Chairman Exect. Com. 0. S. T. Association.