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THE 


YOLUME     II 


C.    H.    WILEY,    SUPERIXTENDENT  OF  CoMMON  SCHOOLS  OF  NORTH  CAROLrN.V. 

E.  F.  ROCKWELL,  Davidson  College.  B.  CRAVEN,  Normal  College 

Wm.   H.  OWEN,  milsboro'.  R.   H.   BROWN,  Asheborough. 

B.  CLEGG,  Olin.  N.   M^  KAY,  SummcrviUe. 

D.  S.  RICHARDSON,  ]-r«7«on.  G.W.BROOKS,  Raleigh. 

SAM'i-  H.  WILEY,     Washington.  W.  K.  BLAKE,  Fayetteville. 

W.  L.  STEELE,        Rockingham.  E.  P.  TUCKE,  AshcviUe. 

J.  D.  CAMPBELL,  Resident  Editor,   Greensboro. 


GREENSBORO' : 

PRINTED    AT    THE    "TIIVIES"    OFFICE:    BY    COLE    &    ALBRIGHT, 


POE  THE   STATE   EDUCATIONAL   ASSOCIATION. 


18  5  9 


The  Nortli-Carolina  Journal  of  Education 

is  published  month!}',  and  each  No.  eontains  at  least  32  pages  of 
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 
copy  $2.00,  a  year. 

Address  J.  D.  CAMPBELL,  Greensboro',  N.  0. 


THE  NORTH-GAROLmA 

JOURNAL  OF  EDUCATION 


Vol.  IL 


JANUARY,  1859. 


No.  1. 


SCHOOL-KOOM  EXPERIENCE.— TEACHINa  ARITHMETIC. 


Some  months  ago  I  gave  tlie  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  of  her  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,  Uian  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.  Arithmetie  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,  and  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. 

ERRONEOUS    METHODS. 

Arithmetic,  as  far  back  as  the 
memory  of  our  fathers,  has  been 
taught  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 


694 


Kortli-Cnroltua  JonntaJ  of  Ediictitinn. 


I_.>anuary. 


solution  of  these  exainjijles  is  the 
end  to  bo  aimed  at,  and  that  the 
rvic  is  tlie  key  fen-  the  .sohitioii  of 
each  class  respectively,  and  that 
beinj:;  able  to  accomplish  this  is 
knowinj^  Arithmetic,  lie  commits 
the  rule  to  memory  and  then  ap- 
plies it  to  the  examples.  If  he 
fails,  his  teacher  shows  him  huw  to 
make  the  application,  or  docs  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  Avhether  it 
belongs  to  the  "  Ilule  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  him  how  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  dcmonstraiion  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  Arithmetic.  He 
IS  'in  Arithmetician  ((  Id  mode 
"  old-field  school." 

The  better  class  of  teachers  now- 
a-days  improve  on  this  method  of 
teaching  Arithmetic.  They  give, 
besides  Avhat  the  text-book  affords, 
numerous  miscellaneous  questions 
to  be  solved,  unt.i  the  pupil  be- 
comes quite  familiar  with  the  ap- 
plication of  his  ai  iLhmetical  knowl- 
edge to  any  question  that  may  a- 
rise  ;  and  he  is  j>raetically  a  good 
Arithmetician.  And  were  the  ob- 
ject of  his  studying  simply  the  ac- 
quisition of  a  practical  'iirt,  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  Arithmetic  gives  compa- 
ratively little  exercise  to  the  mind. 
There  is  nothing  more  than  a  little 
practice  of  the  memory  in  learning 
the  rules,  with  a  very  little  skill 
rc(iuired  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  o))ject  of  edu- 
cation is  not  attained. 

CORRECT   MFTHOl). 

There  is  no  w^ay  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  wlu/,  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  Cicometry.  He  never 
thinks  of  assuming  a  position,  ex- 
cept hypothetically,  till  it  is  estab- 
lished ;  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 


1859.] 


School-Room  Experience. 


borne  in  mind,  in  teaching  it.  See 
that  you  begin  at  the  foundation  ; 
and  there  let  every  principle  be  de- 
monstrated before  it  is  admitted. 
The  pupil  should  never  be  allovred 
to  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- 
ject, there  is  no  reason  why  this 
should  not  be  required  in  Arithme- 
tic, thdt  may  not  with  equal  force 
be  urged  against  it  in  Calculus. 
And  if  the  practical  be  all  that  is 
sought  in  the  one,  so  it  may  be  in 
the  other,  which  is  eminently  prac- 
tical. "VVe  should  remember,  then, 
that  we  are  dealing  with  an  exact 
science,  where  every  position, after 
the  assumed  basis,  is  capable  of 
proof. 

Now  the  basis  of  Arithmetic  con- 
sists of  four  conventional  princi- 
ples, only  two  of  which  are  essen- 
tial to  the  science,  the  other  two 
being  necessary  when  it  is  written  : 
1st.  That  we  have  names  of  num- 
bers differing  from  other  each  by 
unity,  one,  hco,  three,  &c.  2d. 
That  a  certain  number  of  these 
units  (in  the  common  system  it  is 
ten)  shall  make  a  unit  of  a  higher 
order,  the  !-ame  number  of  these  one 
■  )f  the  next  higher,  and  so  on.  3d. 
That  we  have  as  many  characters, 
1,  2,  3,  4,  &c.,  less  one,  as  there 
are  units  in  the  base  of  the  system 
(nine  in  our  decimal  system)  with 
a  character,  0,  to  fill  a  blank.  4th. 
That  a  figure  placed  to  the  left  of 
another  expresses  units  of  the  next 
higher  order.  Upon  these  four 
principles,  entirely  conventional, 
with  necessary  definitions,  all  the 
operations  of  Arithmetic  are  based. 
Then,  from  this  starting  point  ev- 
erything should  be  demonstrated. 
We  have  no  right  to  assume  even 
the  Addition  table.  Before  we  ad- 
mit that  three  and  four  are  seven, 


let  it  be  shown  to  be  a  logical  con- 
sequence of  the  first  principle.  Y/e 
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  difii- 
eulties  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  wnll  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  demonstrate 
every  important  rule. 

The  other  difiiculty  is  that  of 
getting  the  pupil  to  reason  about 
truths  so  familiar,  as  those  of  enu- 
meration and  the  fundamental 
rules.  This  difiiculty  can  be  in  a 
great  measure  obviated  by  taking 
numbers  in  some  other  than  our 
decimal  system.  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 


6 


North- Carolina  Journal  of  Education. 


[January, 


and  thirty-four.  He  must  not  write 
it  in  this  system, 234, 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  trould  add  a  word  about  text- 
books, in  as  much  as  "  of  making 
many  "  Arithmetics,  "there  is  no 
end  ;"  and  tbe  teacher  who  has  not 
made  trial  will  hardly  know  what 
■to  adopt.  I  take  the  liberty  of  re- 
commending for  less  advanced  ^m- 
^ih,  Ray' s  Arithmetic,  Part  Third, 
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's  Arithmetic, 
translated  hy  Prof.  Venable.  In 
the  former  the  demonstrations  are 
simple,  with  as  little  abstract  rea- 
soning as  possible ;  the  examples 
are  numerous  and  vrell  selected; 
and  the  arrangement  is  good,  It 
will  be  found  defective  in  the  dem- 
onstrations of  the  rules  for  ex- 
tracting square  and  cube  roots,  the 
author  having  fallen  into  the  error 
of  some  preceding  writers,  of  adopt- 
ing a  Geenietrical  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 
■textbook  recommended  is  sufficient 
guarantee,  that  it  is  all  based  upon 
sound  mathematical  principles. — 
And  it  can  hardly  have  suffered  in 
the  hands  of  the  translator,  himself 
an  able  mathematician.  A  brief 
trial  of  the  work,  since  its  appear- 
ance last  spring,  warrants  this  re- 
■Gommendation. 

But  the  teacher,  who  would  ex- 


cite enthusiasm  on  the  part  of  hi» 
pupils,  must  not  confine  himself  t& 
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  Fracti&ns. 

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.  Thesits  numerator  mustbs 
a  factor  or  ^imsor  oi  \\\q  numerator 
of  the  dividend,  and  its  denomina- 
tor must  be  a  multipleof  the  denom- 
inator of  the  dividend.  And  that 
the  divisor  may  exactly  divide  the 
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  ISxperience. 


•with  the  increase  of  its  numerator 
and  th.e  decrease  0^  its  denominator, 
it  is  obvious  that  this  common  divi- 
Bor  will  \>Q  greatest,  when  its  nume- 
rator is  the  greatest  possible,  that 
is  the  greatest  common  divisor  of 
the  given  numerators,  and  its  de- 
nominator the  least  possible,  that 
is,  the  ^^asi  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  3Ial- 
tijyle  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  nuraera- 
*or,  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 
common  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, 
when  its  numerator  is  the  least  pos- 
sible, that  is,  the  L.  C  M.  of  the 
given  denominators,  and  its  denom- 
inator 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.  C.  I),  of  the  given  de- 
nominators. VIR&INIA. 


UeMPARATIVE  PHILOLOGY. 


BY  C.  W.  SMYTHE. 


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

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

We  may  accurately  describe  the 


natural  feai-ures  of  a  country,  its 
mountains,  rivers  and  plains ;  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  lifis 
of  Nature  one,  would  elude  our 
grasp. 

Still  more  impossible  is  it,  ia 
the  science  of  language,  for  one, 
who  knows  only  one    language   t» 


8 


North- Carolina  Journal  of  Education. 


[January^ 


comprehend   fully   his  own.     No  ! 
language  can  claim  to  be  the    ori- 
ginal mother  tongue,    once   heard  i 
Avhen   men    were   of  one    speech,  i 
none  to  be  simple  and  independent  | 
of  others,  but  all  are  made  up    of  j 
fragments  of  that  ancient  heirloom^  j 
here  a  little    and    there    a    little,  I 
changed  it  may  be  by  the  lapse  of  I 
ages,  by  long  wanderings,  by  harsh 
treatment  and  by    physical    laws, 
so  as  to  have  nearly  lost   the    fea- 
tures of  their  ancient  mother. 

Still  as  Cuvier  and  Guyot  have 
t-hown,  that  as  the  human  race 
v.'audcred  away  farther  and  farther 
from  its  ancestral  home  it  became 
more  brutificd  and  degraded,  from 
the  manly  beauty  of  the  Caucasian 
type,  to  the  brutal  faces  of  Aus- 
tralia, South  Africa,  Terra  del  j 
'j'uego  and  the  Aleutian  Isles,  so 
the  nobler  languages  with  their 
own  gradations,  are  surrounded 
on  every  side  by  hundreds  of  oth- 
ers, feeble  and  imperfect,  compared 
with  themselves,  waxing  ruder 
and  ruder  iisthey  have  wandered 
farther  away. 

Yet  hoAvever  far  they  may  have 
wandered,  there  is  still  some  echo 
of  that  primeval  God-given-speech, 
still  some  traces  of  that  pristine 
beauty  and  majesty  of  form,  which 
we  see  pictured  upon  the  walls  of 
Egypt  and  Babylon  and  exhumed 
from  the  tombs  of  Nineveh. 

It  needs  but  a  simple  admission 
<  if  the  fact  asserted  in  the  word  of 
God,  that  there  was  once  a  time 
when  men  all  spoke  the  same  lan- 
guage, from  which,  by  causes  act- 
ing under  His  will,  the  various 
languages  of  the  earth  were  pro- 
duced, and  scattered  ,  over  the 
world,  to  give  us  a  true  idea  of  the 
(!nd  and  object  of  Comparative 
Philology,  it  is  to  examine  all 
the  languages  of  the  earth,  to  an- 
alyze their  structure  their  methods 


of  formatioji  and  expression  of 
thought  to  determine  their  affini- 
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  aneestiy,  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, 
confirujs  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,  clpars 
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  simpie  reference  to  itself,  but 
its  relations  to  others  must  be  felt 
and  understood.  Graujmar,  instead 
of  being  a  lifeless  study,  a  cata- 
logue of  unmeaningternis,  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.  \\e  invent,  wc  come 
upon  a  thing  by  accident,  we    fol- 


1859.] 


Comparathe  Philolocji). 


9 


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

A  failing  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 
ling  of  the  world  by  the  electric 
telegraph  possible,  and  the  idlo 
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  etymologically 
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 
the  Semitic  languages  were  the 
favorite  points  of  comparison,  and 
the  idea  took  fast  hold  that  they 
were  the  primitive  langnaires  of  the 
earth.  Of  this  the  etymologies  in 
\Vebster's  Dictionary  are  good 
examples.  But  as  already  remark- 
ed, no  language  can  be  looked  up- 
on as  being  the  original  form  of 
::peech,  though  many  may  approxi- 
iuate  towards  it;  besides  there  arc 
essential  differences  in  roots  and 
methods  of  formation  between  the 
Semitic  and  Indo-European  lan- 
guages.    Hence  the  true  puint    of 


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

For  instance,  in  Johnston's 
Physical  Atlas,  the  La'in  and 
Greek  are  classed  under  the  Celtic 
head,  while  Winning  classes  the 
Jjatin  as  a  Lithuanian  and  the 
Greek  as  an  upper  Germj.n  lan- 
guage. Donaldson  quotes  with 
approval  a  modern  traveller  as  say- 
ing that  the  founders  of  Rome 
spoke  thePtussian  language,  which 
opinion  Anthon  gives  currency  to, 
in  his  Ancient  and  Metiaevil 
Geog.,  evidently  relying  upon 
Donaldson  and  AViuning  as  his 
authorities,  by  making  the  Peltsgi, 
who  furnish  the  common  element 
of  the  Latin  and  Greek,  a  Sclavon- 
ic people.  It  is  sufficient  now  to 
say  that  the  Pelasgic  immiaratioa 
is  placed  much  earlier  than  the 
Sclavonic,  which  is  considered  the 
youngest  of  the  Ind. -Eun  pean 
tribes.  The  error  consists  in  the 
fact  that  similarity  of  language  is 
not  a  proof  of  descent  but  of  com- 
mon origin. 

Pbilulogists,  grammarians  espe- 
cially, have  been  toj  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  3000 
yeare,  as  if  awaiting  the  summons 
of  the  scholars   of   our    time,    had 


-10 


Norili- Carolina  Journal  of  Education. 


[January^ 


lain  concealed,  languages  of  sur- 
passing richoess,  the  Sanscrit 
among  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  of  Rawlinson.  About  the 
middle  of  the  last  century  Anquetil 
du  Perron,  a  youth  of  23,  fired 
^ith  zeal  for  science,  penetrated 
into  India  in  the  guise  of  a  private 
soldier,  gained  the  confidence  of 
the  Magi  and  brought  home  the 
'Send-Avesta. 

Rasmus  Rask  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  cast,  investigated 
thoroughly  the  Zend  and  br&aght 
borne  its  Grramtijar. 

The  English  conquest  of  India 
brought  the  Sanscrit  to  the  know- 
ledge of  the  ^ve.st,  and  Sir  Wm. 
Jones  first  announced  its  aflSnity  to 
the  langungcs  of  Europe  and  called 
attention  to  its  riches. 

Frederic  Schlegel  in  1803  be- 
came the  depository  of  the  Sans- 
crit for  his  countryman,  and  in 
1808  in  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 
G-rimm  published  his  magnificent 
Teutonic  Grrammar,  conveying  in 
its  investigations  the  whole  field 
of  the  Gothic  languages  from 
Ulphilas  down  to  the  present  time. 
These  great  scholars,  each  giving 
strength  to  the  other,  still  continue 
tueir  labors  with  untiring  energy. 
Besides  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  Williamj 
is  engaged  in  the  preparation  of  a 
Dictionary  of  his  native  /anguage. 
This  work,  to  a  preparation  for 
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  to  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  ef  half  a  century  of  labor, 
is  now  going  through  the  press  en- 
titled a  ''  Comparative  Grammar  of 
the  Sanscrit,  Zend  Armenian, 
Latin,  Greek,  Lithuanian,  Old 
Sclavic,  Gothicend  G-erman." 

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

To  these  two  great  champions 
has   hoon   added   a    long   list    of 


1859.] 


Vomparattve  Philology. 


11 


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  tht 
readers  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  are  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 
aeme  one  has  remarked  that  there 
■is  no  case  meubioned  in  the  Bible 
•of  a  I'emedy  administered  inter- 
-ually.  Olive  oil  was  often  employ- 
ed ;  as  we  see  Jas.  5'  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:  31. 

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  Hebrcsw  word  for 
oil,  fat,  ointment,  is  shemen  ;  and 
if  we  combine  the  two,  we  shall 
have  King-Oil,  Lord-Oil ;  o  r 
King  of  oil,  &g.,  meaning  sover- 
eign remedy,  panacea. 

We  have  then  the  word  Baal- 
A-hemen  ;  contracted,  first,    Balsa- 


mum,  then  Balsam,  then  Balm  ; 
contracting  the  former  woi'd,  and 
dropping  all  but  one  letter  of  the 
latter.  And  this  not  an  oil,  but 
a  kind  of  liquid  gum,  of  -the  con- 
sistency of  oil,  and  applied  medic- 
inally in  the  same  way.  Hence 
the  inquiry  in  Jer.  8  :  22.  '-'Is 
there  ne  halm  in  Gilcad ;  is  thert 
no  physician  there  ?" 

This  was  formerly  produced  iu 
Judea,  and  obtained  by  incision 
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  *'£i(' 
dear  that  it  sold  for  double  it* 
weight  in  silver."  The  original 
name  has  furnished  us  with  a  terni 
which  in  modern  times,  has  a 
great  variety  of  applications,  a» 
may  be  seen  by  consulting  Web- 
sters  Quarto  Dictionary  at  tht' 
words.  Balsam,  Balm. 

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


12 


North- Carolina  Joiirnal  of  Education. 


[January, 


that  little  rodent  animal,  the  squir- 
rel, who  cannot  tell  the  reason  of 
that  name  ;  though  they  have  seen 
that  about  it,  from  which  it  takes 
the  name,  a  thousand  limes.  "It 
is  derived  from  the  circumstance 
of  the  tail  serving,  as  it  were,  to 
shade  the  body." 

In  Greek  skia-oura,  in  Latin 
■ijciurus,  and  then  diminutive, 
sciuriolus,  a  squirrel — an  animal 
that  uses  its  tail,  for  an  umbrella  ! 

Nearly  every  one  is  familiar  with 
the  sound  made  in  calling  swine, 
Chuk  !  chuk  !  But  not  every  one 
knows  that  this  "is  the  original 
name  of  that  animal  which  our 
ancestors  brought  with  them  from 
Persia,  where  it  is  still  in  use. 
Our  anc*^stors  while  in  England, 
adopted  the  Welsh  wcrd,  hog ; 
but  chuk,  is  retained  in  our  pop- 
ular name  of  woodchuk,  that  is, 
tcood  hog."  8ee  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 
farmeis  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.  Lut  the  regular  Lat- 
in word  is  vacca,  which  is  our  word 
reversed,  caw.  And  when  the 
milk-maid  wants  the  cow  to  stand 
stilf  to  be  milked,  what  does  she 
say  ?  So  !  so  !  the  same  word  all 
over  the  country. 

When  a  person  wants  to  drive 
fowLj  awciy  from  any  place,  he 
says,  shoo  !  shoo  ! 

Now  this  is  a  most  ancient  way 
of  doing  it ;  for  if  we  look  at  the 
original  of  Gen.  15  :  11.,  we  shall 
.see  that  Abraham  u;ed  the  same 
word  when  he  drove  the  towls  away 
i'rom  the  sacriliee.     One  commen- 


tator says  that  "Ae  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.  &hoo,  is  almost  exactly  the 
same  as  the  original   Hebrew. 

K. 


Music. — Let  your  daughters  cul- 
tivate music  by  all  means.  Every 
wou.an  who  has  an  apitude  for  mu- 
sic or  for  singing,  should  bless  God 
for  the  gitt,  and  cultivate  it  with 
diligence  ;  not  that  she  niaj  dazzle 
strangers,  or  win  applause  from  a 
crowd,  but  that  she  may  bring 
gladness  to  her  own  fireside.  The 
influeuee  of  music  in  strengthening 
the  affectijns,  is  far  from  being 
perceived  by  many  of  its  admirers; 
a  sweet  melody  binds  all  hearts 
together  as  it  were,  with  a  gulden 
chord;  it  makes  the  pulses  beat  in 
unison,  and  the  heart  thrill  with 
with  sympathy.  But  the  music 
of  the  hieside  must  be  simple  and 
unpretending;  it  does  not  requite 
briliiancy  ot  execution,  but  tender- 
ness of  feeling — a  merry  time  fur 
the  young — a  subdued  strain  for 
the  aged,  but  none  of  the  noisj? 
clap-tiap  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  thoueommand- 
est,  but  command  not  often. 

The  teacher  should  be  very  spar- 
ins;  of  his  voice. 


1859.] 


The  Marks  of  a  good  Neighhorhood. 


13 


THE  MAKKS  OF  A  GOOD  NEIGHBORHOOD. 


BY   PROF.    OWEN. 


What  feelings  and  sug-gestions 
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  many  important  res- 
pects, a  neighhorhood  may  be  con- 
sidered as  a  widening  of  the  fam- 
ily circle,  whilst  its  opposite,  ''a 
bad  neighborhood,"  tells  the  whole 
tale  of  the  character  of  the  peo- 
ple, conveying  the  notion  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  neighbor- 
hood exhibits,  if  not  the  highest 
civilization,  the  maximum  of  so- 
cial happiness.  Who  does  not 
like  to  live  in  a  good  neighbor- 
hood ?  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,  contentment  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  multiply  and  diffuse  itself, 
whilst  badness  or  wiekness  is  trans- 
itory, mortal,  perishable. 

But  what  are  the  marks  of  a 
good  neighborhood  ?  Some  have 
already  been  mentioned.  Some 
others  are  health,  cheerfulness, 
kindness  and  similar  and  therefore 
unoffendint:;  manners.  But  none  of 
these  are  so  potent  as  the  School 
House.  The  poor  man's  college, 
the  Nursery  of  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  b^efit.  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 


14; 


North-Carolina  Journal  of  Education. 


jiJanuary, 


bear  in  mind  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 hoTiise,  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 
in  favor  of  slae  erection  of  school 
houses  in  all  neighborhood.",  i.  e., 
the  children  aeedthem.  How  much 
better  it  is  that  the  children  of 
every  District  go  to  a  neat  and 
suitable  building  for  school  pur- 
poses, in  a  central  situation,  than 
to  a  Teacher  who  boards  one  month 
at  farmer  A's,  another  at  B's,  then 
another  at  C's,  or  to  board  out,  or 
go  two  or  three  miles,  to  the  edge 
of  the  District,  to  some  old  barn, 
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 
head,  is  promoted  bjj  the  pessss- 
fiion  of  a  good  neighborhood  school 
house.  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  hearth  and  al- 
tar, the  graves  of  their  sires,  to 
"  go  farther  and  fare  worse." 
Therefore  any  thing  that  will  help 
to  call  borne  their  wandering  af- 
fections— to  educate  the  sentimen- 


tal and  the  imaginative,  and  even 
to  a  limited  extent  the  romantic 
tendencies  of  their  natures,  will 
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,  school 
houses  will  have.  Some  of  the 
finest  and  most  touching  pages,  of 
English  Literature,  have  becK 
written  by  men  returning  to  the 
place  of  their  birth,  after  their 
long  wanderings,  about  juvenile- 
play-grounds,  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  responsibility  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  of 
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  NeigKhorhood^ 


15 


protect  the  dear  children  from  fire, 
let  it  be  as  nearly  fire -proof  as  pos- 
sible—brick, if  practicable.  Let 
it  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 
oif  from  the  parallelogram  to  receive 
bonnets,  baskets  muddy  shoes 
&c.  Let  the  seats  be  made  of 
Wales'  or  similar  patent  chairs, 
firmly  screwed  to  the  floor,  or  hach- 
less  benches,  face  towards  either 
wall,  and  then  along  the  aisle  be- 
tween the  two  ranges  of  seats,  the 
pedagogue  may  stalk,  like  a  review- 
ing officer  along  the  files  of  sol- 
diers on  parade;  I  say  backles?. 
beeches,  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  rash, 
or  strap,  from  the  driver  or  tlie 
pedagogue,  who  guides  the  reins  of 
the  fiery  steed,  or  those  of  more 
fiery  minds.  Let  there  be  an  am- 
ple black  board  in  front,  of  on  the 
side  of  the  teacher — globes  upon 
a  centre  table — a  planetarium 
pendent  from  the  floor  overhead — 
the  walls  covered  with  gay  colored, 
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  and 
more  useful  men  and  women,  they 
will  delight  to  keep  clean  and 
adorn  such  a  one.  They  will  dec- 
orate it  with  v/reaths  of  evergreeng 
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  the'r  aflfections  only  to 
the  old  hoinestead  and  the  old 
graveyard. 

Hillsborovgh,  iY.  C'. 


Be  Cheerful. — Is  it  not  true 
that  teachers  are,  often,  too  stern 
and  precise  in  their  movements  ?. 
Some  one  has  said  of  a  teacher, 
that  he  wore  a  cnuntenace  which- 
seemed  to  say,  like  the  Old  Far- 
mers' Almanac,  "  Look  out  tor  a 
storm  about  this  time,"  and  with 
more  certainty  that  the  prognosti- 
cated slorm  would  come,  than  at- 
tends the  prediction  of  the  Alma- 
nac. Now,  if  teachers  would  have 
happy  and  pleasant  schools,  they 
must  be  cheerful,  ready  to- smile  at 
any  time  themselves,,  and-  not  un- 
willing to  provoke  laughterin  their 
pupils. 

Gentleness  and  cheerfulness  form 
a  sort  of  sweet  atmosphere,  which 
enters  into  a  child's  soul,  like  the 
sunbeam  into  a  rose-bud, — slowly, 
but  surely,  expanding  it  into  beauty 
aad  vigor. 


16 


North-Carolina  Journal  of  Education. 


[January, 


LORD  BACON'S  PHILOSOPHY. 


ITS  INFLUENCE   UPON  EDUCATION. 

[We  give  below  a  few  extracts 
from  an  article  on  this  subject,  in 
the  December  Number  of  The 
American  Journal  of  Educaton, 
translated  from  the  German  of  Von 
Raumer.  These  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  age  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 
investi.^ation  of  the  external  world, 
was  closed.  That  gifted  monk, 
Roger  Bacon,  a  most  worthy  prede- 
cessor of  Lord  Bacon,  was,  in  the 
middle  ages,  regarded  as  a  magi- 
cian ;  and,  as  a  magician,  suffered 
persecution,  because  he  was  not 
content  to  view  nature  through  the 
eyes  of  Aristotle,  choosing  rather 
to  go  himself  to  the  fountain-head 
and  converse  with  her,  face  to  face. 
He  maintained  that  men  ought  not 
to  be  satisfied  with  traditional  and 
accepted  knowledge.  Reason  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  man 
would  discourse  of  colors,  is  proved 
by  some  remarkable  expressions  of 
his,  anticipatory  and  unambiguous, 
upon  spectacles,  telescopes,  and 
gun-powder.  But  Roger  stood 
alone  in  that  age  of  the  world, 
like  a  solitary  preacher  in  the  des- 
ert;  and  hence  it  was  that  he  was 
regarded  with  wonder,  as  a  magi- 
cian, and  persecuted. 

Bat  that  which  showed  in  Roger 
Bacon  as  mere  anticipation,  and 
obscure  prophecy,  appeared,  after 
the  lapse  of  three  hundred  years, 
full-formed  and  clear  in  Francis 
Bacon.  Even  as  Luther  came 
forth  to  strip  off  the  thick  veil  of 
human  traditions,  that  had  been 
woven  over  the  revelation  of  God 
in  the  Holy  Scriptures,  distorting 
its  features,  concealing  it,  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 
of  God,  in  the  material  world. — 
He  wished  men  no  longer  to  put 
their  faith  in  arbitrary  and  fanci- 
ful glosses  upon  this  revelation, 
but  to  go  themselves  directly  to 
ils  living  record. 

He  saw,  moreover,  that  the 
^iiore  sagacious  intellects  o  f  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.] 


Lord  Bacon's  Philosophy. 


Vt 


philosophy  current  amoug  his  con- 
temporaries, was  gathered  from 
Aristotle,  or  his  disciples ;  and  that 
it  DO  where  rested  upon  the  solid 
■basis  of  nature.  Men  read  in 
books  what  authors  said  concern- 
ing stones,  plants,  animals,  and 
the  like;  but  to  inspect  these 
stones,  plants,  and  animals,  with 
their  own  eyes,  was  far  enough 
from  their  thoughts.  And  hence 
were  they  couipelled  todefer  to  the 
authority  of  these  authors,  wheth- 
er they  would  or  no,  because  they 
cheri.shed  not  the  remotest  idea  of 
subjecting  these  descriptions  and 
recitals  to  the  test  of  actual  expe- 
riment. Consider,  too,  that  such 
test  was  the  more  needed,  since 
these  very  authors  bad,  mostly 
themselves,  received  their  informa- 
tion even  fi"om  third  or  fourth 
hands.  We  are  amazed  when  we 
read  the  farrago  of  incredible  and 
impossible  stories,  in  which  the 
books  of  natural  history,  especially 
those  of  the  middle  ages,  abounded; 
when  we  contemplate,  for  example, 
the  monsfers  to  which  we  are  in- 
troduced in  the  zoologies  of  this 
period,  or  the  marvelous  virtues 
which  were  foolishly  claimed  for 
various  stones,  &c.  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 
even  to  realize  the  existence  of  na- 
ture, the  mighty  fountain-head  of 
all  authorities. 

Now,  from  this  unworthy  and 
slavish  homage  and  deference  to 
authors,  authors  too,  mostly,  with 
no  title  to  confidence,  Bacon  pur- 
posed  to    recall  men,  by    inviting 


them  to  a  direct  communion  with 
the  creation  around  them,  and  by 
pointing  them  to  those  eternal 
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  domiaion  over 
her.  "Forsooth,"  he  says,  "we 
suffer  the  penalty  of  our  first  par- 
ents' sin,  and  yet  follow  in  their 
footsteps.  They  desired  to  be  like 
&od,  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  rssult,  we  are  forced  to  do 
violence  to  nature  or  to  our  own 
intelligence  the  most ;  but  it  nev- 
ertheless reuiains  true,  that  we 
stamp  the  seal  of  our  own  image 
upon  the  creatures  and  the  works 
oi'Grod,  instead  of  carefully  search- 
ing for,  and  acknowlediiing,  the 
seal  of  the  Creator,  manifest  in 
them.  Therefore  have  we  lost,  the 
second  time,  and  that  deservedly, 
our  empire  over  the  cre;ituri!  ;  yea, 
when,  after  and  notwitu,-tandiug 
the  fall,  there  was  left  to  us  soma 
title  to  dominion  over  the  unwil- 
ling creatures,  so  that  they  could 
be  subjected  and  controlled,  even 
this  we  have  lost,  in  great  part, 
through  our  pride,  in  that  we  have 
desired  to  be  like  God,  and  to  fol- 
low the  dictates  of  our  own  reason 
alone.  Now  then,  if  there  be  any 
humility  in  the  presence  of  the 
Creator,  if  there  be  any  reverence 
for,  and  exaltation  of,  bis  handi- 
work, if  there  be  any  charity  to- 
ward men,  any  desire  to  relieve  the 


18 


North- Carolina  Jovrnal  of  JEdvcaiicn. 


[JanuftTj; 


woes  and  sfFerings  of  humanity, 
any  love  for  the  light  of  truth,  any 
hatred  toward  the  darkness  of  er- 
tOY, — I  would  beseech  men,  again 
and  again,  to  dismiss  altogether, 
or  at  least  for  a  moment  to  put 
away,  their  absurd  and  intractable 
theories,  which  give  to  assumptions 
the  dignity  of  hypotheses,  dispense 
with  experiment,  and  turn  them 
away  from  the  works  of  God. — 
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 


"  This,  then/'  he  continues,  "is 
the  substance  of  the  whole  matter, 
that  we  should  fix  the  eyes  of  our 
mind  upon  things  themselves,  and 
thereby  form  a  true  conception  ot 
them.  And  may  God  keep  us  from 
the  great  folly  of  counting  the 
visions  of  our  own  tancy  for  the 
types  of  his  creation  ;  nay,  rather 
may  he  grant  us  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  a 
little  space  to  abjure  all  traditional 


leave  behind  the  delusive  echoes  j  and  inherited  views  and  notions, 
of  prejudice,  and  dwell  within  the  j  and  to  come  as  new-born  children, 
perpetual  outgoings  of  divine  wis-  j  with  open  and  unworn  sense,  to 
dom.  This  is  that  speech,  and  i  the  observation  of  nature.  For  it 
language,  whose  lines  have  gone  j  is  no  less  true  in  this  human  king- 
out  into  ail  the  earth  ;  and  no  con-    dom  of  knowledge    than  in    God's 


fusion  of  tongues  has  ever  befallen 
it.  This  language  we  should  all 
strive  to  understand  ;  first  conde- 
scending, like  little  children,  to 
master  its  alphabet."  "Our  con- 
cern  is  not,"  he    says   in    another 


kingdom  of  heaven,  that  no  man 
shall  enter  into  it  except  he  become 
first  as  a  little  child  I" 

Man  must  put  himself  again  in 
direct,  close,  and  personal  contact 
with  nature,  and  no   longer   trust 


place,  "with  the  inward  delights  j  to  the  confused,  uncertain,  and  ar- 
of  contemplation  alone,  but  with  j  bitrary  accounts  and  descriptions 
all  human  affairs  and  fortunes,  ^ea,  |  of  her  historians  and  would-be  in- 
with  the  whole  range  of  man's  ac-  ;  terpreters.  From  a  clear  and  cor- 
tivity.  For  man  the  servant  and  [  rect  observation  and  perception  of 
interpreter  of  nature,  obtains  an  objects,  their  qualities,  powers,  etc. 
intelligent  dominion  over  her,  only  i  the  investigator  must  proceed,  step 
in  so  far  as  he  learns  her  goings  '  by  step,  till  he  arrives  at  axioms, 
on  by    experiment  or  observation;  [  and  at  that  degree  of  insight,  that 


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-success 
of  his  operations  springs  mainly 
from  his  ignorance  of  their  essen- 
tial causes." 


will  enable  him  to  interpret  the 
laws,  and  analyze  ihe  processes  of 
nature.  To  this  end.  Bacon  prof- 
fers to  us  his  new  method,  viz., 
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  subservient 
to  our  will. 

(To  be  Continued.) 


1859.] 


Lecture  on  the  Evglith  Language, 


19 


A  LECTURE  ON  THE  ENGLISH  LANGUAGE, 

Its' History-^lts  excellencies  and  defects — Its  curiosities  and  colloquial 
ahusei—-And  its  future  destiny.  Delivered  at  Ncichcrne,  N.  C, 
May.,  1854.     By  Rev.  William  Hooper. 


That  saying  of  Hobbe?,  one  of 
tlie  greatest  inetaphysicians  of  Eng- 
land :  "  That  words  are  the  coun- 
ters of  wise  men,  but  the  money  of 
fools/^  has  been  often  quoted,  and 
is  much  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 
have  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 ''  sound  and  fury  signifying  no- 
thing." And  it  must  be  admitted 
that  many  compositions  which  de- 
lighted us  in  our  youth,  sink  in 
our  estimation  as  we  g]ow  older, 
for  this  very  reason  :  that  r.sjudg- 
ment  and  good  sense  assume  the 
ascendancy  over  ignorance  a  n  d 
false  taste,  we  care  more  for  sound 
thought  and  severe  truth  than  for 
an  ornamental  dress.  Eut  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- 
erful an  auxiliary.  For  it  is  un- 
deniable that  it  is   the   nature  of 


man  to  be  much  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 
illustiations  of  moral  truth,  drawn 
from  natural  objects  around  us. 
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  trutli  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  build- 
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  being  very  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  homely,  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 


io 


NoriJi- Carolina  Journal  of  Education. 


[Jantt-ary^ 


the  best  judges  that  his  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 
under  an  uncouth  phraseology — 
known  only  to  antiquaries.  All  of 
you,  who  have  read  Washington 
Irving'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 
siiges,  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 
your  own  vernacular  tongue,  that 
you  may  learn  to  use  it  vfith  more 
intelligence  and  precision,  and  to 
wield  it  with  skill  and  success  in 
the  cause  of  truth  and  virtue. 

HISTORY. 

The  English  language  you  knov,^ 
is  built  upon  the  foundation  of  the 
Anglo-Saxon,  upon  which,  after 
the  Norman  conquest,  was  reared 
the  large  superstructure  of  the  Nor- 
man French.  These  two  compose 
the  main  body  of  our  Vv'ords.  Bri- 
tain was  originally  peopled  by  col- 
onies from  Graul,  who  spoke  the 
Celtic  hinj-j-uage.  But  when  the 
Saxons  invaded  England,  about 
the  middle  of  the  fifth  century,  the 
original  Celts  (or  Kelts  as  it  h:is 
become  fashionable  to  spell  and 
pronounce  it)  v.' ere  either 
destroyed  or  driven  by  the  invad- 
ers into  the  mountains  of  Wales  ; 
and  we  find  the  ancient  British  lan- 
guage still  a  living  tongue  in  the 
mouths  of  the  W^elsh,  the    High- 


landers of  Scotland,  and  the  native 
Catholic. Irish.  I  have  compared 
the  translations  of  the  Bible  in 
those  several  languages,  and  been 
struck  with  the  similitude  and  al- 
most identity  of  two  of  them.  But 
besides  the  two  great  parent  stocks 
of  our  language,  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 
Home,  as  well  as  from  the  modern 
languages.  And  by  these  various 
contributions  from  the  iiterar}: 
wealth  of  all  the  world,  our  Eng- 
lish Dictionary  now  sums  up  the 
amount  of  33,000  wuvds,  enough 
in  all  conscience  to  satisfy  the  de- 
mands of  sober  folk  ;  though  some- 
times an  exquisite  or  a  helle  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  scorn  and  contempt,  nn' 
horror,"  ccc. 

It  is  easy  for  a  scholar  to  trace 
our  present  words  to  their  parent 
source.  Almost  all  our  short  words 
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  some 
measure,  the  excellencies  of  them 
all.  We  combine  the  strength  of 
the  Northern  Dialects  with  the  soft 
voluptuous  sounds  of  the  South  of 
Europe.  It  is  true  our  Ian- 
o'uao-e  retains  much  of  the  harsh- 
ness  of  its  Teutonic  origin,  but  not 
near  so  m^ich  as  it  would  possess, 


1^59.]. 


Lecture  on  the  English  Language. 


21 


had  it  been  more  coy  and  jealous  |  then.  We  have  all  heard  of  words 
of'  these  foreign  admixtures.  Let  |  that  are  c^WcA  jaw-crackers,  and  if 
me  detain  you  then,  a  moment,  on  j  any  jaw  ever  suffered  fracture,  or 
the  sound  of  our  language.  teeth  were  ever  loosened  in  euunica- 

I  ting  harsh  sounds,  surely    it    must 
sou>'D     or    THE    ENGLISH    LAN-  j  x^^^q  been  in  the  passage   of  such 
GUAGE.  1  words  through  the  organs  of  speech. 

The  euphony  or  agreeable  sound  i  Indeed  that\«ame  2d  person  of  our 
of  a  lan.'uase  depends  on  the  judi-  j  verbs  in  general,  is  so  unmusicab 
ture  of  vowels  and  and  so  intractable  to  the  Poets  that 
they  are  obliged  to  mutilate  it  of 
its  last  letters.  For  example,  even 
PoD*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 


Clous  intermixl 
consonants.  If  the  consonants  pre- 
dominate, it  makes  a  language  harsh 
and  diffictlt  of  utterance;  if  the 
vowels  superabound,  it  degenerates 
into  languid  effeminacy  and  uncon- 
nected laxity.  If  you  couipare  the 
tonaues  of  Northern  with  those  of 


Southern  Europe,  and  still    more  -in,  ,  , 

with  those  of  the  South-Sealslands,  |  person  singular  ox  the  vero,  touch 
you  will  lie  struck  with  these  char- 
acteristic peculiarities.  The  very 
looks  of  a  llussiau  or  Polish  word 
is  enough  to  make  even  us  ruJe- 
rnouthed  Saxons  shrug  cur  shoul- 
ders, and  the  utterance  of  it  v/ould 
cause,  I  should  think,  the  musical 
Italian  to  stop  his  ears,  lest  it  should 
crack  the    tympanum.     Even    the 


" Oil  thou  ray  voice  inspire 

Yr'ho  touclied  liiaiah'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  touchedst  was 
beyond  the  reach  of  art,  and  there- 


boasted  German  tongue,  rich  as  it    fore  the  unfortunate  word   lost   its 
is  in  literature  and  philosophy,  is  j  tail  in  its  passage.     He  might,    to 


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.  TVe 
have  got  rid  to  be  sure  of  the  gut- 
teral  sounds  which  render  the  pro- 
nunication  of  that  tongue  so  grat- 
ing and  cacophonous  to  our  organs; 
but  there  are  still  harsh  syllables 
enough  to  remind  us  of  our  Gothic 
origin.     Take,  for  instance,  a  verse 


be  sure,  have  let  the  word  retain 
its  extremities,  had  he  been  at  lib- 
erty to  say  touch-edst,  in  two  sylla- 
bles, but  the  misery  was,  his  verse 
required  a  monosyllable,  aud^  gen- 
tlemen and  ladies,  if  any  of  you  will 
utter  those  four  consonants  ch'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 


in  one  of  the  Psalms,  in  our  com- 1  by  the  forceps  of  the  dentist.  And 
mon  version  :  "  In  the  day  when  I  i  yet  this  is  a  difficulty  which  lieis 
cried,  thou  answeredst  me,  and  perpetually  in  the  way  of  our  poets; 
strengthenedst  me  with  strength  in  as  long  as  the  pronoun  thou  is  used 
my  soul."  It  would  be  difficult  to  j  in  addresses  to  the  Deity,  and  apos- 
tiud  a  word  more  torturing  to  mouth  }  trophes  and  elevated  strains  of 
or  ear  than  that  2d  person  singular  j  composition,  the  corresponding  2d 
of  the  past  .tense  of  our  verb  strcng-  •  person  of  the  verb  will  be  required. 


22 


North- Carolina  Journal  of  Education. 


[January, 


Poor  Pollok  !  in   his    "Course  of  I  when  he  wishes  to  imitate  rough 


Time,"  did  not  pretend  to  struggle 
with  the  difficulty,  but  has  every- 
where cut  off  the  St  from  the  2d 
person  of  his  verbs,  and  sacrificed 
his  grammar  to  his  melody.  But 
this  harshness  of  our  language  fits 
it  admirably  for  the  purposes  of 
awful  rebuke,  fierce  vituperation, 
indiguant  menace,  and  terrible  de- 
nunication  ;  as  well  as  for  expres- 
sive imitation  of  all  the  loud,  blus- 
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-Saxon;  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 
words  to  express  the  sounds  of 
things,  has  applied  the  resources  of 
his  mother  tongue  in  both  ways:  to 
convey  ideas  oH  smoothness  and  soft- 
ness as  well  as  of  roughness  and 
storniiness.  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  blows, 

And  the  smooth  stream  in  smoother 
numbers  flows  ; 

But  when  loud  surges  lash  the  sound- 
ing shore, 

The  hoarse,  rough  verse  should  like 
the  torrent  roar ; 

When  Ajax  strives  some  rock's  vast 
weight  to  throw, 

The  line,  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 
^  bristling  phalanx  of  harsh  couso- 
Iiants,  to  stun  your  ears  and  to  re- 
tard  and  impede  the     utterance, 


sounding  objects  or  to  express  la- 
borious effort.  But  perhaps  my 
youthful  hearers  will  think  our  lan- 
guage sufficiently  soft  and  melli- 
fluous in  the  plastic  hands  of  the 
same  marvellous  artist  when,  at  the 
soft  age  of  16,  he  wrote  his  pastorals 
and  thus  describes  the  soft  charms 
of  Delia : 

"Go,  gentle  gales,  and  bear  my  sighs 
away, 

To  Delia's  ear  the  tender  notes  convey; 

As  some  soft  turtle  his  lost  love  de- 
plores, 

And  with  deep  murmurs  fills  the  sound- 
ing shores ; 

Thus  far  from  Delia  to  the  winds  I 
mourn, 

Alike  unheard,  unpitied,  and   forlorn  ! 

Go,  gentle  gales,  and  bear  my  sighs  a- 
way— 

*     -k     -k     -X- — 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  worst  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  when 
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  dragon, 
whose  teeth  were  sown  by  Cadmus, 
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  sound, 
may  be  mentioned  the  want  of  eu? 


1859.] 


Lecture  on  the  English  Language. 


23 


phonic  links,  or  artifices  to  soften 
the  junction  of  words.  Now  the 
French  excel  us  far  in  this ;  for 
thej  prevent  hiatus  constantly,  by 
sounding  their  mute  consonants  at 
the  end  of  words  when  the  next 
word  begins  with  a  vowel  sound, 
and  sometimes  by  even  inserting  a 
consonant  asy  a  ^  il,  &c- — and  a- 
gain  by  softening  the  sound  of  their 
s  into  2  between  vowels  ;  as  chamjjs 
Elysees,  &c.  Contrivances  like 
these  may  be  compared  to  the  oil 
in  wheels,  to  prevent  friction.  Our 
language,  however,  is  not  altogeth- 
er destitute  of  contrivances  for 
sweetening  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  euphony  : 

"Full  many  a  gem  of  purest  ray  se- 
rene, 

Full  many  a  flower  is  born    to  blush 
unseen;" 
So  Milton,  a  still  mightier  master   of 
music ; 

"O'er  many  a  frozen,  many  a   fiery 
Alp." 

In  each  of  these  lines,  the  last 
syllable  of  many  is  over  and  above 
the  complement  of  the  measure ; 
but  that  letter  :  y  slides  so  grace- 
fully into  the  nest  word,  and  so 
easily  coalesces  with  it,  that  the  ear 
is  rather  pleased  than  offended  with 
the  supernumerary  syllable.  I  will 
quote  another  example  of  this  melo- 
dious nicety  from  Pope's  descrip- 
tion of  a  lady's  toilet  : 

From  each  she  nicely  culls  with  curi- 
ous toil, 

And  decks  the  goddess  with  the  glitter- 
ing spoil. 


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

TO   BE    CJNTINUED. 


I 


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  arc  so 
large  that  the  operations  would  be- 
come exceedingly  difficult,  if 
pupils  were  confined  to  the  Eng- 
lish printed  or  written  words  which 
name  the  numbers. 

But  in  mental  or  intellectual 
arithmetics  there  is  a  diversity  of 
practice,  and,  of  course,  a  differ- 
ence of  opinion  among  our  most 
j)opular  authors.  Colburn,  thre 
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,  Grreenleaf,  Robin- 
sou,  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 


24 


North- Carolina  Journal  of  Education. 


[Janttary, 


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 
ai'ithmetical  language  of  so  small 
numbers  is  generally  learned  be- 
fore they  are  introduced  to  even 
the  simplest  primary  arithmetic. 
Again,  ail  the  numbers  below  ten, 
and  all  imits  in  larger  numbers 
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  ^/F^'irre,  require  from 
four  to  seven  letters  each.  If, 
therefore,  a  child  cannot  under- 
stand the  figures  8,  16,  98,  as  well 
as  the  English  words  eK'/iiJ,  sixteen, 
ninety -ei(jM,  when  they  are  read 
alike,  and  are  only  two  forms  of 
expressing  the  same  things,  it 
must  be  that  a  brief,  simple  mode 
of  spelliug  only  befogs  the  juvenile 
intellect,  and  that  silent,  unneces- 
sary letteis  are  aids  that  cannot 
be  dispensed  with  in  primary  in- 
struction. Figures  are  more  easily 
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  i<ny  hinderauce,  delay,  or 
injury,  be  introduced  to  his  arith- 
metical alphabet  of  ten  Arabic 
characters  or  letters  as  his  first ! 
lesson  in  the  science  of  numbers. 
If  there  are  any  good  and  suflS- 
eient  reasons  why  these  characters 
should  be  deferred  to  the  advanced 
portions  of  mental   arithmetic,  we 


have  yet  to  learn  what  they  are. 
Math.  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  chjiracter  of 
the  school.  They  are  taken  from 
an  address  delivered  at  the  dedi- 
cation of  a  new  School-house,  in 
jST.  H.  ;  but  the  important  and 
valuable  lesson,  which  they  teach, 
is  equally  applicable  to  the  schools 
of  N.  C.  Ees.  Ed. 

The  school-house  I  look  upon 
as  one  of  the  institutions  of  educa- 
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  awai*e 
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  ihii. 
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  green 
fields  and  wooded  heights  and  the 
sky  above  them ;  we  never  stand 
on  yonder  bridge,  and  follow  with 


1859.] 


'The  Scliool-Hoiise. 


25 


a  dhanned  eye  the  Connecticut, 
encircling  the  meadows  below  us, 
with  its  calm,  clear,  thoughtful 
waters,  and  losing  itself  in  the 
circling  hills  that  rise  terrace 
ovtr  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  beniitifully 
cultivated,  or  a  well  proportioned 
and  finished  edifice,  or  a  well  built 
and  well  furnished  house,  and  xe- 
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  natiA^e  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  shelf  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  floor,  the  straight,  polished 
stove-pipe,  the  pure,  painted  walls 
the  elegant  desks  and  chairs  upon 
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  Ccire.  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  more 
efficient.  The  school-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  into 
life ;  while  we  remember  anything, 
we  never  forget  the  place  where 
we  flrst  went  to  school — the  play- 
ground of  our  childhood,  the 
sports,  the  jests,  the  loves,  the 
rivalries,  the  friendships,  the  con- 
tests, the  companions,  the  masters 
the  lessons,  the  counsels,  of  our 
pchool-days.    At  the  remembrance 


26 


North- Carolina  Journal  of  Education. 


[January, 


of  the  place  what  pictures  rise  to 
our  view  and  are  realized  again ; 
how  "  our  innocent,  sweet,  simple 
years  "  come  back !  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 
over 


strance,  I  will  say  to  you,  I  am 
not  jesting,  but  dealing  in  realities. 
You  had  a  father;  you  have  felt 
the  earnest,  affectionate  caresses  of 
a  noble  mother,  and  you  shall  not 
treat  the  men  that  represents  both 
at  once,  with  an  air  of  indifference 
and  slight.  That  noble,  brave, 
speaking  eye  and  impressive  coun- 
tenance will    make    you   writhe  ia 


colors  over  them  !  How  happy  \  very  shame,  if  you  dare  deny  the 
for  us  to  be  able  to  begin  life  in  a  j  claioi  of  him,  who  represents  the 
green  spot, — to  take  our  first  leg- }  highest  attributes  of  paternity,  to 
sons  in  a  lovely  place,-— to  have  i  position  among  the  most  elevated 
our  early  recollections  ?]1  bright  |  of  the  sons  of  earth.  Labor  alone 
and  fragrant, — to  start    upon   the  j  confers  dignity.     You    cannot   in- 


f'.cwery  rxcoi 


voyage  of  life  from 
of  a  beautiful  shore  ! 

"  This  fond  attaclimont  to  €ie  veil- 
known  place 

Whence  first  we  Biarted  ii:to  life's  long 
race, 

Maintains  its  hold  with  such  unfailing 
sway. 

We  feci  it  even  in  age,  and  at  our  latest 
day." 


vest  idleness,  inactivity  and  sloth- 
fulcess  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  meas- 
ure of  honor  and  praise  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 
Mr.  Editor: — I  mean  at  once  i  art;  nor  will  I  consent  that  the 
to  tell  you,  that  the  Teacher's  ;  noblest,  most  enduring  work  of  time 
calling  is  one  of  the  highest  this  i  (it  may  be  for  eternity,)  shall  be 
side  of  Heaven.  I  will  permit  I  tested  by  any  standard  unstamped 
none  to  take  position  above  him  in  '  by  truth  itself  By  this  standard 
dignity  and  extended  usefulness,  j  we  must  abide,  and  truth  affirms 
save  one.  He  may  take  oae  step  i  that  the  Teacher's  position  is  one 
higher,  so  long  as  he  walks  worthy  !  of  intense  labor  and  high  respon- 
of  his  calling  as  an  ambassador  sibility,  and  he,  who  performs  ful- 
from  the  Court  of  Heaven,  but  ifjlythe  one,  and  meets  faithfully 
he  soil  his  robes  by  affiliations  that  {  the  obligations  of  the  o:;her,  is  en^ 


THE  TEACHER— AS  TO  HIS  CALL- 
ING. 


bespeak  he  is  not  obedient  to  the 
laws  of  his  rightful  Sovereign,  his 
credentials  can  no  longer  secure 
him  rank  and  position  above  the 
heaven  appointed  Teacher.  Neith- 
you,  nor  your  readers  need  become 
restless  under  this  claim.  If  you 
frowo,  aod  curl  your  lip  in  remp.n,- 


titled  to  the  highest  measure  of  re- 
ward. The  teacher  is  entitled  to 
consideration. 

THE    TEACHER,    AS    TO    QUALIJFJ- 
CATIONS. 

When  1  speak  of  the  Teacher  I 
mea,n  not  your  sordid  sons  of  eaptlji 


1859.] 


The   Teacher. 


27 


that  have  forever  before  their  eyes 
the  shining  dimes  and  the  yellow 
a;old,  for  whatever  is  seen  by  the 
teacher  under  such  a  light,  must 
appear  confused  and  take  the  hues 
of  the  reflecting  objects.  His  mind 
must  be  illumined  by  the  light  of 
truth,  and  his  affections  and  sensi- 
bilities, warmed  into  activity  by 
rays  from  the  Sun  of  Righteous- 
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 
intellects,  when  they  deal  in  vaga- 
ries, 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- 
ers. 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 
viulent  partizan  or  a  religious  big- 
ot, but  he  ought  to  be  a  man  that 
can,  and  will  when  necessary,  give  a 
reason  for  the  faith  that  is  in  him, 
both  in  religion  and  politics.  1  have 
no  sympathy  for  the  teacher  that 
has  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 
lieart  ought  to  be  properly   related 


to   each    other.     His    attainments 

solid  and  practical.  "Apt  to  teach" 
is  what  he  must  have  by  nature  or 
acquire  by  study. 

The  genial  flow  of  soul,  earnest, 
warm  symyathy  in  all  that  is  beau- 
tiful, good  and  great,  oaght  so  to 
blend  in  his  nature,  as  to  make  all 
in  his  presence  feel  at  ease.  No 
assumed  consequence,  no  affected 
attainments,  no  mock  dignity  should 
be  seen  in  his  bearing,  as  teacher, 
tr wards  those  under  his  charge. 
Mild,  firm,  amiable,  generous,  stu- 
dious, faithful,  forgiving,  are  a  few 
of  the  appellations  applicable  to 
the  teacher. 

These  are  the  men  that  an  err- 
ing world  often  undervalues.  You 
speak  often  and  earnestly  in  favor  of 
the  true  teacher.  He  is  worthy.  I 
must  speak  hereafter  of  hip  wrongs, 
&c. 

Yours,  N. 


THE   VERB    "TO    BE"    USED    BY 
MUTES 

It  is  contended  by  some  Grrana- 
marians,  such  as  Bopp  and  Pott 
in  G-ermany,  thfit  the  tense-end- 
ings of  Latin  verbs,  consist  most- 
ly if  not  entirely  of  the  corres- 
ponding parts  of  the  substantive 
verb,  sum,  added  to  the  radical 
part  of  the  main  verb. 

And  just  as  in  the  passive  Toic« 
in  the  perfect  tense,  we  have  the 
compound  form  amatus  est,  he  has 
been  loved,  amatus  fui,  I  have 
been  loved,  as  in  tlie  English,  and 
most  modern  languages,  so  in  the 
active  voice,  perfect  indicative, 
we  h  ave  amavi = am-a-vi = ama-fui. 
It  may  be  diflicult  to  carry  this  out 
in  all  cases,  but  mon-ui  seems  == 
mon-fui.  Fut.  per.  ind.  amavero, 
seems  evidently  t^  contain  ero,  the 
future  of  sum. 


IS. 


North- Carolina   Journal  of  Education, 


[Januaiy, 


This  theory  is  discussed  in  Har- 1 
rison's  Latin  Grammar,  page    250 
&C.,  and   nmcli   may   be    said  on 
both  sides  :  nor  is  it  our    purpose  i 
now  to  discuss  the  matter,   but  to  j 
call    attention    to    a  singular  flict  I 
that  seems  to  have  a  bearing  upon 
it.     Some  years    ago  a   friend  en- 
gaged in    reaching    deaf  mutes  in 
the  Asylum  in  iN.  Y.,    mentioned 
to  the  writer,  that  he  found  them 
always  in  writing,  to  introduce  the 
verb  to  be   in    the  same   Wiiy,   in 
connexion  with  any    other  verb  : 
viz.  if  they   wanted    to  say,    "the 
girl  lives  in  N.  Y."    they   would 
have  it,  ''the  eirl  is  lives  in  New 
York." 

Thus  always  thinking  it  neces- 
sary to  use  the  subordinate  verb, 
accessory  to  the  meaning  of  any 
other,  signifying  State  or  action. 

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  Ea- 
leigh,  Mr  W.  D.  Cooke;  to  which 
he  replied  on  this  point  as  follows: 
''The  employment  ofc  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 
general  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  HEART— CULTURE 
FOR  FARMERS. 

While  we    deem  it  our    duty  to 
encourage   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  a 
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  '(  And  who 
ever  knew  an  old  man  towards  the 
close  of  life  amid  all  his  regrets, 
grieve  at  the  time  and  efforts  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, 


1859,] 


Pages  Jor  ike   Touivg. 


•ill 


lagcs  for  %  f  ouiig. 


A  STORY  FOR  TPIE  LITTLE  FOLKS. 


One   afternon,    last    winter,    as 
Miss  Grey  reached  the  school-house, 
she  saw  in  the  entry  a  great,  rough 
boy,    who    went  to  another  school, 
holding  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  Yv^illie, 
though  crying,   stood  very  quietly. 
The  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 
bojs  been  fighting,  and  I'm  a  bold- 
m'  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  busine.'^s. 
After  ringing  the  bell  for  the  chil- 
dren to  be  seated,  Miss  Grey,  said: 
"Now  John  and  Willie   may  come 
and  tell  me  what    lias   happened." 
John's  eyes  were  still  flashing,  and 
his  hands    were  tightly    clenched  ; 
while  Willie,  to  the  surprise  of  all, 
was    still    crying.     This  was  very 
unusual,  for  he  was  a  brave,    mnaly 
boy,  and  never  cried  for  trifles;  so 
the   teacher  asked  :  "Willie,  why 


are   you    crying 


V  " 


'•  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 
cared   for    the  teacher   turned,  to 


John,    saying:    "John,    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  playintr 
ball,  and  Frank  Barrows  threw  it 
away  down  the  street,  and  Bill" — 
"John,"  said  Piliss  Grey  very 
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,  and' 
just  as  I  stooped  to  pick  it  up,  Wil- 
lie pushed  me  down."  "  What 
theo'r"  inquired  the  teacher.  John's 
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  back  ?"  "No 
ma'am  ;  he  doubled  up  his  fist  all 
ready,  but  I  guess  he  thought  he 
couldn't  beat  me." 

"  Willie,  you  pushed  John  down, 
did  you  ?"  "Yes,  ma'am,"  and 
V^'^illie's  clear  honest  eyes  were 
raised  to  his  teacher's;  "but  I 
didn't  mean  to  ; .  I  stubbed  my  toe 
and  fell  against  him,  and,  as  he 
was  stooping,  it  pushed  him  down 
on  his  face."  "  What  did  you  do 
when  John  struck  you  '/"  "I  had 
a  great  mind  to  strike,  too,  but,  1 
thought  of  something,  and  then  I 
told  him  I  was  sorry  I  hurt  him.'' 
said' Willie.  "  Why  was  it  neces- 
sary for  Amos  to  hold  you  ?"  "  I 
didn't  think  there  was  any  need  of 
it;"  and  he  half  laughed  in  spite 
of  his  aching  head  ;  "  but  he  took 
John  in  one  hand  and  me  in  the 
other,  and  kept  telling,  us-  to  ^'  quit. 


so 


North- Carolina  Journal  of  Education. 


[January^ 


or  he'd  thrash  us  both.  I  am  sor- 
ry if  I  hurt  John  by  falling  against 
him,  for  I  really  didn't  mean  to." 

"  Yes  he  did  too,"  interrupted 
John,  angrily  ;  "  he  wanted  Frank 
to  think  he  was  a  faster  runner 
than  I,  and  was  mad  because  I 
beat." 

"  You  may  sit  down,"  said  the 
teacher;  "and  John,  I  wish  you 
to  think  the  matter  all  over,  re- 
tnpmbering  Willie's  explanation, 
which  I  believe  to  be  the  true  one  ; 
and  at  a  recess  you  may  tell  me 
who  has  been  to  blame." 

The  boys  sat  in  the  same  desk, 
so  John  turned  his  back  to  Willie, 
and  getting  as  far  from  him  as  pos- 
sible, took  up  a  book  and  pretended 
to  be  studying  very  hard.  Pres- 
ently be  wished  for  a  pencil,  and 
remembered  that  he  had  left  his 
upon  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  ?"  asked 
Wille ;  and  noticing  the  glance  of 
approval  which  accompanied  the 
permission  to  do  as  he  wished,  se- 
lected his  best  pencil  and  placed  it 
before  John. 

"Take  it,  John,"  said  Miss 
Grey  as  she  saw  he  did  not  seem 
to  notice  it.  John  picked  it  up, 
but  instejid  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. — 
His  teacher  was  watching  him, and 
soon  she  saw  a  t<?ar  roll  down  his 
cheek,  then  another,  and  another; 
at  last  he  laid  his  head  upon  the 
desk  and  sobbed  aloud.  Miss 
Grey  went  to  him,  and  laying  her 
hand  on  his  head,  asked,  "What 
is  the  matter?"  John  sobbed  out, 
"  I   am   sorry   1   struck  Willie." 


"  Would  you  like  to  tell  him  so?" 
"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  you 
were  tempted  to  strike  John  ?" — ■ 
He  hesitated  a  moment,  then  said 
gravely  :  "  It  was  that  Bible  verse 
you  gave  us  the  other  day — '  He 
that  is  slow  to  anger  is  better  than 
the  mighty;  and  he  that  ruleth 
his  spirit,  than  he  that  taketh  a 
city.'  " 

The  tears  came  into  Miss  Grey's 
eyes,  as  she  said  :  "God  bless  you 
my  dear  boy,  and  help  you  always 
to  remember  His  words  w  ii  e  d 
tempted  to  sin." 

Now,  boys  which  of  these  two 
boys  are  yow  like  ?  Like  John, 
hasty,  passionate,  eager  to  punish 
those  whom  you  fancy  have  injured 
you  ;  or,  like  Willie,  remembering 
God's  word,  and  trying  to  do  right? 
Is  it  not  nolle  to  forgive?  Willie, 
surely,  was  no  coward  because  he 
did  not  strike  back;  no,  that  was 
not  the  reason.  He  was  Irave, 
yes  brave,  for  'tis  not  every  boy 
who  dares  do  right.  Piemember, 
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- 
comes your  master  when  you  suffer 
it  to  escape. 


18590 


Resident  Editbr^s  Depixrtmeni. 


II 


ftsihiii  debitor's  gtprtatitt. 


Ycry  often  ;  and  since  it  is  not  usually 
a  pleasant  subject,  either  to  the  reader 
or  to  the  writer,  we  hope  that  there 
will  be  no  necessity  for  it  during  the 
present  year,  but  that  we  may  have  the 
privilege  of  frequently  informing  our 
friends  of  the  rapidity  with  which  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 
will  be  sent  in,  before  the  next  Num- 
ber is  issued. 


Our  New  Volume. — With  this  num- 
ber commences  the  Second  Volume  of 
the  Journal.  During  the  past  year, 
we  have  labored  under  many  difficul- 
ties and  disadvantages,  yet  we  have 
endeavored  to  make  the  .Journal  use- 
ful, and  have  tried  to  improve  it  as 
touch  as  circumstances  would  allow. 

We  feel  that  there  is  still  much  room 
for  improvement,  and  we  promise  not 
to  relax  our  efforts  to  render  it  all 
that  its  friends  could  desire.  We  hope 
too  to  meet  with  some  success  in  our 
efforts,  since  our  friends  of  the  "Board 
of  Editors"  and  others,  have  promised 
to  render  more  efficient  aid  than  many 
of  them  have  hitherto  done.  But  it 
is  the  duty  of  all  its  friends,  since  the 
Journal  is  yours  and  looks  to  you  to 
sustain  it,  to  take  an  active  part  in 
making  it  worthy  of  the  cause  to  which 
it  is  devoted. 

Wait  not  for  those    who  have   prom- 
ised special  aid,  whether  they  perform 
their  part  faithfully  or  not, the  cause  has 
claims   upon  you;  there  is  a  part  which 
youaloaecan  actjifyou  neglect  it  the  pro- 
gress of  education  is  thus  far  retarded. 
What  that  port  mny  be,  it  is  for  you  to 
decide.     Should  you    decide  that  you 
can  do   most  good  by   writing    for  the 
Journal,  its  pages   are  open  to  all>  ex- 
cept that   we  reserve   the  right   to  re- 
ject an   article   that  in  our  judgment, 
inay  not  be  of  a  suitable  character. 

But  that  whatever  is  published  may 
be  productive  of  the  greatest  good,  it  Thanks. — We  tender  sincere  thanks 
must  be  read  by  the  friends  of  education  to  those  of  our  brethren  of  the  News- 
generally;  then  it  is  the  i^lain  duty  of  paper  Press,  who  have  published  our 
all,  to  aid  in  circulating  the  Journal,  i  "Prospectus  for '59."  We  hope  they 
in  all  paits  of  the  State.  During  the  I  may  be  i-ewarded.  not  only  by  a  sense 
past  year,  we  were  under  the  necessi-  i  of  having  thus  aided  in  pushing  for- 
ty of  asking  aid,   in  this   particular,  |  ward  the   work  of  education,  but  also 


Delay. — 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  time  at 
which  the  printers  should  have  com- 
menced their  Work.  It  may  require 
some  time  to  gain  the  time  thus  lost, 
but  we  will  try,  after  February  at 
least,  to  have  the  Journal  ready  for 
the  mail  early  in  each  month. 


82 


North-  Carolina'  Journ'c^  of  Education. 


[January^' 


by  a  more  liberal  patronage  from  those 
whom  they  are  trying  to  benefit.  We 
need  not  remind  them,  that  the  read- 
ers of  news- papers  will  increase  ex- 
actly in  proportion  to  the  advancement 
of  education. 


CoMMox  Schools. — We  hoped  to  be 
able,  under  the  head  of  "Common 
School  Department,"  to  give  our 
readers  some  extracts  from  the 
Report  of  the  Superintendent  of  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  siich  extracts  as  we 
think  will  be  most  interesting  to  them. 

There  are  some  amendments  to  our 
Common  School  Laws,  now  before  the 
Legislature,  v.-hich,  if  passed,  will  be 
found  in  the  next  Number  of  the  Jour- 
nal. 

Our  School  system  is  yearly  becom- 
ing more  and  more  efScieat,  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  Superiuten- 
dent,  it  will  be  fully  equal  to  those  of 
any  of  our  sister  States,  in  results, 
though  far  from  being  equal  to  many 
of  them  in  age.  Yet  there  is  much 
room  for  improvement.  Our  teachers 
must  be  aroused  to  a  spirit  of  self-im- 
provement, and  of  mutual  improve- 
ment. 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  v/hich  the  teachers,  and  especially 
the  teachers  of  Commen  Schools,  have 
ei'ganized  themselves  into  societies,  for 
the  purpose  of  aiding  each  other  ia  be- 
coming tetter  teachers.  And  even  where 
such  Associations  have  been  formed, 
many  of  them  seem   to  languish,  and 


some,  we  know,  have  ceased  to  exist. 
These  things  should  not  continue  thus. 
Whose  is  the  fault? — what  is  the  rem-' 
edy? — are  questions  that  should  be 
asked  and  answered.  Reader,  can  you 
not  do  something  toward  infusing  a 
better  spirit  into  the  teachers  of  your 
county  ? 

But  teachers  alone  are  not  responsi- 
ble for  the  improvement  so  much  need- 
ed. The  responsibility  rests,  in  a 
great  me^su^e,  upon  the  Chairmen  of 
the  County  Boards  of  Superintendents; 
it  rests  upon  each  member  of  the 
Boards ;  it  rests  even  iu  a  greater  de- 
gree, upon  the  examiug  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  may,  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 
faithfullj'  and  the  remedy  is  applied. 


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

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

As  we  have  not  had  time  to  note 
carefully  the  improvements,  we  refer 
to  their  advertiseniijnt  on  another  page 
for  full  pariicalars. 

PxEST  Book  or  Science,    By  Profes- 
sors   Norton    &    Porter — Consisting 
of :   Part  I,  Natural  Philosophy  and 
Astronomy — Part  IT,  Chemistry  and 
allied  Sciences — Published  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  intro- 
duction into  their  schools. 


THE  lORTH-CAROLINA 

JOURNAL  OF  EDUCATION. 


Vol.  II. 


FEBRUARY,  1859. 


No.  2. 


DEFECTS  IN  THE  EDUCATION  OF  CHILDREN. 


The  subject  on  whicli  we  pro- 
pose to  submit  the  following  re- 
marks is  one  that  demands  our 
most  serious  consideration.  And 
deservedly  so  too,  for  it  is  no  oth- 
er than  the  training  and  discip- 
lining of  the  objects  of  our  most 
tender  regards,  so  that  they  may 
become  virtuous  citizens  and  act 
well  their  parts  on  life's  busy  stage. 
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  simplify  the  dif- 
ficult, 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  facilities  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  of  instruction,  we  might 
be   led    to  expect    that    our    land 


would  swarm  with  men  as  eloquent 
as  Tully,  as  philosophical  as  New- 
ton, and  as  philanthropic  as  How- 
ard. But  the  stubborn  fact  stares 
us  in  the  face  that  no  such  men 
are  to  be  found.  There  must  be 
some  reason  for  this  ;  and  it  sure- 
ly must  be  a  poser  to  those  who 
zealously  advocate  the  vast  supe- 
riority of  the  moderns  over  the 
ancients  in  the  art  of  instruction. 
The  truth  is  we  have  gained  more 
in  show  than  in  substance.  If 
rig-htly  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  Ilill  of  Science,  are  made 
smooth  aud  strewn  Avith  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 ! 
What  folly  ;  and  yet  our  credu- 
lous people  accept  all  in  good  earn- 
est.    Such  schools  generally  have 


34 


North- Carolina  Journal  of  Education. 


[February, 


one  art  to  perfection,  and  that  is 
of  swelling  the  laead,  not  with 
thought,  but  with  self  conceit. 

We  get  false  ideas  of  our  edu- 
cational system  also,  from  these 
modern  humbugs,  public  examina- 
tions. I  have  no  objections  to 
public  exhibitions  where  they  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  puffs,  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  Inlawing, 
but  not  a  tliinking  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  Latin  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- 
ming. The  consequence  is  that 
inany,  aye  most,  of  our  graduates 
could  not  translate  fluently  a  chap- 
er  in  Caesar  or  the  Anabasis.  Any 


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

But  there  are  some  evils  in  prac- 
tical education  which  may  be  more 
particularly  mentioned  in  this  con- 
nection, and  especially  those  with 
I  regard    to  the    training   of  young 
children.     In  the  first  place,  then, 
the  very  early  use  of  books  is  both 
j  prejudicial    and    dangerous.     The 
I  truth  of  this  proposition    is  estab- 
j  lished  by  the  experience  of  thous- 
I  ands  around  us.     The  smart  child 
!  often  makes  a  dull  boy,  and  a  stu- 
I  pid  man,  simply  because  his  facul- 
I  ties  have  been  dimmed  and  blunt- 
[  ed  by  t-oo  eager  eff'orts  to  develop 
them  in  infancy.     With  parents  it 
should  be  an  object  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   connection, 
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 


1859.] 


Defects  in  the  JEducation  of  Children. 


35 


book  in  its  infant  hands  is  a  fearful 
sight."  This  is  but  too  true. — 
Books  have  sealed  the  death-war- 
rant of  many  a  child  that  otherwise 
■would  have  beconje  an  ornament 
and  a  blessing:  to  society.  But  so 
great  is  the  desire  of  parents  for 
their  children  to  appear  intellectu- 
al, that  they  are  hardly  out  of  their 
nurse's  arms  before  they  are  initia- 
ted into  the  school-rocm  and  started 
on  a  course  of  mental  training. — 
Thus  it  happens  that  children  at  a 
very  early  age  make  astonishing 
developments  of  intellect.  Iheir 
minds  being  over-stimulated  flash 
out  with  dazzling  brightuei^s,  and 
raise  hopes  that  are  soon  to  vanish 
like  shadows.  It  is  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  any 
thing  more  than  a  passing  joke  ; 
while  it  may  contain  a  melancholy 
warning  that  shculd  send  apprehen- 
sions to  the  breast  of  the  parent. 
Instead  of  such  early  training  and 
such  sad  results,  let  the  little  boys 
make  flutter-mills  on  the  bianch, 
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 
school-room  without  injury. 

But  this  premature  use  of  books 
is  not  perhaps  so  serious  a  detriment 
to  general  education  as  the  carlcss- 
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  oxen,  but  his  actions  often  say 
hat  it  matters    little  who  teaches 


his  children.  He  selects  the 
cheapest  schools,  and  they  are  get>- 
erally  worse  than  worthless.  Thus 
the  bodies  and  souls  of  children, 
their  happiness,  temporal  and  eter- 
nal, are  often  committed  to  the 
keeping  of  men  who  know  nothing 
of  their  business.  The  teacher  is 
a  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  frood  stock  of  learning,  let  hini 
have  quickness  in  discerning  the 
characters  and  capabilities  of  his 
pupils  ;  let  him  have  judgment  in 
cherishing  what  is  right  and  in 
censuring  what  is  wrong  ;  let  him 
have  perseverance  in  applying  the 
best  modes  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 
head  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  exercise  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  uader  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  still 
much  to  be  done.  The  district 
committees  are  frequently  incom- 
petent for  their  task,  and  let  ont 
the  teaching,  as  they  would  a 
bridge,  to  the  lowest  bidder,  and 


m 


North- Carolina  Journal  of  Education. 


[February, 


this  bidder  is  sometimes  deficient 
in  the  simplest  rudiments  of  our 
knguage.  Some  of  the  examining 
committees  too  are  remiss  in  duty. 
A  certificate  of  qualifications  was 
given,  in  an  adjoining  county,  not 
long  ago,  to  a  youth  who  could  not 
read  in  a  law  book,  because  for- 
sooth "Ae  ?£;««  not  used  to  <>."  But 
these  evils  a.'e  growing  fever  ev- 
ery 3'-ear.  Let  them  be  corrected 
as  soon  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  su:i'- 
gests  With  due  deference  to  the 
two  distinguished  ex-Grovernors 
who  are  the  chief  advocates  of  the 
plan,  1  think  that  at  present  it 
would  be  highly  inexpedient,  and 
an  unwise  manner  of  expending 
twenty-five  or  thirty  thousand  dol- 
lars. Better  do  something  to  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,  a,s 
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  froni 
this  purgatory :  "Ma,  I  don't  want 
to  go  to  school  to-day  ;  I  get  so 
tired."  Oh  !  it  is  cruel  in  the  ex- 
treme to  bridle  down  the  free  and 
joyous  spirit  of  youth  by  such  un- 
■atural  confinement.     It   wars  a- 


gainst  healthy  and  symmetrical 
growth.  It  lays  the  foundation  of 
diseases  in  early  youth,  that  sap 
life  of  all  its  pleasures.  It  ruins  the 
child's  temper,  and  gives  him  a 
lasting  distaste  to  his  books,  school- 
room, and  school-master.  He 
thinks  of  home  and  its  amusements, 
and  the  thought  forces  itself  on  his 
mind  that  an  education  is  not  worth 
the  price  of  so  much  pain.  On  this 
point  we  quote  the  following  strong 
language  from  the  eminent  Dr. 
Abercrombie.  ''  When  a  sense  of 
weariness  or  mental  languor  takes 
place,  what  follows  is  not  merely 
loss  of  time,  but  an  important  in- 
iury  done  to  the  mental  constitu- 
tion ;  and  it  appears  to  be  of  the 
utmost  consequence  that  the  time 
of  children  should  be,  as  much  as 
possible,  divided  between  intense 
attention  and  active  recreation.  By 
a  shorter  time  occupied  in  this  man- 
ner, not  only  is  ??iore  progress  made 
than  by  a  longer,  with  listless  and 
imperfect  application,  but  an  im- 
portant part  of  mental  discipline  is 
secured,  which  by  the  other  meth- 
od is  entirely  neglected."  The 
master  may  keep  his  pupils  in  their 
seats  and  ovo-  their  books,  but  for 
him  to  make  them  apply  their 
minds  from  eight  to  twelve  hours 
per  day  is  impossible.  ''  i^  child 
may  lead  a  horse  to  water,  but  a 
lei^ion  can  not  make  him  drink." 
Under  such  circumstances  children 
contract  those  very  habits  of  list- 
Icssness  and  inattention,  which  ev- 
ery man  of  sense  would  strive  to 
prevent.  The  learned  Dr.  says  a- 
gain — ''  Attention  is  the  founda- 
tion of  all  improveinent,  hoth  in- 
tellectual and  moral  f'  but  the 
truth  is,  no  plan  could  be  sugges- 
ted by  which  the  contrary  habits 
would  be  better  secured,  than  by 
this  unreasonable  length  of  time 
young  pupils  are  confined    to    the 


1859.] 


Defects  in  the  Education  of  Children. 


37 


school-room.     Dr.  Jackson  of  Bos-    and  pushed  into  one  of  the  learned 

ton,  says,  that  four  or  five  hours  is    professions," 

long  enough  ;    "^  nor  do   I    think,"  I       ..,,     *     .;-     ere  he  yet  l.ejiin 

says  he,    "  it  wise  to  confine    chil-  I  To  show  the  peeping  down   upon    hi.- 

dreu  in  school,  so  many  hours  as  I  I         chin." 

have  mentioned.  On  the  other  1  He  has  a  smattering  knowledge  of 
hand,  I  regard  it  as  essential  that  j  everything  and  is  a  sound  scholar 
they  should  not  remain  in  school  i  in  nothing.  He  has  little  expcri- 
more  than  one  hour  at  a  time,  and  i  ence,  and  still  less  judgment.  Ho 
during-  that  hour  they  should  not ;  has  a  wrong  idea  of  the  responsi- 


be  kept  in  one  position,  but  be  en- 
gaged in  short  lessons  and  short 
recreations  so  as  to  give  diversity 
of  employment."  This  opinion  is 
sustained  by  the  best  and  most 
practical  instructors  in  our  land ; 
and  it  is  commended  to  the  thought- 
lul  consideration  of  those    parents 


bilities  of  a  man,  a  wrong  idea  has 
he  also  of  his  own  abilities  and  at- 
tainment s,  for  these  be  has  meas- 
ui-ed  by  the  books  and  sciences  he 
has  "gone  through,"  and  not  by 
the  development  of  his  faculties. 
Thus  his  out-fit  is  poor  indeed  for 
a  vovage  'on  the  boisterous  sea  of 


and  committee  men,  and  there  are  I  life,  and  we  need  not  wonder  if  his 
man}',  who  suft'er  stupid,  wood-  i  little  barque  be  stranded  upon  the 
headed  schoolmasters  to  impose  j  shoals  of  disappointment,  and  he 
upon  their  children  and  ruin  their  i  himself  sink  into  the  pools  of  pleas- 
ure, dissipation  and  ruin.  This 
has  been  the  sad  fate  of  notafew- 
The  education  o?  girls  has  been 
curtailed  beyond  all  reason.  They 
are  sent  o^"  to  school,  and  before 
tliey  have  had  time  to  become  skill- 
ed in  the  rudiments  of  an  educa- 
tion they  are  taken  home  and  ush- 
ered into  the  gay   amusements  of 


education.  ^ 

Nearly  allied  to  this  and  equally 
reprehensible  is  the  too  common 
practice  of  making  children  get 
their  books  by  way  of  punishment 
for  httle  misdemeanors.  Who  has 
not  heard  the  mother  reprove  her 
child  and  then  sharply    command 


It— -get  your  book,  sit_d.,wn  and  \  ,^^^  ^o,i,i  to—fish  for  a  husband 
behave  yourself  (  ihis  can  .lave  j  ^,_^^^^^^  designed  all  these  "  lovely 
no  other  elFect  than  to  produce  an  K^^^.^,,  .^^.  sensible  women,  but  eel- 
implacable  disgust  m  the  mmasot  ^^^.^^^.^^^  sometimes  perverts  nature, 
the  young  for  their  studies.  Dr.  L^^^^^  they  become  sensel,ess  oo- 
Abercrombie  says  of  this  practice  ' 


that  "  it  cannot  he  alluded    to    in 
terms  equal  to  its  extreme  alsurd- 

ityr 

Parents  have  another  fault.  It 
is  their  desire  to  make  men  and 
women  of  their  children  before 
nature  intended.  The  boy  is  pla- 
ced at  a  school  that  operates  on  the 
race-horse  principle,  that  he  does 
best  who  gets  over  the  most  ground 
in  the  shortest  time.  He  is  rush- 
ed along  with  astonishing  celerity 
from  study  to  study,  is  graduated 


quettes.  Let  girls  be^//'/.«;  and  when  ' 
they  leave  school  let  them  not  only 
possess  a  retiring,  blushing  mod- 
esty, the  most  lovely  feature  in 
Avoman'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,  youth  and 
freshness  ;  would  therefore  that 
we  might  have  a  revival  of  pure 
and  unadulterated  boyhoodism 
and  gidhoodism.     Let   us  hav« 


58 


North- Carolina  Journal  of  Eduoation. 


[Februarj 


some  of  that  free,  wild,  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,  winsome  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 
Ave  should  act  a  little  more  upon 
the  doctrine  of  equivalents,  that 
where  much  is  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- 
soms fj-em  the  tree  of  life." 

STEEL  PEN. 


LIGHT- 


-THE   LAW   OF  REFLEC- 
TION. 


By  the  reflection  of  light  is  un- 
derstood that  property  by  which, 
when  light  falls  on  any  smooth  sur- 
face, it  is  thrown  off  from  it  again. 
There  is  a  fixed  law  of  optics  as  to 
the  direction  in  which  the  rays  are 
thrown  off,  but  this  law  it  is  not 
necessary  here  to  explain.  There- 
suit  of  it  is  sufficienSly  familiar  to 
all.  How  often  have  we  beheld, 
with  delight,  the  surface  of  the 
calm  sea  at  sunrise,  with  a  long 
path  ot  light  glitterin>g  on  its  waves 
between  the  eye  and'  the  sun!  How 
often  have  we  admired  the  golden 
clouds  of  morning  reflecting  the 
sunbeams,  before  the  luminary  it- 
self has  risen  above  the  horizon  ! 
These  and  innumerable  other  phe- 
nomena have  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  ow» 
rays.  Every  other  object  is  seecf 
by  the  light,  which  is  thrown  off 
from  it,  and  which  forms  a  picture 
or  image  of  such  object  in  the  eye 
of  the  beholder.  The  mountaiiis 
— the  lakes — the  clouds  overhead 
— the  ocean  below — the  sparkling 
rivers — the  gloomy  woo  d — the 
countenances  of  friends — the  walls 
ot  our  apartments- — the  percept-tou 
of  these  and  all  other  objects  of 
sight  we  owe  to  light  reflected  or 
thrown  oft'  from  them.  But  to*  go 
further :  were  it  not  for  this  Jaw, 
not  only  shuuld  we  perceive  noth- 
ing except  luminous  bodies  them- 
selves,but  even  at  the  hour  of  noon- 
day, the  whole  surface  of  the  earth 
and  the  waters  would  be  as  dark  as 
night :  in  short,  nature — as  far  as 
the  sense  of  sight  has  anything  to 


1859.] 


Light. 


39 


do  with    our    perception    of  it—  [ 
would   be   obliterated.     To   prove  i 
this  only  a  single  and  simple  illus-  1 
tration  is  necessary.     Black    sub-  | 
tances     are    called  black    because  | 
they  do  not  reflect  the  rays  of  light;  1 
hence  the  impression  on  the  eye  of  I 
what  we  call  blackness  or  darkness  ; 
is  nothing    more  or  less  than   the 
absence  of  reflected  light.     So  if 
all  nature,   like   black  subsances, 
reflected  none  of  the  rays  of  light, 
everything  would   be   involved   in 
common  gloom. 

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


TEACHERS  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  the  teacher  comes  be- 
fore his  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  teacher  should  r-cver  make 
present  attainments,  in  any  study, 
a  finality.  There  is  hardly  such 
a  thing  as  a  finality  to  any  subject. 
What  have  been  cosidercd  as  fi- 
nalities have  given  way  like  gos- 
samer, before  investigation. 

Teachers  should  study  many 
authors  on  every  branch  which 
they  are  called  upon  to  teach. 
All  the  better  if  they  review  them 
for  the  hundredth  time;  some 
new  thought  will  be    elicited    and 


old  ones  revived.  The  teacher 
will  thus  go  before  his  school  an- 
ticipating his  pupils'  difiiculties, 
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  Avill  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. 

I      We  place  this  habit  of  the  teach - 
!  er,  of  studying    in    advance  the 
!  lesson  to  be  taught,  in    the    front 
j  rank  of  qualifications  for    success. 
I  Because  a  teacher  that    has    this 
!  habit  is  earnest    and    striving    to 
'  rise  in  his  profession,    and,   as    a 
j  consequence,   will     improve    both 
himself  and  his  school. 
i      The   teacher   should    not   only 
study  for  ideas,  but   for   methods 
of  imparting  the  same,  and  incit- 
I  ing  thought  in  his   pupils.     Here 
is    another    secret    in    teaching. 
j  Where  manner  and  matter  go   to- 
i  gether  in  the  teacher,  success  must 
!  follow.     What  is  the  best  method 
'  of  presenting  a  subject,  should  be 
a  constant  thouglit  with  the  teach- 
i  er.     Any    one    saethod     of    con- 
ducting a  recitation    will   become 
i  dull  and  monotonous. 
j      In  short,  the  teacher  who  would 
j  discharge  the  debt  which  he  owes 
j  to  his  profession  must  be  the  most 
!  studious  and   industrious  of    men. 
j  If  we  honor  our  profession,  it  will 
I  honor  us. — N-  Y.    Teacher. 


Good  books,  are  the  best  com- 
panions. 


iO 


2\'ort7i- Carolina  Journal  of  Education. 


[February, 


COMPARATIVE  PHILOLOGY. 


NUMBER   II. 

We  Will  devote  this  article  to  a  I  very  necessities  of  our  natui^ 
consideration  of  the  nature  of  Ian- '  language,  which  derives  its  name 
guage,  the  staple  of  our  science.    I  from  its  vocal  expression,* — lingua. 

In  its  broadest  possible  sense,  it !  the  tongue  (french  derivativs 
is  the  expression,  in  some  furm,  of  language)  representing  the  organs 
the  ideas,  emotions    passions  &c.,  •  of  speech, — comes  into  existence. 


pervading  the  universe;  as  reveal- 
ed from  one  sensible  beine:  to   an- 


To  us,  -with  our   present  habits 
and  necessities  and   probably  ufl- 


other  or  to  any  sensible  being   to  |  der  every  possible  condition,  words 
whom  the  visible  expression  of  the  lor  other  similar   signs   are   indis- 


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, — "  Lay  unto  day  ut- 
tereth  speech  and  night  unto 
night  showeth  knowledge,  there 
is  no  speech  nor  language  Avhere 
their  voice  is  not  heard.  Their 
line  has  gone  out  through  all  the 
earth  and  their  words  to  the  end 
of  the  world.'^ 

By  reason  of  the  harmony 
which  prevails  through  all  the 
works  of  God,  the  mind  of  man  is 
fitted  to  receive  these  outward  im- 
pressions, and  its  dormant  ener- 
gies are  stimulated  by  them  into 
action. 

As  the  flint  calls  out  the  living- 
fire  which  lay  hidden  in  the  steel, 
so  nature  awakens  the  mind  of 
man.  But  how  shall  these  nascent 
ideas  find  expression  ?  For,  until 
some  sign  stands  forth  to  give 
them  a  "  local  habitation  and  a 
name,"  they  are  ''airy  nothings," 
— the  vague  and  formless  vissions 
of    a    dream.     Hence,   from   the 


pensably  necessary  to  the   expres- 
sion of  language. 

We  may  convey  our  ideas  to 
others  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,  but  all  these  va- 
rious expressiotis  awaken  in  the 
mind  a  train  of  thought,  which 
must  receive  the  form  of  words  in 
order  that  the  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  our  written  or 
spoken  words  ;  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  possible  words 
and  no  more.  Hence,  those,  who 
extend  the  domains  of  ;iny  lan- 
guage, are  its  great  masters  of 
thought  who  struggling  within 
their  limited  bounds  extend  them 
to  suit  their  needs.  Consider  the 
influence  of  Chaucer,  Shakspeare, 
liocke  and  others  upon  the  Eng- 
lish, and  of  Luther,  Gothe,   Schil* 


185tJ.] 


Vomparuilve  Philologies 


4i 


ier,  Kant  atid  others  upon  the  Ger- 
man. 

Yet  even  these  great  thinkers 
do  not  add  anything  absolutely 
new,  but  languages  invariably  ex- 
pand by  composition,  inflection 
and  derivation  from  roots  already 
in  existence,  however  numerous 
and  Protean  the  derivatives  may 
be.  The  origin  of  the  roots  lies 
back  of  history  and  defies  the 
scrutiny  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  v/ho  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  crystal  is  the  embodi- 
ment of  the  mineral  it  represents. 
Thought,  language  and  words  are 
intimately  connected.  All  these 
may  and  necessarily  must  exist  in 
the  mind,  though  there  is  no  out- 
ward expression. 

The  modes  of  expression  may 
be  various.  It  may  be  by  signs 
iiud  motions  of  the  body,  the  silent 


language  both  of  men  and  beasts, 
by  the  interjectional  exclamations 
of  men,  or  by  a  regular  course  of 
definite  and  unvarying  vocal 
sounds  or  spoken  words,  or  by  the 
signs  of  written  language  in  all  its 
various  formsi  Hence  we  have 
three  forms  of  language,  natural, 
spoken  and  written. 

The  natural  language  is  com- 
mon to  the  whole  animal  creation 
&formsno  insignificant  part  of  that 
ofman  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 
chancre. 

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  ail  who  hear  them,  they 
must  always  bear  the  same  impress, 
like  coins  of  equal  value  from  the 
same  mint.  Still,  in  the  lapse  of 
time,  a  continual,  and  to  a  certain 
extent,  regular  change  takes  place 
in  the  voc^il  elements  of  a  language 
so  that  dialects  arise  and  languages 
separate  from  e-^.ch  other.  Com- 
pare, in  this  respecl, any  language, 
the  English  for  instance,  in  difier- 
ent  centuries. 

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

The  consonants,  the  skeleton  of 
the  woi'd,  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,  to  the  boue 


42 


North- Carolina  JournaJ,  of  Education. 


[February, 


i 


and  muscle  of  the  consonant  ele- 
ments. Hence  the  fine  perception 
of  the  Shemitic  nations  led  them 
to  disregard  the  vowels,  as  inor- 
ganic and  inferior,  and  to  express 
the  consonants  alone. 

Since  spoken  languages  pass  by 
imitation  from  father  to  son  ;  in 
the  early  ages  of  the  world,  when 
the  lives  of  men  extended  over 
such  long  periods  and  the  human 
population  was  crowded  in  narrow 
limits,  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  possess  the  uttermost  parts  of 
the  earth,  was  given  ;  then  each 
divided  fragment,  under  the 
stern  rule  of  physical  and  social 
necessitieF,  developed  for  itself  a 
new  form  of  speech,  until  in  our 
day  to  the  uninstructed  the  diver- 
■  sity  seems  endless  and  unconquer- 
able. 

Reserving  for  the  future  the 
physical  laws  acting  upon  language 
we  confine  ourselves  now  to  the 
^  causes  which  induce  permanence 
in  any  particular  language,  and, 
especially,  those  which  preserve 
it  until  embodied  in  a  written 
form. 

First,  the  common  familiar 
household  words,  the  names  of 
the  implements  of  war  a»d  hunt- 
ing and  the  first  rude  husbandry, 
would  be  permanently  fixed. 
So  too  the  prominent  features  of 
nature,  especially  the  planets 
and  the  brightest  stars,  thenight- 
ly  guides  of  the  hunter  and  ^  the 
shepherd,  the  names  of  customa- 
ry actions  and  familiar  qualities 
would  be  early  fixed.  It  is  a 
great  proof  of  the  original  unity 
of  language,  that  these  familiar 
words  in  all  languages  differ  but 
little  from  each  other,    and  that 


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  all  arisen 
from  a  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. 

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  much  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  wanderings,  by  anarchy 
and  by  rough  conflict  Avith  na- 
ture until  barbarism  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  substanstially  as  indi- 
cated above.  It  is  a  principle 
of  modern  Philology,  that  all 
the  languages  were  formed  by 
nations  in  a  state  of  migration, 
and,  hence,  the  critical  exami- 
nation of  each  particular  tongue 
shows  the  periods  of  the  hunter, 
the  shepherd,  the  husbandman 
and  the  dweller  in  towns.  A 
second  and  very  potent  cause  of 
permanence  was  the  early  in- 
troduction of  minstrelsy. 

The  Bard  v/as  the  early  his- 
torian and  teacher,  and  poetry 
the  garb  of  his  thoughts  ;  since 
the  flowing  numbers  aided  and 
directed  his  memory.  To  him 
the  hero  looked  for  immortal 
fame,  and  from  him  he  eargerlj 
heard  the  deeds  of  other   days. 


tm^'] 


Comparative  Philology. 


4^ 


The  ballad  singers  of  of  early 
Rome,  reciting  the  stories  of  the 
wolf-nurtured  twins,  of  Horalius 
and  Virginias  and  the  evil  deeds 
of  the  Tarquin  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 form,  so  as  to  speak  to  the 
eye,  as  well  as  to  the  ear.  Thus 
the  word  which  before  fell  from 
the  orator  or  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 
down  the  stream  of  time. 

Compare  the  Hfe  of  niau,  in  that 
period,  when  Fiagal  led  his  hosts 
fro  in  the  hills  of  woody  Morven, 
and  the  northera  Sa<;a  was  in  its 
elory,  or  the  more  favored  days  of 
Greece  and  lloine,  with  these  mod- 
ern days, 

"When  a  small  drop  of  ink, 
Falling  like  dew  upon  a  thought,  pro- 
duces that 
Which  makes  thou.*ands,  perhajis  mil- 
lions think  ;"' 

and  we  may  have  some  conception 
of  the  strength  of  the  forces  now 
acting  to  preserve  the  forms  of 
speech.  There  seems  to  have  been 
a  time  early  in  the  history  of  lan- 
guages, long  even  before  a  written 
form  existed,  when  their  principles 
became  flxed,aiid  they  were  brought 
under  the  control  of  regular  laws. 
This  is  exhibited  in  our  language, 
in  common  with  all  others  of  its 
class,  in  the  use  of  what  are  im- 
properly called  irregular  forms, 
but  which  are  in  reality  defective, 
or  formed  by  internal  changes,Jike 


the  strong  .verbs  of  the  German 
grammarians,  and  the  defective 
comparison  of  adjectives ;  and  in 
the  change  from  this  usage  to  for-^ 
mation  by  the  addition  of  syllables. 

('ompare, 
English,  good  better  best; 
Saxon,  go'd  beterabetst; 
German,  gut  besser  best ; 
Latin,  bonus  melior  optimus  ; 
Greek,    Agathos    ameinon  aristos ; 
with  the  forms  in,   er,    est,    &c. — 
Compare  also  the  strong  verb,  sing, 
sang,  sung,    with  the  weak  forms, 
love,  loved,  loved. 

All  these  and  similar  forms  are 
remains  of  the  oldest  elements  of 
speech,  while  what  are  called  regu- 
lar are  modern.  In  proof  of  this 
we  have  changes  of  the  old  to  the 
new,  but  not  one  of  the  new  to  the 
old.  At  what  period  this  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  completely  hidden 
from  our  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  rues- to  a 
fixed  form,  which  it  permanent 
ly  maintains,  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  Sanscirt, 
the  Greek  and  the  Latin. 

The  English  aiFords  an  instruc- 
tive example.  Compare  the  changes 
for  instance  from  Chaucer  to 
Shakespeare.  Dryden  in  1668,  fifty 
years  after  Shakespeare,  complains 
that  his  language  is  becoming  ob- 
solete.. ]3ut  Dryden  himself  is 
nearly  as  fresh  as  a  writer  of  to-day . 


44. 


North- Oarolina  Journal  of  Education. 


[February, 


A  similar  change  took  place  in  the  i  but  our  space  compels  us  to  close. 


I/atin,in  the  fifty  years  before  Cice- 
ro. 

These  facts  are  very  suggestiye, 


C.  W.  S, 

TO    BE    CONTINUED- 


HELP  YOURSELF, 


It  is  a   matter  of  great  acnoy- ! 
anee  to  teachers  that  young  people  ' 
will  not  or  cannot  think,  by  which 
I    mean   they  will    not   give   that 
thought  to  study  that  draws  a  con- : 
elusion  or  inference  from  anything 
gone  before;    in   other  words,  they  , 
will  not  apply  rules.      If  you  give  | 
them  a  task  it  is  learned  verbatim, 
but  if  you  ask    what  it  means,  or  ' 
proves,  you  get  a  look  af  N-vonder  or  j 
stupidity  for  your  injustice  in  ask- 
ing   more    questions    than  are  laid 
down  in   the   book.     The   teacher 
can  but  be  discouraged  when  day 
after  day  and  week  after  week  gives 
the  same  results,  and  the  pupil,  not- 
withstanding   every    effort  on   the 
part  of  the  instructor,shows  no  signs 
of  progressing.     The   parents  re- 
gr  et  it  and  perhaps  blame  the  teach- 
er for  this  want  of  improvement — 
blame    their  children,  too,  for  not 
seeing  the  magnitude  of  the  advan- 
tages   offered  them  (at  the  rate  of 
so  much  per  month  in  tuition,)  and 
lastly,  thepiqnl  heartily  wearies  of 
school,    hates    books,   hates  study, 
and  gives  up  trying  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    for   example  two  children 
of  equally  good  capacity  ;  place  one 


in  a  household  where  there  are  just- 
enough    servants   to  attend  to  the 
principal  duties,   but  with  no  time- 
to  attend  the  call  of  the  children, 
and  where  parents  have  no  disposi- 
tion to  gratify  every  idle  whim,  or 
allow  the  servants  to  do  so.     Let 
the  other  have  the  liberty  of  calling 
for  everything  it  wants,  sure  of  be^ 
iog  immediately    waited   upon  by 
somebody,  and  note  theeff'ect.     In- 
the  latter  case  you  will  find  that  the- 
child    does    not    gaia    intelligence- 
rapid!  v.     The  want  of  self-depen- 
denee  in  little  things  leads  to  help- 
1  lessness  and  dullness  when  thought 
'  or  action  is  called  for.     While  oth- 
ers  think  for  the   child  it  has  no 
call    to   show   its   ©■wn    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  mentally,  and  be- 
comes   passionate  and  fretful  as  it 
grows  in  years.      If  to-day  the  child 
sits  sfill  in  his  chair  and   calls  out 
"  Give  me  my  ball,"  instead  of  go- 
ing for  it  himself,  you  may  expect 
he  will  want  to  be   further  waited 
on  to-morrow.-    If  gratified  in  indo- 
lence one  day,  you  will  find  it  more 
surely   expected   each    succeeding 
day,  and  more  imperiously  and  im- 
patiently  called  for.     The  power  of 
self-reliance  fast  dies  out.     Ther© 
is,    in  fact,  no  need  o-f  exertion  5 
somebody  does  everything  that  the 


1859.] 


Help  Yourself. 


45 


child  repuires,  it  need  not*  think 
hoic.  The  child  never  attempts  do- 
ing anything  but  what  is  quite 
agreeable  and  easy,  so  that  the 
mind  is  not  called  into  action,  and 
it  moreover  does  not  leara  to  meet 
and  baffle  with  difficulties.  If  such 
a  child  is  a  cross  and  quarrelsome 
playmate,  a  stupid  scholar  aad  gen 
erally  uninterestiajj,  one  need  not 
be  surprised.  It  is  the  result  of 
this  manner  of  home  culture,  or 
rather  home  waste,  for  the  mind 
takes  the  road  to  decay  under  these 
circumstances,  iastead  of  going  on 
to  better  thing — healthy  life  and 
vigor.  It  is  natural  to  all  of  us  to 
give  ourselves  up  to  those  things 
only  that  are  pleasant  aad  congeni- 
al, aad  this  disposition,  if  fostered 
in  early  years,  whether  by  parents 
or  by  our  own  free  will,  readers  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  the 
character  of  the  child  who,  having 
nobody  to  wait  upon  him  and  hu- 
mor him,  waits  upon  himself.  Like 
every  one  who  has  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  surmount,)  the  boy, 
who  relies  upon  himself,  helps 
himself,  and  enquires  for  himself, 
will  he  a  smart  boy,  active  and 
acute,  whether  in  the  play-room  or 
school-room,   a»d  jou  cannot  help 


it.  He  does  not  dread  books  so 
much,  for  he  feels  that  he  has 
strength  to  master  them.  By  his 
active  habits  he  has  overcome  the 
disposition  to  indolence  that  over- 
powers many  another,  and  he  de- 
velops physically  and  mentally  at 
the  same  time.  Health  follows  iu 
the  train  of  activity,  and  the  mind 
gains  strength  from  the  soundness 
of  the  body. 

It  is  no  real  kindness  to  a  child, 
though  it  springs  from  the  parents' 
fond  love,  to  so  overburthen  it  with 
attention;  a  certain  degree  of  care 
is  necessary,  but  more  than  that 
tends  to  cramp  the  energies  of  the 
little  being,  who  with  such  varied 
powers  is  glad  and  curious  to  try 
them  ail.  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  invaders,  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, what  men  they  were ! 
Their  souls,  cast  in  a  mould  of  in- 
dependence, nurtured  for  rapid 
thought  and  action,  ready  at  aJl 
times  "to  do,  to  be  and  to  suffer." 
Out  of  these  materials,  rough  hewn 
and  unpolished  ag  they  were,  strong 
minds  and  brarve  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 
of   their  country's  freedom,  where 


46 


North- Carolina  Journal  of  Education. 


[February, 


they  will  remain  and  ever  brighten  1 
while  time  lasts.  j 

But  had  their  youth  been  spent  i 
in  the  "lap  of  luxury/'  think  you  j 
there  wooild    have  been  so    stanch  | 
and  'unfiinching    a    resistance    to  I 
British    power — so    determined    a  , 
perseverance — such  enery  and  cour- ! 
age  amid    those  years  of  suflFering  , 
and  privation — at  the  risk  of  every-  i 
thing  personal  ?     No;  beleive  me,  } 
ibeir  independent,  self-relying  lives  \ 
in   those    homes  in  the  wilderness  ■ 
paved    the  way  for  deeds  so  daring 
and    results    so  astonishing.      The 
way  to  make  thinkers  is  to  give  the  , 
mind,    from  its  earliest  years,  food 
and    occasion  for  thought.      Exer-  ] 
cise  the  faculties  if  you  would  have 
them    grow  ;    call  them  into  play, 
and  ere  long  you  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    ofi"   every 
blast   of   wind  and  shutting  them 
up  from  heaven's  bright  sun.  Bear 
the  child  to  think  for  himself,  then 
when    he  goes  to  the  school-room 
he    will    take    hold  of  study  with 
some  capacity  and  be  ready  to  apply 
himself  to  books  with  less  dislike. 
Not  looking  upon    study  as  such 
pitiful  overwhelming  hardship,  his 
progress   will  be    more    gratifying 
and  encouraging.     Parents  will  find 
less   reason   to   complain  of  "time 
and  money  thrown  aicay  on  edu- 
cation ;  "  and  last,  though  not  least, 
the   teacher   will    be  spared  much 
weariness   and    discouragement  in 
an  ofRce  that,  saving  the  scanty  re- 
muneration, is    often     an    utterly 
thankless  one.  Delia  W.  Jones. 


LEARN  TO  SPELL. 

"The  benefits  of  correct  spell- 
ing may  be  learned  from  the  fact, 
which  appears  by  the  official  can- 
vass of  the-  votes  cast  for  CTOver- 
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  a 
newspaper,  and  relates  to  the 
State  of  New  York. 

If  the  judges  at  our  elections 
were  to  reject  votes  for  the  same 
reason,  how  many  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 
b)''  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  doion  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 /orw  of  the  "sv'ord  is  present- 
ed to  the  eye. 

2.  The  sound  of  it  strikes  the  ear. 

3.  The  meaning  of  it  is  associateil 
with  it. 

4.  The  hand  is  employed  iiuwriting 
it  down. 

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


1859.] 


Lord  Bacoti's  PTiilosopliy. 


4T 


LORD  BACON'S  PHILOSOPHY. 


Its  Influence  upon  Education. — (Continued.) 


But  Bacon  well  knew  that  many 
obstacles  stood  in  the  way  of  the 
reception  of  his  new  philosophy, 
and  that  he  must  first  remove 
these  obstacles.  The  greater  por- 
tion of  his  "Novu7n  Organum" 
is  accordingly  occupied  with  po- 
lemics. 

Idols  and  false  notions,  he  says 
here,  rovern  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  j  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  tbe  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 
rays  that  stream  from  created  ob- 


I  jects,  as  an  uneven  mirror,  whicfe 
i  mingles  its  own  nature  with  that 
I  of  the  object  it  reflects,  giving  t© 
i  them  false  shapes  and  colors." 
!  Bacon  here  disclaims  that  abso- 
lute knowledge  of  objects,  which 
penetrates  to  the  essence  of  their 
being,  for  such  all-sufiicient  knowl- 
edge is  the  perogative  of  God  alone. 
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, 
and  the  conditions  affixed,  in  eon- 
sequence  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  under-standing  is  not  a  clear 
light,  but  it  is  clouded  by  the  will 
and  the  afi"ections.  Hence  man 
rejects  that  which  is  difficult,  be- 
cause it  calls  for  patient  inquiry  ; 
that  which  is  moderate,  because  it 
narrows  his  hopes,  &c."  How  ap- 
propriate is  this  remark  in  the  ed- 
ucation of  the  young,  and  how 
little  is  instruction  based  lupon 
just  views  of  the  relation  between 
the  will  and  the  understanding, 
and  upon  the  taste  or  distaste  of 
pupils  foi  given  pursuits ;  and  how 
evident  it  is,    that   the  will   must 


48 


North- Carolina  Journal  of  Education. 


[February, 


be  animated  by  the  conscience, 
where  the  gifts  of  intellect  have 
been  sparingly  bestowed  ! 

"Some  minds  are  lost  in  admi- 
ration of  antiquity,  others  in  the 
passion  for  novelty,  but  only  the 
select  few  are  so  well  balanced  as 
to  keep  a  medium  course,  and 
neithe?'  to  pull  down  that  which 
has  been  skilfully  built  up  by  the  an- 
cients, nor  to  despise  that  which 
has  been  well  done  by  the  mod- 
erns." 

This  remark  should  serve  to  en- 
courage teachers,  especially  at  the 
present  day,  when  a  superstitious 
reverence  for  antiquity  is  engaged 
in  active  conflict  with  a  supersti- 
tious regard  for  whatsover  is  new. 
Further  on,  Bacon  attacks  the  va- 
rious philosophies  which  have  been 
in  vogue  at  different  periods.  "The 
devotees  of  science  have  been  eith- 
er empiricists  or  dogmatists.  The 
empiricists,  like  ants,  have  heaped 
up  only  that  which  they  could  put 
to  use ;  and  the  dogmatists,  like 
spiders,  have  spun  threads  out  of 
their  own  bowels.  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  the  nature  of  these 
they  change  and  distil,  by  virtue 
of  the  force  that  is  in  them.  So 
a  true  philisophy  is  not  effective 
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 
for  authorities,  and  that  too  com- 
mon error  of  opinion,  that  noth- 
ing new  remains  to  be  found  out." 
He  condems  sin  as  the  bane  of  all 
knowledge.  He  says  "men  have 
.entered   into  a  desire   of  learning 


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." 

*  >K  25-  ^  sji 

In  one  place  be  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  w^ll.  We 
give  scarce  a  thought  to  our  teach- 
ei's,  and  care  little  for  what  they 
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  Jes- 
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,  in  my 
opinion,  that  of  the  family  or  of 
the  school.  For  not  only  are  great- 
er incentives  to  action  to  be  found 
at  colleges,  but  there  too  the  young 
have  ever  before  their  eyes  men  of 
dignified  bearing  and  superior 
scholarship,  who  command  their 
respect,  and  whom  they  grow  in- 
sensibly to  imitate.  In  short,  there 


1859.] 


Lord  Bacon's  Philosophy. 


49 


is  hardly  a  particular  m  which  col- 
leges do  not  excel,  la  regard  to 
the  course  and  order  of  instruc- 
tion, 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  th:^ 
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  ths 
pupils, — this,  too,  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  direc:ion,  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  Avisdom  ;  but, 
acted  on,  they  are  both  fruitful 
and  e^fficient.  For  as  the  wrong- 
ing or  cherishing  of  seeds  -or 
young  plants  is  that,  that  is  most 
important  to  their  thriving,  and 
as  it  Avas  noted  that  the  first  six 
kings,  being  in  truth  as  tutors 
of  the  state  of  Rome  in  the  in- 
fancy thereof,  Avas  the  principal 
cause  of  the  eminent  greatness 
of  that  state  Avhich  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  afterAA'ard.  And  it  is  not 
amiss  to  observe  hoAv  small  and 
mean  faculties,  gotten  by  educa- 
tion, yetAvhen  they  fall  into  great 
men  or  great  matters,  do  Avork 
great  and  important  effects, 
Avhereof  I  Avill  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  Avhich,  as  it  seems  to  me, 
they  have  shoAvn  sound  judg- 
ment,    I  speak  of  that  art  Avhich, 

6 


50 


North- Carolina  Journal  vf  Education. 


[February, 


followed  for  a  livelihood,  brings 
reproach,  but,  used  in  education, 
doesthe  best  of  service, — I  mean 
the  acting  of  plays.  This  strength- 
ens the  memory,  gives  volume 
to  the  voice,  power  to  the  ex- 
pression, case  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- 
Icnus  by  his  faculty  of  playing, 
put  the  Panonnian  armies  into  an 
extreme  tumult  aud  combustion. 
For  there  arising  a  mutiny  among 
them,  upon  the  death  of  Augus- 
tus Caasar,  Blsesus,  the  lieutenant, 
had  committed  some  mutineers, 
which  were  suddenly  rescued ; 
whereupon  Yibulenus  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 
brotlicr  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  ruiiiiaus,  that  he 
hath  about  him  for  his  execution- 
ers upon  his  soldiers.  Answer, 
Blsesus,  what  is  done  with  his  body? 
The  mortalest  enemies  do  not  de- 
ny 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.'  '\Mth  which  speech  he 
put  the  army  into  an  infinite  furj- 
and  uproar ;  whereas  truth  was, 
he  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  who  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  thiii  sentiment  and 
carry  it  into  all  his  speculations. — 
When  he  taught  that  "men  must 
abjure  all  traditional  and  inherited 
^'ifws  and  notions,  so  that  with  an 
open  and  unworn  sense  they  unght 
come  to  the  observation  of  nature, " 
why  did  he  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  fanago  of  jiood, 
bad,  and  indiff"erent.  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  their  priniuni 
mubile,  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  their  general.     But 


pCRTH  CAROUtiA  STATE  UBRARY^ 


!859.] 


Lord  Bacon's  Philosophy. 


51 


he  forgot  to  add,  that  Drusus  most 
fitly  recompensed    the    ill-omend 
orator  for  his  all  too  potent  speech 
with  the  loss    of  his  head.     Why  j 
did  not  Bacon,  keen  as  he  ordina-  | 
rily  proved    himself  in  argument,  I 
rather  use  this  example  to  condemn 
theatrical     representations   in  ; 
schools,    inasmuch   as  these  repre-  ' 
sentations    very    often  pass  from  a  '• 
mimic   jest  into    a  too  serious    fa- 
miliarity with  lies  and  deceit?  I 

Meanwhile  some  of  his  views  in  ; 
the  passage  above  quoted,  as,  a-  ! 
gains-t  over  hasty  methods  of  ini-  | 
parting  instruction,  in  favor  of  a  i 
judicious  interchange  between  the  ! 
easi'^r  and  the  more  difficult 
branches  of  learning,  and  the  like, 
are  timely  and  encouraging. 

But,  though  these  doctrines  in- ; 
sure  their  own  reception,  we  ought  j 
uot  to  hastily  to  conclude  that  Ba- 
con's highest  claims  in  the    cause  i 
of  edu.cation  are  based  upon  them.  , 
These  claims  proceed  much    rath-  j 
er  from  the  i'act,    which  I  can  uot  ! 
too  often   repeat,  that  he   was  the  ; 
first  to  break  out  of  the  beaten  track, 
and  to  address  scholars,  who  liyed 
and  moved    in  the  languages    and 
writings    of  antiquity,    yea,    who 
were    mostly     echoes    oi'  the    old 
Greeks  and  Knraans,  and  who  had 
no  higher  ambition  than  to  be  so, 
— to  address    them    in  such    lan- 
guage as  the    following  :  "Be  uot 
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- 
ture and  listen  to  her  many  voices, 
consider  her    ways  and  learn    her 
doings  ;  so  shill  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 
wc  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 
1GC3,  lie  brought  out  a  work  up- 
on natural  philosophy  ;  and,  in  the 
preface  to  this  work,  he  adverted- 
to  his  own  obligations  to  Bacon. 
Tic  here  called  the  ^'Instauratio 
Matj'tui'  ''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, 
ancl  so  left  the  task  to  future  gen- 
erations." In  another  paragraph 
he  says :  '-Bo  not  we  as  well  as 
the  ancients,  live  in  the  garden  of 
nature  ?  Why  then  should  not 
we,  as  Avell  as  they,  use  our  eyes 
and  our  ears  ?  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 


52 


North' 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  eenturies  in  ad- 
vance of  Aristotle-" 

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

Jlmcrican  Jour,  of  Ed. 


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


ORIGIN  OF  PWNCTUATION. 

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- 
phane-s  of  Byzanz,  and  the  Maso- 
retes  in  Hebrew  writings.  -Even 
then,however,they  were  only  used 
as  an  aid  in  books  of  instructi  on, 
and  neither  the  Goth,  nor  the 
Coptic,  much  less  the  Northern 
Runes,    ever  kneAv  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  infioitive  mood  may  be  re- 
garded as  the  basis  of  th<3  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  linsited 
by  person,  time,  number  or  place  : 
it  does  not  express  what  actually 
exists,  but  a  pure  abstraction,  as 
see,  cut,  help,  or  in  another  form, 
seeing,  cutting,   helping. 

Nowwhea  this  act  or  state  is  pred- 
icated of  any  subject,  when  it  pas- 
ses from  the  abstract  to  the  con- 
crete, it  seems  necessary  to  u-se  the 
verb  "  to  be,"  as  well  as  when  any 
other  noun,  or  adjective,  is  the  pre- 
dicate. You  limit  the  verb  see  to 
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,  s^'e-iug. 

Further,  it  seems  to  be  generally 
agreed  that  verbs,  in  the  formation 
j  of  language,  preceded  nouns  :  the 
j  latt,er  (the  primitive  ones)    taking 
j  their  names  from  some  act,  state  or 
'  quality  that  is  prominent;  as  suppose 
:  the  sun,  from    sAme^the  shiner. 
I  The  word  lamb,  from  skipping.   The 
j  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  qualities  that    characterize 
the  lamb ;   he  lamb  is  :  he  lambs  ; 
be  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. 


1859.] 


Lecture  on  the  English  Language. 


53 


K  LECTURE  DN  THE  ENGLISH  LANGUAGE, 

Its  History — Its  excellencies  and  defects — Its  curiosities  and  colloqidcd 
abuses — And  its  future  destiny.  Delivered  at  Newberne,  N.  C, 
Mai/,  1854.     iiy  Rev.  William  Hooper. — (Contiiuted.) 

or  pun  was  the  Cleopatra  for  which 


STYLES. 

But  I  must  pass  over  the  sound 
of  our  language — from  its  euphony 
and  its  cacophony,  to  the  other  ex- 
cellencies and  defects.  The  power 
of  adaptation  to  all  subjects,  high 
and  low,  grave  and  gay,  tragic  and 
comic,  is  a  distinguishing  excellence 
of  the  English  tongue.  In  what  de- 
partment of  composition  has  not  our 
language  its  great  u)asters,  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 
sublime  glories  of  heaven  and  the 
soft  charms  of  Eden,  as  the  one  he 
learned  on  his  mother's  lap  ?  And 
when  we  read  one  of  Shakspeare's 
deep  tragedies,  it  seems  as  if  no 
other  language  could  have  answer- 
ed better  to  express  the  strong  emo- 
tions of  love,  hatered,  revenge,  re- 
morse, jelousy,  courage,  pity,  des- 
pair !  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,  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,  was  not  the  fault  of 
his  mother  tongue,  but  of  the  bad 
taste  of  his  age,  and  some  one  has 
said,  that  his  fondness  for  quibble 


he  lost  the  dominion  of  the  world. 
I  will  presently  mention  some  of 
these  puns,  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  vast  difference  between  the 
attic  simplicity  of  Hume,  and  the 
Asiatic  pomp  and  luxuriance  of 
Gibbon  'f  Robertson  tried  the  mid- 
dle ground — more  ornamental  than 
Hume,  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  iu 
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 
facts  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  mind  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- 
ment of  poetry  and  rhetroric  imme- 
diately begets  a  suspicion  oi fiction 
— that  the  historian  is  not  eleva- 
ted to  that  high  seat  and  clear  at- 
mosphere of  judicial  dignity,  which 
would  qualify  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  Napolaqn.    W.h^n  th^,  thePsUn- 


54 


North-Carolina  Journal  of  Education. 


[February, 


known,  author   of  the    "  Waverly 

novels,"  first  announced  that  he 
had  undertaken  the  biography  of 
the  greatest  warrior  of  the  world, 
the  public  were  on  the  tiptoe  of 
expectation  :  the  foremost  in  arms 
portrayed  by  the  foremost  in  let- 
ters !  They  could  scarcely  wait 
for  its  completion,  and  as  soon  as 
it  appeared,  seized  upon  and  de- 
voured it  with  the  grRatest  avidity. 
But  the  sober  reader  immediately 
discerns  the  hand  of  the  poet. — 
The  profusion  of  similes  and  meta- 
phors awaken  a  feeling  that  you  are 
on  fairy  and  enchanted  ground, 
and  you  withhold  your  confidence 
— to  say  nothing  of  the  caution 
you  think  necessary  against  the 
national  prejudices  of  a  Briton. 
These  remarks  apply  with  still  move 
force  to  a  history  (shall  I  call  it) 
or  a  hisforical  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;  oo  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 ;  but  after 
having  flourished  his  short  day  up- 
on the  stage,  and  done  his  best  (un- 
der the  banner  of  the  Priuce  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  unclerical  production,  "to  the 
family  vault  of  all  the  Capulets." 
I  make  these  remarks  on  Abbott's 
■work  merely  in  passing,  to  caution 
my  young  hearers  against  forming 
thiir    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. 

llising  to  a  higher  grade  of  his- 
torical productions,  the  histories  of 
Bancroft,  Prescotfc  and  Irving,  who 
have  done  so  much  honor  to  their 
country,  we  may  still  be  allowed 
to  doubt  whether  they  have  not 
pushed  ornament  too  far.  You 
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- 
tration of  a  good  sty'e  that  was 
ever  given  was  that  of  Robert  Hall, 
applied  to  Miss  Edgeworth.  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  toother  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  histoi'iau  :  fairness 
and  fidelity.  In  that  respect  the 
decision  of  the  world  has  accorded, 
I  believe,  with  the  sentence  of 
Archbishop  Magee  of  Dublin,  that, 
besides  his  too  apparent  prejudices 
against  religion,  his  celebrated 
history  is  a  labored  apology  for  tyr- 
anny and  arbitrary  power. 

PERSONIFICATION . 

It  is  always  a.  beauty  and  excel- 


mbQ.-j 


Lecture  on  the  English  Langivage. 


55 


lency  in  any  language  when  it 
can  elevate  itself  at  pleasure  above 
its  ordinary  level — ^just  as  it  is  a 
great  evidence  of  man's  superiori- 
ty to  the  animal  tribes,  that  he  has 
been  able  to  add  to  his  natural  fac- 
ulty of  walking,  the  power  of 
mounting  on  horseback;  thus  giv- 
ing to  his  motions  aforce  and  cele- 
rity far  beyond  the  capacities  of 
his  own  body.  Now,  poetry  may 
be  said  to  be  prone  on  horsehaclc. 
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  peculhim — 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  mount,  fount,  for 
^nounta in,  fountain  ;  stole  for  roh, 
lore  for  learning,  fast  for  close  hi/, 
theatric  for  theatrical,  rill  for 
rivuld,  pale,  for  make  pale;  such 
contractions  as  'scape  for  escape, 
'gin  and  'gan  for  hegin  and  began; 
o'er,  eer,  e'en,  oft,  and  various 
others;  and  especially  the  revi- 
val of  antique  words;  as  nothless 
for  nevertheless,  whilome  for 
formerly,  aye  for  always,  mote  for 
might,  holp  for  help,  &c.  This 
resuscitation  of  old  words,  covered 
with  the  rust  and  mould  of  anti- 
quity, is  a  very  politic  artifice  of 
the  poets;  because  it  falls  in  with 
our  passion  for  the  antique,  which 
is  seen  in  our  fondness  for  Gothic 
edifices,  castellated  palaces,  old 
ruiriS,and  in  our  alarming  imitati*)ns 
of  mother  Eve's  toilet.  This  resort 
to  old  foi-ms   was  common  in  the 


choruses  of  the  Greek  tragedies. 
It  was  there  the  Poet  wished  to 
display  his  full  poetical  talent,  and 
there  he  introduced  the  old  Doric 
d'alect,  with  fine  efiiect.  Milton, 
with  similar  art,  uses  the  antique 
forms  Rkene,  and  the  Danaw,  for 
Rhine  and  Danuahe.  So  we  can 
immediately  give  a  solemn  eleva- 
tion to  our  style,  by  dropping  our 
familiar  ?/0!t  and  yojtr,  and  taking 
up  tliou  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\i\  the  termination  of  our  verbs. 
If  we  say  :  "His  mercy  endureth 
for  ever,"  becazise  it  is  solemn  and 
antique,  why  not:  "His  mercy 
endured  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  antic[ue  may  accord 
with  the  writttn  antique.  Under 
this  head,  <  f  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 
world  (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 '  'tlie  Pe/'Sd'cJanguage  resembles 
the  English  in  this;  that  in  it,  all 
inanimate  things  are  neuter." — 
Now,  see  the  advantage  of  this  in 


56 


North- Carolina  Journal  of  Education. 


[February, 


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  femi- 
nine, and  therefore  you  cannot  en- 
dow it,  when  you  please,  with  new 
dignity  and  vivacity  by  calling  it 
nhe.  So  when  you  say  in  Eng- 
lish :  "■  Virtue  charn)S  us  by  her 
loveliness,"  we  feel  the  beauty  of 
the  personification,  and  we  picture 
to  our  minds  a  lovely  woman,  win- 
ning all  hearts  by  her  charms; 
but  in  French,  Italian,  German, 
and  the  rest,  the  goddess  drops 
her  divinity,  and  is  transformed 
into  a  thing  ;  and  "virtue  charms 
us  by  its  loveliness," — just  as  a 
tree  misht ! 

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 nolo  as  brought  to  mind  by 
th<e  present  portentous  state  of  the 
world.  And  while  I  recite  it,  let 
, me  j,ust  remind  the  juvenile  part 
of , my  audience,  that  Sarmatia 
is  the  ancient  name  of  modern 
Poland: 

'"Oh  hloodiesfc  picture  in  the  book  of 
time, 

Sarmatia  fell,  unwept,  without  a  crime; 

Found  not  a'generodis  friend,  a  pity- 
ing foe, 


Strength  in  her  arms,  nor  mercy  in  her 

wo; 
Dropp'd  from  her  nerveless   grasp  the 

shatter'd  spear, 
Closed  her  bright  eye    and  curbed  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  of  the  Earth. — 
At  the  city  of  Modena,  in  Italy, 
and  about  four  miles  ai'ound  it, 
wherever  the  earth  is  dug,  when- 
ever the  workmen  arrive  at  the 
distance  of  sixty-three  feet,  they 
come  to  a  bed  of  chalk,  which  they 
bore  with  an  auger  five  feet  deep. 
They  then  withdrew  from  the  pit 
before  the  auger  is  removed,  and 
upon  its  extraction,  the  water 
bursts  up  through  the  aperture 
with  great  violence,  and  quickly 
fills  this  newly  made  well,  which 
continues  ftdl,  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  different  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  branehes  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, — Pittshurg  AL 


1859.] 


Common  School  Department. 


57 


Common  S^tbool  gtpartent. 


EXTRACT 

From  the  Report  t>f  the  General  Stiperintenaent  of  Common  Schools 

for  1858. 
i.    greneral  statistics  of  the 

Common  Schools  for  1858. 

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

In  that  report  it  was  asserted 
that  the  whole  numbel*  of  white 
children  iu  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  facts  and  calculations 
on  which  it  was  based.  It  was  es- 
timated that  there  were,  in  the 
State,  3,500  districts  actually  laid 
offj  3,190  were  reported  in  77 
counties.  The  number  of  chil- 
dren in  all  these  reported  districts 
was  not  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- 
and white  children,  between  the 
ages  of  6  and  21,  and  in  the  terri- 
tory not  laid  off,  twelve  thousand 
more,  making  in  all,  two  hundred 
and  twenty-two  thousand. 

Again  :  by  the  returns  of  1850, 
there  were  in  the  State,  two  hun- 
dred and  fifteen  thousand  four 
hundred  and  fifty-four  white  per- 
sons, between  the  ages  of  5  and 
20  years,  and  hence  it  is  safe  to 
calculate  that  there  were,  between 
the  ages  of  6  and  21,  at  least  two 


hundred  and  fifteen  thonsand.  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  1850to  1857, 
would  be  12,040,  which,  if  added 
to  215,000,  makes  (227,040)  two 
hundred  and  twenty-seven  thous- 
and and  forty. 

Can  any  one  from  these  calcula- 
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  ? 

But,  it  may  be  answered,  it  has 
been  answered,  that  there  were 
three  thousand  five  hundred  dis- 
tricts actually  laid  off,  and  territo- 
ry fof  two  hundred  more.  To 
this,  I  reply  that  this  supposition 
is  itself  based  on  reliable  informa*- 
tion  in  my  office,  and  since  the  ma- 
king of  my  last  report  further  and 
authoritative  evidence,  bearing  or. 
this  point,  has  come  to  hand. 

A  rull  return  of  every  school 
district  in  the  State  has  never  been 
made,  in  any  one  year ;  but  a  com- 
parison of  the  returns  of  different 
years,  with  other  means  of  calcu.- 


58 


North- CaTollna  Journal  of  Education. 


[February; 


lation  in  my  possession,  enables 
me  to  make  a  tolerably  correct  es- 
timate of  the  number  in  the  State. 

It  is  often  the  case,  however, 
tliat  the  whole  number  of  chil- 
dren are  not  reported  in  a  number 
of  districts  ;  and  generally,  or  at 
least  aot  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  liegister  this  year  I  have 
ascertained,  from  the  most  relia- 
ble sources,  that  all  previous  esti- 
mates of  the  number  of  schools 
are  considerably  under  the    mark. 

■According  to  the  letters  of 
chairmen  of  boards  of  count}'  su- 
perintendents, now  in  my  po.>ses- 
sion,  there  are  at  least  3,700  to 
3,800  common  schools  in  the  State, 
and  tlie  v/ork  of  increase  is  con- 
tintially  g  nng  on ;  so  that  in  a 
short  time  the  number  will  be 
four  thousand.  No  one  can  ex- 
amine the  documents  in  my  pos- 
session and  doubt  this  assertion. 

I  have  received,  this  year,  re- 
turns of  the  number  of  white 
children  in  a  large  portion  of  the 
districts  of  seventy  counties  ;  and 
the  whole  number  reported  in  these 
is  (179,395)  on  hundred  and  sev- 
enty-nine thousand  three  hundred 
and  ninety-five. 

The  average,  to  the  county,  is 
two  thousand  five  hundred  and 
sixty-two  (2,562);  and  at  this  rate 
the  number  in  all  the  counties 
would  be  two  liundred  and  seven- 
teea  thousand  eight  hundred  and 
twenty-five. 

In  the  counties  reporting  the 
number  of  children  i?  not  given 
in  all  the  districts  ;  burt,  without 
going  again  into  the  calculations 
on  which  my  assumptions  are  foun- 
ded, Lfeel  confident  that  there  are 


now  in  the  State  at  least  two  hun- 
dred and  twenty-five  thousand  white 
children  between  the  ages  of  six 
and  twenty-one  years.  The  esti- 
mate in  my  last  report,  intended 
to  he  certainly  under  the  mark, 
was  too  low  ;  and  increasing  infor- 
mation emboldens  me  ta  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  aires  of 
sis  ami  twenty-one  year^  is  cer- 
tainly two  hundred  and  twenty-five 
thousand. 

There  are  returns  from  schoola 
taught  ia  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- 
tj-ninc  thousand  four  hundred  and 
seventy-oae,  (99,471.) — the  in- 
crease for  this  year  being  two  thous- 
and eight  hundred  and  sixteen, 
(2,716.^) 

The  average  number  to  the  coun- 
ty, reported  as  attending  school 
during  the  year,  is  1363 — 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  children  were  re- 
ceiving instruction  in  the  common 
schools.  I  am  well  satisfied  that 
this  statement,  like  that  in  regard, 
to  the  whole  number  of  children 
in  the  State,  is  considerably  under 
the  mark.  As  we  have  seen,  re- 
turns   from,  all  the   counties,   like; 


1859.] 


Common  School  Department. 


59 


those  sent  in  from  seveat-five, 
would  report  one  hundred  and 
eighteen  thousand  nine  hundred 
and  seventeen,  as  certainly  taught. 

Now,  in  the  reports  sent  to  me, 
it  appears  that  teachers  were  paid 
for  instructing  in  a  number  of  dis- 
tricts from  which  there  are  no  re- 
ports of  the  number  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 
schools  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 
districts  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 
schools;  but  estimating  the  nu.m- 
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  '•ix  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 
number   to   one-fourth   of  all  in- 


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

The  former  estimate  would  give 
rlie  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  therciore  report  the  whole 
number  of  white  children  in  the 
State  between  the  ages  of  six  and 
twenty -one,  as  at  least  two  hnndred 
and  twenty-five  thousand,  and  the 
whole  number  receiving  instruc- 
tion at  the  common  schools  as  one 
hundred  and  fifty-five  thousand, 
(155,000.)  There  are  receiving 
instruction  at  coUea-es,  academies, 
j  select  private  schools,  at  home,  at 
sundaj'  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  finishod 
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  whoso 
places  they  will  take  ;  less  accord- 
ing to  present  appearances  than 
that  among  their   contemporaries. 


flO 


North- Carolina  Journal  of  Education,. 


[February, 


in  a  very  considerable  majority  of 
the  States  of  the  Union. 

The  number  of  counties  report- 
ing the  whole  number  of  districts 
this  year  is  seventy-seven,  and  the 
number  of  districts  given  is  three 
thousand  two  hundred  and  thirty- 
seven,  and  at  the  same  rate  the 
number  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, but  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 
careful  additions  of  this  year  prove 


these  assertions  to  have  been  suffi- 
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,  (S371,320,O7;) 
of  expenditures,  two  hundred  and 
twenty-one  thousand  one  hundred 
and  thirty-two  dollars  and  fifty 
cents,  (5221,132,50;)  and  balances 
in  hand,  one  hundred  and  fifty- 
two  thousand  one  hundred  and 
seventy-three  dollars  and  eighty- 
seven  cents,  ($152,173.87.)  *This 
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 
exao-peration    of   the   number   of 

CO 

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 
dr»fts  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  coun- 
ties of  Camden,  Carteret,  Cleveland, 
Duplin  and  Sampson,  the  expenditures 
exceed  thereceipts  by  $1,986.30.  This 
sum  should  be  added  to  the  tot^rl  re- 
ceipts to  make  that  column  balance  the 
total  expenditures  and  sums  in  hand 
added  together. 


1859.] 


Common  School  Department. 


61 


as  Jhis  sum  is  equal  to  one  third 
of  the  expenditures  reported  it 
would  follow  that  the  number  of 
children  who  are  taught  this  year, 
and  not  reported,  is  equal  to  one- 
third  of  the  whole  number  report- 
ed as  receiving  instruction. 

It  will  be  remembered  that  the 
number  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  Stale  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  ofi"  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  OQ  the  report  for  the  next  year; 
and  of  those  in  operation  when  the  re- 
turns are  made  up  for  next  year,  part 
will  be  in  the  districts  already  repor- 
ted as  taught.  Still  a  considerable 
number  of  schools  will  be  in  session  at 
the  making  of  each  report,  and  there 
will  be  no  return  of  previous  schools  in 
these  districts  for  that  year. 


Correct  SpEAKiNa'. — We  ad- 
vise all  young  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  use  of  slang  words  and 
phrases.  The  longer  they  live  the 
more  difficult  the  acquisition  of 
good  langua  '^e  will  be  ;  and  if  the 
golden  age  of  youth,  the  proper 
season  for  the  acquisition  of  lan- 
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  na^rely  to  use  the 
language  which  he  reads,  instead 
of  the  slang  which  he  hears;  tc 
form  his  taste  from  the  best  speak- 
ers and  poets  of  the  country  ;  to 
treasure  up  choice  phrases  in  his- 
meniory,  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 
the  polish  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,  "Tnouart  my  sun!" 
And  the  little  meadow  violet  lifts 
its  cap  of  blue,  and  whispers  with 
its  perfumed  heath,  "Thou  art  my 
sun  !"  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  !'' 


62 


North-Carolina  Journal  of  Edtication. 


[February, 


icsibnit  Arbiter's  grjparimnit. 


Evidences  of  Improvement. — As  one 
of  the  best  evidences  that  the  teachers 
of  our  State  are  improving,  we  mention 
the  lactthat  they  feel  their  need  of  still 
further  improvement.  So  long  as  there 
•was  no  manifestation  of  the  least  desire 
for  personal  or  mutual  improvement, 
each  one  being  satisfied  -with  his  own 
attainments,  and  not  caring  to  know 
what  advances  others  were  making  in 
methcids  of  teaching,  or  how  he  might 
become  a  better  teacher,  we  were  sure- 
ly not  making  much  progress  towards 
perfection.  That  tiiere  is  now  a  desire 
for  improvement  is  evinced  by  several 
facts,  among  which  we  will  mention 
the  following : 

Itt.  For  the  last  three  years  we  have 
had  a  State  Educational  Association, 
organized  by  teachers  and  other  friends 
of  education,  for  rnutual  improvement, 
and  to  aid  in  advancing  the  general  in- 
terests of  the  cause  in  which  we  are  all 
coworkers.  But  the  interest  thus  man- 
ifested is  of  very  recent  origin  and  has 
not  yet  pervaded  every  part  of  the  State 
and  found  its  way  into  the  minds  of  ev- 
ery teacher  ;  for  a  few  years  previous 
to  the  organization  of  our  Association. 
a  call  was  made  for  a  convention  to 
meet  in  the  city  of  Raleigh  for  a  simi- 
lar purpose,  which  resulted  in  a  total 
failure,  no  one  seeming  to  care  any- 
thing about  such  matters.  But  when 
a  call  was  made  in  185G  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- 


tion of  the  State  was  represented  ;  all 
seemed  to  enter  heartily  into  the  work, 
andour  State  Educational  Association 
is  the  result.  Each  succeeding  meeting 
of  the  Association  has  been  attended 
by  increasing  numbers,  and  we  are 
sure  that  its  influence  will  manifest  it- 
self, before  many  years  have  elapsed, 
in  a  higher  standard  of  cjualificntions 
among  teachers,  in  all  the  departments 
of  our  educational  systeib. 

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  esyjecially  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  of  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  we  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  flourishing 
condition  and  are  exerting  a  marked 
influence  upon  their  members  and  up- 


1859.] 


Hesident  Editor's  Department. 


m 


on  the  schools  around  them.  We  hope 
that  those  now  in  existence  may  be 
more  active  in  the  great  and  good  work 
before  them  ;  that  many  others  may 
soon  be  organized,  and  that  all  will  re- 
port their  doings  to  us  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 
influence  beyond  their  own  counties. 


Mathematical.  — We  expressed  a 
wish,  some  months  since,  that  our 
friends  would  send  ns  such  mathemat- 
ical items  as  they  might  think  would  be 
useful  and  interesting,  provided  they 
did  not  require  _/?^ure.s  and  illustrations^ 
such  as  our  Printers  were  not  able  to 
furnish.  A  correspondent  sends  usthe 
following  ^/iforfw?.,  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  may  be  of  service  to  others." 

THEOREM 

The  sum  of  any  two  consecutive  Jiumbers 

is  equal  to  the  difference  of  their  squares, 

FORMULA 

(a-|-l)  +  a  =  (a-f-l)2— a==a"+2a 
-f  1  — a'  =  2  a-f  1=  (a-fl>+a. 

APPLICATION 

Required  the  square  of  79  : 

(79)-=  (80)^— (79  +  80)  =6400 
—159=6241. 

Required  the  sqiwre  of  91  : 

(91)^=90H90-f  91=8100 -f  181 

=  8281. 

The  same  friend  promises  to  send  us 
a  theorem  for  finding  cubes  also. 

Another  correspondent  has  sent  the 


following.     Who  will  send  a  solution? 

Question  1. — A.  and  B.  bought  a 
tract  of  land,  containing  200  acres, 
for  which  they  paid  $600.  They  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  more 
than  B's.  How  much  land  did  each 
get,  and  at  what  price  per  aore  ? 


The  Times. — No  other  literary  paper 
in  the  South  is  holding  out  svich  in- 
ducements for  patronage  as  the  Times, 
published  by  Messrs.  Cole  &  Albright, 
the  Printers  of  the  Journal.  Send  for 
a  specimen  and  let  it  speak  for  itself. 
Those  who  have  not  seen  it  since  the 
beginning  of  the  present  year  will  be 
astonished  at  the  improvements  its  en- 
terprising publishers  have  made  in  the 
present  volume. 


AnvEKTiSEMENTS.- — 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  manj'pages 
may  be  devoted  to  aavertisements  ;  so 
that  whatever  valuable  information  you 
may  gain  from  these  pages  is  so  mucli 
additional. 

Much  is  often  gained  by  a  glance  at 
tliese  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. 

AVe  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  Rates. — As  our  club  rates  are 
hardly  sufficient  to  cover  the  actual 
expenses  of  printing  the    Journal  ire 


64 


North- Carolina)  Journal  of  Education. 


[February. 


will  require  the  subscriptions  of  all 
"who  pay  but  $1  for  it  to  begin  with  the 
January  number,  so  long  as  we  can 
supply  the  back  numbers.  We  have  a 
large  supply  of  the  first  two  numbers 
of  this  volume  still  on  hand,  for  which 
we  would  like  to  have  orders  before  the 
next  is  issued.  "Which  of  our  readers 
will  help  on  the  cause  of  education  in 
his  neighborhood  by  sending  a  club  of 
five,  ten  or  more  ? 


Book  Table. 

Rudiments  of  Natural  Philosophy  and 
Astronomy.  By  Denison  Olmetead, 
LL.  D.     New    York,   Collins  &  Bro. 

^hose  who  ba^e  studied  Prof.  Olm- 
sted's large  work  are  well  aware  of  his 
ability  to  treat  the  subject  of  Philoso- 
phy. But  some  may  urge  against  him 
the  objection  of  a  dry  style,  the  com- 
mon fault  of  most  writers  on  such  sub- 
jects. This  objection,  however,  does 
not  apply  to  this  little  woi'k..  The 
style  i&  neat  and  at  the  same  time  sim- 
ple and  perspicuous. 

At  the  close  of  the  volume,  he  gives 
a  series  of  experimental  illustrations, 
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 
is  the  best  School  Philosophy  that  has 
been  published,  but  it  is  certainly  su- 
perior to  many  now  in  use,  and  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  Practical  English  Guammar,  in 
which  words  are  parsed  as  they  are 
used  by  our  best  writers  and  speak- 
ers. By  J.  S.  Ray,  late  President 
of  Alabama  Female  College.  Pub- 
lished by  the  Author. 

T|ie  plan  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  th-e  merits 
of  which  we  are  not  prepared  to  speak 
at  present.  Brevity  is  a  prominent 
feature  of  the  work,  the  whole  compri- 
sing only  about  100  pages,  the  larger 
portion  of  which  consists  of  "exer- 
cises;" yet  thse  author  contends  that 
it  contains  all  that  is  necessary  to  en- 
able a  pupil  to  ainalyse  any  sentence  in 
our  language  understandlngly.  Mr. 
Ray  is  a  native  of  our  State,  and  has 
for  some  time  been  lecturing  on  the 
subject  of  English  grammar  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  Bfowi'.  New  York, 
S.  S.  &  W.  Wood. 

To  appreciafe  fully  the  merits  of  a 
Grammar  as  a  text-book,  we  have  al- 
ways found  it  R-ecessary  to  try  it  in 
the  hands  of  pupils  ;  we  therefore,  in- 
stead of  giving  our  own  opinion,  will 
say  tbat  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  referesce  to 
our  advertising  pages  our  readers  will 
find  the  merits  of  these  Grammars  set 
forth  in  full. 

School  Teacher's  Library. — This 
Library  is  published  by  A.  S.  Barnes 
&  Co.,  New  York.  For  prices  see  ad- 
vertisements in  this  and  last  Journal. 


THE  NORTH-CAROLIiYA 

JOURNAL  OF  EDUCAl 


Vol.  IL 


MARCH,  1859. 


No. 


DO  SOMETHING  TO  BE  REMEMBERED  BY. 


A  man  once  called  upon  a  cer 
tain  Dr.  of,  Divinity,  and  though 
they  bad  met  several  tim3,s  before, 
was  not  recognised.  At  len^tb  be 
said,  '-you  do  not  remomber  me 
Dr  ;"  to  wbieb  be  replied — 'you 
do  not  do  anylbing  to  make  any 
body  remember  you." 

And  how  large  a  class  is  tbere 
of  the  same  kind  of  men.  Tbey 
grow  up,  and  enter  upon  life  with- 
out any  definite  object  before 
tb-cm. 

Tbey  float  along  on  tbe  stream 
of  time,  like  strav-son  the  curent 
of  a  river,  as  chance  may  direct. 
Or  if  doing  any  tiling  to  be  re- 
membered, it  is  to  (heir  disadvan- 
tage. Their  inattention  to  use- 
ful business;  their  profaneness ; 
their  dissipation  ;  their  disregard 
of  tbe  authority  of  parents  and 
teacbers,  their  crimes  ending  in  a 
felon's  doom. 

Their  uamesbecome  a  bye-word, 
vrhe.e  they  are  known,  and  are 
used  "  to  point  a  moral,  or  to 
adorn  a  tale."  Or,  tbsy  are  sur- 
premely  selfish,  and  miserly  "whom 
none  can  love,  whom  none  can 
thank,  creation's  blot,  creation's 
blank."  No  one  would  think  of 
asking  them  to  favor  any  benevo- 
lent object,  by  contributing  of  their 
means.     They  want  to  be  remem- 


bered by  tbe  large  s  u  m  s  they 
leave  to  their  heirs,  and  to  have 
it  Slid,  they  died  worth  so  many 
thousi:id  dollars  ;  when  they  can- 
not tell  WHO  win  bioai)  of  their 
property  w'.iile  thoy  I'.ve,  much 
m>re,  afi:cr  it  is  ouiof  thslrh  uils, 

Some  aim  to  attain  a  piaee  in 
tbe  rem  v.nbri;!ej  of  m  I'lkind,  bj 
ie  iving  Lb^ir  na  ie--'iQ)rt\i\  on  the 
des'irs,  ond  leiihes  md  walls  of 
School  Rjjnn,  Churche-,  Gour^ 
yT)a3es.  and  oth3r  place -s  of  pub- 
lic resjr';.  11  )',v  miuj  grett  inen, 
have  entered  their  names  on  such 
rolls  of  fame!  To  live  as  long  as 
w:)od  and  brick  and  mortar  are 
neither  rem  )ved,  nor  painted,  nor 
whitewa'^hcJ. 

It  is  said  by  travellers  in  Europa 
that  this  methol  of  seeking  im- 
mortal fame  is  principilly  sought 
after  by  American  Scholars. 

Another  method  of  obtaining  a 
living  and  growing  name  is  by 
cutting  it  in  the  bark  of  a  tree. 

This  ma}^  be  seen  about  tbe  fa- 
mous watering  places  :  wliere  peo- 
ple resort  to  view  mountain  scene- 
ry ,and  elsewhere,  men's  uames(and 
women's  too}  are  engraved  with  a 
knife  of  iron,  not  \\\)on  marble  or 
upon  living  human  hearts,  but  up- 
on  the    living    ivaod,  to    grow  iri 

7 


66 


North- Carolina  Journal  of  Education. 


[MarcTi, 


size,    and    expand  in    dimensions 
"witli  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  sobriety, 
regularity ;  attention  to  study,  to 
business :  for  respect  to  the  au- 
thority, the  age,  the  wisdom  and 
experience  of  those  whom  provi- 
dence in  any  relation  has  placed 
over  them.  For  their  kindness, 
courtesy,  and  benevolence.  It  is 
often  said  that  wo  always  remem- 
ber, and  think  of  our  departed 
friends,  just  vis  we  last  £aw  thesi. 
An  infant  is  remembered  by  a 
bereaved  parent,  o.s  an  infant : 
but  it  may  be  advancing  in  eterni- 

ty. 

So  young  persons  generally  in  a 
course  of  education,  es'pecially  in 
our  country,  are  spending  the 
forming  period  of  life  and  charac- 
ter auiong  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- 
tion, for  things  that  are  to  their 
disadvantage ;  which  they  ought 
tobe ashamed  of:  which  they, them- 
selves could  not  call  to  mind  with 
satisfaction  ;  which  will  stand  in 
the  way  of  their  advancement  in 
life  in  more  ways  than  they  can 
tell  beforehand. 

A  young  lady  establishes  for 
seme  reason,  not  we  will  suppose 
really  vicious,  an  unenviable,  and 
an  unamiable  reputation,  with  the 
teacl^ers  and  with  othet  young  la- 


dies, her  companions  at  school. — 
These  latter  come  out  of  the  sur- 
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  eome 
up  to  be  talked  about  at  an  Ti;n pro- 
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  eases  be  deterred 
from  making  any  advances.  And 
what  is  true  ofon3  sex  is  also  true 
of  the  other. 

It  is  said  that  they  have  a  gallery 
in  New  York,  in  which  are  kept 
for  inspection  the  daguerreotypes 
of  all  the  I'ogues  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  remembrauce,  both  of  teach- 
ers and  school  mates.  And  they 
who  conduct  so  as  to  forfeit  this, 
may  discover  their  error  too  late. 
DIDASCALOS. 


"IWilibe  Thorough,"  should  be 
the  motto  of  the  teacher.  With 
this  motto  rigidly  followed,  he  will 
avoid  many  of  the  errors  and  omis- 
sions of  which  he  will  be  other- 
wise guilty. 

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


1859.] 


Comparative  Philology. 


67 


COMPARATIVE  PHILOLOGY. 


NUMBER   III. 


Language,  as  already  shown,  is 
a  natural  function  of  the  mind,  as 
motion  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  the.'ignif- 
icant  products  of  the  laws  of  cause 
and  effect.  Hence  whatever  their 
function  now  may  be,  they  v</ere, 
we  may  safely  affirm,  at  some  time 
full  of  expressiou  and  life.  Wc 
may  also  with  reason  infer  that  the 
formative  parts  of  words,  the  case 
terminations  of  nouns  and  the  per- 
sonal endings  of  verbs,  are  not  ac- 
cidental and  withont  meaning,  but 
at  some  time,  however  now  disguis- 
ed, were  significant.  These  pruni 
tive  words  are  subject  to  manifold 
changes  in  form  aijd  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  mountains 
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- 
stances 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, 
in  so  far  as  a  child  may  be  inde- 
pendent of  a   parent.     Each    has 


its  own  vital  laws,  by  which  it  pre- 
serves its  essential    forms  and    as- 
similates foreign  elements  to  itself. 
Its    external    forms    may    change, 
letters  may  become  silent  and  drop, 
inflections  disappear,    yet    the    es- 
sential forms  I'emain    the    same. — ■ 
The    English    language    of   to-day 
differs  much  from  that    of    Shake- 
speare's time  and  that    from    each 
j  preceeding  age,  yet  it  is  none    the 
I  more,  nor  none  the    less,    English 
'[  iiOVi'  than    then.      The   same    vital 
words  still  form  its  body,  the  same 
I  life  still  animates  and  controls  it. 
I       The  history  of  language  in    res- 
pect to  its  forms  is  that  of   a    pro- 
j  cess  of  decay.      The    Sanscrit    the 
j  elder  sister  of  the  English    is    the 
I  most  complete  of  all    in  its    forms 
j  and  ever  must  be  the  great  source 
j  of  all  true  and  thorough  knowledge 
I  in  laniiUHfie. 

Among    modern    tongues,    with 

the  exception  of  the  German,    the 

!  most  perfect  are   those   but    little 

I  known,  like  the  Old  Prussian  and 

I  Lithuanian,  whose  scanty  territory 

lying    along   the    southern    Baltic 

has  lain  out  of  the  path    of  armies 

and  off"ered  little  temptation  to  the 

conqueror. 

Ttie  Gorman  owes  its  existence 
as  a  literary  language  to  Luther, 
who  found  it  in  the  cottages  of  the 
poor  and  the  halls,  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. 


08 


North- Cavlina  Journal  of  Education. 


[March, 


Strivinoj  to  repair  the  losses    of  I 
this  decay  the  student  of  luoiruase, 
like    Isis    seekin'jr    the    scattered,  I 
mancrled  liiuhs  of   Osiris,  must   po  ! 
searchinji  round  the    world  cather- 
iag  here  a  little   and  there  a    little 
of  the  features  of  the  ancient  moth- 
er tonpue. 

To  him  the  Gospels  of  iJlphilas 
are  indeed  a  "  Silver  Code,"  a 
fragment  of  ancient  Latin  or  of 
Doric  Gn  ek,  an  inscription  on  a 
broken  column  or  on  the  sides  of 
ancient  hills,  imprinted  by  a  pen 
of  iron  up  n  the  rock  forever,  an 
Old  wold  bearing  the  lineanjeiits  of 
hoary  antifjuity,  are  of  pricehs-. 
value.  Tliesu  it  is  his  lab  ir  of  love 
to  seek  and  readjust.  That  we 
luay  be  able  hereafter  to  treat  un- 
derstandingly  upon  the  viiriou-^ 
forms  of  languaLie  v.'e  will  devote 
this  article  to  a  con.-i  1.  r  ton  of 
the  physical  inflaenc 'S  acting  upon 
them.  Its  character  ;is  an  oi'Liaii- 
isui,  the  work  of  the  Creator,  hav- 
ing its  exL-iiin<r  c.-suses  in  the  phys- 
ical world  around,  like  a  scn.sidve 
instrument,  feeling  and  answerini: 
to  every  chan<ie,  taking  its  pfcu- 
liarities  of  form  and  structure. 
from  external  tl'.ini^s  caunut  i»e 
two  carefully  veciignized.  We 
must  fir,-<t  brii^fly  refer  to  the  cbis- 
sific;tion  of  hmauages.  The  lan- 
guages of  the  earth  maybe  conven- 
iently arrang  d  u  idcr  three  heads, 
the  ^Monosyllabic,  the  Agglutiuiz- 
ing,  and  the  Inflected. 

The  first  consist  of  simple  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  Finnic,  the  Malay    and   Poly- 


nesian,   the    African   (south)   and 
American  groups  of  laniruages. 

They  form  a  continual  irradatioQ 
from  the  first  to  the  third  or  In- 
flected class  of  laniijuaires.  These 
con.^ist  of  roots,  and  syllables  join- 
ed closel}'  together  and  cemented 
by  euphonic  laws  so  that  their 
original  form  escap  is  noti(  e  each 
combination  forming  a  separate 
word  ;  and  embrace  the  Indo- 
European  and  Semitic  branches, 
[n  l"uture  articles  I  propose  to 
treat  of  the  distinctive  cliaraeteris- 
ties  andtieographic  il  distribution  of 
these  classes,  I  wish  now  to  c«U 
attention  to  the  great  physical  fea- 
tures of  the  earth  acting  upoa 
them. 

Lafc  us  glance  briefly  at  the 
o:reafc  skeleton  features  of  A-^ia- 
Earope.  3Iidway  from  the  West  to 
Eist,  stretches  a  vast  mountain 
system,  the  backbone  of  the  world. 

Ijeuirjoing  on  the  Atlantic,  the 
Pyrenees  stretch  towards  the  easS 
sinking  down  in  the  south  of 
France  bat  ramifyitifr  through  the 
Cevennes  and  the  Jura  with  the 
Alps.  Parallel  with  them  in  the 
north  of  Africa  stretch  the  Atlas, 
c  tn.iiectiag  by  a  submarine  ridge 
with  the  mountains  of  Sicily  thence 
running  up  the  line  of  the  Apen- 
ni  les  to  the  Alps,  thus  iso  utiog 
the  western  basin  of  the  Mediter- 
ranean. The  semicircular  sweep 
of  the  Alps  connects  them  with 
the  Halkau,  v,'hich  sink  under  the 
Black  sea  and  the  i3ospborus  to 
rise  again  in  the  Taurus  and  the 
Caucasus.  The  former  couaccts 
through  the  mountains  of  Armenia, 
with  the  Elburz  or  Paropamisas 
which  run  up  into  the  lofty  chain 
of  the  Hindu  Kush.  From  its 
lofty  eastern  head  springs  a  knot 
of  the  grandest  mountains  on  earth. 
East  stretches  the  Kuen-Lun  un- 
til it  sinks  under  the    Yellow   sea: 


J 


1850.] 


Conipamtite  Philology. 


m 


S.  E.,  the  immense  range  of  the 
Himmalayu  sweeping;  round  to 
the  south  throuijh  Farther  Ttu3ia 
to  the  Southern  ocean.  N»rtli(r'y 
the  Bolor  Tas  connecting;  with  the 
Thian  Shan  and  the  Altai,  while 
from  the  tar  soutli  conies  up  the 
Holynian  the  barrier  between  India 
and  Iran 

We  have  thus  a  grc'it  system 
extending  Ironi  ocean  to  ocean, 
broken  by  but  lew  gateways.  Fiist 
the  Mediterranean  and  ttie  straits 
of  Gibraiter,  secondly  the  south  of 
France  througli  the  Gulf  of  Lyons, 
DGxt  by  way  of  tlio  Black  Sga  and 
the  Bosphoius,  tlien  the  C:  spian 
^ates,  west  of  that  sea,  leading 
from  Armenia  to  the  steppes  of 
the  Volga,  then  the  pai^ses  of 
Khorasau  from  Media  iuto  the 
valleys  of  the  Oxus  and  and 
laxaites,  east  of  the  Caspian. — 
Then  follow  the  defile's  of  the 
Hindu  Kush  whence  issued  the 
Aryan  nations  over  the  the  plateau 
of  Iran  and  the  plains  ot  Upper  In- 
dia. Eastward  of  the  Biamali-putra 
the  offshoots  of  the  iliuiuialayas 
separate  India  from  China.  JJe 
tides  this  great  dividing  systems 
another  deservps  parucular  re- 
mark.  The  Solyman  range  which 
separates  India  from  Persia, 
through  whose  solitary  piiss  at 
Peschawer  have  ebbed  and  flowed 
the  warrior  hostj  of  all  time,  is 
continued  by  the  Bolor-Tag,  ihe 
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,  pusli 
ed  away  to  the  west  like  a,  vase  geo- 
logical fault,  continue  to  the  icy 
fiea,  leaving  open  at  their  southern 
extremity  a  broad  plain,  through 
which  Europe  connects  with  Cen- 
tral Asia,  the  gateway  of  the  Celts, 
the  Goths,  the  Sclayeg  and  the 
Tartars. 


Asia-Europe  is  thus  divided  in- 
to great  portions.  1st.  Noithera 
and  middle  Europe,  being  mostly 
a  great  plain  extending  from  th« 
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.  odly.  Mongolia  and  Chi- 
nese Tartary  north  of  the  great 
wall.  Then  China  shut  out  by  her 
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  the  Solyman, 
rich  in  everything  that  nature  can 
afford,  looking  out  upon  an  abound- 
ing tropical  sea,  lies  India  half  is- 
olated from  the  world.  Finally, 
from  the  Solyman  to  the  Atlantic, 
from  the  central  mountain  rang« 
to  the  Indian  Ocean  and  the  des- 
ert of  Sahara,  stretches  a  long  suc- 
cession of  fertile  table  lands,  rich 
river  valleys  and  deep  reachinj^; 
seas,  the  homes  of  ancient  power 
and  wealth  and  splendor. 

All  these  great  divisions  hav« 
their  point  of  convergence  and 
culmination  in  the  mountain  knot 
of  the  Hindu  Kush,  in  the  midw 
of  the  grandest,  wildest  scenery  on 
earth.  From  this  great  natural 
centre  radiate  and  have  radiated  \R 
all  ages,  as  far  as  history  and  in- 
vestigatiou  go,  the  languages  of 
the  earth.  Eastward  in  the  val- 
leys of  Ihibet  begin  the  nionosyi- 
labic  languages  of  the  Chinee* 
Empire.  Northwardly  the  Ag- 
glutinizing — Tartaric  and  Finnic 
— cover  the  great  steppes  anri 
stretch  along  the  Northern  sea. 
then  crossing  Bhering's  straits  and 
filling  America  from  Greenland  to 
Cape  Horn.  (Now  resting  in  Eu- 
rope by  a  striking  anomaly  upon 
the  waters  of  the  Mcditerrauaaft^" ) 


70 


North- Carolina    Journal  of  Education. 


[Marcli, 


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  ar.d 
Chaldea,  and  develo}  ed  their  pe- 
culiar and  lasting'character.  bouth- 
eily,  down  the  streams  of  the  In- 
dus, already  in  the  earliest  times 
possessing  a  high  philosophy  and  a 
rich  literature, the  Sanscrit  mitions 
descended  upon  the  plains  of  India 
full  of  buoyancy  and  life.  West- 
ward of  the  Solyman  mountains 
issucd,from  the  passes  of  tho  Hi  o  d  u 
Kush,  the  people  of  Djemshid,  the 
ancient  races  of  the  Zend.  AVest- 
ward  still,  through  the  passes  of 
Khorasan,  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- 
era  Italy.  Once  again  the  stream 
of  nations  pours  forth  north  of  the 
Caspian  aud,  under  the  name  of 
Cloths,  fills  the  centre  of  Europe, 
while  close  upon  their  track  fol- 
low the  Sclavonians. 

From  the  south  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-like 
as  in  the  case  of  the  Greek,  &c. 

These  dilferences  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  eon- 
tented  with  her  first  steps  in  lan- 
guage aud  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  pictured  in  their 
hymn  poetr}',  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  the 
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 
tb-e  Ganges.  It  combines  a  richuess 
in  its  means  of  expression  ;  its  com- 
plete alphabet,  its  multitudinous 
euphonic  laws  and  fullness  of  ter- 
mioatmas  which  reflects  the 
abounding  riches  of  a  tropical 
clime. 

The  influence  of  change  of  loca- 
tion is  shown  by  the  fact  that  the 
ouce  energetic  son  of  the  mouDtaia 
finds  under  the  burning  sky  of  his 
later  home  the  highest  virtue  in 
rest  and  inactive  meditation,  liich 
as    is   the    native  wealth  of  India, 


1859.] 


Coinparative  Philology. 


71 


from  its  half  isolated  position,  it 
had  but  little  influence  upon  the 
rest  of  the  world,  and  like  China 
tas  experienced  but  little  chan,o;e. 
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  Aryanem-Vae- 
go  lasted  for  ten  months,  which 
led  Djemshid  and  his  people  to  em- 
igrate to  the  warmer  plains  of  Iran. 
They  brought  v.-ith  them  a  reli- 
gious philosophy  which  turned  up- 
on the  confjct  between  good  and 
€vil,  Ormuzd.and  Ahriaian. 

This,  prompting  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  Ahriman,  preserved  their 
energy  of  character  and  made 
them  a  mighty  people.  IJactria, 
Assyria,  Media,  Persia,  all  power- 
ful States  at  different  times,  attest 
their  might. 

Iran,  their  country,  is  a  high  ta- 
ble land,  filled  with  lew  mountains 
and  rich  pastures,  the  home  of  a 
pastoral,  but  brave  and  warlike 
race.  Its  language,  so  far  as  it  has 
come  down  to  us,  is  worthy  the 
tongue  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  ancient  power. 

The  Greek,  the  Parthian,  the 
Saracen  and  the  Tartai  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   BE    CONTINUED. 


GOOD  HUMOR. 

Among  all  the  essentials  of  sue- 
ces  in  the  school-room,  none  per- 
haps is  more  important  or  more 
difficult  of  possession  at  all  times 
than  o-ood  humor.  If  the  teacher 
has  this  quality  naturally , the  love  of 
misehi'if,  carelessness  and  inattea 
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  terra 
which  we  have  used,  that  ever- 
lasting meaningless  smirk  which 
Ave  have  sometime.s  seen  on  tea- 
chers' faces.  Neither  do  we 
mean  that  the  teacher  is  never 
to  speak  reprovingly,  jierhaps 
sometimes  severely.  Yea,  he 
may  be  obliged  to  administer 
stern  discipline,  even  Vv'ith  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  reasonabl)^  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  obliged  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 


72 


ICbrth-Carolma  Journal  of  Edticaiion, 


[March) 


■Vfhich  may  present  itself,  while 
by  its  loss  he  can  gain  no  pos- 
sible advantiige. 

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


THE   FALLACY   OF  PREMATURE 
EDUCATION. 

"When  we  j.re  considering  the 
health  of  ehildreu,  it  is  iniptrative 
Lot  to  oiuit  the  iujportauce  of  keep- 
iog  their  braius  tallow,  as  it  were, 
for  several  of  the  first  years  ot  their 
existence.  1  he  u'is'jhiet  perpetrat- 
ed by  a  contrary  course,  in  the 
shape  of  bad  health,  peevish  temper 
and  developed  vanity,  i&  iuealcu- 
iable." 

W'eofttn  meet  with  such  para- 
graphs as  the  above  in  reference 
to  education.  The  sentiment  is 
good,  if  we  consider  sc'iuiastio  edu- 
cation as  the  iireai  object  uf  youth, 
but  to  keep  the  braiiisya//oi^^  is  ut- 
terly impossible.  \uu  might  as 
well  try  todau)  up  the  small  streams 
at  the  source  of  a  river.  Luuca- 
tion  commences  with  the  first 
month  of  existence,  and  the  brain 
'will  go  on  in  its  work,  in  spite  ot 
«11  you  can  do  to  stop  it.  To  edu- 
cate is  simply  to  direct  the  action 
of  the  faculties  or  organs,  bo  that 
they  will  not  be  led  into  a  wrong 
course,  and  that  no  one  will  be 
overworked  to  the  sacriiice  of 
others. 

Physical  development  is  of  vast 
injpurtuDce  to  every  one,  and  espe- 
<iJalljtothe  young;  but   however 


young  the  child  may  be,  the  body 
cannot  be  developed  without  a  cor- 
responding development  of  the 
brain.  We  apprehend  many  of 
the  crude  nations  about  education 
arise  from  a  misconception  of  the 
cause  of  action  in  the  child.  We 
see  the  child  move  with  quick  and 
energetic  step,  and  conceive  that 
it  is  animal  action  without  any  im» 
pulse  from  thought,  and  conclude 
that  it  is  not  yet  time  to  set  the 
mnd  to  Work  J  but  make  a  closei' 
inspection,  and  we  will  find  that 
bodily  action  is  as  much  from  the 
impulse  of  the  brain  in  the  child 
as  iu  the  mind.  Direct  the  mind 
as  soon  as  you  can,  but  see  that 
your  direction  has  respect  to  ait 
ihe  faculties.  The  great  mistake 
commonly  made  is,  to  direct  the 
mind  to  abstractions,  or  to  a  class 
of  olgects  out  of,  or  abo"e,  the 
chila  s  thoughts.  Hence  we  olten. 
tee  a  child  directed  to  read  articles 
of  reasoning  on  subjects  lar  above 
its  reach  of  thought,  and  iu  other 
cases  to  write  compositions  on  sub- 
jects he  knows  notning  about. 

Heading  should  be  commenced 
at  home,  and  as  a  pastime,  a  les- 
son never  exceeding  three  to  five 
minutes.  The  names  of  picture* 
ot  objects  lamiiiar  to  the  child, 
should  first  torm  the  lessons,  and 
then  the  movements  of  such  objects; 
and  care  should  be  taken  that  th* 
parent  do  not  move  too  fast  for  the 
child. 

When  we  walk  with  children 
we  stop  now  and  then  iu  older  tft 
give  them  time  to  keep  up,  and 
never  walk  much  ahead  of  them 
The  same  rule  will  apply  to  teach- 
ing them.  The  lesson  should  be 
short  and  simple  and  never  ahead 
of  the  mind.  Their  lessons  of 
play,  (for  they  should  learn  \q 
play  as  well  as  to  read)  should  be 
under  the  same  rule. 


1859.] 


t)o  our  Pupils  Aim  at  Anything  f 


73 


Follow  this  plan  and  avoid  long 
hours  of  school,  and  many  of    the 
present  evils  would  cease  to    exist. 
Neia  Church  Herald. 


DO    OUR    PUPILS    AIM    AT  ANY- 
THING? 

"  That  was  in  yesterday's  les- 
son !"  So  triumphantly  exclaimed 
a  kind  hearted  little  girl  in  my 
(jramniar  class  a  day  or  two  since, 
■evidently  assured  in  her  own  mind, 
that  the  remark  contained  an  am- 
ple excuse  fur  her  inability  to  an- 
swer. I  paused  and  refiected. 
The  expression  thus  casually  made 
had  struck  me  with  peculiar  force. 
Whule  volumes  written  by  profes- 
sional hands,  could  not  have  illus- 
trated more  thoroughly  the  too  fa- 
tal mistake  which  larj^e  numbers 
of  our  pupils  are  constantly  mak- 
ing, 'teacher  !  before  you  proceed 
another  step  in  your  daily  routine, 
would  it  nut  be  well  to  stop  shurt, 
and  see  if  you  have  not  erred  (as  L 
-confess  1  have),  in  not  keeping 
prominently  and  constantly  before 
your  pupils  the  true  purpose  of 
study  aud  recitation.  What  I  Not 
know  yesterday's  lesson  !  Not 
know  the  lesson  of  the  day  before  ! 
How  absurd  !  Of  course  then  all 
the  previuus  lessons  are  forgotten, 
unless  per'-hauce,  detached  por- 
tions, which  can  be  of  no  use  un- 
less their  connection  be  accidental 
ly  retained.  What  a  serious  state 
of  facts  would  a  searching  investi- 
gation disclose,  as  to  the  object 
which  our  pupils  have  in  view  in 
attending  school.  Tens  of  thou- 
sands of  the  pupils  in  the  schools 
of  the  Eujpire  State,  are  constantly 
studying  for  no  other  conceivable 
purpose  than  to  recite.  Recita- 
tion, which  is  at  most  only  the 
teacher's  ineans  of  ascertaining 
whether  the  pupil  kaa  a  thorough 


knowledge  of  his  subject,  is  made 
by  them  the  end  of  their  endeavor. 
Recitation  over,  the  whole  matter 
is  unceremoniously  dismissed,  and 
the  nest  day,  or  at  most  the  nexl 
week,  they  know  little  about  it. 
The  error  alluded  to  is  fundamen- 
tal. Ai7nlessnes3  of  purpose  has 
been  the  ruin  of  scure?  of  incipient 
intellects.  Pursuing  studies  day 
after  day,  through  their  entire 
course,  with  no  intention  or  thought 
of  making  the  knowledge  which 
they  contain  a  life-enduring  acqui- 
sition, but  merely  lo  recite ! 

Teacher,  think  vvell  upon  this 
point.  If  you  have  begun  wrong, 
by  endeavoring  to  teach  science 
before  you  have  taught  the  purpose 
of  its  acquisition,  don't  hesitate  to 
go  right  back  to  first  principles 
and  begin  again.  Ascertain  at 
once  how  many  merely  reciting 
pupils  yiiu  have  in  your  school, 
and  if  you  don't  find  that  a  large 
majori  y  are  of  that  class,  uiy  word 
for  it,  3'our  school  is  a  rare  excep- 
tion. If  you  do  discover  such  a 
state  of  things,  I  repeat,  begin 
anew  !  Present  to  your  school  en- 
during ki-oivhdge  and  dUciplinc 
as  means  of  future  usefulness  j  as 
the  true  and  only  object  to  be 
sou<iht.  Enforce  this  by  constant 
precept;  but  ai!.iive  all  by  your 
unvarying  practice.  Ever  make 
the  whole  ground  previously  passed 
over  a  part  oi  each  lesson  ;  and 
never  by  confining  your  exercise 
to  the  advance  steps,  allow  your 
pupils  to  suppose  that  anything 
previously  recited  can  for  a  mo- 
ment be  dismissed.  Our  first  ef- 
f.  rt  must  be  to  make  the  aim  of 
our  pupils  right,  aud  if  we  fail  in 
this  we  mitfht  almost  as  well  resign 
the  whole  work  as  a  failure.  It 
can  certainly  prove  little  else  if  w« 
attempt  to  go  on  without  having 
first  accomplished  this  objects 


74 


North- Carolina  Journal  of  Education. 


[March, 


THE  ORDER  OF  MATHEMATICAL 

STUDIES. 

The  order  ia  which  Nature 
presents  ideas  to  the  infant  ruiod, 
is  the  proper  order  in  which  those 
ideas  should  be  systematically 
developed.  And  the  first  mathe- 
matical idea  that  enters  a  child's 
mind  is  thtit  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  wboUy  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  is  capable 
even  of  the  simplest  process  of 
geometrical  reasoning.  Geometry 
should,  therefore,  in  a  natural 
system  of  edacation,  begin  with 
addressing  the  eye,  and  stimulating 
the  powers  of  observation.  Little 
bricks,  Chinese  tangratiis,  rude 
compasses,  blackboard  drawings, 
and  similar  means  of  of  illustrating 
form  and  the  laws  of  form,  to 
the  eye,  should  be  in  constant  u,se 
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- 
curaney  of  observation  which  is 
one  of  the  rarest  and  most  valuable 
of  intellectual  powers.  Number 
must  also  be  first  presented,  as  in 
nature,  in  the  concrete  form ;  and 
the  proper  time  for  doing  this  is 
evidently  to  be  found  at  the  period 
when  the  symmetrical  building 
■yrith  bricks,  or  the  symmetrical 
cliialk  drawings,    have    introduced 


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- 
dins:  by  the  quotient  to  find  the 
divisor  ;  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  nest  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  been 
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  befoi-e  it  is 
taught  to  demonstrate  them.  They 
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  facta 
and  names  may  be  thus  stored    ia 


1859.] 


Order  of  Mathematical  Stiulies. 


tLe  chid's  memory  while  you  are 
at  the  same  time  givino,  him  a 
power  of  quick  and  accuate  con- 
ception, which  will  enable  him  to 
solve  all  ordinary  questions  of  loci 
at  a  single  glance,  without  reason- 
ing, but  by  direct  sight.  Nor  in 
giving  him  facts  should  we  confine 
ourselves  to  those  which  may  be 
most  readily  demonstrated,  but 
i'athcr  to  those  which  will  most 
stimulate  the  imagination,  and 
which  will  lure  him  upward  with 
a  desire  to  demostrate  them. 

The  corresponding  period  in  arith- 
metic introduces  the  child  to 
the  rules  of  written  arithmetic. 
The  decimal  notion  in  Arabic  fig- 
ures is,  of  oourse,  the  first  thiug 
to  be  learned ;  and  it  should  be 
taught,  at  fir.-^t,  as  extending  on 
either  side  of  the  unit's  place. — 
No  advantages,  on  the  coutrarj 
great  disadvantages,  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  ujany  years,  if  not 
for  life.  Prof  Luomis,  in  his 
note  (3Iath.  Month,  p.  7o),  seems 
not  to  have  noticed  the  main  point 
of  my  remark,  and  omits  my  care- 
ful qualificai,iou  '  at  first"  from  the 
phrase  on  which  he  comments. — 
At  the  age  of  fourteen  years  a 
child  has  his  reasoning  powers 
somewhat  developed,  and  will  be- 
gin to  relish  the  demonstration  of 
both  arithmetical  and  of  geometri- 
cal problems.  And  herein  also 
the  course  of  nature  should  be 
followed.     The  first  essavs  toward 


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

Ifter  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  on\y  do  I  find  in  the  primary 
schools  in  which  geometry  is  stud- 
ied, that  the  scholars  of  eight  to 
ten  years  old  are  quicker  in  un- 
derstanding it  than  those  from 
twelve  to  fourteen ;  but  I  have 
noticed  that  the  same  individual, 
iu  passing  from  the  younger  to  the 
older  pci'iod  without  any  cultiva- 
tion of  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  (;f  the  Monthly,  to  call 
the  attention  of  teachers  to  the 
iuiportance  of  mathematical  traia- 
iijg  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  tha 
amount  of  knowledge  it  communi- 
cates, but  for  the  power  and  vigor 
it  imparts.  He  is  best  educated 
who  can  do  most  for  himself  and 
humabity  through  means  of  his 
own  education. 


76 


North- Carolina  Journal  of  Education. 


[March* 


THE  POWER  OF  MONOSYLLA- 
BLES. 

The  English  language  abounda 
in  nioDosjllables,  and  there  is  a 
constant,  tendency  to  contract  and 
abbreviate  and  clip  words  to  reduce 
them  to  that  form,  and  to  sourjd 
them  as  easily  as  jo  sible,  to  get  as 
much  meaning  as  we  can  in  the 
smallest  possible  spact;.  Madame, 
madam,  ma'am,  'm,  as  yes'm ; 
xnagister,  master,  mister ;  niister- 
ess,  mistress,  u-;is'e8  ;  senioior,  se~ 
nior,  sieur,  (French,)  sir;  capi- 
taine,  captain,  cap'u  j  evil,  ill  ; 
wagon,  wain  ;  rivulet,  rillet,  rill  ; 
all  so,  also,  als,  as;  day's  eye,  dai 
sy;  presbyter,  prester,  priest ;  all- 
one,  alone,  lone.  So  sa\s  Pope, 
snitiug   the  sense  to  the  sound, 

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

And  hence,  on  acccuut  of  eating 
off  parts  of  words,  in  this  way, 
Voltaire  said  that  an  P]ngiishuiaii 
could  gain  a  half  hour  in  *all?ing 
with  a  Frenchman.  But  while  we 
have  this  tendency  we  endeavor  in 
part  to  coiiipei.sate  for  it  by  givii:g 
more  weiglit  and  power  to  those 
inonosyihihles.  Mjuy  of  them  be- 
gin and  end  with  a  consonant,  and 
we  make  the  interveijing  vowel  a 
diphthong,  as  broad,  coat,  boat; 
we  double  the  final  consonant,  as 
boll,  poll,  or  we  add  a  vowtl  at  the 
end  which  prolongs  the  sound,  as 
if  written  before  the  final  conso- 
nant, as  bole,  pole,  bile,  wile,  bake. 

We  uiay  see  how  much  weight 
we  can  give  to  these  by  construct- 
ing such  a  sentence  as  the  follow- 
ing :  "  You  would  cook  good  food, 
boii  beef  and  veal,  bake  wheat 
bread  and  pound  cake,  wish  green 
pine  wood,  though  you  fail  and 
weep." 

In  multitudes  of  cases  where  we 
haTC  dfirired  words  from  the  Latin, 


we  have  dropped  the  termination., 
and  taken  the  radical  part  of  th« 
word  and  prolonged  its  vowel. — 
Fid-cs,  faith ;  clar  us,  clear ; 
,sol  um,  soil;  plan-us,  plain;  plac-eo, 
please ;  sed  ^s,  seat ;  coq-uo,  cook  ; 
brev-is,  brief;  ren,  rein  ;  par,  pair 
and  peer;  cred-o,  creed;  paxj 
peace,  &c. 

The  effect  of  this  on  our  lan- 
guage has  not  attracted  so  much 
attention  as  it  deserves,  'ihem 
stroijg  and  heavy  monosyliablfis 
are  ofieu  introduced  v/ith  powerful 
effect  iu  poetry,  aud  especially  iu 
devotional  hyms,  when  the  poet 
wishes  to  l<y  great  stress  upon  a 
parlicular  idea,  and  bring  it  out 
prominent  to  the  mind,  and  per- 
haps puts  a  spondee  or  trochee  i» 
the  place  of  the  regular  iambus. 

•'  iicre,  the  whole  JJeity  i» 
known;"  here,  and  whole,  occupj 
the  places  proper  to  ahoi't  syilabloe, 
in  the  hymn  begiuiug, 

'•'  Fatiier  bow  wide  thy  glory  shinea" 

He  is  known  in  part  in  the  work* 
01  creation,  but  in  the  wcrks  oi' 
grace  more  completely  ;  hence  tl»*> 
torce  of  •'  iJere,  '  and  '-Whoie." — 
So  iu  the  h^mu, 

"  Sei  vnnt  of  God,  well  done  !" 
■'Tlie  p;iuis  of  deiub  are  past; 

Labor  and  buiruw  cea.be; 

And  LileVluiig  wiirlaie  closed  atitHft 

His  soul  }s  founu  iu  peace." 

Here  the  eflfct  of  the  tM'o  he«Tj 
syllable  ''lony  war'"  is  very  fin*:. 
So  in  the  bymu 

'•Come  let  us  anew  our  journey  pujsii^,. 
Roll  round  wiili  tbe  J  tar,  &c." 

And  what  power  in  tbe  iine 

"Broad  is  tbe  road  that  leads  to  deatlb^;" 

with  four  heavy  monosyllables. 
E.  F.  R. 


1859.] 


Lecture  on  tJie  Eaglish  Language. 


77 


A  LECTURE  ON  THE  ENGLISH  LANGUAGE, 

Its  History — Its  excellrndes  and  defects — Its  curiosities  and  colloquial 
ahicses — And  its  future  destiny.  Delivered  at  Neicberne,  A\  C, 
3Ia^,  1854.     iiy  Hev.  William  Hooper. — rContinued.) 


OURIOSITIES  OF  THE  E.VGLISH  LAN 

GUAGE. 

I  must  now  briefly  touch  upon 
«'ou:ie  0?  the  curiosities  of  our  lan- 
irua2;e.  And  the  first  that  I  will 
mention  is  our  snriirimes.  The 
word  surnrime  is  spelled  two  ways. 
Formerly  it  was  often  written  sir- 
name  on  the  supposition  that  it 
denoted  the  name  we  derive  from 
our  slra.  But  now  it  is  always 
spelled  surname — a  more  correct 
i^tymology  informins;  us  that  the 
word  is  from  the  French  preposi 
t'o  1  sur,  over;  because  men  had  at 
iinst  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  GUhert  Mottler,  th  '.  first 
name,  and  was  therefore  the  sur- 
name of  that  family. — Thus  we 
can  trace  back  one  of  the  oldest 
family  names  of  this  town,  to  the 
days  of  Julius  Caesar.  lu  Caesar's 
Commentaries  there  is  mention  of 
A  tribe  of  Gauls  named  Eburovi 
ces,  settled  in  what  is  now  Nor- 
niandi/,  the  northern  part  of 
France.  This  name  was  corrupt- 
ed into  the  modern  Evcreux,  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 
!Robert  Devereux,  Earl  of  E?sex, 
once  the  greatest  favorite  of  Queen 
Elizabeth,  who  wrote  his  name 
Robert  d,' Evereux,  that  is  :  Rob- 
ert of  Eoereux.  In  a  similar  man- 
ner we  may  gratify  our    curiosity 


by  tracini^  back;  the  modern  Or- 
leans, to  the  Roman  emperor  Au- 
rellan,  E-i-^ex  and  Suisex  to  Est- 
Sexla,  Sud-  Sexla;  that  is,  East- 
Saxons,  South- JSuxons. 

A  great  m  my  of  our  names  are 
jjatronymlcs,  formed  by  adding 
the  word  so.'i,  to  the  father's  name, 
or  prefixing  in  Scotch  names  the 
word  tn'v,  or  in  Irish  names  th-e 
letter  C  wh'.ch  are  equivalent  to 
son.  Thus  a  man  whose  father 
was  named  NelU,  would  in  Scot- 
land be  cahed  McNeill,  in  Ireland 
O'Neal,  and  in  England,  Neilsou 
or  Nelson.  It  is  sufficient  just  to 
m'intion  the  names  of  ./ohn>;on, 
Wdliamso  I.  D  (vidwn,  Thoynson, 
and  a  hundred  others,  to  see  how 
plainly  thsy  indicate  some  John, 
William.  &c.,  as  the  patriai'ch  of 
the  family.  The  name  Thomp- 
so«,  has  acquired  the^?  evidently  by 
the  nec3ssa  y  formation  of  that 
sound  in  opening  tlie  lips  after 
closing  them  iu  forming  the  m. 
Thus  Jamcs-toicn  weed  is  corrup- 
ted into  ./imjison  weed. 

Many  of  tiiesc  patronymics  ara 
shortened;  thus  Dauiaon  is  abridg- 
ed into  Davix,  Dickson  into  Dix, 
Waltcrson  into  Watson  and  Watt>', 
Johnson  into  Johns  or  Jonc.'i. 
But  enough  and  more  than  enough 
of  this. 

Among  the  curiosities  of  our 
language  may  be  mentioned  that 
numerous  tribe  of  words  ending 
in  — e?"y  as  millinery,  jewellery, 
saddlery,  confectionery,  &c.,  with- 
out end.  All  these  words  owt 
their  origin  to  the  Greek  and  La- 
tin terminations — erion    and    ari- 


(8 


Norh-Carolina  Joximal  of  Edxication. 


[March, 


■wm  meaning  at  first  the  place 
where  things  are  kept,  but  after- 
"vvards  transferred  to  the  articles 
kept  or  sold  there.  Thus  herha- 
ry,  apiary,  aviary,  the  places 
^yhere  herbs,  bees,  birds  are  kept 
— one  of  the  most  beautiful  of 
these  words  is  cemetery  {koimcte- 
rion)  meaning  a  sleeping  place. 
How  scriptural  the  idea  !  how  prof- 
itable the  train  of  thought  sug- 
gested by  the  ternj  I  Have  you 
Irieuds  in  our  cemetery  ?  They 
(are  only  in  their  bed-chamber — 
they  are  going  to  arise  in  the 
morning. 

That  laro;e  and  increasiuo;  class 
of  words  ending  in  ee  are  some- 
thing of  a  curiosity.  They  are 
all  formed  after  the  analogy  of 
the  French  passive  participle;  thus 
oblige  is  the  perscn  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. 

In  the  derlvaticn  of  some  of  our 
words  is  deep,  historic  interest. 
The  word  rival,  contains  in  it 
volumes  of  painful  history.  The 
Latin  term  rivales,  from  which 
-Qur  term  rivals  comes  down,  mere- 
ly meant  River-men,  dwellers  on 
both  sides  of  a  river.  Rivers 
have  been  from  time  immemorial 
the  boundaries  of  nations ;  and 
how  naturally  and  even  necessari- 
iy  River-men  weie  rivals,  I  need 
not  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  may  Heaven 
Jong  postpone  the  day  when  the 
same  story  shall  be  told  of  the 
fraternal  rivals  on  the  shores  of 
the  Ohio  and  the  Potomack.  *  * 
;i<  *  *  Many  of  our  words  are 
'-mrioHS  fragments  of  longer  words. 


For  example;  inoh  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  that  the  word 
comes  from  mobile  vidgus — 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  Zoiinds .'  or  By 
Zounds!  is  a  kind  of  soft  oath  or 
emphatic  affirmation,  which  many 
people  feel  no  scruple  in  using. 
Perhaps  they  would  not  take  it  so 
freely  in  their  mouths  if  they  knew 
it  was  shortened  from  God''s 
JVounds,  meaning  the  wounds  of 
Christ  on  the  Cross.  This  was  a 
favorite  oath  of  Queen  Elizabeth 
and  made  many  of  her  boldest 
courtiers  tremble. 

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


1859.] 


Lecture  on  the  English  Language. 


79 


PATONOMASEA   OR   PUN. 

This  is  a  «;pocies  of  wit  general- 
ly considered  undignified  and  low; 
yet  such  a  play  upon  words  has 
been  resorted  to  even  by  our  great- 
est authors  and  therefore  may  be 
worthy  of  mention  among  the  cu- 
riosities of  language. 

We  quote  examples  from  the 
prince  of  epic  and  the  prince  of 
dramatic  poetry.  In  the  "Para^ 
dise  Lost"  when  the  bad  angels 
had  surprised  and  discomfited  the 
the  good  angels,  for  the  moment, 
by  the  discharo;e  of  their  cannon, 
they  amusG  themselves  by  an  abun- 
dance of  puns  on  the  effects  of 
their  artillery. 

Belial  thus  addresses  Satan  : 

Leaderl  the  ttirms  we  sent  were  terms 
of  iveight 

Of  haj-d  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- 
der stand; 

Not  understood,  this  gift  they  have  be- 
sides; 

They  show  us  when  our  friends  idalk 
not  upright. 

I  promised  some  specimens  from 
Shakspeare,  and  I  told  you  that 
this  trifling  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  cf  the 
immortal  Dramatist  will  remember 
the  ridiculous  night-adventure  of 
Falstaff,  from  which  he  came  in, 
all  puffing  and  blowing,  cursing 
all  coward-s,  and  declaring  that  he 
and  his  companion  bad  taken  great 
spoil,  but  that  three  roirues,  dress- 
ed in  Kendal  green  had  stolen  up 


behind,  surprised  and  robbed  thern; 
for  the  night  was  so  dark  he  could 
not  see  his  hand.  "Why,  pJack," 
exclaimed  prince  Hal,  "how  could 
you  tell  that  the  men  were  dressed 
in  Kendal  green  if  the  night  waa 
so  dark  ?  Come,  give  your  reas- 
ons. Sir,  your  reasons  V  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  braggadocio  escaped  under  the 
smoke — but  the  change  of  pronun- 
ciation has  spoiled  the  pun  and 
now  perhaps  few  notice  that  a  pua 
is  intended. 

Another  pun  of  Shakspeare's 
has  been  ruined  by  change  of  piro- 
nunciation.  It  occurs  in  the  trag- 
edy of  Julius  Ccesar  and  of  course 
is  a  blemish  rather  than  a  beauty — 
(Jassius  is  instigating  Brutus  to 
join  the  conspiracy  against  Cassar. 
He  exclaims: 

"When  could    they  say>  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  Room  and  this  tempted  the 
equivoque,  which  suited  the  taste 
both  of  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  Cfesar,  and  compares 
him  to  a  stag  or  hart   laid   low  by 


80 


North- Carolina  Journal  of  Edxication. 


[March, 


the  huntprs;  and  then  plays  upon 
the  two  words  hart  and  heart,  one 
in  soand  but  diverse  in  meaning. 

Pardon  me  Julius.     Here  •wast  thou 

bayed,  brave  hart! 
O  world  !  thou  wast  the   forest  to  this 

hart. 
And  this  indeed  0  worldl  the   heart  of 

thee. 

^It  is  no  small  part  of  the  fjl  ry 
of  Shaksppuro  that  liis  trauscetid- 
ent  genius  has  been  able  to  lift  him 
up  u  harnied  by  ^uch  blemishps^: 
as  theSun's  spleiidorconoeals  tVuni 
the  unassisted  eye  enormous  civ- 
erns  on  his  disk,  larire  endu^fh  to 
swallow  up  one  or  more  of  such 
globes  as  tliis,  our  dwellinor  place. 
His  fauje,  too,  has  g:rown  and  is 
growinii;  in  an  a<ie  whose  taste 
stron^ily  revolts  aiininst  such  verb- 
al quibbl'=s,  in  serious  c^mjpoMtion 
Wbo  wciuid  believe  that  even  no 
farther  b.iek  Uian  Dryden's  time, 
Ben  JohiiSi.n,  the  contemporarv 
and  rival  of  Sluikspeare,  had  so 
nearly  superceded  liiui  ir;  the  oen- 
eral  favor,  that  DrydL'u,  in  his  E<- 
say  on  dramatic  poetry,  hardiv 
ventured  to  chiim  even  an  equality 
for  his  beloved  8hakspe;ire  — 
Yet  now,  hard  y  aiy  body  bears  of 
Ben  Johnson,  butas  a  learned  ped- 
ant, while  the  wide  world  is  still 
re-echoiug  Milton's  praises  of 
''sweetest  Shak^peare,  Fancy's 
child." 

EUPHEMISM. 

Among  the  curiosities  of  our 
language  may  be  ranked  our  Bu- 
vhemisms .  This  is  a  mode  of 
speech  by  which  we  soften  any- 
thing that  is  bad,  painful,  (  r  inde- 
corous, by  giving  it  a  more  favora- 
ble Dame.  Some  euphemisms  are 
common  to  all  nations;  such  as  to 
depart,  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  figure 
with  them.  They  call  the  hangman 
whose  office  it  is  to  suspend  ciifui- 
nals  on  high  ;  "Master  of  the  high 
worksr  le  maltrc  des  hauler  ceiiv- 
res  " — Among  us,  when  a  yi  uag 
lady  performs  the  cruel  operation 
of  hanaing  a  young  man,  we  try 
to  softea  the  att  by  b'trrowing  a 
euphemism  from  the  proceedings 
of  diplomacy.  We  say:  '-She  has 
given  him  his  papers."  But  alas! 
the  poor  fellow  docs  not  find  big 
sentence  any  easier  to  bear  under 
a  gentle  name  thm  a  rough  one, 
forhangin'j  is  a  craei  death,  wheth- 
er inflicted  by  a  cord  of  silk  or  one 
of  hemp. 

Kuphemism  is  a,  favorite  fiirura 
of  speech  with  youns;  njen,  wheu 
they  wish  to  soften  the  character 
of  their  vices. — Tliey  then  are 
fruitful  in  the  must  in^Pnious  eu- 
phemis.'hs.  is  a  youth  riotous  and 
(Ji-^sip  ited  ?  He  is  only  a  litth 
ivild,  sometimes.  Dies  ho  drink 
r  ely  ?  He  is  nidy  disguised, 
boozy,  h'llf  shaved — has  too  much 
s^eam  aboard  Sfc — 1  bilieve  the 
fishioiiable  phras;  now  is:  "he  is 
tight.""  This  last  epithet  is  of  all 
others  the  least  appropriate;  for  a 
drunken  man  is  so  liinher  that  if 
he  fall  from  a  horse  he  is  like  a 
bag  of  wool — he  comes  down  all 
in  a  heap,  and  seldom  i:ets.  hurt. 
An  excellent  use  of  euphemism  is 
when  we  speak  of  the  faults  of 
our  friends  or  our  enemies.  Then 
gentle  terms  are  safest  and  keep 
under  iastead  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  skin-flint — 
when  a  companion  is  not  very  inter- 
esting, we  need  not  say  :  he  is  au 
insiiferable  bore. 


1859.] 


Lecture  on  the  English  Language. 


81 


ALLITERATION. 

Another  curiosty  of  language  is 
Avhat  is  called  alliteration  ;  that  is 
the  stringing  together  of  w  )rds  be- 
ginning with  the  same  letter  or 
composed  ofsimilar sounds.  Thus: 
"for  weal  or  for  wo  "• — ■"  neck  or 
nothing  " — "  rule  or  ruin  " — 
"sink  or  swim" — ^"  no  pains  no 
gains"' — ''  many  men  many  minds" 
— "  doubly  damned  " — "  is  it  fic- 
tion or  is  it  fact" — "fat  fair  and 
forty;"  and  a  thousand  others. — 
This  is  not  a  mere  trifle  or  puerili- 
ty, but  founded  in  nature  and 
therefore  some  of  our  best  writers 
(both  prose  and  poetical)  have  not 
disdained  to  employ  it.  It  is  found 
that  expressions,  thus  constructed, 
make  a  pleasing  impression,  and 
are  better  remembered  ;  and  there- 
fore are  the  very  kind  of  vehicle 
in  which  short  aphorisms  and 
maxims  ought  to  be  couched.' — 
The  majestic  Milton  has  not  deem- 
ed this  figure  unw07-thy  of  his 
muse  in  some  of  his  loftiest  strains, 
•iatan  thus  salufes  his  new  home 
in  which  eight  initial  A's  are  in- 
troduced in  two  lines  : 

"Hail    liorrnrs.   bail!    ami    thou     pro- 

fouiulcst  lie-U, 

Reci(.n'e  tliy  iieA\'  possessor 

The  mind  is  its  own  place  and  in  itself, 
Can  make  a  heaven  ot'  hell,  a  hell  of 

heaven."" 

Pope  strings  five  h's  together  in 
one  line,  in  describing  the  labor  of 
Sisyphus  in  rolling  the  stone  up 
hill — you  can  almost  hear  the 
poor  man  panting : 

'•  With  many  a  weary   step  and  many 

a  groan. 
Up  the  high  hill,  he   heaves  the, huge, 

round  stone."' 

Again  the  sam«  poet  barbs  the 
point  of  his  sat  casm  upon  a  mali- 
cious scribbler  by  a  skillful  allitera- 
tion : 


'•  Yet  let  me  flap  this  bug  with   gilded 

wings  : 
A    painted    child    of  dirt    that    stinks 

and  stings."' 

Gray  indulges  frequently  in 
alliteration,  ex.  gr. 

"  Weave  the  warp  and  weave  the 
woof" — "Ruin  seize  thee,  ruthless 
King,"  &.G. 

But  if  any  one  wants  to  see  this 
figure  of  speech  happily  employed 
on  the  side  of  truth  and  A'irtue,  and 
perhaps  carried  to  an  extreme,  let 
him  go  to  that  storehouse  of  witty 
and  pithy  English  proverbs  :  Mat- 
thew Ilenry's  Commentary  on  the 
Bible.  I  will  just  give  you  a  sam- 
ple or  two.  On  woman's  forma- 
tion out  of  Adam,  he  says  :  "Eve's 
being  made  after  Adam  and  out  of 
him  puts  an  honor  upon  that  sex, 
as  the  glory  of  the  man.  Theman 
was  dust  rrfined,  the  looman  was 
dust,  double  refined, — -one  remove 
further  from  the  eartlil"  Gentle- 
men I  stand  uncovered  in  the 
presence  of  your  superiors  !  ' 

Again  :  "•  Whom  God  appoints 
to  any  ofiice  he  anoints  for  it." 
Of  a  man  dallying  with  a  danger- 
ous temptation,  he  says  :  "  The 
/bolishyiy  /ires  her  wings  and 
/uols  away  her  life  by /'lying  about 
the  candle  "  on  letting  the  guilty 
go  unpunished,  he  savs  :  '•  Fool- 
ish pity  spoils  the  city."  Hear 
this  ye  juries,  who  show  a  mis- 
plnced  tenderness  for  murderers, 
find  a  cruel  indifi'erenco  to  the  pub- 
lie  peace  I  Take  one  other  sam- 
ple of  Alliteration,  from  the  Latin, 
and  we  have  done  :  "  Juniores  ad 
labores,  Seniores  ad  honores." 

If  the  young  are  willing  to  ac- 
cept their  share  of  the  proverb,  of 
course,  we  old  folk,  are  very  will- 
ing to  accept  of  ours. 

To  be  continued. 


^ 


Korth- Carolina   Joitrnal  of  Bdmoaticm. 


[Marcli, 


CHRONOLOGY. 

Pome  one  has  said  that  Geogra- 
phy and  Chronology  are  the  two 
•«yes  of  histo^3^  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 
Jiow  the  matter  is  determined,  tho' 
for  the  most  part,  they  have  the 
means  at  hand. 

We  tpeak  of  the  chronology  of 
•Usher  commonly    received.     The 
■first  part  of  fhc  period  is  made  out 
by  commencing  with  Adam,    and 
reckoning  to  the  birth  of  Seth,  and 
then  to  the  birth  of  his  oldest  child 
as  recorded  in  the  Bible,  &c.,  and  j 
were  it  not  for  the  Bible,  we  could  j 
not  know  anything  on  the  subject.  ! 
Let  any  one  then  open  his  Bible  at  j 
Genesis,  ch.  v.,  and   he    will   find  i 
i'rom  Adam  [ 

To  Seth,  130  years.  ! 

"  Enos,  105  "      I 

•"  Cainan,  90  " 

"'  Mahalulcei,  70  ''       j 

■''  Jared,  Go  '^ 

■'•■  Enoch,  Vyi  ''      j 

*'  Methuselah,  65  "      i 

"  Lamech,  187  "       j 

"  Noah,  182  " 

"  Shem,  5i;0  "      j 

^' Flood,  ICO  " 

A  child  caii  r';d  !h(>('   i-viulcrs 
together,  and  undcr.-land  ti;;,(  !rom  ; 
fhe  crcalidn  of  the  wurid  to  iiy  do-  | 
struction  by  water  in  l^e  Hood  of  j 
jS'nah,  are  1656  years. 

Tho  next  epoch  seommon]}- taken 
^0  reckon  to,  is  the  call   of  Abra-  [ 
liam.  Gen.  ch.  xi.  10.     From  the  [ 
fiood  to  the  birth  of  ' 


32 

vears. 

30 

a 

29 

a 

130 

li 

75 

a 

Arphaxad, 

2  years 

.»Salah, 

85      '' 

E-ber, 

•80      '' 

Peleg, 

84     " 

Eea, 

30     '^ 

Serug, 

Nahor., 

Terah, 

Abraha"m"s  birth, 

His  call,  ('cli.  12:  4) 

These  numl)ers  added  give  427j 
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 
to  conflict  with  Gen.  11:  26,  where 
it  says  that  "  Terah  iived  70  years, 
and  begat  Abram,  Nahor  and 
Haran." 

That  is,  one  of  these  three  was 
born  at  that  time,  but  Nahor  was 
older  than  Abram. 

He  was  75,  wheo  he  left  Haran, 
ch.  12:  4.  His  father  Terah  died 
before  that,  aged  205.  Now  205 — • 
75,  leaves  130,  the  age  of  Terah, 
when  Abram  was  born  ;  compare 
ch.  11:  32  and  ch.  12:  4. 

With  what  ease  then  can  anj 
one  with  the  Bible  in  his  hand,  in 
a  few  miuutes,  go  over  iill  the  his- 
tory that  we  have  of  tho  woald,  fer 
more  than  2000  years  ;  and  arrive 
aL  a  point  which  divides  the  time 
from  the  creation  to  Christ,  nearly 
in  the  middle. 

Ihc  n.est  epoch commonl}^  taken 
is  the  Exodus  from  Egypt.  This 
is  easily  determined  from  Ex.  12 : 
40,  41.  "  Now  the  sojourning  of 
the  children  of  Israel  who  dwelt  in 
Egypt,  was  430  years.  And  at  the 
end  of  the  430  years — all  the  hosts 
of  the  Lord  went  out  from  the  land 
of  Egypt."  And  from  Gal.  3  :  17, 
'■"  tJie  covenant  that  was  confirmed 
befoi'e  of  God  in  Christ,  the  law 
which  was  430  years  after  cannot 
disannul."  Paul  is  speaking  of 
the  transactions  ^GOIlnected  with 
the  call  of  Abrahao]. 

This  then  added  to  our  former 
period  of  2083  years,  will  carry  us 


1850.] 


{Beadhii 


S3 


-down  to  2513  years  from  the  crea- 
tion. 

The  next  great  pnintfixed  .upon  is 
the  completion  of  Solomon's  tem- 
ple. From  I.  K.  6: 1,  we  learn  that 
"Solomon  began  to  build  the  hou.se 
of  the  Lord  in  the  480th  year  af- 
ter the  children  of  Israel  were 
come  out  of  the  land  of  Egypt." 
And  in  the  38th  verse  of  the  same 
chapter  we  read,  "so  he  was  7 
years  in  building  it."  From  the 
Exodus  from  Egypt  vinder  Moses 
to  the  compJption  of  the  tem- 
ple, were  487  years  ;  and  this  add- 
ed to  2513,  makes  an  exact  and 
round  sum  of  3000  year;;. 

E.  F.  R. 
To  be  continued. 


"  Reading." — In  actuallife  we 
read  for  our  own  information  ;  we 
read  for  the  sake  of  catching  the 
sentiment.     Hence, 

1.  It  is  far  more  important  (and 
far  more  difficult)  to  teach   c'asses 
to  read  understanding!}',  than  it  is 
to  reader  them  skillful  pronounce  is 
of  words.      "  I    had  rather    S];eak  I 
five  words  with  my  understanding  ' 
*     *     '•'  than  ten  thousand  words  ' 
in  an  unknown  tongue,"  says  the  j 
teacher  Paul.     Yet  niiiestcnllis  of  i 
the  children  in  this  state,  merely  | 
to  gratify  aJonging  after (?;z_g-  leuth-  \ 
tr  covered  reading  bookn,  do  s(am-  ' 
meringly     read    "  ten     thousand  ! 
words  ill    an    unknown    tongue,"  ] 
and  too  many  teachers  never  dream  j 
of   asking,    "  understandest   thou  i 
what  thou  readest  ?"  { 

2.  Every  word  of  every  reading  , 
lesson  should  be  thoroughly  -«n- 1 
derstood,  ere  the  lesson  is  con-  j 
necLedly  read. 

3.  I  or  young  classes,  the  teach- 
er ought  carciuily  to  explain  and 
iauiiliarly  paraphrase  every    jead- 


ing  lesson,  and  (as  an  exercise  in 
writing  and  spelling)  require  an 
accurate  transcription  of,  at  least, 
a  paragraph  or  two,  as  the  regu- 
lar preparation    for  the  recitation. 

4.  jjore  advanced  classes  should 
make  this  paraphrase  fcr  them- 
selves, and  write  it  out  fairly, 
learning  to  use  their  dictionary  as 
the  companion  of  all  their  stud- 
ies. 

5.  The  mechanical  training  of 
ithe  vocal  organs  should  not  bo 
based  Tspon  the  reading-lesson,  but 
should  stand  by  itself  as  a  me- 
chanical exercise. 

6.  A/l  the  lessons  ot  school 
should  be  treated  as  reading  les- 
sons, and  be  carefully  read  aloud 
by  the  class  ere  they  be  given  up 
for  recitation. 

It  must  be  borne  in  mind  that 
we  dehiie  reading,  as  a  branch  of 
school  training,  Jhus  :  Reading  is 
the  art  cf  understanding  the 
thoughts  of  others  when  they  ad- 
dress the  eye  either  in  script  or 
print.  A'ocal  excellence  is  quite 
adiiFereut  attainment. 

Our  schools  too  often  teach  the 
voice  to  read,  and  let  the  under- 
standing go  uncultivated,  in  ihit^ 
er i cisc . —  7 each er' s  Inst htiite. 


Al  Tuotassem,  Caliph  of  Bagdat, 
A.  D.  833,  has  eight  letters  in  his 
name;  was  the  eighth  of  the  Abas- 
sides  ;  reigned  eight  years,  eight 
months,  and  eight  daya;  left  eight 
hons,  eight  daughters,  eight  thou- 
sand slaves,  and  eight  millions  -^jf 
cold.  GIBBON. 


JJake  truth  credible,  and  chil- 
dren will  believe  it ;  make  good- 
ness lovely,  and    they  will  love  it. 


84 


North- Carolina  Journal  of  Education. 


[Marck, 


A  MARRIED  BOOK. 

Teachers  throughout  the  Union 
have  acknowledged  Andrews  & 
Stoddard's  Latin  G-rammar  to  be 
t'le  Staiidord,  on  account  of  its 
excellence,  as  a  grammar ;  yet 
they  have  seen  plainly  that  there 
was  some  thing  wanting. 

Bachelor,  or  laurel  crowned,  at 
its  first  appearance,  it  has  been 
receiving  brighter  laurels  ever 
since  ;  still,  year  after  year,  it  has 
wandered  like  a  learned,  but  lone- 
ly old  bachelor,  seeking  a  compan- 
ion. Expert  matchmakers  have 
made  repeated  attempts  to  supply 
the  want,  but  all  in  vain.  But 
xvhen  not  long  ago,  it  came  out 
before  the  public  gaze  donned  in 
a  new  suit,  cap  a  pie,  a  la  mo  le 
Count  D'Orsay,  and  so  thorough- 
ly I'ejuvenated.  did  you  not  con- 
jecture  that  "Barkis  was  willing," 
and  that  "something  would  come 
of  it."  And  so  it  is.  The  right 
one  has  been  found  at  last,  and 
they  are  married.  No  intriguer 
need  hope  to  alienate  or  divorce 
them,  for  they  are  one — .ibs  jlutely 
necessary  to  each  other.  Let  eve- 
ry teacher  give  them  a  reception, 
a^s  soon  as  ])0ssible. 

As  friends,  he  will  find  the  pair 
as  much  better  than  his  old  bach- 
elor friend  was  alone,  or  in  his 
awkward  attempts  to  bo  agreeable 
in  uncongenial  company, as  a  whole 
pair  of  scissors  is  better  than  half 
a  pair,  or  two  Halves  that  are  not 
mates.  His  pupils  too  will  love 
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 
do  with  any  book  agency,  or  pub- 
lishers'   puffd — except   to   abomi- 


!  nate  them ;  but  if  the    farmer  ol: 
j  mechanic  rejoices    over  an   inven- 
j  tion  that  greatly  assists  him  in  his 
[  work,  may  not  a  schoolmaster  ex- 
I  press  his    satisfaction  at  finding  a 
i  good  school-book  of  which  he  has 
j  long  felt  the  need. 
I      Seriously,  I  refer  to  "The   Now 
I  Liber  Primus,"   just  published,  a 
I  copy  of  which  I  send   you.     It  is 
I  what  it  claims  to  be  "A  Practical 
j  Companion  to  the  Latin  Grammar/' 
on  a  peculiar,  but  admirable  plan, 
well  carried    out.     I  will    not   at- 
I  tempt    to    enumerate   its    merits. 
j  but  hope  that  my  brother    teach- 
j  ers  will  examine  it  for  tbemselv^es. 
It  is  small  and  plain.     It  does  not 
1  attempt  to  do  the  student's    work 
'  for   him,  but  shows    him,    step  by 
!  step,    how    to     study    Jjatin,    and 
j  fmnishcs  ju^t  such  exercises  as  he 
needs  for  practice  both  in  reading 
and  writing    Latin,  with    referen- 
ces to  the    Grammar,  that,  as  fast 
as  he  learns  Grammar,  he  sees  the 
use  of  what    he  learns,    and    use3 
it. 

The  Latin  is  all  taken  from 
that  portion  of  the  Classics,  that 
is  probably  best  adapted  to  first 
readings,  commencing  with  single 
words,  and  progressing  gradually 
to  the  most  difl&cultsentences,  and 
sections.  The  Author  may  repeat 
with  special  force,  respecting  his 
selections,  the  words  which  Cice- 
ro has  recorded  concerning  the 
whole  work,  from  which  they  are 
taken,  "  VaJde  qilidam,  inquam, 
probcndos:  nudi  enim  sunt,  rec- 
ti, et  venusti,  omne  ornatu  oratio- 
nis  fanqiiam  veste  detracta." 

AVhcn  the  pupil  shall  have  mas- 
tered this  little  exercise  book,  he 
will  be  not  only  familiar  with  the 
Grammar,  and  its  use,  but  so  well 
acquainted  with  his  first  classics, 
as  to  enter  the  Gallic  War,  not  as 
a  raw  recruit,  but  as  a  well-disci- 


1859.] 


Sel/- Helpers. 


8» 


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

Of  course  the  book  is  not  with- 
out some  defects,  and  errors,  since 
these  are  almost  unavoidable  in  the 
first  publication  of  such  a  work  ; 
yet  both  the  author  and  the  pub- 
lishers, have  done  their  work  well. 
Yours  kc, 

schoolmastp:e. 

p.  S..  There  is  another  matri- 
monial affair  on  hand.  Shall  I 
send  you  notice  ?  I  ask  this,  be- 
cause I  see  you  do  not  publish  mar- 
riages in  newspaper  style. 


Self-He.lpebs. — The  observant 
reader  of  history  cannot  fail  to  be 
struck  with  the  fact  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  esertions  have  attained 
for  themseiv'es  positions  of  dis- 
tinction, w-ealth  and  enlighten- 
ment. Suoh  men  are  emphatically 
Belf-helpers.  Such  are  the  me«i 
whose  lives  are  briefly  related  to 
our  ''  Puv&rty  and  Genius."  Wfaile 
others  have  -been  patiently  ocowpy- 
ing  their  -original  positions  as  it 
some  ban  or  spell  prevented  them 
from  occupying  any  others,  these 
men  have  pushed  onward,  and  by 
their  energy  acd  enterpiise  have 
arrived  at  the  goal  of  their  a-aibi- 
tion.  While  others  have  beeiQ  de- 
ploring theii  coudiiiuu,  and  sigh- 
ing over  their  limited  advan-tages, 
these  men  have  set  to  work  and 
bravely  achieved  for  themselves 
those  privileges  which  birth  denied 
them.  While  others  have  been 
idly  waiting,  Micawber-like,  for 
•something  to  turn  up,  these   men 


have  labored  hard  to  turn  it  up, 
and  up  it  has  turned  to  reward 
their  honorable  exertions. 

In  looking  back  on  the  lives  of 
areat  men,  we  are  taught  that  man, 
by  his  unaided  pxertions,  may  per- 
form more  wonderful  achievements 
than  were  wruught  by  the  imagined 
hero  of  an  Oriental  fabulist.  They 
have  called  light  out  of  darkness; 
they  have  made  fortunes  out  of 
nothing  ;  they  hav€  attained  posi- 
tions such  83  birth  could  not  be- 
stow and  the  proudest  noble  might 
envy. 

And  they  have  done  this  in  all 
sorts  of  positions,  in  every  branch 
of  occupation,  and  in  spite  of  eve- 
ry description  of  disadvantage. 

They  came  forth  from  the  work- 
shop, the  carpenter's  shed,  the 
smithy,  the  factory;  they  came 
fnini  the  field,  the  mine,  and  the 
sheep  cute;  they  laid  aside  the 
hamujar,  the  saw,  the  chisel,  the 
harrow,  the  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 
first,  they  came  out  ot  it,  left  it 
far  behind,  rose  to  a  new  life, 
moved  in  a  new  world,  were  ele- 
vated to  an  altitude  which  they 
never  anticipated,  and  were  blessed 
with  an  immortality  for  which  they 
had  never  dared  to  hope. 


The  Ob.tect  or  Education. — 
The  true  object  of  education  is  to 
give  children  resources  that  will 
endure  as  long  as  life  endures ; 
habits  that  time  will  ameliorate, 
notdestioy;  occupation  that  will 
render  sickness  tolerable,  solitude 
pleasant,  age  venerable,  life  more 
dignified  and  useful,  and  death  legs 
terrible. 


North-CavUna:  Journal  of  Education^ 


[Marc^^ 


THE  PROGRESS  OF  THE  TEACHER  AND  SCHOLAR. 


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

Few  things  are  of  more  impor- 
tance to  them  than  to  discern  the 
true  n-atttre  of  the  progress  which 
frhey  are  making.  Dmvng  th^> 
past  few  years  their  afttentionj  and 
fhat  of  the  friends  of  learning  gen- 
erally;, has  been  more  directly  call- 
ed to  this  ;  and  many  of  the  faults 
of  our  system  of  edacatioQ  have 
been  therehy  corrected'.  Many 
ilnprovements — the  result'of  better 

ideas     of     progress have     aho 

been  made  in  our  manner  of 
gaining  and  communicatiug  knowl- 
cdg'^,  which  have  given  and  are 
giving  greater  impetus  to  the  on- 
ward march  of  education. 

The  word  progress  is  deiived 
from  the  Latin  verb  prcrjredior, 
which  means  to  step  forward;  and 
to  make  true  progress  is  to  advance 
step  by  step — thoroughly  overcom- 
ing every  difficulty  at  each  step  be> 
fore  taking  another.  Wa  caunut 
sain  the  summit  of  the  Hill  of  Sci- 
ence  by  one  or  a  few  great  strides  ; 
if  we  atteujpt  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  his  plan,  he 
puts  a  beam  here,  a  post  there,  and 
a  brace  where  it  is  needed,  mean«. 
whi'ie  pinning  each  piece  to  his  fel- 
low >  and  thus,  putting  each  part 
Iq  its  place,  and  fastening  it  there, 


he  soon  has  ar  firm  and  well-propor- 
tioned frame.  Then,  in  the  same 
methodical  way, putting  each  board, 
then  each  ornament  in  its  place, 
he  fi^nslly  completes  a  building, 
strougy  beautiful,  and  fit  for  the 
purpose  which  its  maker  designed. 

If  all  this  care  is  necessary  in 
erecting  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  thorough- 
ly shoiTlJ  the  ground^work  be  laid. 
Then  upon  this  the  superstructure- 
should  be  carefully,  systematically 
built;  first  thi  rudiments,  then 
something:  a  little  higher  and  more 
difficult.  There  should  be  a  con-- 
tiuual  advance  as  the  scholar  gains 
strength.  Each  species  of  knowl- 
edge should  be  taken  whtn  the 
learner  is  prepaieJ  by  his  previous 
attainments  to  digest  it;  and  also 
when  it  will  be  a  good  preparation 
for  something  higher  still.  In  this 
way,  no  bad  habits  will  be  formed 
— nuthiug  will  have  to  be  unlearn- 
ed. So  the  building  gradually 
rises — «ach  member  fastened  to 
and  supporting  its  companion — 
continually  i';rowing,  until  it  be- 
comes a  temple,  sym:uetrlcal  and 
grand,  meet  for  tiae  service  of  its 
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  ad*" 
vance,  is  continually  harassed  by 
attacks  and  conspiracies,  so  the 
schofer^  JB-  harassed  by  what  in 
kuov?ledge'b«e  has  neglected  to  con- 
quer. Every  foe  should  be  sub-^ 
dued  as  soon  as  discovered,  whether 
it  be   a  reason  for  an  operation  iib  ' 


1859.] 


Progress  of  the   Teacher  and  Scholar. 


m 


arithmetic  or  any  of  the  higher  I 
mathematics;  a  word,  the  raeaning  i 
or  spelling  of  which  is  not  known  ;  [ 
or  any  other  thing  which  he  does  ! 
not  fally  understand. 

The  eagle  nourishes  her  younsz:  I 
till  she  thinks  them  strong  enough  i 
for  the  trial  of  their  strength  ;  then  j 
flying  away  with  them  upon  her 
back,  she  shakes  them  off,  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  mother.  Thus  the 
teacher  should  prepare  his  pupils 
to  use  their  own  powers — to  fi^h": 
their  own  battles.  lie  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  knowl- 
edge, but  never  to  open  the  door  ; 
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 
fi.Dd  the  reasons  for  them.  They 
hurry  their  scholars-from  one  thing 
to  another  so  fast  that  they  cannot 
learn  anything  thoroughly.  They 
are  in  such  haste  to- have  them  an- 
swer quickly  that  thej';.  answer  for 
them,  or  ask  what  aue  callsd  draw- 
ing-out questions,  instead  of  caus- 
ing them  to  get  their  lessons  prop- 
erly. They  do  not  think  that  by 
doing  this,  they  are  crippling  the 
energies  of  their  pupils.  They  do 
not  think  that  this  is  re^ro-gress- 
sion,  instead  ofpro-gression.  In- 
deed, one  of  the  greatest  faults  in 
fer  too  many  of  those  even  that.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  learnud. — 
When  a  class  is  called,  the  teacher 
takes  a  book,  and  asks  questions 
whicbi  include  most  of  the  matter 
to  be  given  in  the  answer,  or  at 
least  so  clearly  suggesting  it  that 
even  one  who  his  only  read  the- 
lesson,  can  give  the  answer.  But 
when  such  scholars  are  required  co 
tell  what  they  have  learned  they 
beg  to  have  "the  questions'' asked. 
Knovvledge  gained  in  this  way  will 
be  of  comparatively  little  value. — 
It  will  scarcely  p:iy  fur  the  wear 
of  the  books  used.  But  when 
scholars  have  made  anything  so 
thoroughly  their  own  as  to  be  able 
to  give  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  au  ex- 
ample. If  one  commences  a  study, 
he  tries  to  see  how  soon  he  can  fin- 
ish— -not  how  soon  he  can  master 
it.  In  stadying  the  classics,  he  is 
so  desirous  to  be^in  to  translate, 
tha^  he  does  not  lay  a  gjood  foun- 
dation, by  a  thorough  acquaint- 
ance with  the  grammar  of  the  lan- 
gtvage;  and  when  translating  an 
author,  he  is  in  such  haste  to  Jin- 
ish- th  it  he  neglects  the  grammati- 
cal construction,  forgetting  that  a 
thorough  knowledge  of  this  alone 
is  what  he  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  and! 
grammar — continually  longing  to- 
begin  the  ornamental  or  abstruse- 
before  they   acquire    the   simpleij. 


88 


North- Carolina  Journal  of  Education. 


[March  J, 


practical  branches.  To  illustiate. 
not  long  since  we  heard  a  boy 
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 for  College,  complain  that  this 
or  that  college  faculty  place  the 
standard  of  admission  so  high.  So 
thfey  contrive  how  little  they  can 
learn  and  enter  5  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  oncemisht 
have  been  prevented  by  earneit  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. 
)SchooI  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- 
stood. 

You  put  in  your  time,  as  well  as 
your  crops  ;  as  much  as  lohaVlldo 
you ;  and  when  you  have  made 
your  corn  and  cotton,  you  haul 
them  to  market,  but  you  carri/ 
horses  to  water.  Your  whiskey 
sipes  through  the  cask,  but  you 
draw  it  out  with  a  sjnle. 


You  get  all  through  other  in  a 
right  thronged  time ;  but  whea 
you  done  it,  you  rather  as  not  tako 
a  check,  in  pulling  /odder  time.  In 
'father  eend  of  the  country  you 
never  seed  the  like;  some  teep 
bees  in  a  hive,  some  have  a  gum^ 
and  some  will  have  a  skep,^  they 
rob  the  honey  and  don't  seeno  odds 
on  'em.  Onst  the  year,  or  right 
smart  chunk  of  a  boy,  run  through 
the  old  field,  forwnt  the  spring- 
house  among  the  chin capinfewsAes, 
and  persimmons,  and  the  hlack 
jacks  and  papaws,  and  he  seen  a 
critter  like  a  varmint,  and  he  gath- 
ered a  rock  in  one  hand  and  a  knot 
oi  fat  light  ivood  in  the  other,  and 
he  run  him  into  the  branch  bot- 
tom, and  there  he  found  his  fellow 
a  setting  on  a  cypress  knee,  eatin, 
persivimo7is. 

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  of  pone.  You  got  right  bad 
one  day  the  year,  and  the  childer 
cried,  but  the  doctor  said  there 
was  no  need-cessity  for  it.  He  died 
the  day  after  the  in/air,  and  they 
louked  him  the  next  night.  He 
had  a  right  smart  chance  of  corn, 
but  it  was  tossing  at  his  sale. 

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


*The  word  skep,  pronounced  skap, 
Webtfter  deiines,  "a  co?.,rtfe  round  farm 
basket,  [not  used  in  America."]  '•  In 
Scotkmd  the  repository  in  whicli  bees 
lay  their  honey."  But  he  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  conversation,  not  the  web ;  and 
wit  the  ornament  of  the  mind,  not  the 
fnrniture. 


1859.] 


Take   Cart  of  the  Hook. 


89 


TAKE  CARE  OF   THE  HOOK. 


Charley's  mother  would  often  sit 
with  him  by  the  fire,  before 
the  lamp  was  light ei  in  the 
evening,  and  repeat  to  him 
little  pieces  of  poetry.  This  is 
one  that  Charley  used  to  like  par- 
ticularly. ■  It  was  written  by  Miss 
Jane  Taylor. 

"Dear  mother,"  said  a  little  fish, 

Pray  is  not  that  a  fly  1 
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  meant  to  hide 
The  sharpness  of  the  hook!" 

No^\',  as  I've  heard,  this  little  trout 

Was  young  and  silly  too  ; 
And  so  he  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  he  said, 
'•  I'm  sure  that's  not  a  hook. 

"  I  can  but  give  one  little  pluck 

To  try,  and  so  I  will." 
So  on  he  went,  and  lo,  it  stuck 

Quite  through  his  little  gill. 

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

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

After  this  was  finished,  Charley 
looked  gravely  into  the  fire,  and 
began  his  remarks  upon  it.  ''What 
a  silly  fellow  that  little  trout  was  ! 
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 
currants,  because  they  would  jjiiake 
him  sick.  He  did  not  m,eai!j  to 
touch  them,  for  he  knew  that  it  is 
'very  disagreeable  to  be   sick  aod 


take  medicine,  but  yet  he  did  the 
very  same  thing  that  this  little 
trout  did. 

''  Instead  of  keeping  far  away, 
he  would  walk  about  under  the 
trees  and  pick  up  the  green  ap- 
ples to  look  at,  and  feel  of  the 
green  currants,  just  as  the  little 
fish  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  ?" 

"  0  mamma,  that  was  I.  Yes, 
I  remember." 

"  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  aud  trying  what  is 
wrong,  like  this  little  fish. 

"  Then  there  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  sjng 
their  songs  and  tell  their  stories, 
and  sometimes  he  will  drink  just  a 
little  sip  of  sugar  and  spirits  out 
of  the  bottom  of  a  tumbler ;  bat 
George  never  means  really  to  be  a 
drunkard.  Ah,  take  care,  George; 
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  William  Day  means  to 
be  an  honest  boy,  and  you  could 
not  make  him  more  angry  than  to 
tell  him  he  would  ever  be  a  thief; 
and  yet  William  iilays  too  much 
round  the  hook.     What    does    he 


00 


North-Carolina  Journal  of  Edu«ation. 


[jNIarcB-,. 


do?  Why,  lie  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  or  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  as 
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  learning 
to  steal,  but  he  does  not  believe  it 
is  stealing  any  more  than  the  lit- 
tle fish  belityed  that  what  looked 
like  a  fly  was  in  fact  a  dreadful 
hook.  By  and  by,  if  William 
doesn't  take  care,  when  he  goe.« 
into  a  shop  or  store,  he  will  begin 
to  take  little  things  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  ?,s  a  thief, 
and  all  because,  like  the  little  fish, 
he  would  play  around  the  hook." 

"  Mamma,"  said-Charley.  "  who 
are  Greorge  Jones  and  William 
Day  ?     Did  I  ever  see  them  ?" 

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


A  Hard  School. — Such  was 
the  title  of  a  village  school  in  our 
own  Statf^,  a  few  years  ago.  No 
teacher  could  be  obtained  who  was 
willing  to  remain  more  than  a 
yeiar,  and  some  could  stay  only  dur- 
ing one  term.  Each  socceeding 
teacher  felt  sure  that  hers  would 
b©  a  model  school.  Some  tried  to 
■i .  ...  ., 


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 
success.  At  length,  there  came  a 
teacher  who  succeeded  in  gaining 
for  her  scholars  the  reputation  of 
being  orderly  and  studions.  To 
former  teachers  who  manifested 
surprise  at  the  change,  and  modes- 
ly  inquired  the  reason,  she  replied, 
"I  first  gained  the  consent  of  the 
parents.  Being  somewhat  familiar 
with  the  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  ray  success." 

Let  Uii  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  Word  to  Parents  who 
HAVE  Children  at  School. — 
If  parents  do  not  fesl  sufficient  in- 
terest in  the  education  and  train- 
ing of  their  children — in  their 
moral  and  physical,  as  well  as  in 
their  inelleetual  culture — to  visit 
the  Schools,  see  the  progress  of  the 
pupils,  encourage  the  teachers  in 
their-arduons  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;  so  sadly  neglect- 
ed by  those  who  should  feel  and 
exhibit  the  liveliest  interest  in  the 
culture  of  their  offspring?'  The 
teacher  we  know  has  many  ■  duties 
devolving  upon  him,  and  becau^g 
he  discharges  them  faithfully,  the 
parent  is  not  excused  from  his  duty. 
Parents,  if  you   have    not  visitddv^ 


1859.] 


Cvmrnon  Schdol'  Ik.pa'rtrfS6)i(. 


91 


your  school  this    autumn,    do    so  j  sure,  find  the  hoXix  Well  and   pleas- 
jmiaediately,  and  you  will,  we  are  j  autly  speEPt. 


Common  .Stbool  gtprtmcnt. 


AN  Act  concerning  common 

SCHOOLS. 

Sec.  1.  Be  it  enacted  by  the 
General  Assembly  of  the  State  oj 
North- Carolinai  and  it  is  hereby 
enacted  by  the  authority  of  the 
same,  That  the  las5  clause  of  sec- 
tion eighth,  chapter  second,  of 
the  acts  of  Assembly  of  the  session 
of  1856-'7  entitled  an  act  con- 
cerning the  Common  Schools^  of 
North-Carolina,  and  which  said 
clause  is  in  the  words  following;, 
t'o-wit  :  "  in  proportion  to  the 
number  of  tvhite  chihlren  in  said 
district,'''  be  and  the  same  is  here- 
by repealed. 

Sec.  2.  Be  it  further  enacted, 
That  within  ten  days  from  the  Grst 
Monday  in  October,  in  every  year, 
tlie  sheriff  of  each  county  in  the 
State,  and  the  Chairman  of  the 
Soard  of  Superintendents  of  Com. 
Schools,  shall  jointly  sign  a  state- 
ment', showing  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  September,  immediately  pre- 
ceding— wtiich  statements  shall  be 
filed  with  the  Clerk  of  the  County 
Court,  and  by  him  recorded  in  a 
book  kept  expressly  for  that  pur- 
pose. And  on  the  failure  of  the 
Sheriff  or  Chairman  to  sign  such 
statement,  or  of  both,  they  shall 
each  be  liable  to  a  penalty  of  one 
hundred  dollars  to  be  recovered  in 


the  county  or  superior   court,     on 
motion  of   the    Clerkj  one    ha'f  of 
said  penalty  to    go    to    the    Clerk 
and  the"  other    to     the     Common 
Schools  of  the    county.     And    the 
Clerk  of  the  county  court  of   eacli 
county  shall,    within     thirty    days 
from  the  said  first  Monday  in    Oc- 
tober, in  each    year,    send     to  the 
General  Superintendent  of  Common 
Schools  for  the  State,  a  copy,    un- 
der the  seal  of  his     office,    of    the 
said  statement    reiidered     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  penalty  of  two    hun- 
dred dollars,  to    be    recovered    in 
the  superior  court   of    Wake,     on 
motion  of  the  General  Superintend- 
deot,  one-half  to  go  to  the  use  of 
Common  Schools  of  said   county, 
and  the  other  halt  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  Uoard 
of  Superintendents  of  Common 
Schools  of  each  county  in  the 
State,  a  sufficient  number  of  the 
Common  School  Ilegister,  recently 
prepared  by  said  General  Superin- 
tendent, to  supply  all  the  Commoa 
Schools  not  yet  supplied. 

Sec.  4.  Be  it  further    enacted 


Nork'  Carolina  Journal  of  EducaHon. 


[March, 


That  in  lieu  of   former   regulation 
in  regard  to  the  safe   keeping   and 
use  of  said  Common    School   Reg- 
ister, the    following   shall     be   in 
force,  to-wit :  It  shall  b«  the  duty 
of  the  Chairmen  of  Boards  of  coun- 
ty Superintendents    to    keep  and 
preserve  all  the  copies  of  said  reg- 
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  an  order  on  the 
Chairman  foi  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  until  the  close 
of  the    school.     And    in    no    case 
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  blanks 
properly  filled  with  an  account     of 
his  School,  according    to  the    in- 
struction3  of  the  General  Superin- 
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.  5.  B^  it  furthtr  ■enucted, 
That  wh'enever  it  shall  be  made 
to  appear  to  the  Board  of  Super- 
intendents of  Common  Schools  of 
any  county  in  the  State,  that  there 
is  in  said  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  ^s••ntjtled  to  the 
benefit  of  the  Common  School 
laws,  that  the  said  boai-d  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 
of  the  county. 


Sec.  6.  Be  it  further  enacted. 
That  it  may  be  lawful  for  the  board 
of  county  Superintendents    to  sul> 
scribe  and  pay  for  one  copy  of  the 
"North  Carolina  Journal  of  Educa- 
tion,"    published    by     the    State 
Educational  Association  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    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- 
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 
district. 

Sec.  7.  Be  it  fhrtlier  enacted. 
That  whenever  there  may  be  ia 
the  hands  of  any  chairman  of  the 
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  districts 
and  amounting  to  more  than  five 
hundred  dollars,  the  said  hoard 
may  authorize  said  chairman  .to 
invest  said  moneys  in  registesied 
coupon  bonds  of  the  State,  or  ia 
other  safe  securities  yielding  ia- 
terest,  which  sums  so  invested 
may,  at  any  time  when  they  are 
needed  by  the  common  schools, 
be  again  converted  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  Board  of 
Superintendents  of  Common  schools 
of  county" — the, came 

of  the  county  to  beiasejted  i,pAhe 


1859.] 


Common  School  Department. 


9S 


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

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

Sec.  9.  Be  it  further  enacted, 
That  it  shall  be  the  duty  of  the 
clerks  of  the  county  courts  to  fur- 
nish to  the  sheriffs  of  their  respec- 
tive counties,  within  three  days 
from  the  third  Monday  of  April  of 
each  year,  the  names  of  the  district 
committees  elected  for  tlie  ensuing 
year,  under  a  penalty  of  five  dollars 
for  every  case  in  which  the  names 
of  any  comu)ittee  are  rot  so  fur- 
nished; an.i  the  sheriff,  within  fif- 
teen days  frotr  the  said  th^d 
Moni?ay  of  April,  shall  notify  each 
committee  man  of  his  election  un- 
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. 

S<!c.  10.  Be  it  further  enacted. 
That  all  laws  and  clauses  of  laws, 
coming  in  conflict  with  this  act  or 
any  part  of  it,  be  and  they  are  hereby 
repealed. 

Sec.  11.  Be  it  further  enacted, 
That  this  act  shall  be  in  force 
from  and  after  its  ratification. 

Read  thr^e  times  and  ratified  in 
General  Assembly,  this  16th  day 
ofFebuary,   1859. 

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

Henry  T.  Clark,  S.  S. 


MORAL  GOVERNMENT. 

He  who  checks  a  child  with  terror, 

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

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

Active  life  is  no  defect ; 
Never,  never  break  its  sjiirit, 

Curb  it  only  to  direct. 
Would  you  stop  the  flowing  river. 

Thinking  it  would  cease  to  flow? 
Onward  it  must  flo%v  forever  ; 

Better  teach  it  where  to  go. 


Teachinq  on  a  Large  Scale, 
— A.i  a  Bible  Society  meeting  in 
1855.  Dr.  Tyng  states  the  follow- 
ing fact. 

"Three  years  ago,  Louis  Na- 
poleon, finding  that  his  army  was 
not  able  to  read,  advertised  for  a 
contract  to  teach  the  soldiers.  A 
single  gentleman  undertook  tbc 
contract.  He  asked  for  no  books, 
nothing  but  slates  and  pencils.— 
He  braught  up  the  men  in  a  line, 
and  pointed,  and  at  his  dictation 
they  learned  the  alphabet,  and 
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,  perhaps  the 
most  beautifal,  and  effecting,  the 
Gospel  of  John  ;  and  in  less  than 
a  year  he  had  taught  50,000 
French  soldiers  to  read  the  Gos- 
pel of  John,  and  received  copies 
enough  to  put  one  in  the  hands  of 
each  soldier."  E. 


The  only  way  iox  a  man  to  escape 
being  found  out,  is  to  pass  for  what 
he  is.  The  only  way  to  maintain  u 
good  character,  is  to  deserve  it.-  It  is 
ea.sier  to  correct  our  faults  than  to  con- 
ceal them. 

Nothing    establishes  confidence 
I  sooner  than  punctuality. 


94 


Iforih- Carolina  Journal  of  Education. 


[March, 


itpHrtnunt 


An  act  Concehxing  Com.  Schools.  I  ers,  the  term  of  the  school  ■will  not  bo 
— "We   call  the  attention  of  the  Chaii--  ]  shortened  more  than  one  day,  at  most. 


men  and  members  of  the  County 
Boards  and  all  other  School  Officers, 
to  "an  act"  -which  will  be  fonnd  under 
"Common  School  Department,"  pass- 
ed by  our  Legislature,  during  its  last 
session,  "concerning  Common  Schools." 
There  are  several  sections  of  this 
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. 


in  the  year,  and  ■will  not  the  benefit 
arising  from  the  monthly  visits  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  tlie  privilege 
of  reading  the  Journal,  -R'ill  have  their 
minds  aivakeiid  to    the   iiaportaice    of 


We  hope  that  all  the  chairmen    and  !  education,  and  -will  feel  ne^vy  interest  in 
members  of  county  boards  of  superin-  l  their  school. 

tendents,  and  also  district  committees,  We  are  snre  that  this  ■rrise  provision 
"will  examine  Sec.  G.  Tliis  section  al-  of  the  Legislature  vrill  not  be  allowed 
lows  the    Boards     to    subscribe    for    a    to  prove  useless  for  •\vant  of  attention, 


copy  of  the  Journal  for  each   distrirtor 
ichool  in  theiv  respective  counties,  and 


on  the  part    of  the  most  of  our  county 
cliairmen,    and    we    hope    very  soon  to 


■where    tiie    Board  is  not   disposed  to  |  hear  from   many  of  them    on  the  sub- 
furnish  it    to    all   the    schools    in    lhe;ject. 

county,    any    district  committee    may  j  

require  the  chairman  to   subscribe  for  j      r^^jj^.  Educational    AssoctATioN.- 

it,  for  the  use  of  their  school.  j  ^y^  j^^^p^^  j,.^  j,,^  ^^^^  ^^,_  ^^  ^^^  j^^^^,_ 

From    the  last  report  of  the  genera  li  nal,  to  arnounce  the  time  and  place  of 

Superintendent,  -we  iind  that  more  than  |  holding  the  next  annual  meeting  of  the 


fifty  counties  report  a  balance  in  the 
hands  of  chairmen  of  one  thousand 
<!ollars  and  upwards  :  and  in  more  than 
twenty  counties  the  balance  is  from 
h'lree  thousand  to  eight  thovsand  doUars. 
Now  where  there  is  a  large  balance  in 
the  hands  of  the  chairman,  the  schools 
of  the    county  may  be    furnished   this 


State  Educational  Association.  It  is 
generally  understood  that  it  will  meet 
in  the  eastern  part  of  the  State,  but 
the  "Exfculive  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, 


additional  means  of  improvement, with-  |  other    friends    of  education,   in    other 


out  deducliug  any  thing  from  the 
Hmount  paid  out  for  regular  instruc- 
tion. But  suppose  that  the  one  dollar, 
)'er  annum,  required  to  furnish  the 
Journal  to  each  district,  must  be  taken 


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 


from  the  amount  usually  paid  t©  teach- I  of  education,    but  also  by   helping    to 


U859,] 


Mesident  Editor's  Bepartmeni. 


m 


biinisli  from  our  minds  those  sectional 
feulings,  which  the  geographical  sec- 
tions of  our  State  have  a  tendency  to 
foster.  May  the  day  soon  come,  when 
wo  will  all  be  united,  in  feeling  and  in 
action,  when  whatever  is  for  the  inter- 
est of  North  Carolina,  will  be  felt  to 
be  for  the  interest  of  every  part  of 
the  State. 


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

We  believe  that  our  grammarians 
generally  supply  het 'indefinite pronoun' 
called  for,  in  the  second  qitcry,  bj'  us- 
ing/ie,  deprived  of  its  gender,  and  thus 
avoid  the  manifest  inaccuracy  of  using 
//icy  as  a  "pronoun  in  the  singular 
number."  Yet  the  frequent  occurrence 
of  this  en-or,  both  in  speaking  and 
writing,  shows  that  there  is  room  in 
our  language  for  such  a  pronoun. 

Query. — Can  any  one  tell  when  Its, 
the  possessive  case  of  the  pronoun  it, 
come  into  use  'in  English  :  it  is  not 
-found  in  the  Bible,  but  his,  is  found 
in  its  place. 

■Query. — (Jan  any  one  invent  an  in- 
^leiiiiite  pronoun  in  the  singular  num- 
ber, neither  masculine  nor  feminine? 
We  need  one  very  much.  A  speaker 
says,  "some  one  told  me,  so  and  so;" 
or  "did  thus  ;uid  so,"  and  then  goes 
on  '■'■they  did  something  else-;"  refer 
ring  to  ••some  one,"  for  want  of  a  sin- 
gular indeiinite.  What  can  be  done  to 
remedy  this  defect  in  our  language  2 


Uepout  of  tue  General  SurEniN- 
i>ENT  FOR  1858. — We  gave  in  the  Feb- 
lusory  No.,  under  the  head  of  "Com- 
mon School  Department,"  an  extract 
from  this  Report,  showing  the  condi- 
tion of  iLe  Common  Schoolc,  during 
t^ie  last  year,  as  indicated  by  the  re- 
ports of  the  Chairmen  of  the  various 
counties.  We  are  sorry  to  sec  that  no 
reports  were   received  .from  a  number 


of  counties.  Our  school  system  can- 
not accomplish  the  end  for  which  it 
was  established,  so  long  as  its  officers 
fail  to  perform  important  duties,  and 
duties  required  of  them  by  the  very 
law  .under  which  they  receive  their 
appointment.  It  would  be  well  to 
make  the  re-election  of  any  Chairman, 
who  fails  to  forward  his  annual  report 
to  the  General  Superintendent,  illegal, 
unless  he  can  show  good  reasons  for 
such  failure. 


Mathehatical  Questions. — One  so- 
lution only,  of  ih^  Question  in  the  last 
No.,  has  been  received,  and  as  that 
does  not  ans<wer  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  qiws- 
tion,  as  it  will  save  us  some  trouble. 


Visiting  Schools.  —  How  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  board 
of  superintendents  who  will  second 
his  eflorts  for  improving  the  character 
of  the  schools.  It  sfconld  be  the  duty 
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 witk  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 
knowledge  of  the  branches  to  be  taught. 


96 


North- Carolina  Journal  of  Education. 


[Marcli, 


A  man  of  the  right  sort  will  be  able, 
by  this  means,  to  make  avast  improve- 
ment in  the  schools  of  his  county,  in  a 
few  years. 

Bat  it  may  be  replied — "the  ■people 
Jiaye  nothing  to  do  with  the  matter," 
since  the  appointing  power  is  not  in 
their  hands.  It  should  be  remember- 
ed however,  that  all  power  is  derived 
from  the  people,  that  all  officers  are 
their  servants,  and  that,  when  they 
speak  out  in  a  proper  manner,  their 
voice  must  be  heard  and  their  v;ishes 
will  be  obeyed. 


District  Librakies. — We  would 
like  to  know  what  has  been  done  to- 
tvard  forming  district  libraries ;  and 
also  what  progress  the  teachers  of  the 
various  counties  have  made  in  getting 
up  teachers'  libraries.  Information 
on  this  or  any  other  subject,  relating 
to  the  schools  of  your  county  or  neigh- 
borhood, will  be  thankfully  received. 


To    THE      BOAED     OF     EuiTOKS. We 

will  be  glad  to  hear  from  those  mem- 
bers of  the  board  who  have  sent  us 
nothing,  as  yet.  A  few  are  doing  their 
part  well,  and  we  hope  all  will  try  to 
help  us  as  mucn  as  possible. 


BOOSl    TABL,E. 

Baenard's  Amreican  Journal  of 
Education. — We  have  received  the 
March  No.  of  this  valuable  quarterly, 
but  have  not  had  time  to  examine  its 
contents. 

The  subscription  price  is  $4,  but 
we  will  furnish  it  to  any  one,  who  will 
send  us  a  club  of  five  new  subscribers, 
at  %Z. 

Send  your  list  and  $8,  if  you  wish 
to  possess  one  of  the  best  educational 
^orks  in  the  world. 


Elements    of    Geology. — By    David 
Page.     A.  S.  Barnes  &  Co.,  N.  Y. 

This  important  and  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  adapted  to 
the  wants  of  Academies  and  Female 
Seminaries.  A  careful  examination 
of  this  book  inclines  us  to  the  opinion 
that  it  will  meet  the  wants  of  the 
teachers  of  such  schools. 

The  New  Liber  Primus. — A  prac- 
tical companion  for  the  Latin  Gram- 
mar, and  introduction  to  the  reading 
and  writing  of  Latin  ;  on  the  plan  of 
Crosby's  Greek  Lessons,  Anonymous, 
John  P.  Jewett  &  Co.,  Boston. 

Instead  of  speaking  of  the  merits  of 
this  little  conipanion  of  Andrews  & 
Stoddard's  Latin  Grammar,  we  will 
simply  refer  to  the  article  of  a  corres- 
pondent entitled  "A  Married  Book." 


•*nET  THE  BEST." 

VJT^^'ebster's  Quarto  Dictionart. 

B@„  Ask  for  Webster  Unabridged. 
'  A  man  who  would  know  everything, 
or  anything,  as  he  ought  to  know,  must 
own  Webster's  large  Dictionary.'  It 
IS  a  great  light,  and  he  that  will  not 
avail  himself  of  it  must  walk  in  dark- 
ness. Every  young  housekeeper  should 
lay  it  in,  to  occupy  the  place  which 
was  formerly  filled  with  decanters  and 
wine  glasses. 

Every /arwer  should  give  bis  sons  i 
two  or  three  square  rods  of  ground,  1 
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  side 
of  the  Bible — it  is  a  better  expounder 
than  many  which  claim  to  be  expound- 

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


THE  NORTH-CW.OLINA 

JOURNAL  OF  EDUCATION. 


Vol.  II. 


APRIL,  1859. 


No.  4. 


THE  TEACHER  AS  TO  HIS  WRONGS. 


Mr.  Edi'or  : — Somethings  may 
be  done  luicl  the  doer  be  a  better 
man  by  the  performance.  But 
whether  a  m;]ji  can  be  a  succe.ss- 
ful  teacher,  in  the  common  accep- 
tance of  that  term,  and  remain  an 
honest  man,  is,  to  say  the  least, 
problematical.  You  will  be  star- 
tled at  this  assertion  ;  but  before 
I  am  done  with  the  subject  if  I 
do  nob  lead  your  mind  to  a  defi- 
nite conclusion,  I  will  leave  it  in 
a  state  a  perplexity.  I  promised 
in  a  previous  number  to  point  out 
some  of  the  wrongs  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  harshness  and 
hard  ti-catment  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- 
standingly  his  work,  how  often  is 
the  whole   dispoiled  by  rude   ab- 


'  straction     of    the    subjects    upo-n 

'[  which   he  has   begun    his   labor  1 

The    pupil    is    removed    with    no 

more   reflection  and    compunction 

than  if  the  Teacher  were  a  mere 

machine.     Such  rudeness  and  in- 

1  justice  are  not  often   practiced  to- 

I  wards  the  humblest  cobbler. 

No  one,  after  having    entrusted 

'  material   to  the    shoe-maker,    and 

he  had  blocked  out  his  leather  and 

had  it  ready   for  the    last,    would 

I  feel  justified   to  seize  the    leather 

and  say  you    shall  not    make   my 

'  shoes.     This    homely    illustration 

!  may   remind   you  of  the    kind  of 

I  treatment. 

I  I  will  dwell  no  longer  on  this 
I  feature  of  his  v/rongs,  tlian  to 
j  point  out  some  of  the  results  to 
;  which  it  directly  leads. 

The  Teacher  is  a  man  of  sense, 
and  his  daily  bread    may    depend 
upon  his  vocation,    and  it  may  be 
the  comfort  of  his   flimily    has  to 
1  be    considered.     (A    family  man, 
j  other  things    being   equal,  is    the 
best  teacher).     As  a  man  of  sense 
;  he  must  begin  to  be  a  man  of  pol- 
icy, to  prevent  the  I'ude  treatment 
to  which    he  knows    Teachers  are 
liable. 

His  bread,  his  character,  his  po- 
I  sition,  are  all  measured  by  hispol- 


98 


N^ortli- Carolina  Journal  of  'Sd^ication. 


XAprll, 


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  Ive  re- 
ceives. If  he  is  truthful ;  and  he 
must  be  so  to  be  a  good  teacher, 
he  will  tell  the  whole  truth  to  his 
patrons  and  pupils.  But  dare  he 
do  this  '{ 

If  he  would  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  liitle  better 
than  yoi;  yourself,  and  much  bet- 
ter than  any  body  else.  To  tlie 
hopeful  sons  and  daughters  he 
must  be  obliging  te  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  (liem,)  wh:it  be- 
come.s  cii'  his  truUifuliiv-s  and  hon- 
esty ?  A\'hat  has  gone  with  his 
self  respect  ?  sold  in  j»ost  cases 
for  bread.  The  temptation  and 
necessity  of  the  case  have  pro-vod 
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.  I 
know  a  few,  a  select  few,  that 
will  not   bow  to  these   influences. 


While  a  crowd  stand  ready  to  flafc- 
tei  his  majesty,  the  public,  and 
with  most  gracious  smile,  say  we 
are  your  humble  servants;  and  to 
young  America,  they  are  as  pliant ' 
and  flexible  as  the  waving  grain 
under  the  passing  winds. 

The  uniTersal  cry  is  humbug  the 
people.  They  love  it.  Blow  your 
■horns  each  for  himself.  Noise! 
Noise!  Noise!  Schools!  Schools^ 
Schools!  We  are  on  hand,  give 
us  your  sons  aaid  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  1 
This  perhaps  is  as  much  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.  H 
only  the  present  generation  were 
to  suffer,  I  would  say  suck  him 
strong,  draw  to  fainting.    Majest- 


1859.] 


Chronologff. 


•99 


ic  as  he  is,  despotic  and  foolish,  it 
cruel  to  afflict  his  children  for  his 
folly  and  wrong. 

With  these  thoughts  on  the 
wrongs  of  the  Teacher  I  leave 
you  and  him  together,  to  ruminate 
on  his  calling. 

Yours,        .N. 


CHEONOLOGr. 

(Continued.) 

We  proceed  next  from  the 
completion  of  the  temple  of  Solo- 
mon   to    its   destructioi). 

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  24:  18.) 
when  Nebuchadnezzar  took  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  Babylon, mak- 
ing 486.  After  this  is  an  inter- 
val till  we  come  to  the  begin uing 
of  the  70  weeks,  or  490  years  of 
Daniel,  (9:  25,)  which  extend  to 
the  death  of  Christ.  And  here,  as 
the  Jews  were  subject  to  the  Per- 
sians during  this  tinie,  we  must  £ro 
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  m 
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, 
or  490  years,  was  in  the  7th  year 
of  Artaxerxes  Longimanus.  The 
commissioQ  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 
the  redtoration  of  the  civil  polity. 


If  then  we  add  these  years  togeth- 
er, extending  from  the  end  of  the 
70  years  captivity  to  the  beginning 
of  Daniel's  70  weeks,  we  shall  have 
30-|-21-f7  =  57.  We  call  it  57 
and  not  58,  because  it  was  in  the 
beginmng  of  the  7th  year  of  Ar- 
taxerxes,  Ezra  7  :   8. 

An-d  this  57  added  to  486  will 
carry  us  down  to  543  years  from 
the  completion  of  Solomon's  tem- 
ple and  to  the  beginning  of  Daniel's 
70  weeks,  which  we  see  (9:  26) 
extend  to  the  time  that  Messiah, th« 
prince,  should  be  cut  off. 

And  Purgerson  has  settled  the 
death  of  Christ  astronomically,  at 
A.  D.  33,  which  is  the  date  of  Ush- 
er, whose  chronology  is  the  one 
commonly  followed. 

Now  if  we  take  33,  the  time 
that  Christ  is  supposed  to  have  lived 
(jn  earth, from  490, we  have  457, and 
this  added  to  the  number  above 
made  ouc,  543,  we  shall  have  jusfc 
1000  years  from  the  eom,pletion  of 
Solomon's  temple  to  the  birth  of 
Christ,  and  as  the  former  event 
was  shown  to  be  just  3OU0  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,  will 
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.  Theendoftba 
captivity  in  Babylon,  486  from  the 
building  of  the  temple,  nearly  div 
vides  the  time  from  this  latter 
event  to  the  birth  of  Christ  into 
two  equal  parts.  The  interval  be- 
tween the  Old  and  New  Testament 
is  about  400  years.         E.  F.  K. 


100 


North- Carolina  Journal  of  Edusation. 


[April, 


A  FEW  THOUaHTS  OX  TEACHINa. 


When  a  teacher  would  instill  j 
into  the  minds  of  his  pupils  a  love  i 
of  truth  and  all  those  virtues  that  j 
chasten,  elevate  and  dignify  hu- 1 
man  character,  let  him  hold  up  i 
Lefore  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  wjuld  console  and 
stimulate  to  renewed  action  micds 
mortified  and  desponding,  from 
oft  repeated  failures  in  their  at- 
tempts, let  him  repeat  to  them  the 
early  history  of  a  Demosthen<3s ; 
thus  pioving  to  them  that  a  de-  j 
termined  will  and  continued  effort  | 
will  ]'aise  almost  any  one  to  emin- 1 
ence.  In  whatever  department,  i 
lie  wishes  to  instruci,  it  will  be  a  I 
powerful  auxiliary,  to  lay  before 
them  the  character  and  conduct 
of  distinguished  men.  Lectures, on 
every  branch  of  s  udy  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 
the  young  the  images  of  things; 
in  truth  they  are  the  very  pencil 
that  paints  these  images  indelably 
upon  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  minds  ready 
for  ilvs,  reception    of  every  trutb 
and  the  full  comprehension  of  eve- 
ry demonstration.     And,  what    is 
'  true  of  those   of  maturer   age,    is 
I  emphatically  true    of  the    tender 
and    impressible     minds    of    the 
I  young.     A    class   in    Geography, 
1  reciting  in  a    languid,  mechanical 
way  the  dry   descriptions    and  de- 
tails of  particular    localities,  may 
I  be  aroused  from  their  dullness  and 
j  have  their  attention  at  once  fixed, 
i  b}'  the    instructor   being    enabled 
j  to  say  to  them.     "^  I  have   visited 
i  those  places,  I  have  seen  and  ex- 
I  amiued  with   my   own    eyes    the 
I  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 
after  day,  yes  year  after  year,  the 
shape  of  the  earth  and  the  divisions 
of  its  surtace,  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  peeuliaiities  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  every  important  lesson 
in  Botany,  Chemistry,  Philosophy, 
Geology  &c.,  and  every  principle 
clearly  laid  down  and  forcibly  de- 
monstrated, by  figures ;  otherwise 
the  student  may   acquire   only   a  jf. 


i85a;3 


Jl  few   Thov gilts  oh   7 caching. 


lOi 


mechanical  knowledge  of  these 
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 
class  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 
them  to  know  and  recognize,  with 
their  own  eyes,  the  distinguishing- 
features  and  peculiar  properties  of 
every  pilant,  every  fossil,  every 
mineral.  Does  he  undertake  to 
instruct  in  Trigonometry,  Survey- 
ing etc.,  he  may  labor  in  the  school 
room,  explain,  demonstrate  and 
simplify  again  and  again,  and  still 
fail  mainly  in  his  object  : — he 
must  put  into  their  hands  the 
proper  mechanical  instriunents  and 
take  them  into  the  field  for  prac- 
ticed demonstrations.  If  ^he  per- 
mit the  walls  of  the  school  room 
to  bound  the  vision  of  a  class 
*tud3'ing  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, 
even  at  the  hours  of  midnight, 
.and  there  teach  them  to  know 
and  recognize  for  themselves  eve- 
ry planet,  its  times  and  revolu 
itions ;  to  trace  out  and  identify 
every  .constellation,  raise  them 
above  the  dregs  of  earth,  the 
jarring  aiid  impei-fect  works  of 
man,  to  contemplate  the  purity 
and  beauty  of  the  works  of  the 
Perfect  Architect,  the  harmony 
,and  vastnoss  of  His  creations  as-d 
lead  them  throisgh  Nature's  Works 
:to  commune  with  Nature's  God. 
If  the  influenoa  of  mountain  sub- 
limity and  ocean  grandeur  be 
(necessary  to  .mental  greatness,  how 
much  Hao^ke  ^laiast  the  evidences  of 


divine  wisdom  and  goodness,  dis* 
played  in  the  perfection  and  un 
told  subli-mity  of  the  heavenly 
bodies,  be  necessary  for  moral 
greatness.  The  black  board  may, 
must,  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  comnuxnicatiou 
we    design    noticing     the    recent 
method  of  simplifying  text  books. 
S.  H.  W- 


OUR   COMMON  SCHOOLS. 


A  correspondent  of  the  Spirit  of 
the  Age,  says : — 

I  was  ;glad  to  see  your  remarlc«( 
relative  to  our  Common  Schools, 
in  a  recent  number  of  the  Spirit 
of  the  Age.  Yon  speak  truly, 
when  you  say  our  Common  Schools 
are  languishing  and  failing  to  ae- 
complisii  the  good  designed  to  tht; 
masses' — -the  poor  and  illiterate 
portion  of  our  citizens.  No  one 
can  doubt  this,  who,  will  look 
around  him  and  see  how  many  of 
the  youth  of  the  country  refuse  tt> 
avail  themselves  of  the  privileges 
and  opportunities  offered  by  our 
Common  Schools.  There  is  scarce- 
ly one  child  in  five  who  attends 
the  Schools ;  and  those  who  do, 
go  when  they  please  and  stay  awaj^ 
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  ac- 
count of  its  history,  woidd  go  very 
far  to  prove  that  the  large  sums  of 
money  paid  out  twice  a  year  for 
Common  School  purposes,  is  al- 
most wastefully  squandered,  with 
out  accomplishing  any  good  scarcC/f 


■ 


ro2 


Nbrtk-CaritUna  Joiirrud  o^  Education. 


[Aprily 


ly.  Our  C(Mumcn  School  system 
has  been  mi  operation  now  some 
seventeen  years,  and  more  than  a 
million  of  dollars  has  been  paid 
out  in  that  tiine  for  the  education 
of  all  ouE-  children ;  and  yet  I 
scarcely  know  one  young  man  who 
has  been  sufficiently  instructed  in 
them,  to  enable  him  to  transact 
the  ordin-ary  business  of  life. 

Now,  Mr.  Editor,  my  object  in 
wtiting  these  lioes,is  to  enquire  if 
nothino-  gan  be  done  to  make  avail- 
able the  purposes  and  design  of 
olir  beloved  Common  School  sys- 
tem ?  Is  there  no  Statesman 
among  us  who  will  give  tfhis  noble 
object  sufficient  attention  to  reme- 
dy the  defects,  vfhatever  they  may 
be  ?  Lycurgus,  one  of  the  wis-esi 
lawgivers,  said — "  The  only  way 
to  have  a  pure  government,  is  to 
have  all  the  people  educated." — 
May  not,  then,  the  greatest  men  in 
our  State,  do  more  for  their  coun- 
try by  giving  this  subject  their 
earnest  attention,  than  any  other 
in  our  State  economy  ?  We  think 
so. 

But  the  whole  fault  is  not  M'ith. 
the  system,  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 
pi'ice.  We  need,  three  things — 
yes,  four- — 1st,  A  mor.e  familiar 
visitatioH  to  the  Sahools  by  our 
General  Superintendents.  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  excellent 
General  Superintendent  give  these 
things  his  thoughts,  and  will  he 
not  als^  strive  to  enlist  more  gen- 
eral interest  among  the   people  at 


laino-8  concerning  this  enterprise. 
We- invoke  him  to  let  his  voice? 
bek^ard;  aad  especially  at 

Old  Trap, 


INJUSTICE.  IS   OFTEN  DONE  TO^ 
GOOD  TEACHERS. 

No  doubt  there  are  many  teach- 
ers unqjjslified  and  unskilful  in 
comniuni<;ating  instruction,  and 
that  ahnoa-t  any  kind  of  a  pupil 
with  them  would  make  little  if  any 
progiess-.  But  it  is  also  true  often 
that  «;asy  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  oftien  the  case  that  one  such  is 
going  to  a  good  tpacher,  who  works- 
with  great  pains  and  patience  to 
awaken  an  interest  in  his  studies 
and  to  arouse  him  to  effort;  and 
after  a  long  time,  and  just  as  he 
was  about  getting  him  started  to 
l'«arn,  the  child  is  removed  by  an 
inju'.licious  parent  or  guardian  to 
another  teacher,  because  he  is  not 
making  good  progress.  The  latter 
teacher  gets  all  the  praise  of  hi» 
learning,  and  the  former  all  the 
blame  for  his  dullness.  And  the 
parent  says  :  "  See  how  John  gets 
on  with  Mr.  B.,he  might  have  gona 
to  Mr.  xV.  all  his  life  and  never  learn- 
ed anything."  Such  is  the  short- 
sightedness, unthankfulness,  and 
injustice  of  the  world.  So  a  faith- 
ul  teacher  must,  like  a  whetstone, 
wear  himiielf  out  to  sharpen  a  didl 
Uade,  and  get  his  labor  for  his 
pains.  Observer. 


Never  open  the  door  to  a  littla 
vice,  lest  a  great  one  should  enter 
also. 

Evil  men  speak  as  they  wist 
rather  thau  what  they  know. 


1859.] 


ResrponsBifitii  of  Parents^  and  Teacher^i. 


103 


RESPONSIBILITY  O'F  PARENTS  AND  TEACHERS. 


Many  are  the  relations  that  sub-  I 
gist  between  man  and  man,  aiDor.g  ; 
these  none  are  closer  and,  therefore,  ! 
more  important  than  those  which  j 
exist  between  parents  and  their  j 
children.  i 

Parents  are  responsible  not  only 
to  the  laws  of  their  country,  but  to 
their  Creator    for    the    manner    in 
which  they  rear   their    tender  off- 
spring.    The  Bible  gives   us  suffi-  j 
oieot  directions  and  rules  pertaiuinir  j 
to  right  and  wrong, — how  to  obtain  ' 
happiness  for  ourselves  and  others  j 
and  how  to   avoid    whatever    may  | 
tend  to  bring  reproach  upon  us  and  I 
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  rising  generation  generally. 
Wan  occupies  the  highest  station  of 
the  auiu;iul  world,  and  yet  in  his  in- 
fancy recjvUires  more  care  than  any 
ether.  He  is  not  only  entirely  help- 
less when  his  existence  begins,  but 
he  requires  years  for  his  physical 
and  moral  development.  True,  he 
attains-  his  manly  stature  at  a 
certain  age,  but  his  mental  and  mor- 
al powers  are  susceptible  of  training 
and  development  as- long  aa  he  lives. 
And  as  his  happiness  and  useful- 
Bess  depend  in  a  great  measure  apon 
the  kind  of  influences  thatsurround 
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. 

"  'Tis  education  forms  the  common 
mind, 

Just  as  the  twig  is  bent  the  tree's-  in- 
clined." 

The  child  that  is   left   to   itself 
®tt6t  perish  for  waat  of  food,  ferit 


cannot  provide  for  itself;  so  the 
character  left  to  itself  will  posses* 
no  trait  tliat  is  commendable,  and 
the  mind- that  is  loft  uncultivated 
is  like  a  gloomy  desert,  or  like  a 
neglected-  field,  overgrown  with 
weeds,  briars  andthistles  Afield 
that  is  to  produce  anything  must 
be  under  the  cultivation  of  an  in- 
dustrious and  careful  farmer,  who- 
will  work  it  well  and  keep  out  all 
briars,  brambles,  weeds,  t!iistles,&c. 
So  if  any  youth  is  to  become  ar 
good  and  happy  nuui  or  woman, 
and  a  respectable  and  useful  citizen,, 
his  mental  field  must  bj  under  the- 
steady  and  continual  cai-e  and  cul- 
tivation of  parents  and  teachers  in- 
terested 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  should  instruction 
begin.  A  lady  once  asked  a  ceitaia 
divine  at  what  age  she  should  begin 
the  instruction  of  her  child.  He 
asked  the  age  of  the  child.  Three 
years,  she  answered,  '-Well  then," 
rejoined  he,  "you  have  lost  three 
years  already."  Instruction  com- 
mences with  their  existence.  And 
no  one  should  for  a  moment  think 
that  children  cannot  understand  a^ 
mother's  looks  and  language.  Th@ 
language  that  finds  no  utterance 
except  through  the  eye  or  the  ex- 
pression of  a  parent's  countenance,. 
IS  sometimes  the  strongest  and  most 
poweiful  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  direction,  will, 
in  the  nature  of  the   case,    choose 


T04 


.North,- Carolina  Journal  of  Education. 


[April 


that  •which  most   agrees    \Fith   the 
evil  and  dppra\ed  heart. 
'The  evil  propensities    naturally 


not  ask  theZorrfto  give  him  some." 
Hence  how  important  it  is  that 
parents  should  show  their  children 


predoniirate  in  the  dfpravtd  and  j  a  good  example,  for  we  are  told  that 
corrupt  heart,  and  if  they  are  not  i  "exansple  is  stronger  than  precept." 
checked  in  tinie,  the  temporal  and  i  Again  everything  should  be  taught 
etenial  ruin  of  the  son  or  daughter  j  them  correctly.  Children  should 
will  be  sure  to  follow.  j  never  be  deceived  or   disappointed 

The  instruction    which    parents  ■  in  anything.     Children  at  first  be- 


owe  to  their  children  is  both  intel 
lectua!  and  moral.  And  in  both 
these  departments  they  can  do 
much  ;  while  it  is  of  course  the 
province  of  the  teacher  ?nd  the 
minister  to  co  operate  with  them 
and  carry  the  work  still  farther  as 


lieve  everything  you  tell  them,  and 
if  ever  they  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  trutlj 
should  be  told  them.     Again,    the 


they  grow  older.     The  mind  of  the  |  curiosity  of  the    young    should  be 
child  gradually  unfolds  itself,    and  j  grati'  ed  at  niuch  as  possible.     It  is 

true  they  may  ask   niany    imperii' 


as  it  does  so,  the  right  kind  of  im- 
pressions should  be  made  upon  it. 

It  is  astonishing  how  sotvnthe  mind 

is  able  to  think,  to  reasc-ti,  and  draw 

conclusions.     Watts    says    that    a 

child  knows    something    of    ^leta- 

physics  as  soon    as    it  kiKi^.Ts    the 

meaning   of  such  words  a-s  fain, 

ache,  sorroiv,JGy,  &c.,  and  tliat  it 

knows  something    of  Mathematics 

•as  soon  as  it    knows    something  a- 

bout  the  number  one.     Besides  all  ^ 

this    it  must  not  be  forgutteo  that  j  they  can  njove  in  respectable  socie- 

children   are    great    imitators   at'd  ;  ty.    They  should  be  taught  the  ne- 

close  observers.     Henceit  is  impor- j  cessity  and  importance  of  temper- 

tant  for  parents  and  teachers  to  be  i  ante  not  only  in  drinking-,    but    in 

circumspect    in    their    actions,    in  |  eatihg  also. 

The  filthy  practice  of  chewing' 
and  smoking  tobacco,  and  the  more 
hlthj  habit  of  using  snuff  should  be 


nent  questions,  but  they  should  be 
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 answeis  or  by  being  sent 
away  unanswered,' — yea,  perhaps 
admonislied  never  to  come  again 
with  foolish  questions.  They  should 
also  be  taught  cood  habits,  so  that 


their  language— in  short,  in  all  they 
gay  and  do;  for  all  these  will  be 
noticed  by  the  youth,  even  when 
iWe  kast  think  ot  it. 

A  rich  man  once  refused  to  give 
a  poor  man  some  wheat,  and  this 
.happened  in  the  presence  of  his  lit- 
tle son.  That  evening  at  worship 
the  rich  man,  among  other  things, 
,prayed  the  Lord  to  supply  the  needy, 
the'^poor  and  the  destitute.  After 
pray  r  the  little  fellow  in  a  very 
,'caudid  but  serious  manner  said  to 
^is  father :  "  Why,  father,  if  I  had 
j^s  .much  grain  .as  jou  have,  I  would 


entirely  discarded  by  parents,  for 
in  many  instances  these  habits  un- 
dermine the  constitution;  and  per- 
haps ocr^asion  diseaseand  premature 
death.  If  parents  would  all  do  their 
duty  to  their  children  in  regard  to 
such  evils,  there  would  soon  be  a 
different  state  of  things. 

Doctors  and  lawyers  would  have 
less  work ;  ministers  would  have  an 
easier  task  ;  grog-shops  would  be 
scarce,  and  prisons  and  penitentia- 


1859.] 


FesponsihiMfi/  of  Parents  and  Teachers. 


105 


ries  would  be  closed  up  :  and  both 
the  church  and  state  would  flourish. 

But  it  is  not  sufficient  to  teach 
children  to  lead  merely  a  correct 
life,  as  it  is  understood  by  the  world; 
they  U)ust  also  be  trained  for  anoth- 
er world.  The  moral  part  of  uian 
must  be  cultivated.  If  a  man  in- 
tends to  make  a  journey  to  a  for- 
eign land,  there  are  a  aumber  of 
ibiDp;s  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  knowsouiethingabout  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 
iDust  also  know  something  about 
the  manners  and  customs  of  the 
people,  and  the  language  which  thpy 
spcjik.  All  these  things  are  neces- 
sary. Even  so  in  a  spiritual  point 
of  view.  Man  is  on  a  jaurney  to 
another  state  of  existence,  and  he 
must  be  fitted  for  that  state  of  exis- 
tence. An-d  in  this  matter,  parents 
have,  doubtless,  more  to  do  than 
any  otlrera.  They  have  it  in  their 
power  to  frain  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  heshould  go,  and  when  he 
is  old  he  will  not  depart  from  it." 

Even  in  the  physical  education  of 
theyoung,  both  parents  and  teachers 
have  much  scope  for  usefulness,  as 
well  as  for  harm.  Jt  is  well  estab- 
lished that  the  foundation  of  some 
diseases  is  traceable  to  a  want  of 
care,  at  home  and  in  the  school- 
bouse,  in  regard  to  the  cleanliness 
and  comfort  of  the  young. 

Disease  may  arise  from  a  neglect 
of  exercise,  or  too  long  a  confine- 
ment 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  gro?rthof  the 
young  entrusted  to  his  care.  Be^ 
cause  this  is  his  business.  This  is 
his  province.  The  noblest  talent 
may  receive  a  'wong  direction,  and 
the  cppacities  of  the  noblest  unnd 
may  be  obscured  by  an  ignoramus 
of  a  teacher. 

The  remark  has  been  rcado  ^'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  fcldom 
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  moral  training  the 
teacher  has  also  a  responsibility 
resting  upon  him,  at  least  to  a  cer- 
tain extent,  though  the  greater 
responsibility  rests  upoa  the  par- 
ent. 'Ihis  education  of  the  heart 
is  confessedly  too  much  neglected 
in  our  schools.  It  is  true  that 
knowledge  without  pninciples,  to 
regulate  it  may  m.ake  a  man  a 
powerful  villain.  Knowledge  to 
be  safe  must  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  morally 
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 


li)& 


Korth- Carolina  Journal  of  Education. 


[April, 


be  able  to  reach  it.  He  must  be  a 
man  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  habits,  and  it  has  been  also 
remarked  "happy  is  the  man  whose 
habits  are  bis  friends."  There  is 
then  a  great  responsibility  resting 


THE  YOUNG  SHOULD  ASSOCIATE 
WITH  SUPERIOR   MINDS. 

LordClardendOn  was  often  heard 
to  say,  "that  next  to  the  immedi- 
ate blessing,  and  providence  of 
Grod.  Almighty,  which  had  pre- 
served him  throughout  the  whole 
course    of    his    life    from     many 


upon  parents  and  teachers  in  refer-  ]  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  h?xl  been  used  to,  of  the 
most  excellent  men  in  their  sever- 
al kinds,  that  lived    in  that  age, 


ence  to  the  proper  training  of  the 
youDg.  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  i  by  w' O^e  learning  and  information 
been  said,  that  upon  the  proper  I  and  instruction  he  formed  his 
training  of  the  yonr.g  depends  the  understanding,  and  by  whose  ex- 
future  prosperity  of  our  country  |  ample  he  formed  his  manners,  sub- 
snd  the  final  triumph  of  the  church  dued  that  pride,  and  suppressed 
■upon  earth.  Let  evil  habits  and  that  heat  and  passion  he  was  nat- 
vicious  propensities  be  indulged  urally  inclined  to  be  transported 
in,  and  the  nation  will  soon  feel  it,  with;  and  always  charged  his 
but  let  virtue,  ioiegrityaad  moral-  children  to  follow  his  example  in 
ity  be  inculcated  and  we  will  have  i  that  point,  prote&t'ng  that  in  the 
a  happy  people,  a  fine  countr'y  and  whole  course  of  his  life  he  nev- 
floarisLing  institutiuns.  er  kneiv  one  mim,  of  what  condi- 

The  rising  generation  will  soon  |  tion  soever, arrive  to  any  degree  of 


take  the  place  of  the  acting  one, 
and  it  is  for  parents  and  teachers 
to  s«y  whether  our  nation  shall  be 


reputation  in  this  world,  ioh» 
made  chcics,  or  delighted  in  the 
company  or  conversation  of  those 


great  or    not — whether  or  not  the    ivho,  in  their  qucdities   and  their 


banner  of  ffeedom    shall  continue 
to  wave  " 

*'  O'er   the  land    of  the  free  and  the 
home  of  the  brave." 

M.  31.  M. 


Children  do  nothing  well,  but 
what  they  do  willingly.  Hence 
it  follows  that  all  their  studies 
should  be  so  managed  as  to-  be 
pursued  willin^'ly.  And  it  is  still 
better  to  contrive  that  they  shall 
willingly  do  whatever  thoy  must  do. 
^  ff'olf. 


parts  were,  not  much  superior  to 
I'dmsslf."  Clarendon's  memoirs  of 
his  own  Life. 

This  is  a  sentiment  of  immense 
weight  and  importance,  in  relation 
to  the  formation  of  character, 
either  worldly,  literary,  vr  relig- 
ious, for  the  young  to  ponder. — 
The  standard  of  attainment  thej 
set  for  themselves  ;  their  stimulus 
to  exertion  ;  the  elevation  of  their 
aims  in  life  ;  the  channel  in  which 
their  thoughts  shall  run  ;  t  h  o 
whole  color  and  complexion  of 
their  characters  ;  their  destiny  in 
time  and  eternity    depends   upoa 


1S59.] 


Bull  Chilcb'erv. 


\(rt 


the  society  with  whicli   they   are 
familiar.  E. 


DULL  CHILDREN. 


The  teacher  of  a  large  school 
had  a  little  girl  under  her  care, 
who  was  exceedioglj  backward  in 
her  lessons.  She  was  at  the  bot- 
tom of  her  class,  and'  seemed  to 
care  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 
voice,  her  teacher  said  to  her: 

"Jane,  you  have  a  good  voice, 
and  you  may  lead  in  the  singing." 
She  brightened  up,  and  from 
that  tiaie  her  mind  seemed  more 
active.  Her  lessons  were  attended 
io,  and  she  made  steady  progress. 
One  day,  as  the  teacher  was  going 
home,  she  overtook  Jane  and  one 
of  her  school-fellows. 

"  Well,  Jane,"  said  she,  "you 
are  getting  on  very  well  at  school; 
how  is  it  that  you  do  so  much  bet- 
ter now  than  you  did  at  the  be- 
ginning of  the  half year  1" 

"  I  do  not  know  why  it  is,"  re- 
plied Jane. 

"I  know  what  she  told  me  the 
other  day,"  said  her  companion 
who  was  with  her. 

"  And  what  was  that?"  asked 
the  teacher. 

"  Why,  she  said  she  was  en- 
couraged." 

Yes,  there  was  the  secret — she 
was  encouraged.  She  felt  she  was 
not  dull  in  everything;  she  had 
learned  self-respect,  and  thus-  s-he 
was  encouraged  to  self-improve- 
ment. 

Take  the  hint,  dear  fellow  teachr 
er,  and  try  to  reach  the  intellect 
through  the  heart.  Endeavor  to 
iraw  out  the  doraaat  faetUties    of  i 


your  children  by  discriminating 
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  approving  word  awak- 
ened into  new  life  fone  slow-learn- 
ing scholar. — R.   I.   Schoolmaster. 


Boys'  Marbles. — There  ia 
somethino-  stranjre  in  the  manu- 
facture  of  boys'  marbles.  The 
greater  part  of  them  are  made  of 
a  hard  stone  found  near  Coburg, 
in  Saxony.  The  stone  is  first 
broken  with  a  hammer  into  small 
cubical  ft-agments,  and  about  100 
to  150  of  these  are  ground  at  oae 
time  in  a  mill  somewhat  like  a 
flour-mill.  The  lower  stone,  which 
remains  at  rest,  has  several  cob- 
centric  circular  grooves  or  fur- 
rows; the  upper  stone  is  of  the 
same  diameter  as  the  lower,  and 
is  maae  to  revolve  by  water  or 
other  power.  Minute  streams  of 
water  are  directed  in^,o,  the  fur- 
rows of  the  lower  stone.  The 
pr-essure  of  the  runner  on  the 
little  pieces  rolls  them  over  in  all 
directions,  and  in  about  a.  quarter 
of  an  hour  the  whole  of  the  rough 
fragBients  are  reduced  into,  nearly 
accurate  spheres. 


How  to  sway  Children. 

O'er  wayward    childrea  wouldst  thoa 

hold  firm;  rule, 
And   suu  thee  in   the  light  of  happj 

faces — 
Love,   hope  and  patienoe-^these  must 

be  thy  graces, 
And  in  thine  own  heart  Ifet  them  first 

keep  school." — Coleridge. 


108 


Norh-  Carolina  Jimmal  of  Education,.. 


[April, 


Morning  Walks  with  Ciiil- I  It  has  been  declared,  after  long 
DREN. — They  are  more  delightful  and  careful  inquiry  into  the  habix 
at  the  time,  more  favorable  oppor-    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. 


tunities  for  giving  instruction, 
more  agreeable  to  the  recollection 
and  more  useful  in  their  results, 
than  all  the  luxuries,  amusements 
and  conveniences  which  can  be 
-purchased  by  the  most  abun- 
dant stores  of  wealth.  The  scenes  Important  Suggestion- 
.of  nature  then  present  their    fair- 1  H  i  R  i  n  G    Children. — Parents 


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 


should  never  promise  their  chil- 
dren any  reward  for  doing  right, 
or  for  refraining  fVom  doing 
wrong.  A  sea  Captain  was  once 
so  unwise  as  to  promise  his  sailors 
in  a  storm  that, if  they  would  exert 
themselves,  he  would  reward  them 
by  an  addition  to  their  wages  when 


-:warm.  How  important  the  parent  1  the  storm  was  over.  They  did 
■OT  elder  friend  should  be  up  and  J  make  an  unusual  effort,  and  re- 
out  early  with  the  young,  and  ceived  the  reward ;  but  the  conse^ 
mingle  his  smiles  with  the  beauties  1  queuce  was  that  he  could  never 
,of    the    mornins' — the    smiles    of   afterward  get  them  to  do  their  du- 


,God,  as  it  were,  shinins  in  the 
be^iuties  of  creation,  which  are 
displayed  in  their  highest  perfec- 
tion by  the  rising  sua. 

How  little  do  you  tink  what  you 
lose,  fathers,  mothers,  friends, 
older  brothers  and  sisters,  who 
spend  your  mornings,  in  bed,  and 
ndeny  the  little  ones  around  you 
the  rich  banquet  of  pure  ai.'d  use- 
ful enjoyments,  which  the  Al- 
mighty prepares  without  and 
.around  you,  in  the  fine  morning 
of  eve^ry  successive  season,  express- 
ly tor  the  pleasure  and  benefit  of 
you  all  ! 

And  all  will  partake  in  the  bene- 
fits, as  well  as  in  the  enjoyments. 
These  are  not  conSned  to  tbe  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 
hear  great  admiration  expressed  of 
the  beauties  of  asiagle  morning  by 
a  person  who  seldom  enjoys  them. 


ty  in  a  storm  without  a  reward  be- 
ing promised. 

In  the  same  manner  if  parents 
begin  hiring  their  children  to  do 
right,  they  wall  not  afterwards  do 
right  without  being  hired.— 
Ahhotfs  Yoiins:  Christian. 


The  teacher's  Vocation.-^ 
Only  an  extraordinary  love  for  th« 
employment,  for  the  young,  and  a 
desirj,  based  upon  a  true  and  pro- 
found religious  feeling,  to  labor 
for  the  next  generation,  can  inak« 
-fc-uduiable  tlie  inexpressible  labori- 
ousriess  of  the  teacher's  vocation. 
The  .teachej  ought  not  to  reckon 
upon  payment,  scarcely  upon  ap- 
preciatii-a.  fVolf. 


Do  not  sigh  for  this  world's  good^, 
nor  lament  thy  poverty.  Out  of 
the  meanest  hovel  thou  canst  get  a 
sight  of  heaven. 


1859.] 


Lecture  on  the  Englis%  Language, - 


100 


A  LECTURE  ON  THE  ENGLISH  LANGUAGE, 

Its  History — Its  excellencies  and  defects — Its  curiosities  and  colloquial 
ahiises — And  its  future  destiny.  Delivered  at  JVewberne,  N.  C.', 
May^  1854.     Uy  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  of  the  mistakes  cen- 
sured are  committed  only  by  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 
says:  '•'•  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.  sr.  :  Let  it  lay  there," 
"he  laid  down  to  .sleep, "&c.,j  is  a 
mistake  constantly  committed  in 
respectable  conversation  and  is 
sometimes  found  in  first  rate  au- 
thori?.  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 

slcies, 
And  send'st  him  shivering  in  thy  play- 
ful spray, 
And  dashest  him  again  to  earth — there 
let  him  la\j. 


for  lie,  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  the 
exigencies  of  his  rhyme — so  fine 
a  one  as  Henry  Kirk  White,  in 
his  beautiful  hymn  "The  Star  of 
Bethlehem,"  uses  "  blowed"  for 
"blew  :" 

"  Oace  on  tlie  raging  seas  I  rode 
The  storm  was  loud,  the  night  was  dark, 
The    ocean  yawned,  and  rudely  blowed 
The  wind  that  tossed    my    found'ring 
baric." 

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  brought 
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  oi'igi- 
nal  with  Lord  Byron.  I  quote  a 
part  of  it,  not  only  to  feast  your 
taste  for  the  beautiftdjbut  to  point 
out  an  error  in  the  application  of 
a  word,  as  well  as  to  show  the 
source  wdience  his  Lordship  bor- 
rowed, not  to  say  stole,  the  idea : 

Unhappy  White  I  while  life  was  in   its 

spring, 
And  thy   young  mu?e  just    waved  her 

joyous  wing  ; 
The  spoiler  came  ;  and  all  thy  promise 

fair, 
Has  sought  the  grave  to  sleep    forever 

there  ! 


'Twas    thine    own 
final  blow, 


genius    gave    the 


iio 


North- Churalina  -Journal  'of  Education. 


[Aprily 


And  helped  to  plant  the    -wound   that 

laid  thee  low : 
So  the  struck  eagle  stretch'd  upon  the 

plain, 
No  more  thro'  rolling  clouds  to   soar 

again, 
Yiew'd   his  own  leather   on  the  fatal 

dart, 
And  wing'd  the  shaft  that  quivered  in 

his  heart. 
Keen  Tvere  his   pangs,  but   keener  far 

to  feel, 
He  nursed  the   pinion   Tvhich   impdVd 

the  steel 
While    the     same    plumage    that   had 

■warmed  his  nest, 
D/ank  the  last  life-drop  of  his   bleed- 
ing breast. 

If  it  be  not  sacrilege  to  take  a  ; 
single  plume  from  this  splendid 
passage,  I  would  inquire  whether 
it  be  correct  philosophy  to  say 
that  the  feather  impels  the  steel, 
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  w'th  a  song  to  which  he  him- 
self had  composed  the  words  he 
says : 

That  Fagle'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 
length,  but  there  are  still  several 
bai'barisms  which  I  wish  to  jifgu- 
late  before  I  leave  this  part  of  my 
subject.  Conduct,  as  an  intransi- 
'tive vYerb(as  "he  conducted  badly'' 
she  does  inot  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  even  Tvith  Waller, 
but  comes  down  from  the  Greek, 


Scarcely  any  of  their  authors,  be- 
low the  first  rate,  are  superior  to 
it.  I  have  met  with  it  in  Dr.  Nott 
and  Humphreys,  Presidents  of  Col- 
leges ;  Jacob  Abbott  and  Barnes  j 
but  never  in  the  North  American 
Review,  Prescott,  &c.  The  Bos- 
phorous  brought  lately  so  much  in- 
to notice  by  the  operation  of  war, 
ought  to  be  spelled  without  the  /t, 
Co- temporary  for  conteviporary,^ 
Delphos  for  I)elphi,  Bently  tried 
to  crush  with  his  giant  hand,  but 
they  still  survive.  So  Miktum  for 
Miletus,  in  one  passage  of  the  Bi- 
ble ("Trophimus  have  I  left  at 
Miktum  sick,  ')  has  stood  uncor- 
rected in  all  our  editions.  The 
word  tiansjjire,  as  it  meets  us  at 
every  turn,  in  the  sense  of  occur, 
is  sickening  to  every  lover  of  cor- 
rect language.  In  its  legitimate 
sense,  namely  ^' leak  out,  to  escape 
from  cojiceulment,  it  is  a  beautitul 
word,  corresponding  to  its  deriva- 
tion, that  is,  t\\Qhrealhing  of  some 
vohitUe  essence  throm/li  a  porous 
medium.  "Congress  is  sitting  with 
closed  doors — nothing  has  yet 
transpired,"  is  all  right — But  the 
fashionable  slang:  "Nothing  haa 
yet  transpired,  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  in-ing  in  a  passive 
sense:  ex.  gr  "Attempts  were 
making  for  the  universal  progress 
of  Christianity"  (R.  Hall.)     Very 

-j-  The  rule  is  this  ;  the  preposition 
con  in  pti  re  Lai  in  compounds  is  always 
used  before  consonants,  of  course  i"* 
required  in  contemporary  ;  before  vow- 
els CO  is  used  :  co-eval,  co-operate:  ro- 
.equal,  co-adjutor,  Sic.  But  as  a  pre- 
fixito  purely  English  words,  we  use  co, 
even  befove  iCgnsonants:  ex.  gr.  co- 
partner, &c. 


1859.] 


Lecture  on  the  Bnglish  Language. 


Ill 


■many  writers  nowadays  would  say: 
"attempts  were  being  made''''  I 
'have,  for  many  years  been  no- 
ticing the  usus  loqlccndi  on  thi? 
idiom  of  our  language,  and  hare 
'found  that  the  weight  of  author- 
ity is  decidedJy  against  the  new 
fangled  phrase  and  in  favor  of 
the  old  idiom.  1  will  quote  a  few 
of  the  foremost  modern  English 
classics.  The  North  American 
Review  finds  fault  with  Dickens 
for  using  "the  nevv'  fangled  and 
uncouth  solecism  'is  being  done' 
for  the  good  old  English  idiom 
'is  doing,'  an  absurd  periphra- 
sis" they  say,  "driving  out  a 
pomted  and  pithy  term  of  the 
English  language." 

"When  these  atrocities  were  daily  per- 

prc:7-aUng." — (Sir  J.  'Mclntash.) 
"The   lamps    wei^e  'lighting."— (Miss 

EJgev.'orth.) 
"While  these  prepnrations'Werew'.fl/i:/)i^ 

in  Scotland." — JlacauLiy.) 
"Designs  which  were  forming  against 

his  throne." — (Ibid.) 
"Round  his  little  fleet  a  boat  was  roif- 

inff." — (Ibid.) 
"While    the    foulest  judicial   murder, 

whi'.h     had    disgraced    even     these 

times,  was  perpe. rating.''' — [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  nothrng,  com- 
pared with  the  wholesale  con- 
tamination of  aur  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  lips  such 
strains  as  this  : 

Oh  Miss  Lucy's  teeth  is  grinning, 

Just  like  a  ear  of  corn  ; 
And  her  eyes,  dey  look  so  winning, 

Oh  would  I'd  ne'er  been  born 
I  axed  her  fur  to  marry 

Myself,  de  toder  day  ; 
She  said  she'd  ru'lder  tarry  — 

So  I  let  her  hab  her  way. 

But  another  deformity  of  these 
Ethiop  ballads  is,  that  many  of 
them  make  sport  of  human  mis- 
eries, and  mock  at  the  affections 
of  the  heart,  when  ascribed  to 
sable  lips.  This  must  always 
im.pair  our  fine  moral  sensibili- 
ties : 

'I  would  not   number    on    my    list  of 

friends — 
The  mtin  that  c;  uvelessly  treads    upon 

a  tcorin.^^ 

DESTINY-. 

I  have  extended  my  remarks 
on  the  previous  topics  to  such 
length  that  a  few  words  cnly 
must  sutfice  for  our  last  propos- 
ed head  :  the  cZcs^/«?/of  the  Eng- 
nsh  language.  It  has  pleased 
God  to  make  this  language  the 
vehicle  of  thought  and  action  to 
the  two  nations  on  the  face  of 
the  earth,  which  would  seem  to 
deserve,  if  any  can,  the  posses- 
sion of  such  a  treasure — Great 
Britian  and  tJie  United  States. 
They  are  precisely  the  nations, 
who,  by  the  long  enjoyment  of 
civil  and  religious  freedom,  have 
made  their  nati^'e  tongue  the 
depository  of  all  the  glorious 
speeches  and  books  that  have 
been  made  fort^'he  enlightenment 
and  the  moral  advancement  of 
the  human  race.  In  that  lan- 
guage  alone,   since  the  days   of 


■ 


H2 


North- CaroUnu  Journal  of  Education. 


[April,- 


ancient  Greece  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  Miltons,"  Hainpdens, 
Chatbams.  Burkes,  Franklins, 
Henrys,  Washington,  in  France, 
in  Austria,  Russia,  Turkey  and 
Italy— carrying  the  same  sacred 
flame  of  patriotism  in  their  hearts; 
but  it  was  locked  up  ther.?,.  con- 
suming the  breasts  in  Avhich  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- 
Saxou-  bosom.  For  309  years 
have  the  champions  of  civil  and 
religious  lib-erty  and  the  oracles 
of  moral  wisdom,  been  pouring- 
out  their  heart-S:tirring  strains  in 
thj  Immortal  dialect  of  Sidney, 
Locke,  and  Milton  ;  an^d'  the  con- 
sequence has  been,  that  the  vast 
mass  of  precious  thou,ght  and 
feeling  that  has  b.een  glowing 
and  working  in  ten  thousand  hu- 
man minds,  during  that  long  pe- 
riod, has  been  embodied  in  the 
English  Language — -'apples  dP* 
gold  in  network  of  silver"' — 
hearts  uf  nature's  finest  mould 
emhaltned  in  amber  for  the  wor- 
ship of  future  ages.  Alexander 
of  Macedon  kept  the  Iliad  of 
Homer  in  the  jeweled  casket  of 
Darius.  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- 
rant^ .^f  thje  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  th-e  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 
Press,  his  instrument,  the 
etherial  products  of  the  mind  do 
not  die  with  the  bodies  that  en- 
shrine them,  but  will  live  coeval 
with  the  spirit  that  gavo  them 
birth.  Uiihappily  there  is  a 
dark  side  of  the  picture.  As  we 
shall  ever  rejoice  that  some  of 
the  proudest  monuments  of  ge- 
nius and  virtue  are  immortalized 
in  our  English  tongue,  so  we 
must  confess  with  sorrow,  that 
the  same  consecrated  language 
will  save  from  oblivion  somie  oi 
the  poisonous  products  of  proSi- 
gate  genius.  Who  but  must 
vA'ish  that  some  of  the  poems  of 
Moore  and  Byron  had  been  writ- 
ten in  an  unknown  tongue  ?  Tom 
Moore  has  made  penitential  con- 
fessions on  [hat  subject.  And 
V;'--ell  he  might,  when  reprov- 
ed for  his  dissolute  muse  by 
Lord  Bj-ron  ? — "  Q,uis  tulerit 
gracchosdeseditionequerentes?" 
He  was  once  asked  if  he  had 
never  regretted  writing  some  of 
his  pieces,  tje  honestly  re- 
plied "yes,  as  soon  as  I  had  a 
daugh:er  old  erior.jgh  to  read 
them!'^  What  an  instructive 
confession!  the  heart  of  the  fath- 
er smote  him  for  prpv^dir^g  mat- 
ter to  taint  the  purity  and  w-o\^n,d 
the  delicacy  of  his  own  davjg^ia 
tsr's  mind;  but  felt  no  compunc- 
tion for  introducing  the  poisoi:^ 
into  ten  thousand  other  families. 
We   have  all   heard  of  heaps  of 


1859.] 


Lecture  on  the  English  Language. 


IIS 


matter,  sometimes  bting  destroyed 
by  sponstaneous  combustion.  Wc 
cannot  help  wishing  there  were 
such  a  destiny  awaiting  the  effu^ 
sions  of  pointed  hearts — that  the 
paper  traversed  by  these  pens  tip- 
ped with  unhallowed  flame,  should 
have  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  catch  a  cheering  perspec- 
tive of  the  splendid  destinies  of 
our  noble  native  speech.  As  it  is 
Hcsr  read  on  the  banka  of  the 
Thames  and  the  Potomac,  so  it  shall 
in  revolving  time,  be  read  on  the 
bank&  of  the  Volga  and  the  Yang- 
tse-Kiang  ;  of  the  Niger  and  the 
Nile;  and  kindle  hitherto  unknown 
rap'ures  of  truth  and  hope  inhe 
millions  of  those  distant  hemis- 
pheres. An  electric  spark  from  an 
English  or  American  bosom  shall 
shoot  athwart  the  ocean,  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  Weloh  bard,  in  Gray's  beauti- 
ful ode  : 


Visions  of  glory,  spare  my  Hching  eight! 
[  Un  ivtrs  ity  Magaz  iue. 

10 


CHILDREN  WILL  DO  AS  THEY  ARE. 
TAUGHT. 

A  venerable  gray-headed  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  ciy  out  ''old 
c — 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,  ^'/or  he  ivas  doing  as- 
they  had  taught  him." 

if  parents  would  not  be  disgraced 
and  put  to  shame  by  the  bad  con- 
duct of  their  children,  they  must 
be  carefal  what  examples  they  set 
before  them ;  and  what  instruc- 
tions they  give  them.  For  thesa 
will  soon  be  reflected  back  to  them 
from  the  conduct  of  their  children. 
In  another  case,  not  far  off,  an  old 
pastor  was  visit in<T,  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  he  gone  ?"' 
Multitudes  of  such  cases  occur, 
and  we  ask  is  it  not  a  bad  sign  thai 
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  oufe- 
rageously  ungodly  son  ;  but  h« 
meekly  submitted  to  this  treatment, 
for  said  he  it  is  just  what  I  deserve, 
because  I  treated  my  Father  in  th« 
same  way,  on  the  same  spot.  '  So. 
God  in  his  providence  often  deals- 
out  to  men,  in  just  retribution,  andi 
as  the  results  of  their  conduct,  the 


114 


'Worth- Carolina  ^ifournal  of  Education. 


[Aprilj 


«ame  measure  tlfat  they  have  giV^^n 
to  others. 

When  then,  thfa  young  rebSil 
against  the  authoVity  of  those 
placed  over  them  5  when  they 
treat  disrespectfully  those  who  are 
spending  time,  and  labor,  and 
money  for  their  benetit,  let  them 
remember  that  they  are  laying  up 
punishment  for  the  future.  And 
when  they  receive  their  own  meas- 
ure, they  cannot  complain.  A^ery 
often  they  who  at  school,  treat 
their  teachers  badly,  after  a  little 
time,  want  to  teach  themselves. — 
And  tbey  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  ou?-  knowledge,  where  a  young 
man  who  had  engaged  in  a  rebellion, 
in  a  short  time  after  found  it  neces- 
sary to  go  back  to  the  same  teach- 
ers for  a  recommendation  to  teach 
school '  F. 


HAD  THE  APOSTLE  PAUL  READ 
HORACE  i 

The  latter  died  8  years  before 
the  birth  of  christ,  and  the  former 
was  born  about  a  dozen  or  1-5  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  Romans.  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,  be  refers 
to  the  expression  of  Aratus,  a  na- 
tive of  the  same  place  with  himself, 
"  For  we  are  also  his  oflspring." 

Now  Horace,  in  his  ars  Poetica, 
a  rhetorical  poem,  line  3o5,  lays 
down  this  rule  with  the  reason  for 
it,  "  Whatever  precepts  thou  shalt 
lay  down,  be    brief."     And   then 


gives  th'e 'reason,  "So  that  docile 
minds  may  comprehend  afcd  faith- 
fully retain,  your  words  quickly 
uttered.  Every  thing  superfluous 
flows  away  from  a  full  mind,"  as 
water  out  of  a  vessel  when  it  is 
full.  A  good  rule  especially  ia 
teaching  children,  who  need  a  lit- 
tle at  a  time  and  often  repeated  ; 
line  upon  line,  precept  upon  pre- 
cept. But  in  reference  to  P^.ul, 
whether  he  ha'd  read  Horace's  rule 
or  not  see  how  he  follows  it  in  I, 
Thess.  5  :  14 — 22  in  a  "post-script 
addressed  to  the  presbyters,"  in 
the  space  of  less  than  15  lines  in 
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  nct  evil  for 
evil  ;  follow  what  is  godS  ;  rejoice 
evermore  ;  pray  without  ceasing  ; 
uive  thanks  for  every  thing ; 
Quench  not  the  Spirit ;  Despise 
not  phropbesying* ;  prov'ib  all 
things;  hold  fast  the  good;  ab- 
stain from  all  appeirance    of  evil. 


EDUCATION. 


A  child  is  born — now  take  the  germ 
sind  make  it 

A  bud  of  moral  beauty.     Let  the  dews 

Of  knowledge,  and  the  light  of  virtue 
wake  it 

In  richest  fragrf.'S'ce,  and  in  purest  hues. 

When  passion's  gust  and  sorrow's  tem- 
pest shake  it, 

The  shelter  of  affection  ne'er  refuse, 

For  soon  the  gathering  hand  of  death 
will  break  it, 

From  its  weak  stem  of  life,  and  it  shall 
lose 

xVU  power  to  charm  ;  but,  if  the  love- 
ly flower 

Hath  swelled  one  pleasure,  or  subdued 
one  pain,  [vain, 

0  who  shall  say  that  it  hath    lived   in 

However    fugitive' its  breathing  hour? 

For  virtue  leaves  its  sweets  wherever 
tasted, 

And  scattered  truth  is  never,  never 
■wasted.  J.  BeowninGi 


1859.] 


Compafdt^e  Philology. 


115 


COMPAKATIVE  PHILOLOGY. 


NUMBER   IV. 


The  lann:uac:es  of  the  Shomitic 
'races  aiford  a  fine  illustration  of  the 
'influence  of  physical  circumstances. 
Living  for  nearly  the  whole  of  their 
national  existence  on  wide,  parch- 
ed plains  which  necessitate  a  wan- 
dering life,  they  have  been  with 
few  exceptionis  "a  race  of  shep- 
herds or  predatory  warrior?.  Such 
a  life,  whether  led  upon  the  plains 
of  the  Euphrates  and  Arabia  or  the 
steppes  of  Tartary,  brings  into  exis- 
*t3nce  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  simple  earnest  life  of  patriarch- 
al days. 

Such  races  tco  are  by  nature  pe- 
culiarly suscep'tible'of  religious  emo- 
tions. Their  life  leads  them  into 
the  midst  of  nature  and  under  the 
open  sky.  Its  silent,  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  uudimmed,  revealing  as  we 
see  it  not,  the  splendor  of  the  uni- 
verse, filling  tiiera  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 
corruption  of  the  world,  to  hand 
-down  .to  future  age«  His   promises 


and  His  law.  Thcrefdro  He  seems 
to  have  placed  theu>  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  u'nchanging,  and  are  reflect^ 
I  ed    in  "^  simplicity  and  uniformity 
of  life  and  langnage. 
I       On  the  other  hand  the  Indo-Eu- 
!  ropeat-'face.',  to  whom  God  has  com- 
:  mitted  the  active  life  of  the   world 
and  to  whom  the  Shemitic  races  are 
made  s'^abordinate  in  place  and  time, 
1  have  been  placed  among  the  mr>st 
!  varied  forn)s  of  Nature.      To  them 
:  has  been  committed  the  temperate 
'  zone,  with  its  everchanging  seasons, 
j  its  varying  landscapes,  with  its  hills 
I  and  valleys,  its  lofty  mountains  and 
j  swift  flowing  rivers. 
!     This  wondrous  harmony,  that  pre- 
j  vails  through  all  the  works  of  God, 
I  canuotescape  the  notice  of  the  philo- 
1  Sophie  scholar,    and    must    always 
'  stand  as  an  all-convincing  proof  of 
I  His  existence  and  boundless    wis- 
;  dom.      To  the  thinking  mind,  the 
'  grouping  of  the  continents,  the  seas, 
!  the  mountains  and  the  streams, are 
1  not  irregular  and  confused,  but  ex- 
hibit a  wondrous  plan,  and  present 
j  themselves  as  the  divinely  formed 
theatre  for  the  development  of  man. 
1      The  nations  under  the  divine  im- 
j  pulse  to  go  forth  and   possess    the 
j  earth  each  falls  into  its    appointed 
'  place  and  each  fulfills    its    allotted 
]  end.     Through  all  this  endless  vv- 
j  riety  there  is  an  all-pervading  unity, 
I  a  unity  in  diversity,  in  the  physical 
forms  of  the  earth,  in  the  raceg  who 
inhabit  it,  the  languges  they  utter, 
and  in  the  history  which  sums  up 
their  life.     We  see  darkly  but  the 


116 


North-Carolina  Journal  of  Education. 


[April, 


first  few  acts  of  that  which,  to  the 
eye  of  God,  is  a  perfect  and  har- 
monious whole. 

This  fundamental  idea  must  and 
■will  acfiompany  U9  through  all  our 
iuvesti|jatious. 

This  truth  it  seems  to  me  is  strik- 
ingly illustrated  in  the  case  before 
BS.  The  Shemitic  lansuasos  pres- 
ent us  a  simple  firm  structure  far 
diifercnt  from  the  rich  variety  of 
forms  in  the  Indo-European  lan- 
guages. To  three-fold  consonant 
roots,  ^hich  i^eparate  them  widely 
from  other  languages,  they  added  :\ 
stringent  method  of  expressing  re- 
lations by  internal  chaniies,  and  by 
simple  and  uniform  suffixes  and  af- 
fixes, which  seem  almost  inconsis 
tent  with  the  imaginative  character 
of  these  races,  were  it  not  to  be  ex- 
plained by  the  fixedness  of  the 
physical  laws  uoder  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  only  however  of 
the  Hebrew  Bible,  whose  early  por- 
tions b'sur  the  traces  of  the  farthest 
antiquity,  and  were  handed  down 
probably  by  tradition,  until  com- 
mitted to  the  unchanging  mould  of 
the  Shemitic  tongues.  Of  these 
the  Hebrew  is  but  a  dialect,  deriv- 
ing its  alphabet  and  forms  from  an 
(Jder  st.ige.  To  it  belongs  the 
high  honor  of  having  been  fitted  to 
i-eceive  the  oracles  of  God,  and 
hand  them  down  through  ages 
until  other  races  and  other  tongues 
should  be  fitted  to  receive  and  bear 
them. 

Sesides  this  great  legacy  the  na- 
tions of  Europe*  are  indebted  to 
these  races  for  another  great  bless- 
ing, the  art  of  writing. 

The  PhenicMiBfl  »omiBg,  accord- 


ing to  Herodotus,  from  the  shores 
of  the  Persian  Gulf,  following  and 
establishing  the  path  of  commerce' 
fronj  the  east  to  the  west,  found  re- 
fuge on  the  slopes  of  Lebanon,  ia 
the  noble  harbors  of  Sidoa  and 
Tyre. 

Trade  was  their  life,  and  it  re- 
quires a  simple  method  of  record- 
ing contracts  and  facilitating  inter- 
course. Hence  the  comparatively 
clumsy  machinery  of  their  Assyrij.n 
and  Eiiiyptian  neighbors  seems  to 
have  been  rejected  and  a  simple 
phonetic  alphabet  adopted  which 
with  slight  variations  was  shared  in 
common  with  their  neighbors  in  the 
land  of  Canaan.  It  seems  to  me 
probable,  reasoning  from  th?  nature 
of  the  case,  that  this  alphabet  was 
not  a  primitive,  but  a  derived,  se- 
lected one.  Data  are  not  at  hand 
on  whieh  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 
colonixution  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 
numerous  mountain  chains  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  yEgean  sea,  it 
has  had  on  the  whole  but  a  pas- 
sive existence  in  history. 

To  this  must  he  partially  ex- 
cepted the  cities  of  Hellenic  Asia, 
the  once  rich  and  powerful  king- 
dom of  Lydia  and  the  plain  where 
"  Troy  was." 

An  active  commercial  life,  a 
rich  soil,  a  varied  nature  andde- 


1859.] 


Comparatii>t  Philology, 


117 


lightful  climate  brought  into  be-  I  combination  of  forces  acting  upon 
ino-  on  the  shores  of  the  iEgean  |  the  life  and  language  of  a  rifttion. 


ft  rich  and  luxuriant  culture 
Homer,  Herodotus  and  a  long 
line  of  philosophers  and  poets 
claim  it  as  their  home.  In  the 
rarious  stages  of  Helleno-Asiatic 
culture  the  force  ofcircumstauces 
is  strikingly  exhibited. 

Compare  the  bold  free  langunge 
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  sweetness  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 
briirht  waters  and  romantic  isl- 


These  little  states,  each  boUnd^ 
ed  by  its  range  of  low  mountains, 
are  so  separated  by  natural  bar- 
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  i'oe,  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  vve  accept  as  true  the 
well-founded  theory  that  the  Hel- 
lenes of  Whoir.  the  Peloponnesian 
Dorians  represent  the  purer  typc^ 
are  later  emigrants  kindred  to 
the  early  Pelasgian  settlers  from 
an  Iranic  or  Persian  home  ;  they 
preserve  on  Grecian  soil  the  char* 
acteristics  of  the  East; 

They  are  warlike,  sloVi*,  brief 
talkers,  yet  keen-witted,  prizing' 
an  athletic  body  more  than  acul- 


ands.     A  pure    transparent    air    tivated  mind,  patriotic  and  pre= 
covers  it  and  decks  its  mountains  i  ferring  death  to  disjrrace. 
with  poetic  beauty.  Apollo,  the  far^dartingsungod. 

The  mountain  and  the  sea  here  and  Diana  are  his  favorite  divin- 
bring  their  powerful  influences  I  ities.  With  Apollo,  Apellon,  Hel- 
lo bear  most  completely  upon  a  len,  said  to  signify  warrior,  is 
people, developing  the  mountain-  compared,  and  both  Apollo  and 
eer's  sturdy  independence  and  '  Diana  seem  connected  with  tlw 
love  home  and  the  sailor's  restless  |  Persian  Worship  of  the  sun.  The 
of  energy  and  love  of  adventure.  Pelasgi  on  the  other  hand  were 
Add  to  this  the  variety  of  situa-  j  worshippers  of  the  older  divini- 
lion  afforded  by  the   alternation    ties,  Dodonean  Jove   and  Earth* 


of  hill  and  Valleyjhigh  mountains 
and  low,  warm  plains,  and  all 
these  acting  upon  portions  of  a 
uvo-foldPelasgo-Hellenicrace — 
tine  forizi^r  peaceful,  the  patient 


shaking  Neptune.  The  Doric 
dialect  is  rough  and  strong,  red- 
olent of  the  breath  of  the  moun* 
tain  and  full  of  consonantal  powefi 
The  Ionian,  the  dweller  upon 


builders  of  Cyclopean  Walls,  till-  |  the  shore,  speaks  a  softly  flowing 
crs  of  the    soil  ;  the    latter    bold  !  dialect,  is  polished  and  Courtly  in 


and  Warlike,  relying  upon  their 
powers  fordefence,  both  intimate 
ly  blended — and  we  have  a  strong 


his  manners,  talkative,  ever-anx- 
ious, as  in  the  days  of  Paul,  t« 
hear  or  tell  some  new  thinj?-.  To 


118 


North- Carolina  Journal  of  Education. 


[April;. 


Athens,the  literary  and  art  metro- 
polis of  his  race,  he  flocks  to  fill 
the  theatre,  to  swell  the  crowds 
around  the  bema,  or  gaze  with 
swimming-  eyes  upon  the  marble 
glories  of  the  Acropolis.  He  is 
far  different  from  his  Doric  broth- 
er, and  if,  as  Herodotus  sa3"s,  the 
people  of  Attica  wercPelasgians, 
we  have  a  clue  to  tlie  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  Grajcia,  looks  in  a 
different  direction  out  upon  the 
western  basin  of  the  Mediterran- 
ean and  is  far  removed  frona  eas- 
tern influences. 

Italy  consists  of  two  parts,  the 
broad  valley  of  the  Po,  ^yhich  ex- 
erted but  little  influence  upon 
ancient  history,  and  tl^e  Penin- 
sula consisting  of  the  ridge  of  the 
Appenines  with  its  lateral  branch- 
es producing  a  successiau  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,  EtruriaandLatiutu. 

Tv/o  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  were  an  agricultural 
people,  growers  of  corn  and  wine 
and  oil,  builders  of  towns,  mark- 
ed by  a  stern  integrity  of  charac- 
ter, simple  maftners,  peaceful  by 


nature  yet  tenacious  of  their  own, 
is  shown  by  their  history  and 
language  ;  e.  g.  iEnotria  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.  Latium,froin 
latus  broad,  the  home  of  the  Latiag 
deserves  careful  notice.  It  is  a 
plain  bounded  by  the  Tiber,  the 
Appenines,  Mt.  Alba  and  the  sea, 
anciently  possessing  a  fertile  soil 
as  shoTv^n  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- 
sessing a  climate  subject  to  changes 
like  our  own,  which  furnished 
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 
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  mingled 
and  produced  a  powerful  race. 
Their  position  in  the  very  brunt 
of  battle  made  them  of  necessity 
a  race  of  warriors,  and  developed 
that  iron  will,  that  obedience  to 
discipline  and  law,  that  devotion 
to  coiaitrjr  that  carried  them 
through  the  direst  evils,  and  ma.^» 
them  finally  the  masters  of  th«»^ 
world. 


'859.] 


Compm-atkie  Phihlagy. 


119 


The  language  of  the  Roman 
eflects  his  national  character. 
.Simple  in  its  structure,  stern, 
practical  andiron-like  in  its  forms, 
full  of  energy,  and  the  intellect 
rather  than  the  sensibilities,  it  is 
the  language  of  statesmen,  of  po- 
litical orators  and  law,  Avhose 
grandiloquent  tones  resound  with 
the  iiiarch  of  legions,  and  are  full 
oi"  the  touch  of  power, 

C.  W.   S. 

TO    BE    CONTINUED. 


LOVE  RATHER  THAN  FEAR. 

The  day's  task  was  done  ;  the 
sun  had  disappeared  behind  the 
■western  hills,  twilight  was  fast 
fading  into  night,  and  the  ccl  J 
winds  were  whispering  their  mouro- 
ful  sighs  around  and  beneath  the 
rattling  windows  and  closed  doors. 
The  eye  which  had  been  wearied 
by  looking  upon  the  cold  bare 
ground,  and  the  leafless.trees,  could 
now  rest  upon  the  family  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  Ut  up  their 
darkened  room.  She  and  the  two 
youngest  children  were  busily  en- 
gaged in  talking  and  reciprocal 
turns  of  familiar  laughter,  and  were 
very  happy  in  each  other's  com- 
pany; as  Mrs.  Palmeralways  desir- 
ed her  children  to  be  with  her. 
After  passing  a  half  hour  in  social 
glee  with  Jenpie  and  John,  Mrs. 
Palmer's  att^tion  was  attracted 
by  the  unusual  stillness  and  sobrie- 
ty of  Syduor,  w.ho  had  been  sitting 
all  the  while  vzjth  a  dejected  coun- 
tenance, and  his  eyes  turned  to- 
wards the  fire,  apparently  lost  in 
thought. 

"  What's  the  matter  with  you 
t|ii3  evening.  Sjdnor  ?  you  appear 


unusually  serious;"  inquired  Mrs. 
Palmer  in  her  hackneyed  familiari- 
ty with  her  children. 

"  Why,  mother,"  said  ^ydnor, 
raising  his  head,  and  looking  as 
though  bis  attention  had  for  the 
first  time  been  arrested,  "  I  don't 
know  that  1  am  any  more  serious 
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  Mrs. 
Palmer,  scmewbat  anxious  ;  "have 
you  done  apj^thing  bad  of  which 
you  are  ashamed  ?"  she  continued 

"  W^ell,  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.  "  liut," 
continued  she,  "what  made  you 
miss  your  lesson  this  morning, 
rather  than  any  other  morning, 
my  son  ?" 

"  I  recited  to  Mr.  Nelson  :  Mis-s 
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  his 
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  disposition,  was  not  at  a 
loss  to  determine  the  cause  of  his 
dullness  ia  recitations.  She  knew, 
him  to  be  a  yery  timid   boy;  and, 


i20 


North- Carolina  Journal  of  Education. 


[ApHl, 


from  his  conversation  she  had  be- 
come convinced  that  he  was  com- 
pletely discouraged ,  and  further, 
she  knew  that  if  he  labored  under 
this  state  of  mind  long,  it  might 
prove  a  serious  injury  to  him.  So 
«he  sent  a  note  to  Mr.  Nelson  the 
next  morning,  requesting  him  to 
call  at  her  house  at  noon  recess, 
that  she  might  inform  him  of  the 
disposition  of  Sydnor,  and  the  rea- 
son why  he  did  not  recite  his  les- 
sons. He  promptly  complied  with 
the  request.  After  passing  the 
usual  compliments,  she  approached 
the  subject,  as  she  felt  a  great 
solicitude  concerning  it.  She  told 
him  that  she  had  understood  that 
Sydnor  did  not  recite  his  lessons 
well,  and  it  appeared  to  her  very 
strange,  because  he  carefully  re- 
peated them  piomptly  to  her  every 
morning.  Mr.  Nelson  was  some- 
"what  inclined  to  disbelieve  hi.r  ai 
first,  until  she  made  known  to  Lim 
the  real  cause  of  his  dullness;  viz. 
he  had  become  afraid  of  him,  and 
had  lost  all  confidence  in  himself. 
Mr.  Nelson  readily  remembered 
that  this  always  appeared  to  be 
the  case,  but  suppo.sed  it  was  oc- 
casioned by  **  the  boy's  own  con- 
viction that  he  knew  nothing  of 
the  lessons."  After  suggesting  to 
him  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- 
ed her  very  politely  for  her  frank- 
ness toward  him,  bid  her  a  good- 
day,  and  was  soon  back  to  the 
school-room. 

He  by  no  means  forgot  her  words 
»nd  resolved  to  adopt  a  different 
plan  from  his  former  treatment  ot 
Sydnor.  He  saw  him  playing 
tround  the  door,  and  called  him. 
Sydnor  came  directly,  but  not 
>\lthout  feafi     His    every    action 


seemed  now  to  impress  upon  Mr. 
Nelson's  mind  the  truth  of  whafc 
Mrs;  Palmer  had  told  him  of  Sy- 
dnot's  timidity.  He  commenced 
chattin^a  with  him  familiarly  and 
pleasantly;  but  this  being  so  dif- 
ferent from  what  Sydnoi'  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  hie 
confidence.  By  repeated  exertions 
and  with  the  influence  of  Mrs. 
Palmer,  he  finally  succeeded.  He 
was  convinced  it  Would  be  better 
for  them  both. 

Only  a  few  days  had  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.jNelson'could  but  notice 
the  diflfereuce,  and  he  felt  that  the 
benefit  of  this  change  did  not  vStop 
with  Sydnor,  but  he  himself  had 
learned  a  lesson  which  would  be  of 
incalculable  advantage  to  him  the 
remainder  of  life  j  without  it  he 
had  labored  under  many  and  seri' 
ous  disadvantages  in  treating  with 
other  children  of  like  disposition 
with  Sydnor.  He  now,  fur  the 
first  time,  was  impressed  with  the 
fact  that  if  good  is  to  be  accompli--^ 
shed  in  the  human  heart,  hve 
must  be  the  lever  always  in  pref'' 
erence  to  fear. — A.  C.  Graves. 

Spare  moments  are  the  gold-dust 
of  time.  Of  all  the  portions  of  lifC) 
spare  moments  are  the  most  fruit- 
lul  in  good  or  evil.  They  are  gaps 
through  which  temptations  iinel 
the  easiest  ftccess  to  the  soul. 


Efficient  doing  is  the  chief  etid 
of  man,  and  all  knowledge  which 
does  not  tend  to  thi«j  can  be  of  bo 
service  to  youi 


1859.]  Studi)  the  Classics— Look  lif  tlis  Parents. 


121 


STUDY  THE  CLASSICS. 


"  All  persons  kno^  that  a  man 
can  have  no  pretence  to  be  called 
a  well  informed  man  if  ignorant  of 
these  langages,  and  that  aknowlege 
of  them  is  the  lowest  round  in  that 
ladderbywhich  the  student  mounts 
into  the  superior  regions  in  which 
learning  dwells.  The  beautiful 
and  chaste  models  of  Classic 
Greece,  and  the  noble  majesty  of 
the  Roman  orators  and  bards,  are 
Hecessavy  to  chasten  the  style,  to 
furnish  a  mould  iii  which  all  the 
composures  of  the  mind,  and  all 
the  performances  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  Avliich  those  Ian* 
guages  enter  as  important  elements, 
and  to  give  copiousness,  richness, 
and  correctness  to  the  diction 
which  the  preacher  itscs.  The 
Latin  language,  which  for  so  many 
ages  has  been  the  common  and 
universal  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.  Parents. -^*'If 
he  had  brought  me  up  properly, 
I  should  not  have  beeti  here," 
were  the  last  words  of  Peter  Rob- 
inson, who  was  in  New  Brunswick 
(N.  Jersey,)  for  murder  of  Suy- 
dam.  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  subject  to  no 
restreint.  Instoad  of  being  made 
to  work,  he  was  allowed  to  lounge 
ttirowgh  the  week  and  to  Ji^h   on 


the  Sabbath — and  as  might  have 
been  expected,  he  cB:ne  to  a  dis» 
graceful  end.  What  must  be  the 
feelings  of  the  father's  heart,  when 
his  felon  son  reproaches  him  as  the 
uuthor  of  his  crime  and  ignominy? 
Parents,  remember  the  dyinf 
words  of  Robinson  j  '^  If  he  had 
brought  me  up  properly,  I  should 
not  have  been  here." 


FORGIVENESS. 

A  beautiful  gem  of  Oriental  lit- 
erature is  quoted  by  Sir  William 
Jones,  from  the  Persian  poet,  Sadi; 

The  sandal  tree  perfumes  whca  rivea, 

The  axe  that  laid  it  low  ; 
Let  man,  who  hopes  to  be  forgiven, 

Forgive  aad  bless  his  foe." 


Not  all  they  say  or  do,  can  make 
My  head,  or  tooth,  or  finger  ache, 
Nor  mar  my  shape,  nor  scar  my  face, 
Nor  put  one  feature  out  of  place ; 
Nor  will  ten  thousand  lies 
Make  one  less  virtuous,  learned  or  wise 
The  most  efl'ectual  way  to  baulk 
Their  malice,  is,  to  let  them  talk-. 


"  Educated  men  often  betra,y 
an  unfortunate  ignorance  of  hu- 
man nature.  The  most  eminent  men 
of  learning  have  not  been  practi- 
cal men.  Bacon,  Newton,  Pascal, 
Foster  and  Hall  were  all  distin- 
guished in  the  world  of  letters, 
but  all  sadly  deficient  in  practical 
knowledge  of  the  common  world." 


The  credulous  can  never  fail  to 
be  in  trouble,  while  falsehood  and 
deception  eharaeterlze  the  actions 
of  meBi 


103 


North-  Car»Una  Journal;>Qf  Educati^. 


[April, 


EXTRACT, 

From  the. Report  of  the  General  Su^ierintendent  of  Common  Schools 

for  1858. 


It  would  be  possible  to  secure,  to  1 
a  cei'taiii  extent,  the  purposes 
aimed  at,  in  a  mucli  shorter  time, 
and  with  less  than  one-tenth  of 
the  labor,  by  placing  nvbitrary 
powers  in  the  hands  of  the  super- 
intendents ;  and  there  are  those 
who  believe  that  the  principles  of 
liberty  lying  at  the  foundation  of 
our  government  have  no  proper 
connection  with  the  management 
of  a  system  of  schools. 

A.  very  large  proportion  of  the 
apparent  difficulties  in  the  way  of 
our  system  have  their  origin  in 
the  v/ant  of  popular  information  ; 
and  these  could  all  soon  be  swept 
away  by  the  exercise  of  unlimited 
authority  on  the  part  of  a  compe- 
tent head. 

A  supreme  dictator,  with  such 
power,  would,  of  course,  soon  have 
a  good  school  house,well  furnished, 
in  every  district;  he  could  pre- 
vent the  employment  of  any  but 
the  most  competent  teachers,  could 
force  the  attendance  of  all  the 
children  in  the  State,  could  sup- 
ply every  school  with  uniform  text 
books  of  the  best  kinds,  and  com- 
mand the  use  of  the  best  methods 
of  teaching. 

Under  such  despotic  rule,  ap- 
parent order  would  soon  assume 
the  place  of  apparent  confusion, 
the  noise  of  clashing  interests  and 
conflicting  views  would  quickly  be 
hushed,  and  the  State  would  be 
studded  over  with  handsome  edi- 
fices, attracting  the  admiration  of 
its  own  people,  and  of  every  pas- ' 
sing  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  education 
itself  is  but  a  means  to  an  end  ; 
and  when  we  lose  sight  of  this 
fact,  and  eagerly  force  mental  cul- 
tivation on  a  people  for  its  own 
sake,  and  rsgardless  of  the  means 
employed,  the  result  will  be,  to 
say  the  least,  of  very  doubtful  im- 
port. 

On  the  other  hand,  it  is  unques- 
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  pixblie  welfare,  should  en- 
deavor to  place  the  means  of  in- 
formation in  the  reach  of  all  its 
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 
impositioD,  while  it  leaves  a  pru 
dent  margin  to  the  people  for  the 
exei^cise  of  those  powers  which 
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  citizens 
of  Prussia,  a  country  whose  publie 
schools  are  often  held  up  as  a 
model  far  general  imitation. 


1859.] 


Common  School  Department. 


123 


In  short,  we  arc  t'>  follow  in 
this  those  plain  lessons  which  na- 
ture teaches  in  all  the  arrange- 
ments connected  with  the  develop- 
ment of  her  material  resources. 

These  resourses  every  where  de- 
mund  cultivation,  careful,  constant 
and  skilful  cultivation;  it  is  equal- 
ly obvious  that  a  system  of  hot- 
hou';e  culture  will  not  answer. 

Our  system  of  schools,  to  be 
leally  useful,  must  have  time  to 
groio,  and  the  time  and  labor 
necessary  to  secure  its  final  success 
will  be  proportioned  to  the  very 
necessity  for  the  system. 

It  has  a  viist  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  p3rs3- 
vering  effort. 

It  would  be  cowardice,  it  would 
be  treason  to  our  dearest  hopes  audi 
interests  to  succumb  to  obstacles 
before  which  we  cannot  strike  the 
flag  of  general  education,  without 
a  surrender  of  ajl  reasonable  ex- 
pectation of  the  success  of  repub- 
lican principles,. 

The  work  is  &.  work  of  ages — 
but  while  generations  must  con3,e 
and  go  bef  jrc  it  grows  to  the  fall 
measure  of  its  glorious  proportions, 
it  will,  if  properly  cared  for,  mark 
each  year  with  certain  and  useful 
progress,  and  give  &ui'e  and  en- 
couraging indications  of  its  ines- 
timable value.  Such  hfis  been  its 
manifestations  during  the  year 
tiiat  is  now  coining  to  a  clo^e. 


Many  persons  give  to  the.  body 
the  regard  w.hiph^  belongs  to  the 
niiud,  and  to  dffis§,the  regard  which 
tjeloDgs  totho.bcdv. 


USE  OF  GLOBES. 


The  following  appeared  in  th« 
Reporter,  Washington,  Pa.,  and  is 
a  voluntary  testimony  to  the  im- 
portance of  the  use  of  Artificial 
Grlobes,  it  is  from  the  pen  of  I. 
H.  Longdon,  Esq.,  Superintendent 
of  schools  for  Washington    coun- 

The  Franklin  G-lobes  and 
G-LOBE ^lx^\5Xh- Important A'uli  to 
the  studij  of  Geography  anclAstron- 
omt/.  Troy,  N.  Y.:  Moore  &  Nims. 
— We  desire,  in  this  article,  to 
call  the  attention  of  our  Directors 
and  Teachers  to  the  importance 
which  attaches  to  Grlobes,  in  ini- 
pirting  correct  and  well  defined 
ideas  of  Greography  and  Astrono- 
my. In  our  humble  practice,  as  a 
Teacher,  we  very  often  experienc- 
ed the  need  of  just  such  assistance, 
as  the  Grlobe  and  Manual  reader, 
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 — latitude — in 
fine,  evcrj/thing  pertaininsf  to 
Mathematical  G-o'Ography.  And, 
we  pi'esume  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  world  as  its  rep- 
resentation, is  certainly  vague  and 
inaccurate.  That  the  knowledge 
of  the  earth's  roundness  in  all  di- 
rections,— the  latitude  and  longi» 
tude  of  places — the  relative  situ- 
ations and  distances  of  ccy-ptriea 
with  respect  to  each  other,  ifec^as 
learned  from  maps,  must  be  indef- 
inite, will  become  apparent,  wheu 
we  consider  that  the  surface  of 
the   earth  is  a  curve  instead  of  a 


124 


North- Carolina  Journal  of  Educatidn, 


[April 


plane.  And  it  should  not  be  for- 
gotten 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 
Crlobes  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 
schools  are  furnish  with  these  im- 
portant— nay  invaluable  aids  to 
the  study  of  the  sciences  upon 
whvch  they  treat.  And,  indeed, 
few  families  are  without  them — 
in  fact,  none  of  refined  taste  and 
high  intellectual  culture.  In  this 
country,  there  is  no  end  to  Geog- 
raphies and  Atlases,  while  it  is  a 
very  rare  thing  to  find  a  Grlobe  in 
any  of  the  Schools  of  our  land. 
The  most  remarkable  feature  of 
the  case  is,  that  by  the  proper  use 
of  the  Grlobes  in  the  hands  of  the 
intelligent  Teacher,  more  can  be 
learned  by  the  pupils  of  the  school 
in  two  or  three  weeks,  than  in  as 
many  years  without  them.  In 
every  other  department,  move  than 
in  education,  we  are  a  practical 
people— proverbial  for  our  time- 
saving  inventions.  If  we  are 
building  a  house,  ship,  railroad,  or 
any  other  work  of  art,  we  are  im- 
patient until  the  struct\ire  is  com- 
pleted, and  call  to  our  aid  every 
kind  of  machinery  that  will  ena- 
ble us  to  **go  ahead"  and  accom- 
plish the  most  in  the  shortest 
time.  Now,  why  not  observe  the 
same  economy  in  educating  our 
children  'i  Certainly,  it  cannot 
be  that  the  period  of  youth,  is  so 
extensive  that  much  of  it  may  be 
wasted,  and  no  loss  be  sustained. 
No  one  will  maintain  this  absurd 
proposition.  It  is  admitted  on  all 
tides,  that  youth  is  the  only  prop- 
er season   for  the    formation    of 


mind,  morals,  habits  and  charac- 
ter ;  hence,  the  necessity  for  im- 
proving it  to  the  best  possible  ad- 
vantage^  It  is,  then,  passing 
strange,  when  We  open  our  eyes 
and  look  facts  in  the  face,  that  the 
pupils  of  cur  schools  are  required 
to  plod  on  for  years  in  a  course  of 
bewildering  study,  which  might 
be  abbreviated  to  a  few  weeks, 
and  made  in  the  highest  degree 
interesting  and  intelligible.  But, 
apart  from  this  importaot  consider- 
ation of  time,  the  Manual  will  en- 
able the  pupil  to  solve  a  great  va- 
riety of  useftil  af>d  intricate  prob- 
lems, to  which  niiftps  can  never 
furnish  an  answer.  The  hour  be- 
ing given  to  find  what  hotir  it  is  at 
any  other  place — to  find  the  sun's 
declination,  and  where  it  is  verti.- 
cal  at  any  given  hour-^Eo  ascertaia 
where  toe  sun  is  rising  or  setting 
— 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  manuai. 
We  opine  it  is  scarcely  neeessary 
to  intimate  that  the  salation  of 
problems,  when  so  easily  perform- 
ed, is  admirably  deeigned  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  eye^ 
The  sense  of  sight  furnishes  the 
shortest  and  most  direct  avenue  to 
the  mind's  inner  chambers;  Hence, 
the  difficulty  experienced,  especi- 
ally by  children,  in  acquiring  aa 
abstract  knowledge  of  science^ 
And;  the  only   way  in   which  thjf 


1859.] 


Common  School  Department. 


135 


difficulty  can  be  overcome,  is  to 
employ  some  means  of  exhibiting 
the  truths  ami  principles  of  sci- 
ence in  a  tangible  and  pr.jctical 
manner,  before  requiring  an  ab- 
stract and  rigid  analysis  of  them. 
It  is  by  following  out  this  plan 
that  some  of  our  Teachers  arc  so 
much  more  successful  than  others 
in  teaching  Arithmetic,  Grammar, 
Geometry,  &c.  Eletuentary  cards, 
diagrams,  geometrical  solids,  &c., 
and  the  ability  to  use  them,  have 
accomplished,  in  a  few  months, 
the  work  of  years  without  such 
aid.  We  welcome  the  day  as 
dawning,  when  the  schools  of  our 
Country  will  all  be  furnished  with 
Globes,  as  they  now  are  with  out- 
line Maps.  The  Directors  of  Som- 
«rset  District,  have  already  moved 
off  in  this  direction.  Their  twelve 
Schools  have,  each,  been  supplied 
with  a  ten  inch  Globe  and  a  i>ian- 
ual.  The  Manual  of  itself,  is  a 
first-rate  text  book  on  Geography 
and  Astronomy.  It  is  a  cheap  lit- 
tle volume,  containing  about  seven- 
ty-five page.'!,  and  exhibits  in  a 
beautiful,  consistent  and  well  ar- 
ranged manner  all  the  important 
principles  of  the  sublime  sciences. 
We  hope  all  our  Teachers  will  avail 
theraselvps  of  an  early  opportunity 
to  see  this  work  and  investigate  its 
merits.  Let  light  and  knowledge 
oover  the  land. 


A  Beautiful  Extract. — 
Tliere  lies,  in  the  depth  of  every 
heart,  that  dream  of  youth  and 
tiie  chastened  wish  of  manhood, 
Vfhich  neither  cares  nor  honors  can 
erer  extinguish.,  the  hope  of  one 
dijiy  resting  from  the  pursuits 
which  absorb  us ;  of  interposing-, 
between  old  age  and  the  tomb 
g^ome  tranquil  interval  of  reflec- 
tjnii,  when,  with  feelings  aot  sub- 


dued, but  softened,  with  pa33ion.s 
not  exhausted,  but  mellowed,  we 
may  look  calmly  on  the  past  with- 
out apprehension.  But  in  the  feu- 
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  sun 
in  the  ocean,  with  no  gentle  and 
gradual  withdrawing  of  the  light 
back  to  the  source  which  gave  it, 
but  sullen,  in  its  fiery  glow,  long 
after  it  has  lost  its  power  and  its 
splendor. 


A  Saeart  Spell. — A  gentleman 
in  North  Chester,  Vermont,  two  or 
three  weeks  since  offered  as  a  prize 
a  copy  of  Webster's  Unabridged 
Dictionary  to  toe  one  of  tb"  scholars 
in  all  the  public  school  in  the 
town  who  should''spell  all  the  others 
down."  Seven  schools  were  ac- 
cordingly represented,  and  about  a 
dozen  teachers  and  a  large  crowd 
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  scholars  contended 
for  the  honor  and  the  prize,  and  af- 
ter five  hours  trial,  five  pupils  re- 
mained standing,  and  the  enthusi- 
astic audience  raised  the  needful 
to  purchase  each  a  copy  of  the  Ui*- 
abridged. 


"Students  too  often  try  to  learn 
too  many  things ;  they  are  often 
found  engaged  in  the  study  of 
Chemistry,  Astronomy,  Mental 
Philosophy,  Languages  and  the 
Higher  Mathematics,  when  they 
might  with  more  propriety  study 
the  Spelling  Book  or  the  first  ela- 
meats  of  Simple  Arithmetic." 


226 


ITorih-  GaroUna  Jouriial  "of  ^Education. 


\At^i  €bitor's  ^tp^riiiuut. 


Meeting  oi'  the  State  Edu- 
'CATioNAL  Association. — The 
Executive  Committee  lias  decided 
that  the  next  Annual  Meeting  of 
the  Association  shall  be  held  in 
Newborn,  commencing  on  Tuesday 
14th  of  June  at  8  o'clock  P.  M. 

The  place  and  time  have  been 
selected,  after  consulting  a  large 
number  of  the  members  of  the  As- 
sociation, and  especially  those  en- 
gaged in  teaching,  a  large  majority 
of  whom  agree,  in  regard  to  both 
time  and  place. 

We  hope  therefore  that  the  time  may 
£"1111  so  tnany  of  our  teachers  that 
the  number  in  attendance  vpill  be 
much  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  Af!Sociation,  and  we  should 
give  ourselves  time  to  discuss  fully 
and  freely  whatever  may  be  brought 
before  us. 

We  will  look  over  the  proceed- 
ing of  the  last  meetingand  mention, 
in  the  next  No.  of  the  Journal, 
Fome  of  the  items  of  business  that 
will  be  brought  before  the  Associ- 
ation, by  various  committees. 

We  hope  *o  meet  many  teachers 
from  all  parts  of  the  State,  who 
have  never  attended  any  of  our 
meetings,  as  well  as  all  who  have 


their  names  on  cur  roll  of  metnbers. 
In  an  account  of  a  similar  meet- 
ing, 'ia  one  of  our  Western  States, 
as  given  in  their  "  Journal  of  Ed- 
ucation," 'we  noticed  that  there 
were  about  six  hundred  members 
present.  Why  can  not  the  teachers 
and  other  friends  of  education  in 
North  Carolina  show  as  mueb  zeal 
in  this  noble  cause  as  those  of  any 
other  State  ?  Shall  we  say — 
"  They  wllV? 


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 
young  teachers  in  imparting  in- 
struction and  governing  schools." 

We  have  long  wished  that  teach- 
ers would  write  more  for  the  Jour- 
nal, and  especially  on  such  subjects 
as  will  le  ot  practical  utility  to 
those  who  lock  experience. 

Will  not  at  least  a  dozen  of  our 
successful  teachers  respond  to  this 
sugirestion,  by  sending  us  short  and 
pointed  articles,  within  the  next 
month  ? 


QuFRY. — From  a  co-editor — 
''  We  use  the  words  oversee  and 
overseer,  in  reference  to  a  man 
employed  to  manage  a  plantation 


1859.] 


Resident  Editof'&  Department. 


1^ 


and  negroes  ;  what  is  the  imperfect 
(or  past)  tease  of  the  verb  thus 
used  V" 

A  Short  Method  of  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  timfe,  in 
examining  the  woVk  of  pupils,  and 
also  that  it  aids  mtnteil  operations, 
it  may  not  be  amiss  to  explain  it, 
for  the  benefit  of  those  of  our  fellow 
teachers  who  have  never  seen  it. 

A  single  example  will  probably 
enable  all  to  understand  the  pro- 
cess. It  depends  upon  the  princi- 
ple that  units  multiplied  by  units 
give  units  J  units  by  tens  and  tens 
by  units  give  tens  j  hundreds  by 
units,  units  by  hundreds  aed  teas 
by  tens  give  hundreds,  &e. 

^o-ffHyj/e— Multiply  256834 

by  437152 


our  example  will  thea  appear  thus: 
2568314 
437152 


Product 112275496768 

2x4  =  8,  the  units:  2x3-f5x 
4  =  26,  the  tens  (the  2,  of  course, 
to  be  added  to  the  hundreds):  2x 
•8  +  1x44-5x3  +  2  =  37,  the  hun- 
•dreds:  2x6  +  7x4  +  5x8  +  1x3 
+  3  =  86,  the  thousands;  2x5+ 
3  x4+5x6  +  7x3  +  lx8-^8  = 
S9,  the  ten-thousands  :  2x2  +  4x 
4+5x5  +  3x3  +  1x6  +  7x8+8 
=  124,  the  hundred-thousands. 

Now  since  nothing  higher  than 
hundred-thousands  caa  be  obtained 
by  multiplying  by  the  unit  figures, 
we  may,  for  convenience,  separate 
•*,hem  by  a  line  before  we  proceed  : 


496768 
We  then  obtain— 5x2+4x3  + 
1x5  +  3x8 +  7x64- 12=105,  the 
millions  : 

And  as  we  can  no  longer  use  the 
tc7zs,  we  draw  another  line,  thus 


2568 
4.371 


3j4 

512 


6496768 
Proceding  in  the  same  manner  we 
find— 1x2+4x8  +  7x5  +  3x6 
+  10=97,  the  ten-millions:  7x2 
+  4x6  +  3x5-1-9  =  62,  the  hun- 
dred-millions: 3x2-h4x5-i-6=32j 
the  billions:  4x2 -h  3  =  11,  the  ten- 
billions. 

A  little  practice  will  enable  aoy 
one  to  perform  these  operations 
mentally,  with  great  rapidity,  and 
the  correct  product  may  be  written' 
at  once,  as  in  the  example  above. 
And  the  product,  of  such  numbers 
as  86x74=6364,  may  be  known 
almost  instantly,  without  writing 
the  numbers. 

Explaining  this  process  to  his 
classes,  may  also  aid  the  teacher  i& 
giving  his  pupils  a  clear  idea  of 
the  nature  of  products,  as  depend- 
ing upon  the  positioa  of  the  fig- 
ures. 


Solution  of  Question  1. — A 
correspondent  sends  the  following 
solution  of  the  question  given  in 
the  February  No.,  which  will  ap^ 
pear  perfectly  plain  to  all  who  iiri- 
derstand  Algebra : 

"  I  notice  in 'the  K.  C.  Journal 
of  Eda«atioc6f  ^'etruai'y  tliat  sbirie 


1S8 


North- Carolina  Journal  of  Education. 


[Aprils 


one  has  presented  the  Noted  Land 
Question  for  solution,  I  among  oth- 
ers, would  submit  the  following  for 
iaspcction  : 

Let  0?= price  '^  Acre  of  U's  land 
then   a?  +.75=A's  ^  Aere 

300 
and =No,  acres  B  will  reeeiTC 

X 


and 


300 


=    do    A  will  receive 


x-^.lb 
Hence  the  Equation 

^^^i01__2O0  Acres. 
X      x-^.ib 

After  clearing  of   denominators 
transposing  and  reducing  we  will 

— p-  =  -—-and   by   eom- 

4  8-^ 


have  3? 

pleting  the  Square  and  extracting 

•we  have  x 

12.369317 


'      8  S  ' 


53 
6i~ 


,   12.369317 
iience  x=± ~ 


9 


$2.671164  price  ^  Acre  cf  B's  land 
and  $2.671164  +  . 75=^3.421164 
price  A's  land  "^  Acre;  and 
$300         Acrs.R.  P. 

.T^^^mrr^  H^-l-  9.694  B's  land 
2,671164 


200.0..00.0C6  prcof. 
I  should  be  glad  to  see  a  rule  by 
which  this  question  might  be  solv- 
ed by  Arithmetic" 

We  have  received  from  -^.  ■  Pierce, 
Book-keeping  by  Single  fvnd  Double 
entry,for  schools  &c. ,  by  Messrs.  Han- 
aftrd  and  Payson,    Principals  of  the 


The  prominent  feature  of  this  boofe; 
is,  that  the  Aeoount  Books  are  engrav- 
ed, in  the  same  beautiful  ttyle  ol'  Pen- 
manship, found  in  '-Payson,  Dunton  & 
Scribner's  Copy  Books,"  which  are  se 
generally  used  throughout  the  Union. 

The  Kules  and  Explanations  are  so 
plain  and  simple  as  to  be  easily  under- 
stood '^y  ishe  yoBng  for  whom  the  work 
was  more  especially  designed,  and  yet. 
they  are  not  inappropriate  for  those  of 
any  aga-.  Jt  is  a  long  time  since  we' 
have  seen  a  sshaol-book,  which  we 
could  laaore  heartily  commend  to  the 
teaehera  and  pupils  of  the  Old  North' 
State,  than  this  one  in  the  very  macli 
neglected  subject  of  Book-Keepiag. 

Blank  Books  accompany  it — ruleiJ 
so  as  to  correspond  pags-  for  page. 
There  i-s  another  edition  of  the  above, 
containing  only  the  "Single  Entry" 
portion,  which  BvigM  be  used  by  the 
older  piipils,  as  a  bopy  book,  if  they  dO' 
not  choose  to  study  it  more  thoroughly, 
for  the  forms,  style  of  penmanship,  and 
arrangeisent  could  thus  be  learned, 
while  improving  in  writing,  as  much 
or  more,  than  if  writing- fro^  commoa 
copies.  We  hope  to  see  this  book  in- 
troduced into  ail  our  schools,  without 
delay.  ^ 


^^pET  THE  BEST." 

\J[  Webster's  Quahto 

DICTIONAP.Y.  Containing  THREE 
TIMES  the  matter  found  in  any  other 
Dictionary  Compiled  in  this  country. 
Ask  for  Webster  Unabridged. 


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  Matter  ;  and  we  shall  never  be 
done  wondering  how  myriad  forms  of 
strength  and  beauty  are  forever  evolved 
from  words. 

The  compactness  of  our  Republic  de- 
pends not  so  much  upon  the  Fourth  of 
July,  as  it  does  upon  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  syll.%bles 
for  "  home  "  and  "  mother  ;"  for 
"health"  and  "heaven"  can  never 
be  less  than  kindred. — Chicago  Journal. 
Published  by  G.  &  C.  MERRIAM, 
Springfield,  Mass — sold  bv  '"   '    ""^ 


THE  NORTH-CAROLIM 

JOCMAL  OF  EDUCATION. 


Vol.  II. 


MAY,  1859. 


Ko.  5. 


MK.  JEFFERSON'S  PLAN  OF  EDUCATION  FOR  VIRGINIA. 


Amonp;  the  many  theorems  in 
the  science  of  government  aud  po- 
litical economy  which  the  iDaster 
ly,  creative  mind  ot'Tliomas  Jeffer- 
son conceived,  and  which  his  ener- 
gy and  force  of  character  btamped 
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- 
ple who  weie  tlien;selves  to  be  the 
soveieigns  of  the  laud;  and  his 
policy  of  public  and  fiee  institu- 
tions, as  embodied  iu  bis  plau  of 
education  for  Virginia.  So  great 
autliority  as  Mr.  Jef^er-Kitj  need  not 
be  broiaght  foiwa?d  at  the  present 
day  in  behalf  of  the  single  prepo- 
sition of  the  nceessiry  of  educatiouj 
Hor  particuiauly  iu  behalf  of  free 
edaeation  by  State  patronage.  The 
former  has  long  ago  been  acknowl- 
edged, and  tb«  latter  Well  nigli  so, 
it  is  to  be  hoped. 

But  his  plan  is  peculiarly  valu- 
tble  as  a  system  by  which  the 
euds  proposed  are  to  be  accoui- 
plished  ;  and  although  this  is  one 
of  the  very  few  of  Mr.  Jefi'erson's 
measures  which  failed  to  become  a 
perujanent  institution,  yet  time 
has  demonstrated  its  wisdom,  itf 
policy  and    its    J^teat  adaptation  ta 


the  educational  wants  of  a  country 
like  this. 

On  the  5th  of  November,  1776, 
theL  'gislature  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  and  left  the  work 
in  the  hands  of  Mr.  Jefferson,  Mr. 
Wythe  and  Mr.  Pendleton.  On 
the  loth  of  January  following  they 
met  to  intercharrge  their  views 
and  to  apportion  the  work  among 
themselves.  To  Mr.  Jefferson  was 
assigned  the  cooimon  law  and  the 
English  Statutes  to  the  4th, 
James  1.,  v^heu  a  Legislature  was 
t.*tablished  in  A'irginia.  To  Mr. 
Wythe  the  Statutes  from  that  to 
the  then  present  time,  and  to  Mr. 
PendJeOa«>^  the  Laws  of  Virginia. — 
The  onl}*  laws  on  the  subject  of 
education  tio  be  revised  were  the 
charter  and?  acts  concerning  Wil- 
liam and  Mary  College.  The  ciiar- 
ter  came  within  iMr,  Jefferson's 
division,  but  the  acts  within  Mr. 
Perjdleton's.  It  was  thought  ex- 
pedient to  present  a  general  plan 
of  education  for  the  State,  aud  Mc. 
Jefferson,  who  was  alwajs  looked 
to  wtien  anything  new  was  to  be 
created,  was  re<]uested  by  his  co- 
nJiutor.5    to    luidcrtake    tJie    task,. 


130 


North- Carolina  Journal  of  Education. 


[May, 


which  he  did  with  thnt  avidity  and 
relish  which  characterised  his  ef- 
forts in  behalf  of  every  subject 
which  he  regarded  as  essential  to 
the  interests  of  his  country,  and  to 
the  development  and  perpetuity  of 
his  cherished  principles  of  republi- 
can equality.  In  the  execution  of 
this  plan  he  drafted  three  bills — 
one  "  For  the  more  general  diffu- 
sion of  knowledge,"  one  "For 
amending  the  Constitution  of  the 
College  of  William  and  Mary,  and 
eubstituting  mure  certain  revenues 
for  its  support,"  and  one  "  For  es- 
tablishing a  Public  Jjibrary." — 
The  first  of  these  bills  it  is  my  pur- 
pose to  review.  The  second  one 
almost  entirely  changed  the  organ- 
ization of  William  and  Mary  Col- 
lege— broke  the  shackles  of  reli- 
gious bijiutry  thrown  around  it  by 
the  English  charter,  and  provided 
for  converting  it  into  a  State  Uni- 
versity. Owing  to  the  great 
amount  of  K?gislatioa  necessary  for 
the  unsettled  condition  of  the 
country,  some  tia-e  elapsed  before  j 
these  bills  were  acted  upon  ;  and 
«o  great  was  the  prejudice  against 
this  College,  be<;ause  it  was  an  es- 
tablishment of  the  Anglican 
Church,  that  members  could  not 
be  induced  to  vote  money  or  any- 
thing el^e  to  its  hupport.  Thus 
this  bill  was  defeated  by  a  prejudice 
to  which  Jefieraon  himself  had  in- 
discreetly and  uuconsciou.><ly  con- 
tributed by  the  advocacy  of  his 
great  principle  of  religious  free- 
dom, it  is  a  qualifying  fact,  how- 
ever, that  be  lived  long  enough  to 
carry  out  this  part  of  his  plan,  by 
oatablishiug  the  University  at 
Charlotte&ville.  Long  may  it  pros- 
per and  liouriAh  !  and  the  graceful 
proportions  of  its  architecture,  and 
the  liberality  of  its  charter  remain 
uiODumeutti  to  the  etuinebt  quali- 


ties of  the  heart  and  misd   of  itc 
patriotic  founder ! 

To  come  back  to  the  first  bill — 
the  principal  one  of  the  three — w« 
find  it  providing  for  establishing  a 
number  of  free  common  schools  in 
every  county,  and  twenty  Stat* 
District  Academies,  to  be  support- 
ed by  public  expenditure.  Th« 
preamble  to  this  bill  is  a  striking 
production,  and  may  be  read  now 
with  profit.  It  bears  a  familiar 
likeness  to  the  style  and  sentiments 
of  the  author,  and  is  a  pertineni 
argument  in  favor  of  popular  edu- 
cation.    It  is  as  follows. 

"Whereas  itappeareth  that  how- 
ever certain  forms  of  government 
are  belter  calculated  than  others  to 
protect  individuals  in  the  free  ex- 
ercise of  their  natural  rights,  and 
are  at  the  same  time  themselves 
better  guarded  against  degeneracy, 
yet  experience  has  swown  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 
preventing  this  would  be  to  illum- 
inate, as  far  as  practicable, the  minds 
of  the  people  at  large,  and  more  es- 
pecially to  give  them  knowledge 
of  thoj^e  facta,  which  history  ex- 
hibiteth,  that,  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  generally  true 
that  the  people  will  be  happiest 
whose  laws  are  best,  and  are  best 
administered,  and  that  laws  will 
be  wisely  formed,  and  honestly 
administered,  in  proportion  aa 
those  who  form  and  administer 
them  are  wise  and  honest :  whenc« 
it  becomes  expedient  for  promot- 
ing   the   public   happiness,    tihat 


18590 


Air.  Jefferaor^B  Plan  of  Educatxcn. 


\n 


those  persons  whom  nature  hath 
endowed  with  genius  and  virtue 
should  be  rendered  by  Hberal  edu- 
cation worthy  to  receive  and  able 
to  regard  the  sacred  deposits  of 
the  rights  and  liberties  of  their 
fellow  citizens,  and  that  they 
should  be  called  to  that  charge 
without  regard  to  wealth,  birth, 
or  other  accidental  condition,  or 
circumstance ;  but  the  indigence 
of  the  greater  number  disabling 
them  from  so  educating,  at  their 
own  expense,  those  of  their  chil- 
dren whom  nature  hath  fitly  form- 
ed and  disposed  to  become  useful 
instruments  for  the  public,  it  is 
better  that  such  should  be  sought 
for,  and  educated  at  the  common 
expense  of  all,  than  that  the  hap- 
piness of  all  should  be  confined  to 
the  w'eak  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  schools — all  with 
the  most  perfect  system  and  ar- 
rangement. This  bill  then  divid- 
ed the  state  into  twenty  districts; 
in  the  central  part  of  each,  one 
hundred  acres  of  land  were  to  be 
purchased,  and  suitable  buildings 
erected  thereon  lor  Grammar 
schools,  in  which  were  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  coun- 
ty, very  much  in  the  same  manner 
ak  the  primary  schools  were  to  be 
managed.  It  is  wonderful  to  ob- 
■erve  with  what  particularity  the 


minutiaj  and  details  of  these  gradtft 
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  the  act  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  il 
is  a  melancholy  historical  fact  that 
these  schools  were  not  established 
in  a  single  county  in  the  state.  Un- 
fortunate for  Virginia  !  Had  she 
accepted  this  plan,  she  might  thit 
day,  in  point  of  liberal  education, 
have  stood  side  by  side  with  Mas- 
sachusetts and  Connecticut,  and 
her  eighty  thousand  citizens  who, 
according  to  the  census  returns, 
can  neither  read  nor  write  be  bask- 
in";  in  the  sunlijiht  of  letters.  The 
writer  of  this  was  forcibly  remind- 
ed of  these  unpatriotic  Justices, 
a  few  weeks  ago,  while  in  attend- 
ance at  one  of  our  County  Courts, 
by  an  incident  which  occurred 
there.  Ihe  proposition  to  th« 
Court  was  to  levy  a  certain  per  cent, 
on  land  and  polls  I'or  the  support 
of  our  common  schools.  Q'he  mor 
tion  was  opposed  by  several  of  the 
magistrates  ;  and  two  members  of 
the  Court  actually  made  spceche* 
against  our  excellent  system,  and 
declared  that  the  free  schools  did 
more  harm  than  good.  At  one  time 
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  Justices  came  to  the  rescue, 


132 


NortJt- Carolina   Jovmal  of  Educaitem. 


[May, 


and  gome  well  timed  and  sensible  ■  all  the  states  were  undergoing  im- 
rcmarks  from  gcnilemen  of  the  bar  portant  political,  social  and  reli- 
gave  hope  and  renewed  confidence  gious  changes — when  the  lolicy  of 
that  our  system  of  common  schools  the  country  was  unsettled  and  un- 
has  a  stronghold  upon  the  affec-  !  known  in  every  branch  of  its  exis- 
tions  of  the  peop^.e.  |  tence,  yet  it  commends  itself  to  the 

The  magistrates  of  every  coun-  j  good  scns3  and  sound  judgment  of 
ty  ought  to  appreciate  the  impor-  I  every  thinking  mind.  Even  after 
tance  of  their  connect'ou  with  these  |  the  policy  of  the  country  has  be- 
gehools.     They  have  the  laying  of  j  come  settled  and  her  wants  known, 


the  taxes  for  their  support,  and 
the  election  of  the  Boards  of  Super- 
intendents. As  the  smallest  ob- 
stacle in  the  wav  of  the  little    rill 


after  the  experience  of  the  three- 
quarters  of  a  century  of  our  coun- 
try's existence,  no  better  system  of" 
national  education  can  be  devised. 


by  the  mountain  side,  may  direct  '  Virginia  would  do  well  now  to  ex- 
fhe  course  of  the  great  stream  be-  j  hume  those  forgotten  bills  from  her 
low,  resistless  in  its  mighty  current;  !  archives,  and  enact  them  into  laws, 
so  the  power  of  their  influence  may  \  It  is  never  too  late    to    do   good  ; 


be  endless  and  buundless  upon  the 
destiny  of  these  schools. 

Without  a  liberal  asses  mentfor 
this  purpose  they  must  be  poor, 
and  in  the  f-elccticn  of  County  Sa- 
perintcndents,  care  and  judgment 
should  be  had  in  selecting  the  best 
men.  Mr.  Jefferson's  bill  required 
that  the  Ovene  rs  shtuldle  '-cmi- 


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  S3's- 
teni ;  and  f-he  has  a  Univerity  lib- 
cri»Ly  and  permanently  endowed 
by  the  state.     Thus  we    have    in 


nent  for  their  Icavnii.-g,  integrity  [  our  common  schools  and  Univer- 
and fidelity  toihe  Comuionweaith,"  j  sity,  the  exlromes  of  Jefferson's 
and  should  be  sworn  to  act  "with-  |  place  but  we  are  lacking  the  inter- 
cut favtr  or  affection."  It  is  to  be  mediate.  It  is  true  we  have  in 
regretted  that  th's  requirement  has    North  Carolina  many  high  schooJs 


not  been  enough  observed  ia  our 
state  :  and  that  the  Boards  hava 
too  often  been   composed   o 


and.  aaadejiiies  ;  but  none  of  theiu- 
are  ■i-nde?  t])«    state's    control    or 


£  v&cw  \  state  patronage.  They  are  there- 
known  only  as  good  finaneieits,  or  j  fore-  transient  and  irregular — run- 
some  other  quality  good  enouglrin  ning  up  suddenly,  and  declining 
its  place,  but  fitting  thciw  very  lit-  fast,  aecording  as  fortune  seems  to.- 
tie  for  the  particular  duties  of  ;  favor,  or  as  individual  gain  is  pro*- 
School  Superintendents.  j  moted  or  not.     Thg'placcs  of  these 

But  to  return  to  the    principle  |  ought,  to  some  extent,  to  be  sup- 
embodied   in  this  plan   offered  by  |  plied  by  district  Normal,  or  Gram- 


Mr.  Jefferson.  It  contemplates 
three  gTades  of  schools-  1  he  pri- 
mary, the  academical,  and  the  col- 


mar  schools,  organized  and  sustain- 
ed by  state  aid  ;  then  her  sj^stem 
would  be  complete,  and  her  boun- 


legiate,  all  equali}^  protected  and  ties  distributed  alike  to  all  elasse-. 
patronized  by  the  state.  Which  I  Upon  the  same  principle  that  the 
seems  to  be  a  natural  division,  church  cla'ms  to  be  the  keeper  of 
And  though  this  plan  was  pre-  the  faith,  in  order  to  avoid  heresy 
scu'ed  at  a  time  when  Virgin's  and  I  and  schism,  to  the  state  ought   to 


1859.1 


Inlermittmt  Springs. 


13:5 


be  the  gnardlan  of  so  important  an 
interest  as  tbc  education  of  lier 
people.  G-  W.  B. 


INTERMITTENT  SPRINGS. 


As  I  was  ridiug  once  among  the 
Green  mountains  with  my  triend 
the  ychoblmaster,  1  saw  by  the 
side  of  the  road  a  copious  spring, 
most  invitingly  clear,  and  gushing 
directly  out  from  the  ruck.  "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?"  Tasked. 
"It  is  an  intermittent  spring  ; 
and,  rich  and  geuerousas  it  seems, 
it  neYcr  runs  more  than  a  week  at 
a  time.  Then  it  will  be  dry  fur  two  , 
•or  three  months."  i 

We  both  alighted,  and  drank  i 
•copiously,  for  the  water  was  indeed 
delicious.  "  Shall  I  tell  you  my 
thoughts  V  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  do  you  mean  T' 
"That  class  which  resembles 
this  fountain.  It  will  rain  day  af- 
ter day,  and  week  after  week  ;  yet 
not  a  drop  of  water  will  flow  from 
this  opening.  At  last  the  reservoir 
can  hold  no  more,  and  then,  all  at 
once,  such  a  stream  will  burst  forth 
as  though  a  little  Winnipiseogee 
were  feeding  it.  For  three  or  four 
days,  it  will  pour,  pour,  pour ;  and 
then,  just  as  suddenly,  it  will  stop 


ia|!;ain.     So  it  is  with    ?ome  teach- 
ers.     With    that  ■*  charity'    which 
*  suffereth  long  and  is  kind,'  which 
'  beareth     all    things,    hopeth    aU 
things,  endureth  all  things,'    they 
will  permit   inattention,    disorder, 
and    misconduct  to  eo  un  in    their 
schools  day  after  day.     Now  they 
seem  to  haAe  ntither  eyes  nor  ears; 
now  they  ptsitively  encourage  rog- 
uery   by    a    smile.      l]ut  the    last 
drop  i-t  length  fills  up  tlie  reservoir 
of  their  tempers;  and  then  such  a 
Niagara  of  scolding  and   threaten- 
ing  breaks    forth  !     The    scholars 
understand  that   it  would  be    dan- 
gerous for  them  to  do  any  mischief 
or  make  aiy  i  o'se  just  now.     Their 
e}es  are  all  on  theii   books,  except 
when  they  steal  glances  at  the  en- 
raged niaster.      They  walk    on  tip- 
tee.     But   the    Niagara    has    soon 
stopped  running,    t,nd  no  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    re?olve  that    they    will 
not  le  so  the    nest  time.     By  de- 
grees   their   animal    spirits    creep 
uut,  as  ^^scp's  frogs  from  their  hid- 
ing-places, after  the    splashing    of 
the  log    which  Jupiter  had  throwa 
down  as    their    king.      The    froo-s 
soon  mounted  the  log  in  utter  de- 
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  little  pool,  with  ec^ual  dis- 
regard.    They  begin  their  pranks 
gradually  ;  and  the  master,  who  is 
satisfied  that  by  the   last   demon- 
stration  he    has   now  thoroughly 
established  his  authority,  feels  so 
secure,  and  by  a  species  of  reac- 
tion,  so   very   good-natured,   and 
!  takes  so  little   notice  of  the  frolic 
I  and  misrule,    that  in  a  few  days 
1  they  rise  unchecked  to  as  great  a 


184 


Korili- Carolina  Jovrnal  o/  Edutatioiu 


[M.y, 


height  as  before.  And  now  comes  [ 
linother  storm,  and  after  it  another  ' 
calm;  tobe  succcodeJ,  iftlies!chool  ] 
keeps  long  enough,  by  storm  and 
Calm  number  three.  You  don't 
keep  school  so,  I  hope  ?"  s.iid  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 
neitiaer  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  my  school 
government  was  entirely  faultle.«s 
in  the  particulars  of  which  he 
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  govern uieut." 

"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  one  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.  His  son 
Hiram,  a  chubby  boy,  eight  or  nine 
years  old,  who  ought  to  have  been 
at  school, was  in  the  field  with  him, 
sometimes  lying  on  the  grass  bor- 
ders, sometimes  strolling  up  and 
down  the  rows,  and  sometimes  rol- 
ling in  the  dirt.  The  great  object 
of  attraction  to  the  toy  was  his 
father's  bare  feet.  He  would  pick 
up  a  sniall  pebble  and  watching  his 
opportunity,  as  a  eat  to  spring  upon 


n  mouse,  would  throw  it  so  as  to 
hit  one  of  the  feet.  The  man 
would  jump  up,  look  round,  and 
then  go  to  hoeing  again.  In  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  gruoi 
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.  yoa  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  his  father's  system  of 
government;  and  after  waiting 
awhile,  and  taking  a  few  extra  rolls 
in  the  dirt,  he  picked  up  a  little 
smooth  stone  and  gave  it  a  gentle 
toss  at  his  father's  feet.  No  notice- 
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  foree:  'If 
you  do  that  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..  ThiB  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  «?ear  up  a  good  with« 
about  you  T  But  the  hopeful  son 
kept  on  his  play  and  saw  that  hie 
didn't.'    My  friend  D 'vjos 


1859.] 


Practical  Education. 


135 


curious  to  ascertain  how  many  | 
times  this  scene  would  be  repeate-l,  j 
»nd  with  what  intervals  ;  but  his  | 
observation  wa!  interrupt^-d  by  the  ! 
blowing  of  the  dinner  horn  ;  and  ; 
the  truthful,  consistent,  well  mana-  j 
ping  father,  and  the  obedient  affec-  j 
tionate  son, now  no  longer  throwing 
■tones  at  his  father's  feet,  at'd  his 
oifenses  all  fcgotton,  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  liim  up  so 
well.  And  souje  teachers  congrat- 
ulate themselves  upon  success  in 
their  schools  with  just  as  good  a 
reason  I" — Aiass.  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  i'      I>o  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  occupyi'     Could  we,  in  this   re^ 
spect,  be  more   practical    than    we 
now  are  ?     Yet    this    is    precisely 
what  they    mean.     I'arents   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 
I  could    thus    be    gained.      Having 
/  determined  what  special  knowledge 
/  will  be  most  called   in    requisition, 
in  the  pursuits  to  which    ihey    are 
destined,  they  urge  its   inculcation 
as  if  this  alone  would   insure  suc- 
cess.    How  often  does   the  parent 
ask  the  teacter,  of  what   use    this 


or  that  study  will  be  to  the   child 
in  this  or    that  kind  of   business  ! 
He  wishes   to    invest    nothing    in 
this  direction,  that  does  not  prom- 
ise   tangible      returns    in    dollan 
and  cents.      He    would     have    his 
boy  read,  and  write,   and    cast  ac- 
counts :  be  would  have  him,     per- 
haps, know  something  of  geography 
of  grammar  and    of    book-keeping, 
for  these  he  may  in  sume  way  need 
But  he  is  destined   to    the    farm, 
the  counting  house  or  the  mechanic's 
shop,  and  these  are   all    sufficient. 
1  Why  spend  time  and    money,    for 
1  what,   perchance,     will     ne\'er    bo 
,  needed  i'     Or,  perhaps,  if  the    boy 
•  is  intended    for    a     profession,    of 
I  what  use  is  Greek  or  astronomy  to 
I  the  tyro  in  law;  or  what  will  geom- 
etry or  natural    theology  avail    the 
student   of   medicine;  or  of    what 
advantage  to   the    theologian,    are 
natural  history  and  political  econo- 


my ?     And  the  teacher,  too  often, 
in  his  simplicity,  or  love    of  place 
or  of  accommodation,   accepts   this 
kind  of  interrogative    argament   as 
conclusive,  and  sets  about  to  give 
his  pupils  a  practical  education   in 
accordance  with  these    views,    and 
of  sourse  gives  a  practiul  edueation 
likely  to    fail  in    prac  icil    results. 
i\od  it  does  fail.      And  yet,    from 
the  same  lips  which  urged  this  sui- 
cidal course,  never    tracing     effect 
to  cause,  and  too   seldom    gaining 
wisdom  from  observation,  is  pealed 
forth   again  in    impatient    tunes — 
"be  more  pryctical."   The  truth  is, 
we  hive  too  mujh   of  this  Practi- 
cal Kdueation   in  our  schools.     In 
fact,  between  the   anxiety    of   the 
parsut  to  have  inculcated,   and    of 
the  teacher  to   inculcate    pr.:ctical 
learning,  education  is  left  entirely 
,out  of  the  account.     We  strive  to  / 
stuff  with  specific  knowledge,    but  ; 
;do  not,  except  by  accident,  develop 
mind.     We  teach  facts,  and  show 


136 


North- Car  •Una  Joxirnal  of  Educaticn. 


[May, 


V 


how  they  may  be  applied  to  certain  \  of  learning  their  own.  At  least, 
uses,  but  do  not  generate  indepen- }  give  them  an  extensive  and  accu- 
dent  thought.  This  kind  of  specif-  j  rate  knowledge  of  words.  They 
ic  learning  may  be,  nay  if,  neces- 1  will  then  have  the  instruments  of 
sary  in  husines-s  life.  But  in  the  \  thought,  which  they  can  use,  both 
I'rimary  school  it  should  be  sought '  in  examining  the  expressed 
and  uspd,  rather  as  a  means  for  1  thoughts  of  others,  and  in  express- 
intellectual  growth,  not  as  an  end  }  ing  their  own.  This  done,  and  the 
to  be  attained,  beyond  which  iher f:\practical  studies  are  no  longer  dry 
is  nothing  to  be  desired.  The  aim  I  and  irkso«)e  and  unintelligible, 
of  the  school,  and  hence  of  the  \  The  mind  thus  prepared,  acquires 
teacher,  should  be,  to  make  self-  1  with  pleasure,  because  with  corn- 
reliant  thinkers ;  to  so  train  pupils  j  parative  ease.  We  have  to-day 
that  they  can  confidently  enter  the  j  in  our  school  a  boy  of  eleven  years, 
field  of  research  alone;  that,  trust-  i  whose  knowledge  of  words  has 
ing  to  the  power  of  self  directed  !  been  cultivated,  until  recently  al- 
thought,  they  can  grapple  with  j  most  to  the  exclusion  of  everything 
the  truths  of  science  without  the  |  else,  except  what  was  incidental 
teacher's  aid;  thus  enlarging  the  ,  thereto,  outstripping  with  the  ut- 
uiiud,  furnishing  it  with  increased  !  most  ease  boys  of  fifteen  in  these 
knowledge,  and  giving  it  increas-  i  practical  studies.  He  reads  his 
ed  capacity  for  more.  This  is  true  '  author  and  sees  thoughts:  others 
Practical  Education  ;  the  kind  of  see  words.  They  read  the  signs. 
education  we  need  ;  the  kind  of  He  reads  their  meaning, 
education  we  must  have  if  we  Pellow  teachers,  look  at  this 
would  see  the  day,  when  two  or  j  matter  a  little,  for  it  is  one  in 
three  shall  not  do  all  the  thinking  which  you  should  have  a  deep  in- 
for  a     neighborhood  or  a    town. —  |  terest.     Either  the   truth  is    here, 


is  it  answered,  that  this  can  not 
be  attained  in  our  schools  as  now 
organized.  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 
Jogyisms  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 
very  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  thinh 
■without  language;  and  this  must 
be  acquired.  Let  them,  if  practi- 
cal, learn  another  language  than 
^heir  own,  as  the   readiest   means 


or  it  is  somewhere  else.  AYe  take 
our  pupils  over  the  same  subjects, 
term  after  term  ;  it  may  be  year 
after  year,  and  yet  they  compre- 
hend them  but  imperfectly.  They 
pass  from  under  our  instruction, 
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  not  possess;  and 
hence,  must  be  content  to  let 
others  do  much  of  the  thinking 
for  them.  Should  this  be  so  ? — 
If  not,  how  much  of  the  fault  is 
ours  ?  Think,  determine,  act. — 
N.    Y.   Teacher. 

To  persevere  in   one's  duty  and  be 
silent,  is  the  best  answer  to  calumy. 


1859.] 


Jieward  of  Courtesy. 


137 


THE  REWARD  OF  COURTESY. 

A  few  years  since  on  a  radiant 
-spring  afternoon,  two  men,  who 
from  their  conversation  appeared 
to  be  foreigners,  stopped  before 
the  gafe  of  one  of  tbe  large  work- 
shops in  Philadelphia  for  the  man- 
ufacture of  locomotive  engines. 
Entering  a  small  office,  the  elder 
of  the  two  men  inquired  of  the 
superintendent  in  attendance  if  he 
would  permit  them  to  inspect  the 
works. 

'  You  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  tbe  two 
strangers  more  closely.  They  were 
respectably  but  plainly  clad,  and 
evidently  made  no  pretensions  to 
official  dignity  of  any  kind. 

*Is  there  anj  one  who  can  show 
us  over  the  establishment  and  ex- 
plain matters  to  us  V  asked  Mr. 
AVolf,  the  elder  of  the  two  strang- 
ers. 

'  You  must  pick  your  own  way, 
gentlemen,'  replied  the  superin- 
tendent; 'we  are  all  too  busy  toattend 
to  eveiy  party  that  comes  along  : 
I'll  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  J>.r.  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 
you,'  said  Mr.  Wolf,  bowing;  and 
taking  his  campanion's  arm,  they 
passed  out. 

'  If  there  is  anything  I  dislike, 
it   is   incivility/    said   Mr.  Wolf, 


when  they  were  in  the  street.  *  I 
do  not  blame  the  man  for  not  wish- 
ing to  show  us  over  his  establsh- 
ment — he  is  no  doubt  annoyed 
and  interrupted  by  many  heedless 
visitors,  but  he  might  have  dis- 
missed us  with  courtesy.  He 
might  have  sent  us  away  better 
content  with  a  gracious  refusal 
|,than  with  an  ungracious  consent.' 
'Perhaps,'  said  theother  stranger 
'we  shall  have  better  luck  here,' 
and  they  stopped  before  another 
workshop  of  a  similar  kind. — 
They  were  received  by  a  brisk  lit- 
tle man,  the  head  clerk  apparent- 
ly, who  in  reply  to  their  request 
to  be  shown  over  the  establishment 
answered,  '0  yes  !  come  with  me 
gentlemen.  This  way.'  So  say- 
ing, he  hurried  them  along  the 
area  strewed  with  iron,  brass, 
broken  and  rusty  heels  of  iron, 
fragments  of  old  boilers  and  cylin- 
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  Lis  watch,  tap- 
ped his  foot  against  an  iron  tube, 
and  showed  other  signs  of  impa^ 
tieuce,  whereupon  Mr.  W^ulf  re- 
marked, we  will  not  dfitaiu  you  any 
longer,  sir,'  and  with  his  iriead 
took  leave. 

'  This  man  is  an  improvemeut 
on  the  other,'  said  Mr.  \Voir,  but 
all  the  civility  he  has  is  on  the 
surface,  it  does  not  come  from  the 
heart.     W^e  must  look  further.' 

The  strangers  walked  oy'  /or 
nearly  half  a  mile  in  siienee,  when 
one  of  them  pointed  to  a  hulnble 
sign  with  the  picture  of  a  locomo- 
tive engine  with  a  train  of  cars  un- 
derneath..    Xt    overtopped  a  small 


I 


138 


North- Carolina  Journal  of  Education. 


inviar, 


kut  not  more  than  tea  feet  Id 
height  communicating  with  a  yard 
and  a  workshop.  '  Look,'  said 
the  observer,  'here  is  a  machinist 
whose  name  is  »o4  on  our  list.' — 
Probably  it  was  thought  too  small 
a  concern  for  our  purpose,'  said 
his  companion.  '  Nevertheles&  iet 
tts  try  it,'  said  Mr.  Wolf. 

They  entered,  and  foraad  at  the 
desk  a  middle  aged  man,  whose 
somewhat  grimy  aspect  and  apron 
round  his  waist,  showed  that  he 
divided  his  labors  between  the 
workshop  and  the  counting-room. 
'  We  want  to  look  over  your 
works,  if  you  have  no  objection,' 
said  Mr.  Wolf 

'  It  will  give  me  great  pleasure 
to  show  you  all  that  is  to  ba  seen,' 
said  the  mechanic,  wifih  a  plea;sed 
alacrity,  ringing  a  bell  aod  telling 
the  boy  who  entered  to  take  e-laiargo. 
of  the  office. 

He  then  led  the  way,  aa<J  ex^ 
plained  to  the  strangers  the  whole 
process  of  constructing  a  locomo- 
tive engine. 

He  showed  them  how  the  various 
parts  of  machinery  were  manufac- 
tured, and  patiently  answered  all 
their  questions.  He  told  them  of 
an  improved  mode  of  tubing  boil- 
ers, by  which  the  power  of  gen- 
erating steam  was  increased,  and 
showed  with  what  care  he  provid- 
ed for  security  from  bursting.. 

Two  hours  passed  rapidly  away. 
!rhe  strangers  were  delighted  with 
the  intelligence  displayed  by  the 
mechanic,  and  with  his  frauk,  at- 
tefltive  and  unsuspicious  masQer. 

'Here  is  a  man  who  loves  his 
profession  so  well,  that  he  takes 
pleasure  in  explaining  its  mysteries 
to  all  who  can  understand  them,' 
said  Mr.  Wolf 

'I  am  afraid  we  have  given  you 
a  good  deal  of  trouble,'  said  the 
other  stranger. 


'ln<ieedi„  gentlemen,  I  have  en- 
joyed yoor  Ti&it/  said  the  mechin- 
ic,  '  and  I  »baiU  be  glad  to  see 
you  agajia.' 

*  Perhaps  yoa  may,'  said  Mr. 
Wolf,  and  the  stransgers  departed. 
Five  months  afterwards,  as  the 
mechame,  who&e  means  were  quite 
limited,  sat  in  bia  office,  meditat- 
ing how  hard  it  was  to  get  business 
by  the  side  of  such  large  establish- 
ments as  were  hia  competitors,  th& 
two  strangers  entered.  He  gave 
them  a  hearty  welcome,  handed 
chairs  and  all  sat  down. 

'  We  come,'  said  Mr  Wolf, 
'with  a  proposition  to  you  fr  )ra  the 
Emperor  of  Russia,  to  visit  St. 
Petersburg.' 

'From  the  Emperor  ?  impossible!" 

'  Here  are  your  credentials.' 

'  But,  gentlemen,'  said  the  now 

agitated  mechanic,  'what  does  this 

mean  ?     Hetw  have  I  earned  such 

an  honor  V 

'  Simply  by  your  straight-for- 
ward courtesy  and  frankness,. com- 
bined with  professional  intelli- 
gence,' said  Mr.  Wolf.  'Because  we 
were  strangers  you  did  not  think 
it  necessary  to  treat  us  with  cold- 
ness or  distrust.  You  saw  we  were 
really  interested  in  acqaainiing 
ourselves  with  your  work,  and, 
you  did  not  ask  us,  before  extend- 
ing to  us  your  civility,  what  let- 
ters of  introduction  we  brought. 
You  measured  us  by  the  spirit  we 
showed,  and  not  by  the  dignities 
we  might  have  exhibited.' 

The  mechanic  visited  St.  Peters- 
burg, and  soon  afterwards  removed 
his  whole  establishment  there. — 
He  had  imperial  orders  for  as  many 
locomotive  engines  as  he  could 
construct.  He  has  lately  return- 
ed to  his  own  country,  and  is  still 
receiving  large  returns  from  his 
Russian  workshop.  And  all  this, 
prosperity  grew  out  of  his    civilty 


1859.] 


Tlie  Child  .  aeal. 


13* 


to  two  strangers,  one  of  whom  was 
the  secret  agent  of  the  Czar  of 
Russia. 


THE   CHILD  IDEAL. 

Much  has  been  written  and  said 
about  the  ideal  man,  and  the  ideal 
woman,  but  where  shall  we  find 
the  child  ideal  ?  Is  it  to  be 
found  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  child-life; 

"  If  we  carve  it  then  on    the  yielding 

stone 
With  many  a  sliarp  incision, 
Its  heavenly  beauty   shall  be  our  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 
young  blood  coursed  swiftly  from 
a  heart  beating  with  all  the  purity 
of  affection  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 liim  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 
school.  He  was  truly  Shakspeare's 
teacher,  and  his  pupil 

— the  whining   schoolboy,   irith  his 
satchel 


And   shining  morning  face,  creeping 

like  snail, 
Unwilling  to  school. 

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  ;  th« 
eye  has  lost  its  earnest  soul-glance, 
and  in  its  place  the  si}'  and  watch- 
ful look — or  perhaps  the  flash  of 
anger,  r-Hurned  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 m  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  kindly  guided.  He 
sees  a  child-heart  full  of  affection 
and  fond  endiiarments  ;  these  are 
not  to  be  checked.  The  eye,  speak- 
ing its  varied  language,  is  answer- 
ed by  a  gl  mce  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  care 
the  high-minded,  true-hearted,  af- 
fectionate being.  Nature  is  beau- 
tiful. Let  the  glad,  true  nature 
come  forth.  Do  not  form  the  child 
ideal  with  Gold,  calculating  precise- 
ness.  Give  the  young  heart  ita 
fill  of  joy,  and  in  your  gift  they 
have  received  a  double  blessings 
the  joyous  present  and  its  happy 
remembrance. 

"The  thoughts  of  youth  are  long 


140 


Nor  til- Carolina  Journal  of  Education. 


[3Iay, 


long  thoughts/'  reaching  through 
their  lives,  and  by  agsociation, 
through  the  lives  of  others. 

N.  Y.  Teacher. 


EDUCATION  OF  ENGLISH  GIELS. 

There  are  no  public  schools  in 
England.  This  is  owing  to  the 
fact  that  the  English  people  con- 
sider any  system  of  education  •svhicb 
does  not  include  the  teaching  of  the 
Christian  religion,  fatally  defec- 
tive. They  think  that  the  incul- 
cation of  their  own  religious  faith 
ought  to  constitute  a  part  of  the 
regular  routine  of  the  daily  school, 
and  that  this  school  should  boun- 
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- 
senter cannot  ol  course  accede  to. 
Consequently,  since  both  agree  in 
one  thing,  viz.,  that  any  system  of 
education  which  ignores  Christian- 
ity, or  pushes  it  into  a  corner,  is 
semi-infidel,  all  attempts  at  com- 
promise fail,  though  the  experi- 
ment has  been  often  made  and  urg- 
ed by  the  combined  forces  of  the 
Grovernment  for  the  time  being, 
and  the  clergy  of  the  Church  of 
England.  Under  these  circum- 
stances, all  who  can  afford  it  send 
their  children  to  private  schools, 
while  provision  is  made,  partially, 
for  the  poorer  classes,  by  the  '"Na- 
tional School''  system,  on  the  part 
of  the  church,  and  by  the  "British 
and  Foreign  School"  system  on  the 
part  of  the  dissenters,  in  coopera- 
tion with  liberal  churchmen,  under 
such  distinguished  patronage  as 
that  of  Lord  John  Russell  and  the 
Duchess  of  Sutherland. 


There  is  one  feature  which  char- 
acterizes all  English  schools   alike, 
higher  or  lower,  and  that  is  the  sep- 
aration of    the  sexes.     Except  in 
the  case  of  very    young   children, 
girls  and  boys  are  not  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  yeais 
of  age,  being  associated  as  school- 
nuites.     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,  music  and 
French.  History  enters  much  more 
largely  into  the  education  of  both 
I  sexes  than  with  us.     1   must  not 
forget  to  say  that /abundant  exer- 
'  cise  in  the  open  air  is  reckoned  an 
;  indispensable  feature  of  the  daily 
1  routine   in    all     female    boarding 
j  schools.     This    daily    exercise    is 
;  secured  by  walking,  more  largely 
i  than  in  any  other  way,  and  is  not 
omitted  summer  or  winter,    unless 
i  the  stress  of  weather  is   decidedly 
serious.     Another  marked  feature 
in  the  training  of  English  girls,  is 
I  the  entire  absence  of  the  high  pres- 
sure system.     They  do  not  crowd 
I  so  many  things  into  a  given  time 
as  we  uo,  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  girl  with    nervous  system 
shattered  by  too  close   application 
at  school.     The  English  think  that 
anything  in  the  education  of  their 
girls,    gained    at    the    expense   of 
health,  is  purchased  at  much  too 
dear  a  price.  The  idea  of  the  health 
of  English  girls  is  never  lost  sight 
of,  from  the  day  they  are  born,  un- 
til they  are  married  and  leave  their 
father's  roof.     Dress,    food,    tern- 


1859,J 


Home  Education. 


141 


perature  of  apartTents,  (ten  or  fif- 
tcn  dejirees  lower  than  with  us,  on 
the  average,  in  the  winter,)  studies 
and  exercises,  all  are  constantly 
ref^ulated  with  a  strict  regard  to 
health.  Thus  habits  are  early  es- 
tablished which  continue  through 
lite,  and  thus  a  plump  form,  good 
health,  and  cheerfulness  are  so  gen- 
eral with  English  women,  and  last 
so  many  years. — Jiev.  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 
thinliers  and  the  benevolent,  it  is 
fertain  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  benetit  and 
advantage  ui'  her  offspring  The 
mother's  influence  is  often  counter- 
acted by  the  habits  and  example  of 
the  father;  in  such  case  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, leaves 
its  impression  upon  the  mind  and 
heart  which  can  never  bo  totally 
eradicated.  The  prmcipil  cause 
of  so  many  departures  from  the  path 
of  right  is  evil  associations.  The 
mother,  engaged  in  her  household 
stfairs,  has,  among  the  majority  of 
those  who  are  dependent  upon 
their  labors  for  a  livelihood,  but 
little  time  to  devote  to  her  chil- 
dren ;  and  as  soon  as  they  are  able 
to  walk  by  themselves,  they  seek 
playmates,  and  the  youthful  mind 
is  readily  impressed  for  good  or 
evil,  iiccording  to  the  associations. 


The  effect  of  these  impressions  are 
more  lasting,  in  most    cases,   than 
the  influence  and  example  of  par- 
ents.    If  mothers  were  placed    in 
circumstances  so  that  they    could 
1  give  the  proper  attention  to  their 
'  children,  and  it  they  had  the    co- 
'  operation  of  their  husbands,  there 
j  would  be  less  vice  in  the  world. 

Home  education  is  the  best  for 

the  youthful  mind.     The  most  de- 

;  termined  man  in  every   station  of 

I  life,  will  to  the  latest  period  of  his 

I  pilgrimage,  be  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. — iVoel. 


SPRING  IS  HERE. 

Spring  is  here,  the  birds  are  singing 
Anthems  for  the  rosy  May  ; 

Gales  from  balmy  bowers  are  bringing 
OJors  for  its  natal  day. 

Heaven  is  smiling — earth  is  ■wreathing 
Flowers  of  iiope  and  J03'  aud  truth  ; 

Nature  in  sweet  tones  is   breaihing 
Love  within  the  heart  of  youth. 

Care  has  left  the  stricken  bosom, 
Gladness  chases  doubting  gloom ; 

Winter  hopes  begin  to  blossom. 
Life  receives  its  vernal  bloom. 

Maidens'  eyes  with  hope  are  beaming, 
Roses  on  their  cheeks  repose  ; 

Gaily  pass  their  hours  in  dreaming 
Of  a  life  all  free  from  woes. 

Rut  amid  thy  glee  and  gladness, 
Mark  the  moments  as  tliey  fly; 

lu  thy  joy  and  in  thy  sadness. 
Gather  flowers  that  never  die. 

— Schoolmaster. 


The  education  gained  by  obser- 
vation and  experience,  is  of  th« 
most  service,  for  experience  is  the 
school  in  which  wisdom,  is  learned. 


i 


142 


North- Carolina  Journal  0/  Education. 


[May, 


JLWARDING  PRIZES  IN  SCHOOL. 


How  many  young  hearts  have 
bounded  joyously,  and  how  many 
bright  eyes  have  sparkled  with  in- 
tense brightness,  in  anticipation  of 
t  promised  "prize." 

Who  does  not  remember  the  en- 
thusiastic thrill  once  awakened  in 
in  his  heart  at  the  thought  of  ex- 
celling all  his  class-mates  ?  bow 
the  life-current  went  rushing  to  his 
brain,  and  there,  by  its  angry  dash- 
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  destination  of  a  much- 
coveted  prize? 

It  is,  I  believe,  pretty  generally 
conceded  tliat  the  practice  of 
awarding  prizes  for  superior  schol- 
arship is  attended  with  results  both 
good  and  evil ;  but  which  of  these 
predominates  is  still  a  mooted  ques- 
tion— a  question  which  the  writer 
does  not,  of  course,  expect  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 
ia  prizes;  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  akin  to  that  which  fired 
the  soul  of  great  Napoleon,  grap- 


pled to  his  memory  those  dull  and 
prosy  facts  which  hitherto  had 
rendered  the  pages  of  his  text-book 
odious.  A  new  afilatu?  has  seized 
him,  and  now  every  faculty  of  hia 
soul  pays  tribute  to  this  one  wish 
of  fcurpassing  his  fellows.  He  is 
bound  to  win.  Day  and  night  h* 
bends  unflinchingly  to  his  task ; 
but  suddenly  a  shadow  flits  across 
his  brow — "a  change  is  coming 
o'er  his  dream" — he  sees  another 
breast  to  breast  with  him  in  th« 
exciting  race;  yet  he  will  not  he 
outdone.  One  more  eftort,  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  bis  quivering  lip, 
but  it  passes,  and  his  face  puts  oo 
a  look  that  tells  of  gangrene  in  the 
soul. 

His  fellow-student,  co  more 
faithful,  no  more  persevering  than 
he,  but  endowed  with  a  larger  shara 
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  hated  rival. 

The  laurel  which  long  had  waved 
80  winningly  above  him  is  destined 
for  another's  brow.  He  sees  » 
stately  form  walk  forth  with  con- 
scious triumph  in  his  tread,  and 
the  multitude,  ever  ready  to  glori- 
fy success,  break  forth  in  pscans 
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  some  generous-souled 
school  fellows  meets  the  glanue  of 
the  unsuccessful  aspirant.  Hu- 
manity is  weak,  and  he  is  only 
maddened   by   this   honest,  well- 


1859.] 


Awarding  Prizes  In  Sch«oh: 


14S 


Qieant  sympathy.  He  had  looked 
for  admiration — disappointed  of 
this,  pity  is  to  him  but  "apples  of 
Sodom."  His  pride  revolts,  and 
"with  scorn  upon  his  face  and  ha- 
tred in  his  heart,  he  resolves  to 
liumble  his  more  fortunate  rival. 
He  feels  that  he  is  wronged,  in- 
jured, abused,  and  in  the  bitter- 
ness of  his  envy  tortured  soul,  he 
wishes  the  laurel-crowned  hero  a 
thousand  deaths;  nor  doeshe  scru 
pie  to  employ  the  basest  means  to 
mar  the  leputation  of  his  compet- 
itor. Oh  !  'twere  a  pity  to  rouse 
such  passions  in  the  human  heart, 
A  purer,  nobler  inspiration,  me- 
thinks  should  fire  the  youthful 
•pirit. 

A  desire  for  great  mental  at- 
tainment, if  born  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 
which  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  maj  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  host 
of  victors  may  share  equal  honors 
— where  "laurels  drenched  in  pure 
Parnassian  dews"  may  crown  alike 
a  myriad  of  literary  heroes. 

Let  prizes  material  and  immateri- 
tl,  motives  drawn  from  earth  and 
heaven,  be  held  up  to  the  school- 
boy's vision.  Give  him  smiles, 
mva.faetiiaLtlon'i,  picture-books, ''po- 
ems," if  you  like — anything  to  en- 
hance his  love  of  Iparning,  his  ar- 
dor for  scholastic  victory.  Let  his 
ttudent  life  be  a  continual  coQtest, 


but  let  his  battles  be  with  books^ 
and  not  with  a  vital  organism  kin- 
dred to  his  own,  which  thinks  and 
feels,  and  hopes  and  fears,  and  loves 
and  hates,  as  ardently  as  he. 

By  awarding  prizes  to  certain 
grades  »f  scholarship  to  which  ev- 
ery faithful  student  may  attain,  in- 
stead of  to  a  solitary  individual, 
who  shall  surpass  all  the  rest,  may 
not  a  healthful  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,  pure 
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-giveu  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  Journal. 


MATHEMATICAL  QUESTIONS. 

1.  When  some  men  have  attain- 
ed a  certain  degree  of  eminence  ; 
and  have  gained  titles  and  honors 
in  church  and  state,  they  seem  to 
think  that  they  are  not  to  be  gov- 
erned by  the  ordinary  rules  of  so- 
cial intercourse,  civil  society,  and 
christian  courtesy ;  how  much  emi- 
nence will  entitle  them  to  disre- 
gard all  these  ? 

2.  If  a  man  cannot  support  his 
family,  how  many  dogs  can  he  keep? 


U4 


North-  Carolina  Joxtrixal  of  Educattorv.- 


[May^ 


A  few  years  ago  we  knew  of  one 
in  this  state  who  could  not  feed  his 
children,  or  send  them  to  school ; 
but  who  kept  several  dogs,  and 
hired  out  his  children  to  get  provi 
sions,  and  when  they  had  earned 
them,  fed  his  dogs  in  preference 
to  his  children.  F. 


FREE  SCHOOLS. 


A  correspondent  of  the  Tf^ash- 
ington  Dispatch  suggests  some 
things  that  deserve  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  management  of  our  free  schools. 
If  properly  managed,  these  schools 
may  be  of  vast  benefit  to  our  chil- 
dren and  to  our  country,  but  if 
lacFly  eondaeted  by  the  employ- 
ment of  incompetent  teachers,  the 
money  is  not  only  wasted,  but  it  is 
brought  in  competition  with  pri- 
vate means  employed  to  sustain 
schools  of  a  higher  order. 

Our  fj-ee  school  system  has  now 
been  in  operation  many  years,  and 
if  we  have  made  any  progress, 
which  I  believe  is  the  case,  we 
should,  I  think,  advance  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  diflicult  to  keep  up  private 
schools  when  brought  in  conflict 
with  free  schools,  because  the  lat- 
ter would  take  away  from  the  for- 
niQc  some  part  of  its  patronage, 
and  the  children  who  remained  at 
the  private  school  derived  no  bene- 
fit from  the  free  school  fund,  there- 
by causing  dissatisfaction. 


Another  difficulty  arises  from 
the  fact  that  good  teachers  cannot 
generally  be  obtained  for  a  less 
time  than  a  year,  while  the  free- 
school  money  will  only  pay  fof 
about  one-fourth  that  time.  Henre 
private  schools  are  i'DJared  or  bro- 
ken  down  by  the  free  schools,  and 
when  the  latter  become" exhausted, 
the  district  is  left  without  a  school. 

The  free  schools  have  no  doubt 
been  managed  by  those  having  the 
control  of  them  as  well  as  the  cir-' 
cumstances  of  the  case  would  ad- 
mit, unleps  they  had  been  aided 
more  liberally  by  men  of  means  in 
their  districts.  Indeed  in  some 
districts,  good  teachers  have  been 
employed,  both  private  and  free 
schools  have  been  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  njitron- 
%]:e  is  insufficient  to  sustain  sohools 
through  the  year,  that  the  promi- 
nent men  of  the  district  employ 
upon  their  own  responsibility  good 
teachers  by  the  year, — that  ihis 
school  be  made  free  for  so  mi5«h 
I  of  the  year  as  the  public  fund  wML 
■  sustain  it  and  private,  the  balance- 
of  the  time.  The  children  by  bav- 
in an  uninterrupted  ^ourse  of  in- 
struction from  good  teachers,  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 
kindhearted  individuals,  who  would 
pay  for  the  tuition  of  the  few  poor 
children  in  their  district  at  the 
private  schools,  so  that  they  could 
have  the  privilege  of  going  both 
to  the  private    and    froe    styhools 


1859.] 


Chronology. 


145 


without  interruption.  To  do  so, 
would  confer  a  great  blessing  af. 
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  living  evidences  of 
the  good  they  had  done,  in  the 
improvement  in  intelligence  of  the 
rising  generation  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 
studying  history  to  remeuiber  the 
dates  of  events  ;  but  most  persons 
find  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  meujory. 
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  his 
birth;  forinstanceKonie  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 
of  Rome  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 thatoueevent  coincides  near- 
ly or  quite  with  another,  as  the  ac- 
ce:<sioij  of  Charles  V.  to  the  throne, 
1519  A.  D.,  coincides  with  the  be- 
ginning of  the  Reformation  by  JjU- 
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- 
niuuth. 

The  whole  duration  of  the  Van- 
dal Kingdom  in  Africa  was  about 
100  years.  Just  as  in  Geography 
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  betwee  i. 

The  Middle  Ages  make  about 
1000  years,  from  A.  D.  305,  when 
the  Roman  Empire  was  finally  di- 
vided i':to  east  and  west,  between 
Arcadiusand  Honorius,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 


I^ji-fi-  O.ortiina  Journal  of  Education. 


[May, 


of  the  west.  2.  From  that  to  Pope 
Gregory  VII,  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  captureof  Constantinople  by  the 
Turks;  1453 


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 


So  we  niiizht  take  the  History  of  i  years, in  this  the  10th  century  mo!-:t- 
France.  The  French  monarchy  |  ly  is  Conrad  I.,  Henry  I.,  Otho  I,, 
was  established  by  Clovis,  the  first  |  Otho  II.,    Otho    III.,    Henry   II., 


of  the  jMerovingian  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  dyna* 


Conrad  II. 

The  initials  will  come  C.  H.  0. 
0.  0.  H.  C,  the  three  Os  may 
equal  the  three  cyphers  in  1000. 
These  correspondences    are    unim- 


ty,  which  continued  till  the   llevo-  |  portant,  but  they   may   aid   in    re- 


lation. 1793 

Julius  Cajsar  first  visited  Eng- 
land, B.  C.  55,  but  it  was  not  till 
A.  D.  43,  that  the  Romans  con- 
quered the  island.  Tiiey  were  ob- 
liged to  withdraw,  and  the  Saxons 
came  over  in  449 ;  the  Normans 
conquered  it  in  1066 ;  the  great 
revolution  was  in  1G88. 

These  make  very  convenient  di- 
visions.  Singular  coincidences  may 


member'ng  the  dates.  And  so  any 
one,  without  any  artificial  system 
of  Mnemonics,  with  a  little  con- 
trivance can  facilitate  the  remem- 
berioiT  of  dates,  generally  the  most 
difficult  to  recollect.       E.  F.  B. 


OP 


WHEN  WAS  THE  BlllTH 
CHRIST? 
Since  God  works  all  things  by 
be  noticed,  and  this  will  help  the  I  number,  weight  and  measure,  it  is 
memory.  Borne  was  founded  by  j  probable  also  that  he  arranges 
Bomulus  753  yeirs  before  Christ ;  i  events  in  time  according  to  a  reg- 
it was  destroyed  under  the  reign  of  ,  ular  system.  So  we  are  told  that 
Boffiuias  Aregustulus,  A.  B.  476,  j  "when  the  fulness  of  time  was 
making  about  BOO  years.  It  be-  i  come  God  sent  forth  his  Son."  So 
gan  and  ended  with  one  of  the  same  j  of  Anti-Christ,  ''that  ho  might  be 
name;  Constnntine,  A.  D.  330,  revealed  in  his  own  time." 
founded  the  city  that  bore  his  n  ime.  i  We  should  suppose,  judging  be- 
lo  1493,  it  was  taken  when  anoth^^ir  !  forehand,  that  the  birth  of  Christ 
Constautine  was  on  the  throne;  and  j  would  occur  at  the  close  of  some 
moreover  the  new  .Mohammedan  great  and  exact  period.  It  is  said 
kingdom  that  succeeded  was  by  that  the  whole  time  that  elapsed 
Mohanujied  II.  '  from  the  Creation    to    the  birth  of 

The  <;reat  era  of  Mohammed    is  I  Christ  has  been  stated    with    140 


622  A.  D.  He  reigned  10  years  ; 
his  successor  was  Abu  Beker  2 
years  ;  next  came  Omar  10  years  ; 
then  Ottoman  11  years;  then  Ali, 
the  sons-in-law  of  iMohammed  6 
years,  making  about  JO  years,  when 
a  new  Caliphate  was  established  by 
Moaviab.     Now  see  what  a  succes- 


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  Exiguus,  who 
died  A.  D.  556,  and  he  miscalcula- 


1859.] 


Birth  of  Christ. 


147 


ted  the  time,  so  that  the  Christian 
world  ever  since  has  been  in  an 
error  of  about  4  years. 

Hence  in  our  large  Bibles  it  is 
put  down  4  j04  years  from  Creation 
to  the  era  from  which  our  reckon- 
ing begins,  which  is  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  il- 
lustrated in  this  way:  Suppose  a 
company  of  men  measure  the  dis 
tance  on  the  earth  from  a  certain 
place  towards  another  and  find  it 
4U0U  Uiiles  ;  they  set  up  a  monu- 
ment or  make  a  mark  there,  A 
long  time  after,  when  this  mark  is 
erased,  or  this  uiouument  is  de- 
stroyed, another  set  of  men  want  lo 
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 
latter  is  left  unmeasured.  Our 
present  year  then  ouiiht  to  be  not 
1859  but 1SG3. 

Even  now,  however,  the  exact 
length  of  this  interval  is  not  deter- 
mined. J  ustin  Martyr  who  suffered 
in  the  "id  century  makes  a  remark 
from  which  we  infer  that  he  thought 
the  birth  of  Christ  to  have  been  5 
3'eu-s  before  the  vulgar  era.  Ire- 
naeus  who  also  lived  in  the  3d  cen- 
tury, says  that  CJhrist  was  born 
about  the  41st  year  of  the  reign  of 
Augustus  Cajsar,  wbich  would 
bring  it  4  years  before  the  present 
€ra.  From  the  writings  of  Tur- 
tuUian  it  would  seem  that  he  be- 
lieved it  4  or  5  years  earlier  than 
we  now  reckon. 

One  of  the  most  thorough  recent 
works  on  Chronology,  arrives  at  a 
conjectural  date,  the  8th  of  De- 


cember iu  the  5th  year  befoi'e  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  flojks  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- 
ber 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 
se,  to  prevent  any  superstitious  use 
of  it.  In  fact  it  was  adopted  from 
the  heathen  Ptomans,  aad  came  iu 
place  of  a  festival  called  the  Satur- 
nalia, which  was  celebrated  about 
that  time  of  the  year.  This  origin 
of  it  does  nut  much  recommend  it 
to  i)S.  Neither  the  year,  nor  the 
month,  nor  the  day  ot  this  great 
event  is  absolutely  determined. 
E.  F.  II. 


Not  a  tree, 

A  plant,  a  leaf,  a  blossom,  but  contains 

A  folio  volume.  AVe  may  read,  and 
read. 

And  read  again,  and  still  find  some- 
thing new, 

Something  to  please,  and  something  to 
instruct 

Even  ia  the  humble  weed. 


148 


North- Carolina  Journal  of  Education. 


[May, 


Cumman  Stfjcol  g^partmcnt. 


OFFICE  OF  SUP.  OF  COMMON  SCHOOLS  OF  N.  C,  \ 

May,  1859.  j 

To  the  Committees  appointed  to  examine  and  pass  on  the  qualifica- 
tions of  those  wishing  to  teach  Common  Schools  :  Seventh  Annual 
Letter  of  instructions  and  suggestions. 

Gentlemen  : — Your  official  po-  j  by  you,  and  all  are  required  to  pre- 
sition  is  becoming  one  of  the  most  i  sent  themselves  before  you  every 
important  in  North-Carolina.  '  year  for  examination  and  approval. 

That  you  may  understand  the  This  is  a  simple  statement  of  some 
force  of  this  assertion  and  appreci-  :  of  the  facts  of  your  situation  ;  and 
ate  the  responsibilities  of  your  situ-  I  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  :  sponsibility  to  Grod  and  to  your 
in  the  State  ai  last  two  hundred  and    country. 

twenty-fiyethousand  white  children  Whoever  may  enjoy  the  honors, 
between  the  ages  of  six  and  twen-  i  and  fill  the  high  places  of  apparent 
ty-one.  power  in  that  country,    its    future 

Of  these,  one  hundred  and  fifty  destiny,  under  Providence,  is  to  a 
thousand,  at  the  lowest  estimate,  '  great  extent  in  your  hands  ;  aniif 
are  receiving  instruction  in  the  our  system  continues  to  revolve  in 
Common  Schools;  and  wemay  safely  its  present  orbit,  the  rooms  where 
calculate  that  one  hundred  and  sev-  J  youconduct  your  examinations  may 
enty-five  thousand,  or  seven-ninths  be  considered  as  the  true  halls  of 
of  the  rising  generations  will,  under  '  legislation,  the  cabinets  where  the 
God,  owe  more  or  less  of  their  men-  policy  of  the  country  is  shaped  for 
tal  and  moral  character  to  the  Com-  ,  ages  to  come, 
luon  School  System.  i      The  principles  that  are  to  govern 

Upon  this  system  is  annually  ex-  the  world,  do  not  always  proceed 
pended  nearly  three  hundred  thou-  from  its  high  places  ;  and  men  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  emploj'S  at  least  twenty-five  hun-  the  seeds  which  are  to  ripen  into 
dred  teachers,  all  of  whom  come  harvests  of  good  or  evil  in  the  fa- 
annually  before  you,  and  are,  to  a  ;  ture. 

great  extent,  dependent  on  you  for  :  You  are  certainly  thus  sowing  ; 
their  position  and  influence.  '  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  xiu- 
nioral  and  mental  qualifications  of  thor  and  Giver  of  every  good  gift, 
this  whole  body  of  teachers;  and  The  first  and  most  essential  quali- 
while  none  can  be  employed  at  the  fication  of  every  good  Examiniog 
public  expense  without  an  endorse-  |  Committee  is  a  true  sense  of  its  ob- 
ment  of  their  character  and  fitness  '  ligations,  and  an  bumble  and  sin- 
by  you,  the  grade  of  each  is   fixed  '  cere,  desireto  be  guided,   in   their 


1859.] 


Common  School  Department. 


149 


discharpje,  by  the    Spirit   of   God. 

He  shoal4  be  looked  to  as  the 
Architect  and  Builder  of  the  House 
We  would  rear — -and  we  should  re- 
gard ourselves  as  uader-laborers, 
Workers  together  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  philaathropist  in  the  high' 
est  sense  of  the  terms,  and  yet  be 
a  disbeliever  in  the  one  living  and 
true  God,  of  whom,  and  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-porvading 
and  perfectly  holy  Deity  from  whom 
all  truth  and  right  proceed,  and 
who  will  maintain  them  against  all 
apparent  odds. 

Such  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 
vain. 

Let  us,  then,  dedicate  the  Great 
House  which  wq  are  building  to 
His  glory — let  us  look  to  Him  as 
the  Chief  Architect  and  seek  His 
guidance  in  our  labors  and  His  fji- 
vor  as  our  reward,  and  we  have 
nothing  to  fear. 

We  cao  do  all  this — feeling  a 
personal  dependence  on  God,  and 
asking  His  direction  and  blessing 
on  all  our  official  labors,  without 
acting  in  such  a  way  as  to  cause  or 
couDtenance  sectarjan   asitation  in 


the  schools  ;  and  as  far  as  our  di- 
rect religious  influence  in  these  is 
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 
bus  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  the  reformation 
and  elevation  of  the  schools. 

A  very  large  portion  of  the 
parents  of  the  State,  having  been 
deprived  of  the  blessings  of  edu- 
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 


150 


North- Carolina  Journal  of  Education. 


[May, 


allowances  for  the   mistaken    pre- !  which,  I  believe,  our  present    cir- 

judices  of  those  who  did  not  enjoy  j  ciimstances  fully  warrant. 

the   opportunities   of    instruction  i 

now  conferred  on    their  children ;  I  ToEhvale  the  Sfojidard  of  Teachers  by 

ii-iii-       1         •  1  fl       Enhirqiiis;  i.hc  Course  of  Siudies 

and  wliilc  this  class  IS  now  almost  I  "^    *  k/ uc^/ut;,, 

universally  in  favor  of  education,  |  1-  We  are  now  in  a  condition  to 
we  should  be  satisfied  with  this  j  elevate  the  standard  of  teachers 
great  victory  of  the  cau.-ie,  and  i  i^iore  rapidly  than  heretofore. — ■ 
not  endanger  its  further  success  by  j  The  examining  committees  have 
violent  and  ultra  measures  in  re-  |  become  a  fixed  part  of  the  cam- 
gard  to  the  best  kind  of  education  \  mon  school  machinery;  and  teach- 
and  the  most  efficient  method  of;  f'l's  and  people,  sceiu'^-  and  feeling 
imparting  it.  J  the  propriety  and  necessity  of  this 

Let  us  ever  keep  in  mind  that  ,  feature  of  our  system,  yield  a 
the  mighty  cause  at  stake  is  that  ;  very  general  obedience  to  the  laws 
of  the  univer&al  education  of  the  ■  iu  regard  to  it.  Almost  all  elas- 
peoplc  with  whom  we  have  to  deal,  j  s-es  of  the  people  are  pervaded  v*'ith 

Wti  are  not  discussing  plans  for  :  more  correct  ideas    as  to   what  is 


the  government  of  a  school  for  a 
particular  class.  We  are  managing 
a  system  whose   object  's  to  allbrd 


necessarj  in  a  good  teacher ;  and 
teachers  themselves,  as  a  body, 
have  vastly    improved,    and    have 


instruction  to  tbe  children  of  eve- i  also  had  ample  opportunity  and 
ry  citizen,  whetiier  he  be  eJuca-  \  full  warning  to  prepare  for  a  step 
ted  or  not,  and  to  obliterate  from  |  in  advance  of  our  present  jDosition. 
the  community  that  vast  mass  of  |  The  time  has  therefore  come,  to 
ignorance  Avhich  has,  heretofore,  '  require  teachers  more  generally  to 
cast  such  a  dark  cloud  over  the  \  give  instruction  in  all  the  essen- 
prospecis  of  our  State.  We  can-  ■  tial  and  elementary  branches  ofaa 
not  educate  these  people  against  |  English  educ  ition  ;  and  among 
their  will;  and  considering  that  the  ;  these  essential  branches  are  Gram- 
chief  difficulties  in  our  way  are  the  ,  mar  and  Geography.     Few  toach- 


inevitable  result  of  the  very  ig- 
norance which  we  wish  to  I'emove, 
every    consideration  of  prudence, 


crs  can  now  give  any  excuse  for 
not  having  some  knowledge  of 
these  branches — and  such  are  the 


of  justice  and  of  patriotism  calls  j  facilities  for  learning,  in  almost 
on  lis  to  be  patient,  to  be  tolorant  i  every  neighborhood,  and  often  in 
of  honest  mistakes,  to  be  diligent,  j  families,  and  such  the  cheapness 
and  to  be  faithful  to  our  great  and  character  of  text  books  that  no- 
cause  by  making  the  most  of  cir-  ;  one  who  can  read,  and  who  has. 
cumi^tances.  \  capacity  and   who  expects  to   de- 

liaving  said  this  much  in  true  j  vote  him  or  herself  .io  the  busi- 
justification  of  the  plan  which  I  ness  of  teashing,  can  have  any  ex- 
have  uniformly  urged  of  endeavor-  i  cusc  but  that  of  laziness  for  ig- 
ing  to  elevate  the  standard  of  j  norance  of  these  branches, 
teachers  cautiously,  graduahy,  and  \  There  is  now  scarcely  any  com- 
as fast  as  a  wise  regard  for  the  real  i  munity  in  the  State  where  a  teach- 
intcrests  at   stake    would    permit,    er,  desiring  to  learn  these  studies. 


and  no  faster,  I  now  proceed  re- 
spectfully and  earnestly  to  urge  on 
your  attention  certain  suggestions 


cannot  find  some  one  able  and  wil- 
ling to  give  such  assistance  as  is, 
n?)eded  to  promote    his    progress  ;. 


1859.] 


Common  School  Depart mait. 


151. 


and,  in  fact,  a  matured  mind  can 
easily  acquire  a  knowledge  of  (J-e- 
ograpliy  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  lo  understand  a  rule 
for  the  construction  of  a  sentence. 
The  principles  of  Grram mar  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   Grov- 
ernment,  of  rapid  Commercial  in-  i 
tercourse  among  all  nations, and  of 
intimate    and    extended    interna-  i 
tional  connections  and  interests  in 
all  parts  of  the  world,  G-eography  I 
is  an  all-important  branch  of  study  , 
to  ever  class  of  children.  ! 

The  smallest  farmer  in  the  inte-  I 
rior  of  North  Carolina    has   now  a 
direct  and  acknowledged  interest  in  I 
the  revolutions  in   Cliina    and    the  ; 
explorations  in  the  heart  of  Africa;  ' 
and  it  is  impossible  to  read  satisfae-  | 
toiily  and  understandingly  a  viltatje 
uewspnper    without     geographical 
knowledge.      Every  mind  that  wish- 
es to  be  tvell  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- 
lit for  the  position  of  instructor  of 
his  fellow-beings. 

I  know  well  by  expeiience  and 
observation  that  Geography,  as  a 
general  thin<r,  is  the  ujost  interest- 
ing of  all  studies,  to  children — 
they  have  a  natural  curiosity  about 
the  manners,  the  people  and  the 
sqeqes  of  different    <;QuntrieSj    and. 


they  will  learn  to-  read  sooner  in  a 
good  Geography  than  in  any  other 
work..  The  reading  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  ignoi-ance  of  the  sci- 
ence is  not  in  itself  by  any  means, 
the  worst  sign  of  his  qu  ilifications 
for  the  important  post  of  instruc- 
tor of  others ;  it  is  the  fact  that 
this  ignorance  generallv  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  clement  of 
usefulness,  timt  renders  him  un- 
fit for  the  2:)Osition  he  seeks. 

To  Elevate  the  s'atidard  of  Tecujhcrshii 
Reqiiiri.ig  vinrc  Thoroitffhness  in  the 
Stu  lies  TuKffht. 

2.  It  is  fu  1  time  to  require  more- 
thorough     knowledge    in    all    the 
branches  taught;  and  to  make  the 
examination,   on    each    particular 
Soudy,  more  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- 
I  tained  your   sanction  to   teach,  so 
far  from  being  a  reson  for   a  li^-ht 
or  careless  examination, constitutes. 
I  the  strongest  argument  lor  a  more 
i  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  commensura'e  wi  h  their 
I  opportunities. 

And    here    permit    me    to  call 
,  you,r  special  attention    to    an    evil^ 


152 


North-Carolina  Journal  of  Education. 


[May, 


which  demands  an  immediate  rem 
edy. 

A  teacher  of  respectable  moral 
character,  and  very  anxious  to 
i^et  a  school,  passes  a  tolerable  ex- 
aniioation,  and,  under  the  circum- 
stances, he  properly  gets  a  certifi- 
cate ;  and  after  a  year  spent  in 
teaching,  he  again  presents  him- 
self to  the  examining  committee. 
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 
wrong,  and  will  produce  consequen- 
ces exactly  the  opposite  of  those 
intended  by  annual  examinations. 
Every  teacher  at  each  rencicu'  &f 
his  or  her  certificate  ought  to  be 
more  critically  examined  on  all 
the  branches  on  ivhich  he  of  she 
had  formerly  passed;  and  if  this 
just  and  important  rule  is  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. 

Ta  elevate  the  standard  of  teachers  bif  re. 
quiring  them  to  avail  themselves  of 
means  witliiit  tlicir  readi  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 
thi.s  office,  and  been  sustained  by 
public  opinion ;  and  they  have 
the  recommendation  of  being  with- 
in the  pecuniary  means  of  all,  and 
of  having  been  used  with  eminent 
success  in  many  other  States. 

Among  these  is  the  formatioa 
of  State,  District  and  County  Edu- 
cational Associations ;  and  the 
publication  of  a  Journal  wholly 
devoted  the  interests  of  education 
and  freighted  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  examine  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  tbe  reasons 
of  tbeir  failure  to  avail  themselves 
of  such  means  of  improvement. 

The  nature  and  objects  of  such 
associations  should  be  explained 
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 
I  and  cannot  be  neglected  without 
!  affecting  their  geneal  character  and 
standing  with  the  examining  com- 
mittee. 

N.   C.  Journal  of  Education. 

I  would  especially  urge  that  you 
ask  all,  male  and  female,  if  they 


1859.] 


Common  ScJiool^  Department. 


153 


take  the  "North  Carolina  Journal 
of  Education,"  and  where  teachers 
of  experience  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  deficiencie?. 

It  is  the  manifest  duty  of  all 
persons  following  occupations  in 
which  others  are  interested,  to  use 
ull  the  means  within  their  reach 
to  qualify  themselves  for  their  vo- 
catioR  ;  and  as  it  has  been  a  con- 
staat  sabject  of  complaint  that 
niany  common  school  teachers  for 
tke  want  of  means  of  knowing- 
better,  or  from  other  causes,  do 
riot  readily  abandon  bad  habits, 
or  acquire  more  enlarged  ideas  of  j 
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 
he  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  to  be  unwilling  to 
spare  a  single  dollar  for  such  a 
purpose  argues  a  narrowness  of 
vision,  or  an  indiJSFerencc  to  the 
sacred  obligations  of  the  teacher 
which  the  public  should  knov/, 
and  which  should  meet  with  your 
unqualified  disapprobation." 

Common  School  Register. 

4.  The  Common  School  Regis- 
ter is  now  in  the  hands  of  all,  or 
most  of  the  chairmen  of  the  State. 

This  is  a  new  feature  in  our 
Schools,   and   at   first    will    cause 


some  difficulty;  but  the  chief  ob- 
jection to  it  will  be  found  in  the 
incapacity  or  want  of  diligence  oa 
the  part  of  those  whose  business  it 
is  to  fill  the  blanks. 

1  regret  to  have  to  admit  thjrt 
there  are  not  a  few  teachers  who 
would  oppose  any  regulation  which 
required  them  to  use  that  ordinary 
care  and  subjected  them  to  that 
fteling  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- 
ty. • 

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,  will  be  a  pleasing 
recreation  to  the  diligent  and  care- 
ful, and  it  will  tend  to  form  better 
habits  in  those  who  are  diflFerently 
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  wholesokse  ia- 
fiuence  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  cbarae- 


154 


Nortli- Carolina    Journal  of  Eilucation: 


\}Ujr 


ter,  and  it  will  be  instructing  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 
possible,  to  comply  with  the  re- 
quirements of  the  Law  on  this  sub- 
ject; and  as  it  is  easier  to  form 
good  habits  in  commencing  an  en- 
tei  prise,  than  to  correct-  bad  ones 
after  a  careless  beginning,  let  us 
use  our  best  efforts  to  start  right  in 
this  important  iuiprovement. 

I  know  that  there  is  trouble  in- 
volved in  this  reform,  but  permit 
me  Idiidiy  to  reujiud  you  that  the 
less  ability  or  disposition  teachers 
have  to  make  a  record  of  the  man- 
ner in  -Wihich  they  discharge  their 
duties,  the  gieater  the  necessity 
for  a  work  of  this  kind. 

It  is  time  for  them  to  begin  to 
keep  accounts,  and  if  they  cannot 
make  a  handsome  lecord,  they  can 
at  least  endeavor  to  leara  by  making 
the  attempt. 

Where  these  atten)pts  are  awk- 
wardly made,  tue  pagss  of  the 
Kegistcr  may  not  present  a  credi- 
table appearance,  nevertheless, 
good  will  be  done,  for  the  teaciier 
will  have  undeigone  a  wholcsomi' 
exercise,  and  he  and  the  pablic  will 
better  understand  his  capacity. 

Lot  us,  therefore,  look  all  the 
difficulties  connected  with  this  new 
attempt  calmly  in  the  fkce,  and  let 
us  leujcmber  that  there  are  obsta- 
eles  in  the  way  of  every  useful  en- 
terpiisc,  and  that  while  they  grow 
continually  in  numbers  and  impor- 
tance before  a  timid  policv,  they 
a"e  best  avoided  by  meeting  and 
©vercoming  them  with  prudence, 
patience  and  energy. 

Tcatlers'  Halls. 

5.  A  great  drawback  to  your  use- 
fulness is  the  want  of  a  lised  and 


suitable  place  in  which  to  conduct 
your  examinations. 

On  this  account,  and  for  other 
reasons  to  which  I  need  not  here 
allude,  I  desire  to  see  a  Teachers' 
Hall  erected  in  every  county;  and' 
if  spared  1  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  Ixope, 
if  spared,  to  see,  in  the  course  of  a 
few  years,  a  neat  and  commodious 
edifice  in  every  County,  erected 
for  the  use  of  the  officers  and  teach- 
ers of  Common  Schools,  furnishing 
a  convenient  place  for  your  exam- 
inations, for  meetings  of  teachers, 
for  public  lectures  on  education ^ 
for  County  libr  iries  and  cabinets 
of  minerals  and  fossils,  and  affijrd- 
ing,  an  evidence  impressive  and 
substantial  of  the  existence  and 
progress  of  the  great  interest  of 
the  State,  her  Common  School 
system. 

Assuring  you  of  my  continued 
sympathy,  and  constant  and  anx- 
ious desire  to  co-operate  with  you 
in  efforts  to  elevate  the  standard 
of  teachers,  I  am,  with  niucli  re- 
spect, your  friend  fellow-laborer, 
C..  II.  Vv'ILEY, 

Slip,  of  Commen  Schools  for  the  SUiic. 

Three  copies  of  this  letter  are 
sent  to  every  Chairiuan,  one  for 
each  Rjember  of  the  examining 
committee. 


QLOBES. 


Some  time  since  we  took  oc- 
casion to  say  a  word  on  the  utility 
of  artificial  globes,  as  a  means  of 
saving  much  time  in  the  study  of 
Ueography  and  Astronomy,  and  we 
are  glad  to  know  that  our  sugges- 
tions on  the  subj^cct  hsjye  not  beea. 


1859.] 


Common  School  Department. 


155 


offered  in  vain.  There  is  a  grow- 
ing disposition  among  the  friends 
of  popular  edacation,  not  only  iii 
Philadelphia  but  throughout  the 
State,  to  have  globes  introdaeed 
into  the  Common  Schools  general- 
ly. All  that  is  valuable  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 St  ites  of  the  Union  hare  re- 
solved to  adopt  the  Grerman  and 
French  plan.  This  step  will  be 
followed  by  the  exteabi7e  introdao- 
tion  of  ariifioial  globes  into  private 
families;  because  cv^n  thosj  par- 
ents, whose  early  education  has  i 
been  uegleeted,  will  be  convine2d  j 
of  their  utility  in  visiting  the  Com  i 
iiion  Schools.  The  great  advant- 
age afforded  by  Grlobes,  U,  that 
they  enable  the  student,  whether 
young  or  old,  to  solve  various  in- 
tertisting  and  curious  problems  in 
Geography  and  Astrunjmy,  which 
without  their  aid,  would  require 
an  amouut  ofscieatific  knowledge 
which  is  possessed  only  by  the 
small  minority,  even  among  the 
best  educated.  No  globes  have 
ever  been  imported  either  from 
Paris  or  Londou  more  accurate  and 
elegant,  or  mwe  durable  than  those 
manufactured  by  the  JMessrs. 
Moore  &  Nims,  of  Troy,  N.  Y. — 
It  is  these  that  are  now  used  in 
oir  principal  Colleges  and  High 
Scbojls;  and  no  intelligent  person 
can  examine  them  without  fe-eling 
satisfied  that  they  eminently  de- 
ser\  e  that  distinction — Filadilphia 
Daily  JVeus. 


rendered — "Better  know  every- 
thing of  somothing,  than  some- 
thing of  everything."  Let  all  you 
undertake  to  learn,  be  so  learned, 
that  you  may  relv  with  onfidence 
upon  your  knowledge  of  it. 


" ^fit^fum,    non  inidtu''    was  a 
Romiu  proverb,  and.  lias  been  well 


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  wer?  born  to  the    task 
of  perforaiing  a  merry    part   in     it 
— as  though  the  world  had    waited 
for    your    coming.      Take     it     ag 
though  it  was  a  grand  opportunity 
to  d )  and  to  ac'iiev.3,  to  curry    for- 
ward groat  and  go  j  1    schemes;    to 
help  a  1  I  chee;  a  sulfiring,     weary, 
it  may  be  a  heart  broken-  brother. 
Thi^  f  ict  is,  life  is  u  liervalaed    by 
a  great    majority  of  mankiaJ.      It 
is  not  made  half   as    mu^h     of     as 
should  be  the  case.     ^V'here  is  the 
man  or  woman    who   accomplishes 
one  tithe  o;'  what  might   be  done? 
who  cannot  look  bajk   upon    oppor- 
tunities    lost,     plans     unachieved, 
tho  ights  crashed,    aspirations    un- 
fulfilled, and  all    caused    from   the 
lack  of  the  necessary    an  1   possible 
effort?     If  we  knew  better  how    to 
take  and  make  the  most  of  life,     it 
would  be  far  gre  Iter    than    it  i?.. — 
Xow  and  then  a  man   stands    aside 
from  the  crowd,    labors    earnestly, 
steadrastlvj^onfideatlyj.ana  straight- 
way becoujes  famous    for    wisdom, 
intellect,  skill,  greatness   of    some 
sort.      The  world  wonders,  admires 
idolizes,  and  yet  it  only  illustrates- 
what  each  may  do  if  h«  takes   hold 
oflif;  with  a   purpose.     If  a    maa 
but  say  he  will,  and  follow   it    up, 
there  is  nothing  in  reason  he    may 
not  expect  to    accomplish.     Ther3 
is  no  magic,  no  miracle,   no    see-ret 
to  him  who  is  brave  ia  heart    and 
determined  in  spirit. 


156 


North- Carolina  Journal  of  Education. 


[May, 


^itsiitnt  €bit0r's  §tprtnunt. 


Meeting  of  the  Association.  I 
'^ — The  fourth  annual  meeting  of  | 
the  State  Educational  Association  I 
Will  be  held  in  New  Berne,  com-  i 
mencing  on  the  14th  of  June  at  j 
8  o'clock,  P,  M, 

All  who  are  now  members  of 
the  Association  and  all  others  who 
are  willing  to  co-operate  with  us 
in  our  efforts  to  advance  the  edu- 
cational interests  of  North  Caroli- 
na afe  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  op  the  Association. 
'^-In  looking  over  the  proceedings 
of  the  last  meeting,  we  find  sev- 
eral matters  referred  to  the  next 
meeting.  These  we  will  mention 
in  the  order  in  which  they  are  re- 
corded. 


"  Rev.  C.  H.  Wiley,  Rev.  T. 
M.  Jones,  and  Rev.  W.  W.  Pharr, 
were  appointed  to  meet  the  day  be- 
fore our  next  meeting  and  prepare 
a  draft  of  By-Laws/' 

The  following  "  standing  com* 
mittees"  Will  be  expected  to  pre- 
sent reports, 

'•  Committee  on  Common  Schools. 
— Messrs.  John  G-.  Eliot,  S.  L, 
Kerr,  G-.  W.  Whitfield,  E.  P. 
Tucke,  and  Dr.  A.  A.  Scroggs. 

Committe  on  Journal  of  Edu- 
cation.^-^^QS'&rs.  J.  D.  Campbell, 

C.  H.  Wiley,  G.   W.    Brooks,  A. 
H.   Merritt,  and  E.  W.  Caruthers, 

D.  D. 

Oom,mittee  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  Gi'ammar  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  C.  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  ^o, 


1859.] 


Resident  Editor  »  Department. 


157 


they  will  open  a  wide  and  interest- 
ins  field  for  discussion.  And 
many  new  topics  will  doubtless  be 
brought  before  the  Association, 
which  will  afford  both  entertain- 
ment and  instruction  to  those  who 
may  be  present. 

The  report  of  the  committee  on 
Normal  Schools  will  probably  elicit 
an    interesting    discussion.     This  j 
subject  has  long  claimed   the  at-  | 
tention  of  many  of  those  who   feel  i 
the  greatest  interest  in  our  educa-  j 
tional  system.     It  has   been   dis-  ] 
cussed,  more  or   less,   for   several  I 
years.     All,  who  know  any  thing 
of  the   condition    of  our    schools, 
feel  the  necessity  of  a  better  sup-  | 
ply  of  well  qualified  teachers  :  and  j 
hence  it  is  felt  that  there  is  need  I 
of  some    provision    for  educating  1 
young  men  and  women  thoroughly  \ 
in  those  branches  which  they  will  | 
be  called  upon  to  teach  in  the  com-  j 
mon    schools.     Those    who    hvwe  ! 
been  in  the    habit   of  examining  { 
either  those  who  apply  for  certifi- ! 
cates  for  the  purpose  of  becoming 
teachers  or,  in  many  eases,  those 
who  have   taught  for   years,    are  ! 
well  aware  that  not  one  half  of  the 
licensed  teachers  are  qualified   to  ! 
explain  the  simplest  principles  of : 
those  branches  that   they   profess 
to  teach. 

But  we  do  not  purpose  entering 
upon  the  discussion  of  Normal 
schools  now,  as  we  hope  to  have 
the  pleasure  of  hearing  the  sub- 
ject ably  and  fully  discussed,  dur- 
ing the  sessions  of  the  Association. 


We  hope  the  attendance  will  be 
large.  The  place  of  meeting  is 
both  accessible  and  attractive,  and 
all  of  the  Eail-roads,  with  their 
usual  liberality,  will  carry  those 
who  may  attend  for  half  fare. 


Our  Subscription  List. — The 
friends  of  the  Journal  seemed  to 
exert  themselves,  during  the  early 
part  of  the  year,  to  extend  its  cir- 
culation, and  we  hoped  to  be  able 
to  present  a  very  flattering  report 
to  the  Association,  in  regard  to 
its  prospects  ;  but  during  the  last 
month  we  have  received  very  few 
additions  to  our  list.  Feeling  sure 
that  the  teachers  and  parents  of 
North  Carolioa  will  support  the 
Journal,  if  its  claims  are  presented 
to  them,  we  are  constraiaed,  once 
more,  to  urge  each  one  of  our  read- 
ers to  make  an  eff'ort  in  its  behalf, 
and  to  meet  us  at  the  Association 
with  as  many  new  subscriptions  as 
possible;  or  if  you  can  not  attend 
the  meeting,  send  the  names,  by 
mail,  before  that  time^  that  our  re- 
port may  be  as  favorable  as  pos- 
sible. Please  remember  that  the 
Journal  is  not  private  property, 
that  it  belongs  to  the  Association, 
that  it  is _yoMr  property  and  leaks 
to  you  for  support  and  encourage- 
ment. When  we  meet  together, 
we  should  endeavor  to  devise  some 
means  by  which  it  maybe  made 
to  visit  every  school-house  in  the 
state.  It  will  then  have  an  op- 
portunity of  accomplishing  the  end 
for  which  it  was  established. 


158 


North- Carolina  Journal  of  Education. 


[May, 


Solutions. — Since  the  last  No. 
of  the  Journal  was  printed,  wc 
have  received  solutimu  (?)  of  the 
land  Question,  published  in  the 
February  No.,  from  two  other  per- 
sons. One  of  them  arrives  at  the 
same  result  as  that  given  in  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  la-st 
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:  j 
I  had  read  it  before,  but    did    not 
notice    it.     Therefore,    to-day    I  j 
send  a  solution,  or  what  is  intend-  i 
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 
300  dollars  ;  and  if  the  land  had  ' 
been  divided  equally  ;  each  would 
hzL^e  received   100  acre's,  but  in 
dividing  it,  A's  land  was  found  to  , 
worth  75  cts,  per  acre  more    than  ; 
B's.     We  now  wish  to  know  how  ' 
many  acres  A.  srot    and    what   he 
paid  j)er  acre,  also  B.  in  hke  man- 
ner.    Well  if  we  add  75  cents  to  ; 
A's,  and  subtract  75    cents   from  \ 
B's,  we  will  find  that  A.  has  81.50  ; 
cents  more  than  B.    consequently  ' 
me  must  take  the  half  of  75  cents  '' 


which  is  37'}  cents  and  add  it  to 
A's,  and  then  subtract  37^  cents 
from  B's,  which  will  make  A's 
75  cents  more  than  B's.  Now 
200  acres  of  land  for  $ij00  makes 
it  $3.00  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  8300,  which 
is  equal  to  83.00  per  acre.  Now 
take  the  37i-  cents  and  add  to  A's, 
we  have  3.00-|-.375=3.37i  what 
A.  piiid  per  acre.  Thou  take 
37'}  cents  from  B's,  we  iiave 
3.09  +  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  8G00.  Thus  : 
$8.37}  X  200  =  67500  h-  600  = 
112i  A's. 

8262.1x200^52.500-^630  =  87}, 
B's. 

A,  therefore  has  112}  acres  at 
83.37}  per  acre,  and  B,  87}  acres 
at  82.62}  j:er  acre. 

>,/2guin  if  we  understand  the 
question  to  signify  that  A.  and  B. 
received  200  acres,  that  is  A.  1 00 
acres  and  B.  100  acres;  and  A's 
land  is  worth  75  cents  more  than 
B's,  we  find  that  100  acres x75 
cents=875.  Then  if  A.  paid  875 
more  than  B,  we  take  the  half  of 
875  which  is  837}.  Then837}-f 
300,  the  amount  each  of  them 
would  have  paid  is  equal  to8337i, 
which  is  A's.  Then  8337}  paid 
for  100  acres  =  83,37}  per  acre 
becaiise  8337}  -j-  100  =  83.37}, 
what  A.  paid  per  acre.  Then  to 
find,  B's  we  take  8300—837}  = 
8262}  which  is  B's.  Then  8262} 
paid  for  100  acres= 82,62}  per 
acre  because  8262}-^-100,  acres  = 
82,62}  per  acre,  the  amount  B, 
paid  per  acre. 


1859.] 


Resident  Edilor^s  Department. 


159 


Here   we   find    that    A   and  B 
received  100   acres    each,    but   A 
paid  675  more  for  his  than  B. 
0.  W.  T.  D. 


The  North  Carolina  Journal 
OP    Education.— -We    have   not 
heen  in  the    habit    of    publishing 
the  "  Notices  of  the  Press"  in   re- 
gard to  our  Journal  as   we   v?ished 
all  of  our  readers  to  jud<:!;e    of    its  j 
merits  for  themselves.     We   again 
thank  our  friends   for    their    many 
kind  notices  and  consider  them-  as 
calculated  to  do  the  Journal   much  j 
good  among    those    who    are    not  | 
readers  of  it. 

We  give  the  following,  however,  | 
from  the  Teachers  Journal,  pub-  '< 
lished  ill  Pennsylvania,  not  so  '■ 
much  on  account  of  what  is  said  of  , 
the  Journal  as  to  show  in  what  I 
light  eur  State  is  viewed  at  a  dis-  \ 
tunce. 

"  North  Carolina  is  celebrated  for 
its  inuuense  pine  forests,  its  tur- 
pentine, ta.',  pitch  and  gold,  but 
never  for  the  facilities  it  has  of- 
fered to  its  people  for  receiving 
the  benefits  of  an  education.  Wc 
are  hapyy  to  see  that  the  work  is 
in  progress  The  •'  N.  C.  Journal 
of  Education"  is  undoubtedly  one 
of  the  very  best  Educational  Jour- 
nals in  the  couiitry,  and  is  laboring 
iug  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  u-p  in  front 
of  a  shop  with  these  words  on  it, 
"  M — tins  For  Sale."  Can  any 
one  tell  what  tl>e  a^i-tiele  was  ?" 


History   ov  Rome,    by  F.  W.  Ricord; 

Publislied  by  A.  S.  Barnes  &  Burr, 

New  York. 

This  History  consists  of  three  parts. 
Part  I.  The  Kings  of  Rome  Part  It. 
The  Republic  of  Rome.  Part  III.  The 
Empire  of  Rome  While  the  History 
is  much  fuller  than  those  generally 
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  in 
which  it  is  written.  School  Histories 
usually  contain  merely  the  dry  details 
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  which  are  calculated  to  make 
an  impression  ou  the  mind,  and  the 
occurrences  arc  related  in  a  style  that 
will  make  the  history' lesson  apleasui'e 
rather  than  a  task. 

We  have  always  been  oposed  to  the 
use  of  abridged  Histories  as  text-books. 
They  are  general'y  about  as  attractive 
as  an  animal  that  has  been  starved  uC- 
til  it  is  a  mere  skeleton. 

Our  Exchanges. — It  has  long  been 
our  intention  to  give  our  readers  a  list 
of  those  of  our  exchanges  that  are  de- 
voted to  education,  that  thoy  may  see 
what  States  show  their  interest  in  the 
subject  by  supporting  periodicals  de- 
voted to  its'  interest. 

The  Connecticut  Common  School  jour- 
nal. Hartford  :  Chas.  Northend,  Res- 
ident Editor.  Commenced  Vol.  XIV. 
with  the  present  year.  We  always 
welcome  its  visits  aiid  feel  sure  that  it 
is  doing  much  good.  It  has  ^many 
merits  besides  its  age. 

Massachusells  Teacher.  Boston,  C. 
Ansorge,  lies.  Editor.  Vol.  XII.  A 
well  conducted  Journal,  and  we  2iope 
well  supported. 


160 


North-Carolina  Journal  of  Education. 


[May, 


The  New  York  Teacher.  James  Cruik- 
shank,  Resident  Editor,  Vol.  VIII. 
It  has  been  enlarged  and  much  im- 
proTed  •within  the  last  year,  and  is  one 
of  the  best  on  onr  list.  It  bears  the 
marks  of  prosperity  on  its  face. 

The  Ohio  Journal  of  Educatiovi.^^ 
Columbus  :  We  find  the  name  of  no 
one  given  as  Editor,  in  the  April  No. 
and  do  not  remember  ivho  has  charge 
of  it.  Vol.  VIII.  It  contains  much 
that  is  good. 

Pennsylvania  Common  School  Journal. 
Lancaster:  Thomas  H.  Burrowes,  Ed- 
itor. Vol.  VII.  The  teachers  of  Penn- 
sylvania 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,  Ed- 
tor.  Vol.  VI.  It  is  a  neat  and  reada- 
ble periodical  and  will  do  much  for  the 
cause  of  education. 

The  Illinois  Teacher.  Peoria  :  Nason 
&  Hill,  proprietors  and  putrlishers. — 
Vol.  V.  It  Tvas  formerly  the  property 
of  the  State  Teacher's  Association  and 
•was  •well  sustained  by  the  teacliers  of 
the  State  ;  and  we  hope  they  "will  con- 
^fpue  to  foster  it. 

T]}e  Rhode  Island  Schoolmaster. — 
^ro,Ti(j[,en£,Q ;  Wm.  A.  Mowry,  Editor, 
Vol.  y.  '^'Jffi  present  volume  is  much 
better  than  th,e  l^st,  while  it  has  al- 
•ways  been  good.  3|hodje  Island  is  a 
small  State,  but  in  educ!?,ti,gnf?.lpvaj;ters 
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  Joi^rnal  should  mutually 
improve  each  other.  But  we  would 
not  limit  this  remark  to  Indiana  teach.-  I 


ers  and  the  Indiana  Journal,  for  it  will 
'apply  to  all. 

The  Wisconsiti  Journal  of  Eduration. 
Madison  :  A.  J.  Craig,  Resident  Editor, 
Vol.  III.  We  have  not  found  it  on  our 
table  for  some  time — Why  brother  Ed.  ? 

The  Alabama  Journal  of  Education. 
Montgomery:  Noah  K.  Davis,  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  grow 
old  in  the  good  cause  in  which  it  is  now 
laboring  so  faithfully, 

Maint  Spectator.  Rockland :  Z. 
Pope  Vose  Editor.  A  small  weekly 
for  the  young.  It  contains  many  good 
things  and  deserves  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- 
cation. Concord  :  Henry  A.  Sawyer, 
Resident  Editor.  Vol.  III.  Few  of 
our  exchanges  deserve  the  support  of 
teachers  more.     Let  it  not  languish. 

The  Amerieari  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 
i?idMCing  any  of  readers,  who  may  de- 
sire such  3.  Journal,  to  send  for  it,  we 
will  furnish  tha^t  and  our  Journal  for 
$4. 

;j@*  Want  of  spa<ce  cpnjpiels  iig  to 
defer  n,Qti,Qes  ,of  ,oth,er  .^ouj^r^^ls  until 
next  loopjl^. 


THE  NORTH-CAROLINA 

JOUENAL  OF  ED^ 


Vol.  II. 


JUNE,  1859. 


Ko.  6. 


DIFFICULTIES  OF  TEACHERS. 


TIic  cause  <5f  Foreign  missions 
is  often  said  to  furnish  instances 
of  tire  moral  sublime. 

Much  praise  is  bestowed  on 
tlio&c  who  at  great  sjicraiice  of 
comfort,  and  witli  much  self  de- 
nial, go  abroad  to  instruct  the 
heathen  ;  for  in  general  a  prej^ara- 
tory  work  of  instruction  in  com- 
mon branches,  must  precede  (he 
puolic  pretiching  of  the  word. — 
And  no  doubt,  this  is  justly  de- 
served :  nor  vrould  v.'e  disparage 
the  work  of  foreign  missions,  or 
detract  from  the  merits  of  those 
engaged  in  it  Yet  we  cannot  but 
notice  liow  differently  they  arc 
viewed,  and  their  self-denying  la- 
bors are  estimated,  from  tiiose  i]i 
some  parts  of  our  coun[ry,  and 
perhaps  of  our  state,  engaged  in  a 
work  almost  exactly  paralJel. 

I'Vr  suppose  a  man,  or  woman, 
starts  out  to  tench  a  common 
school  in  many  places,  with  the 
true  spirit,  and  aim  of  a  teacher, 
which  is  tlie  true  missioiuny  spirit  • 
and  undertakes  to  do  in  good  faith, 
and  witli  a  due  regard  to  his  res- 
ponsability,  to  conscience,  to  so- 
ciety, to  ])arents  and  to  God,  what 
such  a  teacher  ought  to  do. 

He  has  the  real  welfare    of  hia 


I  charge  at  heart.  He  strives  to 
i  be  faithful  to  his  liigh  trust — to 
I  ti-nin  up  children  to  fill  useful 
I  places  in  society,  leaving  the 
■  cnurch  for  the  time  out  of  rlie  ac- 
,  count.     Vt'Iiat  difiicultics   will  he 

meet  ?  He  will  meet  iudift'orcnco 
'  — dulness — unwillingness  to  learn 

what  is  to    be    Avurth    more    tlian 

gold  and  silver — yea,    opposition, 

amounting  to  encmity. 

Some  parents  will  iell  him  that 

their  children  will  not  ioani  un- 
!  less  he  makes  them.      AVhat  then  ? 

why  he  takes  them  at  their  word  ; 
'  he  supposes  they  mean  what  they 

say.     ile  takes  unusual  pains  with 

their  children,  v/ith  great  urging; 

with  moral  suasion,  and  that  of 
i  the  rod  ;  he  gets  them  started  to 
I  learn,     ^yhat  novy'?  why  he  finds 

those  very  parents  working  against 

him  :  talking  to  their  children 
I  against  him;  they  become  his  per- 
Isecutors;  endeavor  to  render  his 
i  position  uncomfortable,  and  drive 

him  away. 
I  Nor  ia  (his  a  fancy  sketch  ;  for 
I  I  am  telling  almost  exactly  wh&^t  a 
i  teacher  from  a  neighboring  state 
I  related  to  me  a  few  days  ago,  of 
I  his  own  exjjcricnce. 

So  inconstant  are  men  :  so  cor- 
13 


Wi 


2\'ortJi-Car0/iiVa  Journal  of  Ed}ication^  [June^ 


i-upt  is   liummi   nature,    that    the  ' 
very  persons    most  iytei'ested    in  i 
education,  l)oth  in  their  own  i'ami-  i 
lies,  and  in  the  communify;  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  J  to  tike  the    part    of  their 
children  against  him,  though  the_y 
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  burliness  of  teaching, 
a  poor  youiig  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  tofeiated  for  services,  but 
at  the  same  time  treated  as  though 
r/iV  occupation  was  a  servile  one. 
What  is  to  be  done  ?  abandon  the 
field,  v;liere  faitr.ful  laborers  are 
so  much  needed  ?  or  toil  more 
earnestly  to  remove  the  error 
which  casts  such  a  heartless 
^dlade  over  the  profession  of  school 
leaching  ?" 

So  a  maU  may  bury  himself  up 
down  hero  in  the  forests  of  long- 
loaf  pine,  and  by  the  cypress 
swamps  in  an  "old  field  school 
house,"  so  open  that  you  can  hard- 
ly confine  sheep  in  it;  or  xh.  the 
coves  of  the  mountains,  and  in  the 
back-woods-' — trying  to  teach 
young-  ideas  how  to  shoot — fvying 
to  draw  out  latent  talent — trying 
to  make  boys  and  girls  fit  to  fill 
useful  places  in  society- — in  the 
midst  of  great  difficulties  and 
trials;  w^earing  away  his  life  worse 
than  manual  labor  ;  unappreciated 
{ind  unknown.  Though  under- 
going perhaps  as  much  as  the  mjan 
vho  goes  to  India  or  Africa,  he 
i^as  no  .sympathising  public  to 
Siliare  his  trials  with  liim. 


But  he  has  his  reward  in  th6 
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  Avill  afterward,  if  not  then, 
appreciate  his  labors,  and  attribute 
to  him  the  foundation  of  their 
fame.  In  the  knowledge  that 
Grod  regards  his  eff'orts  ;  and  that 
the  good,  men  do  in  the  world 
will  not  always  be  interred  with 
their  bones.  We  close  by  adding 
tlie  following-  passage,  Avhich  closes 
the  Baccalaureate  Address  of  Hon. 
A.  B.  Longsti-eet,  President  of  the 
South  Carolina  College  at  Colum- 
bia, to  the  recent  graduating  class; 
"  You  are  embarking  upon  a 
strange  world,  my  young  friends. 
It  banished  Aristides,  poisoned 
Socrates,  murdered  Cicero  and 
crucified  the  Lord  of  Grlory.  The 
spirit  of  Themistocles,  of  Melitus, 
of  Anthony  and  Caiaphas  js  still 
in  the  world  ;  greatly  subdued 
and  law  bound,  to  be  sure,  but  not 
extinguished.  You  ma}^  expect, 
therefore,  at  times  to  be  depressed 
by  your  rivals,  condemn<id  for 
your  patriotism,  and  tormented 
for  your  benefactions;  to  have 
your  confidence  abused,  your  in- 
tegrity derided,  and  to  suffer  a 
thousand  impositions  in  smaller 
matters — from  those  from  whom 
you  had  a  right  to  expect  better 
things.  Ihese  are  hard  things 
to  bear,  say  you.  They  are  so, 
my  young  friends,  and  you  will 
never  bear  them  as  you  should, 
unless  you  take  the  good  book  for 
your  guide,  and  look  only  to  its 
Author  for  supplies  of  sti-ength 
sufllicient  for  your  trial.  Do  this 
and  all  will  be  well  at  last.  With 
that  chart  in  your  hand  now  launch 
your  bark  upon  the  troubled  ocean 
of    liJ'e ;    and   when    the    squalls 


1859.] 


liandom.  'riioughts. 


\m 


strike  3-ou,  be  at  feast  as  prudent 
as  the  cdiniiion  sailor,  and  be  found 
hard  at  the  lielni,  with  your  chart 
before  you,  and  yoitr  eye  fixed  on 
JJetklehcm's  slai'." 

Tine  "Woods. 


RA^NDOM  THOUGMTS. 

The  great  business  of  every  gen- 
eration, during  the  brief  tfenli  of  its 
earthly  phms  and  pursuits,  is  to 
educate  and  train  the  one  that  is 
sooQ  to  take  its  place.  ATiowing 
thirty-three  years  to  a  generation, 
or  tliree  generations  to  a  century, 
which  is  about  the  general  average 
of  human  life,  the  tune  is  too  short 
to  justify  us  in  living  exclusively 
for  ourselves,  it  that  were  popsible, 
and  entirely  too  short  to  think  of 
entering  on  the  great  work  of  prog- 
ress, except  by  a  combined  effort 
and  on  the  broad  principle  of  recip- 
rocal kindness  and  general  benefi- 
cence. 

Progress  is  tlic  work  of  the  whole 
race,  we  ni;iy  say,  it  is  a  law  of  our 
nature,  and  it  has  no  assignable 
limits.  In  a  nntiun  or  a  communi- 
ty, the  individuals  conjposing  it, 
may  assist  eacii  other  in  the  procf-ss 
of  general  impruvenjent ;  and,  in  a 
course  of  generations  or  centuries, 
may  make  Clln^iderable  advance- 
ment; but  nations  must  have  inter- 
course with  each  other,  and,  by 
that  intercourse,  suppoi-ing  it  to  be 
a  friendly  one,  they  will  improve 
much  faster  than  they  wtiuld  other- 
wise do.  Owing  to  cliniate  and 
ofhtr  circumstances,  one  nation  has 
necessities  and  interests  which  oth- 
ers have  not ;  and  these  necessities 
and  interests  sugirest  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  whole 
world,  Jewish,  christian  and  pagan, 
gives  increasing  energy  and  expan- 
sion to  all  the  powers,  intellectual 
and  moral.  Thus  tlie  knowledge 
inherited  by  each  generation  from 
tiie  preceding,  is  bequeathod  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  unpcrverted 
tendencies  of  mankind,  demonstrate 
the  folly  of  selfishness  and  the  im« 
possibility  of  living  in  a  state  of 
seclusion  like  Vraker  Scott's  IJlack 
Dwarf,  or  Alexander  Selkirk  oa 
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,  though  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  tiieir  place  when 
thev  die.  The  red  man  of  the  west, 
!  or  the  South  Sea  islander,  teaches 
j  his  st)n  all  he  knows  about  war, 
hunting,  fishing  and  th:  diversified 
!  interests  of  savage  life.  Thus  you 
j  find  every  parent  solicitous  to  train 
his  son,  by  authority,  example  and 
practice,  to  surpass,  if  possible,  all 
that  have  gone  before  ;  nor  is  this 
confined  to  the  parent,  but  the  tribe 
or  nation  hardly  feel  less  solicitude 
to  increase  tiieir  power  by  the  su- 
perior skill  and  prowess,  as  well  as 
by  the  numbers  of  tliose  who  are 
coming  up  to  take  their  part  in  the 
struggies  of  lif^.  In  civilized,  a.s 
well  as. ravage  communities,  all  men 
take  pains  to  inculcate  on  their 
children  whatever  they  knuw  or  be- 
lieve and  thus  prepare  them  furfu- 


164 


N^ortTi- Carolina  Journal  of  Education. 


[June, 


ture  eminence  in  their  respective 
spheres  of  life.  Unless  besotted 
by  iiitemj)eranee  or  ponie  kindred 
vice,  a  wise  man  of  the  world  will 
teach  them  the  ]>rinciplesand  train 
them  in  the  praetice  of  what  is 
termed  an  /ionor«6/e  course  of  life  ; 
a  christian  will  leach  them  the  du- 
ties of  religion  and  eudeavor  to  set 
them  an  example  of  consistent  piety; 
but  every  man  vrho  has  any  sense 
of  character  would  be  ashamed  to 
set  before  his  children  what  he  re- 
gards as  a  bad  esanijdo.  A  very 
few  days  before  the  Guilford  battle, 
a  militia  colonel  of  the  cuucfi'v,  who 
had  conmiaud  of  a  few  cavalry,  or 
mounted  men,  was  talkiriij  with  hi« 
men  about  the  battle,  and  all  were 
expressing  theirintentiousaud  feel- 
ings in  reference  to  the  part  they 
expected  to  take.  Collie  liiought 
they  could  stand  their  gmund,  and 
others,  though  intending  to  try  i(, 
were  doubtful.  At  length,  tlie  col- 
onel, who  was  a  man  of  very  few 
words,  rcniarki'd,  "  WAX,  mv 
friends,  we  ca;-^  never  tell  what  we 
will  do  until  we  are  tried,  a, id  as  1 
have  never  been  in  a  batrle,  nor 
seen  one,  I  do  not  Know  whether  1 
shall  have  firmness  enough  to  tight 
or  not ;  but  if  1  should  act  a  eo^*- 
ardly  part,  I  want  some  of  you  to 
i<hoot  me  down  on  the  spot,  and  let 
me  never  return  to  my  family  in 
disgr-ice"  Oii  the  morning  of  the 
batrle,  he  was  despatched  by  Gen. 
Greene,  at  the  bead  of  his  little 
corpi,  to  intercept  a  body  of  tories, 
who  were  reported  to  be  approach- 
ing for  the  purpose  of  juining  the 
British,  aud  th  as  he  missed  the  op- 
portunity of  testing  his  courage  in 
battle;  but  his  biother  and  two  or 
three  of  his  neighbors,  who  were 
under  Col.  Forbis,  were  wounded. 
'J'lie  great  point  here  illustrated, 
however,  is  that  of  a  man's  deep 
aud  controllinc;  solicitude    for    the 


I  character  and  welfare  of  his  off- 
'  sprinir.  'J'he  colonel  had  some  sons 
at  home,  who,  though  too  Youngto 
1  be  on  ttie  muster  roll,  might  be  in- 
fluenced by  his  example  to  desert 
1  their  country  in  her  time  of  ne^d  ; 
i  and,  at  all  events,  he  did  not  wish 
'  them  to  bear  the  reproach  of  his 
I  cowardice  when  he  was  mouldering 
I  ia  the  grave. 

I      The  parental  aiTeetion,  which  is 
i  the  strongest,  perhaps,  and  most  a- 
.  biding  in  the  huuian    breast,    was 
j  implanted  as  a  guaranty  for  the  di.s- 
I  charge  of  dut}^  and  it  proves  that 
the  heaviest  lesponsibllity,   in    re- 
i  gard  to  the  training  of  the  young, 
'  rests  upon  the  parents.      The  busi- 
'  ness  of  education,  if  carried  to  the 
extent  requisite  to  respectable  and 
useful  citizenship  in  this    country, 
or,  if  carried  only    so    fur    iij    the 
masses  that  they   will    understand 
and  sustain  t!ie  efforts  neccssarj-  to 
progress,  must  be  a    counuon    con- 
cern.     Hence  our   colleges,   aeade- 
1  miesand  conin!'>n  schools;   but  none 
i  of  these  institutions,  nor  ail  of  them 
'  together,  can  either  assume   or  di- 
[  miuish  the  responsibilities  of  par- 
(  ents.     Tiiey  are,  in  fact,  only  aux- 
iliaries, and  it  is    matter   Ol   gratu- 
lation  that  they  are  within  the  reach 
of  all  or  most  of  the  citizens  ;   but. 
there  is  great  danger  here  tiuit  the 
efforts  will  be  relaxed  and  the  sense 
of  responsibility  diniinislied  at  the 
souice  of  all   authority  and    of    all 
soand   principles. 

If  the  tree  retains  the  bent  that 
was  given  it  when  a  twig,  and  the 
man  is  very  apt  to  continue  tiiroagh 
life,  just  what  he  was  ujade  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  iiistruction 
aud  discipline  at  home  ;  and,  it'  we 
are  not  mistaken,  there  is  a  stron- 
ger teudeucy,  ou  the    part  of  par- 


1859,]  Random  Thuiujhfs.  105 


ents,  now  than  formerly,  to  roll  over  or  sonje  wealthy  aud  generous  in- 
the  burden  oftheir duties  ou  teachers  '  dividual  could  hardly  appropriate 
The  teacher  i.«  really  and  ought  !  two  or  three  hundred  dollars  in  a 
to  be  regarded  as  no  more  than  an  ■  way  that  it  would  do  more  good  ; 
assiatant  in  teaching  things  which  i  but  I  only  make  these  suggestion.?; 
the  parent  is  not  capable  of  teach-  \  which  may  perhaps  arrest  a  passing 
ing  or  has  not  time  to  teach  j  and  thought,  and  leave  them  for  those 
there  ought  always  to  be  a  mutual  who  have  more  wisdom  and  expe- 
understanding  and  cooperation  be-  rience  than  your  humble  servant, 
tween  them.  Fur  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  |  service  ;  if  not,  burn  or  return 
Jess,  setting  forth,  in  a  concise  and  them  ;  but  if  they  meet  your  ap- 
forcihle  manner,  the  duties  of  par-  I  probation,  more  as  introductory 
ents,  chiefly  in  reference  to  the  than  anything  else,  I  may  send  you 
free  schools,  should  be  issued  and  ;  another  sheet  written  in  the  same 
fcent,  without  charge,  into  every  j  hasty,  desultoiy  and  unconnected 
household  in  the  laud.     The  State  i  manner.  SYLVANUS. 


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,  'tis  true  ;   and  full  of  years  ; 

And  he  was  bald,  except  in  front — but  he 

Was  stromr  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  came  by.     Yes,  Time  was  very  strong; 

And  I  had  thought  too  strong  for  Death  to  grapple. 

13ut  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. 

And  I  have  held  my  breath,  and  listened  close 

To  catch  one  footfall,  as  he  glided  by; 

]>ut  naught  awoke  the  echo  slumbering  there. 

And  the  thought  struck  me  then,  that  one  whose  step 

Was  so  much  like  a  spirit's  tread ;  whose  acts 

Were  all  so  noiseless,  like  the  world  unseen, 

Would  soon  be  fit  for  other  world  than  this— 

Fit  for  high  converse  with  immortal  minds, 

Unfettered  by  the  flesh,  unchained  to  earth. 


160  North- Carolina   Journal  of  EJiucation. 


[June^ 


THE  PLEASURES  OF  SCIENCE. 


To  pass  our  timein  the  stucly  of 
the  scieuccs,  has  in  all  agps  been 
reckoned  one  of  the  most  dignified 
and  happy  of  human  occupationn; 
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,  i^ud  explore  now,  in 
order  to  earn  this  high  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- 
iIdu'  nleasures  of  knowledge  to  the 
low  gi'atiticjttiou  of  the  senses, 
nchly  desrve  the  name  of  a  Phi- 
losopher. 

It  is  easv  to  show  that  there  is  a 
positive  gratificatiou  resulting  from 
the  study  of  the  sciences.  If  it 
he  a  pleasure  to  gratify  curiosity, 
to  know  wh:it  v.'o  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-  student !  Ilecollect 
some  of  the  extraordinary  discove- 
ries of  mecbanicul  philosophy.  Ob- 
serve the  extraordinary  truths 
which  optical  science  discloses. — 
Chemistry  is  not  .behind  in  its 
wonders;  and  yet  these  arc  tri- 
fling when  compared  to  the  prod- 
igies which  astronomy  opens  to 
our  view;  the  enormout^  masses  of 
the  heavenly  bodies;  their  im- 
mense distances  ;  their  countless 
numbers;  and  their  motions, whose 
swiftness  mocks  the  uttermost  ef- 
forts of  the  imagination. 

Then,  if  we  raise  our  view  to  the 
structure  of  the  heavens,  we  are 
again  gratified  with  tracing  accu- 
rate, but  uiost  unexpected    resem- 


blances. Is  it  not  in  the  highest 
degree  jnteresting  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  atid  motion  ;  that  the  same 
same  power  keeps  the  moon  in  her 
path  round  t!:e  earth ;  that  the 
same  power  cau-^es  the  tides  upon 
our  earth,  and  the  peculiar  form  of 
the  earth  itself^  and  that, after  all, 
it  is  the  same  power  which  makes 
u  stone  lali  to  the  ground  ?  To 
learn  these  things,  and  to  reflect 
upon  them,  produces  certain  asvvell 
as  pure  jzratification. 

We  are  raised  by  science  to  an 
under.'itanding  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  ourselves,  that  we  feel 
no  hesitation  in  concluding,  if  we 
knew  the  whole  scheme  of  Provi- 
dence^  every  nart  would  appear  to 
be  in  harmony  with  a  plan  of  abso- 
lute benevolence.  Ind'ependently, 
however,  of  thiri  most  consoling 
inference,  the  delight  is  inexpres- 
sible of  being  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  character,  not  b^ 
tkeir  appearances- 


1859.] 


Comparative  Philologjj. 


167 


COMPARATIVE  PHILOLOGY, 


KUMBER   V. 


The  illustrations  that  have  been 
oflered  of  the  influeuce  of  physi- 
('!al  circumstances  upon  the  life  and 
language  of  nation,*,  will  be,  if  I 
have  sueeeoded  in  u)y  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  piaioly, 
that  the  speech  of  man  is  full  of 
the  influences  of  nature,  and  re- 
flects theii)  like  a  mirroring  lake  ; 
and  that  natural  position  exerts  a 
controlling  influence  over  national 
life,  and  its  outward  manifestatio  .s 
in  the  forms  of  human  speecli.  It 
presents  to  us  a  great,  a  sufficient 
cause  of  the  diversities  of  language, 
acting  in  conjunction  ^yith  that 
Divine  impulse  to  go  forth  and 
po^jscss  the  uttermost  parts  of  the 
earth.  At  the  same  time  it  pro- 
duces a  sufficient  ground  of  reas-^ 
oning  that  thi^  languages  all  spring 
from  an  original  unity. 

Those  infiuentes  may  be  classi- 
fied in  part,  as  follows.  1st.  I'hose 
which  acting  upon  the  primitive 
population  produced  a  nomadic  life 
anfl  what  are  called  nomadic  lan- 
guages. These  influences  acted 
most  strongly  on  the  elevated  step- 
pes of  Central  Asia,  the  home  of 
the  Tatars  the  Mongols  and  the 
races  of  Thibet  and  Western  Chi- 
na. Secondary  to  these  and  it  is 
thought  prior  in  time,  are  those 
circumstances  which  produce  and 
check  the  growth  of  laiigua..i,es  like 
the  Chineese,  or  the  family  stage. 

Prominent  among  these  is  isola- 
tioa,  which  acting  upon  large  mas- 
ses produces  a  vast  uniformity,  as 
in  the  Chiuese;  upon  small,  an 
txotic  divejsity,  as  in  the  Basque, 


and  many  other  Turanian  or  Ag- 
glutinizing  tongues.  Next  arc 
those  circumstances  which  prevent 
a  fixed  agricultural  life  and  necessi- 
tate the  life  of  the  hunter,  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  chur- 
at-ecr  from  themselves. 

2d.  Those  influences  which  stiui- 
ulate  a  higher  development  and 
more  active  nature,  as  in  the  Indo- 
European  and  Semitic  races,  which 
seem  to  spring  from  the  more  vtsried 
and  grander  features  of  the  earth, 
from  morj  open  situatioBS, 
greater  facilitiqs  of  intercourse,  iiod 
a  life  in  that  regiuu  of  the  earth,  ' 
which  calls  out  tliQ  pursuits  of  a 
fixed  and  settled  agricultural  and 
commercial  life. 

Subordinate  to  these  are  those 
influences  that  fixed  on  the  Senjicic 
races,  their  peculiar  life  resembling 
though  ia  a  higher  degree  the  Tu- 
ranian races  to  the  north'.'ast. 

3rd.  Those  peculiar  influence.^ 
already  referred  to,  which  shaped 
the  peculiar  life  of  difl'erent  urem- 
bers  of  the  Indo-European  nations,, 

There  is  another  class  of  influ- 
ences, which  act  u^on  phonetie 
elenients  and  grammatical  forms  ef 
speech. 

They  are  those  which  act  upon 
the  organs  of  speech  and  the  bodi-' 
ly  senses.  They  are  the  condition 
of  the  air,  its  humidity  and  dry- 
ness, its  varying  density  anci  its 
cold  aod  iieat.     Tka   dwellers   ia 


lOS 


Korth-CaroUna  Journal  of  Education. 


[June, 


n)ouutaias  have  a  bold  martial  air, 
iiinre  athletic  furms  and  a  harsher 
utteranec  than  tho?e  of  low  plains 
O'ld  warm  skies.  To  them  belong 
the  rougher  coHSonants,  gutterals 
and  aspirates  and  the  broader  vow- 
els. A  similar  effect  seems  to  be 
produced  by  the  damp  air  of  vast 
forests  and  roaring  aud  breaking 
of  ocean  waves.  1  have  somewhere 
read  that  the  dry  air  of  the  Tar- 
tar's steppes,  produces  such  an  in- 
fluence upon  his  consonantal  sounds 
that  they  cannot  be  pronounced 
by  European  mouths.  The  lan- 
euaces  of  Europe,  are  full  of  this 
ifjfluence.  Compaue  the  Italian  in 
the  Abruzzo  xyith  the  vowel  soft- 
ness of  Sicily  and  the  English  of 
the  northwestern  counties,  with 
the  lower  and  more  level  portions 
of  the  country.  The  Germau  and 
Sclavonic  languages  as  a  whole,  in 
their  rough  consonautal  power  aud 
strong  vowels,  bear  ample  evidence 
of  their  long  residence  in  the  high- 
lands of  Central  Asia,  aud  the  vast 
forests  of  northern  Europe.  The 
language  of  Tuscany,  reflects  in 
smouthly  flowing  vowels,  and  mel- 
litious  terminations,  the  brilliant 
sky,  the  glowing  sun  and  the  balmy 
air  of  the  land  of  the  olive  and 
the  vine.  The  Spaniard  in  the 
same  latitude,  shows  the  influence 
of  the  bracing  air  of  a  more  eleva- 
ted countrj',  and  combines  with 
the  liquid  beauty  of  a  Southern 
tongue,  the  more  sonorous  utteran- 
ces of  njountaineers.  A  striking 
example  is  shown  among  the  na- 
tive  tribes  upon  this  continent,  and 
very  much  to  the  point,  since  they 
are  all  of  one  race  unseparated  by 
any  long  lapse  of  centuries,  yet, 
so  situated  as  to  preserve  their  ac- 
quired peculiarities. 

Compare  for  esaujple,  the  north- 
ern Indian  names  of  places,  Pen- 
obscot, Winnepisioggee,(pronounc- 


ed'  Winuepesawke,)  Pequawket, 
Contoocook,  &c.,  with  correspond- 
ing southern  names,  Oeo-uce, 
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 
continent;  undoubtedly  there  will 
be  cliange  enough  produced  to 
constitute  a  dialect.  Opposed  to  this 
are  the  tendencies  of  the  race  to  a 
vast  and  comprehensive  coloniza- 
tion aud  the  closely  knit  bands  of 
commerce,  which  forbid  any  essen- 
tial change,  aud  iudieate  a  univer- 
sality in  sway. 

M.  13oue  has  pointed  out  a  stri- 
king fact  in  reference  to  the  influ- 
ence of  the  physical  features  of  a 
country  upon  its  people,  in  the  fact 
that  chains  of  mountains  running 
east  and  west  form  a  greater  bar- 
rier between  people  and  languages 
than  those  running  north  and 
south.  The  northern  Italians  dif- 
fer far  less  from  the  Provencals  to 
the  west  than  from  the  Germans  to 
the  north,  and  iu  general  through- 
out Asia  and  Europe  there  is  a 
striking  difference  between  the 
northern  and  southern  sides  of  the 
east  and  west  chains  and  but  little 
between  the  North  and  South. — 
The  same  is  strongly  shown  oa 
this  continent  by  the  universal  dif- 
fusion of  the  tribes  of  our  race 
through  out  the  whole.  Nature  has 
framed  North  America  especially  to 
be  the  home  of  one  people  and  one 
nation  and  the  problem  of  its  ex- 
istence will  not  be  solved  until 
that  is  the  case. 

Passing  from  the  consideration 
of  these  subjects,  we  will  devote 
the  remainder  of  this  article  to 
the  consideration  of  another  fact 
in   language,  the  changes  which 


1859.] 


Comparative  Philology. 


160 


occur  in  the  meanings  of  "words 
culled  by  the  expressive  name  of 
*'faded  metaphors."  Take  for  ex- 
ample the  Indo  European  Ian- 
guages.  All  sound  theory  refers 
them  to  one  common  stock  which 
contained  in  its  roots  the  elements 
of  them  all.  In  these  roots  the 
vital  part  of  the  words  consist, 
each  having  a  primeval  meaning. 
Those  roots  are  from  the  nature 
of  the  case  the  names  of  actions  or 
active  principles,  mainly  ideas  of 
motion,  all  having  reference  to  the 
external  world.  But  as  a  language 
gains  in  age,  we  need  words  to  ex- 
press objects  of  reflection,  memo- 
ry and  abstract  conception.  In- 
stead of  coining  new  roots,  the  old 
are  used  ia  a  new  and  abstract 
sense.  The  word  which  was  first 
used  as  the  picture  of  an  object, 
becomes  the  picture  of  thought. — 
As  languages  grow  old  this  pro- 
cess is  constantly  repeated  until 
the  original  idea  seems  in  great 
measure  lost.  Thiis,  however, 
they  become  the  storehouse  of  his- 
tory and  lock  up  within  their  un- 
dying forms  the  records  of  nations, 
customs  and  Avays  of  life  which 
passed  away  before  the  dawn  of 
authentic  history.  But  the  scholar 
who  knows  how  to  unlock  these 
heirlooms  of  the  past  can  restore 
the  dead  forms  to  life  again.  Thus 
Grrimm  has,  with  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 
were  treading.  As  the  Botanist 
sees  in  the  dried  and  colorless 
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 
in     which    it    grew:     or    as    the 


thoughtful  man  who  wanders 
among  the  shipping  of  some  crowd- 
ed mart,  and  calls  up  a  vision  of 
the  distant  lands  from  which  each 
freighted  vessel  came,  catches  the 
balmy  air  of  spicy  groves  or  hears 
the  ripple  of  waves  upon  far  oiF 
shores,  so  the  philosophic  student 
locking  throagh  the  crystal  forms 
of  speech,  sees  the  ages  gone  by 
unfolded  before  him,  hears  the 
voices  of  generations  long  since 
passed  away,  and  is  present  at  the 
first  uniolding  of  human  thought. 
Many  of  our  words,  perhaps  the 
majority,  are  like  coins,  which, 
however  true  their  impressions 
may  once  have  been,  have  lost 
their  original  features,  but  are  in 
value  and  substance  still  the  same. 
"Every  language,"  says  Eich- 
ter  in  fact,  "is  a  dictionary  of  faded 
metaphors."  Especially  is  this 
true  iu  terms  relating  to  the  men- 
tal operations.  As  says  Professor 
Gibbs  in  his  Philological  Studies, 
"Spirif:  in  its  literal  import  is 
breath  or  tcind.  The  essential 
properties  of  this  spirit  are  drawn 
from  the  outward  world ;  as  its  in- 
tellect or  linderstanding,  its  siis^ 
cppiibilities  and  propensities  or  in- 
clinatiGns,  and  its  choices  or  elec- 
tions. Its  states  are  standings,iiii 
emotions  are  movenients,  its  sen- 
sibilities are  feelings,  its  views  and 
ideas  are  sights,  its  conception 
and  perception  are  a  taking,  re- 
flection a  turning  Lack,  obedience 
a  giving  ear,  rectitude  and  right- 
eousness a  straitness,  error  a  wan- 
dering, &.(i."  As  says  an  enthusi- 
astic scholar.  Rev.  B.  \V.  Dwight, 
Clinton,  N.  Y.,  to  whom  I  take 
this  opportunity  of  acknowledging 
my  indebtedness  for  vy.luable  in- 
formation, and  who  I  am  happy  to 
j  say  has  an  extensive  and  valuable 
I  work  upon  the  subject  of  philolo- 
i  gy  nearly  ready  for  the  pr;;ss:  "To 


170 


JVbrth- Carolina  Journal  of  Education. 


[June^ 


tlie  student  wlio  compreliends  the 
power  of  words,  to  whom  tliey  are 
transparent,  revealing  all  tlieir  in- 
most essence  to  his  lingering  gaze, 
their  lost  light  returns  again  and 
language  is  CYermore  living  and 
lovely.  Each  lettered  page  is  to 
him  a  mass  of  shining  vt^onders,  a 
tree  of  Eden  loaded  with  blossoms 
upon  blossoms  on  boughs  bending 
and  Tf'aving  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  lusclousness  of  celes- 
tial fruitacre.''     In  the  Indo-Euro- 


pean languages  this  principle  plays 
a  most  important  part.  Keeping- 
in  mind  their  peculiar  relation  t(_^ 
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 
musj  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  which 
may  illustrate  this  point,  as  well 
as  the  general  relationship,  on  the 
authority  of  Dr.  Aufrecht : 


English.  Greek.  Latin.  Germanic.  Sanscrit. 

Father  Pa-ter  Pater  Fa-der  Pi-tar 

"  The  nourisher"  from  root /uv,  vgl.  pabulum,  paseo. 
Mother  Meter  Mater  Mo-dar  Ma-tar 

"  The  generating,  producing/'  from,  root  ma. 
Son  Uios Sunus  Sunus 

■''  The  born,"  root  sit,  parerc,  filius,  filia,  mean  "slicking  ones." 
Paughter  Thugater        ■ ■  Dohtar,  Puhitar 

s^anskiit,  signifies  ''she  who  sucks"  or  "she  \A\o  milks." 
Brother  Piirater         Fiater  Brothar  Ehratar 

"He  who  supports,"  (the  sister  and  mother.) 
The  etymology  of  sister  is  uncertain. 
Husband  I'osis  Putis  Paths  Patis 

"The  lord  ruler" — (husband,  house-lord)  vgl.  potens.     Alsopotnia 
grk.  fern. 
Widow  Vidua  Viduvo  t^idhava 

Vi-dhava  means  "a  wife  bereaved  oi  a  husband." 


So  also  Jupiter,  G-reek  Zeus,  old 
Latin  and  Osic.  I>jJ^isi Cloth.  Tius, 
as  in  Tuesday,  Sanscrit  Dyaus.— 
The  "resplendent  starry  sky." — 
Latin  "sub  divo" — "under  the 
open  sky."  Jupiter,  Ju-pater, 
Zeus-pater,  I'yaushpitar,  father  or 
lord  of  the  sky. 


found.  Ger.  mann,  mensch,  mein- 
en,  to  guess.  Latin  mens,  mem- 
ini  and  rc-min-iscor,  to  re-mem- 
ber. Min-erva,  the  mindful,  Gr. 
menos, courage, mnaomai,to  remem- 
ber, Mnemosyne.  Sanscrit  manas. 
These  all  imply  a  thinking  being. 
In  my  next  articles  I  shall  en- 
deavor to  give    an  outline  of  tie 


As  a  last  example,  compare  the 
words    in    which   the  root  maji  is  j  classification  of  languages. 

TO   EB   CONTINUED  C.  W.    S 


1859.] 


Ordei 


111 


ORDER. 

Nothing,  comparatively,  can  be 
aeliieved  iu  teaching,  v/ithout  a 
good  degree  of  order.  One  might 
as  well  attempt  to  stop  the  earth's 
rcvolutious,  as  to  think  of  doing 
justice  to  his  work  amid  such 
"  confusion  Avorse  confouudod,"  as 
is  sometimes  seen  in  the  school- 
room. It  is  true  that  pjpils  in 
disorderly  scho'ils  sometimes  seem 
to  make  fair  progress  in  their  stud- 
ies ;  but  yet  the  prevalence  of 
good  order  would,  most  certainly, 
vastly  increase  their, progress,  aad 
at  the  i^auie  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. 

Evei-ythiug  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  destro.yed,  the  rich  luxuriance 
and  magnificent  verdure  of  the 
tropics  might  be  plunged  into  the 
fierce  colds  of  the  polar  zones ; 
bright  day,  in  a  moment,  turned 
to  tempestuous  night ;  and  all  the 
pleasing  succession  of  seasons  for- 
ever destroyed.  Dark  indeed  would 
be  the  scene,  if  our  world,  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  heaven's  first  law." 
If,  then,  order  is  so   essential 


for  the  prosperity,  yea  the  verye.r- 
isfence,  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- 
rangeraeats.  There  must  be  a  time 
fur  things,  and  things  in  their 
time.  Good  order  can  not  be  ob- 
tained without  a  due  regard  for 
.system.  If  a  recit;>tion  comes  at 
one  hour  on  one  day,  and  at  anoth- 
er the  next,  the  tendency  will  be 
to  confise  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  ti\e  teacher — or  he  who  fills 
the  teacher's  place — rapping,  now 
and  then,  v,'ith  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  shouhi  not  be  done.  All 
those  little  foibles,  the  inherent 
propensities  of  natural  rogues, 
which  are  so  familiar  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  gen. 
I  tleness  reigns   around,    and  pupils 


172 


Korth- Carolina  Jbwnal  of  Education. 


[June*, 


seem  to  feel  that  th'?y  have  a  part 
to  act  in  the  exercises  of  the  day. 
And  when  night  comes,  the  teach- 
er will  fee!  animated  with  the 
thoughts  of  a  day  well  spent,  and 
the  pupil  joyous  with  the  consci- 
ousness of  advaucemeut  in  knowl- 
edge. 

Not  only  does  good  order  make 
a  school  pleasanter,  but  it  also 
makes  it  viore  useful,  especially 
by  means  of  aiding  in  the  forma- 
tion of  the  child's  character.  If 
a  child  early  forms  habits  of  order 
ana  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, 
as  a  general  rale,  will  the  pup.ls 
make.  Neitber  will  a  morose  and 
stern  countenaaee  niaiotain  quiet 
and  attentioUv  Pupils  are  not  tru- 
ly subdued  by  that  expression 
which  Goldsmith  had  in  view, 
when  he  said,— - 

'■  Well  do  tlic    boding  t'reniblcrs  learn 

to  trace 
The  day's    di;^;ifters   in  his   iiioriiing's 

i'acc/' 

A  mild  and  genial  bearing,  com- 
bined with  earnestness  of  purpose' 
will  often  exert  more  influence  on 
a  pupil  than  noisy  demonstrations 
of  authoilty.     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 OYer  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,  attentiocf 
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  iil 
the  following  paragraphs  : 

"Just  so  long  as  themes  like' 
'The  Nature  of  Evil,'  or  'Hydro-' 
statics,'  or  '  Moral  Science,'  ancf 
kindred  subjects  are  given  out  to 
poor  bewildered  children,  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,  yo\i  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  alloAved,  much  less  CGm2JeUedf 
to  write  words  without  ideas.  Nev- 
j  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.] 


Self  Control 


17.-$ 


short.'  If  he  lias  said  all  he  has 
to  say,  what  more  would  you  have  ? 
what  more  can  you  get  but  repeti- 
tion ?  Tell  him  to  stop  when  he 
(jets  tliroiigli,  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  alvrays  consider  one  line 
intelligibly  and  concisely  express- 
ed, better  than  pages  of  wordy 
bombast.  In  this  way  only  can  he 
be  taught  to  write  Avell,  sincerely 
and  fluently.  Nature  teaches  you 
this.  The  little  bird  at  first  takes 
but  short  flights  to  the  nearest  tree 
or  twig.  ]iye  and  bye,  as  his 
strength  and  confidence  grow,  they 
are  voluntarily  and  pleasurably 
lengthened  till  at  last  you  can 
scarce  Ibllow  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  teachertiand  parents  to 
think  of  and  remedy  this  evil. 


SELF  CONTROL. 

A  Uievchant  hnd  a  dispute  with 
a  Quakv^-  respcctir.g  the  settleuieut 
<)1  an  account.  The  merchant 
•was  deteraiiiied  to  bring  the  ac- 
count into  court — a  proceeding 
wliich  ihe  Quaker  earnestly  depre- 
cated, using  every  argument  in  his 
power  to  convince  the  merchant  of 
his  error  J  but  the  latter  was  in- 
flexible. Desirous  tj  make  a  last 
efi'ort,  the  Quaker  called  at  his 
house  one  morninir,  and  inquired 
of  the  servant  if  his  master  was  at 


'  home.  The  merchant  hearing  the 
inquiry,  and  knowing  his  .voice, 
I  called  out  from  the  top  of  the  stairs, 
j  "  Tell  the  rascal  lam  not  at  home!" 
I  The  Quaker,  looking  up  to  him, 
I  calmly  said  :  "  Well,  friend,  God 
!  put  thee  in  a  better  mind."  The 
merchant,  struck  afterwards  with 
:  the  meekness  of  the  reply,  and 
j  having  more  deliberately  investi- 
gated the  matter,  became  convinced 
that  the  Quaker  was  ri^ht,  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  hear  my 
abuse  ?"  "  Friend,"  replied  the 
Quaker,  "I  will  tell  thee.  I  was 
naturally  as  hot  and  violent  as  thou 
art.  I  knew  that  to  indulge  this 
temper  was  sinful ;  and  I  found  it 
was  imprudent.  I  observed  that 
men  in  a  passson  always  spoke  loud; 
and  I  thought  if  I  could  control 
my  voice  I  should  repress  my  pas- 
sion. I  have,  therefore,  made  it 
a  rule  never  to  let  my  voice  rise 
above  a  eertaio  key  ;  and  by  a  care- 
ful observance  ol'  this  rule,  I  have, 
by  the  blessing  of  God,  entirely 
mastered  my  natural  temper.^' — 
'J'he  Quaker  reasonedphilosophical- 
iy,  and  the  merchant,  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  Avhat  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 I 


174  JVbriJi- Carol  ilia  Jovriml  of  Education.  [June, 


SCHOOL  MExMORlES. 


Tbe  dear,  the  precious  Comruon  School  ! 

What  memories  round  it  cling, 
That  waft  us  back  to  other  years 

To  live  them  o'er  again  ! 
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  yore. 
And  in  our  meeting  we  forget 

That  some  are  now  no  more ; 
Their  hands  we  clasp,  their  voices  hear — 

Sweet  memories  ! — then,  there  falls  a  tear, 

ITow  oft  at  morn  we  gathered  there, 

And  talked  with  childish  glee, 
Or  sought  sweet  siijjles  from  sparkling  eyes, 

When  hearts  beat  light  and  free  ; 
And  then  we  joined  in  many  a  song, 

But  for  memory-echoep,  long  since  gone. 

Those  day-dreams,  and  those,   "sunbright  hopes" 

Have  changed  since  youth  has  fled, 
And  "stern  realities"  have  come, 

W^e  had  not  learned  to  dread  : 
That  band  of  scholars  now  are  men, 

With  but  one  hope  to  meet  again. 

Yet  there  are  lessons  deep  impressed 

Upon  each  living  one — 
Praise  to  the  faithful  Teacher — 

To  guide  to  virtue  on. 
The  Teacher's,  like  a  mother's  power, 

Bears  influence  to  life's  latest  hour. 

Go  forth  then,  Teacher,  to  thy  work, 

With  heart,  and  soul,  and  Vifc, 
Believing,  trusting,  hoping  on, 

Though  Ignorance  leads  the  strife; 
For  many  in  after  years  shall  be 

Blest  in  the  thoughts  of  thy  memory. 

Eemember,  Teacher,  in  thy  care 

Immortal  minds  are  placed  ; 
In  ^'living  lines"  thy  teacliing,  there, 

Shall  evermore  be  traced  ; 
But  he  in  trifling  is  most  wild. 

Who  leads  astray  the  trusting  child 

{^Missouri  Educator. 


185D.] 


A  H^omJerful  BoiXe. 


l/.J 


A  WONDERFUL   BONE. 

In  a  small  Avork  oti  the  Intellec- 
tual and  Moral  Development  of 
the  Present  Age,  by  Mr.  Samuel 
"Warren,  Kccorder  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.  We  gladly  make  room 
for  the  following  passages  : — 

The  incident  which  I  am  about 
to  mention,  exhibits  the  I'esult  of 
an  immense  induction  of  particu- 
lars in  this  noble  science,  and 
bears  no  fiiint  analogy  to  the  mag- 
nificent astronomical  calculation, 
or  prediction,  whichever  one  may 
call  it,  presently  to  be  laid  before 
you.  Let  it  be  premised,  that 
Cuvier,  (he  late  illustrious  French 
physiologist  a  n  d  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 (if  bone.  The  study  of  the 
internal  Btvucture  had  not  pro- 
ceeded so  far. 

In  the  year  1839,  Professor 
Owen  was  sitting  alone  his  study 
when  a  shabily-dressed  man  made 
his  appearance,  announcing  that 
he  had  got  a  great  curiosity  which 
he  had  brought  from  New  Zealand, 
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 
Cullegc  of  Surgeons  in  Lincoln's 
Inn  lields.  It  has  the  appearance 
of  an  old  nuirrow-bone,  about  six 
inches  in  length,  and  lather  more 
(ban  than  two  inches  in  thickness 
"witk  both  extremities  broken  oif ; 


and  Professor  Owen  considered, 
that  to  whatever  animal  it  might 
have  belonged,  the  fragment  mtist 
have  lain  in  the  earth  for  cen- 
turies. At  first,  he  considered 
this  same  marrow-bone  to  have 
belonged  to  an  ox==-at  all  events^ 
to  a  quadruped;  for  (he  wall  or 
rim  of  the  bone  was  six  times  as 
thick  as  the  bone  of  any  bird,  even 
the  ostrich.  He  compared  it  with 
the  bones  in  the  skeleton  of  an  ox, 
a  horse,  a  camel,  a  tapir^ — and  eve- 
ry quadruped  apparently  posses- 
sing a  bone  of  that  size  and  coil- 
figuration  ;  but  it  corresponded 
with  none.  On  this,  lie  very  nar- 
rowly examined  the  surface  of  the 
bony  rim,  and  at  length  became 
satisfied  that  this  monstrous  frag- 
ment must  have  belonged  to  a 
bird  !  to  one  at  least  as  large  as 
an  ostrich,  but  of  a  totally  differ- 
ent species  ;  and  conscquentl}', 
one  never  before  heard  of,  as  an 
ostrich  was  by  far  the  biggest 
bird  known.  From  the  difference 
in  the  strength  of  tlic  bone,  the 
ostrich  being  unable  to  fly,  so 
must  have  been  unable  this  iin- 
known  bird;  and  so  our  anatomist 
came  to  the  conclusion,  that  this 
old,  shapeless  bone  indicated  the 
former  existence,  in  New  Zealand, 
of  some  huge  bird,  at  least  as 
great  as  an  ostrich,  but  of  a  far 
heavier  and  more  sluggish  kind. 
Professor  Owen  was  confident  of 
the  validity  of  his  conclusions, 
but  could  communicate  tliat  con- 
fidence to  no  one  else  ;  and  not- 
withstanding attempts  to  dissuade 
him  fiom  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 
i  evidence  of  the  fact  of  his  having 


176 


North-  Carolina  Journal  of  Education. 


fJunc, 


then  made  this  guess,  so  to  speak, 
in  the  dark. 

He  caused  the  bone,  however, 
to  be  engaved;  and  haviog  sent 
one  hundred  copies  of  the  engra- 
viug  to  New  Zealand,  in  the  hopes 
of  their  being  distributed,  and  lea 
ding  to  interesting  results,  he  pa- 
tiently waited  for  three  years — 
namely,  till  the  year  1843 — when 
he  received  intelligence  from  Dr. 
Buck!and,of  Oxford,  that  a  great 
box,  just  arrived  from  New  Zea- 
land, consigned  to  himself,  was  on 
its  way,  unopened,  to  Professor 
Owen ;  who  found  it  filled  with 
bones,  palpably  of  a  bird,  one  of 
■which  w;js  three  feet  in  length, 
and  much  more  than  double  the 
size  of  any  boiJC  in  the  ostrich  .'  j 
And  out  (if  the  contents  of  th.is 
box  the  piofci^sor  was  positively  ; 
enabled  to  articulate  almost  the  j 
entire  skeleton  of  a  huge  wingless 
bird,  between  ten  and  eleven  feet 
in  heiaht,  its  bony  structure  in 
f-trict  conformity  with  the  fragment 
in  question  ;  and  that  skeleton  may 
be  at  any  time  seen  at  the  Museum 
f  f  the  C<-:lle<re  of  Surseoans,  tower- 
ing over,  ai;d  nearly  twace  the 
he  ghfc  of  the  skeleton  of  an 
ostiich;  and  at  its  feet  is  lying 
the  old  bone,  from  which  alone 
coiisummale  anatomical  science 
had  deduced  such  an  astonishing 
j.gjtli(y;  the  existancc  of  an  enor- 
mous extinct  creature  of  the  bird 
]iind  in  an  island  v,-here  previously 
Eo  bird  had  been  known  to  exist 
laraer  than  a  pheasant  or  a  com- 
mon fowl  ! 

Little's    Living  jlije.. 

NECESSITY  OF  HOME  INSTRUC- 
TION. 

It  is  the  nature  of  a  child  to 
mitate  what  is  around  it.  The 
nliucnce  of  example  is  as  certain 


as  the  action  of  the  air  upon  the 
body.  Influences  educate  the  child 
long  before  it  is  larirc  enough  to 
be  sent  from  homo  to  school.  It 
is  in  the  unwritten,  unspoken 
teachings  of  home  in  our  tenderest 
years  that  our  destiny  has  its  be- 
gi.-uings.  Every  word,  tone,  look, 
frown,  smile  and  tear,  witnessed 
in  childhood,  performs  its  part  in 
ti-aining  the  infant  for  eternity. — 
Instruction  should  begin  early, 
but  let  it  be  oral,  and  consist' 
chiofi}^  of  a  few  moral  precepts, 
Bible  stories,  and  chaste  fables. — 
A  great  error  in  our  times  is  the 
pi'essing  of  the  infantile  mind, 
cramming  the  memory  with  what 
the  child  does  not  understand,  and 
at  the  same  time  so  compressing 
and  cramping  it  as  to  prevent  the 
proper  physical  development,  and 
impair  the  reasoning  faculties. 

Another  of  the  alarming  evils  in 
oiir  day  is  the  circulation  of  de- 
moralizing publications.  Earnest 
warning  and  entreaties  on  this 
subject  have  often  fallen  from  the 
pulpits.  But  the  warning  cannot 
be  too  often  repeated.  The  influ- 
ence of  immoral  prints  and  books 
is  calculated  more  than  anything 
else  to  corrupt  the  morals,  and  en- 
feeble theintellects  of  the  juvenilo 
portion  of  our  country.  To  circu- 
late such  publications  is  a  serioud 
offence  asainst  God  and  man;  and 
yet  I  fear  greatly  it  is  a  growing 
evil ;  nor  do  I  see  any  corrective 
so  available,  so  potential  and  so 
practicable,  as  family  government 
and  instruction.  Let  the  home 
be  for  amusement,  pleasure,  knowl- 
edge and  religion,  as  attractive 
as  possible. — Dr.   Scott. 


Be  always  doing,  but  do  only 
what  needs  to  be  done  ;  be  always 
learning,  hue  learn  only  what  you 
can  use. 


1859.] 


School  Room  Experience. 


177 


SCHOOL  ROOM  EXPERIENCE. 


TEACHING  LATIN  GRAMMAR. 


A  few  month-s  ago,  we  gave  the 
readers  of  the  Journal  some  sug- 
gestionsoa  ''Teaching  Arithmetic. " 
We  wish  to  present  some  remarks 
in  a  similar  strain  on  the  method 
af  teaching  Latin  Grammar. 

It  is  perhaps  not  going  beyond 
the  truth  to  say,  that,  with  a  ma- 
jority of  learners,  acquiring  a 
knowledge  of  iiatin  G-rammar  is 
merely  an  exercise  of  memory. 
They  are  taught  to  commit  to 
memory  and  repeat  all  the  book 
from  which  they  study,  or  such 
portions  of  it  as  may  be  assigned 
tiieai.  Now  it  cannot  be  ques- 
tioned that  much  of  the  acquisi- 
tion of  any  language  is  merely  an 
exercise  of  the  memory.  And  this 
is  particularly  true  of  the  Latin, 
aa  it  1:5  the  language  usually  first 
learned  by  our  youth,  after  their 
own  native  tongue.  Acquiring  the 
roeaning  of  the  words  of  the  laa- 
gaage  is  an  act  of  memory.  This,  - 
however,  does  not  belong  to  tlie 
grammar  of  the  language.  But  iu 
the  study  of  the  grammar  itself 
tho  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  -drs  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,  tiod,  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 
too  exclusively  a  work  of  the  mem- 
ory.    The  pupil  is  impressed  with 


the  idea  that  his  whole  task  is  to 
store  his  lueniory  vyith  the  languajra 
of  his  text-book.  Now,  it  must  bo 
admitted,  that  many  who  have 
studied  jjatin  in  this  way,  have 
become'  good  scholars,  well  ac- 
quainted with  the  language.  But 
this  does  not  prove  this  the  be^t 
method  of  teaching  Latin.  Nor, 
if  it  could  be  shown  that  those  so 
taugiit  acquire  the  language  £is 
readily  as  those  taught  in  a  differ- 
ent way,  would  it  establish  this  as 
tho  best  method  of  teaching.  Fur, 
whilst  the  acquisition  of  the  lan- 
guage is  one  end  of  their  studying 
it,  it  is  not  the  only  end,  nor  tht^ 
chief  cod.  Tile  great  object  of 
teaching  Latin,  as  of  every  othe? 
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  hiai  to  learn  to 
reason  for  himself,  and  not  always 
to  be  dependent  for  his  ideas  upon 
what  he  learns  from  others.  And 
we  wish  him  to  learn  to  think,  hot 
wildly  and  loosely,  but  truly  and 
accurately.  V/e  should  keep  this 
end  of  education  before  us  in  every 
eff.jrt  we  make  to  impart  instruv> 
tion  to  the  young. 

Then  the  question  which  pnj- 
sents  itself  to  us  in  this  connection 
is,  *'  How  can  Latin  Grammar  bo 
best  taught  to  gain  this  greai  end 
of  education  ?  Has  it  no  bjghei? 
place  than  that  of  a  stepping  etone 
to  the  great  field  which  the  clasaicjs 
open  before  us  ?  Or  tuusfc  it  be  coD- 
fined  to  tho  drudgery  of  stroagth- 
ening  the  memory  I     lias  it  doIJj^ 

14 


I7S 


Norili- Carol  ill  a  Jov.  rn  id'  o  f  ERacdiion. 


[June 


iog  to  do  in  developing  the  other 
iDL-ntal  faculties?  We  maintair 
that  it  may  serve  an  iQ:iportant  end 
in  the  work  of  education  directly: 
end  to  this  point  we  direct  our 
su^iiestions  as  to  the  method  in 
which  it  should  be  tau2;ht. 

In  general,  we  remark,  it  mush 
be  taught  as  a  science  whose  jjrin- 
ciples  are  to  be  investigated. — 
Grammar  does  not  consist  of  a 
number  of  dry,  independent  facts, 
Letv/een  which  no  relations  can  be 
discovered.  They  have  intimate 
connections  with  e?.ch  other. — 
^i'here  are  general  principles  under- 
lying these  facts  thst  present  them- 
selves to  the  learner's  eye;  and 
these  principles  should  be  sought 
for  and  impressed  upon  the  mind.' 
The  pupil  should  be  shown  how 
■general  principles  are  deduced  from 
facts;  and,  again,  how  these  prin- 
ciples will  explain  other  facts  with 
which  he  meets.  Some  general 
principle?,  that  enable  him  to  con- 
nect together  different  facts  that 
he  learns  about  the  lang-aa'.>e,  Vi'iii 
greatly  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.  l>iit  we 
will  not  pursue  this  strain  of  gene- 
ral remark.  In  order  to  be  more 
practical  we  descend  to  particulars. 
The  niethod,  which  we  advi-^e  for 
teaching  this  subject,  c^n  best  be 
shown  by  examples. 

But  before  proceeding  to  these, 
we  wish  to  introduce  to  our  readers, 
at  least  those  of  them  not  already 
fa,miiiar^with  it,  the  Latin  Grammar 
uf  Professer  Harrison  of  the  Uni- 
versity of  Virginia.  So  far  as  W3 
know,  this  is  the  only  American 
\rork  on  this  subject  that  is  based 
(in  philosophical  principles.  Lc 
first  suggested  to  us  the  thoughts 
which  we    here  present,   and   the 


method  af  instruction  which  we 
would  persuade  other  teachers  to 
pursue.  Now,  it  will  not  do  to  put 
this  work  into  the  hands  of  &  pupil 
at  an  early  stage  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'jelf  with  the  system 
which  this  wrk  presents,  and  im- 
part it  to  his  pupils  in  connection 
with  the  lessons  which  he  leirns 
from  more  elementary  works.  He 
can  do  this  in  pirt  orally,  partly  by 
use  of  the  blaok-boird,  apd  ptrtiy 
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  combination  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,  bu: 
the  pupil  to  succeed  must  learn  to 
fix  his  attention,  and  exercise  his 
own  reasoning  powers.  But  wo 
are  wandering  from  the  practical 
course  proposed. 

We  wish  to  show  by  examples 
how  to  teach  the  principles  of  Liti?) 
Grammar,  or,  to  use  the  expression 
(if  Professor  Harrison,  "the  law.s 
of  the  Latin  language,"  to  a  bi- 
ginner.  These  principle?  will  be 
found  in  the  study  of  the  letters 
and  words  of  the  languasre,  as  well 
as  in  its  syntax,  xit  the  very  oat- 
set  the  pupil  should  uEdcrstand 
the  formation  of  the  letters.  For 
otherwise  he  will  not  be  ableto  ex- 
plain many  of  the  changes  which 
wjrds  undergo  in  inflectio  3  and  com- 
position. For  example:  in  the  con- 
jugation of  regfre  he  meets  with 
rectus.  Now,  he  finds  by  refer 
euce    that    many  verbs    have  this 


185&.] 


School  Room  Exnerlcnce. 


no 


satUG  terndnition  tus  for  the  par- 
ticiple;  but  how  explain  theeliaoge 
of  the  root  rcg  into  re c.^  If  he  has 
not  learned  the  furmatiou  and  clas- 
sification oP  letters,  he  cannot  ex- 
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 
nuh  changed  into  nup  in  nupsi  and 
nuptum.  He  commits  it  to  mem- 
ory ;  but  ha  cannot  understand  why 
the  h  is  not  retained  throughout  the 
word.  He  meets  with  a  hundred 
similar  instances  which  he  has  to 
fix  in  his  memory  without  knowing 
a  reason  for  the  change  of  letters 
in  a  single  instance.  But  let  him 
learn  first  the  formation  and  classi- 
fication of  the  letters  and  a  few 
simple  principles  will  explain  these 
numerous  changes.  He  learns  that 
it  cannot  be  regtns,  because  g  is  an 
open  kttcr  followed  by  a  close  one 
t,  which  is  contrary  to  the  custom 
of  the  language,  and  indted  is  an 
unnatural  succtspioo  oi  sounds,  in- 
asmuch as  it  is  ciiiiitult  to  sound  a 
close  letter  after  an  open  one.  The 
g,  therefore,  must  be  changed  into  a 
close  letter;  and  to  ujalse  th.e 
change  in  the  word  as  little  ns  pos- 
sible it  lakes  in  its  stead  c,  the  let- 
ter nearesc  akin  to  it,  that  is,  the 
close  letter  formed  hy  the  saiiic 
orgaos.  Now,  this  simple  princi- 
ple will  explain  also  rexl,  re- 
membering, simply  thut  x  is  another 
method  of  writing  cs.  The  change 
lOay  be  thus  indicated  :  rcg  si — recsi 
— ~rea;i.  And  the  pupil  does  not 
Iiave  toseorcb  for  new  principles  to 
explain  the  class  of  words  which 
nubere  is  an  example.  The  same 
principle  explains  also  the  changes 
in  these.  All  he  needs  to  knov/  is 
tho  organic  class  to  which  the  let- 
tora  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- 
tar  to  teach  him  the  principle  than 
uselessly  to  crowd  his  memory  with 
disconnected  facts  !  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.     Yv^hec 
the  pupil  has  learned  the  declension 
of  penna,  of  servus,  of  parens,  of 
fntrtus,  and  of  r*5,  he  will  naturally 
inquire  why  the    language   has  so 
nia;:y  different  ways  of  forming  the 
cases  for  different  words.     He  has 
live    Genitive    endings     for    these 
words,  namely,  ae,   i,  {.s,  ns,  -ei. — 
Why  all  this  difference  ?     When, 
hov/evtr,    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  in  a,  in  the  second  in  o, 
i  in  the  third  in  a  consonant,  in  the 
i  fourth  in  u,  and    in  the  fifth  in  c. 
1  Now,    by    uniting     the    Genitive 
1  termination  i  to  the  root  ending  in 
!  (c,   we  have  the  ending   ai,  which 
'  does   sometimes    appear  as  an  old 
I  form,  but  usually  becomes  ^/«.    Put 
j  tlie  s;une  termdnatiou    to  o  ia   the 
I  second  declension,  and  we  have  oi, 
j  which  by   a  frequently   occurring 
contraction  heeouies  ?'.     In  the  fifth 
I  declension  the  i  is  also  added,  but 
no  change   takes    place  in    the  ei. 
In   the    the  third  and   fourth  de- 
clensions is  ia  added  for  the  Geni- 
i  tive.     It   appears,    then,   that   we 
have  two  Geniiive  terminations  in- 
stead   of  Jive.      And  there  i«5    no 
difficulty  in  knowing  which  of  the 
tvi'o  to  use  if  the  simple  word,  the 
root  is  known.     For  i  is  used  when 
the  root  ends  in  a  vowel,  except  u-, 
and  is  is  used  where  it  ends  in  a 


iSO 


North- Carolina  Journal  of  Education, 


[June, 


consonant  or  u,  the  vowel  which 
seems  to  be  nearest  akin  tu  the 
consonant.  And  so  we  might  pass 
on  through  the  eases,  showing  like 
simplicity.  The  difference  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 
iiouns,  it  will  at  least  iuterest  him 
by  opening  to  his  mind  analogies 
bidden  before  ;  and  it  will  teach 
him,  if  anything  will,  to  think  for 
himself. 

It  may  be  well,  even  at  the  risk 
of  beiiig  tedious,   to   give  another 
illustration  of  our  plan.      We  will 
take  this  illustration  from  Syntax 
Suppose  the  usage  of  the  Gi-enitive 
case  be  the  subject  of  study.     We 
refer  to  the  Syntax  of  this  case  iu 
Bullion's  Grammar,    and  find  not 
less  than  fifteen   rules  with  nume- 
rous   exceptions;    and   turuiug  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  di.s- 
coaraging  when  we  remember  that 
Lheso  rules  form  a  very  small  part 
of  the  entire  Syntax.     But  teach 
your   pupil    that    *' the    Genitive 
limits  the  meaning   of   the   word 
vrith  which  it  is  (Connected  to  the 
particular  class  or  object  designa- 
ted by  this  Genitive."     With  this 
tiiread  he  can  bind  together   this 
apparently  heterogeneous  mass  of 
facts.     The   reason  for  employing 
the   Geuivivu   appears  to  be   the 
fiame,  or  nearly  the  same,  in  all  in- 
stances.    The  learner  can  nowun- 
derstand   these    rales,  with    his 
teacher's  assistance  ;  and  he  tnll 
eoon  be  able  to  give  an  esplanatioa 
of  them  consistently  with  his  deS- 
nition  of  thia  case.      He  meets 
witb  a  difficulty  ia  tho  Genitive  oj' 


place,  till  he  learns  that  this  is  no 
Genitive  at  all,  but   an  Ablative. 

These  illuatrafcions  we  hope  are 
enough  to  make  the  plan  plain  to 
the  reader,  and  to  commend  it  to 
the  teacher,  who  ia  seeking  not 
his  own  ease,  but  the  intellectual 
improvement   of  his  pupils. 

A  question  may  be  raised  as  to 
whether  preference  should  be  giv- 
en to  the  analytical  or  the  syn- 
thetical method   of  teaching,  in 
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,  iu  teaching  the  de- 
clensions we  may  givo  first  the 
facts,  and  then  analyze  them  and 
draw  our  conclusions   from  them. 
Lot  the   examples    given   for  de- 
clension, under  the  different  heads, 
be    committed  to    memory;  then 
analyze   them,   showing  how  the 
forms  were  derived,  and  the  rela- 
tions the  deeleHsions  bear  to  each 
other.     Or  we  might  reverse  the 
process;  state  general  truths  dog- 
matically,   and    show    how   these 
give  the  resiiifcs  we  find   actually 
existing.     The  former  method,  the 
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  course  to  pursue.     If,  how- 
ever, he  uses   the  ordinary  text^ 
books  in  Grammar,  his  pupils  will 
have  stored  tlieir  memories  with 
the  facts  of  the  particular  branch 
under  consideration ;  and  he  will 
then  have  the  material  ready  foT- 
the  process  of  analysis. 

To  conclude  this  article  already 
prolonged  far  beyond  our  original- 
design,  WQ  remark  that  "we  do  no* 
advance  a  wild  theory  or  an  in>- 
praotioabla  plan.  But  our  ex- 
perieacQ  has  lad  us  to  these  cob- 


1859.] 


Educational  ^Association. 


ISl 


elusions :  1.  That  the  pupil  will 
aoquire  the  language  quicker  and 
more  accurately  in  this  way,  than 
in  any  other;  quicker,  because  of 
the  increased  interest  excited  in 
the  subject,  and  of  the  assistance 
given  the  memory  by  general  prin- 
ciples that  connect  facts  together; 
and  more  accurately  because  the 
principles  to  be  learned  are  fewer 
and  more  easily  understood.  2.  The 
pupil  is  better  prepared  to  master 
new  difficulties  that  he  meets  with 
as  he  progresses  in  this  study,  or 
others.  3.  He  becomes  a  more  in- 
dependent thinker,  which  we  said 
in  the  outset  is  the  great  end  of 
education.  Virginia. 


LENOIR   COUNTY   EDUCATIONAL 
ASSOCIATION. 

The  Annual  Meeting  commenced 
in  Kinston,  on  the  7th  of  May. 
The  roll  being  called  the  regular 
order  of  business  was  commenced. 
Several  gentlemen  were  elected  to 
membership,  responded,  and  were 
entered  on  the  ruU. 

On  motion,  it  was  ''  Resolved, 
that  while  we  regret  the  next  meet- 
ing of  the  State  Educational  x\sso- 
ciation  cannot  be  held  in  Kin&ton, 
we  are  nevevthelefs,  gratilied  to 
learn  that  the  Animal  Meeting  has 
been  appointed  in  this  section  of 
the  State,  at  Ncwbern ;  and  we 
heartily  tender  our  sympathy  and 
cooperation,  in  all  its  deliberations 
for  the  public  welfare."  The  fol- 
lowing members  were  appointed 
as  delegates  and  expected  to  attend, 
viz.: — L.  Branson,  J.  Kincey,  F. 
Dibble,  S.  Miller,  II.  F.  Bond,  J. 
H.  Jackson,  E.  F.  Cox,  W.  A. 
Holland,  I.  G.  Cos,  Dr.  J.  P. 
Bryan,  "\V.  Dunn,  jr.,  R.  W.Kinij, 
Dr.  Chapel,  G.  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  foll(;ws  : 

Franklin  Dibble,  Esq.,  Pres. 
G.  C.  Woodley,  Esq.,ist  Vice  Pres. 
AV.  A.  Hollaod,  "    '  2       "       '♦ 
Justus  Kincey,  Steward. 
L.  Branson,  Secretary. 

The  Query  was  then  disseussecl 
viz.-^Are  Colleges  beneficial? — ■ 
After  many  arguments  pro  and 
con.  the  question  was  very  amica- 
bly decided  in  the  affiirmativc,  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  T'  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. 

il.  R.  STRONG,  Pres. 

L.  Branson,  Sec. 

Lenoir  Institute,  N.    G. 

Origin  of  a  Feather  in  xna 
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,  whiclr,  when  not  in  ar- 
mor, was  tire  covering  of  their 
heads,  and  no  one  was  permitted 
that  privilege  who  had  not  at  the 
least  killed  his  nian.  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  gifts 
do  not  bring  privileges  to  their 
possessor  so  much  as  they  bring 
duties. 


Nor fl}^ Carolina  Journal  oj  Education. 


[JUQC 


MY  CLASS  OF  DEAF  MUTES. 


ET  JOE,  THE  JERSEY  MUTE. 


■' Jv.:e,  the  Jersey  Mute,  is  noted  (?) 
for  his  peculiar  style."' — 3fcJlipiuc's 
Teachers''-  Jfiurnal. 

•'Joe  is  a  teacher." — IhiJ., 

I  quote  the  above  liaes  for  two 
reasons,  to  wit :  1st,  the  peculiar- 
ities of  style  ill  the  following  com- 
munication, 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 
lei  mo  describe  the  members  of 
my  class  in  uumerical  order. 

i.  Sallie.  She  is  a  tall,  good- 
looking  young  lady,  evincing  by 
lier  looks  refinement  of  dejDorfcmeut 
and  delicacy  of  feeling.  She  does 
not  pi'eteud  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  iadifferent,  and  others  not 
worth  a  penny.  Her  affections  are 
warm,  nay,  as  hot  as  coal  fire. — 
She  dauces  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.  Jen5«ie.  At  first  sight  one 
would  take  her  for  an  old  maid  of 
forty.  Ever  sad,  no  smile  will 
lighten  up  her  face  for  days  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 
rosy  cheeksj  and  above  all;  her  ex- 


cellent bealch,  which,  to  the  best 
of  my  knowledge,  has  never  been 
interrupted  since  she  was  entrust- 
ed to  my  care.  She  pays  attention 
to  her  studies  in  and  out  of  school 
hours,  day  and  night.  Several 
deaf  mutes  of  both  sexes,  lettered 
and  unlettered,  live  near  where 
her  parents  reside. 

4.  H.ETTIE.  Little  is  known  of 
this  young  woman,  faither  than 
that  her  mother  lives  in  the  inte- 
rior of  I'ennsyivania. 

5.  Eliza.  She  is  a  iZoncZe,  with 
fiery  eyes  and  a  temper  to  match. 
She  has  no  sincere  friend  or  well- 
wisher,  at  least,  among  the  one 
hundred  and  eighty-seven  pupils. 
Her  mother  labors  under  the  same 
infirmity  as  she,  and  has  recently 
lost  her  husband,  who  was  endow- 
ed Yfith  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 
or  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  oifice  of  nurse  to  me. 
In  the  fulness  of  my  heart,  Ivowed 
that  I.  would  never  shut  out  of  re- 
membrance, as  long  as  I  lived,  the 
thousand  little  kindnesses  which  J 
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  be  an  In- 
dian, and  lives  ia  New  Jersey. 


1859.] 


My  Class  of  Deuf  Mutes. 


1S3 


6.  AxNiE,  She  loots  remarka- 
bly well,  witli  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.  MoLLTE.  She  lost  her  hear- 
ing at  three  years  of  age  by  a  se- 
vere attack  of  scarlet  fever,  but 
refains  in  some  degree  the  power 
of  articulation.  She  is  afiiicted 
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. 

S.  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  83000  a  year. 
I  have  seen  her  sisters  (all  ofrhem 
hearing,  of  course,)  and  they  are 
remarkable  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 
mouth  has  much  of  the  poetry  of 
life.  She  delights  in  teazing  her 
class-mates,  and  particularly  Mol- 
■He,  (7.)  Her  handwriting  is  as 
small  as  if  it  hung  by  a  slender 
thread  J  the  words  occupy  no  more 


1  space   than   if  printed  froni  (ho 
finest  type. 

11.  Kx\TE.  Bless  me,  I  have 
nothing  to  say  of  her,  farther  than 
tliat  she  is  a  little  girl,  between 
IS  and  14  years  of  age, 

12.  Willie.  There  h  much 
in  his  physiogcmy  to  interest  even 
the  casual  observer.  His  complex- 
ion is  florid;  his  eyes  are  largo, 
especially  in  the  region  of  lan- 
guage; his  lips  voluptuous  and 
well  formed;  his  cheeks  rosy  and 
smooth.  He  seems  to  have  :i  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-serioiw. 
He  is  reckoned  a  dunce. 

15.  Sammy.  An  indifferent 
scholar.  His  sister,  in  another 
class,  progresses  slowly.  Forj^oung 
persons  of  ordinary  capacity,  there 
is  no  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.  Hi.s  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  wou.ld  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  Avill  grin  from  ear  to 
ear.  His  sister  now  in  the  school^ 
is  a  goed  looking  girl,  with  a  great 


184 


North- Carolina  Journal  of  Education. 


[June, 


deal  of  animation  in  her  eyes.  I 
do  not  know  how  slie  comes  on,  as 
I  do  not  teach  her. 

IS.  Hasry.  He  is  famed,  the 
school  over,  for  his  stupidity.  He 
is  good  natured,  though.  I  ven- 
ture to  say  that  he  will  never  be  of 
ser^ace  to  society,  unless  it  be  in 
his  quality  of  laborer. 

19.  Eddt.  Towering  aloft  rises 
.  the  form  of  this  young  man.     He 

makes  gratifying  progress  in  his 
studies. 

20.  Maiiy.  I  look  upon  this 
baby,  for  she  is  only  nine,  as  the 
flower  of  the  school.  I  love  her 
dearly,  and  delight  in  chatting 
mth  her.  She  is  endowed  with 
considerable  powers  of  mind,  and 
will  no  Qoabt  excel  in  writing.  I 
have  written  much  about  her,  for 
she  is  really  worth  writing  t-Jjout. 
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 
i.s  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  ofi" 
the  following  good  little  story: — 
"  1  reckon  myself  a  gentleman.     I 


went  to  a  barber's  shop.  I  said  I 
wished  to  have  my  hair  cut.  The 
barber  said  'You  will  be  served, 
sir.'  I  sat  down  on  a  chair,  and 
he  cut  my  hair.  I  then  took  some 
money  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  as 
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 
knovi'n  and  pop-alar  school  history 
we  have  the  following  account  of 
a  naval  battle. 

In  five  minutes  the  niain-top- 
mast  was  shot  away,  and  falling 
down  with  the  main-top-so.il-yard, 
across  the  larboardfore,  and/ore- 
top-sail-yard,  rendered  her  head- 
yards  unmanageable  during  the 
rest  of  the  action.  In  two  min- 
utes more,  her  gaff  and  ■niizzert- 
top-gallardmast   were  shot  away. 

The  author  has  here  incorpora- 
ted 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.- — M.  T'Filkon, 


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  life 
it  will  not  be  found  wanticgr. 


1859.] 


Common  School  Department. 


IS." 


C0mni0ii  Stij00l  department. 


Extract  from  the  Report  of  the  Superintendent  of  Common 

Schools- 


A  draw  back  to  the  usefulness 
of  examining  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 
difficulty  of  getting  fit  persons  to 
act  on  these  committees  ;  and  it  is, 
also,  one  chief  cause  of  the  hur- 
ried manner  in  which  the  esamina- 
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  common 
school  officers  and  teachers  of  the 
county. 

Its  advantages  would  be  s'Jieh 
as  to  justify  the  expenditure  by 
the  counties  or  towns  interested, 
and  I  am  inclined  to  believe  that, 
under  a  jiist  and  favorable  act  of 
incorporation,  such  buildings 
would  be  erected  in  a  number  of 
places.  No  bill  for  this  purpose 
lias  been  introduced ;  and  my  ob- 
ject now  is  to  tarn  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 
tendin«;   to    destroy  that  isolation 


others,  go  much  in  the  way  of  their 
improvemert,  and  so  repressive  of 
a  proper  public  spirit  and  interest 
in  tbeir  calling;  and  here,  also, 
the  friends  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 — and  na- 
tives of  the  country,  prospering  ia 
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  v^'ould  be  external  signs  of 
the  progress  of  a  moral  cause,  ia:- 
proving  the  senses,  and  exciting 
the  patriotic  pride  and  generous 
emulation — considerations  not  to 
be  neglected  by  the  friends  of  com- 
mon schools.  The  State  would 
also  doubtedless,  contribute  public 
documents  ;  and  these  halls  would 
in  time  become,  nest  to  the 
Churches,  and  Court  Houses,  the 
most  useful  and  indispensable  put- 
lie  buildings  of  the  several  coun- 
ties. 

They  would  hold  the  meetings 
of  teachers  for  discussion  and  mi> 
tual  improvement — they  Tfouli 
form  the  cheapest  and  best  kind 
of  normal  schools — they  would 
contain  teachers'  libraries,  and 
hold  county  museums,  beside? 
serving  the  important  and  priisiary 


and  indifference  to  the  opinion  of   object  of  their  erection 


im 


A'orth- Carolina  Journal  of  Education. 


[June; 


Yf  itli  pucli  halls,  conyeniently 
furnised,  there  would  be  no  diffi- 
culty in  procuring  good  and  ac- 
tive examining  committees  j  and 
it  cannot  be  doubted  that  the  ex- 
aminations v'ould  be  more  'sys- 
temactieally  conducted,  and  be 
more  satisfactory  and  thorough  in 
their  character. 

And  besides  all  these  considera- 
tions, it  should  not  be  forgotten 
that  municipal  corporations  have 
been,  under  God,  the  nurseries  and 
the  bulwarks  of  our  Anglo-Saxon 
freedom. 

They  accustom  their  members  to 
the  practical  exercise  of  the  powers 
of  sovertigat}' — develop  a  love  of 
iadependense,  while  they  also  teach 
the  importance  of  union  and  of  in- 
dividual sacrifice — and  interpose 
barriers  to  unarehy  and  to  centrali- 
zation, t!ip  two  extremes  that  meet 
io  absolute,  u';:i'potism. 


A  Curious  Coincidence.  — 
Baucvutt,  History  United  States, 
vol.  III.  p.  314,  remarks  :  "  It  is  a 
curioas  coincidence,  that  among  the 
Algonquias  of  the  xVtlautic  and  of 
the  Mississippi,  alike  among  the 
Narragansetts  and  the  Illioois,  the 
North  Star  was  called  the  beay." 
Rovf  does  it  happen  that  this  con- 
stellatiou  is  ktiovra  by  this  name  in 
nearly  all  ages  and  nations  ? 


To  suppress  a  harsh  answer,  to 
confess  a  fault,  or  to  stop  short  in 
the  midst  of  self-defence,  in  gentle 
submission,  sometimes  requires  a 
strusa;le  almost  like  life  and  death. 


INTE.0DUCTION  OF  GLOBES. 

There  is  quite  an  active  move- 
ment 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  regarding  globes  as 
suitable  only  for  the  higher  insti- 
tutions of  learning.  The  reverse 
of  this  is  now  being  recognized  as 
the  fact.  Thanks  to  the  French 
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 
ofthe^e  veritable  keys  of  knowl- 
edge. The  maps  are  very  good 
in  their  way.  They  give  a  tolera- 
bly correct  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,  they 
are  apt  rather  to  mislead  than  di- 
rect us  J  whereas  a  mere  glance 
at  the  terrestial  globe  gives  the 
necessary  information  ac  once, 
without  further  trouble,  and  so 
impresses  it  on  the  mind  that  it  is 
likely  to  be  retained  through  life. 
But  it  is  not  alone  to  students 
that  globes  are  useful.  They  are 
so  to  all  who  read.  It  is  incredi- 
ble to  those  who  areunacc|uainted 
with  their  use  what  important  aid 
they  afford  even  ia  the  perusal  of, 
the  daily  joiumals  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   oas- 


1859.] 


Common   School  Department. 


18: 


third  as  miicli  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  hacj  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 
your  readers  a  brief  description  of 
them.  I  can  only  say  now,  that 
the  sixteen-inch  bronze  pedestal 
stand  globes  of  Troy  manufacture 
surpass  in  accuracy,  beauty  and 
elegance  of  finislx  any  similar 
articles  it  has  ever  been  my  privi- 
lege to  examine. — Pitt&burg  Ga- 
zette. 


CIIILDllEN. 

As  children  advance  in  age,  and 
t'he  faculties  of  the  mind  espand, 
parents,  by  an  easy,  familiar  mode 
of  conversiag  with  them,  and  adap- 
ting their  language  to  their  age 
and  capacity,  may  acquire  almost 
unbounded  iuflueuce  over  them. — 
If  parents  were  thus  careful  to  cul- 
tivate the  young  mind  from  the 
first  dawn  o  f  reason,  watching 
every  opportunity  of  communica- 
ting instruction,  they  would  be 
rarely  disappointed  in  having  their 
children  grow  up  around  them  all 
that  they  could  reasonably  desire 
them  to  be.  When  children  are 
accustomed  freely  toyubosom  them- 
selves, and  unreservedly  to  reveal 
their  wishes  to  the  paternal  friend, 
who  is  most  interested  in  their  wel- 
fare, what  advantages,  must  result 
to  them,  and  what  pleasure  to  the 
mind  of  an    aflectioqate  'parent  ! 


When  parents  thus  become  to  their 
children  the  familiar  friends,  the 
unreserved  confidants,  the  sympa- 
thizing partners  of  their  joys  and 
sorrows,  hopes  and  disappoint- 
ments, a  hold  on  the  mind  is  ob- 
tained which  will  conticue  when 
authority  ceases.  Young  people 
who  are  treated  as  companions  by 
judicious  parents,  aro  seldom  ad- 
dicted to  degrading  practices. — 
They  will  even  forego  many  indul- 
gences to  avoid  displeasing  theui 
or  giving  them  pain. 


Vapoe,. — Dr.  Dick,  the  celebra- 
ted philosopher,  says  there  arises 
every  twelve  hours,  no  less  than 
thirty  millions  cubic  feet  of  v/ater, 
v/hicii  is  mors  than  snfiicient  tu 
supply  all  the  rivers  oa  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  fprtilizes  the 
earth.  Shoaid  this  process  pause, 
we  might  wash  our  clothes,  but, 
centuries  would  not  dry  them,  for 
evaporation  alono  produces  the  el- 
fect ;  vegetation  would  wither;  ri- 
vers would  swell  the  ocean  ;  the 
operations  of  nature  would  cease. 
So  close  is  the  connection  between 
this  process  and  vegetable  and  an- 
imal life. 


Do  Dail^  and  Hourly  Your 
Duty;  doit  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  acknowledgeU  or 
not,  but  dp  not  fail  to  do  it.  Da 
QOt  think  of  yourself  as  a  mortal, 
but  as  an  immortal.  Fear  nothin^r 
buL  sin  ;  feap  qothing  but  a  meaa 
action. 


North- Carolina  Journal  of  Education. 


[June, 


for  \h 


THE  REASON  WHY. 


''  For  my  part  I  never  espect 
to' become  a  scholar.  I  don't  be- 
lieve I  Lave  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  Y/m.  Brown, 
I  know  I  study  just  as  hard  as  he 
does,  but  somehow  lie  has  mauatj-- 
od  to  get  so  far  ia  advance  of  me 
that  I  never  think  now  of  being 
on  an  equal  footing  with  him 
again," 

Thus  remarked  Charlie  Mason 
ia  one  of  his  half  complainiusi;, 
half-  repenting,  half-  resolving 
moods.  He  was  making  prepara- 
tions for  attending  a  nevv'  term  of 
school,  and  for  the  hundredth 
time  was  coming  to  the  conclu- 
sion to  do  better.  i^Jeifher  means 
nor  exerticm  wete  spared  to  afford 
him  the  opportunities  for  acquir- 
ing an  edu(»ation.  Eut  to  the  dis- 
appointment cf  his  parents,  and 
even  to  his  mortification,  his  j^ro- 
gress  was  sl<i)w  and  very  deicc- 
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  some  of  our 
thriftless  scholars,  ill-cfispcsed  and 
ungovernable.  We  will  have  to 
scrutinize  him  closely  if  we  would 
know  the  difiiculty. 

'Tis     Monday     morning,     and 
v,hil(  he  is  busy  with   his   school 


preparations,  we  will  give  him  a 
short  call.  Good  morning,  Char- 
lie !  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  an- 
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 ;  now  up  stairs,  now 
down,  now  in  the  bed-room,  now 
in  the  clothespress,  now  scattering 
that  pile  of  newspapers  about  the 
floor.  V/e  Eoou  discover  that  he- 
is  on  track  after  his  school-books. 

He  is  certain  he  brought  them 
home  with  him  the  last  day  of 
school.  His  spelling-bock  was 
lost  at  Ihe  school-house,  but  the 
lemaiuder  of  his  books  lie  knov\\s 
were  brought  home.  The  whole 
house  is  summoned  to  assist  in  the 
search.  Just  as  his  mother  is 
declaring  that  fihe  has  looked  in 
every  part  of  the  house,  and  kno"n"S. 
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  scet  staring  at 
the  Teacher  all  day,"  replies  Char- 
lie, quite  tartly.  "  Well  that 
needn't  trouble  you,"  says  Wilhe, 
"your  books  have  the  start  of  you 
this  morning,  and  have  been  on 
your  desk  an  hour  waiting  for  you. 
Don't  you  remember  you  left  them 


1859.] 


Pages  jor  the  Young. 


im 


at  father's  shop  the  last  day  of 
school.  I  thought  perhaps  you 
might  have  forgotten  it,  and  came 
up  on  purpose  to  tell  you.'^  Our 
disconcerted  young  friend  was  soon 
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  mouths  vacation,  and  know 
nothing  about  his  school  books  ! 
Let  me  ask  my  young  readers  a 
question.  Did  you  ever  know  a 
schoolmate  of  yours  to  make  rapid 
advancement  in  his  studies  if  he 
never  opened  his  bookt^  only  during 
school  hours?  That  Charlie  had 
not  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  vfe  scrutinize  him  a  lit- 
tle closer,  we  may  detect  other 
reasons,  for  his  slow  advancement, 
beside  his  inattention  out  of  school. 
Indiana  jSch.  Jour. 


THE  PATH  TO  KNOWLEDGE. 

It  has  been  said  there  is  no  royal 
road  to  learning.  Kings  and  peas- 
ants are  alike  subject  to  the  same 
difficulties  and  rccompeased  with 
the  same  rewards.  Rich  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 
his  whole  energies,  for  a  time,  to 
deep,  earnest  study  and  research. 
Money  cannot  buy  learning.  It  is 
only  given  in  exchange  for  labor. 
Others  may  guide  and  direct,  but 
they  cannot  carry  us  up  the  hill  of 
soieoee.     Every  step  we  adv&aco 


is  the  lesult  of  our  own  exertions. 

This  fact  should  be  deeply  im- 
pressed upon  the  mind  of  every 
papil.  Make  him  understand  that 
every  thing  depend?  upon  him- 
self, upon  his  energy  and  perse- 
vei'ance  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  vath  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  services, 
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  piirsue  its 
winding  paths  and  gather  fresh 
garlands,  that  we  may  awaken  a 
livelier  interest  in  those  commit- 
ted to  our  care,  and  be  better  able 
to  perform  our  duties  as  teather?. 
N.  R.  Journal  Ed. 


190 


I^oriti- Carolina  Joufiial'of  Uducatioh. 


[Jiinej 


litsikitt  editor's  Jl^P^^'^J^^^rf- 


IxviTATiox.'^-^We  hoped  to  get 
this  number  of  the  .Tourttal  out 
in  time  for  all  of  our  readers, 
who  have  not  already  seen  it  else- 
where, to  have  an  opportunity  to 
accept  the  cordial  invitation, 
which  we  give  below,  from  the 
citizens  of  Nev/  Bwne  : 

CIRCULAR. 

The  undersigned,  on  behalf  of 
the  citizens  of  Newbern,  cordially 
tender  its  hospitalites  to  the  mem- 
bers and  friends  of  the  North  Car- 
olina Educational  Association,  at 
its  next  annual  meeting,  to  be 
held  in  our  city  on  the  14th  of 
June. 

And  that  we  may  be  enabled  to 
prepare  properly  for  the  comfort  of 
each  person  in  attendance  we  desire 
all  who  expect  to  bepresent  to  send 
us  their  nnmes  and  address  'without 
delay.  Please  enclose  to  us,  as 
soon  as  possible,  a  card  with  the 
names  and  residences  upon  it,  of 
all  such  persons  male  and  female, 
PS  you  know  intend  to  be  present 
at  the  meeting  alluded  to.  The 
cars,  for  this  place,  leave  Groldsboro 
si  half  past  B  o'clock,  P.  M.,  and 
arrive  here  at  25  minutes  past  6 
o'clock,  P.  i\i. 

E.  R.  Stanly,  "] 

C.  C.  Claek,  yCom. 

J.  L.  Pennington,      j 

Newbern,  May,.  1859. 


too  late  for  insertioJi  in  this  No. of 
the  Journal)  announcing  that 
Prof.  W.  H.  Owen  &  Prof.  B. 
H.  Grraves  have  associated  them- 
selyes  together  as  teachers.  Lo- 
cation, Belmont.  Session  com- 
mences 7th  July.  Apply  for  cir*- 
culars. 

Address,  Brownsville,  Granville 
CO.,  M.  C. 


Advertisement. — We  have  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  should  he  be  re- 
membered by  the  people  of  N„ 
Carolina^  among  whom  he  labor- 
ed during  ten  years  of  his  life. 

He  died  of  acute  neuralgia,  at 
his  residence  in  New  Haven,  on 
the  18th  of  May.  He  was  nearly 
68  years  of  age,  having  been 
born  on  the  18th  of  June,  1791, 
at  East  Hartford,  Connecticut. 
His  father  dying  while  he  was 
very  young,  his  education  devol- 
ved upon  a  mother  of  uncommon 
excellence  and  strength  of  char- 
acter. Yv^hen  sixteen  years  old 
he  commenced  his  preparation 
for  college,  increasing  his  limit" 
ed  means  by  teaching  a  public 
school.  Graduating  at  Yule 
College,  V\'ith  the  highest  honors 
of  the  institution,   in    1813,   he 


1859.] 


Resident  Editor's  Department. 


191 


resumed  the  emploj-ment  of 
teaching,  in  which  he  continued 
till  his  death. 

After  two  years  spent  in  'a 
select  school,  and  two  years  in  a 
tutorship  at  Yale  College,  he 
was  appointedProf.  of  Chemistry 
in  the  University  of  North  Car- 
oliisa,  whence,  io  1825,  he  was 
called  to  the  chair  of  Mathemat- 
ics and  Natural  Philosophy  in 
Yale  College.  His  text  books 
of  Philosophy  and  Astronomy 
for  College  classes  and  for  rudi- 
mentary instruction,  have  been 
for  years  standard  works,  while 
his  contributions  to  Reviews  and 
to.  Scientific  Journals  were  very 
numerous. 

"  But  it  is  as  an  earlj^and  con- 
stant advocate  and  laborerforim- 
provement  in  common  schools, 
that  Professor  Olrastead  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 \Xi  these  schools,  and 
very  early  he  formed  a  plan  for 
'•An  Academy  for  School  lilas- 
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  bo  obtained 
only  in  seminaries  'devoted  ex- 
clusively to  the  education  of 
teachers,  in  the  principles  and 
practice  of  their  profession,  an_^ 
guided  bj"^  men  eminent  for  their 
talents  and  practical  wisdom.' 
Hence  he  was  an  advocate  and 
friend  of  Norm.al  Schools,  and, 
by  his  influence,  contributed 
much  to  their  establishment." 
"  Professor   Olmstead,"   says 


Sarnard's  Journal  of  Education, 
for  September,  1S58,  "has been 
one  of  the  few  teachers  in  our 
higher  seminaries  of  learning, 
who  have  assisted,  from  the  start, 
by  their  presence  and  co-opera- 
tion, the  efforts  of  the  friends  of 
Common  Schools  and  popular 
education.  His  sympathies  have 
been  with  those  who  have  labored 
for  the  improvement  of  the  schools 
of  his  native  State  prior  to  1820, 
down  to  the  present  time." 


Death  of  Humboldt. — Altho' 
he  lived  to  a  good  old  age,  yet 
he  continued  to  labor  almost  to 
the  last  hour  of  life,  and  science 
and  letters  have  sustained  a  loss 
that  is  fell  throughout  the  world. 

"He  was  born  at  Berlin,  Sep. 
14,  1709.  His  age  consequently 
lacked  but  a  few  montlis  of  90 
years.  His  first  literary  labor 
which  was  given  to  the  world 
was  an  intimation  of  the  course 
of  his  studies  through  life.  -It 
Vv'as  entitled  "  The  Basalt  on  the 
Rhine,"  and  Avas  the  result  of 
observations  made  W"hile  pursu- 
ing his  studies  at  Frankfort,  Ber- 
lin, and  Gottingen.  It  was  pub- 
lished in  1790,  when  its  author 
was  twenty-one  years  of  age. 

He  traveled  through  England, 
Holland,  Belgium  and  France, 
and  afterward  spent  some  time 
as  a  private  pupil  of  Werner,  at 
the  School  of  Mines  in  Freiberg. 
After  some  researches  in  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  Eurlxpe  in  1804, 
having  made  extensive  and  phil- 


192 


North- Carolina  Journal  of  Education. 


[June, 


osophical  observations  in  South 
America,  the  West  Indies  and 
Mexico.  In  1829  he  traveled 
over  the  northern  psrtion  of  Asia, 
and  by  liis  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,  Avhere  he  died  on  the  6th 
of  May.  Here  during  the  latter 
years  of  his  life,  was  prepared 
his  great  Vv^ork  entitled  'Cosmos,' 
in  which  are  collected  the  re- 
sults of  his  investigations,  for  so 
many  years,  of  the  laAvs  of  beauty 
and  of  order,  which  bind  all  cre- 
ated things  into  one  harmonious 
whole.  His  funeral  was  attend- 
ed by  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  a  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  followiug 
qustions.  We  leave  them  for  our 
readers  to  answer : 

"Why  does  no  one  ever  get  mar- 
ried   on  Friday  ? 

Wh}^  do  we  always  bury  a  corpse- 
with   the  head  to  the  West  ? 


QUESTIONS, 

We  give  belov/  several  ques- 
tions for  solution.  The  corres- 
pondent who  sent  them  wishes 
to  see  them  "  figured  out  by  sim- 
ple Arithmetic," 

1.  An  old  lady  has  a  churn 
vv'hich  she  says  is  Sinches  at  the 
bottom  and  G  inches  at  the  top, 
inside  diameter,  and  2  feet  high. 
She  wishes  to  know  hov/  much 
milk  it  will  hold  after  being  fill- 
ed with  marbles  each  one  inch 
in  diameter.     Who  will  tell  her? 

2.  A  boy  asked  me  hov/  much 
land  he  must  enclose  in  a  field, 
to  have  just  as  many  acres  as 
there  are  panels  in  the  fence, 
allowing  tv/o  panels  to  make  one 
rod.  I  have  not  told  him  yet. — 
Who  will  help  me  ? 

8.    Another  of  these  curious 


£Cr Answer  to  "  Wiat  is  it  ?" 
in  the  Ma}^  No.: 

In  some  parts  of  the  country 
they  use  the  "  emptyings,"  i.  e, 
lees  of  beeTj  cider.,  &e.,  for  yeast, 
so  that  as  it  is  there  pronounced, 
"  emptyins  "  is  a  common  name 
for  yeast;  and  then  this  was  con- 
tracted into  "  M — tins." 


Kew  Elementary  Alr/ehra  ;  By  Charles 
Davies  LL.  D.  i«tew  York  ;  A.  S. 
Barnes  &  Burr. 

This  is  a  new  edition  of  Daries'  Ele- 
mentary Algebra  and  embraces  many 
improvemeni?.  Davies'  Mathematical 
works  are  too  well  known  to  need  com- 
mendation ;  and  to  say  that  this  33 
better  than  former  editions,  is  eaying 
very  much  in  its  favor. 


|^°"TIie  following  notices  were  pr^ 
pared  for  the  May  Ko.'ont  iva  were  coa- 
poiled  to  leaVG  theinont  for  wanto? 
room.    If  wo  have  failed  to  notice  any 


THE  NORTH-CAROLDfA 

JOUKNAL  OF  E 


\"0L.  11. 


JULY,  1859. 


No.  7, 


NORTH  CAROLINA  EDUCATIONAL  x\SSOCIATION. 


FOURTH  ANNUAL  MEETING. 


Newbern,  N.  C. 
June  14tli  1859. 

The  Association  met,  in  the 
Presbyterian  church,  at  8  o'clocic 
P.  M.  and  was  called  to  order  by 
the  President,  Rev.  B.  Clegg. 

The  meeting  was  opened  with 
prayer,  by  Rev.  J.  S.  Walthall; 
after  which  the  President,  iu  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.  Rrent 
and  J.  D.  Campbell,  was  appoint- 
ed to  prepare  business  for  the  ac- 
tion of  the  Association, and  request- 
ed   to  report    tomorrow   morning. 

Messrs  C.  H.  Wiley,  J.  H. 
I^rent,  R.  H.  Grraves,  M.  I).  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  furni,sh  them  to  the 
members  during  the  sessions  of 
the  Associatien. 

On  motion  the  Association  ad- 
journed to  meet  in  Andrew  Chapel, 
at  85    o'clock    tomoiTow  mornins,-. 


June  15th,  3Iorning  StAnion. 

The  Association  met,  according 
to  adjournment,  in  Andrew  Chapel. 
The  President  in  the  chair.  The 
miBcting  was  opened  with  prayer, 
by  Rev.  S.  M.  Frost. 

On  motion  the  Association  pro- 
ceeded to  elected  new  members, 
when  the  following,  includino  the 
old  members  present,  and  those 
subsequently  elected,  were  enroll- 
ed : 

Ahtmaiirc — Rev  W  11  Doherf--.  Mi.^s 
J  E  Doherty,  Miss  M  A  Doherr-. 

Beaufort— 3  H  Swinaall,  W  li  0  uii- 
ninggim,  Miss  S  G  Howard,  Miss  M 
E  Grist,  IMiss  Kate  Carravray,  J  C 
Howard. 

Cabarrus — Rev   Wm  Gerhard,   L     13 

14 


^194 


i^orth- Carolina  Journal  of  Eclucation'. 


[j^iy^. 


Srimminger,  C  J  Harris,  J  F  Gilmer, 
A  J  Yorke,  E  V  Harris. 

Carteret— '^h-s,  D  W  Jones,  Rev  W  B 
Jones,  S  1)  Pool,  B  L  Perry. 

Cutavha—Q  W  Smythe. 

Chatham — L  J  Merrit,  A  J  Emerson, 
,Jno  C  Kirkman. 

Craven— i  W  Biddle,  Miss  M  B  Nor- 
cott.  Miss  Bettie  Stevenson,  Miss  Mary 
A  Greene,  Mrs  S  B  Carra^.*^y,  Rev  J 
S  Waltball,  Rev  .J  H  Brent,  Miss  R  C 
Brooktield,  Jliss  Lizzie  Mayhew,  Fred 
Roberts,  A  Whitman,  Miss  Lewis,  Mrs 
R  U  Lewis,  J  T  Lane.  J  G  'lull,  L  Lee, 
E  R  Stnnly,  Miss  A  i>  Ellis,  Dr  J  A 
GnyoD,  Mrs  Guyon,  Miss  Julia  Mitchell 
Miss  Anna  Mitchell,  Miss  Sarah  Mitch- 
ell, W  J  Vestal,  J  L  Pennington,  Fred 
Lane,  T  G  Lnne,  II  J  B  Clark,  Adolph 
(John,  C  E  Askew,  T  C  Hooper,  Mrs  S 
Stanly,  H  S  Lee,  Miss  Bettie  Chadwick, 
0  A  "White,  H  W  Jones,  Dr  S  Masters, 
SHm'l  Bishop,  G  L  Wilson,  T  R  Mur- 
ray, II  Davis,  L  B  Herritage,  J  E 
Rheim,  B  F  Mason,  J  II  Nelson,  W  H 
Fife. 

Cumberland— V.fiy  0  J  Brent,  A  T 
Banks. 

Dariihon — J  W  Thomas, 

Duplin — J  J    lluggins,    E   J    Ilines, 
Miss  Mary  E  Cjute,   W  H  Tolar.  J    F 
Landing,  B  B    Carr,    R  W  Millard,   W 
W  Loftin,  E  K  Ilines,  G  F    Kornegay,  ! 
J  A  Averitt.  j 

Edgecombe — J  J  White,  David  Bar- 
low, G  W  Powell,  B  F  White,  Miss  S 
D  Barlow,  Miss  M  L  BarloAv,  Rich'd 
Short. 

Granville— W.  C.  I^Iallory,  R.  H. 
Graves,  R  B  Jones,  J  S  M,allory,  Ji  H 
Mills,  B  F  Hester,  J  H  Horner,  S  L 
Venable,  M  L  Venable,  D  H  Christie, 
ii  S  Burbank,  Jos  Venable. 

Greene — B  F  Spivey,  i?dw3rd  Car- 
man, Dr  F  W  Dickson. 

Guilford— Ikiiy  T  M  Jones,  HerO  H 
Wiley,  IVliss  E  E  Morphis,  C  C  (."lole,  J 
p  Campbell,  Miss  S  A  Brent,  M  S 
Sherwood,  jVIrs  Sherwood,  Miss  M  A 
Thomas,  Nathan  Hiatt,  S  P  Weir;  Mrs 
]M  A  Hiatt. 

Halifax— A  Conigland,  W  T  Nichol- 
son. 

Hyde — J  A  Weston,  A  Mc  Jones. 

Harnett — C  M  Andrews,  Rev  N  Mc- 
Kay ,  Miss  C  A  McKay,  J  A  D  McKay, 
Mrs   C  M  Andrews. 

ircfW/— Rev  B  Clegg,  A  H  Merritt, 
M  i  ss  M  R  CaiawcU,  J  R  Cornelius,  Miss 
jlucy  Armtield,  W  A  Rumple. 


Johnston — E  D  Snead,   Mrs   S  A  E 
Vincent,  R  Gulley,   R  J'Stallings,  Wm 
Smith,  Wm  Richardson,  J'S  Atkinson. 
Jones— A  E   Rhodes;  .J'  H^  Co^s  T  J ' 
Whitaker, 

Lenoir — Rev  L  Branson,  .TH'Becton, 
J  C  Washington',  J 'B 'Cox,  J  M  Patrick, 
Mrs  L  Branson';  J'  J'  Jackson,  Miss  S 
E  Hazelton,  J  J  Mclntyre,  Miss  Ann 
Patrick,  Mrs  J  M  Patrick.. 

MerJJenburff—S  L  l^.vr,  3  C  Elms, 
M  D  Johnston,  Miss  M  M-  Elms,  Miss 
E  E  Ross,  .JnoP  Ross,  J'L"  Jetton.  M 
M  Orr.  AV  J  Yates,  B  W  Alex.inder, 
Dr  F  M  Ross,  Mrs  S  Ross,  0  S  McClure, 
T  C  Allison,  Mrs  M  A  Allison. 

Nash—'Rey  J  W  Jenkins,  II  M  War- 
ren. 

Keiv  Hanover— Jno  W  Bariles,  Miss 
M  Banks. 

Omlow—l\ey  J  C  Brent. 
Orange — Rev  J    A  McManrtin,  Prof 
F  M  Hubbard,  Prof  Chas  Phillips,   C  C 
Tew,  T  M  Anderson,  Hon  D  L   Swain, 
W  P  Oldham,  J  W  Graham. 
Pemon—li  Norwood. 
rj7?— Exum  Lewis,  :\I  T  Mbye,  Al- 
fred Moye,  Jno  R Roach,  AAForbes. 

Rowan — J  W  Shinn,  Mrs  S  Rosebro, 
Miss  M.ary  Armstrong,  AD  Wilkinson, 
Thos  I\l  Fhifcr,  S  D  Rankin,  Mrs  S  J 
Ramsay,  Miss  S  E  Grabam,  J'P  Cawac, 
Jos  Burroughs. 

Randolph— \  H  BrpHson;  William  A 
Brown. 

Rockingham — W  S  Lindsay. 
Sampson — (JW  Sutton,  W  Ii'Bi-yan, 
Miss  S  A  Bryan,  Thos  0  Kelly,  C  V 
Hines,  J  D  Bryan,  J  W  Bryan,  J  C 
Eason,  H  J  H-.tdson,  Mrs  J  C  Eason, 
Jos  T  Rhodes.- 

Stokes — W  S'Hing. 

TTarrr?;— J'Wilcox,  MissMary  Hel- 
ton. E  CToTTtiGtrnd. 

RV/yo"— Bev  J  Nott,  Jno  G  Eliot,  J' 
S  Midyett,  W  K  Lane,  W  F  Alderman, 
J  C  G.-irris,  K- J  Ballard,  Miss  J  S  Evcr- 
itt,  JH  Kornegar,  S  J  Price,  J  A  Fer- 
rell.Ed  Pittmau,*  Rev  S  M  Frost,  W  T 
Piaircloth. 

Wnke—F  H  Ivey,  W  G  Simmons,  R 
H  Marsh,  W  W  Holdeu,  Hon  .J'W' Ellis, 
J  AY  Holden,  A  N  Lewis,  W  D  Cooke, 
Mrs  E  Primrose,, S  AV  Scott. 

]n/,:o„_Thos.  Marshall,  D.'  S:  Rich- 
ardson, J.  AV.  Hamlet,  L.  R.  2-d^»^rds^ 
Mrs.  M.  C.  Richardson,  Jas.  Hi  Troy, 
E.  M.  Nadal,  IMiss  Bettie Rinsold,  Misfi- 
ISl.  AVilliford^Miss  L.  AVilliams,  Miss  P, 
Harrington,    Miss   S.  OueaT,    Miss  R'. 


^So9.]' 


Educational  dissociation. 


196 


Ji'charclson,  Miss  M.  Sliallington.  Miss 
S.  Turner,  Miss  A.  Bowers,  Miss  P. 
Battle,  Mrs.  F.  M.  Porter,  Miss  E. 
?h  ppH,  Lieut.  Steurrt.  U.  S.  N. 

Yadkin — Ivev.  W.  L.  Van  Eaton. 

On  motion  of  Kev.  C.  H.  Wile}', 
liis  Excellency  Gov.  Ellis  wap,  by 

rising  vote,  invited  to  a  seat  on 


Vice  Presidents. 
Mr.  John  P.  lloss,    Mecklenburgh^ 
"     C.  W.  Smythe,  Catawba 
"     H.  Norwood,  Person 
"     I).  S.  Richardson,  Wilson 
Rev.  L.  Branson,  Lenior 
"     N.  McKay,  Harnett 
the   platform,  with  tbe    officers  of  I      Recording      Secretary — J.     D. 
the   Association.  Carapbell. 

The  Committee  on  business  of- 1        Correqwi^ding     Secretary. — C. 
fered  a  report  ^Yhicil  was  received,  !  C.  Cole. 

and  in  accordance  with  the  order  |  The  committee  appointed,  at  the 
of  proceedings  recommended,  the  last  annual  meeting,  to  draft  By- 
Association  entered  upon  the  elec-  laws  for  the  government  of  the  As-- 
tion  of  officers  for  the  ensuing  i  sociaiion,  reported-  the  following^ 
year.  i  'S'hich  wers   unanimously  adopted 

(iov.  Elli.-,  in  a  few  very  appro- 
priate and  well'  tiaicd  remarks, 
nominated,  for^  President,  W^.  W. 
HoLDEN  of  Vvakc  who  was  unan- 
imously elected  and  was  conducted 
to  the  chair  by  Gov.  Ellis  and- 
Rev.  C.  II.  Wiley. 

On  taking  the  chair,  Mr.  IIol- 
deu  expressed  a  feeling'  of  unwor- 
thiness  to  occupy  that  position,  in 
the  presence  of  so  luany  of  the 
iivst  educators  of  the  State,  and 
of  others,   Avho  caitld    fill  it  much 


M'-LAWS. 

Il  THerfe  shall  be  four  Standinu;  pfim- 
■Atttees  appointed,  by  the  Presiik-nt- 
at  each  annual  meeting  of  the  A.«/oci- 
atkm.  These  connnittees  shall  eon- 
^^ittaf  five  members  eaeh  and  shal»- 
be  called  ;  1.  Committee  on  Common 
Seh(vil<:   'i.  Com'mittee  on   Journal   of 


and  Lectures  ;  4.  Conmiittee  on  Edu- 
i-ational  Stjitistics. 

II.  It  shall  be  the  duty  of  tliese  Conv 
mi»%''«:=.  in  addition  to  any.  special 
biisin.'.-,-  llomtimc  to  time  eoiiiraltteil 
to  tlu-in,  to  make' to  each  meejinsj  of 
>)etter  than  himself  But  haii'ing  |  the  Av-t>nJatiou  nvd\  report?;,  sugge^- 
been  called  to  the  office  of  Presi-'  j  'hmsaSd  recofnmciKlat'Jyns, on  the  sub- 
dent,    by  the   unsolicited   voice  of  i  i*-"':*''' '" '"'-'S^'^'l 'i''^*''''''' f'"'.^'  ^"""^  «P- 

.K^  A  fc,,^  ;.,♦;  N„  h^  .,^r,r,^-¥rA  \  I-  ^^A  ■  poinfcd.-as  thc'^'shfrll  dei>m  imoortanr: 
the  Association,  neacceiitfa  it  and  -  '    t,,    „,,     /-,'.,.  ,,     '  , 

,  '  1      'i      •        1  Jit-    the  Louiinitteeon  r^ssaV*  and 

promised  to  perform  the  duties  lhu.<  ,  Lectures  shall,  each  year,  select^  net 
iiupo.sed  upon  him  to  the  best  of  move  than  three  persons  to  deliver 
Lis  ability.  i  f.ssays  beibre  the  Association,-  and.  it 

Mr.  Cleeg,  in    retiring  from  the  j  ^'^'^    subjects    tbr  the    essays    are'  noi 

chair,  addressed  tbe  Associatian  i '^'-''^^^■"?'"^''  ^^>'  "f  Association,  th.. 
,.,.,,.  ,         ,  committee  mav  select  them, 

briefly,  throwing  out  many  valua-  i  jy  xhe  Asioeiaiion.  at  each  meet- 
ble  suggestions  in  regard  to  the  injr,  shall  select  a  stdjject  (br  discu,*.sion 
business  that  would  claim  attention  I  and  decision  at  the  next  ammal  mecr- 
duriu"-  our  sessions  j  '"S'  ^"<'  ■"^'""  ;il'l"'i"t  '■-^  couufiittee,  ot 

Me"^ssrs    C.    II.    Wilev,    R.    n     ""''.'■==' '''f  \'.'"'''''V"'""°'"'- '''!"  *''''"' 
,",  ,,,     T     A.-  (.Ti  » •         I  to  l>n-n!£  It- W'li>->-e  'ije    lucctnu;  by     re- 

tvraves,    W.  J.  \  ates,  Ihos.    Mar- ;  j,^,,,  or  repoits. 

shall,  and  W^.  Dnnn,  jr.,  were  ap-  X.  ThforJtn- of  business  shall  be  a^ 
pointed  to   noniinute    suitable  per-  '  foRws: 

•'ons  to  fill  the  other  otMce.<f  of  the  ^-  Oalling-'lhe  Roll  and  reading  the 
1. „„,,■,•  J         iU    •      -     .  ;  miu'jtes  of^  prec'eedine;  meetinfr. 

Association,  and  on  their  noinina-         ,     ,  i    •    •       e         v 

„    '       .  .  -J.    Adiiussion  ot  members, 

tiou,  the  tollo-.tmg  -^^reninauimous-  ,      ;j    Reports  of  Corauiittees. 
)y  elected  :  i      4.   Motions  and  Ftcsolutions. 


196 


North- Carolina  Journal  0/  Education. 


[July, 


5.   Special  orders. 

'i.  Uufiuislied  business  :  and  it  shall 
require  a  vote  of  two  thirds  of  the 
members  present,  when  objection  is 
made,  to  take  up  any  business  out  of 
its  regular  order. 

yi.  Any  member  may  call  for  the 
aye-;  and  noes  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  foUwing  arrange- 
ment was  made  for  Addresses  and 
Lectures  : 

Address  of  Prof.  F.  M.  Hub- 
bard to  be  delivared,  in  the  Pres- 
byterian church,  to-day  at  Hi 
o'clock  A..  M. 

Address  of  Hon.  D.  L.  Swain, 
at  the  same  place,  at  8  o'clock 
P.  M. 

Essay  of  Mrs.  Delia  "W.  Jones, 
to  be  read  by  Rev.  T.  A.  Jones, 
to-morrow  at  11}  o'clock  A.  l\l.  at 
the  same  place. 

Lecture  of  Pi.ev.  W.  H.  Doherty 
to  morrow  at  8  o'clock  P.  M.,  in 
this  house. 

On  motion  of  Pev.  C.  H.  Wiley 
it  was : 

Re-iolved.  That  the  Association  ac- 
cept the  invitation  of  the  citizens  of 
Beaufort  to  a  collation,  at  Fort  Macon, 
oa  Friday  the  17th  inst.  and  to  hold  a 
meeting  at  Beaufort  on  Friday  evening: 
and  that  the  thanks  of  the  Association 
be  teudereil  to  them  for  their  kindness 
rxwd.  hospitality ;  and  to  the  Steam 
Ferry  Company  for  the  offer  of  their 
Boat. 

Rev.  Tf .  L.  Yan  Eaton,  moved 
that  a  portion  of  time  be  set  apart 
for  the  teachers  of  the  Associa- 
tion, to  interchange  views  on 
school  government,  and  the  best 
modes  of  imparting  instruction. 
Which  time,  was  afterwards  fixed 
for  Friday  evening,  in  the  town 
of  Beaufort. 

On  motion,  the  Association  ad- 
journed to  the  Presbyterian  church, 
to  hear  the  address  of  Prof.  Hub- 


bard, to  meet  again,  in  this  house, 
at  3  o'clock,  P.  31. 


Afternoon  Session. 

The  Association  met  at  3  o'clock 
for  the  transaction  of  business. 

On  motion  of  C.  W.  Smythc, 
the  thanks  of  the  Association 
were  voted  to  Prof.  Hubbard,  for 
the  able  address  with  which  he 
entertained  us  this  morning  ;  and 
he  was  requested  to  place  a  copy 
at  the  disposal  of  the  Association. 

On  motion  of  Rev.  P.  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  : 

Resolved,  That  a  committee  of  five, 
be  appointed  to  devise  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, 
AV.  K.  Lane,  David  Barlow,  and 
Rev.  pj.  A.  McMannin. 

The  Standing;  Committee,  on 
the  Journal  of  Education,  rcport,- 
ed  verbally,  setting  forth  the  con- 
dition and  prospects  of  the  Jour- 
nal, and  uro'ino-  renewed  eflortvS 
for  its  supjjort. 

And  on  motion,  a  committee  of 
seven,  consisting  of  Messrs  D.  S. 
Richardson,  C  W.  Suiytbe,  M.  D. 
Johnston,  W.  Dunn  jr,  R.  W. 
Millard,  R.  H.  Granes  and  J.  A. 
McMannin,  was  appoiated  to  -se- 
cure, from  each  member  of  the  xis- 
sociation,  pledges  for  as  many  sub- 
scribers to  the  Journal  as  he  might 
be  willing  to  guarantee. 

The  foUowioa;  T^reamble  and  res- 


1859.] 


Edacatlonal  Assoc iafiun. 


197 


olution  were  ofi'ered  bv  Mr.  S. 
D.  Pool  and  after  some  discussion 
adopted  by  the  Association. 

Whereas^  much  diversity  exists  in 
the  Text  Books  now  used  in  Schools 
of  every  grade  in  North  Carolina,  botlj 
male  and  female  :  and  whereas,  much 
:  nconvenicnce,  expense  and  detriment 
to  the  cause  of  Education,  result  from 
such  diversity ;  and  whereas,  it  is 
very  desirable  to  remedy  these  evils, 
nnd  to  intrciduce  uniformity  i)i  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 
thiswhole  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- 
s-ion of  opinion  relative  to  this  subject; 
to  ask  frotn  all  a  listof  the  Text  Books 
•n.sed  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 
ttates,  and  with  the  great  publishing 
houses  of  the  country,  thereby  procur- 
ing all  the  necessary  details  of  the 
n:ierits  of  the  School  publications,  test- 
ed by  the  experience  of  the  former, 
and  issured  from  the  presses  of  the 
Jatter;  and,  then — after  a  careful  and 
impartial  examination  of  the  force  of 
tiie  views  advanced,  and  of  the  mer- 
its, or  demerits  of  the  seA'eral  publica- 
tions submitted  to  their  scnuiny; — 
to  report  the  result  of  their  investiga- 
tions to  the  next  annual  meeting  of 
ihis  Association,  recommending  such 
j'.ctionas  shall  be  best  caculateil  to  af- 
•  iect  the  design  contemplaed  by  this 
resolution. 

The  Committee  called  for  in  the 
above  resolution  consists  of  Messrs 
S.  D.  Pool,  Ptev.  T.  M.  Junes  and 
Kev.  C.  H.  Wiley. 

Tomorrow  at  4i  o'clock  P.  M. 
was  assigned  to  Mr.  Cooke  of  Ral- 
eigh, to  exhibit  before  the  As- 
sociation some  of  his  pupils  from 
the  Institution  for  the  Deaf  and 
Dumb  acd  the  Blind. 

The    evening   having  been   set 


apart  for  hearing  the  Address  of 
lion.  D.  L.  Swain,  in  the  Presby- 
terian Church,  the  Association  ad- 
joured  to  meet  for  business  at  9 
o'clock  tomorrow  morning,  ia  this 
house. 

Closed  with  praver  bj    the  Rev. 
W.  H.  Doherty. 


June  IQtlh. — Morning    Session. 

The  Association  met  in  Andrev/ 
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  ii 
seat  on  the  platform. 

On  motion  of  Rev.  C.  H.  Wiley 
it  was; 

Resolved,  that  the  thanks  of  tlie 
Association  be  returned  to  Gov.  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  tho 
Committee  on  Normal  Schools, 
read  a  full  and  able  report,  which 
was  received,  and  ordered  to  bo 
printed  in  the  Journal."^' 

On  motion  of  Gov.  Swain,  a 
committee  of  three,  w^as  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 
given  in  full,  in  this  Number  of  the 
Journal.  It  may  be  found  best  to  di- 
vide it,  and  give  it  in  two  Numbers,  or 
more^ 


Ms 


'N('j-7'fh-  Carolitiia  tfoit-rndl  of  Education. 


U^. 


..sists  of,  Rev.  C.  II.  Wiley,   Rev. ! 
F.  M.  Hubbard  and   Rev.  T.  M. 

Jones. 

Rev.  J.  II.  Brent,  of  the  Cora- 
luittee  on  Mixed  Sehook,  present- 
i.d  a  full  report,  in  favor  of  edu- 
cating both  sexes  together.  The 
report  was  received,  and  will  be 
printed  in  the  .Journal. 

On  motion,  the  Association  ad- 
journed to  the"  Presbyterian 
.church,  for  the  purpose    of  hoar- 


the  committee  appointed  tliis  raor.ning, 
under  Gov.  Swain's  niotioa,  instead  ol" 
reporting  to  the  Executive  Committee, 
make  their  report  t,e  blie  Associatiou , 
at  its  next  meeting. 

The  Association;,  by  a  unani- 
mous vote,teadered  thajiks  to  Mrs. 
Joues  for  her  able  and  iiiterestiug 
Essay  on  Fenaalc  Schools,  and  re- 
quested a  copy  for  publication  iu 
the  Journal. 

The  following  resolutions  were 
mg  the^  Essay  oFmi-^  Jone.^to  |  f^'^^  by  Mr.  Wiley  and  passed 
meet   again,    in    this    place,  at  3  i  ^J  the  Association. 

Resolved,   That,  in  the  opinion  of  this 


o'clock,  P.  M. 


Afternoon    iSession. 

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  \  haviqo;  demonstrated  its  necessity  and 
Bv-Iiaws,  to  appoint.  j  utility  in  all  other  schools. 

Cdinmittceon  Cunirdon  Schooh,  \      rpj^c  committee  apncintedto  dc- 
Kon.    Jno.  W.  Ellis,    Rev.  C.  H.1    '  -  -ir^  . 

Wiley,  Rev.  J.  II.  Brent,  W.  K.  | 


Associaton,  the  cause  of  Uommj.ii 
School  education  would  be  greatly  pro- 
moted by  the  use,  in  each  school,  oi' 
a  uniform  series  of  Text  Books. 

Resolved,  That  we  respectfully  re- 
couimcud  to  the  officers  and  teachers 
of  Conimon  Schools,  to  use  exertions 
to  secure  such  uniformity  ;   experience 


Lane,  and  A.  -J.  Yorke 

Clcimmtt'i'e  en  Journal  of  Edu- 

.cation,  J.  D.  Campbell,  D.  S.  Rich- 
ardson, Rev.  C.  H.  Wiley,  A.  H. 
Merritt,  M.  S.  Sherwood.  To 
which  the  Association,  adde.d  the 
names  of  W.  W.  Holden,  and  W. 

-J .  Yates. 

Committee  on  Ijcctures  and  Es- 

ssays,  Prof.  F.  M.  Hubbard,  Rev. 
AV.  L.   Van    Eaton,    Rev.    W.  B. 


vise  and  report  a  plan  for  scciurin^ 
an  equal  and  authoritative  repre- 
sentation of  the  Common  School 
interest,  in  each  county  of  the 
State,  ofiered  the  following  resolu- 
tion, which  was  adopted. 

Resolved,  That  this  Association  re- 
spectfully, ifeuti, urgently  request  the 
"  I)Oai;d  of  •£<uperiatendents  of  Com- 
iTiQu  .Schools"  .of  each  county  to  ap- 
point two  v-e.prcsentatives  to  attend  the 
annual  sessions  'of  the  Association. 


Janes,    Rev.  W.  H.  Doherty    and  ^  j^^i^^.   resolutions, 
R.  H.  Crraves.  [  adopted,  bv  a  unani 


Committee  o?t  Educational  Sta- 
tifiiit^y.  Rev.  Neill  McKay,  Rev. 
0.  H.  'Wiley,  Thomas  Marshall, 
Rev.  Wm.  Gerhard,  and  J.  H. 
Mills. 

On  motion  of  Rev.  C.  11.  Wiley, 
it  was  : 

Resolved,  That  the  question  for  dis- 
cussion, at  the  next  annual  meeting  of 
the  Associatiou,    bo.  the  expediency  of 
te.<t*bIiiili,iiig^Iormal  Schools ;  and  ttat 


Rev.  L.  Branson,  offered  the  fol- 
which    were* 
mous  voce. 

Resolved.  That  this  Asssciation  re- 
cords, with  profound  grief,  the  recent 
death  of  W.  H.  INIayhew  of  Newberu. 
oue  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  hifjhly 
appreciate  the  moral,  cliristian  and  edu- 
cational character  of  Jlr.  ^Ia3',hew  : 
that  we  are  sensible  of  our  loss,  as.ai* 
Association,  ..aud   can  endeavor  to  re- 


iI859.1 


Edacatimial  jUsociatioa. 


loG 


trievG  that  loss,  only  by  aa  increased 
devotedness,  on  our  part,  to  the  great 
,t,mse,  for  -which  and  in  which  our 
Brother  spent  the  best  days  of  his  life. 
Re^olued,  That  these  resolution  be 
placed  upon  the  Journal  of  the  Asso- 
ciation. 

On  mxDtion  of  Rev.  J.  II.  Brent; 

Resoh-cd.  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, 


&.Weldon,  the  .\tlantic  &  North  Caroli- 
na Railroad  Companies  for  their  liber- 
ality in  carrying  the  Delegates  to  the 
Convention  at  half  the  nsual  rate  of 
fare,  and  that  this  resolution  be  pub- 
lished in  .the   Raleigh  papers. 

5.   Resoh'c/d,  That  the  thanks  of  this 

Association  be  teuiijered   to  the  Prcsi- 

I  dent  and  Secretaries  for  the  able  and 

I  faithful   manner  in  'which     they  have 

discharged  their  respective  duties. 

I  On  motion  a  committee  of  three, 
j  consisting  of  Me.s.srs.  C.  C  Taw, 
1  D.  H.  Christie  and  J.  H.  Horner, 


to  report  a  suitable  course  of  study  j  was  appointed  to  report  to  the  A.S- 
for  Common  Schools,  aud  a  set  of  text  1  sociation,  at  its  next  meeting,  on 
books  adapted  to  the  course  recommen-  i  ^\^q  character  and  probable  utility 
'^^^'  ;  of      militav}',      and      polytechnic 

The    ccmniittee    appointed,   to  |  Schools, 
carry  out  the  provisions  of  this  re-        On  motion  of  C  W.  Smythe,  a 
solution, consits  of  Kev. J. II. Brent,  j  committee   was  appointed,  to  con- 
llev    C    H.   Wiley    and    Bamuel  i  sider  the  subject  of  graded  schools, 
Yeiiable.  i  with  special  reference  to  the  wants 

The  following  resolutions  of '  of  this  State,  and  to  report  at  the 
thanks  were,  on  motion  of  Rev.  next  meeting  of  the  Association. 
ij.  H.  Wiley,  unaaiBiOiU.sIy  passed,  |  The  i_'onimittee  consists  of  Messrs. 


C.  W.    Smythe,    Andrew    Conig- 
land  and  Jno.  (r.  Elliott. 

The  following  resolution,  a- 
mending  the  Constitution  of  the 
Association, was  ununimouslv  pass- 
ed. 


,by  rismg  votes : 

1.  Renolvd,  That  the  thanks  of  this 
Association  be  tendered  to  the  officers 
and  congregations  of  the  Presbyterian 
and  African  Churclies  of  this  place,  for 
the  use  of  their  houses  ot  worship,  aud 
that  a  copy  of  this  resolution  be  fur- 
nished by  the  Secretary  to  the  Pastors 
icf  the  sa<tne. 

.2.   Rmoloed,  That  the  cordial  thanks 

of  this  Association  be  tendered  to  the 

people  of  Newbern  for  their  generous 

hospitality  to  Ijie  member;:  of  the  As- 

fcociation,   aud  that  the- papers  of  the  j  ed  such  sum  may  be  necessary." 

town    be    requested     to    publisli  the         mi      /-<  •,,  tt  i        .•        ^ 

^^^^g  ■  I      The  Committee  ou  Jiiaucationa) 

3.  i?('.50?m/,  That  the  cordial  thanks    S-tatistios,    made  a  partial    report, 

of  this  Association  be  tendered  to  the    in  which  they    stated,    that    they 

'Officers  and  Directors  of  the  Atlantic    had  received  full    statistics    front 

&  North  Carolina   KailrouK'.    for  their  [  g^     schools,     includin-     Colle-es, 


Resolved,  That  ^Vrticle  Yll.  of  the 
Constitution,  be  amended  by  striking 
out  the  words  •'^tiftj''  -cents,"  and  insert- 
ing the  words  '  o.ue  dollar,"  in  their 
stead;  and  that  Article  X.,  be  amen- 
ded by  striking  .o.ut  the  words,  -Provid- 


public  spirited  liberality  iu  furnishing 
special  means  for  carrying  t^ic  Dele- 
gates on  an  excursion,  at  half  the  usual 
fare  to  Beaufort,  Morehead  a,nd  Caroli- 
na Cities,  and  that  this  Resolutiou  be 
/published  in  the  Newbern  poppers. 

5.  Resolved,  That  the  thanks  of  this 
Association  be  tendered  to  t^erX^irpc- 
•tors  aud  Officers  of  tiij  Nor^h  Carolina 
.the  Raleigh  &  Gftstoa,  Ih s 'Wibaiiigtoa 


Academies,  select  Classical  Schools 
&c.,  employing  an  aggregate  of 
245  teachers,  and  instructing4G48 
pupils.  They  had  also  ascertain- 
ed the  location  of  124  other,  sim- 
ilar schools,  from  which  they  ha-^e 
received  no  reports. 

The  subject  was   continued    m 


200 


North- Carolina  Journal  of  Education. 


[July, 


the  hands  of  the  Standing  Com- 
mittee, with  the  request  that  they 
will  endeayor  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  Rev.  W. 
H.  Doherty,  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  may  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. 


Beaufort  Jime  17th. 

The  Association  met,  according 
to  adjournment,  at  8  o'clock  P.  M. 
iu  the  M.  E.  Church,  at  Beaufort. 

The  day  had  been  spent,  by  the 
menibe''''j    ^^  ^ort  Macon;  where 


they  were  most  kindly  welcomed 
and  hospitably  entertained,  by  the 
citizens  of  Beaufort. 

On  motion  the  Association  re- 
ceived new  members.  The  even- 
iag  having  been  devoted  to  a  free 
interchange  of  views  with  regard 
to  teaching  and  school  discipline, 
Gov.  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 Iiis  object.  He  showed, 
by  various  illustrations,  the  appli- 
cability of  this  method  to  those 
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. 

Bev.  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.  Pie  also  advocated 
the  education  of  both  sexes 
in  the  same  school. 

Bev.  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. 

Bev.    C.  H.  Wiley,  concluded 


1859.] 


Educational  ^^ssociatmi . 


20! 


the  discussion,  by  expressing  his 
gratification  at  the  large  atten- 
dance at  our  meeting,  and  the  har- 
mony which  had  prevailed  through- 
out our  sessions.  He  also  oflFered 
in  the  name  of  the  Association, 
hearty  thanks  to  those,  by  whom 
vv'e  have  been  so  kindly  entertain- 
ed. 

Mr.  Conigland  spoke  also  of 
the  kindness  of  the  people  of 
Newbern  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. 

Eev.  B.  Clegg,  offered  the  fol- 
lowing, which  was  unanimously 
adopted  : 

Resolved,  That  as  an  Association,  we 
return  our  thaisks  to  the  Executive 
Committee,  for  the  fidelity  witk  which 
they  have  discharged  the  various  du- 
ties, devolving  upon  them,  and  for  the 
tficient  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  kiudness  and  hospitality, 
which  they  have  extended  to  us, 
while  in  their  midst. 

On  motion,  the  Association  ad-' 
journed,  to  meet  at  such  time  and 
place  as  the  Executive  Committee 
may  appoint. 

W.  W.  HoLDEN,  Fres. 

J.  D.  Campbell,  Sec. 


thoughts  with  a  coloring  of  sadness. 
These  look  too  n?uch  to  the  nega- 
tive of  things.  With  them,  pres- 
ent joys  are  ever  darkened  by  the 
shadows  of  future  o-riefs. 


Happiness. — 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  beauty  from  the 
face  of  things,  and  imbues  all  their 


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,  clerygmen 
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  so  nature 
in  what  we  do,  the  more  sure  will 
be  our  success. 

It  is  exceedingly  important  that 
teachers  should  be  good  readers. 
We  are  creatures  of  imitation. — 
We  take  our  habits  of  deportment, 
of  thought,  of  speech,  and  of  tone 
of  voice,  from  those  with  whom 
we  associate,  and  especially  from 
those  to  whom  we  look  up,  as  be- 
ing wiser  and  better  than  we. — ' 
— and  habits,  once  formed,  are 
inveterate;  they  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 
iufluence  upon  his  afterlife.  ,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   tboucht  or   attention    to 


202 


Nortli- Carolina   Journal  of  Edacaiion. 


[July:, 


this  fnndameDtaLpart  of  a  child's 
education.  They  may  ibc  very 
rarticular  to  have  'their  pupils 
taind  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, 
vrhile\very  littleatteution  is  given 
either  to  sound  or  -sense.  But 
■vrhat  is  the  obje-ct  of  audible  read- 
ing, if  it  be  not  to  give  the  mean- 
ing of  an  author  ?  And  this  can- 
not be  done  without  a  due  regard 
■ictimC;  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'Uttie  boy  is  taught  to  believe 
that  the  more  loudly  he  yells,  the 
uearer^he  comes  to  perfection  ;  and 
in  his  earnest- efforts  to  reach  that 
desirable  mark,  he  perhaps  spoils 
his  voice  for  life;  while  another 
uot  so  ambitiou'^',  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  asthe  child  advances 
in  his  education.  It  grows  with 
his  growth,  and  strengthens  with 
his  strength,  until  it- is  almost  im- 
possible-to  bring  him'back  (o  the 
frimple  and  catural  &n&  graceful 
tones  to  whi-ch  the  'human  voice 
may  be  trained  to. give    utterance. 

Teachers  should  give  more  at- 
tention to  this  subject.  Let  them 
take  unwearied  pains  to  correct 
their  own  faults,  end  train  the  ear 
so  thut  they  can  correct  the  faults 
of   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  ot  reading 
should  be  as  varied  as  are  our  emo- 
tions, changing  with  the  changing 
thougb-t  and  feeling,  and  teacher.s 
should  -be  able  lo  discriminate 
1  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  theia 
in  the  innocent  and  artless  prattle 
of  the  play  ground,  or  at  their 
^iiomes,  and  the  number  of  .good 
readers  in  the  next  generation  of 
nsen  and  women,  will  be  largely 
increased. — N.  'H.  Joiir.  Ed. 


I      xV  HISTORICAL  DIFFICULTi'. 

;  A  silver  coin  was  dug  up  a  short 
\  time  since  at  Davidson  College,  on 
i  one  side  of  which  is,  in  the  center, 
!  the  usual  stamp  of  Spanish  Coins  ; 
\  around  the  border,"  "  Carolus  III, 
i  D.  G."  On  the  other  side  in  the 
!  center,  an  abbreviation  of  the. word 
I  Carolus,  with  III.  under  it;  and  a- 
\  round  the  border,  "Hii^paniarum, 
I  Rox,"  with  the  date  as  far  as  we 
!  can  make  it  out  1711.  iSow  the 
I  difficulty  is  that  this  king,  accord- 
i  ing  to  all  the  histories,  beo;an  to 
I  reign  in  1J59.     Who  can  explain 

lit?  .E.  .r.  E. 


"  Do  not  couiplain  and  murmur 
■at  your  humble  and  unlearned  con- 
dition, but  set  about  making  your- 
self what  you  desire  to  be.  Do  not 
envy  those  who  are  above  you,  but 
climb  beyond  them  if  your  place  is 
there." 


'm^^ 


Coinpardfive  .Pliilolojy. 


•30f^ 


*  COMPARATIVE  PHILOLOGY. 


K UMBER   YI. 


I  prpposeln  tais.aad  vsaveral  aue- 

.-eeediqg  articles  to  .undertake  an 
-exhibition  o£  tlio  ckssifioatioa  aaJ 
distrihution  of  kngu-ages.     It  is  a 

vWork  of  much  labcr  aniigre&t  diffi 
cultjj.oa  sccQuat  of  the  wealth  of 
the  material,  theiwant  of  kaowledge 
on  specific  topics,  and  the  variety 
•of  opinions  held  aiKong  tbe  jiTeat 
authorities  ;C;pQE  the  subject.  I 
should  t'ttrthcT  ;jdd  on  mv  own  part 
the  v?2nt  of  time  and  means  to  do 
it  justice,  I  wish  also  to  say  that  if 
future  study  and  wider  views  show 
ine  anything  erroneous  or  needing 
modification  in  anything  I  may  ad- 
vance, I  shall  acknowledge  the  du 
ty  and  claim  the  privilege  of  cor- 
rection. 

I  shall  assume  in  the  outset  the 
original  unity  of  the  languages,  leav- 
ing the  means  of  satisfying  that  as- 
sumption to  incidental  .discussion. 
That  assumptiora  once  aJiuittqd  af- 
fords us  a'tjro^d  basis,  ^nd  sinipli- 

..fies  the  .w,hcle.disQUS6ieu,  as  will  be 
iiereafter  seen. 

We  assume,-  secondly,  a  process 

.  of  org^wpic  QV,y,B£e  or  .development 
by  .which,  varieties  are,produced,  in 
the  form  of  classes,  sub-classes,  in- 
dividual languages  and  dialects. 

Two  systems  of  classification 
claim  our  attention,  the.que  in  ref- 
erence to  the  form  of  the  roots,  the 

.  other  in  refereaue  to  (jzteraal  forms 
and  means  of  expressing  relations. 
l)Oth  are  true  in  the  nature  of  the 
case,  and  the  former  may  best  be 
■considered  as  subordinate  to  the 
latter. 

The  first  is  the  method  proposed 

.by  A.  \{.  Schlegel,  and  preferred 

.hy  Uopp — see  Vergl.  Gramm.  vol. 

,J.,  p.  201  editioQ;  1857 — by  which 


the  languages  are  divided  into  three 
classes  in  reference  to  the  forms  of 
their  roots.  "First,  languages  with- 
Qut  true  roots  " — that  is,  withqut 
formative  syllables — -'  and  incapa- 
ble of  composition,  and  therefore, 
without  organization  or  grammar. 
To  this  belong  the  Chinese  .stock 
where  everything,  according  to  ap- 
pearance, is  but  a  nakeid  root," 
and  grammatical  categories  and  re- 
lations are  expressed  Qn'y  by  the 
position  of  the  word.-. 

Secondly,  laog'iages,  with  inon- 
syllabic  roots,  which  are  capable  of 
composition,  and  whose  organiza- 
tion and  grau:  mar  depend  almost 
entirely ,G,poQ  this.  The  leading- 
principle, of  word  formation  in  this 
seeois  to  lie  in  the  connection  of 
vei;bal  aad  pronominal  roots  whioh. 
exhibit  the  bjdy  and  soul  o'  the 
langiiige.  To  this  belong  the  Inio- 
Earopeau  family  of  languages  with 
such  others  as  may  be  separated  into 
the  simplesi  elements. 

Thirdly, languages  with  dis.syllab- 
ic  verbal  roots  and  three  necessa- 
ry coasonarts  as  vehicles  of  their 
fundamental  signification.  To  this 
belongthe  Semitic  languages, which 
are  widely  separated  from  the  sec- 
ond clas.i  by  the  peculiarity  of  ihe 
roots,  aad  the  pi^ro  general  expres- 
sion of  relations  by  internal  changes. 

The  great  problem,  in  part  solved, 
in  regard  to  these  languages,  is  tu 
show  that  they  once  had  two-fold 
consonant  and  monosyllabic   roocs. 

The  second  more  comprehensive 
method  of  classification  is  that  urg- 
ed by  Schleicher  in  his  vSprache.c 
Earopas. 

Tuis  classification  is  founde  d  up- 
on the  moans  of  expression  possefC- 


204 


North- Car  •Una  Journal  of  Echicafion. 


[J«iy. 


ed  by  any  laneuage.  We  must 
remember,  in  this  connection,  tbat 
a  language  which  to  us,  from  our 
point  of  view,  seems  imperfect  may 
be  in  itself  complete. 

The  fundamental  principle  of  this 
classification  is,  that  thought  re- 
quires for  its  actual  entrance  into 
existence  language.  The  funda- 
mental elements  of  thought  are  con- 
ceptions of  objects  or  ideas  in  them- 
sglves  and  the  expression  of  their 
relations  to  sach  other.  Significa- 
tion and  relation  cover  the  whole 
around.  Xanguages  accordingly 
may  receive  their  classiasation  from 
the  different  methods  thsy  adopt  of 
expressing  these  two  facts. 

They  may  express  signification 
only  phonetically  and  leave  the  re- 
lation to  be  determined  by  the  po- 
sition of  words  in  a  sentence,  by 
tones  of  the  voice  and  by  gestures. 
It  is  thought  that  one-third  of  the 
nations  of  the  earth  speak  lan- 
guages of  this  class,  corresponding 
to  the  first  of  Sehlegel's  classes,  and 
called  by  Schleicher  monsyllabic, 
and  by  3ias  Muller  family  lan- 
guages. In  the  conclusion  of  this 
article,  I  shall  dwell  particularly 
■ipon  this  class. 

It  may  be  remajked  in  general 
that  this  class  represents  the  ear- 
liest, simplest  form  gf  speech  and 
is  complete  in  itself.  It  is  the  lan- 
suage  of  the  family,  where  each  in- 


stinctively knows  the  thought  th& 
other  wishes  to  convey.  In  thi3 
class,  in  its  oldest  form,  each  word 
is  like  a  hieroglyphic  in  writing,  a 
picture,  a  whcle  sentence  in  itself. 
Their  combinations  of  words  or  ele- 
ments are  not  compounds,  but  each 
is  distinctly  marked  by  its  accent. 

The  next  step  is  to  group  the 
words,  expressing  relations,  around^ 
some  central  word,  expressing  the 
leading  idea  which  takes  the  pre- 
eminence of  accent  which  the  oth- 
ers lose.  In  these  forms  the  signi- 
fication and  relations  of  words  in  a 
proposition  are  both  phonetically- 
expressed.  The  next  step'.  is  that 
these  words  of  relation  yield  to  the 
influence  of  phonetic  laws  and  mod- 
ify their  forms,  still  maintaining 
their  independence  as  syllables. 
This  class  of  languages  is  called  by 
Schleicher  the  Agglutinizing,  by 
Bunsen  the  Turanian,  to  which 
Muller  adds  the  term  Nomadic.  Ex- 
amples of  this  class  are  the  Turkish 
and  Finnic  in  Europe,  the  Tartar, 
and  the  old  languages  of  India  still 
found  in  the  Peecan,  and  the  ab- 
origines of  America. 

A  more  complete  statement  will 
be  given  hereafter.  The  Mantchii 
Tartar  represents  the  lowest  stage- 
of  this  class,  the  Suomi  of  Finland 
the  highest.  I  give  a  few  exam- 
ples to  illustrate  the  general  meth- 
od of  these  lans-uage?. 


Turkish  agJia,  lord,  ft)rms  its  plaral  agha-lar. 

"         fr,         maa,  plural  er-ler. 

"         giz,      da^iighter,  plural  giz-Ier.     In  these  the  vowels    are 
harmonized  with  each  other. 

Magyar  ./t/A,       sheep,         juh-asz-nak,  to  the  shepherd. 

"        keit,       garden,      kert-esz-nek,  to  the  gardener. 

"        keit-bol  out  of  the  garden. 
Finnic  papi,      priest,         papi-lta  of  the  priest. 

"        teras,     steel,  ter-akse-lta  of  the  steek 

I  give  as  a  farther  illustration  a  few  of  the  forms  of  the  Turkish, verb- 
root  sev. 

Sev-mek,     to  love. 


1859.] 


Comparative  Philology. 


305 


Sev-me-mek,     not  to  love. 

Sev-e-me-mek,     not  to  be  able  to  love. 

Sev-dir-mek,     to  make  to  love. 

Sev-dir-me-mek,     not  to  make  to  love. 

Sev-dir-e-me-mek,     not  to  be  able  to  make  to  love,  &3.,  tkrouigli  a 
great  variety  of  forms. 

I  give,  also,  aa  example  from  a  Finnic  noun. 
i  Karhiz,  a  bear,  5  Karhu-lta,     without  a  bear, 

2  Karhu-n,        of  a  bear,  6  Karhu-un,     in  the  bear, 

3  Karhu-na,      like  a  bear,       7  Karhu-ne-nsa,     with  his  bear, 

4  K-arhu-a,        part  of  a  bear,  8  &c. 


The  nest  step,  ia  the  formation 
of  languages,  unites  these  syllables, 
expressing  relations  with  the  root 
so  as  to  form  one  word.  These  syl- 
lables are  changed  accordiog  to  the 
laws  of  euphony,  and  so  contracted 
in  their  forms  as  to  escape  the  care- 
less eyes  altogether,  and  to  rec(U.ire 
the  highest  degree  of  critical  power 
fco  separate  them  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  machiaciy  be- 
comes burdeasome  in  a  more  active 
oind  more  extensive  intercourse.  To 
this  class  belong  the  Indo-European 
and  Semitic  languages. 

The  formation  of  the  Latin  or 
Greek  verb  presents  a  fine  exam- 
ple of  this  class.  Take  for  instance 
the  verb  amo,  root  am.  conjugation 
vowel  a.  The  sign  of  the  1st  per- 
son, singular,  is  m  as  found  in  am- 
<3-m,  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  clement,  as  shown  in 
tantus,  totup,  is-te^  i-d^  quo-d,  and 
tha-t. 


The  imperfect  tCDse  illustrates 
the  case  still  farther,  am-a-ba-m, 
consisting  of  root,  characteristic 
vowel,  tense  sign  ba  and  personal 
ending.  Here  we  have  two  verbal 
roots  'am'  and  'ba'  and  one  prouom- 
inal  ni.  Compare  aluo  am-a-vi  from 
am-a-fu-i,  am-a-v-eram  from  am-a- 
fu-erara,  &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- 
inal. x\ll  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  of  the  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  theni- 
selves  under  dift'erent  heads  accord- 
ing to  thcii'  positive  tone  or  accsm- 
panying  gesture. 

These  three  classes,  the  Mono- 
syllabic, the  Agglutinizing  and  the 
lafiected/ombracQ  all  the  languages 


iog 


Nor tTi- Carolina  Journal  oj  Education^ 


U^fr 


Snown  from  the  oldest  Chinese  to 
the  most  perfect  Hellenic  Greek, 
aot  in  distinct  divisions  but  a  con- 
tinually approximating  chain. 

We  will  devote  the  remainder  of 
this  article  to  a  brief  stateojent  of 
the  character  of  the  Chinese  as  the 
representative  of  the  first  class. 

Its  words  are  siiaple  unities  fmid 
this  principle  of  imity  is  so  strict- 
ly carried  out,  that  they  are  the 
simple  union  of  one  consonant  with 
one  vowel  exceotthe  word  eul,  and. 
The  apparent  combinations  of  con- 
sonants are  simple  elements.  Of 
senuiue  consonants  there  ar5  3G. 
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  coroplicate  the 
vocal  expression  of  the  language. 

Originally  its  alphabet  was  pic- 
torial, which  liter  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  no't  uttered 
in  speakina',  and  the  same  sentence 
vthich,  when  spoken,  might  admit 
t.)f  different  meanings,  in  writing 
can  have  but  one,  e.  g.  the  ehar- 
HCter  read  tsclieu,  means  ship  by 
itself,  but  the  combination  shui 
jneaning  water  with  tscheti,  both 
sounded  as  one  tscheu,  signifies 
ifater-basiu.  Kiu  (wagon)  tscheu,  | 
:$till  sounded   tscheu,  means    wag-  ; 


on-pole,  _i/M  (feather)  tscheu,  dowc 
shi  (arrow)  tscheu,  hunting  arrow, 
all  spoken  tscheu.  Of  these  signs 
there  are  are  50,000  but  not  alt 
in  common  use.  They  are  of  two 
kinds,  genuine  pictures,  after- 
ward somewhat  modified,  and  i?igns. 
which  consist  of  two  elements,  as 
in  the  above  examples,  a  phonetic 
afld'au  ideographic  s'lgvl'  In  this 
manner  it  will  be  seeii  that  the 
language  may  be  read  by  millions, 
who  eouM  not  understand  it  if 
s'l^oken,  as^s  th-e  case  from  Japan' 
to  AVidm'.' 

In  'Chinese  tlidfeis  t^o  Gramiiiar 
except  in  the  sphere  of  sytax  since 
the  words  are  invafiabl'e,  and  the 
sainS  word  mdy  be 'ai^'actjecfive,  a 
ndun-,'  a  verb,  or  an' adverb,'  ac- 
cording^ to  its  pOsitian.'  Som&  fcvr" 
3ign4  are  receiving  a  Specific  mean- 
ing, to  express  relations;  corrtiec- 
tion,  &e. 

CrBn'fS'ei';  number,  afid  else   arc- 
not  expressed  by  the  woi*ds  them-i 
selves  bi'iE  by  combinations,  a-^  we 
say  in    English    hen- sparrow,  roc- 
buck,&c.'    iS:  g.  tschungi in, crowd-- 
man  for  men ;  nan  tse,  man-chil(.r' 
son;     niu     tse    woman-child     foi" 
daughter;    y  min    li,    u.se-peoplc- 
power,  with    the    people's  power,' 
pe  fill  tschi  te,  hundred-nian-good 
for  the  best  of  m^iSn,  A;e.'     A)?    an 
example  I  quote  a   sentence 'fron% 
Meng  Tso  in  the  4th  century  be- 
fore Christ.     (See  S'prachen  Ea-i 
ropas,  p.  5'J)  : 


King 

say 

how 

to 

r)uang 

youe 

ho 

y 

Ureat     m;ui       say, 

how 

to 

ta       fou       youo 

ho 

y 

T^earned 

crowd 

man 

say 

Sse- 

chu 

Jin     5 

:oue 

adriintage         I         kingdom 
ly  ou  koue 

or     for     advantage     I     family 
ly  ou        kia 

how      to     advantage     I     body 
ho       y  ly  ou-    e-hiu' 


r859.] 


Comparative  Philology. 


307 


That  is  if  the  King  should 
say  how  shall  I  act  for  the  advan- 
tage of  my  kingdom,  the  gveat  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 


proposed,  and  the  claim  of  friend- 
ship on  the  other,  they  woi^ld  not 
far  prefer  the  foi'mer.  For  nature 
is  too  weak'  to  despise  the  pos- 
session'of  power;  for,  etrn  if  thej 
have  attained  it  by  tfw slighting  oj 
friendship,  they  thin^l:  the  act  will 
e  thrown  into  the  shade,  because 


p.  71,  a  translation  of  the  Lords  I  friendship  was  not  overlooked  with- 
Prayer  from  Modern  Chinese,  I  out  strong  grounils.  Therefore, 
marking  by  italics  the  words  which  j  real  friendships  are  found  with 
would  have  been  used  in  the  an-  i  most  difficulty  among  those  who 
cient  form  of  the  language  :  Our  I  are  invested  with  high  ofiices,  or 
Father  in  Heaven  he  wish  thy  i  in  the  business  of  the  State." 
7iaine  perfectly  holy,  thy  dominion  Amicus, 

rule  come  to,  thy  unit  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 
so.  Not  lead  us  enter  seducing 
temptation  but  savei\>i  out  of  evil 
wickedness.  For  kingdom  the, 
power  the,  and  glory  Itlie,  all  be- 
long to  thee  in  age  age  \_foreoer'\ 
hndeed.     Heart  icishes  exactly  so. 

c.  w.  s. 

TO    BE  CONTINUED. 


PORETIIOUGHT. 

Ife' is  often  said  that  we  act  more 
from^liabit  than  reflection.  The 
mind  is  much  governed  in  its 
movements  by  association  of  ideas. 
If  then  in  calm  and  quiet  times 
and  when  free  from  danger,  we  arc 
in  1?he  habit  of  revolving  in  mind' 
what  we  would  think  most  judi- 
cious and  advisable  to  do  in  circunj- 
stanccs  of  danger,  such  as  we  may 
imagine  to  arise  unexpectedly  ;  or 
such  as  we  frequently  read  of  l)i 
the  public  papers;  such  as  clothes 
In  reading  the   May  number  of   taking    fire— house    taking  fire — 

your   joufnai  v,^e  noticed   on   the    wounding  with  a  sharp  instrument; 

143d   page  a  question    that    sug-    poison  taken    accidentally;  or  de- 


K  orESTION  EXPLAINED. 


gested  a  passage  to  my  mind  in 
(Jicero  de  Amicitia,  sec.  17.  It  is 
not  so  much  an  answer  to  the 
question  proposed  as  an  explana- 
tion to  the  course  of  some  men 
when  puffed  up  with  a  little  emi- 
nence in  view  of  men  :  '•  But  even 


signedly;  horse  running  away- 
jury  from  falling — bite  of  a  snake, 
of  a  dog,  or  of  a  spider  ;  and  many 
things  to  which  we  ar«  all  liable  ; 
and  which,  when  they  occur,  are 
aptto  render  men  incapable,  froni 
alarm    and    fright,  of  acting  with 


if  some  shall  be  found  who  think    good  judgement — if  we  would  in- 
it  sordid  to  prefer  money  to  friend-    form    ourselves,   and  often   think 


<hip,  where  should  we  find  those 
who  do  not  place  above  friendship 


over  what  would  be  best  to  do  in 
the  cases  supposed,  then  by  asso- 


high  dignities,  magistracies,  mill-  1  ciation  of  ideas,  that  will  be  sug 
tary  command,  civil  authority,  and  |  gested  by  the  circumstances,  and. 
influence  ?  So  that  when  on  the  we  will  do  it  almost  as  by  instinct, 
y.'tQ  side  their  objects    have  been- 1  R. 


20B 


North- Carolina  Journal  of  Education. 


[July^ 


EEPOET  ON  NORMAL  SCHOOLS. 


Rtad  before  the  ^Association  at  Neivhern.    June  i.5th,  1859. 


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  nzle  and  is  applicable  to  such 
institutions,  both  because  the  pu- 
pils ai'8  expected  to  acquire  there 
the  most  approved  rules  and  prin- 
ciples of  teaching,  and  the  schools 
themgelves  are  designed,  in  some 
of  their  departments,  to  be  models 
or  patterns  for  imitation. 

The  necessit}^  for  a  special  train- 
ing for  teachers,  began  to  be  felt 
in  Europe,  as  far  back  as  the  time 
of  Luther  and  Melanethon ;  and 
they  suggested  and  recommended 
the  duty  of  attempting  it,  in  an 
''Address  to  the  Common  Coun- 
cils of  all  the  Cities  of  Grermany" 
in  1526.  At  their  suggestion,  the 
funds  of  many  monastic  institu- 
tions, which  were  in  their  day  a- 
'-Isandoned,  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  teachers, seems  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  methods,  in  the  classes  of  the 
several  schools.  For  the  assistance 
thus  rendered,  they  bound  them- 
Rslves  to  teach  for  three  years  in 


the  institution,  after  the    close  of' 
their  course. 

In  a  few  years  afterwards,    the 
supply  of  teachers  for  all  the  lower' 
classes  was  drawn  from  this  semi-' 
nary.     But  besides    the    teachers 
trained  in  this  branch  of  Francke'.<5 
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  £chco-!s 
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   dijferent    individuals, 
several  different  plans  were   tried 
for  the    management   of  schools; 
among  others,    Trozendorf  intro- 
duced the  monitorial  system,  more 
than  two  hundred  years  before  the 


1859.] 


Normal  Schools, 


209 


claim  of  its  invention  by  Dr.  Bell 
and  Joseph  Lancaster,  and  it  was 
found  to  be  deficient.  The  Cate- 
chetic  method,  invented  by  Philip 
J.  Spener  of  the  Alsace,  aided  in 
introdacing  a  new  era  in  the  history 
of  education  in  Germany.  The 
Philanthropinic  method  which 
aimed  specially  to  form  a  practical 
character,  by  hardening  the  body 
as  well  as  the  mind  and  invigora- 
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- 
lozzi,  however,  who  was  born  at 
Zurich,  Switzerland,  in  1746,  is 
perhaps  to  be  ascribed  the  honor  of 
having  originated  the  system  of 
principles  which  have  stood  the  test 
of  experience  in  schools  more  than 
those  of  any  other  individual.  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  agriculture  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  Europe,  was  originated  by  De- 
Fellenberg  of  Switzerland,  and  de- 
signed as  a  means  of  moral  educa- 
tion for  the  poor,  and  to  make  their 
labors  the  means  of  defraying  the 


expenoe  of  their  education.  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  in  regard  to  Normal 
Schools,  In  1735  she  established 
the  first  regular  seminary  of  that 
kind  at  Stettin,  in  Pomerania; 
twelve  years  afterwards  she  estab= 
lished  one  in  Potsdam  ;  she  estab- 
lished one  in  Breslau  in  1765  ;  one 
at  Halberstadt  in  1778;  one  at 
Magdeburg  in  1790;  one  at  Weia- 
senfels  in  1794;  one  at  Coslin  in 
1806;  one  at  Braunsbergin  1810; 
one  at  Karabue  in  1811 ;  one  at 
Marienberg  in  1814  ;  one  at  Grau- 
deotz  in  1816;  one  at  Neuzelle  in 
1817  ;  one  at  Bromberg  in  1819  ; 
one  at  each  of  the  towns  Erfurt 
and  Meurs  in  1820;  and  since  that 
period  has  continued  to  add  to  the 
number  till  she  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  and  well 
taught  through  the  period  of  seven 
years,  are  required  on  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  tu  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 
opportunity  of  exercising  their  own 

15 


2fI0 


North- Carolina  Journal  of  Education. 


[July, 


talents  by  actual  practice  in  the  art 
of  teaching. 

The  Prussian  laws  say,  "The 
first  year's  study  of  the  Normal 
pupils  shall  be  devoted  to  a  con- 
tiDuation  of  the  course  of  instruc- 
tion which  they  commenced  in  the 
primary  schools;  the  second  to  an 
instruction  of  a  still  higher  kind, 
and  the  third  to  practice  in  the 
primary  school  attached  to  the  es- 
tablishment. Education  is  treated 
both  as  a  science  and  an  art ;  and 
the  directors  are  required  rather  to 
conduct  the  pupil  teachers,  by  their 
own  experience,  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  which  phyaical  exer- 
cise 00  a  systematic  and  scientific 
plan  is  secured. 

As  to  the  effect  of  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  as 
no  other  country  can  boast.  This 
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 
persons  of  a  superior  advancement, 
and  thus  the  Normal  and  the  Com- 
mon or  public  schools,  by  a  reflex 
influence,  operate  on  each  other, 
producing  and  continuing  a  mutual 
improvement. 

Prussia  has  her  Universities,  her 
Colleges  and  Mechanics'  schools  of 


a  high  grade  for  the  supply  of  the- 
other  professions,  and  her  Normal 
schools  for  the  supply  of  teachers  ; 
and  one  of  the  natural  results,  as 
well  as  one  of  the  important  bene- 
fits, is,  that  the  profession  of  teach- 
ing is  raised  to  its  proper  grade, 
and  in  the  popular  estimation  is 
placed  on  an  equality  with  the  other 
regular  professions. 

But  many  of  the  other  nations 
of  Europe  have  been  induced  tO' 
try  the  benefit  of  these  special  semi- 
naries for  teachers,  and  have  per- 
severed in  them.  In  Saxony,  they 
were  commenced  as  early  as  1785  ; 
there  are  now  nine  of  the.je  institu- 
tions, besides  a  seminary  for  classi- 
cal teachers  at  Leipsic ;  and  the 
graduates  of  these  Normal  schools 
are  now  sufiicieat  to  supply  all  the 
schools  of  that  kingdom.  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  Wirtemberg  the  first  Teachers' 
Seminary  was  established  in  1757, 
at  Essliogen.  This  is  one  of  the 
most  celebrated  in  Europe.  There 
are  now  eight  Normal  Schools  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,  viz  :  at  Fulda, 
Homberg,  and  Schluchtera. — 
The  course  of  instruction  embra- 
ces three   years.     The  Duchy   of 


1859.] 


Normal  Schools. 


211 


Nassau,  with  a  population  of  430,- 
000,  supports  one  Teachers'  Semi- 
nary at  Idstein,  •which,  in  1846, 
had  154  pupils.  The  course  lasts 
five  years,  four  of  which  are  devo- 
ted to  a  regular  course  of  instruc- 
tion, in  a  thorough  review  of  the 
studies  pursued  in  the  elementary 
fichools,  and  the  acquisition  of  stud- 
ies which  facilitate  and  illustrate  the 
teaching  of  the  former,  and  thft  fifth 
year  exclusively  to  the  principles 
and  practice  of  education.  Pupils 
are  admitted  at  the  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  only  those  who  have  already 
taught  school,  and  it  is  asserted 
tfcat  the  light  which  a  well  eduea 
ted  class  of  teachers  is  diffusing, 
is  fast  dispelling  the  darkness 
which  has  enveloped  the  people. 

The  Grand  Duchy  of  M,  cklen- 
burg  Schwerin,  with  a  population 
of  615,000,  supports  tAvo  Semina- 
ries for  Teachers. 

Bavaria  has  a  population  of  4,- 
250,000,  and  has  nine  Normal 
Seminaries  with  nearly  700  students 
which  is  about  an  average  of  seventy 
five  pupils  to  each  Normal  School. 

The  other  literary  institutions 
of  Bavaria  are  3  Universities  with 
upwards  of  2000  students,  and  a 
number  of  Gymnasiums,  Mechm- 
ic's,  and  Latin  Schools. 

In  the  Grand  Duchy  of  Baden, 
which  has  a  population  of  400,000, 
there  are  two  Universities,  with 
about  120O  students  and  other  lit- 
erary institutions  ;  yet  they  have 
four  Normal  Schools,  viz:  at  Ett- 
lingen,  Meersburg,  Mulheim,  and 
Carlsruhe.  It  thus  appears  that 
I  here  were  a  few  years  ago,  some- 
Ihing  over  a  hundred  Normal 
Schools   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  instruction,  the  highest 
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  States, 
has  the  advantage  of  having  the 
energy  of  the  civil  power  in  its 
support,  and  the  guidance  to  some 
extent  of  the  wisdom  and  piety  of 
the  church.  It  was  adopted  per- 
haps in  each  case  with  a  special 
view  to  the  social  and  moral  im- 
pi'ovement  of  the  people,  and  to 
sustaining  the  nation  as  well  against 
internal  decay  as  foreign  aggres- 
sion. Their  appreciation  of  the 
system  has  been  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  countr}'  of  De  Fellen- 
berg  and  Pestalozzi,  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  gov- 
ernment 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- 


213 


North' Carolina  Journal  oj  Education. 


[July, 


haps  as  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  School  at 
Harlem  and  one  at  Grroningen. 

That  Government  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- 
ples, two  Normal  Schools  were  es- 
tablished about  1816. 

The  experience  of  Belgium  in 
regard  to  Normal  Schools,  is  re- 
markable. Ai  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  do 
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  public  schools,  and  en- 
gaged in  other  business.  Broken- 
down  tradesmen,  and  men  who 
had  proved  their  unfitness  for 
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  effort  was  made  in  France, 
in  1794,  to  furnish  professors   for 


1859.] 


Normal  Schools. 


213 


colleges  and  teachers'  seminaries, 
hy  professional  training,  but  it 
was  suppressed  in  consequence  of 
the  revolution.  The  first  move- 
ment in  France  toward  the  train^ 
ing  of  teachers  for  elementary 
schools,  was  made  in  1810.  A 
Normal  school  was  established  at 
Strasbourg  j  pupils  were  admitted 
between  the  ages  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  established  in  1820, 
for  the  Departments  of  Moselle 
and  Meuse,  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 
Dijon,  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  1880,  thirty-four  new 
Normal  Schools  were  established 
in  different  sections  of  the  country ; 
and  wherever  they  were  establish- 
ed, they  contributed  to  the  open- 
ing of  primary  schools  in  com- 
munea  before  destitute,  and  diffus- 
ing a  knowledge  of  better  methods 


among  teachers  who  did  not  resorb 
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  agi'i- 
culture  and  horticulture. 

There  were  started  in  Scotland 
two  Normal  schools  about  182G, 
one  in  Edinburg  and  one  in  Glas- 
gow. There  were  in  1858,  two 
more  in  operation. 

There  is  one  Normal  Establish- 
ment for  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 
1S08 ;  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,  desigoed  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, 


214 


North-  Carolina  Joxi^rnal  of  Education. 


[July, 


ibr  the  purpose  of  improving  and 
testing  the  qualifications  of  can- 
didates, before  they  are  admitted 
.into  the  Normal  Schools. 
/  The  Model  Schools  have  their 
/own  teachers,  and  the  Normal  pu- 
'  pils  at  first  go  in  and  look  on  in 
silence,  while  the  teacher,  who  is 
an  accomplished  one,  is  instruct- 
ing a  class.  Afterwards,  they 
commence  teaching  under  the  eye 
of  such  a  teacher.  At  last  they 
teach  a  class  alone,  being  responsi- 
ble for  its  proficiency,  and  for  its 
condition  as  to  order  &c,  at  the 
end  of  a  week  or  other  period. 
During  the  whole  course  there  are 
lectures,  discussions,  compositions, 
etc.,  on  the  theory  and  practice  of 
teaching.  The  modes  of  teaching 
the  diiferent  branches,  the  motive 
powers  to  be  applied  to  the  minds 
of  children,  dissertations  on  the 
diiferent  natural  dispositions  of 
children,  and  the  different  ways  of 
winning  them  to  a  love  of  learning 
coastantiy  engage  the  attention 
of  the  candidates  for  teaching. 

It  may  be  remarked  also  that 
the  course  of  training  in  these 
schools  generally,  whilst  it  aims 
at  thouroughness  in  knowledge, 
and  the  mastery  of  principle,  and 
a  high  standard  of  mental  improve 
ment,  is  none  the  less  moral  in 
its  character ;  it  aims  to  cultivate 
religion  and  the  best  feelings  of 
the  heari  with  unceasing  atten- 
tion. Religious  instruction,  which 
is  required  in  all  of  them,  is  not 
postponed  till  the  Sabbath,  but  is 
made  a  subject  of  the  daily 
lessons. 

And,  in  addition  to  their  wise 
and  careful-  attention  to  the  men- 
tal and  moral  attainments  of  these 
pupil  teachers,  there  is  in  many  of 
the  Normal  Schools,  provision  for 
their  physical  developiacnt,  by  an 
established   system   of    gymnastic 


exercises,  which  has  been  found 
to  contribute  much  to  the  impor- 
tant purposes  of  preserving  and 
improving  the  health,  and  adding 
vigor  to  both  the  bodily  and  men- 
tal powers.  The  sy.stem  then  of 
these  European  Normal  Schools, 
seems,  far  better  than  any  other 
of  which  we  are  aware,  calculated 
to  call  into  action  all  the  powers  of 
the  individual,  to  cultivate  them, 
and  thus  render  them  fit  for  the 
most  eifcient  use  of  which  they  are 
capable. 

These  schools  have  now  been 
tried  in  some  of  the  European  states 
more  than  a  hundred  years,  and 
instead  of  eshibiting  signs  of  de- 
cay, they  are  increasing  in  vigor 
and  estendiug  more  widely.  They 
seem  to  bo  suited  to  both  monarch- 
ical and  democratic  forms  of  gov- 
ernment— to  republican  Switzer- 
land as  well  as  to  German  Duchieai 
and  Kingdoms.  They  have  in- 
creased more  rapidly  in  the  present 
century  than  in  the  last.  Where 
they  have  existed  longest,  the 
teacher.s"  of  the  common  schools 
seem  better  qualified  for  their  bus- 
iness, and  the  common  schools 
themselves  to  be  in  better  condition,, 
than  in  any  other  countries.  A-*^ 
mong  other  evidences,  we  might, 
mention  this,  that  an  eminent  indi- 
vidual of  the  United  States  asserts, 
viz :  that,  after  visiting  hundreds 
of  the  common  schools  of  Prussia 
and  Saxony,  he  never  saw  a  child 
arraigned  for  miscondact,  and  that 
he  never  saw  a  teacher  in  any  one 
of  them  hearing  a  lesson  of  any 
kind,  (except  a  reading  or  a  spell- 
ing lesson.)  with  a  book  in  his  hand; 
that  he  witnessed  exercises  in  geo- 
graphy, ancient  and  modern,  in 
the  German  language — from  the 
explanation  of  the  simplest  words 
up  to  belles  lettres  disquisitions 
with  rules  for  speaking  and   wxlt- 


1859.] 


Normal  Schools. 


2i5 


ing  ;  exercises  in  arithmetic,  alge- 
bra, geometry,  surveying,  and  trig- 
onometry; in  book-keeping,  in  civil 
history,  ancient  and  modern ;  in 
natural  philosophy  ;  in  botany  and 
zoology;  in  mineralogy,  vyhere  there 
were  hundreds  of  specimens ;  in 
the  exercises  of  thinking,  knowl- 
edge of  nature,  of  the  world,  and 
of  society ;  in  Bible  history,  and 
in  Bible  knowledge :  and  in  no 
case  did  he  see  a  teacher  with  a  book 
in  his  hand.  He  represented  the 
teachers  as  kind  and  aft'ectionate 
in  their  deportment  towards  the 
scholars  ;  as  intelligent,  exempla- 
ry, a»d  dignified  in  their  manners; 
attentive,  dilligeat,  and  enthusias- 
tic in  their  business  ;  and  the  pu- 
pils, not  listless  and  inattentive, 
but  earnestly  engaged  in  study,  or, 
when  hearing  lectures,  absorbed 
in  attention,  and,  with  ink  and  pen 
before  them,  taking  notes  of  what 
was  said. 

Thus  the  Normal  Schools  have 
had  the  efiect  of  rendering  the 
common  school  teachers  really 
masters  of  their  business,  and  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 
school  education.  Their  iufiuence 
in  elevating  the  character  and 
condition  of  the  masses  of  the 
people,  even  the  lowest,  in  the 
large  cities,  and  in  the  mining  and 
manufacturing  aistricts,  Avhere  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 
cannotbut  impress  the  mind  of  the 
philanthropist  and  the  christian 
most  favorably  with  regard  to 
tlieir  value  and  importance. 

It  has  besc  mentioned,  as  as 
objection     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  fact  in  Europe,  we 
think  unbiased  minds  must  con- 
clude, that,  in  the  hands  of  free- 
men, they  may  become,  in  a  much 
greater  degree,  the  means  of  prop- 
agating the  great  doctrines  of 
equal  rights  and  just  principles  of 
conduct  and  government,  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  and  method,  to  de- 
veiope  the  mental  pov,'ers,  but 
their  effect  seems  mther  to  be  a 
drawing  out  of  all  the  powers,  and 
thus  rendering  the  teacher  the 
more  likely  to  acquire  the  true  art 
I  which  varies  its  plans  to  suit  cas- 
es and  circumstances,  imparts  to 
the  mind  much  greater  capacity 
for  making  explanations  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  or  Women. — Sheri- 
dan  said,  beautifully,  "Women 
govern  us ;  let  us  render  them 
perfect.  The  more  thsy  are  en- 
lightened, so  much  the  more  shall 
we  be.  Ou  the  cultivation  ef  the 
minds  of  women  depends  the  wis- 
dom of  men.  It  is  by  women 
that  nature  writes  on  the  hearts  of 
men." 


He  Avho  has  much  anU  wauSa 
more  ia  poor;  ho  who  has  Huij 
and  wants  no  more  is  rich. 


216 


North' Carolina  Journal  of  Education. 


[J%. 


THE  MTJTES'  FOKMS  OF  EXPKESSION. 


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  mustof  necessity  con- 
tend with  many  diflSculties  in   ac- 
quiringlanguage;  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   easy 
task  ;  but,  for  one  of  inferior  mind, 
the  thing  is  almostimpossible.  With 
persevering  application,  however, 
such  an  one  may  get  along  tolera- 
bly well.     Many  children  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;  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 
^b^  latter,  tljey  ^pdprstand  the  du- 
Jjep  pf  pppiaj  lifp,  ap4  suppprt  them^ 
ppjvjsg,  3p4,  iP  BQfiny   cases,   their 
fajn  jjies,  by  thp  labpr  of  their  bands. 
A  jittlpboy  whp  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 
juud,  (meaning  that  a  boy  likes  the 
dirty  mud.)    "A  girl  likes  to  drink 
in  the  mouth."     "  A  boy  likes  to 
laugh  on  the  mouth.'' 

Another  boy,  whose  stay  in  the 
school  exceeds  three  years,  wrote 


the  following  letter  a  short  time 
ago: 

"Philadelphia,  June  2nd,  1859. 

My  deak  parents, — I  asa  -well.  I 
▼ish  to  receive  a  letter  to  you.  All  the 
pupils  are  well,  except  two  wko  sick. 
My  teacher  kind  to  me.  I  likes  him 
much  Tery.  I  have  no  news,  poor  mind, 
cannot  tell  much,  sorry.  I  wish  to  lo7e 
to  my  brothers,  they  must  coma  see  me 
in  the  Institution.  I  give  love  to  mj 
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  your  parents 
live  V  She  answered,  '*  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,  because 
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  had  been  under  instruction 
two  years :  "  A  cat  sees  a  rat.  She 
catches  it  and  chokes  its  neck.  Is 
dies."  Speaking  of  this  boy,  puts 
me  in  mind  ofa  little  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,  aod 
concluded  the  story  by  asking  tbc 


1859.] 


Mutes^  Forms  of  Expression. 


217 


boy  if  he^wou!d  like  to  be  without 
religion  as  the  man  was.  He  in- 
stantly answered  that  he  would  pre- 
fer to  be  ignorant  with  religion  to 
being  wise  without. 

Another  boy  was  asked  to  parse 
the  y^otd  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  amia- 
ble, 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  broom." 

I  told  my  class  by  signs  that  I 
knew  that  the  sun  was  bright ;  and 
shen  desired  them  to  put  into  writ- 
ing the  ideas  which  I  had  expresed 
in  signs.  One  girl  wrote  :  "A  man 
knows  that  the  sun  is,"  omitting 
the  word  bright ;  and  another  girl 
wrote  :  "  A  man  knows  that  bright 
is  sun."  1  had  been  telling  the 
pupils  that  God  was  good ;  1  told 
them  by  gestures  that  an  apple  was 
yood,  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  man  knows  he  is  tea 
good."  The  same  youth,  having 
been  told  that  Hell  was  a  wicked 
place,  expressed  his  opinion  of  the 
quality  of  wine  in  the  following 
oianner  :  "Wine  is  hell  bad  sins." 

The  following  is  a  translation  of 
a  tale  told  by  a  pupil  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 them  to  write  fluently  ami  cor- 
rectly ;  one  mute  in  a  hundred 
writes  with  considerable  accuracy  ; 
and  all  this,  in  consequence  of  their 
being  shut  out  from  verbal  eomr- 
munication  with  the  world.  As  I 
have  already  said,  semi-mutes  can 
go  ahead  of  born  mutes,  if  they 
have  the  will  and  energy.  Bora 
mutes,  as  a  general  thing,  are  apt 
to  take  a  step  from  the  "  sublime 
to  the  ridiculous  "  in  making  mis- 
takes. The  wisest  of  this  class  of 
mutes, — and  he  is  a  miniature  pr»iat- 
er  of  decided  merit, — is  in  the  hab- 
it of  using  the  phrase  "a//  the  mvmia 
of  men,"  &c.,  in  correspocdiBg 
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  oar 
Institution,  who  lost  her  hearing  at 
three  years  of  age,  and  who,  in  of>ti- 
sequence  of  a  reverse  of  fortune, 
cannot  devote  much  of  her  time  to 
study. 

*'  My  uncle  and  aunt  came  heTe 
from  Ohio  last  Saturday,  but  they 
have  left  for  Juniata  county  this 
morning.  He  is  my  father's  brotV 
er.  He  is  well  off,  and  has  a'gofifl 
farm  in  Ohio.  They  will  be  here 
to  see  us  again.  1  was  agreeaMy 
surprised  to  receive  |«ur  maga^Jno 
<Tbe  Genius  of  the  West.'     I  like 


2i8 


North- Carolina  Journal  of  Education. 


[July, 


it  very  muchj  although  I  have  not 
read  it.  I  read  two  papers  last 
ni^ht,  which  you  sent  to  me,  with 
vour  very  interesting  letter  yester- 
day morning.  The  story  of  Darling 
Lotty  is  very  funny,  and  good.  She 
ou2;bt  to  have  learned  the  art  of 
housekeeping  before  she  got  rnar- 
ried.  The  Creole's  story  is  very 
beautiful ;  she  was  worthy  of  the 
!.  est  man's  affections.  I  found  two 
scraps  in  your  letter ;  I  was  much 
.pleased  with  the  piece  'Do  not  stay 
lonc!;er.'  Sishop  Potter  came  to 
Lewistown  on  Saturday  last,  and 
the  nest  day  he  preached,  and  con- 
firmed three  ladies  in  the  Episcopal 
Church.     Their  names  were  Misses 

(J and   Miss   B .     Write 

to  me  soon,  and  tell  me  every  thing." 
The  above  extract  is  very  sim- 
ple, btit  well-written.  It  would  be 
difficult  to  find  any  other  mute 
who  writes  half  as  good  a  letter  as 
that.  It  may  be  expected,  there- 
fore, that  those  who  are  engaged 
in  teaching  the  deaf  and  dumb, 
hr^ve  hard  work  to  conduct  the  in- 
fantile mind  through  the  labyrinth 
of  knowledge.  Honor  bright,  1 
teach  a  class  of  blockheads,  I  would 
2ot  be  at  all  surprised  if  my  em- 
pioYUient  ghould  kill  me  outright. 


L\CK  OF  REVERENCE  IN  THE 
YOUNG. 

The  Kev.  A.  Smith,  Commis- 
sioner of  Public  Schools  in  Ohio, 
m  a  recent  report,  makes  some  for- 
cible remarks  upon  the.,  want  of 
manners  shown  by  the  youth  of 
the  present  day,  iu  their  conduct 
toward  the  aged.  After  alluding 
to4hie  deference  and  respect  which 
the  youth  of  former  days  were 
taught  to  extend  to  their  superiors 
iu  iicre  aad  wiadyui,  ha  says  : 
'-'•'■  But  where,  in  all  our  land,iloe3 . 


this  good  old  practice  now  prevail  ? 
Wiio  does  not  know  that  bows  and 
courtesies,  on  the  part  of  our  boys 
and  girls,  are  obsolete  ?  It  has 
been  i-emarked  that '  thetearo  thou- 
sands of  boys  in  this  great  country 
cot  one  of  whom  has  ever  made  a 
bow  ;  unless  when  he  had  occasion 
to  dodge  a  snow-ball,  a  brickbat, 
or  a  boulder.' 

"Some  eight  or  ten  winterssince, 
es-Goveruor  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.  '  Let  us  observe 
whether  these  boys  make  obeisance 
to  us  as  we  were  taught  fifty  years 
ago.'  At  the  same  time  he  ex- 
pressed the  fear  that  habits  of  civ- 
ility were  less  practised  than  for- 
merly. As  they  passed  the  school- 
house,  all  question  and  doubt  upon 
the  subject  received  a  .speedy,  if 
not  a  satisfactory  settlement,  for 
each  one  of  those  twenty  juvenile 
New  Englanders  did  his  best  at 
snow-balling  the  wayfaring  digni- 
taries, 


Riding  a  Hobby. — The  Arch- 
bishop of  Dublin  tells  of  a  horse- 
man, who  having,  lost  his  way, 
made  a  complete  circle  ;  when  the 
fiist  round  was  finished,  seeing 
the  marks  of  horse's  hoofs,  and 
never  dreaming  that  they  wero 
those  of  his  own  beast,  he  rejoiced, 
and  said,  "  This,  at  least  showi 
me  that!  am  in  some  track  !'' 

Wkeo  the  second  circuit  was 
"inished,  the. signs  of  travel  doub- 
led, and  he  said,  "  Now,  surely, 
I  am  in  a  beaten  way  :"  and  with 
the  cOQclusioD  of  every  round,  thvj 
marks  ia.cr.eaaed,.tiU,he  was  certaiu 


i^o&. 


The  Student. 


^m 


that  he  must  be  in  some  frequen- 
ted thoroughfare,  and  approach- 
ing a  populous  town  ;^  but  all  the 
time  he  was  riding  after  his  horse's 
tail,  and  deceived  by  the  track  of 
liis  own  error.  So  it  is  with  meu 
4hat  ride  a  kobby. 


THE    STUDENT. 


In  attaiiiing  the  rudiments  of 
:au  Education,  the  student  for  a 
time  struggles  in  dirkness  ere  his 
mind  is  expanded  enough  to  fully 
iinderstitad  and  aopreciate  the 
meaning  of  his  Author,-  or  the 
ideas  embodied  in  his  test-books. 
At  this  ttage  of  age  and  intellect, 
his  past  acquisitions  seem  half  for- 
gotten— the  present  lessons  appear 
41  burden  and  a  task,  and  the  fu- 
ture, which  should  be  laden  with 
hopes  and  promises,  seemingly 
presents  nothing  but  forlorn  d€s- 
pondency ;  now,  it  is  necessary  tor 
the  Teacher  to  refer  him  to  exam- 
ples iu  the  aaaais  of  learning,  il- 
lustrating that  "There  is  a  way, 
where  there's  a  will."  Urge  hiua 
onward  to  the  goal,  and  build  him 
up  with  the  brigh*;  anticipation 
that  "There  is  a  bright  time  com- 
ing." Show  thejoung  mind,  as  a 
tit  subject  for  contemplation,  the 
shining  talents  of  Wesley  and 
Blair,  Watts  and  Doddridge,  how 
they  payed  homage  at  the  shrine 
of  lievelation,  and  "dipped  their 
pens  in  the  streams  of  Religion 
liowing  in  their  own  bosoms." 
Point  him,  as  shining  stars  in  the 
poetical  horizon,  to  the  names  of 
Virgil,  Young,  Anacieon,  Mar- 
shall and  the  Scottish  bards,  Burns 
and  Logan,  in  honor  of  whom  pos- 
terity tunes  her  lyre  of  praise,  and 
offeri  as  a  eulogy  to  their  memories 
the   united    hallelujahs  of    sung ; 


and  then  see  the  modern  intellect 
gazing  with  pride  upon  the  noble 
deeds  of  the  illustrious  dead,  and 
following  the  footsteps  of  those 
men,  whose  names  are  like  monu- 
ments of  brass  in  hist  ry:  see  him 
bathing  in  the  limpid  streams  of 
knowledge,  which  refreshed  the 
minds  of  "the  seven  wise  men  of 
Greece,"  gave  Euclid  power  over 
mathematics,  and  prompted  Mans- 
field in  his  thundering   eloquence. 

The  paramount  object  of  the 
Student  should  be  study  and  ap- 
plication, united  with  tized  pur- 
poses to  bring  to  light  properties 
of  matter,  which  have  never  yet 
been  discovered  ;  and  in  this  age, 
characterized  as  an  era  of  novelty 
and  invention,  with  the  broad  fields 
of  Mechanism  expanding  to  the 
view, — ample  opportunities  are  of- 
fered for  the  manifestation  of  ge- 
nius and  the  display  of  talent. 
Though  adversity  surrounds  the 
•'seeker  after  knowledge"  yet  an 
ambitious  earnestness  should  urge 
him  forward,  "and  competition 
will  flee  from  him  as  from  the 
glance  of  destiny." 

He  should  not  despair ;  for 
there  is  that  natural  capability  iu 
man  which  has  never  been  found 
inferior  to  the  accomplishment 
of  his  purpose,  that  will  admit  of 
his  scorning  ail  emulation,  and 
overcoming  all  the  diflEIculties  of 
his  nature — over  it  nothing  can 
exert  dominion  .save  its  Giver. 

The  student  should  persevere. 
History  is  teeming  with  examples, 
which  beautifully  exhibit  the  ef- 
fects of  this  quality;  and  probably 
in  no  other  earthly  avocation  is 
the  realization  so  glorious,  the  at- 
tainment so  certain,  as  iu  the  Ex- 
ample of  a  faithful  student.  We 
have  amidst  many  others,  that  of 
Luther,  the  once  ragged  boy,  beg- 
ging bread  iu  the  streets  of  hi-j 


MortJi- Carolina  Journal  of  Education. 


[July, 


native  city,  homeless  and  penniless, 
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  physian,  to 
■whom  medical  science  is  indebted 
for  many  important  discoveries, 
left  his  anvil  and  forge,  and 
wrought  his  way  through  adver- 
sities to  the  shrine  of  the  uEscu- 
lapian  temple — Akenside,  whose 
asms  as  a  poet  occupies  a  conspicu- 
ous position  in  English  literature, 
was  the  son  of  a  poor  and  illiterate 
butcher,  yet  by  incessant  efforts  he 
acquired  a  celebrity,  which  others 
more  advantageously  situated 
failed  to  attain.  Goldsmith  at  ©ae 
time  was  compelled  to  play  on  his 
German  fluit  to  the  peasants  of 
li'landers    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  : 
"What  man  has  done,  man  can  do," 
also  the  beautiful  lines  by  LongfeU 
low: 

"Lives  of  great  men  all  remind  us, 
That  we  can  make  our  lives  sublime; 

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  forlorji  and  shipwreek'd  brother, 
Seeing  shall  take  heart  again. 

Let  us  then  be  up  and  doing, 
With  a  heart  for  any  fate  j 

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 — 
As  live  as  a  bird — as  dead  as  a  stone — 
As  plump  as  a  partridge — as  poor  as  a  rat — • 
As  strong  as  a  horse — as  weak  as  a  cat — 
As  hard  as  a  flint — as  soft  as  a  mole — 
As  white  as  a  lily — as  black  as  a  coal — 
As  plain  as  a  pike-staff — as  rough  as  a  bear — 
As  tight  as  a  drum — as  free  as  the  air — 
As  heavy  as  lead — as  light  as  a  feather — 
As  steady  as  time — uncertain  as  weather — 
As  hot  as  an  oven — as  cold  as  a  frog — 
As  gay  as  a  lark — as  sick  as  a  dog — 
As  slow  as  a  tortoise — as  swift  as  the  wind — 
As  true  as  the  gospel — as  false  as  mankind — 
As  thin  as  a  hernng — as  fat  as  a  pig — 
As  proud  as  a  peacock — as  blithe  as  a  grig — 
As  savage  as  tigers — as  mild  as  a  dove — 
As  stiff  as  a  poker — as  limp  as  a  glove — 
As  blind  as  a  bat — as  deaf  as  a  post — 
As  cool  as  a  cucumber — warm  as  a  toast — 
Ab  red  as  a  cherry-— as  pale  as  a  ghost. 


1B59.] 


Franklin  Globes. 


FRANKLIN  GLOBES. 

As  I  have  recently  had  the  pleas- 
ure of  examining  some  five  or  six 
varieties  of  the   FraBkliia   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  me  that  it  would  not  be  inappro- 
priate to  make  a  few   suggestions, 
with  your  permission,  in  a  journal 
ao  extensively  read  by  the  educated 
and  influential  classes  as   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. 
Besides  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  uodoubtedly  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 
ftrace  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  be  able   to   understand   the 
use  of  the  globes,   very  profound, 


long  continued  study  is  required, 
whereas,  in  point  of  fact,  a  person 
of  ordinary  iatelligeace  could  learn 
the  whole  mystery  in  two  or  three 
weeks.  Why  then  are  not  globes 
used  extensively  in  private  familiea 
as  well  as  in  schools  ?  For  even 
those  who  only  read  the  morning 
papers,  would  find  the  terrestrial 
globe  at  least,  always  useiu!  if  they 
know  how  to  handle  it. 

Newark  Advertiser. 


A  CLASSICAL    COMPLAINT, 

A  correspondent  of  the  Times, 
whom  we  take  to  be  a  foreigner, 
complains  of  the  illimitable  diver- 
sity of  pronunciation  of  the  Latiti 
and  Greek  languages,  adopted  or 
allowed  in  our  different  Institutions, 
He  says : 

"One  adheres  to  the  so-called 
English  system,  another  to  tho 
Continental,  another  has  a  pecul- 
iarly American  style,  a  fourth  no 
style  at  all. 

If  I  teach  a  boy  to  say  '  amairc 
(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 
'ae'  sound  like  a  soft  'a'  ?  Call  h 
'I,'  Sir,  if  you  please.  'Bonus,' 
with  a  short  'o'  ?  We  don't  care 
foryour  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  la 
motion,  for  a  convention  of  Pro- 
fessors and  Linguists,  whose  dictum 
shall  be  of  sufficient  weight  to  lead 
to  a  uniform  system,  at  least  in  ou? 
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  agree  noio^ 


'2^ 


North-  Carolina  Journal  of  Education. 


Female  EDruAxioN — Let  the 
education  of  the  young  ■woman  be 
commensurate  ■with  her  influence. 
Is  it  true  that,  in  thecomplet'on  of 
social  life,  she  is  the  mistress  of 
ihat  which  decides  its  hues  ?  Then 
let  her  be  trained  to  wield  this  fear- 
ful po^wer  ■with  skill,  with  principle, 
and  for  the  salvation  of  social  man. 
Does  she  sometimes  bear  the  sceptre 
of  a  nation's  well-being  in  her 
hand  ?  Cato  said  of  his  country- 
men, "  The  Ptomans  govern  the 
world,  but  it  is  the  -women  that 
govern  the  Komans." 

The  dipcovery  of  this  very  coBti- 
tent  testifies  to  the  political  influx 
ence  of  woman.  Who  favored  the 
bold  genius  of  Columbus? 

Do  you  say  Ferdinand  of  Spain  ? 
I  answer  Isabella,  promptiog  her 
partner  io  the  patronage  he  so  re- 
luctantly bestowed.  Her  influence 
unexertcd,  the  Genoese  mariner 
had  never  worn  the  laurel  that  now 
graces  his  brow.  Will  you  now 
leave  this  all-potent  being  illiterate, 
to-  rear  sons  debased  by  ignorance, 
and  become  dupes  of  the  dema- 
gogue ? 

Look  at  the  domestic  circle ! 
Not  more  surely  does  the  empress 
of  night  illuminate  and  beautify 
the  whole  canopy  of  heaven,  than 
does  woman  if  educated  aris^ht, 
irradiate,  and  give  h«r  fairest  tints 
to  her  own  fireside.  To  leave  her 
uncultivated,  a  victim  to  ignorance, 
prejudice  and  the  vices  they  entail, 
is  to  take  home  to  our  bosoms  a 
brood  that  will  inflict  pangs  sharper 
than  death.  For  the  love  and  honor 
of  our  homes,  let  us  encourage  the 
most  liberal  culture  of  the  female 
mind. —  Yoiino;  Maiden. 


an  old  fence,  it  strengthens  the- 
resolution,  and  the  fence  tao,  iO 
commence  at  once. 


Astronomy. — No  study  is  more- 
ennobling  than  Astronomy.  Irs' 
ansiety  to  crowd  as  much  as  possi- 
ble into  a,  school  cowse,  this  sub- 
ject is  oft&n  condensed  into  a  hun- 
dred pages  and  inserted  in  school 
Philosophies,  Ask  a  boy  the  mar. 
ginal  questions  a  month  after  he 
finishes  the  book  and  he  may  aii- 
swer  half  of  them.  He  has  never 
known  a  single  star  or  traced  a 
constellation.  He  remembers  the 
distances  of  a  few  of  the  planets 
from  the  suo  and  can  gues*<  at  the 
periodical  revolution  of  Saturn, 
Is  this  the  sublime  ssieuce  of  As- 
tronomy ?  A  life  of  intense  study 
but  commences  the  lesson.  He 
knows  absolutely  nothing  of  it. 

Twofold  are  the  objects  of  the 
science  of  Astronomy.  So  they 
are  of  other  sciences  the  end  ;  to 
gain  facts,  to  elevate  and  improve 
the  mind. 

The  position  of  luminaries  might 
first  be  taught  by  actual  observa- 
tion. It  is  the  fact  most  easily 
learned.  It  is  the  least  the  pupiJ 
can  know  of  the  science.  Having 
learned  something  of  position,  the 
pupil  naturally  inquires  concerning 
the  shape,  size,  distance,  magni- 
tude, period,  and  other  phenomena 
of  those  lights  with  v/hich  he  is 
best  acquainted  or  which  he  loves 
best  to  contemplate. 

A  plan  of  study  is  thus  delinea- 
ted which  a  whole  life  cannot  know* 
too  well. — R.  I.  ScJwohnaster. 


^@„  The  best  way  to  strengthen 
a  good  resolution  is  to  act  it  out 
yourselfi     If  you  resolve  to  repair 


Strive  more  to  be  than  to  possess. 
A  moment  may  deprive  you  of  your 
possessions,  but  all  eternity  caanot 
take  from  you  what  you  are. 


1859.] 


Resident  Editor's  Department. 


223 


itsihitt  0iMs  geprtment. 


AN  APPEAL  TO  THE  FRIENDS   OF 
EDUCATION. 

We  desire  to  call  special  atten- 
tion to  the  following  communica- 
tion, sent  by  one  of  the  committee 
appointed  to  aid  in  extending  the 
circulation  of  the  Journal.  We 
h  ope  that  every  friend  of  the  cause 
will  exert  his  influence  in  its 
favor,  feeling  that  he  is  working 
for  the  benefit  of  education  and 
cot  for  the  pecuniary  interest  of 
any  individual.  The  Journal  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 
falls  Jar  short  of  the  amount  nec- 
essary to  carry  on  the  Journal  at  the 
price  ottered.  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.  In  the  mean- 
time provi'^ion  viiist  be  made  for 
present  necessities.  1000  sub- 
scribers ought  to  be  obtained  in 
addition  to  those  now  existing. 
The  means  are  ample. 


It  appears  that  there  are  nearly 
4000  Common  Schools  in  N.  C. 
If  one  half  of  the  teachers  of  these 
schools,  together  with  other  friends 
of  education,  would  subscribe  for 
the  Journal  it  would  be  placed  on 
an  independent  basis.  Besides 
this  the  Legislature  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  law, 
the  whole  of  whicb  may  be  found 
in  the  March  number  of  the  Journ- 
al for  this  year. 

"  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 
N.  C.  Journal  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  do.lar  per  copy 
for  each  copy,  per  annum  f  '•  and 
the  chairman  of  the  Superintend- 
ents shall  in  all  cases  when  requir- 
ed by  district  committees  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  foundation  of  district  libraries. 
Let  as  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  increase- 


224 


North-Carolina  Journal  oj  Education. 


[July, 


its  own  e£&cacy  and  that  of  the 
Journal. 

The  work  is  one  of  great  value. 
It  affords  a  large  amount  of  actual 
information^in  facts  and  experience, 
not  otherwise  accessible  to  our 
teachers,  and  so  elevates  and  im- 
proves them.  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.  1 
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  now  at  the  dis- 
posal of  the  Editors,  and  which  it 
is  understood  will  appear  from 
time  to  time  in  the  Journal. 

Without  makiog  invidious  com- 
parisons we  may  be  permitted  to 
say  that  the  lecture  of  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 in  our  counties  do 
their  duty.  Let  it  be  done  at  once 
and  in  earnest.  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, 
C.  W.  Smythe. 

All  Papers  in  the  State,  that 
wish  suscess  to  this  educational  en- 
terprise, are  requested  in  the  name 
of  the  Association,  to  copy  the 
above. 


Pitt  County. — The  Chairman 
of  the  Board  of  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  $1,  thus 
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  we  think  that  many  of 
them  will  do  likewise. 


Historical  Questions,  By  one 
of  the  Board  of  Editors. 

What  town  is  older  by  40  years 
than  any  other  in  the  United 
States  ? 

What  is  the  oldest  City  in  the 
world,  now  existing  ? 

What  ancient  City  in  India  has 
been  destroyed  seven  times  and 
rebuilt  again  ? 


1859,j 


Resident  Editor's  Dcpartincnt. 


The  Recent  Meeting.— It  >iiay 
be  expected  of  us  to  say  something 
in  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  pi-oceed- 
ings,  which  may  be  interesting  to 
those  of  our  readers  who  were  not 
present. 

On  the  evening  of  Tuesday  the 
14th  of  Jrine,  at  7  o'clock,  a  long 
train  of  cars,  crowded  to  their  ut 
most  capacity,  arrived  at  New- 
bern,  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  us,  will  ev- 
er remember  each  other  as  friends. 

Soon  we  were  all  dispersed  to 
our  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   eit3',    showed 
that  wc   had  met   among  a  people  \ 
who  felt  an    interest  in  the    cause  ] 
which   called  us  together.     And  I 
this      interest     was     manifested  ' 
throughout   the    meeting,    by  the 
large    audiences   that   assembled, 
several  times  each  day,  to  hear  ad- 
dresses and  lectures. 

Of  these  interesting  addresses 
and  lccture?s  we  will  say  nothing 


at  present,  except  that  we  hope  to 
give  you  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 ot  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  wo  have  | 
room  lor  it. 

There  were  present  at  the  meet- 
ing about  270  members,  repre- 
senting ncnrly  one  half  of  the 
CO  ntics  in  the  State,  and  amono' 
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,  in  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  larg- 
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  neglect  no  means  that  wjll  aid 
them  in  giving  that  influence  a 
proper  direction. 

His  Excellency,  the  Governor 
of  the  State,  was  present  and  took 
part  in  the  proceedings  of  the 
Associationj  as  a  private  member, 


no 


l\oyl}i-C-ir(!iUii:(,  Jjuriial  of  Elacation. 


[SxAf, 


tlius  sliowing  Ills  desire  to  aid,  by 
all  the  means  in  Ms  power,  in  de- 
veloping the  educational  system 
of  the  State,  with  which  he  is  of- 
ficially and  intimately    connected 

After  spending  Y/ednesday  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.  Ilolden,  as  Presi- 
dent of  the  Aseocialion,  made  a 
brief  and  appropriate  reply. 

We  were  then  carried  by  the 
Steamer  to  Fort  Blacon,  where  we 
spent  the  daj^,  as  best  suited  the 
taste  of  each,  all  enjoying  the  de- 
lightful breeze,  and  (he  extensive 
view  of  the  Ocean  which  washes 
the  base  of  the  Fort  with  its  waves. 
At  the  proper  hour  Ave  were  invi- 
ted to  a  table  loaded  with  substan 
tials  and  delicacies,  all  prepai'ed 
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 
evening,  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  was  quite  ani- 
mated and  interesting. 

On  Saturday  morning,  all  were 
in  motion  at  an  early  hour,  pre- 
paring for  our  homeward  journey, 
and  before  the  dawn  of  the  Sab- 
bath, those  who  had  spent  the 
week  so  pleasantly  together  were 
scattered  all  over  the  State,  each 
enjoying  the  pleasures  of  home. 


National  Teachers'  Associa- 
tion.— The  second  Annual  Meet- 
ing of  the  National  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  follawing  gen- 
tlemen viz  : 

Introductory  Address  by  the 
President,  Andrew  J.  RickoflF  of 
Gibcinnati,  0. 

Lecture  by  Elbridge  Smith  of 
New  Enoland. 

Lecture  by  J.  N  McJilton  of 
Maryland. 

Lectui-e  by  James  Love  of  Mo. 

Lecture  by  Mr. of    the 

South  We&t. 

Several  Essays  and  Reports  are 
expected  from  gentlemen  of  dif- 
ferent sections  of  the  country. 

Further  particulars  may  be  had 
by  addressing  the  Secretary,  J. 
W.  Bulkley,  Brooklyn,  N.  Y.- 


ISo'J.J 


lics'uhnl    EdiLoi's    iJeparLnliJil. 


BOOIi  TASBLE.  ; 

The  Micro!=cj[iist's  Companioii ;  A 
Popuar  Manual  of  Fracticiil  Micro- 
scopy ;  Designed  for  those  engaged 
in  microscopicmvestigaticiis. schools, 
seminaries,  colleges,  etc.,  and  com- 
prising selections  from  the  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  Micro>copic  Science. 
•-By  John  King,  M.  D. :  illustrated 
with  one  hundred  and  fourteen  cuts. 
Cincinnati ;  Rickey,    Mallory  &  Co. 

This  ■work,  containing  308  octavo 
pages,  is  designed  for  the  use  of  Stu- 
dents in  Colleges,  Seminaries,  Schools, 
&c.,  as  well  as  for  all  who  are  engaged 
in  microscopical  investigations.  In 
addition  to  the  statements  and  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 
as  to  present  one  of  the  cheapest  and 
most  valuable  works  upon  this  subject 
yet  issued  in  this  country. 

The  latter  part  of  the  work  is  occu- 
,  pied  with  a  Glossary,  in  which  the 
.  more  general  terms  used  by  mici'o- 
scopists  in  their  descriptions  are  fully 
explained,  together  with  a  list  of  the 
various  cements  used  in  microscopy, 
and  their  mode  of  preparation,  injec- 
tions and  their  preparation,  chemical 
tests  and  their  actions  under  the  mi- 
croscope, the  several  preserving  fluids 
and  their  mode  of  preparation,  and  the 
-method  pursued  by  the  author,  in  pre- 
paring slides  to  view  objects  when 
acted  upon  by  Galvanism,  Electro- 
Magnetism,  etc. 

>Thb  Little  ORATOR.or  Primary  School 
bpeaker,  by  bharlesNorthend  A.  M. 
author  of  the  Parent  and  Teacher, 
Teachers  Assistant  &c.  New  York: 
A.  S.  Barnes  &  Burr. 

This  little  Book  is  designed  to  fur- 
•aisl)   pieces  for   declamation,  to  email 


boys,  and  where  teachers  use  any  thing 
of  tht^  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  WG  think  evei-y  parent 
would  do  well  to  put  it  into  the  hands 
01  his  children,  whether  shey  use  it  in 
school  or  not.  The  i  ame  of  the  au- 
thor is  a  guarantee  for  the  moral  char- 
acter of  the  book. 

The  Educator.  We  would  add  to  the 
list  of  our  educational  exchanges, 
The  Ecluca'or,  published,  under  the 
auspices  of  the  Western  Pennsylvania 
Teachers'  Association,  by  jNIessrs 
Clark  &  Kerr  ;  Pittsburgh.  Edited 
by  Kev.  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. 

We  also  acknowledge  the  receipt  of 
back   No's,  of  the  Wisconsin  Journal. 


Maps.  We  have  received  from  the 
Publishers — Collon's  Map  of  Northern 
Laly — The  seat  of  War,  accompanied 
by  a  Maj}  of  Europe,  both  finely  en- 
graved on  steel  and  handsomely  prin- 
ted in  beautiful  colors, on  heavy  paper. 
If  you  want  an  excellent  map  to  aid  you 
in  understanding  the  war  news,  send 
30  cts.  to  Johnson  &  Browning,  172 
William  Street,  New  York,  and  they 
will  send  these  two  on  one  sheet  free  of 
postage. 


Teacher's  Register,  for  recordieg  at- 
tendance, recitations  and  deportmei^t: 
By  N.  C.  Brooks  A.  M.  New  Y'ork: 
A.  S.  Barnes  &  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- 


o  .^  aei  30  ^> 


n  BOOKSELLER  &  STATIONER, 

WHOLESALE  &  RETAIL, 

RALEIGH,  N.  C, 
Keeps  on  hand  a  large  and  -well  selected 
asBortment  of  the  leading  issues  of  the 
English  and  American  Press,  embrac- 
ing works  on  Theology,  Law,  Medicine, 
Science,  General  Literature,  &c. 

from  his  long  experience  in  supply- 
ing Schools  in  North  Carolina  with 
Text-Books,  English  and  Classical,  he 
Batters  himself  that  he  is  able  to  meet 
all  demands  in  this  line,  and  on  as  ac- 
comuiodatiug  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  otfer  his  sincere  acknowl- 
edgements to  all  concerned,  lor  favors 
of  the  past  l:ly 


GREENSBOROL'GH 
Mutual  I^ife  iBisiurance 

AND  TRUST  COMPANY, 


EI3GEWORTEI    FEMA1.E 
8Ei\lLNAKY,  Greensboro,  iV.  C. 

xne  J  ear  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  are 
so  arranged  as  to  combine  the  comforts 
of  a  home,  with  the  advantages  of  a 
school.  Instructors  of  the  highest  qual- 
ilications  are  employed  in  each  ot  the 
Departments.  No  Institution  in  the 
country  possesses  advantages  superior 
*.o  Edgeworth. 

'QD'Onaa.lS  -  Board,  includ- 
ing wasuing,  iignis  and  fuel,  per  Ses- 
sion of  five  months,  $'60  ;  Tuition  in 
the  Regular  Classes,    $20. 

Catalogues  containing  all  necessary 
information  lespeccing  the  course  of  in- 
struction, Terms,  &c.,  will  be  forward- 
ed on  application  to 

RICHAKD  STERLING,  Principal, 
l-]y  Greensboro',  N.  C 


#rforb  Grammar  ^t\od, 

QPRING  Session  of  1859  begins 
1^  2nd  Monday  in  January.  Fail 
Session  of  1859  begins  3nd  Mon- 
day in  July.  2tf 


Tins  COMPANY  OFFERS  IN- 
ducements  to  the  public  which  few 
possess.  It  is  economical  in  its  man- 
agement, and  prompt  in  the  payment 
of  its  losses. 

The  insured/or  lifeavQ  its  members, 
and  they  participate  in  its  profits,  not 
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  Companj'. 

Those  desiring  an  insurance  upon 
their  own  lives,  or  on  the  lives  of  their 
slaves,  will  please  address, 

D.  P.  WEIR,  Treasurer. 

Greensboro',  N.  C. 
l:ly 


]Book-M.eeping  aiad  Feii» 
U£a.ns>lii|>  l^ombiued. 

Book- Keeping  by  Single  and  Double 
Entry,  with  the  Account  Books  EN- 
GRAVED :  In  the  same  style  of  Pen- 
manship, as  Payson,  Duntou  and  Scrib- 
ner's  celebrated  Copy  Books,  which 
are  so  much  admired,  and  so  generally 
used  throughout  the  Union. — By  L. 
B.  Hanafokd,  A.  M.  &  J.  W.  Payson, 
Frindpals  ot  tiie  Boston  Merchunlile 
Jlcadony. 

The  rules  and  Directions  are  so  sim- 
ple as  to  be  readily  comprehended  by 
the  pupil,  and  the  Eng/aved  portions 
are  belter  for  practice  in  Penmanship, 
than  the  plain  copies  iound  in  other 
Cojjy  Books.  Price  75  c.  Blanks,  83  c. 
Single  Entry  Eidtion  40  c.  Blanks, 
2cc  Published  by  CROSBY,  NICH- 
OLS &  Co.,  Boston,  and  sold  by  the 
Booksellers  generally.  6. 

PKOiP.  w.  II.  o^yEisr, 

NNOUNCES    TO   THE    PUBLIC 

A  renewaioi  the  educational  con- 

lon  which  so  long  and  Iraternaliy, 

existed   between  Prof.  R.  H.  Graves, 

and  himself,  in  the  University  of  N.  C. 

Tuition  and  Board,  (lights  excepted) 

per  Session  of  5  montiis,  ^90. 

Location  Belmont.  P.  U.  Browns- 
ville, Granville  co.  N.  0. 

Next  Session  begins  the  7th  of  July, 
Circulars  of  details  scut,  when  de- 
sired. 


THE  NORTH-CAROLINA 

JOUKNAL  OF  EDUCATION. 


Vol.  II. 


AUGUST,  1859. 


No.  8. 


Mx\NNER  OF  EDUOATINa  FEMALES. 


An  Essay  prepared  by  Mrs.  Delia  W.  Jones,  at  the  request    of  the  Association,  and 
read  at  the  medinj  in  Newbern,  Juik,  ISj'), 


Among  the  popular  topics  of  the 
present  day,  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- 
ling to  stoop  to  details  of  so  trifling 
and  insignificant  a  character  as  are 
comprehended  in  the  very  names 
of  Female  Education  and  Female 
Schools. 

It  would  be  difficult  to  find  any 
just  cause  for  this  Auew  of  a  sub- 
ject affecting,  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  indiffer- 
ence. The  ?ieef/5  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  occasionally  ven~ 
ture  to  take  up  the  gauntlet,  and 
ill  defiance  of  custom,  tell  the  world 
t  hat  in  addition  to  our  known  and 
confessed  ability  to  talli,  we  would 
also  learn  to  think,  and  be  taught 
how  to  direct  thought  so  as  to  en- 
able us  to  talk  more  wisely. 

I  bog  you  to  cast  aside  the  thought, 
(if  ever  you  have  entertained  it,) 
that  women  are  but  the  necessary 
complemen  ts  of  an  establishmen  t — 
predestined  household  drudges — 
or  even  in  a  more  refined  view — 
pretty  ornaments  to  a  handsomely 
furnished  parlor — beings  found  to 
please  and  passively  be  pleased — 
much  as  a  child  amuses  one  by  it« 
artless  prattle  and  charms  by  its 
infimtile  beauty,  and  is  as  easily 
gratified  in  turn,  by  simple  sports 
and  gayly-painted  toys.  This  age 
of  the  world,  so  wise  and  intelligent 
in  many  other  respects,  shouldlook 
upon  woman's  mission  in  a  differ- 
ent light;  and  begin  to  see  the  pow- 

16 


228 


N(j I' til- Carolina  Journal  0/  Education. 


[August 


erful,  yet  silent  influence  that  is 
hers  to  exert  at  home — among 
yotith,  the  aged,  and  even  upon 
those  who  adjuive  and  love,  yet 
scarce  acknowledge  that  the  object 
of  their  devotion  possesses  mind, 
f'Oul  and  powers  of  intellectual  en- 
joyment, as  well  as  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 strength,  if  only  woman, 
poor  woman,  is  allowed  a  fair  op- 
portunity and  proper  method  for 
developing  the  powers  whether 
strong  or  feeble,  that  God  has 
given  her. 

Do  you  think  I  complain  for 
want  of  schools  ?  If  that  Averc  so,  I 
could  not  have  read  the  papers,  for 
oil  the  pages  of  a  Virginia  week- 
ly I  have  often  counted  upwards 
of  thirty  school  advertisements,  in- 
cluding every  grade,  and  nearly  as 
many  in  this  State.  It  is  not  mirn- 
htr  that  calls  for  lamentation,  but 
the  quc'Mty  of  these  schools — the 
vrant  of  suitableness  in  the  studies, 
and  equally  as  much  the  inade-- 
<|uate  proportion  of  time  for  com- 
pleting them,  that  is  allotted  to 
females. 

There  is  a  standard  by  which 
the  opposite  ses  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  jui'ist,  fiom  the 
day  that  he  declares  his  intention 
of  devoting  himself  to  law,  can  see 
the  whole  way  before  him — his 
studies  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-farma-  man,  &c., 
and  if  no  particular  calling  is  be- 
fore the  student,  and  he  aims  to  bo 
as  the  phrase  is — "  a  man  of  the 
world  " — a  gentleman  of  leisure, 
fitted  for  society,  the  complete  col- 
lege course  with  its  accompanying 
literary  societies  and  abundant  li- 
braries refines  his  taste  and  ren- 
ders him  conversant  with  all  in 
books  and  general  literature  that 
will  render  him  agreeable  and 
make  him  welcome  wherever  he 
may  go.  Another  diff"erence  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  the  student  must 
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- 
tvi^o  years  of  age,  and  often  is  found 
a  student  yet  to  graduate  and  begin 
life  for  himself  when  he  has  reach- 
ed thirty  years  of  ag.. . 

He  has  devoted  from  six  to 
twelve  years  to  great  mental  labor: 
his  mind  is  well-disciplined  and 
well-stored,  and  his  judgment  has 
matured  with  his  increasing  study 
and  knowledge.  I'ew  girls  who 
graduate  at  fifteen,  have  spent 
more  tlian  three  or  four  years,  and 
often  less  than  half  that  time  at 
school.  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  words,  she   goes   to   school 


1859.] 


Educallng  FemaleSk 


2'2Q 


while  she  is  giddy  and  thoughtless 
— while  she  can  be  of  no  service  to 
any  one  at  home — while  she  is  at 
the  least  controllable  age.  Her 
"eourpe  of  study/'  with  hardly  a 
thought  or  reference  to  her  previ- 
ous knowledge,  is  that  belonging 
to  the  school  she  enters.  She 
passes  through  in  form^as  hundreds 
have  done  before  her,  with  the 
peculiar  impress  of  that  institution, 
a  limited,  because  hasty,  knowl- 
edge of  books,  a  few  local  expe- 
riences and  no  fitness  for  after-life 
— unable  to  count  change  for  a 
dozen  and  a  half  of  eggs  at  twelve 
and  a  half  cents  per  dozen  or  to 
write  a  short  letter  correctly — not 
even  familiar  with  the  mysteries  of 
knittingstockingSjOrmalcingbroad. 
To  some  there  may  seem  to  be  a 
counterpoise  to  the  above  deficien- 
cies in  her  aecomplighments,  but 
to  persons  who  are  able  to  judge  of 
them,  even  these  are  not  thorough- 
ly learned,  and  generally  enter  up- 
on a  rapid  decline  whoi  the  school- 
room is  left,  and  die  out  complete- 
ly when  the  young  lady  becomes  a 
wife.  There  is  often  a  reason  for 
this  superficiality  in  female  educa- 
tion, and  one  may  be  found  in  a 
case  like  the  following :  a  girl  with 
poor  home  advantages^ — perhaps  an 
occasional  attendance  at  the  com- 
mon school,  or  what  is  as  bad,  a 
school  with  irequent  change  of 
teachers,  is  sent  to  a  Seminary,  In- 
stitute, College,  or  some  high-titled 
school,  with  the  inl'ormation  to  the 
■  lincipal  that  she  is  to  "go"  one  or 
'  wo  sessions  and  yj?iisA  there.  If 
ather  "old" — say  fifteen — the  par- 
.nts  think  she  ought  to  "graduate." 
Iler  knowledge  of  the  basis  of  an 
education  may  be  imperfect,  a- 
mounting  in  fact  to  nothing,  since 
there  has  been  no  system  in  her 
previous  study. 

For  the  glory  of  that  particular 


Institution,  the  teacher  feels  corj- 
pelled  to  do  something,  and  as  the 
something  must  inevitably  be  hum- 
lug,  it  may  as  well  be  on  a  brilli- 
ant scale,  and  the  scholastic  forcing 
pump  is  put  in  requisition.  She 
dips  into  books  she  has  not  the 
capacity  to  understand,  gains  a  few 
disconnected,  misplaced  ideas,  and 
as  she  draws  near  that  almost  fabu- 
lous period  in  girl-life  "  years  of 
discretion" — 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  be- 
ing aroused  by  he-r  inability  to  un- 
derstand and  her  previous  super- 
ficiality, it  becomes  a  life-time  re- 
gret to  her  that  she  has  to  aban- 
don study  just  as  she  begins  to  see 
the  need  of  it. 

There  is  a  want  of  adaptation — 
a  want  of  completeness  in  this,  that 
makes  men  laugh  at  the  very  name 
of  education  as  applied  to  females. 
And  often  they  may  well  laugh  at 
the  foolish  things  that,  with  the 
title  of  Graduated,  emerge  fi-ora 
the  school  room  and  enter  the 
arena  to  conflict  with  life. 

This  should  not  be.  Thevforld 
is  sufficiently  enlightened  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  founda- 
tion of  education  should  be  upon 
a  basis  so  broa<l.  strong  and  per- 
fect as  to  defy  the  winds,  waves, 
and  all  but  the  pure  breath  of 
truth .  And  you  will  please  accept 
the  opinions  I  off"er  in  this  article 
as  merely  suggestions  upon  which 


230 


Kofih-VafoUnci  JournUi  of  Education.  [Atigust, 


by  argument  and  counsel  you  may 
together  begin  the  frame  work  of 
a  system  that  shall  bring  out  and 
properly  cultivate  the  powers  of 
woman's  mind.  While  so  many 
misfortunes  are  attributed  to  wo- 
man, I  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 
enlarge  upon  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  affects  the  strength,  durabili- 
ty, and  regularity  of  the  work  is 
fehe  rough  beginning — the  joists, 
sills,  beams  and  posts  which,  when 
the  work  is  finished,  are  forever 
liid  from  view — unless  they  be 
accurately  put  together,  the  work 
is  good  lor  nothing,  so  in  Educa- 
tion there  is  a  simple  ground  work; 
a  strong  framing — the  correctness 
of  which  will  materially  affect  the 
after  work.  That  which  attracts 
the  multitude  is  often  the  outward 
adorning — the  finish  of  the  house 
—  the  manners  of  an  individual. 
While  these  may  be  and  are  worth 
very  much,  yet  female  education 
seems  often  to  begin  and  end  in 
manners — to  consist  of  nothing 
else. 

Ease  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  met,  is  not  readily  for- 
gotten. The  fundamentals  of  edu- 
cation, though  comprised  in  three 
words-^  Spelling,  Reading  and 
Wxiting,  are  not  the    simple  and 


always  easy  things  that  they  a^e 
generally  considered:  although  they 
are  taught  within  the  walls  of  the 
much  despised  common  school,  it 
is  a  most  rare  and  uncommon 
thing  to  find  them  taught  with 
anything  like  the  ''spirit  and  un- 
derstanding." 

The  tendency  of  men's  minds 
now-a-days  is  to  exh-emes.  Terms 
are  either  so  generalized  as  to  lose 
their  proper  significance  in  the 
multitude  of  their  inferences  and 
applications — 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  extrava- 
gance every  thing  that  can  charm 
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  so  elemen- 
tary— so  devoid  of  thought  and 
interest  that  the  merest  boy  or  gii-I 
is  competent  to  instruct  other  chil- 
dren, provided  only  they  are  the 
juniors.  The  idea  theM  is  confined 
to  a  spelling  book,  a  reading  book, 
and  a  copy  book,  which  by  no 
means  circumscribes  the  rudiments 
just  named. 

I  would  that  a  little  health? 
life  and  action  might  be  engrafted 
into  the  meagre  frame  of  common 
school  instruction,  and  one  way  to 
do  this  is  to  allow  a  fuller  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 
Siee»«,  to  stretch  the  point  too  far, 
but  I  shall  be  glad  if  they  can  be 
instrumental  in  removing  the  present 
land  marks  but  half  my  way.  Be- 
cause our  grand  fathers    travelled 


1859.J 


Educating  Females. 


231 


one  particular  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  be  called  Quixotic, 
and  theoretical. 

I.  Spelling. 
In  order  to  become  familiar 
with  words,  this  is  the  first  step, 
by  which  Webster's  frontispi  eces 
(^the  Temple  of  Fame  on  a  danger- 
ous eminence)  is  reached  by 
many  a  route.  Combined  with 
spelling,  and  introducing  the  young 
mind  to  ideas  which,  to  apply  to 
the  rules  just  learned,  is  the  system 
of  defining, — not  committing  page 
after  page  of  a  Dictionary  indis- 
criminately and  without  ordej  or 
arrangement,  but  words,  in  some 
manner  classified,  either  according 
to  length,  sound,  accent,  meaning 
or  contrast.  But  a  short  at^idy  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  any  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  dav,  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, so  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 book*  almost  equal  to  a  circu-- 
lating  Library,)  reading  is  the  first 
and  a  hurried  duty,,  through  which' 
classes  are    hastened   in   order  tc 
make  way  for  the-  so-called   "more- 
important    bssoas"   of    th©    day. 
But  this  is  wrong  •  from   it  arisen 
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 
say,    hy   eye,   rather   than   inind> 
Such  an  one   generally  derives-  as- 
little  benefit   from  the  exercise  oi. 
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  misapprehensiocB 
and   misconceptions  of  the  reader, 
and  the   anxiety  of  one  equals  the 
distaste  of  the  other.     On  the  oth- 


"232 


North- Carolina    Journal  of  Education. 


[Angust, 


cr  band,  a  careful  pronunciation 
and  correct  iatonation,  both  of 
which  are  given  as  perfectly  bj  the 
ujind  as  "viva  voce/'  enables  the 
reader  to  derive  tenfold  greater 
benefit  from  books,  and  no  little, 
aids  the  njind  in  retaining  the  ideas 
of  an  another.  It  pleases  hearers 
as  well  £3  intelligent  convevsa-tion 
and  by  being  well-doae,  becomes  a 
source  of  enjoyment  as  well  as 
profit  to  all  engaged  in  it. 

III.  "Writing  follows  naturally 
in  the  Wake  of  spelling  and  read- 
ing. .  A  clear,  neat  style  of  pen- 
manship, though  only  themechau- 
-cal  part  of  writing,  may  be  made 
a  graceful  accomplishment.  Few 
things  could  so  favorable  predis- 
pose one  towards  an  unknown  la- 
dy, as  the  reading  of  a  well-word- 
ed letter,  written  in  a  clear  and 
2:raceful  manner.  The  intelligence 
shines  forth  in  the  style  of  com- 
position, and  if  the  penmanship 
is  W'cll  executed,  one  is  prepared 
to  meet  a  lady  in  the  true  sense 
of  tlie  word  in  the  writer.  In 
writing  bower,  the  mere  execu- 
tion of  the  copy  book  should  not 
be  the  sum  of  the  art,  but  after 
any  style  at  all  is  formed,  it  should 
be  devoted  to  applying  rules  for 
spelling,  punctuation,  &c.,  thatt 
have  been  previously  learned,  thus 
fixing  in  the  mind  one  branch  of  stu- 
dy, while  practicing  g^nochcr.  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- 
inary to  penmanship,  the  art  of 
Drawing  may  be  introduced,  grad- 
ually and  systematically — first  out- 
liiiing  sim^jle  geometrical  figures, 
on  slates  or  black  board — defining 
and  deseribing  them  in  all  their 
parts  find  relations^  and  afterwards 


drawing  them  with  pen  and  ink 
in  the  copy  book.  Still  later 
even  before  geography  becomes  a 
study,  if  the  pupil  is  sufficiently 
advanced  in  writing  and  drawing, 
outlining  maps,  a  state  at  a  time  or 
a  few  counties,  will  be  interesting 
— the  teacher  explaining  all  that 
cannot  be  understood  at  a  glance, 
thus  givi'ng  the  pupil  a  tlioiight  to 
bear  in  mind  and  apply,  while 
executing  the  drawing.  "  In  my 
childhood  the  permission  to  copy 
simple  figures  was  a  reward  for 
the  studious,  and  urged  many  to 
study  faster  in  order  to  have  a 
little  time  to  learn  drawing.  It 
is  not  without  its  uses,  particular- 
ly to  females.  The  use  of  the  eye 
for  drawing  and  cutting  patterns 
for  home  \s[Qxk  is  as  much  a  neces- 
sity as  the  knowledge  ol  sewing, 
and  would  save  a  deal  of  trouble 
by  placing  every  woman  in  an  in- 
dependent position  in  the  house- 
hold economy ;  experience  will  be 
necessary  to  adapt  this  little  art^ 
yat  that  is  readily  acquired. — 
However — this  early  attention  to 
the  art  in  this  simple  way  may 
dcvelope  talent  that  otherwise 
would  never  appear. 

After  being  made  familar  with 
the  pen  and  its  uses,  tiie  pupil  is 
ready  to  continue  composition,  in 
which  daily  exercises  will  be  no 
disadvantage,  for  if  she  has  no  op- 
portunity to  use  it  in  after  life  save 
letter  writing,  it  is  desirable  to  do 
that  well — as  almost  any  lady  would 
wish  to  do  if  she  chanced  to  have 
to  reply  to  love  letters. 

Circumstance  or  inclination  may 
call  forth  her  powers  in  some  other 
way,  an"d  if  she  never  has  opportu- 
nity to  go  to  school  another  day 
after  she  has  become  a  good  speller, 
penman  and  reader,  she  has  a  world 
of  enjoyment  and  usefulness  within 
her  reach :  the  ability  to  extend  her 


1859.] 


Educatinrj  Feniahs. 


2B:3 


information  indefinitely  by  reading, 
making  herself  really  accomplished 
in  a  conversational  way,  and  an 
agreeable,interesting  and  influential 
person  in  the  ordinary  walks  of 
life.  Another  subject  I  had  nearly 
overlooked  in  connection  with  these 
primary  studies. 

Too  constant  application  to  one 
theme  is  a  fault  in  teaching  small 
pupils.  How  many  a  sorrowful, 
perhaps  stupid,  child  is  seen  in 
every  school-room,  with  the  torn 
spelling  book  hanging  listlessly  in 
one  hand,  the  other  stretched  in 
company  with  a  sleepy  yawn — ej'es 
gazing  wearily  in  every  direction 
save  book-ward.  The  attempt  to 
study  in  that  state  does  the  child 
positive  injury  :  the  little  one  can- 
not help  feeling  and  doing  as  it 
does — but  the  teacher  can  apply  a 
more  powerful  remedy  than  scold- 
ing or  punishment.  Teach  children, 
from  the  first  schooldays,  lo  sing 
and  exercise  in  unison.  Vv^henever 
weariness,  lassitude  and  inattention 
pervade  the  ranks,  call  out  the 
forces  and  go  through  a  short  ez- 
ercisc — wake  up  the  body — sicg  a 
simple  tune  and  arouse  the  mind, 
and  with  brighter  eyes  and  better 
spirits  and  better  capacity  to  learn, 
they  will  all,  from  least  to  greatest, 
return  to  their  books.  This  simple 
recreative  exercise  will  be  the  germ 
of  good  choirs  in  country  churches 
— of  merry  singers  by  secluded  fire- 
sides, a  cheerful  amusement,  so 
elevating  in  its  tendency  as  to  keep 
many  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 
reality  \n  the  words  and  their  effect. 


For  no  reason  do  I  think  singing 
should  be  omitted.  It  is  a  gift  of 
nature — the  human  voice  was  evi- 
dently designed  to  bo  used  in  sing- 
ing as  well  as  talking,  and  therefore 
should  be  cultivated.  It  is  an  ac- 
complishment as  free  to  the  million 
as  the  tens — to  the  country  lad  and 
maiden  is  given  as  much  right  to 
siag  and  be  happy  singing,  as  to 
the  wild  bird  of  the  forest. 

Grafted  upon  the  first  studies 
that  occupies  the  child  are  three 
other  branches,  introduced  as  soon 
as  the  child  can  read  well  enough 
to  understand  the  meaniugof  simple 
sentences.  They  generally  are 
named  grammar,  geography  and 
arithmetic  — •  though  the  reverse 
order  is  more  natural ;  of  the  three, 
beginning  with  arithmetic, not  writ- 
ten but  mental.  "Why  grammar 
has  so  often  the  precedence  I  can- 
not determine,  unless  because  the 
simplicity  of  the  preliminary  ques- 
tions of  the  universal  Smith  gives 
the  impression  that  it  can  be  better 
understood,  at '  an  early  age,  than 
any  other  study.  Grammar  more- 
over deals  ivith  words,  ideas,  &c., 
that  have  nothing  tangible  about 
them  to  the  mind  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  admit 
of  experimental  illustration  hav- 
ing reference  to  things  that  can  be 
seen,  felt  and  heard,  and  reach  the 
perceptions  of  the  young  throu"-a 
channels  that  it  can  understand. 
The  definitions  and  rules  alone  in 
grammar  are  easily  enough  learned, 
requiring  only  memory.  >  The 
more  difficult  and  important  part  is 
the  application  of  those  rules. 
The  reasoning  powers  of  a  child 
lately  made  acquainted  with  the 
elements  just  named  are  not  suiii- 
cieutly  developed  and  cultivated  to 


2S4 


North- Carolina  Journal  of  Educaiion. 


[August^, 


enable  it  to  carry  on  the  train  of 
thouglit  demanded  in  this  study. 
The  inability  to  comprehend  gram- 
mar at  the  time  it  is  'studied' 
makes  it  a  disagreeable  topic,  and 
for  that  reason  it  is  nerer  learned 
with  success  afterward?,  though  oc> 
easionally  dipped  into  under  the 
complimentary  aame  Parsing  — 
generally  understood  as  "s^ell  as  pro- 
nounced Passing. 

On  the  contrary,  all  children, 
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  may  be 
learned ;  showing  that  the  young 
mind  has  an  aptitude  for  it.  A 
few  months  since,  an  article  in  the- 
Educational  Journal  (taken  from  a 
Massachusetts  paper)  upon  the 
anbject  of  Mathematics,  lead  me  to 
a  new  view  of  the  subject.  That 
article  advocated  the  introduction 
of  Geometry  before  Arithmetic,  as 
being  a  study  that  could  be  readily 
understood,  since  so  simply  de- 
monstrated. This  view  ^vould 
chime  with  my  ideas  of  extending 
the  name  of  Penmanship  so  as  to 
make  it  embrace  the  first  principles 
of  drawing.  Arithmetic  is  the 
great  means  of  bringing  out  the 
reasoning  powers,  and  enabling 
the  mind  to  concentrate  itself  upon 
the  subject  in  hand,  and  is  an  ac- 
quisition that  applies  to  the  cir- 
cumstancesof  every  person .  The  pro- 
cesses of  thought  are  simple  at  first 
and  progressive,  and  the  whole 
study  gives  the  mental  training 
*that  nothing  el^e  at  this  prior  can 
afford.  The" inability  to  understand 
arithmetic  is  considered  a  feminine 
weakness,  but  that  inability  is 
mainly  attributable  to  the  fact  that 
it  is  not  commenced  till  late,  and 
then,  without  the  advantage  of  a 
previous  knowledge  of  mental  arith- 
metic, they  are   put    into  written 


arithmetic  and  very  soon  give  it 
up  as  something  too  hard,  unless- 
there  is  a  natural  fondness  for  the 
study  that  leads  them  to  surmount 
difficulties. 

Next  in  progression  is  Geogra- 
phy— a  wonderful  study  to  wonder 
loving  minds,  and  should  be  pur- 
sued in  connection  with  such  his- 
torical readings  as  bear  tipon  the 
localities  treated  of  in  the  le,«sons. 

Not  only  will  this  be  found  use- 
ful in  fixing  the  subject  in  mind, 
but,  avoiding  technicalities,  facts 
and  sketches  from  Geology  and 
Natural  History  as  connected  with 
particular  countries  may  diversify 
and  heighten  the  interest  of  the 
study.  Nothing  sq,  charms  the  ear 
of  childhood  as  accounts  of  strange 

f)henomena,  and  all  the  more  de- 
ightful,  if  only  true.  Indeed  this 
is  so  universally  the  craving  of  the 
young,  that  when  their  companions^ 
and  attendants  have  not  the  intel- 
ligence to  relate  facts  for  their  di- 
version, they  resort  to  unnatural 
substitutes  in  the  style  of  the  Arab- 
ian Knights,  though  far  less  ingeni- 
ous. 

At  this  point  in  study,  histories 
as  reading  books  seem  to  me  best 
suited  to  the  wants  of  the  pupil, 
reserving  selections  from  different 
authors  till  the  study  of  Grammar, 
Rhetoric,  &c.,  have  enabled  the 
mind  to  judge  of  their  worth  and 
beauty.  Let  the  history  of  a  coun- 
try or  people  be  first  read,  then: 
learned  as  a  lesson,  recited  in  the- 
form  of  written  abstracts,  the  lat- 
ter, frona  memory — collecting  facts 
— comparing  dates,  &c.  Thus  stu- 
died, history  would  be  learned  with 
accuracy,  yet  tchere  has  a  young 
lady  the  time  to  take  up  any  topics 
so  thoroughly.  This  branch  alose 
demands  more  time  than  often 
elapses  between  the  thumbing  of 
the  first  spelling  book  and  the  date 


1859.J 


Educating  Females. 


235 


of    the    young    lady's    marriage. 

The  order  in  which  I  have  nam- 
ed these  first  studies,  and  the  man- 
ner of  pursuing  them  ia  that  which 
seems  easiest  and  most  natural  for 
developing  and  informing  the  mind. 
These  having  been  taken  up  thor- 
oughly, the  mind  is  prepared  for 
the  higher  and  more  difficult  topics 
that  follow. 

Thus  far,  I  have  confined  myself 
to  studies  that  come  within  the 
range  and  reach  of  the  masses,  who 
frequent  only  the  common  schools, 
^nd  I  am  content  to  stop  here,  with 
only  a  few  words  on  the  higher 
branches,  satisfied  that  what  is 
well  begun  can  hardly  fail  to  be 
finished  advantageously.  The  kind 
of  reading  books  I  have  suggested 
are  of  a  difi'erent  character,  and 
the  teacher's  information  necessar- 
ily more  extended  than  custom  de- 
mands for  the  elementary  branch- 
es. Yet  though  custom  has  thus 
far  expected  but  little,  it  is  no  rea- 
son for  thinking  ther©  should  be 
no  higher  standard.  Men  seldom, 
if  ever,  reach  the  acme  of  their 
ambitious  desires,  but  the  higher 
they  place  their  standard,  the  high- 
er they  soar,  and  it  will  not  be  a- 
migs  to  strive  for  great  imj>rove- 
ment.  Raise  the  standard  for  com- 
juon  school  teachers  : — by  some 
means,  infuse  a  life  and  animation 
into  their  labors — a  little  interest 
in  their  otherwise  dull  tasks.  I 
was  about  to  sly,  throw  a  little  of 
the  glow  of  imagination  around  the 
subject  of  teaching,  but  the  rough- 
Jaewn,  comfortless  log  huts  desti- 
tute of  every  attraction  and  com- 
fort within  and  without  would 
hardly  inspire  the  moat  deeply  im~ 
aginative  mind,  but  rather  damp 
the  ardor  of  any  persoc^j  less  zeal- 
ously devoted  to  the  sause  than 
our  Common  School  Superinten- 
dent. 


The  precincts  of  thft  primary 
school  beiog  left — there  arise  be- 
fore the  youag  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  tiose. 
The  catalogues  of  most  of  these  In- 
stitutions present  an  array  of  books 
most  learned  in  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  instead  of  the- 
other  ?  Not  one  third  of  the  re- 
mainder are  thorougly  learned, 
whether  for  want  of  time  or  incli- 
nation depending  on  the  individ- 
ual undergoing  this  course  of  lit- 
erary trtuiment.  Within  the  brief 
space  of  three  or  four  years  at  most 
is  crowded  a  list  of  subjects  like  the 
following,  though  I  danot  recollect 
the  order  of  any  particular  school 
at  this  time.  The^e  are  Algebra, 
Geometry,  Trigonometry,  Ancient 
&  Moskm  Geography,  Philosophy, 
Che-mistry,Mechanics,  Astronomy, 
Rhetoric, Logic, Political  Economy,. 
Elements  of  Criticisms,  Geology,. 
MyVtoolology,  Mineralogy,  a  dozen 
or  me^re  Histories  Ancient  &  Mod- 
ern, Moral  Philosophy,  Butler's. 
Analsgy,  Essay  on  Will,  Mmd 
&c.,  and  Mental  Philosophy  in 
volum.gs.  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  music 
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 
has  pursued  and  learned  ! 

It  is  not  uncommon  for  a  young 
lady  to  graduate  at  15  or  16  years 
of  age,  but  it  is   preposterous  Vt 


236 


ISJ'or til- 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  examined  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  tu 
the  talent  of  the  pupils.  They  are 
learned  as  accomplishments  merely 
— not  as  a  science  and  art,  having 
bc-aulies  and  uses  that  appeal  to 
the  mind  and  heart  long  a. tor 
schools  and  lessons  are  ended. 

Time  will  not  allow  further  de- 
tails: I  have  already  engrossed  more 
time  tiian  I  intended,  since  with  a 
shrug  of  impatience  1  fear  many  a 
listener  is  saying  at  heart,  '•'  all 
lliis  tirade  about  women;  and 
from  the  pen  of  only  a  woman/' 
and  the  thought  warns  mc  to 
a  clase. 

Just  one  topic  more  and  I  liavo 
done.  'i^The  Education  of  young 
women  in  many  portions  of  iu'anee 
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  £one  other  than  house 
wifery  in  all  its  branches.  8  jhuols 
are  now  being  establiHhod  in 
I'rancc  as  they  lung  have  been  in 
Germany  where  it  is  made  the  ob- 
ject of  special  attention.  With 
us.  I  regret  to  say  it  is  too  often 
Considered  as  denoting  poverty, 
ox  ignoble  origin  for  a  woman  to 
be  conversant  with  the  details  of 
home  management,  plain  work, 
and  cooking.  But  if  reasonably 
vicwedj  there  is  no  subject  that  so 


much  craves,  feminine  intelligence 
as  the  dil'ection  of  a  household. 
Whatever  young  ladies  may  as- 
sert to  the  contrary,  it  is  what 
they  look  forward  to  in  life,  but 
something  for  which  they  seldom 
are  prepared. 

It  is  not  safe  always  to  rely  up- 
on being  able    to  keep   plenty  of 
servants,  circumstances   .may   still 
demand  the    personal   supervision 
of  daily  household  duties,  and  her 
literary  attainments  and  varied  ac- 
complishments will  not  enable  her 
to  prepare  a  palatable  meal   with- 
out some  previous  practice,   or   t'j 
direct  and  manage   her  servants, 
if  she.  does  not  know  in  what  man- 
ner their  duties  should  be  perform- 
ed.    Yet  housewifery  is  not  with- 
out the  range  of  books.     Philoso- 
phy  and  Chemistry  can  be  brought 
to  practice  in  the  kitchen,  and  the 
'blue  stocking'  without   descend- 
ing from  her  reputed  literary  posi- 
tion   may    enliven    her    doniestie 
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  hasty  and 
injudicious  liandling,  confident 
that  if  a  thorough  basis  is  estab- 
lished the  after  plan  of  Education 
will  be  carried  out  more  in  accor- 
dance with  common  sense  tiian  it 
is  at  present.  I  would  not  have 
it  understood  that  I  would  stop  in 
education  with  the  few  subjects  I 
have  particularly  enlarged  upon. 
The  higher  bi-anches  appeal  to 
taste,  feeling,  and  ambition,  and 
are  less  liable  to  be  neglected. — 
Neither  do  I  underrate  accomplish- 
ments, believing  them  to  be  home 
bcsutifiers  and  home  pleasiu'cs — 
and  very  thing  that  can  lend  a 
charm  to  Jiome  and  friends  should 
be  assiduously  cultivated. 


1^59.] 


Normal  Schools. 


mi 


Finally,  in  Education,  I  would 
bcg'm  early,  go  on  gradually  and 
judieiously — allow  years  to  take 
tho  place  of  months  in  the  time 
allotted  to  Females  for  schooling. 
Introduce  the  cultivation  of  home 
virtues  and  accomplishments.  Cul- 
tivate head,  heart,  and  manners, 
tbeoroticallj  aud  practically.    This 


done,  the  next  age  of  teachers  will 
be  able  to  accoa^plish  much  more 
in  their  duties,  and  the  next  class 
of  young  ladies  that  emerge  from 
school,  will  be  so  well  worthy  of 
commendation,  as  to  forbid  the 
sneer  that  bov  too  often  accompa- 
nies the  p!i::  -e,  ''An  Educate^i 
Woman." 


REPORT  ON  NORMAL  SCHOOLS. 


Read  before  the  ^Association  at  Newhern.    June  ibth,  1859. 


(concluded.) 


We  are  now  prepared  to  report 
that  Normal  Schools,  have  been 
-commenced  in  America,  with  bright 
prospects  of  success. 

The  subject  of  special  semina.. 
ries  and  instruction  for  teachers  be- 
gan to  be  discussed  as  early  as  18- 
-8,  in  some  of  the  journals  and 
pamphlets  of  the  eastern  and  mid- 
dle States.  A.mong  the  leading 
writers  on  the  subject,  were  James 
G.  Carter  of  Boston,  Rev.  Thom- 
as H.  Gallaudet  of  Hartford,  Wil- 
liam Russell  of  Connecticut,  Gov. 
DeWitt  Clinton  of  New  York,  and 
Walter  R.  Johnson,  then  of  Gcr- 
mantowu.  Pa.  It  was  found  to  be 
a  diihcult  matter  to  effect  the  nec- 
essary change  in  the  minds  of  the 
people.  Experiments  were  made 
with  such  teachers  as  could  be  col- 
lected for  a  few  weeks  by  a  few 
literary  gentlemen  in  Connecticut 
for  the  purpose  of  convincing  tho 
public  of  the  possibility  of  giving 
to  teachers  a  useful  training. — 
After  sixteen  years  from  the   first 


under  the  care  of  Rev.  Cyra^ 
Pierce.  In  September  of  the  same 
year  two  other  Normal  Schools 
were  established,  one  at  ISarre, 
afterwards  removed  to  Wes6field, 
and  the  other  at  ]>ridgewater. — ■ 
After  a  few  years  a  Normal  School 
was  established  in  the  city  of  Bos- 
ton, and  one,  for  the  training  of 
female  teachers,  in  Salem.  The 
first  school,  after  a  continuance  at 
Lexington  of  five  years,  was  re- 
moved to  West  Newton,  and  iii 
1853  was  finally  established  at 
Framingham.  Thus  it  appears  that 
in  the  course  of  a  few  years  from 
the  establishment  of  the  first  scho*l 
of  the  kind,  there  were  in  the  Stare 
of  Massachusetts  five  Normal  Insti- 
tutions, containing  each  from  sixty 
to  a  hundred  pupils  and  upwards. 
Four  of  the?e  institutions  are  un- 
der the  superintendence  of  the 
state,  and  the  pupils  receive  free 
tuition,  but  pay  their  own  board. 
The  demand  for  these  pupils  as 
teachers  is  said  ro  excceed  the  sup- 


discussion   of   the  subject,  and  on    ply 

the  4th  of  August,  1889,  a  Normal  I  In  1844,  the  Legislature  of  New 
School  of  three  pupils  was  actually  i  York  established  a  Normal  School 
commenced  at   Lexington,  Mass.,  |  at  Albany,  as   an  C5:perimeat    foi 


238 


North- Carolina  Journal  of  Education. 


[Angtist;, 


five  years;  but  in  1848,  having 
seen  pomethiag  of  its  value,  passed 
an  act  for  the  permanent  establish- 
ment, and  in  that  and  the  next 
jear  appropriated  $25,000  for  the 
erection  of  a  suitable  building. — 
During  the  fourth  session  the  num- 
ber of  pupils  was  200,  and  is  since 
increased  to  about  an  average  of 
250.  In  1848,  a  Normal  School 
was  established  in  Philadelphia, 
and  in  the  second  year  following, 
the  total  number  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,  but  has  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  one  at  ypsilaTiti,and 
the  school  was  in  the  following 
year  put  into  operation. 

In  the  British  Provinces  a  Nor- 
mal school  is  in  operation  at  Toron- 
to, started  in  1846.atan  expense  of 
36O5OOO  :  one  was  established  at 
t<t.  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.,  there  were  118, 
A  large  Model  School  is  also  con- 
nected with  it,  which  had,  at  the 
latest  account  ■apirards  of  300 
pupils.  The  Normal  school  proper 
has  at  least  nine  teacher6,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  axe  said  to  have  remarkable 
success  as  teachers  ;  many  instan- 
ces could  be  given  in  which  the 
accumulated  prsdjudice  and  oppo- 
sition of  years  have  been  swept 
away  by  the  judicious  and  success- 
ful efforts  of  these  trained  teachers. 
The  Legislatuie  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- 
tributiag  to  the  success  of  this 
School  is,  the  fact  that  a  Prepara- 
tory School  has,  through  the  mu- 
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  movement  of  the 
State.  It  may  be  added,  that  a 
very  interesting  experiment  was 
made  in  the  School  at  Trenton  in 
gymnastic  exercises,  under  the  con- 
duct of  an  accomplished    and   ex- 


1859.] 


Normal  Schools. 


23» 


iperlenced  gymnast,  on  the  Swedish 
'plan ;  it  was  continued  three  months 
by  private  subscription  and  reselt- 
'ed  in  a  very  maEifest  improvement 
'both  of  the  health  aad  int'jliectual 
vigor  of  the  pupils.  It  is  there 
'considered  very  (desirable  to  have 
such  exer<ji-3ee  continued  as  a  part 
■of  the  regular  em-ploymect  ef  the 
,|)apils. 

Much  mora  EQlght  be  fidd,  did 
'Our  limits  permit,  going  to  show 
ithatthe  erperimeut  of  a  special  or 
Normal  training  for  teachers  in 
Kew  Jersey  is  remarkably  success- 
ful and  gratifying  to  its  friends, 
;and  also  in  each  of  the  other  states 
•that  have,  been  mentioned^ 

The  Legislature  of  Rhode  Island 
endowed  a  State  Normal  Institution 
iia  1854,  which  is  said  to  be  iu  an 
;fe2ceedingl3''  prosperous  condition  ; 
the  number  of  pupils  is  nearly  a 
hundred,  and  they  manifest  much 
aeal  and  desire  for  improvemeut. 

In  Maine,  New  Hampshire,  and 
"^/ertsont,  vigorous  and  persistent 
•efforts  are  in  progress,  for  the  es- 
tablishment of  Seminaries  for  the 
training  of  teachers.  It  is  consid- 
ered a  certainty,  that  these  indis- 
pensable auxiliaries  to  the  great 
scheme  of  Public  Educatiou  will 
50oa  be  j'ielding  their  proper  and 
■gratifyiug  results  to  the  people  of 
ithose  Statejs.  The  1,'egisiature  of 
Kentucky,  passed  an  act  March, 
|.Oth,  1S56.,  to  reorganize  Tracsyl- 
yaaia  University,  and  establish  a 
,;Schoo)  for  Teachers.  There  were 
by  the  latest  account  about  eighty- 
^ve  pupils  in  the  School,  having 
ithe  great  papt  of  their  expenses, 
.borneby  the  State,  required  to  study 
-at  least  two  years,  and  then  teach 
At  least  as  many  years  in  the  Schools 
lof  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 
th€  other  at  Lebanon,  called  the 
Soath  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 
proportiou  of  the  pupils  in  both 
these  schools,  were  persons  who 
had  been  teachers.  •" 

Ir  Illinois,  a  State  Normal  Uni- 
versity has  heeu  established  at 
Eloomingtou .  At  Sheboggan,  Wis- 
consin, the  Normal  method  of  train- 
ing teachers  has  been  iutroduced; 
ill  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  suiE.cient  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  thenu 
selves  to  the  satisfaction  of  the 
public  nj.ind,  that  they  are  a  great 
improvenjeut  in  the  means  and 
methods  of  advancing  the  impor- 
tant cause  of  education. 

It  is  proper  to  state  on  this  sub- 
ject, that  seme  States,  for  instance. 
New  York  and  llhode  Island,  tried 
to  prepare  teachers,  on  what  they 
thought  would  he  a  more  economi- 
cal piau,  viz :  by  connecting  a  teach- 
er's department  with  a  number  of 
the  academies  of  the  State.  The 
State  of  New  York  appropriated  to 
each  one  of  these  academies,  ^400. 
00  annually,  for  the  space  of  fif- 
teen years  or  upwards,  and  thea  a- 


MO 


A^orih- Carolina  Journal  of  Education. 


[Angtisi; 


l)andonecl  the  plan  as  \iseless.  Af- 
ter their  discouragiag  experience, 
it  was  with  caution  they  undertook 
to  establish  the  Normal  method. 
But  their  doubts  have  been  fast  dis- 
pelled ;  besides  their  flourishing 
State  Institution  at  Albany,  they 
have  very  successful  city  Normal 
schools,  in  the  cities  of  New  York 
and  Brooklyn. 

The  plan  of  providing  teachers 
for  common  schools  by  a  course  of 
Normal  training,  is  the  result  of 
lon^ezperieuce  ;  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  number  in  America. 
It  ofi'ers  itself  now  to  us  in  its  high 
state  of  improvement ;  without  the 
expense,  and  toil,  and  discourage- 
ment, necessarily  experienced  it  its 
inception  and  completion  ;  we  may 
now  avail  ourselves  of  its  vast  ad- 
vantages; we  think  the  people  of 
North  Carolina  could  not  now  take  a 
wiser  step  than  immediately  to  re- 
solve that  the  plan  should  be  en- 
grafted on  their  State  educational 
system. 

The  number  of  a  proper  age  to 
be  in  our  Common  Schools  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  great  sub- 
ject, of  our  attentions,  as  a  body  of 
educators. 

Our  state  school  system  presents 
a  case  of  remarkable  dehciency. 
We  have  the  monev,  for  the  sup- 
port of  schools ;  we  Ixav-e  the  state 
districted;  we  have  the  Jiouses; 
we  have  the  examining  commit- 
'tees,  theeounty  school  committees, 
and  the  state  Superindent;  but, 
by  what  means  are  we  expecting 
teacliers  to  be  provided,  to  be  pre- 


pared for  their  proper  work  ?     Our 
University  and  Colleges  ai'e  doing- 
a  noble  work,  are    educating  per- 
haps a  thousand   young  men,   and 
graduating  two  hundred  annually, 
and  our   Female   Seminaries   per^ 
haps    educating   as     many.     But 
these  young   men    are  preparing^ 
not  to  be  teacliers  in  the    common, 
schools ;  they  are   preparing  for^ 
and    will    generally    go  into,  the 
other    professions.     The    Acade- 
mies through  the  state    are  start- 
ing   a  considerable  number   in  a,    . 
course  of  education,  but  these  are 
generally  to  go  into  the    colleges. 
Where  then  are  our  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 
the  other  professions,  and  is  as  im- 
portant.    The    other    professions 
have  institutions  and   means   pro- 
vided  for   imparting   the    special 
instruction  and  training  which  the 
candidates    need ;    where   is   the 
provision  for  that  special  training: 
and  instruction   needed  to  fit   the 
teachers  for  the  proper    discharge 
of  their  important  duties  ?     The 
consequences  of  this  defect   are  a 
wretched  deficiency  m  the  educa- 
tion of  the  masses  of  our   popula- 
tion and  an  endangering  of   those 
civil    and  religious    privileges  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  of  a  country  with- 
out first  raising  the  character  and 
position  of  the  schoolmaster.  The 
necessity  therefore  of  institutions 
for  this  purpose  is  manifest.  As 
arc  the  teachers,  so  will  be  the 
schools,  and  if  we  would  improve 
the  one,  let  us  elevate  the  other. 
In  the  -words  nearly  of  Mr.  Bryce 
of  Ireland,  we   would   remark   on 


1859.] 


Normal  Schools. 


241 


this  part  of  subject,  that  it  is 
commonly  supposed  a  man  who 
understands  a  subject  must,  be 
qualified  to  teach  it,  and  that  the 
only  essential  attribute  of  an  in- 
structor is  to  be  himself  a  good 
scholar. 

Even  those  who  are  aware  that 
there  often  exists  a  difference  be- 
tween two  teachers  as  to  their 
power  of  communicating,  conceive 
this  difference  to  be  of  much  less 
importance  than  it  really  is  ;  and, 
if  ever  they  take  the  trouble  to 
think  of  its  cause,  they  ascribe  it 
to  some  mechanical  knack,  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 
half  qualified  to  teach  it.  He  has 
to  learn  to  communicate  his 
knowledge,  and  how  to  train  the 
young  mind  to  think  for  itself. — 
And  as  it  usually  happens  thai 
children  are  placed  under  the  in- 
spection of  instructors,  who  be- 
come in  a  great  measure  responsi- 
ble for  their  morals,  every  teacher 
ought  also  to  know  how  to  govern 
liis  pupils,  and  how  to  form  virtu- 
ous habits  in  their  minds.  And 
this  skill  in  communicating  knowl- 
edge, and  in  managing  the  mind, 
is  by  far  the  most  important  quali- 
fication of  a  teacher. 

Every  teacher  before  entering 
on  the  duties  of  his  profession, 
ought  therefore  to  make  himself 
acquainted  with  the  Art  of  Educa- 
tion^ 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 
ttose  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  difiicult  work  of  man  - 
aging  the  youthful  mind,  unless 
his  own  mental  faculties  have  been 
sharpened  and  invigorated  by  the 
exercise  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  required  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,  nonetheless  difiicult: 
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 in  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- 
ticeship in  the  silver  smith,  if  wo 
wish  a  house  built,  we  require  the 
like  experience  in  the  carpenter  ; 
nay  more,  if  we  would  have  a  coat 


"242 


North- Gar &lina  Journal  of  Education. 


[August, 


made,  or  a  hat,  a  plougli,  or  a  shoe 
made,  or  even  a  horse-shoe  put  on, 
we  require  the  guaranty  of  a  pre- 
paratory spprenticeship  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  !  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  Submitied. 

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  where  a  free 
school  system  exists.  The  duty  of 
government  to  educate  the  masses 
as  a  means  of  self-preservation,  is 
now  ackoowledged  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.  Eesulting  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  theoday  laborer. 
Our  people  of  all  clases  are  more 
intelligent,  more  correct  in  the  use 
of  their  vernacular  tongue,  and 
more  cultivated  in  their  manners, 
probably,  than  any  other  in  the 
world. 

Yet  there  is  a  defect  in  our  edu- 
cation to  which  attention  cannot 
be  too  strongly  turned.  With  all 
its  superiority,  the  A.merican  char- 
acter is  wanting  in  assthetical  cul- 
ture— in  that  love  of  nature  and  of 
the  beautiful  which  Grod  planted  in 
us  and  designed  we  should  exercise. 
We  are  very  prosaic,  very  matter- 
of-fact  and  practical  in  our  thoughts, 
feelings,  and  actions.  Foreigners 
note  this  as  one  of  their  first  im- 
pressions of  us,  and  its  correctness 
must  be  udmitted.  We  are  early 
trained  to  calculate,  early  imbued 
with  the  prudent  money-getting 
sayings  of  "Poor  Eichard,"  early 
taught  to  ask  in  regard  to  every- 
thing, cui  bono. 

How  indifferent  are  our  people 
generally  to  the  sensation  fitly 
awakened  by  nature's  manifesta- 
tions seen  on  every  side,  and  to  the 
lessons  they  were  intended  to  incul- 
cate !  They  watch  the  sky  with  no 
emotion  stirred  by  its  ever-changing 
aspect,  but  simply  to  E«e  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  ths 
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  faint  a  a 
image,  and  of  that  Being  who  nev- 
er ceases  to  be  good,  only  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 


1859.J 


Oultivafion  of  the  Taste. 


243 


before    their    dwelliag,    raises    its 
graceful  forni  to  heaven,  and  would 
deii2;ht  the  eye  and  aSbrd  a!j,Tateful 
:^hade  by  its   foliage — yet  it  is  cut 
doM-n    b(!cause    the  mould  gathers 
under  its    branches,  and  the  shin- 
gles rot.  The  swelling  bnds  of  spring 
simply  tell    them  they  ujuat  throw 
off  their  flannel;  and  the  golden 
tints  of  the   autumnal   leaves,  too 
rich  fur  the  art  of  the  painfer,  ex- 
cite no  feeling  but  that  w  )od  niusi 
be  housed  for  the  approaching  win- 
ter.    They  gaze  on  the  earth,  and 
think  ooly  of  corn    and  potatoes; 
on  the  illiujitable  forest,  and  esti- 
mate   its    cords  of    wood ;   ou    the 
mouuiain  towering  in  grandeur  to 
heaven,  ;ind  sigh  over  a  waste  that 
the  'p!ow  can  never  penetrate  ;  on 
the  ucean  in  its    dark   and   MWt'ul 
beaviugs,  and    think  of  c;irg(jes  of 
cotton    and  grain    endangered  and 
in>urance  to  be  paid  ;  on  Niagara, 
and  the  factories  it  could  be  made 
to   carry,  if  they    would  pfiy  divi- 
dends.      This    is    no    esjiggerated 
picture  of  the   great  body   ui'  our 
people,  high  and  low,  ignorant  and 
educated.      Tbo.^e   who  from   pusi 
iion  and  superior  means  of  culture 
aright  be  supposed  to  po>;SfSS  uiinds 
open  to  beiuiy    wherever  seen,  of 
ten    .seoni    must    destitute    of  any 
such  puwer.      The    luini&ter  in  his 
walks   heeds   not  the  sermon  God 
prta(-.hcs  to  him  so  effectively,  and 
that  he  Uiight    preach  to   his  con- 
greuation  ;   the  lawyer  think  of  his 
suits — the  physician  of  bis  drugs — 
the  schoolmaster  of  his   bad  boys 
In    many   countries   of  Europe, 
far  below  us  in  general  intelligence 
and  mental  culture,  there  is  a  ujuch 
purer  and  better  developed  nation- 
al taste.     In  England,  of  tbesamej 
stock,  a  love  of  flowers  is   univer-  j 
sal.      The  poorest    ujau    will  have,  I 
if  he  has   room    for  nothing  more,  } 
a  honeysuckle  to  clamber  over  his  I 


door  and  gladden   his  heart  by  its 
fragrance  and   beauty.     A  glance 
at  the  cottases  and   grounds   awa- 
i  kens   a  different   sensation   in  the 
I  mind   of  the  traveller   as   he  sees 
I  the    taste  and    care   manifested  to 
I  make    them    attractive,    from    the 
nakedness  and    deformity   meeting 
him  in   all  their  hideousness  in  his 
ride  through  New  England  towns. 
Of  course  whiieall  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;  fioc 
painters,  with  few  buyers  for  their 
works  ;  sculptors,  educated  abroad, 
and  if  appreciated  at   home  simply 
from    the    echo    of    trans -Atlantic 
praise.      As  a  nation,  it   must  be 
granted sesthetical culture  has  been 
ret;'arded,  whatever  may  be  said  of 
individuals. 

Why  is  it?  Vvitbout  doubt, 
scenery  has  not  a  little  to  do  with, 
this,  and  Longfellow  says,  the  Alp? 
more  than  hvif  educate  the  Swiss. 
Yet  surely  we  are  richly  favored 
in  scenic  attractions  and  g"and  ex- 
hibitions of  nature.  There  is  but 
one  Nia^rara  and  Trenton  Falls ; 
the  liigl'iiands  of  the  Hudson,  our 
lakes,  rivers,  cascades,  aod  many 
picturesque  views  attract  the  admi- 
ration of  ail  strangers,  and  have 
been  pronounced  eveu  superior  to 
the  must  celebrated  objects  of  Eu- 
ropean scenery. 

Are  we  naturally  deficient  ?  It 
cannot  be  so.  Our  children  pos- 
sess a  love  of  beauty,  and  often 
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 
eocd  to-day,  uammh — is  not  youv 
J  17 


iU 


I^orth'  Carolina  Journal  of  Education. 


[August^ 


heart  full  of  violets  ?  Do  not  the 
violets  blosscin  ia  your  heart  to- 
day, mumma?"  And  agaia,  sit- 
ting down  by  her  mother,  and  pres- 
sing her  little  head  close  to  her, 
she  said,  "  Mamma,  I  am  the  bap 

piest    little  girl    in    N .     My 

happiness  is  like  a  wreath  of  beau- 
tiful I'oses  all  around  my  heart, 
with  two  words  written  in  it,  from 
God."  What  could  be  more  ex- 
quisite than  such  poetry  gushing 
iVom  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, 
iu  that  God  has  placed  us  in  the 
choicest  of  lands  j  nor  is  i  want 
of  natural  gilts,  in  these,  of  what- 
ever kind,  no  people  were  ever 
more  highly  endowed  ;  the  fault  is 
in  our  education.  The  education 
of  our  young  is  of  the  b^st  kind 
as  far  as  it  goes,  but  many  facul- 
ties, avenues  to  the  most  exquisite 
pleasure  and  the  bighef^t  r  line- 
ment,  are  disregarded,  or  deadened 
by  the  influences  to  which  tbey  are 
t-'sposed.  Children  are  thoroughly 
drilled  in  arithmetic,  grammar, 
geography,  and  everything  where 
fact  and  reason  are  mutlers  of  in- 
quiry, but  there  the  instruction 
ends.  Dryness  and  practicality 
pervade  our  sch')ol:-rooms  and  crush 
out  whatever  is  not  in  harmony 
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. 


If  the  child  utters  a  poetic  thought^ 
or  gives  vent  to  an  exclamation 
called  forth  by  an  exhibition  of 
beauty,  to  which  his  little  heart 
responds  as  God  designed  it  should 
when  be  created  a  harmony  between 
the  earth  and  its  occupaats,  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  th^m  to  get  along  in  the 
world.  Thus  the  '.hild  lives,  but 
its  stmse  of  beauty  dies. 

If  the  defect  is  in  oar  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 
unnoticed.  The  writer  knows 
muther.s  who  day  by  day  take  their 
children  into  the  fieids, gather  flow^ 
ers,  point  out  their  delicate  tints 
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 
feet,  and  it  soon  becomes  to  them 
not  a  cold,  unfeeling  remark,  but 
a  living,  pervading  renlity,  that 
"  there  is  beauty  everywhere." 

But  the  remark  will  be  madOj 
and  it  is  too  true,  few  mot  hers  are 
fitted  for  this  Teachers,  theu, 
must  do  all  they  can  to  cultivate 
the  taste  of  their  pupils.  They 
can  do  much,  very  much,  towards 
this  iu  the  school-room  and  out  of 
it,  in  many  ways.  Again  comes 
the  remark,  and  it  is  too  true,  our 
teachers  are  not  fitted  for  it;  many 
or  the  highest  reputation  are  coarse 
iu  language  and  manner,  heedless 
in  their  persons,  unrefined  ia 
thought,  able  to  teach  the  regular 
text-books,  and  nothing  more. 
Still  the  evil  exists,  and  it  should 


1859.] 


Random  Thoughts. 


245 


be  remedied  in  the  way  all  evils 
are  remedied.  Attention  should 
be  directed  to  it,  and  all  who  have 
an  influeoce  should  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  eflPort  be  made  throughout 
the  community  to  awaken  a  nation- 
al taste.  Let  our  large  cities  have 
such  parts  and  gardens,  full  of  the 
choicest  flowers,  where  all  can  walk, 


as  are  found  iu  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- 
flcult  to  estimate  their  refining  in- 
fluence. If  paintings  and  other 
works  of  art,  too.  coald  be  accessi- 
ble to  the  masses,  as  is  the  case  in 
Europe,  it  would  do  much  to  the 
same  end. — Mass.  Teacher. 


RANDOM    THOUGHTS. 


Wherever  combined  movements 
are  made  and  given  results  are  to 
be4)r/)duced,  there  must  be  har- 
mony in  the  operations;  and  wher- 
ever there  is  concerted  action  a- 
moug  men,  with  a  view  to  the  at- 
tainment of  a  common  object,  there 
jjiust  be  both  a  distinct  undersfand- 
ing  of  what  is  to  be  done  and  a 
hearty  cooperation,  or  a  sad  failure, 
if  not  utter  ruin,  will  be  the  conse- 
t^uencs.  If  every  planet  in  the 
.solar  system  did  not  keep  iu  its 
place  and  do  its  part,  we  should 
.«oon  have  "  rhe  wreck  of  matter 
and  the  crush  of  worlds."  [f  a 
team  of  horses  are  not  all  true  and 
able  and  willing,  each  one  to  bring- 
up  his  part  of  the  load,  there  will 
be  a  "  stand  still,"  or  soincthing 
worse  ;  and  so  it  is  in  a  family,  a 
church,  a  nation,  or  any  other  com- 
munity. 

In  our  common  school  system, 
the  legislature,  the  e.'cecutive,  the 
general  superintendent,  and  most 
of  the  committees,  we  believe,  now 
work  harmoniously  and  are  desir- 
ous of  carrying  forward  the  great 
work  of  elementary  education  with 


vigor  and  in  the  most  successful 
manner;  but  if  the  parents  and 
the  teachers  are  not  faiihfal  to  their 
t  ust  and  not  corapetsnt  to  the  dis- 
charge of  their  duties,  little  or  no- 
thing will  be  done.  The  burden 
now  rests  mainly  on  them  and  there 
must  be,  not  only  a  determination 
on  the  part  of  both  to  do  their  du- 
ty, but  a  distinct  understanding  in 
regard  to  the  branches  to  be  taught 
and  the  discipline  to  bo  maintain- 
ed. At  the  present  da}'  when  the 
barbarous  cu.stom  of  "barring out 
the  master  "  and  the  rudeness  of 
manners  connected  with  it  have 
ceased,  we  hope  the  number  is  not 
larii-e,  but  still  there  are,  in  many 
places,  some  parents  who  are  so 
ignorant  or  so  unprincipled  as  to 
think  that  if  their  children  can 
elude  the  v'gilanee  of  the  teacher, 
practice  an  imposition  upon  him, 
or  treat  his  authority  with  eon- 
tempt,  it  is  an  indication  ofstnart- 
ness,  and  who  will  chuckle  over  it 
as  deserving  of   commendation. — 

j  Such  parents  should  receive  an  in- 
dignant rebuke  from  all  well  wish- 

I  ers  to  the  cause  of  education,  and 


246 


North- Carolina  Journal  of  Education. 


[August,- 


tliey  certainly  need  to  be  better 
instructed  in  regard  to  their  duties 
;,ind  their  obligations. 

There  are  some  teachers,  as  there 
are  some  men  in  every  departinent 
of  life,  who  have  snch  a  tact  for 
controlling  the  minds  of  others  that 
they  will  maintain  their  authority 
anywhere  or  vmder  any  circum- 
stances, and  vv-ill  uiake  their  pupils 
love,  as  well  as  fear  them  ;  but  the 
number  of  such  disciphnarians  is 
very  small.  Ordinarily,  the  teach- 
er must  have  the  countenance  and 
cooperation  of  the  parents,  and,  to 
gain  this  should  behis  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  backvroods  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  save  him 
an  opportunity  of  becoming  ac- 
quainted with  both  parents  and 
children.  Kind  feelings  were  fos- 
tered on  both  sides;  luid,  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  hisaccoantsorreekon- 
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 
disorderlv  in  school,  dreaded  a  visit 


from  the  teacher,  and  it  would  fre- 
quently be  days  before  he  could 
approach  him  again  with  coafi- 
dencfc.  Times  have  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  teachers  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 
famines  of  the  district. 

The  spirit  of  educational  im- 
provement lias  increased  fire  or 
ten-fold  within  as  many  years,  and 
North  Carolina  has  now  the  best 
regulated  and  the  best  conducted 
syiicem  of  common  schools  m  tlie 
South ;  and  the  progress  alieady 
made  is  full  of  promise  for  the  fu- 
ture ;  but  we  liave  only  made  a 
beginning.  Although  a  commeud- 
able  interest  on  the  subject  has 
been  already  waked  up  amo-ng  the 
masses,  it  needs  to  be  increased  and 
directed,  v.'hich  can  be  done  by  dif- 
fusing information  in  every  pi-ac- 
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  genaraily  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,  ai\d  they  employ 


1859.] 


Random    Thoughts. 


247 


a,  teiiclier  from  a  principle    of  fa- 
voritism, or  because    he    will,    in 
some  way  or  other,  promote  their 
interest,  while  another  of  superior 
qualifications  is  rejected.     In  most 
of  tlie  districts,  there  arc    always 
some  men  who  are  too  lazy  to  work, 
or  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- 
ish, such  a  one  is  employed  and  im- 
posed on  the  people  without  any  re- 
gard to  his  literar}-  or  moral  quali- 
tications.    The  public  money  is  ex- 
pended, perhaps  we  might  say  wast-  \ 
ed,  and    little  or  no   improvement  I 
is  made.    This  is  a  radical  evil,  and  i 
to  its  removal  the  enlightened  and  j 
•active  friends  of  education  should  ] 
direct  their  strongest   efforts.     If 
there  was  not  a  L  mentable  igao>- 
ranee  or  lack  of  interest  on    the  ! 
part  of  the    community  at   large,  I 
your  valuable  Journal,  for  v/hich  I 
am  now  writing,  would  not  be  suf-  I 
fered  to  languish  fur  the  want  of  \ 
patronage,  nor  would  four  out   of  j 
five,  if  not  nine  out  of  ten,  of  the  i 
four,  or  five  or  six  thousand  teach- 
ers in  the  State,  be    contented  to 
enter  tq>ou  their  diificult  and  re- 
sponsible duties  without    the    aid 
which  it  affords  ;  but  this    is    not 
all.  Not  only  should  the  best  quali- 
fied and  most  fiiitht'ul  teacher  be, 
in  every  case,  employed,  even  if  it 
require  double  the  salary  to  secure 
his  services  ;  but  the  school  should 
be  furnished  with  all  the  books  and 
apparatus,  comforts    and    conven- 
iences req\iisitc  to  success.      Solo- 
mon never  uttered  a  wiser  S£iying 
than  that  there  are    those    '•  that 
withhold  more  than  is   meet,   and 
it  teudeth  to  poverty  ;"  for,  every- 
where and  in  every  thing,  a  judi- 
cious ex'pendituie  oj  mom-y  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  unavailing; ;  and,  an. 
we  are  now  dealing  v/ith  facts  and 
suggesting  remedies,  we  hold  forth 
the  deficiencies  and  remissness  of 
parents  generally,  as  a  mighty  in- 
cubus on  the  work  of  educational 
progress.  A  beginning  has  been 
made  and  iujprovement  is  manifest, 
but  only  enough  to  warrant  and  en- 
courage more  vigorous  efforts. 

Vv'^herever  and  ia   whatever    ad- 
vancement   is    to    be   made,    two 
tiuugs,  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  his  house,  or 
cut  his   harvest   or   do  any   other 
work,  he  furnishes  him   with    the 
best  implements  he  can,  stays  vrith 
him  or  visits  him    frequently    and 
talks  kindly  to  him,  supplies  him 
j  with  all  needful  refreshment    and 
1  every  thing  that  can  act  us  a  stim- 
i  ulas ;   but  in  the  education    of  bis 
i  children,  where  both  teacher   and 
j  schoiarvS  need  all  the  appliances  and 
ail  the  encouragement  that  can  be 
given  them,  books  and  apparatus, 
I  and  comfortable  seats,    couveuicnt 
j  arruLigemeuts  in  the    school   room 
j  and  many  bind  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 
i  of  them    as   possible,    then  >aever 
j  visits  the  scene  of  labor,  but  leaves 
them  all,  teacher  and  ehildrea,  to 
take  care  of  themselves  and  do  the 
I  best  or  the  worst  they  can.     0. 


Entertain   no  thoughts  that  vou 
would  blush  at  in  words. 


248 


North-Carolina  Journal  of  Education. 


[August 


SOUTH  CAROLINA  INSTITUTION  FOR  THE  DEAF,    THE  DUMB,  AND 

THE   BLIND. 


BY  JOE,   THK  .7EESET  JIUTf 


There  Las  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   FOB,  THE  DEAF  AND 
DUJIB. 

Mrs.  L.  C.  W.  HENDERSON, 
Miss  M.  J.  CUNNINGHAM, 
Miss  S.  J.  WALKER. 

DEPARTMENT   TOR    THE   BLIND. 

Miss  M.  A.  WALKER. 

This  institution  is  located  at 
Cedar  Spring,  lour  miles  south  of 
Spartanburg .  It  was  formerly  the 
property  of  the  present  principal, 
but  has  now  become  a  state  insti- 
tution. Annexed  to  the  report 
iire  several  specimens  of  composi- 
tion furnished  b}-  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  escelleney  R.  F. 
W.  Allston,  Governor  of  South 
Carolina,  and  President  of  the 
Board  of  Commissioners,"  Hon.  C. 
Gr.  Memminger,  of  Charleston,  and 
Hon.  S.  McAliley,  of  Chester;— 
Mr.  Walkt-r,  I   repeat,  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  pupil  is  to  be 
removed  from  his  class  at  any  time 
without  his  (Mr.  W.'s)  consent, 
under  forfeiture  of  position.  Losp 
of  position  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  conviction?! 
of  the  Piind.  The  pupik  some- 
times cry  from  mortificatioo  at  the 
success  of  their  companions  in 
mastering  those  parts  of  speech 
which  they  themselves  do  not  un- 
derstand. They  also  sometime^' 
cry  from  vexation  when  iessom; 
assigned  them  for  the  evenit?g  are 
not  exactly  to  their  taste.  I  ob- 
ject to  seeing  a  pupil  ciy :  but 
there  never  existed  a  y(>uth  of 
either  sex  who  did  not,  at  one  or 
other  time  of  his  or  her  life,  crj. 
I  once  taught  a  fine  looking  joung 
lady,  who  cried,  I  forgcc  how 
many  times  a  day,  because  I  refused 
to  kiss  her  as  her  relatives  used  to 
kissher,  previous  to  her  ednciition. 

On  page  9,  I  find  the  fuli-wing 
account  of  the  system  of  instruc- 
tion pursued  in  the  dei^artmeiit  of 
the  deaf  and  dumb  : 

"  Every  pupil  who  is  sut{i3ient- 
ly  advanced  is  required  to  write, 
immediately  after  public  ,)!:(.yer> 
on  Monday  morning,  the  i.ord'p 
Prayer  on  his  slate  or  board  This 
done  and  examined,   be   [roeeedi 


SS59.]  S.  C.  Institution  for  Deaf,  Dumb,  and  Blind. 


249 


reliearsal  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 
tea.  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  insti'uction.  The 
skilful  teacher,  too,  will  avail 
himself  of  every  opportunity  to 
add  any  truths  known  to  him  to 
be  more  easily  associated  in  the 
ininds  of  his  class  at  that  time. 
Thie  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  Is^atural  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  eare_, 


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  elastic 
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  stady 
Natural  Philsophy  may  be  other- 
wise efl'ectL^ally  employed  " 

A  remarkable  school  that  of  Mr. 
Walker's.  And  a  nursery  0/  piety, 
too.  So  far,  so  good;  bu:.  with- 
out intending  any  oflfence  Jo  Mr. 
Walker,  I  muBt  be  allow.?d  to  ex- 
press the  opinion  that  with  a  little 
assistance  from  Mr.  Laurent  Olerc* 
of  Hartford,  Conn.,  the  South 
Carolina  Institution  will  attain  a 
high  reputation  among  similar 
institutions  on  both  side.s  of  the 
Atlantic.  The  system  of  the  S. 
C.  Institution  differs  very  much 
from  that  pursued  in  our  own 
school. 

Further  on,  Mr.  Walker  say.^ 
that  the  late  Dr.  Weld,  T»'ho  made 
a  tour  in  Europe  several  yeai'sago, 
with  the  view  of  inquwiiig  into 
the  state  of  schools  for  the  instruc- 
tion of  deaf  mutes  in  thai  cuuntry. 
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  ar„,u  lent  in 
favor  of  teaching  articulation  to 
semi-mutes.     In   suppoii   of  >  hi.~ 


*  Mr.  Laurent  Cierc  is  ii;.-aself  a 
mute,  a  graduate  of  the  Pari-  iastitu- 
tion,  and  nftcr  baviiig  labiTid  in  thi' 
ciiuse  of  deaf-mute  educati-ju  lor  more 
than  ft  qu.arter  of  a  ceutur v,  ,il  the  age 
of  seventy -three  years,  lio  ru?,-  retiroi 
upon  an  annuity  of  IflJOO. 


250 


A^orth- Carolina  .Journal  0/  Education. 


[Augi^it 


position    ia    this   matter,    he   in- 
stances a  lady  of  Norfolk,  Va.,  de- 
prived at  an  early  age  of  speech 
in  whose  case  "  thirty  years'  labor 
produced    an   astoriishing  efi'ect." 
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  FvMic  Ledger 
has  been  assured  by  an  aged  gen- 
tleman of  that  city,  celebrated    in 
Ibrmer  days  for  his  medical    skill, 
that  lii'ty  years  ago  he  was    pres- 
ent at  an  exhibition  of  the  pupils 
of  the  Deaf  and  Dumb  Institution 
in  London,  and  witnessed   among 
the  czereises,  the  speaking  of  a 
hymn  by  a  deaf  mute    girl.      She 
uttered  the  >^orQs  clearly  and  dis- 
tinctly, but  in  one  tone    of  voice 
throughout,    a   defect   vriiieh  vras 
owing  to  her  deafness,    vliich,    to 
use  the  words  of  the  Pidjlic  Led- 
fcr.  "  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,  learned 
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  de])end  all    eiTorts  to  re- 
tain what  was  learned,  or  to  make 
advances.     Generally,  if  dealness 
become  total  before    the   child   is 
four  years  old,    all   that   may   be 
hoped  for  is  to  retain   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  excitement  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  bo 
the  reward  3  otherwise,  emaciation 
of  body  and  imbecility  of  mind." 
Parents  who    keep   their   deaf  and 
dumb  dauahters  engaged  in  indoor 
employments  without  taking  them 
to  various  places  of  public  amuse- 
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, 
thun  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 
ihat  before  they  went  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  steamboar 
gave  them  a  clear  idea  of  that  word, 
their  teachers  had  exhausted   all 
the   ingenuity  in  their  heads,  in 
their  effort  to  make  them  iinder- 
stand  its   meaning.     Let  us  have 
a  law  requiring  every  school  in  vhe 
land  to  have  a  large  yard  for  boys 
and  girls  to  run  about  and  stretch 
their  limbs  and  expand  their  lungs. 
That  Mr.  Walker  is  overcharged 
with  the  fire  of  poetry  is    evident 
froDj  the  subjoined  extracts  which 
I  m;ike  from  his  report  : 


1859.]         S.  C.  Institution  for  Deaf,  Dumb  and  Blind.  261 


'■'  Cedar  Spriog,  with  its    appli-  |  and  their  pure  and  holy  spirits  re- 
ances  in  the  forms  of  books,  archi-  i  turned  to  God,  gentie  breezes  shall 
teeture,  uatural  sceaery,  principles  j  wave  the  boughs  of  these  old  oak*-- 
aud  men,  ccustitutes  the  museum  ;  and  these  luajestic  walls  shall  stand 
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    afilioted    sods    and 


as  monuments  of  their  boneficenee.'' 
There  remained  connected  with 
the  lustituticn  at  the  date  of  the 
report;  22  boys  and  13  rrirjs~21 
mutes  aod  lo  blind  ;  total  32.  One 
daughter.«i  of  the  State.      _  j  of  the  lady  teachers  in    the    Mut^ 


department,  I  do  not  know  which, 
is  a  deaf  mute. 


The  boy,  destitute  of  sight  or 
hearing,  drawn  out  by  the  good  old 
schoolmaster  necessity,  quickens 
his  pace,  and  streegthens  his  nerves  \  ~         ~ 

to  the  platform  of  success.  It  must  j  ^^'^'*^NSISTENCIEs  IX  HISTORY, 
not  be  overlooked  that  Heaven  has  !  ft  is  not  strange  that  vouDf  t>u- 
decreedj  |  pi's  shouidbe  sometimes' stumbled 


in  reading  History  when  they  meet 
with  such  blunders  as  the  followin?: 


xldvautages  out  of  disadvantaged  arise, 
Deprivations  :ire  blessings  in  disguise. 

\T    V   •  1  »i  (■  i  ^'^^'  •"  ^'^   Tytler's  History,   so  we,"! 

No  being  can  know  the  powers  of    v,^,^^„    „,  i  tt  oo  r  , 

u-  -J        .-1     •  .  I '^"own,  vol  11,  page  382,  he  savs ' 

his  own  mind  until  circumstances    ai:T^,i^,,  vrrr  >     j      ■  '"<-»ijiJ. 

J       I        1  ,\    r  n  I        ,.      iiGfiry  V  ii  nad  giver  his  dauo'h- 

develop  ibem.     A  lull    supnly   of    .^^  it.;.„.   „.  •        -    •  ^'»ugi« 

A  e  ■  ^  I.  .■  a\^^^  luargaretm  marri-jfre  to  Jameq 
senses,  money  and  rnenas,  has  lied  Tr  v,-  °  c  a  ^{  t  °  ,  -j-iiutb 
J         i         .1  LI       •    1      V .  iving  ot   bcotiand,  who,  dv  no- 

down  to  earth  many  a  noble  mind,    i^f.  „,  :^„_  .,    ,         '     ^'  "^J^^iy 
^,    ^         111       ui        J    u  1     ^^^^  ^'^  ^^^^^  tnat  oame  to  maturifc'^ 

that  would,  less  blessed,  have  seal-    „^„^^^  ax^,.^      c  -,    '-'ai.uiit,^,, 

1  .u      u  .  1  .     *  P  t  exeept  3iary,    afterwards  Uue<^n  of 

ed  the    battlements   to    usefulness    o,.^,.-   v      x    ,    ■         '^'■-' v-«^--u  Ol 
I     ,  t^\-A-  »i         II   K'cotts.        Aud    iQ    the  next   na"---^ 

and  glory.     Gliding  over  the  well-  L„^.,i-„   rp^rp,      n  ^  r? 

f     "i    -,  P         •  .     bpeaii.s   or  '•  1  ho  Uueen  reo-e.ot   in 

regu  ated  city,  or  the  spring  cam-    .i^  ,  „^^„^  ,     .    yT o      ,  •-";," 

"    c    V      A     ■  r       +•         *i       the  government  of  ►Scot  and.  Marv 

age  ot  abundant  supplies  from  the    „f  /-P,-  ^  „     -r,  ^  ^^u,  ^larj 

u     J    f .  ■      li'  I  n   -i    V       °^  Ivuisc.       i>ut  aceordiu"-  to  the 

hand  oi  his    iiaker,    propelled    by    ..^.....^^    ,,„*„„.     .     Ay        "^   '-o  tm. 
,,  .  ^    ,     .    '    -     ^  ,  ■'     rormer  statement,    Marware^,     fh^. 

well  restricted  circumsianees,  theL:„»„„   ^^  n  Trrrr '^       J 

■•  !         .13         .k       -        sister   ot   ii«ory   Vill.    ou^ht    to 

more  lavored  youth  drops  the  reins    l.^,,.^  i  „,„  ,.^     •'^        .      .      '^  i,  ^-* 
J  /•  II       1     *^       vri       u         •  ^'^^^  "^een  regent.     A"aiu  m  Tav 

and  falls  asleep.      \v  hen  he  arrives    .>„  t.t^,^.,"„   ^j.    , -^        '.     "J 

ao  the  door  of  the  world\s  demands  U°'tv>-  f     ''"    ^^f"'^'' 

•and  waitings,  bis  but  too  l«eble  !  P  f,^  ^r;^' ^^^  '''"^J  >n  accordance 
form  publitti'e.  its  own  defects,  i  7^,'\'t  :,,V^'"^^^  ^^*J^f^«^ -bove, 
fr       V-  <.    .      I    1    +■        u-      that  "  Mary  Queen   of  bcotts    wav 

How  his  account  stands  betoro  his  i  .i,^  ,,^-  ,    r.  tJ  T^r-r ,,  , 

,-,  ,  ,  ,-,  ,-  ,  ,  I  -  ,  the  ?i«c'j  01  Henry  Vlif.'-^  as  q  k- 
God,  who  did  his  ta  euts  multiply,    ,„^„.,i  i     ..  k        ■'■     i     ,     ■■    , 

',      J  •     J    ,       1        ^•'M  woud  have  been  If   she  had    been 

must  be  determined  elsewhere.         Ll^  ri.i„„v,f„„  ^p   i,-       ii  • 

I  the  daughter  or    his  oldest    sister 

'•Toournoble-mindedcitizens— I  Margaret.     But  on  page  520     hf 
men  and  women  whose  benevolence  j  calls  her  father  James  V,  the  ne^h 
and  philanthropy  know  no  bounds  i  ew  of  Henry  VIII.  as  was  the  fact 
—is  our   Institution   indebted   for  j      For  as  stated  in  Willsou's   6a'' 
Its  existence.     In  the  Legislature,  |  lines,  page  339.     Mary   Queen  of 
and  out  of  it,  by  the  fireside  and  in  j  Scotts    was    the    grand    neice   o'^ 
the  walk,  their  voices  have  been  at-    Henry  VIII.  and 'hence  when  the 
fectionately,  officially  and   effectu-    line   of  the    latter   ran    out   witt- 
ally  heard.  When  their  mortal  bod-    Elizabeth,  she    would    have   bsf-n 
les  shall  have  re-united  with  dust  |  the    next   heir. 


252 


Korih-CG^rolina  Journal  of  Education. 


[August 


Ccnimoit  %t\m\  §tprtnunt. 


HOW  TO  IMPROVE    COMMON    SCHOOLS. 


In  order  make  a  deep  impre9sion 
on  the  public  mind,  in  reference 
to  any  important  matter  it  mu3t 
for  some  time  be  made  prominent 
to  tbeir  attention.  It  seems  that 
we  cannot  have,  at  least  for  the 
Dresent,  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  we  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  is  doing  a  great 
deal  in  bis  office,  but  if  he  had 
some  aidnow  and  then  perhaps  he 
might  do  much  more. 

I  am  told  (for  I  never  saw  him, 
and  it  was  a  mere  matter  of  acci- 
ijent  that  I  saw  one  of  his  Re- 
ports,) that  we  have  a  man  em- 
ployed to  traverse  the  State  to  im- 
prove the  asrieulture,  and  to  bring 
to  light  the  mineral  treasures  of 
the  Btate  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  growing  up 
with  no  mental  training  who,  if 
they  had  an  opporlunity  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   cf  his 


strength,  so  no  one  can  tell  what 
mental  t-^lent  he  has  till  he  has  an 
opportunity  to  apply  himself  to 
study.  The  best  marble  does  nol 
show  its  veins  and  streaks,  and 
variety  of  colois  till  it  is  poiished; 
it  is  said  that  the  inhabi'iauts  of  a 
certain  township  built  their  i'euccs 
of  the  most  beautiful  verue  an- 
tique marble  for  a  century  j  before 
they  discovered  how  handsome  it 
would  become  when  polished. — 
The  most  beautiful' gems  do  not 
show  what  they  are  in  thsir  rough 
state. 

So  there  are  now,  and  there  will 
be  in  the  nest  generation,  many 
engaged  in  the  most  comm.n  em- 
ployments, and  living  in  the  ruUgh- 
est  manner,  both  mentallj  and 
physically,  who  with  a  lit i.L  oppor- 
tunity to  learn,  and  some  access  to 
books,  might  have  made  iae  geat- 
est  men  in  the  country  Occa- 
sionally we  hear  of  some  of  thi.- 
class,  who  had  spent  the  er.rly  part 
of  life  in  laying  brick;  oii  the 
shoemaker's  bench,  or  tne  t'...i.lor'8 
board,  by  a  fortunate  concurrence 
of  circumstances,  led  to  cuiiivalo 
their  minds,  though  late  ia  life. 
They  have  caught  a  epari  xvom 
some  other  mind  that  has  ii  ndled 
an  irrepressible  desire  to  Know, 
and  this  desire  would  not  r:3t  til! 
it  was  satisfied. 

What  then  do  we  propose ,  do  you 
ask  ?  We  reply  by  stati*-;'  what 
is  done  in  £ome  of  the  oth.rsla  e^. 
Thus  we  find  the  following  law  in 
one  state;  "it  is  made  Livi  duty 
of  the  superint'eudent  ci  c.mmon 


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  in  the  best 
modes  of  governing  and  teaching 
our  common  schools,  and  to  cm- 
ploy  one  suitable  person  to  assist 
him  at  each  of  said  schools;  and 
the  person  or  person?  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,  ''-nt 
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  coaimunity  gen- 
erally as  well  as  the  members  of 
the  Institute." 

~"  If  the  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  zeal  for  self- 
improvement  and  the  elevation  of 
their  profession  :  if  they  will  visit 
each  other's  schools,  and  meet  to- 
gether in  society,  town,  county 
rind  state  associations;  if  they  will 
read  the  best,  books,  and  take  at 
least  one  periodical  devoted  to  edu- 
cation— then  will  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 
labels."  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. 

The}''  began  with  an  address  by 
the  Supeaintendeut.  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  usually  studied  in  the 
common  schools." 

Then  one  of  the  teachers  re- 
marked upon  some  different  mode?- 
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  school-room. 
The  subject  of  arithmetic  wa>^ 
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  had 
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  method.- 
were  presented  for  teaching  tlWs 
subject  to  even  small  children,  by 
means  of  outline  maps  and  the 
drawing  of  maps. 

The  Committee  on  Resoiutiou'j 
then  reported  the  following. 

1.  Resolved,  That  no  agent  or  puL- 
lisher  be  permit! ed  to  bring  into  ths 
room  occupied  by  the  Coiiventicn,  for 
purpose  of  distribution  or  posting, 
any  book,  map,  chart  or  circulEr, 

2.  Resolved,  That  it  shiiU  bo  deemed 
out  of  order  for  any  speakf;  !•>  pre- 
sent the  merits  ot  any  particDlp.r  book  ; 
and  that  it  shall  be  the  duty  of  ail 
members  to  call  such  speaker  to  ci- 
der. 

Another  hour  was  then  occupied 
on  the  subject  of  gramm.-.r     witl) 


254 


Nortli- Carolina   Journal  of  Education. 


[August, 


mucli  animated  and  instructive  \ 
discussion.  I 

The  next  session  was  spent  in  | 
"jxercises  in  Arithmetic,  Grammar,  ' 
and  Orthography,  and  singing  at  j 
r.he  close  of  each  exercise.  | 

At  a  subsequent  day,  the  follow- } 
ing  resolutions  were  adopted. 

1.  Resolved,  That  as  irregularity  in  i 
attendance  is  one  of  the  greatest  diffi-  j 
oulties  -witli  which  the  teacher  has  to  j 
contend,  it  is  the  duty  of  all  parents,  , 
whose  children  attend  school,  to  see  \ 
that  they  are  regular  in  their  atten^  j 
dance  and  punctual  to  the  hour  for  i 
eominencing  the  exercises  of  the  school.  I 

'2.  Resolved,  That  it  is  the  duty  of  ! 
teachers  to  exert  their  influence  for  the  j 
promotion  of  common  school  education,  j 
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  j 
their  teachers,  in  elevating  the  charac-  j 
ter  and  condition  of  our  schools.  \ 

3.   Resolved,  That  the    operations  of  j 
the  iState  jSormal  School,  so  far   as  -we  } 
understand  them,    have  our  entire  ap-  | 
probation;  and    we  bespeak  for   that  : 
institution,  the  hearty    co-operation  of  i 
parents,    school-committees,  and   citi-  i 
zens  of  the  state  generally;  believing  as  1 
we  do,    that  it  will    have  a  tendency 
to    elevate  the    standard  of   common 
schools,    and  thereby    secure    to    the 
youtb  of  cur  land  an  invaluable  bless- 
ing— a  thorough,  practical   education. 

A  good  degree  of  interest  -was  excited 
by  the  exercises  of  tlie  convention,  as 
was  evinced  by  the  large  and  constant- 
ly increasingnumber  of  spectators,  and 
which,  at  the  last,  cro'tvded  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 
schools  will  reap  a  rich  reward. 

We  have  thus  given  only  speci- 
mens fi'om  the  report,  and  in  some 
cases  have  abbreviated  its  lan- 
guage ;  and  it  seems  to  its  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  leara 
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  Vt'ould  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  which  funds 
may  he  spent  more  profitably  than 
iii  this  may.  IJidascalos. 


GLOBES  ArPRECIATED. 
It  is  pleasant  to  ob.«erve  that  ar- 
tificial globes  begin  to  be  appreciat- 
ed in  this  country.  Hitherto  they 
have  been  much  neglected,  even 
by  those  who  take  a  deep  interest 
in  education.  In  Europ«  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 
v?ithout  a  pair.  No  sooner  has  .a 
German  or  French  child  learned 
the  definitions  in  his  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  years,  England  has 
gradually,  though  too  slowly,  beeu 


1859.] 


Vommon  School  Department. 


255 


introducing  tlie  eame  plan.  Our 
turn  has  come  at  last;  and  when 
Tve  bepria  vre  do  things  in  earnest. 
It  is  quite  a  favorite  habit  ia  the 
North  to  sneer  at  Southerners  for 
their  alleged  neglect  of  education  : 
jet  there  are  hv!  unprejudiced 
persons,  who  visit  the  wealthy 
classes  in  both  sections  of  the 
country,  who  will  not  admit  that, 
generally  sneaking,  souihern  cen- 
tleraen  have  nmch  better  private 
'iberaries  than  the  same  cia^s  in  the 
North.  Dr.  Mackey  said,  in  a 
recent  lecture  at  Edinburgh,  that 
he  saw  more  artificial  globes  in 
private  residences  in  the  sltive 
States,  than  anjoog  the  same  num- 
ber of  population  in  the  North,  ad- 
ding tbat  northerners  had  taken 
:he  liint,  and  were  now  introduc- 
ing globes  into  common  schools 
This  is  true,  and  it  is  an  example 
worth  imitating.  1  he  ftw  that 
'^ere  used  here  in  former  years, 
were  imported  from  England  or 
France.  Now  they  are  mauufac^ 
tured  on  an  extei.sive  scale  at 
home,  by  Moore  &  Nims,  of  T^'oy, 
N.  Y.,  whose  I'ranklin  Globes, 
have  elicited  the  highest  praise 
from  our  most  respectable  journrds. 
Their  sixteen  inch  bronze  pedestal 
stand  pairs  are  models  ic  elegance, 
beauty  of  finish  and  accuracy,  and 
have  been  pronounced  by  the  best 
judges,  as  at  least  equal  to  any  spe- 
cimens ever  importer,  either  fronj 
Paris  or  Loudon.  These  give  the 
other  smal  lines  of  temperature,  the 
deep  sea  soundings,  the  new  dis- 
coveries by  Earth,  Livingstone  and 
others,  in  A-frica,  the  recent  divis- 
ions and  boundaries  in  Ceniral  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 
brief,  of  the  great  practical  value  of 
some  of  th<3   various  problems  in 


astronomy,  as  well  as  geography, 
which  can  be  perfunned  with  little 
trouble  on  the  globes,  by  any  per- 
son of  ordinary  intelligence  ;  wc 
will,  however,  make  some  future 
observations  on  the  whole  subject, 
which  may  not  be  uninteresting  to 
our  readers. — Richmond  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 
G'obes,  and  includes  a  description 
of  the  various  terrestHal  and  ce- 
lestial phenomena,  problems  or 
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  this 
work  are  finely  conceived  and  well 
executed.  W^e  beg  lea,ve,  here, 
to  make  a  suggestion  to  teachers 
and  school  officers.  A  pair  of  ten 
inch  globes  Avill  cost  8-2.  The 
Terrestrial  Globe  can  be  had  for 
$1L  The  cost  of  a  common  school 
geography  is  about  SI.  Let  twen- 
ty-tv/o  scholars  (or  their  parent;- 
for  theiii)  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,  revieV 
this  manual  carefully,  and  we  will 
venture  that  three  months  experi- 
ence will  satisfy  the  most  incredu- 
lous of  the  value  of  our  sugges- 
1  tion. — Neil)  York  Teacher, 


256 


North- Carolina  Journal  of  Education. 


[August^ 


|Usihiit  ^Mt  gtpurlmntt. 


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  infoimation  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  sufScient  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 
thii'd  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,  Summervil/e.  Rev.  C.  H. 
Wiley,  Greensboro.  Thos.  Marshall, 
Wilson.  Rev.  Wm.  Gerhard,  Concord. 
,T.  H.  Mills,  Oxford :  and  to  enable 
these  gentlemen  to  furnish  a  full  report, 
and  thus  let  us  iinow  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  Ooimty  CAaiVmed  will  endeavor 
to  make  themselves  fully  acquainted 
with  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- 
veral  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  acc|uainted  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  devote  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  ■■  >ihes  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 
Eo.  was  issued,  the  Chairman  of  Lin- 


1859.] 


Resident  Uditors  Department. 


'4ol 


coin  County  has  ordered  35  copies  of 
the  Journal,  foi-  the  35  Districts  of  his 
County.  What  County  will  come  next  ? 
(.'all  the  Boards  together  and  lay  the 
matter  before  them. 


it  correctly  printed,  unless  we  could 
find  time  to  examine  carefully  and  copi/ 
the  whole  of  it. 


Answers  to  "  Historical  Questions," 
iu  July  No. 

St.  xiugusihie  is  older  by  40  years 
than,  any  other  town  in  the  U.  S. 

Damascus  is  the  oldest  city  now  in 
existence. — 

Por  an  answer  to  the  other,  we  would 
respectfully  call  upon  the  auihor  of  the 
({uestioD,  or  some  one  else.       -   ^  * 


Qdestions. — A  correspondent  sends 
the  following  Questions,  which  we  in- 
tended for  the  July  No.  but  having  our 
time  and  attention  so  much  occupied 
in  pi'eparing  the  minutes  of  the  Asso- 
;.:iation  for  publication  we  overlooked 
them  : 

Suppose  the  weight  of  a  bar  of  silver, 
in  one  scale  to  be  lOoz.  and  in  the 
other  scale  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  22  rods  in  2  minutes,  and  B  34 
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 
■;;i  20  days  j  with  the  assistance  of  C 
lliey  can  do  it  in  12  :  In  what  time 
would  C  do  it  by  himself? 

'J'he  friend  who  sent  us  the  Arith- 
metical solution  of  the  "  Land  Ques- 
tion," in  June,  will  please  excuse  us 
for  it^  non-appearance.  The  large 
numbers  are  written  so  closely,  in  some 
parts  of  it,  that  we  cannot  hope  to  have 


EiSQUESTs  — Vv'e  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 
senJ  me  a  list  of  ttie  text  books  used 
by  them  with  a  brief  statement  of  their 
merits,  in  order  that  I  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. 

Wheeeas,  Much  diversity  exists  iu 
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 
iu  use  iu  all  the  departments  of  North- 
Carolina  Schools  ;  thtrefore, 

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  soliciting  a  frank  expression 
of  opinion  relative  to  this  subject,  to 
askfruniall  a  list  of  the  textbooks  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  procuring  all  the  ne- 
cessai-y  details  of  the  school  publioia- 
tions  tested  by  the  experience  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  meritg 
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  effect  the  design  con- 
templated by  this  resolution." 


m 


North- Gar oUna  Joxhrnol  of  Education. 


[August 


May  I  request  a  like  favor  of  those 
educators  who  are  not  members  of  the 
Association  ? 

Will  my  editorial  brethren,  favorable 
to  the  ieform  contemplated,  or  as  a 
matter  of  courtesy  to  myself  oblige  me 
by  giving  these  "requests"  an  inser- 
tion in  their  journals  ?  Alike  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 
\ipon  the  subject,  or  lessen  the  labors 
oi'the  committee,  will  be  thankfully  re 
ceived.  Address  me  at  Beaufort,  North 
Carolina.'"  S.   D.  POOL. 

Chah'vian  of  CommUles. 


Webster's  Dictionary,  Un.-vbridged, 
jS'ew  Pictoei.\l  EnrnoN-^ — Springfield 
Mass.  G.  &  C.  Merriam. 

We  have  just  received,  from  the  en- 
terprising Publishers,  through  W.  L. 
Pomeroy  of  Raleigh,  an  elegant  copy  of 
this  Kew  Edition  of  Yi'ebster.  And 
on  comparing  it  with  the  edition  of 
1852,  which  has  been  our  constant  com- 
panion, ever  since  its  publication,  we 
notice  the  following  new  features  :  — 
Pictorial  illustrations,  Table  of  Syno- 
nyms, Peculiar  use  of  words  and  terms 
in  The  Bible,  Pronouncing  table  of 
Names  of  distinguished  persons,  Latin, 
French,  Italian  and  Spanish  phrases. 
Mottoes  of  the  various  States  of  the 
Union,  Abbreviations  explained,  Mean- 
ings of  many  of  the  scripture  proper 
xiames,  a::d  an  Explanation  of  Arbi- 
trary Signs. 

The  Pictorial  illustrations,  about 
1aOO  in  number,  are  intended  to  aid  in 
understanding  the  definitions  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- 
plomeiits  of  War,  Coats  of  Arms,  Al- 
phabet for  Mutes,  Geology,  Heraldry, 
Mythology,  Philosophical  instruments, 
Navigation,  and  various  other  subjects, 


in  which  terms  are  used  that  cannot  be 
fully  explained  by   the  use  of    wordt^ 
alone.       These    illustr^tions  are   well 
executed,  and  form  an  entertaining  and 
instructive  part  of  this  invaluable  book. 
"The  Table  of  Synonyms,  By  Chaun- 
cey  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  bs 
avoided  in  their  use.     The  Table  con- 
I  tains  many  hundreds  of  those  WQi'ds  in 
i  our  language  that  are  of  most  common 
!  occurrence. 

!  But  the  most  important  feature  of 
i  this  edition  is  the  Appendix,  contain- 
I  ing  between  9,000  and  10,000  words 
i  not  found  in  former  editions.  That  so 
1  many  words  should  be  found  in  use.  thai 
j  are  not  to  be  met  with,  even  in  Web- 
I  ster's  Large  Dictionary,  as  we  have 
I  been  using  it  for  years,  seems  almos*. 
I  incredible,  but  if  we  examine  this  Ap- 
I  pendix  of  80  pages,  with  more  than  100 
i  words  on  each  page,  we  see  that  it  i-f 
I  true. 

i      Such  being  the  case,  what  America! > 
I  scholar  can  afford  to  be  without  thi- 
great  American  book,  adding  as  it  doe.'^ 
almost  10,000  words  to  his  vocabulary': 
Former  editions  contain  a  ''Pruuounc- 
ing  Vocabtilary  of  Jlodern  Geographi  - 
cal  Names,"  which  we  find  in  the  pres- 
ent to  be  very  much  enlarged  and  itir- 
I  proved.    Let  all  teachers  of  Geograph_y 
notice  this,  for  wo  know  they  are  often 
;  at  a   loss  to  know  how   to   pronounce 
I  the  geographical  names  of  foreign  coun  - 

tries. 
i      The    "  Pronouncing   Vocabulary    oi 
:  Proper  Names  of  Distinguished  Indi- 
I  viduals  of  Modern  Times"  is   among 
I  the  new  features,  and  would  be  inter - 
;  esting  if  considered  only  as  a  list  of  in- 
dividuals   who    are  considered    disli:>- 
ffuisked,  without  regard  to  the  pronun- 
ciation of  their  names,     But  wc  con- 


1859.] 


Resident  Edilors  Department. 


250 


sidei-  a  correct  pronouncing  vocabulaiy. 
of  names  as  a  very  valuable  addition  to 
aDictionaiy,  since  few  readers  are  suf- 
ficiently familiar  witli  foreign  names  to 
be  willing  to  dispense  with  such  an  aid. 
Without  having  seen  the  great  rival  of 
Webster,  just  published,  we  may  safely 
say  that,  Webster's  Dictionary,  Pic- 
torial Edition,  unabridged,  is  the 
most  complete  Dictionary  of  the  En- 
glish Language  that  we  have  overseen, 
if  it  is  not  the  best  ever  published. 

In  the  completeness  of  its  vocabulary 
of  our  language,  and  in  the  accuracy 
iind  fullness  of  its  definitions,  Webster's 
Dictionary  stands  pre-eminent ;  and  in 
orthography  it  is  followed  by  a  ma- 
jority of  American  writers,  so  far  as 
our  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  other  Dictionaries 
he  may  have. 

The  mechanical  execution  of  the 
present  edition  is  decidedly  superior, 
combining  durability,  neatness  and 
taste,  and  showing  that  the  Publishers 
have  spared  no  labor  or  expense,  in 
getting  it  out  in  a  style  worthy  of  the 
Book,  and  doing  credit  to  themselves* 

Cami'bell's  Agriculture. — A  Manual 
of  Scientific  and  Practical  Agricul- 
ture, for  the  School  and    the    Farm. 


this  duiLuicncy,  this  work  is  intended 
also  for  those  already  engaged  in  till- 
ing the  soil,  vvho  may  feel  that  they 
need  to  iinj:)rovcin  the  Science  of  Agri- 
culture. 

The  Southern  Planter,  Richmond, 
Va.,  says  of  it :  "  We  can  with  great 
confidence  recommend  it,  as  eminent- 
ly \vorthy  of  general  circulation  among 
farmers,  as  a  concise,  acurate  and 
sj'stematic  treatise,  calculated  to  im- 
part the  most  valuable  instruction,  in 
respect  to  the  sciei:ice  and  practice  of 
Agriculture  ;  and  reduced  to  such  a 
form  that  it  may  be  applied  to  the 
daily  business  of  the  farm.  Itis  truly 
'A  Book  for  every  Farmer  and  every 
Farmer's  Son.'  '' 

The  Power  of  Religion  on  the  Mind, 
in  retirement,  affliction,  and  at  the 
api^roach  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- 
n/ar,  &c.  New  York  :  S.  S.  &  W. 
Wood. 

The  above  M'ork  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 


By  J.  L.  Campbell,  A  M.,  Professor    fund  wish  to  extend  its    influence    by 


of  Physical  Science,  Washington 
College,  Ya.  Philadelphia  :  Lincl 
say  &  Blakiston, 

We  have  received,  from  the  author 
a  copy  of  the  above  new  work,  on  an 
important  subject.  The  Ireld  is  one 
that  has  been  entirely  too  much  neg- 
lected in  our  Schools  and  Colleges,  in 
fact  no  suitable  text-bock,  on  this  sub- 
ject, has  hitherto  been  offered  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 


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  offer  it  at 
20  cts.  per  copy,  while  such  books 
would  ordinarily  cost  at  least  75  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- 
carp,  &c.  Let  teachers,  who  would 
like  to  introduce  such  a  book,  send 
stamps  to  pay  postage,  and  get  a  copy 
from  the  Publishers  fur    examination. 


AMEKICAN  SCHOOL 

INSTITUTE 

Is  a  practical  Agency  for  supplying  Families,  Schools,  Academies  and  Col- 
leges with  competent  Teachers  and  Professors,  for  any  department  oi  Litera- 
ture, Science  and  Art.     I'artieular  attention  given  to  the  Department  of  Music. 

Books,  Maps,  Charts,  Globes,  Apparatus,  Sheet  Music,  Musical  Instruments 
&c  ,  &c.,  supplied  at  the  lowest  rates. 

Refer  to — Faculty  Amherst  College,  Mass. — Dr.  Lowell  Mason — Prof.  Geo. 
F.  Root — Mason  Brotliers — Rev.  D.  C.  Van  Norman,  etc.,  New  York — Hon. 
Theo,  Frelinghuysen,  L.  L.  D.,  President  Rutgers  College,  N.  J. — Dr.  'William. 
Cartie,  Lime  Stone  Springs,  S.  C. — Hon.  John  C.  Rives,  Washington,  D.  C. — 
Hon.  Albert  Pike,  Little  Rock,  Ark.  SMITH,  WOODMAN  &  CO., 

346  Broadway,  New  York,     and  609  Chestnut  St,  Philadelphia. 

Fratn  Hon.    Thco.  Frelinghuysen,  L.  L.  D.,  President  of  Rutgerh  College  : 

"  The  American  School  Institute,  for  the  supply  of  Schools,  Academies  and 
Colleges  with  competent  Teachers  and  Professors,  happily  meets  the  wants  of 
our  counti-y,  and  will,  I  have  no  doubt,  be  found  to  be  a  most  convenient  and 
useful  institution.  From  my  personal  knowledge  of  ijne  of  its  members,  and  of 
the  respectable  character  of  his  associates,  I  regard  the  enterprise  as  deserving 
of  public  confidence. 

Our  country  is  so  extensive,  and  schools  are  so  multiplied,  and  will  be,  I 
trust,  more  and  more,  that  some  medium  is  almost  indispensable  for  )-eference 
and  selection  and  supply.  And  the  purposes  of  the  American  School  Institute 
usefully  reach  the  case  in  all  its  departments. 

Very  respectfully  and  truly  yours,         THEO.  FRELINGHUYSEN. 

New  Brunswick,  May  17,  1S5'J>. 

Dr.  Jolmson's  Pliilosopliical  Charts. 

These  Charts  embrace,  besides  several  original  illustrations,  all  the  essential 
diagrams  and  drawings  contained  iu  tl.e  popitlar  and  commonly  used  text-books 
npon  this  branch  of  education;  numhering  about  ilirec  hundred  draicings,  illus- 
trating clearly  the  principles  of  Natural  Philosophy,  as  generally  taught  in 
Schools.  They  are  accompanied  by  a  Key,  showing  what  each  illustrates,  and 
giving  in  brief,  the  essential  explanation. 

The  Charts,  which  are  tex  in  Number — each  being  34  by  52  inches,  are  well 
bound,  and  strongly  mounted  on  cloth  and  rollers.  They  are  printed  \i\ih.iohitc 
lines  on  black  ground,  and  most  of  the  drawings  are  colored,  making  them  dis- 
tinctly visible  from  any  part  of  the  largest  school-rooms  ;  preventing  them  from 
becoming  soiled,  besides  giving  them  a  neat,  lively  and  ornamental  appearance. 
From  Benjamin  Sillinian,  L.  L.  Z>.,  Professor  Emeritus,  in  Yale  College, 


Dr.  Johnsou'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  invaluable  acquisition,  and  a 
very  useful  one  to  those  who  have  the  instruments. 

BEN  J.    SILLIMAN. 

Price  of  Ten  Charts,  mounted  on  cloth  v/ith  rollers,  with  key $12  CO 

"       "  "  "  paper,  with  key .....10  00 

"       "  '•  "  unmounted,  and  sent  post  paid  by  mail... 6  00 

SMITH,  WOODMAN  &  CO., 
8-3t.  346  Broadway,  New- Fork, 

l^en/.s  Waitlcd.]  009  Chestnut  St.,  PhiFa. 


THE  lORTH-CAROLIKA 

JOUMAL  OF  EDUCATION. 


Vol.  II. 


SEPTEMBER,  1859. 


No.  9. 


ADDRESS: 
Delivered  at  the  opening  of  the  sessions  of  the  Educational  Associa- 
tion at  Kewhern,  by  the   President^  Rev.  B.  Clegg. 


Ladies  and  Gentlemen  of  the  As- 
sociation : 

The  revolving  seasons  have 
brought  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 
©ur  future  work.  With  grateful 
hearts,  for  blessings  conferred  by 
the  Criver  of  all  good,  we  may  re- 
new to  each  other  our  assui'ances 
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  ai'e  engaged.  Oar  po- 
isition  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  requirements 
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  line  of  policy  to  be 
pursued,  the  great  enterprises  to 
be  undertaken  and  the  plan  of  the 
work  to  be  executed,  by  our  AssO' 
elation,  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 
guide,  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 

18 


26-3 


Korth' Carolina  Journal  of  Education; 


[Sept., 


cind  conspicuous  position.  But 
you  haA^e  placed  me  here  and  must 
share  with  me  the  responsibility  of 
the  position. — You  bid  me  address 
this  congress  of  Monarchs  assem- 
bled in  council  to  thwart  the  way- 
wardness and  passion  of  Young 
America,  and  teach  him,  that  he 
is  a  subject  of  law,  both  human  and 
divine,  and  suggest  means  and 
measures  to  free  the  boys  and  girls 
of  North  Carolina  from  the  des- 
potic alliance  of  ignorance,  preju- 
dice and  vice,  and  secure  for  them 
freedom  to  grow  into  men  and  wo- 
men worthy  of  the  Old  North  State. 
When  wc  see  the  magnitude  of  the 
work,  the  obstacles  to  be  overcome, 
we  may  with  propriety  say  ''  who 
is  sufficient  for  these  things?"  We 
are  committed  to  this  work,  we 
may  not  draw  back.  Our  great 
work  is  to  develope  mind  and  in- 
crease the  amount  and  efficiency 
of  the  working  mind  of  the  coun- 
try. All  our  plans  and  operations 
must  tend  to  this  great  end.  We 
are  to  awaken  if  possible  a  general 
desire  for  knowledge  and  point  out 
the  most  direct  way  to  its  attain- 
ment. Few  ideas  are  grander  than 
that  conveyed  in  the  expression 
'■  universal  intelligence."  It  is  to 
this,  that  we,  as  an  association,  are 
laboring  to  approsimate.  Who  can 
really  comprehend  it  ?  It  is  like 
contemplating  the  grandeur  of  the 
rising  sun.  The  mind  forgets  the 
majesty  of  the  main  object  in  the 
diversity  of  the  objects  disclosed  to 
the  senses.  So  when  we  begin  to 
look  at  the  thought  of  a  state  pos- 
sessing "  universal  intelligence," 
we  forirct  what  we  are  thinking  of 
in  the  numberless  particulars 
forced  on  our  attention.  We  can 
realize  this  conception  only  in  an 
approximation  that  brings  with  it 
greater  and  still  greater  blessings 
and  enjoyments. 


The  full  fruition  we  may  riot  a  t- 
tain. — The  advancing  strides  of 
popular  education  have  been  many 
and  frequent  in  the  la.st  quarter  of 
a  century,  but  how  far  are  we  still 
below  the  summit  of  our  aspira- 
tions ?  Could  we  only  see  intelli~ 
gence  general,  in  the  social  circle, 
on  the  farm,  in  the  work-shop,  in 
the  counting-room,  in  the  jm-y-box, 
at  the  ballot-box,  stimulated  by  a 
virtuous  activity,  how  bright  would 
the  future  of  our  Statd  appear  ? 
We  look  with  pride  on  works  of 
art,  piles  of  granite  and  marble, 
I  roads,  canals,  work-shops  and  com- 
merce, and  say,  these  show  the  pro- 
gress of  a  state,  these  are  works  of 
mind.  W^e  may  enjoy  the  produc- 
tions of  inventive  genius,  and  ac- 
complished artists  and  admire  their 
skill  and  feel  the  glow  ofassociaied 
beauty,  but  vastly  more  noble  is  the 
mind  itself,  the  great  builder  of  all 
these  works.  It  is  the  silent  ope- 
rations of  mind  that  leads  to  all 
these  splendid  results.  After  all 
these  exhibitions  of  power  and  pro- 
gress how  small  is  the  fraction  of 
the  Avorking  mind  of  the  state  com- 
pared with  the  undeveloped,  UU' 
felt  portion  lying  dormant.  It  is 
ours  to  awaken  and  develope.  We 
must  urge  onward  to  its  consum- 
mation. 

So  far  as  I  know,  we,  as  an  as- 
sociation, are  on  terms  of  comity 
and  friendship  with  all  the  organ- 
ized powers  of  our  State,  engaged 
in  the  noble  work  of  mental  culture. 
We  extend  to  all  a  cordial  greeting 
in  their  appropriate  work.  To  the 
University,  we  wish  successful  lead- 
ership in  all  that  relates  to  the  high- 
est attainments  in  refined  and  pol- 
ished scholarship  and  that  her  sons 
and  alumni  may  walk,  every  where, 
worthy  the  calling  by  which  they 
maybe  known  as  student^  and  grad- 
uates of  the  State  University,  and 


1859.] 


Address. 


263 


show  by  a  zealous  support  of  ele- 
mentary education,  tbeir  apprecia- 
tion of  the  true  interests  of  the 
State.  We  hope  they  will  place 
their  services  at  the  call  of  the  coun- 
ties in  which  they  reside,  aid  the 
boards  and  comniittee-men  of  the 
Common  School  system  to  meet  ful- 
ly their  respective  duties,  by  taking 
the  positions  of  teachers,  examin- 
ing committees,  or  committee-men 
as  their  fellow-citizens  may  judge 
best. 

We  extend  to  Wake  Forest  Col- 
lege the  right  hand  of  fellowship 
as  the  representative  ofthe  zeal  for 
education  of  a  large  and  influential 
body  of  christian  citizens  in  our 
State.  Wo  give  our  hearty  saluta- 
tions to  Davidson  College  as  the  war 
thy  co-laborer  and  representative 
of  the  energy  and  talent  of  the  ol- 
den time  laborers  in  education  in 
South  Western  Carolina.  To  Triu- 
iiy  College  in  her  new  position  we 
offer  our  greetings,  although  her 
guardians  have  given  her  a  flank 
instead  ofthe  direct  movement  here- 
tofore assigned   her. 

To  all  our  Female  Colleges  and 
Seminaries,  male  and  female  Acad- 
emies, county  associations,  Teach- 
ers in  common  Schools,  Chairmen 
and  Boards  of  superintendents,  and 
committee-men,  friends  of  edu- 
cation all.  we  greet  you,  we  wel- 
come you  in  our  midst.  We  ask 
your  counsel  and  co-operation  in 
the  great  work  in  which  we  are  en- 
gnged.  The  struggle  is  for  our  own 
children,  our  own  State.  We  want 
to  make  her  institutions,  mental 
and  moral,  as  well  as  physical,  such 
that  her  sijons  and  daughters  will 
feel  no  temptations  to  desert  her  for 
more  favored  lands. 

Ye  potentates  of  the  school-room! 
To  you  mainly  belongs  this  work. 
You  have  need  of  the  manly  vir- 
tues, of  courage,  of  wisdom,  of  for- 


titude, of  decision,   of  patience,  of 
justice — -of   mercy.     The    dint    of 
this  conflict    will   fall   heaviest  on      / 
you.      Your   muscles   and  nerves     ! 
will  be  strained  and  wasted.     The 
vital  force  in  you  will  be  expended. 
It  is  not  likely  your  flesh  will  be 
torn  and  your  veins  opeaed,   but    ( 
your  flesh    will  be    consumed  and 
your  nerves  unstrung,  before  this 
work  is  done.     Your  firea  will  have 
toburn,  and  many  will  be  the  torches     / 
lit  therefrom,  if  you  are  worthy  of    \ 
your  day  and  the   position  you  are 
charged  to  maintain.     Grudge  not 
the  wasting.     The   end   is  worthy     y 
the   sacrifice.       Your  position    in-    ( 
volves  the  honor  of  a  King.   When 
your  equals,  as    real  sovereigns  of 
this  laud,   eotrust  their  sons  and      / 
daughters  to  your  care  and  polish,      { 
they  repose    in    your  hands   their 
brightest  and    best   gems.       Shall 
they  not  receive  them    again    with 
the  marks  of  the  honest  workman 
and  the  skillful  artist  upon  them  ? 

Members  of  the  Association  : — 
The  saugestions  that  I  will  make 
shall  be  few.  You  have  provided 
work  in  the  appointment  of  com- 
mittees to  whose  reports  you  are 
respectfully  referred,  for  informa- 
tion on  al!  the  subjects  assigned 
them. 

The  first  suggestion  that  I  will 
offer,  is  that  oar  efforts  should  be 
to  se3ure  completeness  in  Educa- 
tion. This  completeness  of  train- 
ing should  embrace  the  whole  man, 
physical,  mental  and  moral,  com- 
mencing with  the  elementary  and 
extending  through  the  entire  range 
of  the  higiiest  attainable  culture  in 
our  colleges  and  universities. — The 
importance  of  accuracy  and  thor- 
ough training  has  only  to  be  mimed 
to  be  acknowledged.  Tllusti'ations 
are  as  effective  in  presenting  this 
subject  as  a  course  of  reasoning. 
We  should  insist  on    every  subject 


( 


264 


North,-  Carolina  Journal  of  Education. 


[Sept., 


taught,  being  thoroughly  taught. 
"We  have  often  seen  legible  hand- 
writing and  bad  spelling.  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  arithmatic.  This 
fundamental  error  retards  all  true 
education,  in  those  aspiring  to  pol- 
ished scholarship,  as  well  as  among 
those  seeking  only  general  intelli- 
gence and  ordinary  business  pow- 
er?. 

If  the  child  is  taught  to  spell 
and  read  understandingly,  he  ha3 
the  elements  to  acquire  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 
reach. 

Auxiliary  to  this,  we  must  labor 
to  elevate  the  standard  of  scholar- 
ship and  attainments  among  teach- 
ers generally,  and  to  secure  a 
higher  appreciation  in  the  pub- 
lic mind  of  correct  training.  No 
efforts,  or  expense  likely  to  be  in- 
curred, will  he  too  great  for  a  boon 
so  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 


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  organs  be  strengthened 
by  training,  not  deformed  by  twist- 
ing and  distortina.  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  taught  to  do  this 
.vork  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  1 

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- 


ignorance  and   mental   imbecility,  i  cation    in    cordial    co-operation   to 
where    intelligence    and    refined  i  give  efiiciency  to  a  system,  applica- 


icarning  ought  to  exist. — By  such 
a  course  of  training,  mental  and 
moral  force  will  be  indefinitely 
augmented  for  exertion  in  physical 
improvements.     When  we  speak  of 


ble  to  the  whole  state. 

The  mode  of  imparting  instruc- 
tion may  be  safely  left  to  each  mind 
having  received  itself  the  proper 
training.      The   skillful  mechanic 


education   we  desire  to  be  under- '  soon  learns  which  of  the  mechani- 


1859.] 


Address. 


265 


cal  powers  is  best  adapted  to  pro- 
duce the  desired  momeotum.  Let 
teachers  be  properly  taught  the 
subject  which  they  are  to  teach  and 
be  furnished  with  the  relative  ad- 
vantages of  the  different  modes  of 
instruction  and  they  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-  i 
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- 
tendent and  see,  if  something  like  a 
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  might  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  ©ver-estimate 
the  importance  ot  our  Educational 
Journal  in  this  peculiar  work  in 
which  we  are  engaged.  In  this 
Journal,  the  thoughts,  feelings, 
successes  and  embarrassments  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-stoae  shall  be  lit  up 


by  its  rays. — Let  friends  encour- 
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  close  with  a  few  words  to  my 
fellow  teachers. 

Fellow  Teachers,  representatives 
of  the  schools  of  North  Carolina, 
both  male  and  female ;  shall  we 
not  make  this  association  the  focus 
upon  which  the  rays  of  mental 
light  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  i.s 
unnecessary  to  drop  behind  the 
ear  of  improvement,  and  press  the 
advantages,  utility  and  importance 
of  education.  Nor  is  it  needful 
to  recommend,  or  defend  the  es- 
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  aotions. 

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  Carolina,  more 
than  upon  any  other  single  class  in 
the  state.  Shall  the  next  genera- 
tion be  more  intelligent  and  virtu- 
ous than  the  present  or  past? 
You,  as  instructors  of  the  youth  of 
the  state,  can  return  your  answer 
yea  or  nay. 

Shall  not  our  colleges,  snaUafii 


260 


North- Carolina  Journal  at  Education. 


[Sept., 


female,higli  schools  and  academies, 
teacher's  associations,  boards  of 
supperintcndents,  committee-men, 
teachers  in  common  schools  all, 
all,  bring  their  offerings  of  expe- 
rience and  counsel  to  a  common 
altar  and  make  this  association  the 
experiment  of  the  working  talent 
of  the  state  in  the  department  of 
education  ?  Shall  it  not  be  the 
fountain  from  which  shall  flow  re- 
freshing streams  of  sound  and 
practical  knowledge  to  every  part 
of  the  state  ?  Shall  it  not  prove 
the  great  lever  by  which  the 
Teacher's  calling  shall  be  raised 
in  dignity  to  the  level  of  a  first 
rate  profession  in  our  state  ?  You 
can  answer  all  these  questions  affir- 
matively. It  will  require  self-de- 
nial and  toil.  The  reward  will  be 
worth  the  labor.  You  know  that 
teaching  as  a  calling  is  an  impor- 
tant one  and  can  not  be  neglected 
without  detriment  to  the  public 
weal.  You  know  too  that  men 
who  engage  in  teaching  close  the 
door  of  preferment  against  them- 
selves. Who  thinks  of  looking 
to  the  school  room  for  the  repre- 
.seuiativc  men  of  the  times?  If 
a  professor  in  college,  teacher  in 
high  school  or  academy  or  com- 
mon school,  hifj  claims  for  posts 
of  honor  or  profit  are  never 
scanned  and  he  is  ignored  so  far  as 
promotions  are  involved. 

These  things  are  a  damper  on  the 
aspirations  of  youthful  talent. — 
Many  having  botli  mental  and 
moral  qualifications  for  the  school- 
room are  deterred  from  this  pur- 
suit because  of  its  virtual  disfran- 
chisement. You  can  in  the  next 
generation  blot  out  this  implied 
reflection  on  the  intelligence,  vir- 
tue and  patriotism  of  the  school- 
masters of  the  state.  It  will  be 
in  tie  power  of  this  asj-osiation  to 


make    many   things    now   rough, 
smooth,  and  crooked,  strait. 

Ourf  ellow  citizens  do  not  of  de- 
liberate choice  wrong  the  teachers 
as  a  class.  Nor  will  they  persist 
in  the  wrong,  when  they  clearly 
perceive  the  right.  Your  devotion 
and  improvement  are  directly,  or 
indirectly  connected  with  the 
highest  interests  of  the  state. — 
Act  worthy  your  vocation,  claim 
your  rights,  in  the  right  spirit, 
and  they  will  be  cheerfully  ac- 
knowledged. And  now  may  the 
Guide  of  our  Fathers  illumine  our 
minds,  aad  lead  us  to  the  attain- 
ment of  wisdom  and  virtue ;  and 
make  us  a  blessing  to  our  country. 


Health  Promoted  by  Family 
Music. — Music,  like  painting  and 
statuary,  refines  and  elevates  and 
sanctifies.  Song  is  the  language 
of  gladness,  and  it  is  the  utterance 
of  devotion.  IJut,  coming  lower 
down,  it  is  physically  beneficial; 
it  rouses  the  circulation,  wakes  up 
bodily  energies,  and  diffuses  lite 
and  animation  around.  Does  a  lazy 
man  eversing?  Does  a  milk-and- 
water  character  ever  strike  a  stir- 
ring note?  Never.  Song  is  the 
outlet  of  mental  and  physical  ac- 
tivity, and  increases  both  by  its  ex- 
ercises. No  child  has  completed  a 
religious  educaf.ion  who  has  no'ii 
been  taught  to  sing  the  songs  of 
Zion.  No  part  of  religious  wor- 
ship is  sweeter  than  this.  In  Da- 
vid's day  it  was  a  pnictice  and  a 
study. 


Some  writer  says:  "Theschool- 
house,  and  the  pulpit,  and  the 
christian  press,  and  active  Chris- 
tianity, are  as  necessary  to  the 
being,  and  well  being  of  a  Re- 
public, as  a  standing  army  is 
indispensable  to  a  Despotisnj.'' 


1859.J 


Mixed  Schools. 


26T 


REPORT  ON  ^IIXED  SCHOOLS  : 
Head  be/ore  the  .Association,  at  its  last  meeting,  at  Newhcrn. 

The  Committee    to  wliich    was  j  examine  the  pattern  ;  what  do  we 


referred  the  subject  of  mixed- 
schools  report  1st  in  point  of  facts 
and  ai'gument ;  that  separating 
boys  and  girls  to  receive  instruct 
tion,  is  contrary  to  the  design  of 
Providence  as  indicated  by  the 
fact   of  both   sexes  being   found 


find '/  Who  are  the  Teachers, 
who  the  pupils  ?  The  faculty  is 
composed  of  hoth  sexes,  man  and 
woman;  the  school,  of  both  sexes, 
girls  and  hoys.  This  is  the  Heav- 
en made  pattern,  the  Divine  cri- 
terion, and  that  school  whose  for- 


generally  in  the  same  family ;  and  mation  and  government  is  nearest 
let  it  never  be  forgotten,  that  this  i  this  pattern  is  nearest  perfection, 
equality  is  of  Divine  appointment  I  To  separate  boys  and  girls,  is  to 
and  never  has  been  materially  af-  j  part  asunder  those  whom  God  has 
fected  by  climate,  political  revolu-  j  uniformly  joined  together — first, 
tions,  peace  or  war  or  disease  ;  and  \  by  ties  the  most  tender,  endearing 
so    uniformly   and    generally   has  |  and  sacred;  and  secondly,  by  their 


this  equality  been  maintained  that 
it  may  be  regarded  as  one  of  the 
wise  designments  of  God,  and  may 
we  enquire  for  what  purpose  has 
this  been  ordained  ?  Surely  not 
merely  to  afford  the  best  care  for 
our  animal  nature ;  indeed  there 
is  no  law  of  our  existence  which, 
in  its  operations,  can  be  confined 
to  so  narrow  limits  ;  even  the  re- 
gulations relating  to  the  lower 
wants  or  passions  of  our  nature, 
are  connected  with,  and  influenced 
to  a  greater  or  less  extent,  by  our 
moral  and  intellectual  nature  ;  nor 
can  we  find  the  full  design  of  the 
law  so  equally  distributing  the 
sexes  in  difterent  families  in  tha 
mere  animal  economy  of  man.  It 
is  something  higher,    more    noble, 


mutual  dependence    and    necessi 
ties.     What  tie  of  nature  so  strong 
as  that  binding  brother   and    sis- 
ter ?     They   nurse    at    the    samo 
breast;  are    rocked  in    the    same 
cradle ;  worship  at  the  same  altar; 
enjoy  the  same  pleiisures  at  home, 
and  share  alike  the  ordinary  home 
sorrows ;  and  are    taught   by    the 
same  Divinely  appointed  teachers 
— Father  and  Mother.     This  holy 
tie,  this  Divinely  established   re- 
lation is  most  unrelentingly  brok- 
en and  most   heartlessly    invaded, 
to  the  injury  of  both    sexes.     At 
the  tender  years  of  ten  or   twelve, 
£0    called    ''good    breeding"  im- 
piously demands  their  separation. 
They  must  not  only  go    from    the 
paternal  roof  and  be  placed  beyond 
nearer  divine;  the    education    of  j  the  direct  influence  of  home,  but 
our  moral  and  intellectual  natures;    must  also  be  torn  asunder,  placed 
truly  the  great  Father  of  the  race,  ,  amono-   strangers    and    forced,    iu 
infinitely  wise  and  knowing  all  its  !  their  inexperience,  to    form    new 
wants,  has  established  a  school  in  i  associations,    oftentimes     danger- 
every  family;  this  should  be    the  i  ous  and  highly  injurious.     When 
pattern  by  which  all   our   schools  I  or  where,  I  would  ask,  does  each 
should  be  formed   and    certainly  !  so  much  need  the  strenf>;th  of  the 
pone  could  be  wiser  than  that   or- 
dained fcy  the  Almighty.     Let  us 


one,  and  the  pure  influence  of  the 
other,  as  "when   awaj   from   their 


368 


Nbrth-Carolina  Journal  oj  Education. 


[Sept.; 


parents,  surrounded  by  strange 
faces  and  new  scenes  ?  It  is  true 
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  intuitive 
knowledge  of  right  and  wrong, 
and  has  the  Divine  method,  so  far 
as  having  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  masculine — Male 
Teachers  and  Professors,  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  whoso  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  of  a  be- 
loved sister,  would  dignify  his  na- 
ture, expand  his  manliuesiJ,  re- 
strain the  evil  and  develop  the 
good  of  his  soul.  Is  it  wonderful 
that  boys,  deprived  of  home  in- 
fluences, with  no  female  compan- 
ions, inexperienced,  with  evary 
thing  around  them  rude,  masculine 
and  unruly,  should  return  home 
unimproved  in  manners,  defiled 
in  spirit,  and  by  no  means  the 
gainers  by  their  instruction  ?  Is 
it  not  moie  wonderful  that  they 
maintain  their  moral  character  as 
well  as  they  do  ?  If  it  be  said 
that  this  argument  is  not  applica- 
ble to  schools  in  villages  and 
neighborhoods  in  the  country 
where  the  pupils  board  at  home,  I 
reply,  that  the  necessity  is  not  so 
great  for  mixed  schools  in  such 
cases,  as  home  influence  is  not  lost. 
Yet  there  is  a  necessity :  If  the 
family  scliool  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  pupils.  If  it  be 
admitted  that  it  is  best  to  educate 
brothers  and  sisters  together,  then 
it  must  be  admitted  that  it  is  beht 
to  have  mixed  schools  j  for  the 
admission  drives  us  to  the. necessi- 
ty of  having  no  public  schools,  or 
having  them  mixed. 

In  addition  to  the  above,  I  offer 
another  argument  from  the  Divine- 
ly appointed  co-destiny  of  the  two 
sexes  in  all  that  pertains  to  the  re- 
alities of  life.  It  is  no  new  thought, 
that  pupils  should  be  educated  with 
reference  to  the  sphere  of  life  in 
which  they  are  most  likely  to  move; 
and  it  has  long  been  conceded  that 
any  system  of  education  is  radi- 
cally defective  that  does  not  look 
to  this  as  an  end.  Let  us  apply 
this  admitted  principle.  Man  and 
woman  are  bolind  by  the  indissolu- 
ble ties  of  an  inseparable  destiny, 
so  inseparable  that  in  the  accom- 
plishment of  God's  purposes  they 
are  regarded  as  a  unit ;  together 
they  constitute  the  '  fortiter  in  re 
the  '  suaviter  in  modo  :'  the  '  sine 
qua  non'  of  all  successful  actioft.^ 
Born  of  the  same  parents,  r.ursed 
at  the  same  breast,  rocked  in  the 
same  cradle,  taught  in  the  same 
divinely  instituted  school— the  fam- 
ily— together  they  fight  the  battle, 
endure  the  hardships,  and  share 
the  joys  of  life.  Their  work  being 
done,  together  they  rest  in  the  same 
church-yard,  and  unparted  dwell 
in  the  same  heaven.  Now  we  ask*, 
is  that  system  of  education  wise 
which  separates  those  who  are  go 
inevitably  bound  up  in  the  same 


1859.] 


Mixed  Schools. 


269 


destiny  ?  Are  they  better  quali- 
fied, either  intellectually  or  moral- 
ly, by  such  an  education  for  the 
duties  of  life  ?  That  it  is  unwise 
is  evident  from  its  direct  antagon- 
ism with  God's  plan  ;  that  it  is  tot 
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. — 
Surely  there  are  none  who  believe 
that  the  intellect  of  girls  would  be 
less  developed  by  pursuing  the 
same  studies  and  beinp;  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 
naturally  a  superabundance,  is  ful- 
ly cultivated,  while  the  judgment 
is  neglected.  Girlhood  needs  the 
attention  of  boyhood  studies  and 
sssociations  to  curb  her  fancy, 
awaken  thought  and  develop  her 
wavering  faculties.  She  can  only 
S.Qd  this  ia  a  mixed  school.  Again, 
to  be  qualified  to  choose  a  compan- 
ion for  life  is  no  mean  acquisition 
or  unimportant  end  to  be  acquired 
in  an  education.  Conceal  the  mat- 
ter as  we  may,  yet  hoiv  to  mati^,  is 
the  great  practical  question  of  life; 
to  know  how  to  act  as  husband  or 
wife  is  important,  but  to  know  how 
most  judiciously  to  choose  from  the 
mass  of  beings  by  which  we  are 
environed,  a  husband  or  wife,  best 
suited  to  ourselves  intellectually 
and  morally,  is  far  more  important. 
The  laws  of  necessity  will  teach  us 
in  the  former,  but  a  mischoice  can 
never  be  remedied,  its  evil  conse- 
quences will  extend  to  generations 
iiow  unborn.  To  know  ourselves 
and  know  each  other,  is  the  lesson 
to  be  taught  and  learned  in  order 
to  make  this  choice  aright.  It  is 
a  bard  lesson  and  not  learned  in  a 
day  or  a  year.    It  takes  all  the 


time  God  has  allotted  for  this  pur- 
pose, from  youth  to  maturity.  But 
how  ia  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  ? 
Xt  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.  And  man's 
ability  to  know  woman  aright  when 
deprived  of  long  association  with 
her  sex,  is  far  less;  for  he  hos 
much  less  intuitive  wisdom  than 
phe;  nine  cases  out  of  ten  bis 
choice,  under  such  circumstancea, 
will  depend  upon  caprice  and  whim. 
But  all  this  diffici^lty  will  be  .re- 
moved by  mixed  schools. 

Ii^  the  free  and  properly  gov- 
erned association  of  school  life ; 
pursuing  the  same  studies,  recit 
ing  in  the  same  classes,  taught  ty 
the  same  instructors,  contending 
for  the  same  prizes,  not  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.  How  coxsao  • 
nant  with  nature  is  such  a  school ; 
brothers  and  sisters,  male  and  fe- 
male, taught  by  male  and  femaie, 
together  qualifying  themselves  to 
fight  the  great  battle  of  life,  in 
whioh  united  thej  must  stand  if 


270 


North- Carolina  Journal  of  Echication. 


[Sept,, 


they  would  conquer.  Dare  any 
laan,  dare  prudery  itself,  assert 
that  such  an  association,  one  taught 
of  God,  prompted  by  the  holiest 
principles  of  our  nature,  esteem 
and  love  for  each  other,  and  de- 
manded by  our  interest  and  our 
destiny,  is  or  can  be  improper,  un- 
safe or  demoralizing  ?  Woman 
has  never  yet  corrupted  man  until 
she  first,  through  her  ignorance, 
was  corrupted ;  let  her  know  her- 
self in  relation  to  man,  and  know 
man,  and  she  is  his  master.  Let 
boys  live  and  grow  in  the  smiles 
of  girlhood,  and  mature  under  the 
morally  strengthening  principles 
of  woman's  educated  love  and  vir- 
tue, and  the  purity  of  both  is  se- 
cured 3  but  separate  them,  you  ig- 
nore a  manifest  law  of  God,  and 
the  suggestions  of  restrained  and 
compelled  privacy  will  do  more  to 
lessen  the  moral  tone  of  each  sex 
and  lead  to  ruin,  than  the  greatest 
publicity  in  their  education  po?si- 
bly  could  do.  Follow  God's  plan, 
it  is  always  safe ;  educate  them  to- 
gether ;  have  mixed  schools. 

Second,  wc  report  in  conclusion, 
that  after  as  mature  reflection  as 
circumstances  would  admit,  and  as 
close  investigation  as  the  sparcity 
of  facts  would  allow  ;  and  a  candid 
weighing  of  all  the  reasons  for  and 
ngainst  which  have  been  presented 
for  our  consideration  :  we  have  ar- 
rived at  the  conclusion,  that  in- 
stead of  mixed-schools  being  ob- 
jectionable in  any  reasonable  view 
of  the  subject,  they  are  entitled  to 
public  confidence,  and  afibrd  facili- 
ties for  a  thorough  and  healthful 
development  of  mind  and  heart; 
and,  qualifications  for  the  active, 
absolute  and  relative  duties  of  life, 
that  exclusively  male  and  female 
schools  can  not  possibly  give. — 
Influenced  by  this  conviction  of 
the  propriety  aod  utility  of  such 


schools,  while  for  the  present,  we 
would  not  recommend  a  change  in 
those  organized  on  the  exclusive 
system,  yet  we  would  most  respect- 
fully submit  to  the  candid  con- 
sideration of  the  founders  of  new 
schools,  the  propriety  of  establish- 
ing them  on  the  mixed-system  aS' 
in  every  way  best  adapted  to  the 
demands  of  the  intellectual  and 
moral  wants  of  both  sexes,  and, 
especially,  would  we  urge  upon 
those  having  charge  of  the  public 
school  fund,  under  any  circum- 
stances, not  to  permit  any  but 
mixed-schools  to  be  supported  out 
of  that  fund.  All  of  which  is  res- 
pectfully submitted. 

JAMES  H.  BRENT, 
Chair?n»n  of  the  Committei. 


CHILDHOOD. 

Childhood  !  happiest  stage  of  life  ! 
Free  from  care,  and  free  from  strife. 
Free  from  memory's  ruthless  rekn. 
Fraught  with  scenes  of  former  jraiu 
Free  from  fancy's  crvrel  skill, 
Fabricating  future  ill : 
Time  when  all  that  meets  the  view, 
All  can  charm,  for  all  is  new  ; 
How  thy  long-lost  hours  I  mourn. 
Never,  never,  to  return  ! 

Then  to  toss  the  circling  ball, 
Caught  rebounding  front  the  wall ; 
Then  the  mimic  ship  to  guide 
Down  the  kennel's  dirty  tide  ; 
Then  the  hoop's  revolving  pace 
Through  the  dirty  street  to  chase  ; 
0  what  joy  1  it  once  was  mine  ; 
Childhood!  matchless  boon  of  thin i. 
How  thy  long-lost  hours  I  iriourn, 
Never,  never  to  return! — [ScOTX. 


Gather  up  knowledge  with  a  dili- 
gent hand— it  is  the  only  earthlj 
good  that  will  Qot,  at  aoiae  times 
gire  pain. 


18o9.] 


Deorgia  Instltiitson  for  Deaf  and  I) ami). 


5571 


(GEORGIA  INSTITUTION  FOR  THE  DEAF  AND  DUMB. 


BY  JOE.5  T-HE  JERSEY  MUTE-. 


The  By-Laivs  of  the  atiove 
5named  kistitution,  which  werii 
^adopted  last  March,  have  been 
published  in  paraphiet  form.  I 
iliave  a  copy  of  this  document. 
■%vhich,  to  use  the  words  of  the 
printers,  "  is  gotten  up  in  the 
■6nest  style  of  the  art."  Heiv  I 
.'.ove  to  see  a  book  or  pamphlet, 
or  what  you  will,  dressed  in  all 
the  pomp  and  circumstances  of 
line  paper  and  black  ink!  The 
document  referred  to  is  adorned 
with  two  line  wood  engravings, 
one  representing  "Justice,"  and 
the  other,  the  *■'  Constitution"  of 
Georgia. 

The  officers  of  this  institv.tign 
are  :  S,  F.  Dup.lap,  A.M-,  Prin>» 
cipal  ;  W-,  O,  Conner^,  James 
■Daviy,  and  Miss  C,  E.  Sparks, 
A.M.,  Assistant  Teachers  ;  A. 
T.  Harper,  Steward;  Mrs,  E. 
E.  Harper-,  Matron,  Miss 
*Sparks,  it  seems,  has  been  dubb- 
ed A.M.  To  either  of  .her  asso- 
ciate teachers  I  would  sai',  the 
only  chance  you  have  to  set 
yourseli  a  companion  is  to  ofler 
your  services  to  Miss  Sparks  as 
a.  gallant,  (provided  always  that 
it  is  out  of  school  hours,)  pretend 
not  to  be  desirous  to  marry,  and 
■when  by  tliis  means  you  gain 
admittance  into  her  company, 
capture  her  and  carry  her  ofl^  a 
prisoner,  as  I  did  my  wife,  I 
.sparked  rny  wiie  in  my  own  way; 
.spark  her,  you,  in  yourown  way. 

But  to  return  to  the  By-Laws 
-of  the  institution.  Rejecting  the 
greater  part  of  them,  I  extract 
<hat  which  is  more  within  the 
;n-oprieties  of  the  discussion  and 
Wtter  entitled  to  consideration 


"  L  No  As^istarit  Teacher 
shall  in  any  way  inteifere  with 
the  duties  of  the  Priiacipal,  or  of 
each  other,  or  cf  any  officer  of 
the  Institution. 

2.  Tiiey  shall  treat  all  the  of^ 
ficers  of  the  -Institution  with  re- 
spect.; and  promptly  perform 
every  duty  required  of  them 
by  the  Principal. 

3.  They  shall  faithfaiUy  devote 
all  the  time  allotted  to  the  schoo 
room  to  the  advancement  of  thei 
pupils  in  their  various  studies^ 
and  give  their  effective  aid  to 
the  Principal,  by  incjjilcating  in 
the  minds  of  the  pupils  proper 
ideas  of  good  order  and  obedieuc, 

4.0  They  shall,  in  turn,  remain 
Vv'ith  -the  pupils  frona  half-past 
eighi  o'clock  in  the  .morning  till 
they  retire  at  night,  except  the 
time  allotted  to  laljor-iiRd  recita- 
tion.. 

5.  During  the  time  allotted  to 
recreation,  they  shall  encourage 
the  pupils  to  take  proper  exer- 
cise ;  and  shall  see  that  they  use 
respectful  language  (signs)  to- 
wards each  other,  and  treat  each 
other  politely  and  kindly. 

6.  During  the  tin).e  allotted  to 
evening  study,  they  shall  see 
that  the  pupils  learn  the  lessons 
assigned  them  by  their  teachers, 
and  shall  maintain  the  same  on 
der  as  in  the  recitation  room. 

7.  Their  treatment  of  the  pu~ 
pils  shall  be  impartial,  kind, 
exemplary. 

8.  They  shall  take  such  part 
in  the  morning  and  evening  re- 
ligious exercises,  and  in  lectur- 
ing   to    the    pupils    on  Sunday.^ 


273 


North- Carolina  Journal  of  Education. 


[Sept., 


as  the  Principal  may  assign 
them. 

Who,  after  reading  these  By- 
Laws,  will  not  yield  a  thorough 
assent  to  the  excellence  of  the 
principles  on  which  tbey  are 
based  1  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  "  General 
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  discredit, or  pre- 
judice theii  minds  against  any 
one,"  and  another  prohibiting 
the  teachers  from  leaving  the 
Institution  for  a  period  of  three 
months,  under  the  penalty  of 
forfeiting  one  quarter's  salary. 

I  give  the  following  order  of 
exercises  for  this  institution,  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. 

SPRING  AND  SUMMER. 
A.  M. 

Rise  at .4.30  o'clock. 

Study, 5 

Breakfast .6 

Recreation ..6.15 

Labor 6.46 

Recreation 8.30 

School 9 

Dinner 13 

p.  M. 

School  at .1.      o'clock. 

Prayers.... 3 

Labor 3.15to5.30 

Recreation 5.30 

Supper 6 

Recreation  till. 7 

Study 7 

Retiie 9 


FALL  AND  WINTER. 

A.  M. 

Rise  at 5.  o'clock. 

Study 5.30 

Breakfast 6.15 

Recreation  till 7 

Labor, 7 

Recreation...... 8.30 

School 9 

Dinner 13 

p.  M. 

School  at 1.  o'clock. 

Prayers 3 

Labor., 3.15to5 

Recreation 5 

Supper 5.30 

Recitation  till 7 

Study 7 

Retire 9 

By  a  rule  of  the  Institution, 
all  the  small  pupils  are  required 
to  retire  at  eight  o'clock,  P.  M. 
Divine  worship  is  performed  in 
the  chapel  on  the  Sabbath  at  9 
o'clock,  A.  M.,  and  at  3  P.  M. 

This  Institution  is  situated  in 
Van's  Valley,Cove  Spring,  Floyd 
Co.,  surrounded  by  mountains, 
which,  to  quote  the  language  of 
the  document,  are  "  clad  in  per- 
petual green,  and  covered  with 
various  beautiful  forest  trees." 
Looking  out  from  the  summit  of 
the  mountains,  the  eye  is  rav- 
ished with  the  luxury  of  Nature's 
magnificence  in  the  grand  and 
gorgeous  scent^ry  in  which  Cove 
Spring  is  dressed.  At  the  base 
of  the  mountains  gush  forth 
numerous  springs  of  pure  crystal 
water,  which  cools,  O  how  grate- 
fully !  the  parched  tongue  of  the 
pupil  under  a  burning  sun. 

Towards  the  close  of  the  docu- 
ment, the  principal  gives  direc- 
tions for  teaching  deaf  mutes  at 
home,  which  are  well  worth  the 
attention  of  all  the  parents  of 
children  so  afflicted.  He  urges 
upon  the  parents   of  such   chil^ 


.] 


^ruth  In  Parents. 


^n 


dren  the  importance  of  teaching 
them  penmanship  at  a  very  early 
age,  and  of  making  them  culti- 
vate a  bold,  plain,  round  text. — - 
He  says  that  it  is  desirable  that 
they  should  not  take  off  the  pen 
or  pencil,  as  the  case  may  be, 
until  the  word  is  completed. 

That  som.e  of  the  signs  em.- 
ployed  inthe  Institution  of  which 
he  has  chargev,  are  different  from 
those  which  we  employ  in  our 
ov7n  school,  is  evident  from  the 
following  description  of  the  sign 
for  ^ooc?  given  by  himself :  "For 
*  good,'  kiss  the  hand."  This 
sign  is  not  universally  applica- 
ble. It  corresponds  with  the 
sign  for  the  verb  to  JcisSo  Our 
own  sign  for  good,  is  a  hand  held 
xvith  the  palm  lipwards,  and 
pressed  or  the  lips,  the  ends  of 
the  fingers  upwards,  and  then 
pushed  from,  the  lips  forvv'ards. 
This  sign  is  the  same  as  is  used 
in  the  schools  for  the  deaf  and 
dumb  north  of  Georgia, 


TRUTH  IN  PARENTS. 


Of  the  many  considerations 
which  impress  upon  the  min^  the 
dignity,  importance,  and  responsi- 
bility of  the  parental  office,  perhaps 
none  is  more  calculated  to  impress 
the  heart,  if  rightly  understood, 
than  the  fact  of  the  UBlimited 
authority  vested  in  the  parent. 

The  voluminous  code  of  civil 
?aws  has  little  direct  bearing  upon 
the  child.  The  legislative  and  ex- 
ecutive powers  are  aJmosfc  all  lodged 
inthe  hands  of  his  parents.  But 
not  the  powers  of  earth  alone  bring 
their  authority  and  lay  it  down  at 
the  feet  of  the  parents,  sayin^,  Be 
thou  in  our  stead  to  the  child;  but 
the  great  moral  Governor  of  the 
uaiverse  places  the  moral  '^over- 


ment  of  the  child  in  the  same  hands . 
He  says  to  the  parent,  Be  you  ia 
my  stead  to  the  •child  cemmitted  to 
your  care,  till  he  is  eld  enoizgh  to 
understand  the  claiuas  of  his  unsees 
ParcEt  to  his  love  and  obedience. 
It  may  be  a  brief  period;  but  it  has 
been  long  enough^  no  doubt,  in 
multitudes  of  instaBceSjto  shape  the 
eternal  destinies  of  the  child  for 
weal  or  wee.  Who  would  not  but 
tremble  to  occupy  so  respcnsible  a 
situation?  Perhaps  not  another  in- 
stance can  be  found  in  God's  un- 
iverse, of  such  unlimited  and 
almost  exclusive  control  over  im- 
mortal mind. 

Now,  if  it  b^-.  true  that  the 
moral  character  of  the  child  begins 
first  to  develop  itself,  and  its  mora!, 
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  what  is  formed  after  a 
perfect  m.odel  is  m.ore  likely  to  bo 
excellent,  though  it  m.ay  be  im- 
perfect, than  if  no  such  perfect 
model  of  government  to  which  the 
parental  eye  can  be  directed,  when 
asking  the  interesting  question, 
"  How  shall  I  ordef  the  child?"  is 
the  governm.ent  of  our  Father  in 
Heaven.  As  parental  authority 
is  lodged  in  the  hands  of  erring 
mortals,  the  best  system  of  paren- 
tal government  will  indeed  be  but 
a  m.ost  imperfect  copy  of  a  perfect 
original;  but  still  it  remains  true, 
that  only  so  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  subject  of  the  present  article. 
Our  God  is  pre-eminently  styled 
the  God  of  truth.  "A  God  of 
truth,  and  without  iniquity;  just 
and  right  is  he."     I^^et  q.s  suppose, 


^74 


NcrtJi-  Carolina  Journal  of  Education. 


[^Sepf- 


for  a  moment,  that  this  grand  ele- 
ment of  ths  diyine  character  and 
government  "were  hlotted  ost  of 
existenes ;  that  the  great  moral 
G-overnoy  of  the  universe  was  aot 


truth;  and  that  parental  govern- 
ment  "which  shall  secure  the  best 
iaterestsof  the  child,  must  he  based 
upon  truth. 

We  "would   set  say,  teach   your 


to  be  trus-ted ;  that  "vvhat  he  said  !  children  to  place  implicit  confi- 
lie  did  not  always  perforai,  and  j  d'enee  m  ycur  vcord.  As  "well 
what  he  spate  was  not  always  made  j  might  we  speak  of  teaching  the 
good.  What  mind  can  begia  to  j  bird  to  build  its  nest,  or  the  wild 
conceive  of  the  chaos  of  moral  j  beast  of  the  forest  to  secure  its 
darkness  and  eonfuaiou  which  must  I  prey.     Unshaken     confidence     in 


brood  over  a  universe  thus  govern- 
ed? Indeed  it  is  impossible  for 
the  mind  to  conceive  of  a  moral 
governor,  "without  the  element  of 
tl'uth. 

Eut  now  suppose  this  element 
of  truth  be  wanting  in  parental 
government,  ivili  not  effects  simi- 
lar in  kind,  if  not  in  degree,  be 


"the  pa,rent  is  an  instinct  in  the 
child's  nature;  it  Is  a  lavr written 
upon  his  heart  by  the  great  Crea- 
tor. 

If  you  see  a  child  doubting  the 
assertion  of  its  parent,  you  may  be 
assured  that  it  has  been  uataught 
this  great  lesson.  Violence  must 
be  done   to  its  very  nature  before 


"the  result?  Will  natthe  subjests  I  such  an  event  can  take  place. - 
of  such  government  be  most  dis- !  How  lovely  the  instiaetive  confi- 
astrously  affected,  if  this  sheet-  d'enee  which  a  child"  places  in  its- 
anchor  of  all  legitimate  a^athority  |  parents  !  Father  says  so,  oi' mother 


be  swept  away  ? 


says  so,    is  eno"agh   lor  him.     i^o. 


Take  heed,  then,  parent,  that  doubt  disturbs  the  peaeef'al  trus^ 
this  bulwark  of  trath  be  not  un-  i  with  which  he  reposes  upon  their 
Jerminedinthegovernmeatof  your  I  word.  Surely  it  must  be  the 
tjhildrea.  Intrench  yo^Jirself  with-  j  promptings  of  the  father  of  lies 
in  this  nol)le  fortress  ;  aiid  if  your  j  alone  that  can  induce  the  parent 
own  hands  do  not  undermine  its  I  to  shake  this  instinctive  confidence^ 


"Walls,  yoa.  have  no   reason  t©.  fear 
that    your  children  will   ever  i\M-\i 
rebels  against  your  awtbority. 
Be  carefal  never  to  decive  your 


by    dealing    deceitfully  A^itli   the-: 
confiding  littk  ose  ! 

It  may  be  thought  a  triSing  act^ 
that   the  bou-ndarjes   of  tciith   are- 


children,  even  in  ths  smallest  :ma,t-  j  hardly  overstepped.  Eat  beware. 
ters..  This  might  be  uxged  from  |  Kenieiuber  you  cannot  deceive  youu 
principlesof  mere  expediency.     It    child,  even  in  the  smallest  particu- 


miglit  easily  be  shown  on  these 
principles  that  "honesty  is  the  best 
policy"  i*or  the  parentj;  and  that 
the  expedient  of  deceiving  chil- 
dren, so  oftesi  resorted  to  for  the 
purpose  of  avoiding  trouble,  brings 
nothine:   b"3it  troable   m  its  train. 


lar,  without  inflicting  a  cruel  wrong, 
upon  his  moral  nature.  His  is  ao 
iuisnortal  catsre,  and  in  every  sue- 
ces&i?e  s-tage  of  ii-s  fature  beincTr 
will  he  have  to  Jeal  with  a  God  of 
truth,  and  a  governmeat  of  truth. 
Let,  then,  the  government  uoder 
which  his  powers  begin  to  espand,, 


Eut  parents  shorikl    take    higher 

ground  than  this  when  they  resolve  i  and  his  moral  nature  to  aevelop  it 
that  truth  shall  keep  the  door  of}  self,  be  a  government,  of  truth. — 
their  lips.  The  great  model  of  all  j  Truth  is  the  instrument  by  which 
government  is    a  government   of  I  his  soul  must  be  purified  from  the 


18590 


Academical  Degrees. 


275 


defilements  of  a  corrupt  nature  ; 
truth  the  element  on  which  his 
mind  must  feed,  as  it  passes  on- 
ward in  endless  progression.  Let 
not,  then,  his  infancy  be  doomed 
to  wander  amid  the  uncertain  lab- 
yrinths of  parental  deceit  and  false- 
hood. 

Deal  truly  with  him,  and  you 
then  will  have  reasea  to  hope  that 
the  simple  faith  and  unwavering 
confidence,  which  is  so  lovely  in 
childhood,  will  be  transferred  from 
tis  earthly  to  his  heavenly  Parent, 
and  that  his  soul  will  be  prepared 
tc  drink  for  ever  from  the  fountain 
of  everlasting  truth. — 

British  Mothers''  Magazine. 


THE    ORIGIN    OF    ACADEMICAL 
DEGREES. 

A  famous  University,  called 
:he  Sorbonne  was  founded  at 
Paris,  about  1250,  for  the  educa- 
-!on  of  secular  clergy.  It  be- 
came very  famous  ;  and,  as  the 
historian  Mosheim  inform.s  us, 
"  those  who  would  be  enrolled 
among  the  teachers  ic  any  facul- 
-  V,  before  they  could  obtain  their 
object,  had  to  go  through  a  long 
-;nd  ver}'  difficult  course  of 
academic  studj'',  and  to  undergo 
various  examinations  through 
many  years.  The  design  of  these 
regulations  was  to  prevent  the 
excessive  multiplication  of  teach- 
''>rs  and  to  exclude  persons  de- 
ficient in  knowledge  and  expe- 
rience from  entering  upon  the 
auties  whicli  required  the  most 
solid  acquisitions.  Those  who 
satisfactorily  performed  all  that 
was  required  by  the  rules,  were 
formally  admitted  to  the  rank  of 
Professors,  and  with  certain  pub- 
lic ceremonies,  similar  to  those 
used   in   the  associations  of  the 


unlearned  artists  and  mechanics, 
were  hailed  as  masters.  This 
custom,  first  introduced  in  the 
preceding  century  by  the  jurists 
of  Bologna,  was,  in  the  present 
century,  at  Paris,  first  extended 
to  the  Theologians,  and  after- 
wards to  the  professors  of  Physic 
and  of  the  Liberal  Arts.  ^7id 
this  rvas  the  origin  of  what  are 
called  Academical  Degrees." 

This  college  had  great  influ- 
ence in  the  16th  and  17th  centu- 
ries ;  but  it  declined,  and  came 
to  an  end  in  the  revolution  of 
1789.  A.  M, 


''  How  Shall  I  Make  Schol- 
ars Interested  in  Study  V 
This  question  was,  in  part,  most 
excellently  answered  ia  the  June 
number  of  the  Journal.  I  would 
say,  further,  that  it  is  to  be  done 
by  insisting  that  every  scholar  learn 
for  himself  what  you  assign  him. 
Let  the  scholar  know  that  he  has 
something  to  do  in  preparing  for 
the  recitation,  and  that  it  is  a  part 
of  3'our  own  business  to  prove, 
most  thoroughly,  whether  he  does 
it.  Let  your  class  recite.  Then 
ply  them  with  c^uestions,  to  sec  if 
they  understand  the  lesson  and  its 
relation  to  what  has  been  learned 
before.  Whatever  is  dark  after 
the  scholars  have  exhausted  their 
strength  upon  it,  you  luust  explain 
to  their  comprehension.  Then  you 
may  illustrate  further,  or  show 
other  interesting  applications,  or 
perform  an  experiment,  or  show  a 
picture,  or  tell  a  story.  In  many 
such  ways  can  you  awaken  curiosity 
and  inspire  zeal,  but  you  can  ^  de- 
pend mainly  on  none  of  them,  for 
by  none  of  them  is  it  possible  to 
create  a  permanent  interest.  It  is 
well  to  let  scholars  see  that  the 
I  text-book   does  not  tell  all  that  is 


276 


North- Carolina  Journal  of  Education. 


[Sept. 


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 
alTairs;  that  it  may  be  connected 
with  play  as  well  as  with  work, 
with  fun  8s  well  as  with  study, 
sad  the  like;  but  yet,  remember 
that  a  permanent  interest  in  a  sub- 
jecfc  can  come  only  from  a  contin- 
ued study  of  it. —  Vt.  School  Jour- 
nal. 


Sheridan  agreed  with  Walker 
nbout  the  word  wind,  pronouncing 
it  wynd ;  but  differed  from  him 
with  respect  to  gold,  which  he  would 
pronounce  goold.  Sheridan  tells 
us  that  Swiftused  to  jeer  those  who 
pronounced  wind  with  a  short  i,  by 
saying,  "  1  have  a  great  minn'd  to 
fina'd  why  you  prononnce  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?" 


Remarkable  Memory. — John 
Franklin  was  a  native  of  Canaan, 
Litchfield  CO.,  Connecticut.  An 
instance  of  remarkable  memory, 
when  a  lad  of  seventeen,  will 
show  that  he  was  no  ordinary 
boy. 

Having  acconipanied  the  fam- 
ily to  the  place  of  worship,  the 
meeting-house  being  only  closed, 
but  neither  ceiled  or  plastered, 
the  beams  and  rafters  were  ail 
exposed  to  view. 

John  saw  that  his  austere 
father  sat  through  the  sermon 
v/ith  great  uneasiness,  but  could 
not  divine  the  cause. 

On  returning  home,  "  John," 
said  his  father,   "  it  is  my  duty  to 


give  yon  a  severe  thrashing,  (com- 
mon in  old  times,)  and  ycu  shall 
have  it  presently,  so  prepare  your- 
self." 

"  But  you  won't  whip  me  father, 
without  telling  what  for?" 

''No,  certainly — your  conduct 
at  the  meeting,  sir,  is  the  cause. 
Instead  of  attending  to  the  ser- 
mon, you  were  all  the  time  gapinp; 
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 
discour&e,  went  through  every  head 
of  it  with  surprising  accuracy. 

"Upon  my  word,"  said  the  de- 
lighted parent,  "I  should  not 
Jiave  thought  it." 

"And  now,  father,"  said  .Tohn. 
"  I  can  tell  you  exactly  how  many 
beams  and  rafters  there  are  in  the 
meetinec-house." 


Whoever  is  open,  loyal,  true  ; 
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  tri  de- 
serve or  win  the  blessing  of  his 
children  by  giving  them  much, 
as  by  teaching  them  how  to  live 
on  little. 


1859.] 


Comparative  Philology. 


277 


COMPAKATIVE  PHILOLOGY. 


NUMBER   SEVEN. 


In  attempting  tlie  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  development.  Each  of 
the  great  classes  of  languages  will 
be  examined  in  order— commencing 
with  the  monosyllabic,  whose  spe- 
cial representative  is  the  Chinese. 
Grreat  difi"erences  are  found  among 
scholars  in  reference  to  the  coiu- 
pleteness  of  this  class  of  languages. 
By  some  it  is  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  where  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  Kke  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 
language  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  suffered  consid- 
erable change  in  masters  ;  and  in 
the  face  of  all  the.^e  things  has  pre- 
served its  forms  intact  for  thou- 
sands of  years,  is  a  high  proof  of 
its  completeness  and  vitality. 

A  true  conception  of  the  char- 
acter and  machinery  of  this  class 
of  lano'uao-es  seems  in  the  highest 
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- 
tition will  briefly  recapitulate  them. 
Its  essential  nature  does  not  con- 
sist so  Jiueh  in  the  fact  that  it  is- 
niouosyllabic,  for  that  is  the  case 
with  the  roots  of  all  languages,  as, 
that  all  of  its  words  are  oganic 
wholes,  iniplicit  sentences  in  them- 
selves. They  are  in  propositions- 
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  hujng 
around  a  wall  may  be  made  to  tell 
the  story  of  any  event.  Muller 
asserts  that  no  language  exists 
which  is  entirely  monosyllabic,  en- 
tirely agglutinative  or  entirely  in- 
flectional, but  that  in  most  lare- 
s'uao-es  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    "the 

19 


278 


North- Carolina  Journal  of  Education. 


[Sept,y 


first  pre-historical  period  can  be 
reconstructed  only  from  the  known 
nature  of  the   now   existing   lan-< 
guages.       And   the   examination 
and  analysis  of  the  same  gives  us 
the  clearest  assurance  that  the  mon- 
osyllabic form  was  the  most  primi- 
tive, then  agglutination  and  at  last 
flexion  arose......... in  other  words 

that  agglutination  contains  the 
XQonosyllabic  form,  and  flexion  both 
agglutination  and  flexion  as  abro- 
gated forces  or  periods." 

Wm.  Von  Humboldt,  whom 
Eunsen  styles  the  "greatest  and 
XQOst  acute  anatomizer  of  almost  all 
human  tongues,"  in  a  work  on  the 
origin  of  grammatical  forms,  es- 
tablishes in  substance  these  four 
principles.  1st.  Langxiage  origi- 
-.aally  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  a  n  d  their  original 
scund.  In  this  stage  grammatical 
articulation  is  conveyed  by  fixed 
construction,  and  by  words  whose 
:aieaniKg  is  half  material,  half  for- 
mal. 

3rd.  The  position  of  words  be- 
comes uniform ;  formal  words  are 
brought  in  contact  with  material 
words  and  become  affixes.  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  analogofls 
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,  biit 
are  pure  expressions  of  relation- 
ship. In  this  stage  grammatical 
articulation  is  conveyed  by  true 
form,  by  inflection,  by  purely  gram- 
matical words. 

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  j  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  grammarians  (for  an 
able  illustration  of  which  see  Prof. 
Gribb'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- 
ly the  case  in  all  languages,    rex 


1859.] 


Comparative  Philology. 


regit,  reg-s  reg-it  rul-er  rul-es  ; 
lux  lucet,  luc-sluc-et=:liglitlight- 
ens,ov  shiner-shines  lues  est  luc-i- 
<3us  flu-men  flu-it,  the  river  (flower) 
Sows,  &c.  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 
fibove  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 
Jhence  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- 
iaiions.  Only  by  position,  by  tone 
and  by  gesture.  The  words  are 
simple  crystallizations  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  nobody^' 
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 
the  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 
position  points  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,  ISTot  on- 
ly are  they  all  manosyllabic,  that 
is  each  having  its  own  accent  whici 
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  divide<^ 
or  elided  and  united  with  anothf  v 
more  than  the  pictures  on  a  w:T.Li 
can  be  divided  or  maimed  and  made 
to  tell  their  original  atorj.  Pro- 
bably no  cause  would  be  sufficient 
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  the  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, 
rnin-ti  li  man-his-power.  Verbal 
base  predicate,  noun  subject,  pe- 
ma,  white  horse.  Pronominal  base 


^0 


North- Carolina  Journal  of  Education. 


[Sept. 


predieats,  nominal  subject — ngo- 
sin  I  heart=my  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. G-ender  is  unknown  the  sexes 
are  distinguished  hjfu  father  and 
mil  mother,  refmmale,  ?^^«  female  : 
thus  fic-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 
dialect  are  ngo,  I ;  ni  thou  ;  ta  he; 
ngo— men  we  ;  ni-men  y  o  u,  ta— 
men  they.  Grenitive  s-ign  ti,  plu- 
ral men.  Ker-wen  dialect ;  ngo, 
ghou,  khi,  ngo-shu,  ghou-shu,  khi- 
shu.  Grenitive  sign  tci,  plural  shu. 

Cases  are  denoted  by  pavtacles, 
position  and  the  verb  yen  ta  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  She  Chinese  seems 
the  most  imperfect  of  all  laoguages. 
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  pi^rfection.  This  may  ia 
part  be  explained  by  its  early  culti- 
vation and  copious  literature.  Eut 
the  language  has  evidently  con- 
tributed much  more,  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,  saya  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  spirit  and  dim  the  gram- 
matical sense  much  more,  through 
the  miogling  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  whic-h  must  have  resembled 
this  iu  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  develop- 


1859.] 


Compafallve  Phiiohgi/. 


281 


ment  suited  to  its  new  circumstan- 
ces and  reached  its  unchanging 
status.  Yet  the  conviction  takes 
strong  hold  upon  my  own  mind, 
that  this  language  comes  nearer 
than  any  other  living  tongue  to  that 
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  men  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  si£:nificant  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  all  coming  down  side  by  side 
through  the  lapse  of  ages.  In  both 
as  in  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  be  continued.) 


A  STORY  FOR  TACHERS  AND  PAR- 

ENTS. 


Hon.  Salem  Tow.ne,  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  be- 
ing asked  if  he  were  accustom  d  to 
such  usage,  he  replied  in  the  affi  rm- 
ative.    Mr.  Towne  then  quieted-  his 


282 


North- Carolina  Journal  of  Education. 


[Sept, 


alarm,  and  assurerl  him  that  he  had 
nothing  to  fear  if  he  conducted  him- 
self well,  and  encouraged  him  by 
commending  his  recitation;  and  was 
3i>  impressed  by  the  lad's  manner  of 
receiving  this  approbation,  that  he 
ventured  to  say  to  him,  '  I  believe 
you  are  a.  good  boy.'  These  words 
aot  only  entered  the  ear,  but  they 
reached  the  heart.  The  lad  told 
tiis  associates  that,  although  othero 
had  said  that  he  was  a  bad  boy,  Mr. 
Towne  had  told  him  he  believed  he 
was  a  good  boy,  and  he  was  sure  he 
wished  to  be  a  good  boy.  This 
youth  continued  to  attend  the 
school  daily  and  profitably,  for  two 
winters.  At  the  close  of  the  sec- 
ond winter,  the  father  came  to  tho 
school,  and  said  :  '  Bill  says  that 
you  say  I  must  send  him  to  college, 
a-nd  have  him  fitted  in  some  private 
family,  not  at  au  academy.'  The 
father  inquired  of  Mr.  Towne  what 
h,Q  had  seen  ia  Bill  to  justify  tha 
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  Kev. 
Mr.  Lyman,  of  Connecticut,  as  an 
iaatructor.  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- 
eraor  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  nineteen. 
Still  you  have  gained  oue  yard,  and 
then  in  a  good  many  kicks  you 
make  some  progress.'  Here  is 
genuine  eaoouragemenfc  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  BOY. 

'•How  do  you  like  your  school, 
Charley  ?"  said  Mr.  Edgartoa  at 
returning  from  market  he  met  a, 
young  acquaintance  slowly  makiag 
his  way  ia  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  heen  able  to 
ascertain  the  extent  of  his  dullness, 
and  had  some  doubts  about  its  be- 
ing very  deeply  se:Ued.  "You  have 
a  first  rate  teacher,  I  hear,"  said 
3Ir.  E.,  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  sea.-ie.  Hesaya 
I  have  none  ;  and  so  long  as  he- 
says  that,  I  shall  not  try  to  learn 
anything  from  him." 

"Is  that  exactly  nght,CharIeyr" 

"I  don't  know  whether  it  ia 
right  or  wrong,"  was  the  quick  re 
ply.  "My  Sunday  School  teacher 
tells  me  that  I  don't  know  rif^ht 
from  wrong.  He  says  tbat  i  aia 
so  stupid  that  he  cannot  teach  me 
anything." 

"Do  you  think  you  are  really  a 
stupid  bov,Charley,  and  a  bad  one, 

too  '!"' 

"Of  course  I  am  atupid,  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  glanca  the 
condition  of  this  unfortunate    boy. 

His  spirit  was  crushed  and  bro- 
ken, and  he   was  rapidly   sinking 


1859.] 


Hie  way  to  Spoil  Girls. 


28S 


into  a  state  of  wanton  and  reckless 
indifference  about  his  own  mental 
or  moral  improvement. 

The  reputation  of  a  bad  and 
scupid  boy  had  been  fastened  upon 
hira,and  the  consciousness  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  Mr.  E.  to  himself, 
as  he  walked  home. 

The  friend  who  took  so  much  in- 
terest iu  the  sttipidhoy  was  a  drug 
gL6fc,  and  was,  at  the  time,in  search 
of  a  bright,  active,  and  reliable  boy. 
He  determined  to  make  a  trial  of 
Charley.  The  consent  of  the  par- 
oats  was  readily  obtained,  for  they 
also  had  become  discouraged  in  re- 
gard to  their  child,  and  supposed 
him  sadly  deficient  both  iu  talent 
8.Qd  principle. 

Charley  is  no  loager  a  broken 
hearted  boy,  but  aa  intelligent,  ac- 
tive, and  highly  esteemed  young 
man.  His  employer's  business 
has  increased  fourfold,  and  he  is 
eke  chief  clerk  in  the  establishment. 
He  needed  the  sustaining  and  en- 
couraging influence  of,  at  leastjOne 
friend  who  could  stand  to  him  in 
the  place  of  both  teacher  and  par- 
ent, and  not  regard  him  as  stupid 
and  unprincipled.  He  found  such 
a  friend  in  Mr.  Edgarton;  and  that 
friend  was  the  medium  tlirough 
whom  a  new  life  was  infused  into 
the  otherwise  ruined   boy. 


THE  WAY  TO   SPOIL    GIRLS. 

If  any  parent  wishes  a  recipe 
how  to  spoil  daughters,  it  can  be 
easily  and  readily  given,  and  can 
be  proved  by  the  experience  of 
hundreds  to  be  certain  and  effica- 
cious. 

1.  Be  always  telling  her,  from 
■earlieet  childhood;  what  a  bj.iu:Ifal 


creature  she  is.  It  is  a  capital 
way  of  inflating  the  vanity  of  a 
little  girl, to  be  constantly  exclaim- 
ing, ''How  pretty  !"  Children 
understand  such  flattery,  even 
when  in  the  nurse's  arms,  and  the 
evil  is  dons  the  character  in  its 
earliest  formation. 

2.  Begin  as  soon  as  she  caa 
toddle  around  to  rig  her  up  in  fa>«h-- 
ionable  clothes  and  rich  dresses. — 
Put  a  hoop  on  her  at  oncfi,  with  al) 
the  artificial  adornments  of  flounceSj 
and  feathers,and  flowers, and  curls. 
Fondness  for  dress  will  thus  become 
a  prominent  characteristie,and  wii). 
usurp  the  whole  attention  of  the 
young  immortal,  and  be  a  long  step 
towards  spoiling  her. 

3.  Let  her  visit  so  much  fehat 
she  finds  no  happiness  at  homeland 
therefore  will,  not  be  apt  to  stay 
there  and  learn  home  duties.  It  is 
a  capital  thicg  for  a  spoiled  daugh- 
ter to  seek  all  her  hiippiness  in  vis- 
iting, and  change  of  place  and  asso- 
ciates. Slie  will  thus  grow  as  use- 
less as  modern  fashionable  parents 
delight  that  their  daughters  should 
be. 

4.  Let  her  readieg  consist  cf 
novels  of  the  nauseatingly  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  romactic  attach- 
ments. 

5.  Be  careful  that  her  education 
gives  her  a  stizattering  of  ail  the 
accomplib'huieats,  without  the 
slighte;36  knowledge  of  the  things 
really  useful  in  life.  Your  daugii- 
ter  ¥?oa'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 
occupied   ivL   mcdera   accomplish- 


284 


North-  Carolina  Journal  of  Education. 


[Sept., 


ments,  there  will  be  co  thought  of 
the  necessity  and  virtue  of  being  of 
some  real  use  to  somebody,  perva- 
ding her  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 — such  thicgs  a 
Jady  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- 
fast, or  to  do  anything  that  ser- 
vants are  hired  to  do.  As  a  mis- 
tress of  a  house,  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  daiiglUer,  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,  aud 
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  childreu 
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  Erance  one  for  every 
ten. 


''Agriculture  is  the  most  healthy, 
the  most  useful,  the  most  noble 
employment  of  man." 

[  George  Wa^hingtmh 


"  Weeds  *row  unask'd,  and  even  some  sweet  flowers 

Spontaneous  give  their  fragrance  to  the  air. 

And  blosni  on  hills,  in  vales,  and  everywhere — 
As  shines  the  sun,  or  fall  the  summer  showers — 

But  wither  ■while our  lips  pronounce  Ihem  fair! 

Flowers  of  more  worth  repay  alone  the  care, 
The  nurture,  and  the  hopes, of  watchful  hours; 
While  plants  most  cultured  have  most  lasting  powers  ; 

So,  flowers  of  genius  that  will  longest  live 
Spring  not  in  Mind"s  uncultivated  soil, 
But  are  the  birth  of  time,  and  mental  toil, 

And  all  the  culture  Learning's  liand  can  give. 
Fancies,  like  wild  flowers,  in  a  night  may  grow  ; 
But  thoughts  are  plants  whose  stately  growth  is  slow." 

Mrs.  Kinns 


1859.] 


Common  School  Department. 


285 


€01111110 It  Btl^ml  gcpHrtmeirf. 


CIRCULAR  LETTER, 

To  the  Chairmen  of  the   Coimtif  Boards  of  Superintendents. 

OFFICE  SUPERINTENDENT  OF  COMxMON  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, •'  An  Act  Concerning  Gom- 
ynon  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 ;  j^rot;/- 
ded  said   journal  is    furnished  at 
the  price  of  one   dollar   for    each 
copy,  per  annum,  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 
District." 

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 
respectable  ;  and  it  was  the  sense 
of  that    meeting   that    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  atten- 
tion of  every  chairman  of  County 
Superintendents    of    C  0  m  m  0  n 
Schools,  the  provision  of  the  law 
above  quoted. 

j      It  is  my  decided    opinion,  and 
that  of  many  leading   friends  of 
general    education,   that   the    Ia"W 
above  quoted  enables  County 
!  Boards  to  accomplish   much  good 
I  with   a  small  amount  of  means. 
It  would  be  a  great  point  gained 
for  the  advancement  of  Common 
Schools,  if  the  masses  of  the  peo- 
ple could  be  kept  informed  of  their 
general  statistics;  and  how  much 
greater  would  be  this  advantage  if 
these   statistics   could   be  accom- 


286 


Nortli^ Carolina  Joufnal  of  Education. 


[Sept., 


panied  witli  plain,  useful  and  sim- 
ple suggestions,  accounts  of  the 
progress  of  Common  Schools  in 
other  places,  and  essays  and  dis- 
cussions on  educational  topics  from 
the  leading  teachers  of  the  State. 

Your  Board  now  has  it  in  its 
power  to  disseminate  such  matter 
:;imong  the  Districts  of  your  County. 

The  North  Carolina  Journal  of 
Education  has  been  pronounced,  b}' 
competent  judges,  equal  to  any 
periodical  of  the  kind  in  the  Uni- 
ted States. 

Such  journals  are  not  interes- 
ting to  the  mere  news-monger; 
nor  do  they  pretend  to  be  what  is 
•called  literary  periodicals.  They 
are  devoted  exclusively  to  educa- 
tion; and  the  greaterpartof theirar- 
ticies  are  intended  to  be  useful  to 
the  plainest  reaider.  Their  voca- 
tion is  not  to  furnish  general  news, 
to  amuse  with  fiction,  nor  to  culti- 
vate or  to  minister  to  literary  tastes; 
but  they  are  intended  to  furnish  a 
record  of  the  current  history  of 
Common  Schools,  to  convey  useful 
hints  to  parents,  teachers  and  offi- 
cers, to  make  it  easy  fof  such  to 
interchange  views  and  experiences, 
to  enable  teuchers  and  professors 
in  Colleges  and  High  Schools  to 
contribute  by  essays  and  recom- 
-mendations  to  the  advancement  of 
general  information  among  the 
people,  to  furnish  a  common  organ 
of  expression  for  all  our  schools  of 
every  grade  and  class,  to  contain 
explanations  of  the  school  law, 
official  papers,  and  general  educa- 
tipnal  statistics. 

Such  is  the  North  Carolina  Jour- 
nal of  Education.  In  it  will  be 
fi^uad  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 
Educational  Asaocation^  (published 


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  Committees;  and  the  Jour- 
nal v/ould  also  be  to  them  some 
compensation  for.  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  genera! 
education,  in  all  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  subscribers  at  one 
dallar  per  cop}' — and  there  are  on 
hand  a  large  number  of  extra  copies 
of  all  the  issues  since  January,  ia- 
cluding  the  one  for  that  month. — 
These  numbers  will  contain  much 
matter  extremely  useful  to  District 
Committees — and  among  other 
things  the  very  interesting  essaya 
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  vSchool  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  take^ 
but  a  dallar  from  each — the  ap- 
propriation will  in  time  pay  a  very 
heavy  interest. 

The  very  life  of  Common  Schools 


i!^59.] 


Cummoii  School  Bepartment. 


2&7 


ij  general  iufQrnxatiori — ihis  is 
their  object,  nor  will  they  ever  be- 
come perfect  until  all  the  people 
are  well  iEformed,  Whatever, 
therefore,  tends  to  add  to  the  gen- 
eral iEtelligeace,  feeds  the  vital 
forces  of  Comtnon  Schools ;  and  I, 
therefore,  feel  at  liberty  to  solicit 
your  earnest  attention  to  the  sub- 
ject of  this  letter,  and  to  ask  you 
io  do  ma  the  favor  of  replying  to 
it  at  an  early  day. 

It  is  iraporlant  for  me  to  know 
your  views  and  those  of  your  Board 
id  the  premises,  as  soon  as  possi- 
ble— .mi  I  hope  that  you  will 
writs  ai  your  earliest  couYenieuce. 

VTith  much  rsjpsct,  I  am  truly  yours, 
C.  H,  WILEY. 

From  the  Times. 
CO.\IiIO}T  SGHOOLS 

As  the  subject  of  CooinioQ 
Schools  is  too  nauch  neglected  by 
writers  of  ability,  I  will  subuAit  a 
fiiw  thoughts  that  may  meat  the 
stteatioa  of  the  reading  public. 

Teachers,  caiaajittees  and  pa- 
trons, have  become  too  loose  upon 
tJiis  subject,  they  dut'nt  see  the  vcr- 
y  important  positioa  they  oesapy 
i.a  this  our  day  of  improveLCisat. 
i^ureiy  !  Sarelj? !  the  good  people 
of  this  enlightened  day,  do' at 
chink,  that  the  fraose-vfork  of  life 
is  marked  out  in  the  common 
schools,  that  there  is  the  place  the 
youth  receiva  their  first  lessons  and 
that  these  are  the  most  important 
ox  all  their  course  of  iaatruction. 
Do  they  rememfeer,  ihat  ''  as  the 
twig  is  beat  the  tree's  iaoUned," 
aad  if  a  habit  of  looseness,  intem- 
perance, immorality,  unkindness, 
idleness,  alovenliaess,  di3ob^dience 
aad  all  that  Is  low  and  groveling, 
'iS  formed  in  youtfa,  it  will  follow 
lis  victims,  without  a  great  chiage, 
£0  their  final  ead  aad  leave,  not  a 


mark  of  distinction,  but  of  shams 
and  disgrace  to  iill  posterity  ?  Do 
they  remember,  that  neatness  and 
comfort  are  great  stimulants  to  pu- 
rity and  industry,  and  that  old. 
dirty,  shackling  log  huts,  witt. 
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 seated,  they  are  in  no  condi- 
tion for  study,  aad  cannot  possibly 
keep  the  mind  on  the  lesson  whea 
constantly  thinkin.g  about  their 
seats  ?  And  may  I  not  add,  that 
there  has  been  tiraa  enough  loai 
in  the  last  five  y-^ars,  by  children, 
rigling  and  screwing  on  some  mis- 
erable old  slabs  or  moving  froci 
one  place  to  another,  in  search  of 
a  place  to  rest  tb^ir  weary  framCj 
to  furnish  every  child  in  attendanos 
at  school,  with  u  neat  desk  and 
comfortable  seat. 

And  if  our  frse  achool-housea 
weri  properly  built  aad  properly 
furnisheu,  as  they  should  be,  and 
C'jmmittees  would  employ  suck 
teachers  as  know  how  to  teach,  fo' 
there  is  as  much  ia  knowing  how 
to  teach  as  what  to  teach ;  whai 
a  great  reformation  would  shortly 
be  seen  in  the  *''  Old  North  State." 

Parents  could  then  keep  theijf 
children  under  their  own  superin- 
tendinoe  and  nut  be  compelled  tu 
8ond  them  to  a  Boarding  Schoai 
to  spend  money  and  form  ruiaoua 
habits  before  they  arc  old  enough, 
to  feel  their  owu  interest.  Bu', 
under  existing  circuiaitauw-ea,  what 
inducement  is  offered  to  &  maa  gf 
talent  and  taste  to  maka  this  his 
calling  i*  Why,  let  mo  give  one 
example  of  the  rowar^l  of  the  tejch- 


North- Gar olina  Journal  of  Education. 


[Sept., 


et.  Oaoe  wliea  I  was  trying  to 
impart  some  general  information 
to  my  pupils  (for  I  sometimes  try 
to  teach)  I  struck  upon  the  subject 
O'f  Botauyj  and  while  thus  employ- 
ed,. I  beheld  a  beautiful  flower,  in 
tiie  hand  of  one  of  my  little  girls  ) 
1  quickly  grasped  it  and  commenc- 
ed the  analysis  before  the  class, 
s'aowing  and  nameing  its  different 
pacts  ;  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  worse. 
H.  E.  C. 


DISTEICT-SCHOOL  SONO. 


We  have  a  song  to  sing  to  you, 

You'll  like  the  tune  we  know, 
*Tis  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  Three, 
They  thought  he  was  so  talented 

That  the  President  he'd  be. 

Chorus- — But  the  love  of  study,  &c. 

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 

Chorus — But  the  love  of  study,  &c. 


1859.]  Common  School  Department.  289 

Our  teachers  bow  but  seldom  whip, 

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  calmly  takes  the  rod, 

And  smooths  his  temper  down. 

Chorus — But  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-— 3x11  the  love  of  study,  &&, 

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. 

Now,  we  presume  you  all  will  nsk 

How  has  it  come  about. 
That  we've  so  changed  the  District  School^ 

And  altered  it  throughout  ? 
We  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. 


North' GaroKna  Journal  of  Educaiton. 


[Sept. 


Itsibtnt  €^iW%  Jeparimeitt. 


Gov.  Swain's  Address. —We 
iisve  the  pleasure  of  announcing 
that  Gov.  Swain  will  prepare^  and 
furnish,  for  publication  in  the  Jour- 
£al,  an  article  on  the  early  history 
vi  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- 
Tember  numberj  should  nothing 
occur  to  prevent )  and  while  it  will 
probably  occupy  the  greater  part 
of  one  Number,  we  feel  sure  that 
■^wx  readers  will  consider  it  a  treat. 
AH  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- 
lioQ  has  been  given  to  the  collection 
pf  interesting  facts  in  our  early 
liistory,  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 
B  Journal,  but  we  feel  that  no  apol- 
ogy is  needed,  for  such  information 
38  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  Com  mors 
Schools. 


Prospects  of  the  Journal, — 
In  this  number  we  publish  a  letter, 
from  the  General  Superintendent 
of  Common  Schools  to  the  Chair- 
me»  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  aad  mem- 
bers of  the  Boards  will  consider 
this  matter  at  once  and  not  allow 
it  to  pass  out  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  infer- 
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  Editors  Department. 


291 


foundation  as  to  secure  its  perma- 
uent  existence. 

The  committee,  appointed  by  the 
Edacational  Association  to  attend  to 
the  interests  of  the  Journal,  look 
with  interest  for  the  result  of  your 
action  on  this  subject.  They  are 
making  every  exertion  to  do  their 
duty  in  regard  to  it  and  with  your 
30-operation  every  diflBculty  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  counties  are 
□  ot  behind  others  in  acting. 


Question.  The  hands  of  a 
olock  are  all  working  on  the  sanae 
pivot ;  they  are  all  together  at  12 
o'clock ;  At  what  time  will  the 
Biinute  hand  be  equidistant  be- 
tween the  hour  and  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- 
vite  hands  ? 

A  young  teacher  sends  the  above 
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 
1  hat  they  were  -'worked  by  a  school- 
girl not  twelve  years  old." 


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  I'ods  ;  therefore  B. 
gains  i  of  a  rod  every  minute,  and 
having  to  gain  134  rods  he  wilJ 
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  xl  li 
=4556  rods;  then  4556^268  = 
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  20  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  jo  and  20=30  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  surpasii 
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. 


North-  Carolina  Journal  of  Education. 


[Sept..; 


A  correspondent  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  sim- 
ple Arithmetic,  I  would  submit  the 
following  as  sohitions  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 


A  piece  of  land  one  rod  o?  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  fence.  (1280)^-^-160 
=10240  acres  in  the  field  which 
is  equal  to  the  number  of  panels 
in  the  fence,  and  is  according  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  acrea. 

We  first  find  the  area  of  a  cir- 
cle whose  diameter  is  30  rods  to  be 
4.41786-j-  acres,  (understand  a 
circle  of  other  dimensions  would 
answer  the  same  ends)  then,  as 
taught  by  Emerson,  part  third  page 
ITS,  we  have  30^Xj:jj^  the  ratio 
and  then  extracting  the  square 
root  we  have  20.18514-j-  rods  the 
diameter  of  the  circle  one  half  of 
which  is  the  length  of  the  rope  in 
rods. 

10.09257x16^=166.5274+  feet 
the  length  of  the  rope. 

A,  A.  K. 


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  copy  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  iends  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  there 
is,  among  our  correspondents,  a 
great  diversity  of  opinion,  as  to  the 
true  answers  to  this  question. 

200x3. 00=600. O0=whole    cost. 

3.00  +  .37J=3.37^and3O0— .37i 

=  2. 62 1  prices  paid. 

600  :  3.37^  :  :  200  :  112-J  A's  land- 

600  :  2,.QVi  :  :  200  :  87  J  B's  land. 

1121  :  1  :  :  300.  :  2.66f  price  of 

A's  per  acre. 

871  :1  ::300.  :  3.42?  price  of  B's 

per  acre. 

These  operations  are  merely  in- 
dicated, but  they  are  easily  under- 
stood, if  compared  with  the  condi- 
tions of  the  question  and  performed. 


"Wisdom  is  the  olive  branch  that 
springeth  from  the  heart,  bloometh 
on  the  tongue,  and  beareth  in  the 
actions." 


1859.] 


Resident  Uditor'g  Department. 


293 


BOOK  TiBB.E. 

The  National  Orator;  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 
Assistai-t,"  "Little  Orator,"  "En- 
tertaining Dialogues,"&c.  N.  York: 
A.  S.  Barnes  &  Burr. 

This  new  work  consists  of  three 
parte.  Part  I.  contains  a  variety  of  poeti- 
cal 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  ta 
his  mental  improvement,  •whether  it 
makes  him  an  orator  or  not. 

C.3E8ar'8  Commentakies  OH  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.  S. 
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  witbont  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  hai-d 
when  they  can  acquire,  what  appears  to 
them  to  be  the  object  of  such  study, 
without  mental  labor. 

The  Life  of  Csesar,  prefixed  to  the 
Commentaries,  in  this  edition,  should 
be  carefully  read  by 'every  student,  as 
an  introduction  to  the  man  ■whose 
■(.vorks  he  is  about  to  study. 

Progressive  Practical  Arithmetic; 
containing  the  theory  of  numbers,  in 
connpction  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& 
Phinnpy. 

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  intro- 
duced all  the  improvements  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 
having  obtained  the  ans'A-cr  given  in 


394 


North- Carolina  Journal  of  Education. 


[Sept.y 


the  book,  without  having  performed 
any  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. 

Analysis  op  English  Words,  designed 
for  the  higher  classes  in  schools  and 
academies.  By  Chas.  W.  Sanders, 
A.  M.,  author  of  "A  Series  of  School 
Readers,"  "  Speller,  Definer  and 
Analysis,''  and  'Elocutionary  Chart.' 
Ne^v  York  :  Ivison  &  Phinney. 

The  character  and  design  of  this 
Tvork  will  perhaps  be  better  under- 
stood, by  giving  the  subjects  of  the  dif- 
ferent sections,  than  from  any  remarks 
we  might  make,  ■without  having  had 
time  to  examine  it  very  thoroughly. 
There  are  fifteen  sections.  1.  Deriva- 
tive and  compound  words.  2.  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  sufiixes.  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  Elementary  Speller;  de- 
signed for  public  and  private  schools, 
and  to  accompany  the  National  se- 
ries of  Readers.  By  R.  G.  Parker 
&  J.  M.  Watson.  New  York:  A. 
S.  Barnes  &  Burr. 

This  book  is  gotten  up  in  good  style 
and  is  well  arranged.  Th?,  plan  pro- 
posed by  the  authorS;  aad  to  which  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  ns  to  write  the  words  correctly, 
and  the  only  sure  way  to  accomplish 
this  object  is,  to  learn  to  spell  words  by 
writing  them. 


The  Orthographical  Hobgoblin. — 
By  Philorthos.  This  is  a  pamphlet  of 
14  pages,  published  by  G.  &  0.  Mer- 
riam  of  Springfield,  Mass.,  vindicating 
the  orthography  of  Webster,  and  com- 
paring those  words  in  regard  to  which 
he  difl"ers  from  Worcester.  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  words  about  which 
they  differ,  send  to  the  publishers  for 
the  Orthographical  Hobgoblin. 


The  Southern  Teacher. — We  have 
the  pleasure  of  adding  to  our  list  of  ex- 
changes another  periodical,  devoted  to 
the  educational  interests  of  the  South, 
called  "The  Southern  Teacher."  It 
is  edited  and  published  by  W.  S.  Bar- 
ton ;  Montgomery,  Ala.  We  are  much 
pleased  with  the  first  number,  and  hope 
it  may  be  widely  circulated  and  accom- 
plish much  good. 


Vermont  School  Joit,hnal. — Al- 
though this  Journal  has  been  in  exis- 
tence for  several  months,  it  did  not  i 
make  its  appearance  upon  our  table  un- 
til recently.  It  is  the  oigan  of  the 
"  State  Teacher's  Association,"  and  is 
published  at  Montpelier,  by  a  commit- 
tee of  the  Association.  It;  promises  to 
be  equal  to  almost  any  of  the  many 
educational  Journals  that  visit  us  ev- 
ery mpnth.  We  hope  the  teachers  of 
Vermont  will  eupport  it. 


THE  KOIiTH-OAROLINA 

JOURNAL  OF  EDUCATION. 


Vol.  II. 


OCTOBER,  1859. 


No.  10. 


THE  WAR  OF  THE  REGULATION. 


It  is  about  a  century  since  the 
causes  which  gave  rise  to  the  War 
of  the  Regulation  excited  commo- 
tions in  the  northern  district,  and 
especially  in  the  interior  portions  of 
North  Carolina.  In  September, 
1770,  the  Regulators  expelled  the 
bench  and  the  bar  from  Hillsbo- 
rough, occupied  the  court-house, 
possessed  themselves  of  the  records, 
organized  a  mock  tribunal,  de- 
molished the  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  Neuse  to  the 
Catawba.  The  Battle  of  Alamance 
was  fought  on  the  16th  May,  1771, 
and  excited  no  inconsiderable"  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  no 
portion  of  our  annals  has  been  less 
understood,  or  thesubject  of  greater 
misapprehension  and  misrepresen- 
tation. 

The  late  Dr.  Mitchell,  shortly 
after  his  appointment  to  a  professor- 
ship in  the  University,  had  Lis  at- 
tention attracted  to  the  subject,  and 
collected  valuable  materials  for  its 


elucidation — printed,  written,  and 
traditional.  These  were  subse- 
quently transferred  to  the  Rev.  Eli 
W.  Caruthers,  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  ou 
the  life  and  character  of  Rev.  David 
Caldwell,  D.  D. 

This  volume,  in  due  time,  re- 
ceived the  favorable  notice  of  Mr. 
Bancroft,  the  American  Historian, 
and  the  subsequent  residence  of  the 
latter  at  the  Court  of  St.  James, 
enabled  him  to  add  very  materially 
to  the  stock  of  information  which 
had  been  obtained  on  this  side  of 
the  Atlantic.  Mr.  Bancroft's  sum- 
mary, founded  in  a  great  degree 
upon  record  evidence,  affords  ample 
confirmation  of  the  view  which 
Caruthers  had  presented  of  the 
character  of  the  prominent  persons 
who  figured  in  the  contest,  and  of 
the  causes  which  produced  the  re- 
bellion. Recent  examinations  of 
records,  which  had  hitherto  escaped 
observation,  have  placed  it  in>our 
power  to  supply  additional  illustra- 
tions. A  portion  of  these,  which 
have  not  merely  never  been  printed, 
but  discovered  in  files  which  had 
not  been   opeued  during  the  last 

20 


296 


Korth- Carolina   Journal  of  Education. 


[Oct., 


half  century,  will  now  be  exhibited 
for  the  first  time. 

The  materials  for  the  composition 
of  a  history  of  the  Regulation,  at 
present  accessible,  if  not  ample, 
are  very  considerable.  Fifty  years 
ago  comparatively  little  was  known 
itpon  the  subject,  and  it  is  not  until 
very  recently  that  such  an  amount 
of  knowledge  has  been  obtained,  as 
to  enable  the  historian  to  present  a 
clear,  continuous,  and  reliable  nar- 
rative of  the  leading  incidents. 

In  addition  to  contemporaneous 
notices,  gleaned  from  Enp;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  wss  a  participant,  from 
the  beginning  of  the  rebellion,  un- 
til within  a  lew  mouths  of  the  Bat- 
tle of  Al-unance. 

Of  the  more  important  of  tlieso 
publications — "An  Impartial  Eela- 
tion  of  the  First  Ilise  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 auiong  the  collection  of  the 
Rev.  Dr.  Hawks,  the  Historian  of 
North  Carolina,  and  exhibitits  evi- 
den-ce  on  the  title  page  of  its  having 
been  at  one  time  the  property  of 
General  Thomas  Person,  of  Regu- 
lation, as  well  as  Revolutionary 
notoriety.  The  pamphlet  was  writ- 
ten by  Herman  Husband,  and  pub- 
lished anonymously  and  withort 
imprint  in  1770.  No  printer  in 
North,  Carolina  would  have  ven- 
tured ,<;uch  a  publication  during  the 
arbitrary  administration  of  Gov. 
Tryon.  It  is  a  neat  octavo,  of 
about  100  pages,  much  the  greater 
and  more  valuableportionsof  which 
have  been  reproduced  in  the  second 
volume    of    Wheeler's     Historical 


Sketches  of  North  Carolina,  pp. 
301—330. 

The  second  pamphet  is  entitled, 
"A  Fan  for  Fanning  and  a  Touch- 
stone to  Tryon  •  containing  an  im- 
partial account  of  the  rise  and  pro- 
gress of  the  so  much  talked  of 
Regulation  in  North  Carolina.  By 
Regulus.  Boston — Printed  and 
Sold  at  the  Printing-office,  opposite 
the  seat  of  William  Vassal,  Esq., 
at  the  head  of  Queen  Street,  1771." 
The  only  original  copies  of  this 
pamphlet,  of  which  we  have  any 
knowledge,  belong  to  Mr.  Bancroft 
and  Col.  Force.  It  was  republished 
some  years  since,  through  the 
asency  of  Col.  Wheeler,  in  the 
North  Carolina  Standard  and  the 
Greensborough  Patriot,  and  was. 
during  the  last  year,  reproduced  iu 
the  pages  of  the  University  Maga- 
zine. Gov.  Tryon's  Letter  Bouk,  re- 
cently copied  for  the  State,  from 
the  original  in  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  less 
reliable  of  the  two,  owing  to  his 
residence  in  the  northern  district, 
exhibits  in  various  instances  the 
more  accurate  account  of  the  re- 
mote, as  well  as  the  immediate, 
causes  of  the  rebellion.  Both  wrote 
under  gront  misconception  with 
respect  to  the  extent  of  country  iu 
which  thq  commotions  prevailed, 
and  the  character  of  the  insurgents; 
and  especially  towards  the  close  of 
the  contest. 

A  very  brief  reference  to  the 
previous  history  of  the  province 
may  be  necessary  to  render  subse- 
quent details  intelligible. 


l8o9.] 


fVar  of  the  Regulation. 


297 


In  1729,  the  Lords  Proprietors, 
with  the  exception  of  Lord  Carte- 
ret, surrendered  Carolina  to  the 
Crown.  Ho,  with  a  shrewdness 
.  "which  was  characteristic,  yielded 
the  sovereignty,  but  retained  the 
soil.  The  charters  of  Charles  II 
conveyed  to  the  regal  proprietors 
seven  and  a  half  degr'ees  of  lati- 
tude, extending  from  the  southern 
boundary  of  Virginia,  36  deg.  30 
min.  on  the  north,  to  the  29th 
parallel  on  the  south,  and  from  the 
Atlantic  on  the  east  to  the  Pacific 
on  the  west. 

In  1744,  Greorge  II,  by  the  Great 
deed  of  Grant,  conveyed  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,  and  the  southern,  the 
parallel  line  35  deg.  34  min.  This 
line  began  on  the  sea  shore,  near 
the  house  of  Thomas  Waliis,  ran 
thence  due  west  something  more 
than  nin?  miles  north  of  Bath, 
almost  directly  through  Washing- 
ton, some  distance  north  of  Snow 
Hill,  in  Green,  and  a  little  north  ot 
Sraithfleld,  in  Johnston.  It  con- 
stitutes at  the  present  time  the 
.•southern  boundary  of  Chatham, 
iiandolpii,  Davidson,  Eowan  and 
Iredell,  may  be  traced  about  lour 
miles  north  of  Lincolnton,  and  near 
the  dividing  line  between  Ptuther- 
ford  and  McDowell.  As  repre- 
sented on  Cooke's  Map,  it  would, 
if  extended  to  Tennessee,  be  almost 
'■onterKiinous  with  the  southern 
boundary  of  Buncombe,  in  a  direct 
line  with  Wayncsville,  and  approsi- 
Uiate  very  closely  the  nortiiern 
boundary  of  Cherokee. 

The  Grant  ordinarily  .spoken  of 
::s  the  Granville  Patent,  covered 
'luite  two-thirds  of  the  present 
."^tate  of  North  Carolina.  In  1667, 
ii  was  divided  into  thirteen  of  the 


twenty-nine  counties,  and  con- 
tained two-thirds  of  the  taxable 
inhabitants  in  the  province. — 
Entries  for  land  within  its  borders 
were  made  in  "  the  Granville 
Office,"  while  all  titles  for  land 
south  of  the  Granville  line  were 
deiived  immediately  from  the 
Crown.  The  Granville  Office  was 
closed  from  1765  to  1774,  and  no 
settler  during  that  period  was  able 
to  obtain  a  title  to  the  premises  ho 
occupied.  It  was  re-opened  in 
the  latter  year,  and  continued  open 
until  the  Revolution.  In  the  trial 
of  the  suit  instituted  about  the 
beginning  of  the  century,  for  this 
immense  tract  of  country,  the  title 
of  Earl  Granville  was  admitted  to 
have  been  incontestiblej  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  removed  by  writ  of  error  to 
the  Supreme  Court  of  the  United 
States,  and  owing  to  the  death  of 
the  plaintiff's  counsel,  Philip  Bar- 
ton Key,  and  the  subsequent  deati\ 
of  the  Earl,  was,  in  1817,  stricken 
from  the  docket  for  the  vrant  of  a 
prosecution  bond. 

Orange  county  was  erected  in 
1752.  It  was  bounded  north  by 
the  Virginia,  and  south  by  the 
Granville  line,  and  extended  from 
the  Neuse  river  on  the  east  to  An- 
son on  the  west.  At  the  beginning, 
and  nearly  to  the  close,  of  the  Piee;- 
ulation,(i770,)  GmlfordjChatham. 
Rockingham  and  a  considerable 
portion  of  Wake  were  included 
within  the  boundaries  of  Orange. 
Randolph,  Caswell  and  Person  were 
not  carved  out  of  it  until  aftqr  the 
adoption  of  the  State  constitution. 
Alamance  was  created  in  184S. — 
The  Regulators  were  less  numerous 
within  the  present  boundaries  of 
Orange  than   in  any  other  portion 


t- 


298 


North- Carolina  Journal  of  Education. 


[Oct, 


V 


of  the  origaoal  county.  Alamance, 
Gruilford  and  Uandolph  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,- 
000.  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,  ou  o-ht  to  have  been, 
but  probably  were  not,  more  than 
equal  in  number  to  half  the  slave 
population,  or  20,000  Computing 
sis  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,- 
032  4s.  Qd.  These  were  a  lawful 
tender  at  the  rate  of  133^  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  p(r 
gallon  on  imported  wines  and  spir- 
its. The  public  dept  to  be  met  sub- 
stantially by  a  poll  tax,  was  about 
equal  to  £2  10i\  on  each  head  of  a 
family. 

The  quit  rents  of  those  residing 
within  the  boundaries  of  the  Gran- 
ville Patent  were  payable  to  his 
Jjordship's  agent,  and  in  the  south- 
ern district  at  the  office  of  the 
(^rown.  The  former  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  "  the  great 
deed  of  grant,"  in  1744,  to  the 
dawn  of  the  Revolution,  in  1774, 


the  inequality  of  represeutation, 
the  great  extent  of  the  western 
counties,  difficulties  in  procuring 
titles  to  land,  frauds  practised  ^  I  - 
by  Lord  Granville's  deputies,  i 
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  asent, 
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,  and  not  tlic 
regular  fees  of  office,  which  is  the 
cause  of  clamor  from  my  tenants. 
Lisinuations  are  made,  too,  as  if 
these  extortions  Avere  connived  at 
by  my  agents  :  for  otherwise,  it  i& 
said,  they  could  not  be  committed 
so  repeatedly  and  so  barefacedly.'' 

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,  m 
the  sum  of  eight  thousand  pounds, 
to  produce  his  books  within  three 
weeks,  and  return  all  the  money  he  -f- 
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 
the  suit  and  paid  the  costs.     Sueli 


1859.] 


War  of  the  Regulation. 


299 


were  the  premonitory  f=ymptoms  of  1  of  life,  into  a  luxury,  to  be  enjoy- 
tlie  Regulation.  \  edjDnly  by  the  rich. 


In  a  letter  from  Gov.  Tryon,  dated 
4th  tiuly,  1767,  to  the  Earl  of 
Shelburn,  he  states  that  "upon  a 
medium,  the  sheriffs  have  embez- 
zled more  than  one-half  the  pxiblic 
monies  ordered  to  be  raised  and 
collected  by  them.  It  is  estimated 
that  the  sheriffs'  arrears  amount 
to  forty  thousand  pounds  procla- 
mation money,  not  five  thousand 
of  which  will  possibly  ever  come 
into  the  Treasury  ;  as  in  many 
instances,  the  sheriffs  and  theirse- 
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  mos't  odious  exac- 
tions were  taxes  upon  knowledge. 
The  duties  upon  newspapers  and 
pamphlets  were  not  merely  great- 
er in  amount  than  the  cost  of  such 
publications  at  present,  but  so 
great,  that  if  levied  now,  would  in 
a  twelve-month  limit  the  issue  of 
the  periodical  press  to  a  third  of 
the  present  number,   and  convert 


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  lai'ger  than 
a  sheet,  and  not  exceeding  six 
sheets  in  quarto,  or  twef\t^  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.  (ic, 
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   Plasell,    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  frnd  Governor  Tryon  writing  to 
the  Earl  Shelburn  as  follows  :   "  I 
shall  take  the  liberty,  my  Lord,  to 
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, 


the  newspaper,  almost  a  necessity  '  experience,  proceed  in  some  meas 


300 


North- Carolina  Journal  of  Education. 


[Oct., 


U 


\ 


t 


ure^  from  the  receivers  of  the  pub- 
lic taxes  being  frequently  under 
an  obligation  to  distrain  for  the 
tases  to  be  levied  in  support  of 
government.  These  effects  put  i  ip 
to  sale,  cannot  alwa3"s  purchase 
money,  from  its  scarcity,  sufficient 
to  answer  the  taxes  demanded ; 
yet,  perhaps  by  the  sale,  the  owner 
Ayill  l»e«grcatly  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  opulent  dis- 
tricts would  have  yielded  much 
the  larger  proportion  of  revenue 
to  the  royal  exchequer.  The 
merchant,  the  planter,  and  the 
capitalist,  would  have  been  taxed 
in  a  ratio  corresponding  with  the 
extent  of  their  operations.  The 
poor  would  less  frequently  haA"e 
felt  the  pressure,  and  been  touched 
with  a  lighter  hand. 

The  provincial  system  of  taxa- 
tion was  as  unwise  as  it  was  op- 
pressive, and  it  was  oppressive  in 
a  degree  not  ordinarily  understood, 
because  never  experienced  by  the 
masses,  since  the  Ptevolution.  It 
was  unequal  in  its  effect  on  differ- 
ent sections  of  the  country,  and 
not  less  unequal  in  its  operation  up- 
on individuals  in  the  same  section . 

The  maritime  districts  were  pop- 
m'ous  and  wealthy  as  compared  witt 
the  interior ;  the  southwestern 
especially,  as  contrasted  with  tho 
north-western  portion  of  the  pro- 
vince. With  the  exception  of  a 
small  revenue,  derived  from  im- 
ported liquors,  the  expenses  of  the 
governnxent  were  defrayed  by  a 
poll  tax..  The  poorest  man,  not 
absolutely  a  pauper,  contributed 
the  same  amount  ^vitk  the  richest, 


and  in  all  countries,  at  all  times, 
the  poor  and  those  in  moderate 
circunstances  constitute  the  great 
numerical  majority. 

The  same  inequalit}'-  prevailed 
in  relation  to  quit  rents.  Three 
shillings  sterling  (seventy-five  cts.) 
were  paid  to  the  King  in  the  south- 
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  ofthe  rel- 
ative amount  of  taxes  paid  by  a 
freeholder  in  17G0  and  1859.— 
Take  the  case  of  the  head  of  a 
family  of  six  persons,  with  a  free- 
hold of  1000  acres,  worth,  what 
few  freeholds  Vt^ere  worth  at  that 
day,  a  dollar  an  acre.  All  male;i 
then  above  the  age  of  16  paid 
poll  tax;  the  range  is  now  nar- 
rowed to  between  21  and  45.  The 
proportion  of  polls  in  a  family 
was  more  than  2  to  6  ;  at  present, 
1  \  to  6.  On  the  21st  June,  1768, 
Govei;nor  Trj^on  wrote  to  a  com- 
mittee of  Regulators  as  follows  : 
''  As  you  want  to  be  satisfied  what 
is  the  amount  of  the  tax  for  tl;,e 
public  service,  I  am  to  inform  you. 
that  it  is  seven  shillings  a  taxa- 
ble, besides  the  county  and  parish 
taxes,  the  particulars  of  wdiich  1 
will  give  to  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  coai- 
parative  amounts.  The  quit  rentp, 
on  a  1000  acres  of  land  in  1767, 
amountel  to  87.50;  the  public  tax 
on  two  polls  at  S7i  cents  eaciL, 
^1.75  ;  vestry  tax  on  two  polls  $'i; 
making  the  aggregate  amount 
§11.25.  At  present,  under  the 
greatly   increased  rates    of   taxa 


i 


f 


1859.] 


Wai'  of  the  Regulation. 


301 


tion,  rendered  necessary  by  our 
extended  system  of  internal  im- 
provement, a  freeholder,  under 
similar   circumstances,  would  pay 


articles,  and  they  added  that  if  they 
could  bring  home  40  shillings,  or 
five  dollars,  iu  money,  for  40  bush- 
els of  wheat,    they    thout^ht  they 


on  laud   valuaed   at  .$1,000,  $2 — '  were  doing  a  first  rate  business." 
one  and  a  half  polls,  $1.20 — in  all  j      If  the  Provincial  system  of  taxa- 


^8.20.  For  a  quarter  of  a  century  ', 
previous  to  entering  upon  the  con- 
struction of  raili'ods,  the  State 
tax  of  a  freeholder,  in  like  con- 
dition, would  have  been  60  cents 
on  his  land,  and  30  cents  poll  tax. ; 
iu  all  about  one-thirteenth  of  the 
amount  required  of  the  Regulator, 
ninety  years  ago. 

The  statements  of  Clovernor  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.  J  o  s  c  p  h 
McPhcrson,  who  in  1810  resided 
iioar  Salem,  informed  the  late  Dr 
31itchell  of  the   University,  that 


tion  was  unwise  and  oppressive, 
the  principle  which  regulated 
public  expenditure  wasjgjDt  less 
absurd  and  iniquitous.  ^Rlarics 
were  nominally  small,  but,  in  al- 
most every  instance,  iees  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,  iu 
the  aggregate,  greatly  have  ex- 
ceeded the  salary  allowed  to  the 
Chief  Magistrate  at  the  present 
da3^  Judges,  clerks,  sheritfs,  and 
all  the  officers  connected  v.-itli  the 
administration  of  justice  were  com- 


he  removed  from  the  neighbor- I  pensated  for  their  services,  in  whok 
hood  of  Wilmington  to  Chatham  ]  or  in  part,  by  fees.  It  is  impos- 
in  17 ''5,  fought  with  the  Ilegula-  sible,  iu  the  nature  of  things,  that 
tors  at  the  Battle  of  Alamance,  and  I  every  department  of  the  govern-^ 
at  the  beginning  of  the  Ilevolution  I  ment  should  ))ot  have  becjme  cor- 
}X'moved  to  the  county  of  Stokes, !  rupt  under  such  a  system  and  that 
where  he  then  lived.  He  stated  i  all  became  so  there  is  conclusive 
that    during    the    period   of    the    proof. 


Jlegulation,  ''he  went  with  his 
lather  to  Cross  Creek,  now  Fayette- 
villc,  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  thjy  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  Jjife  of  Caldwell, 
appends  the  following  averment  to 
Mcpherson's  statement :  "Several 
old  men  in  this  county  have  given 
mc  a  similar  account  of  the   price 


The  expenditure  of  the  public 
money,  moreover,  was  in  inverse 
ratio  to  population  and  taxation. — 
Two -thirds  of  the  voters  resided 
in,  and  two-thirds  of  the  taxes 
proceeded  from,  the  (.Iranvillo' 
Patent.  The  northern  tier  of  coujii- 
ties  Wiis  the  minority  in  the  pro- 
vincial legislature,  nevertheless,  ^ 
and  two-thirds  of  the  public  pat- 
ronage were  dispensed  by  the  rep- 
resentatives of  one-third  of  the 
tax-payers. 

Enfeebled  by  ill  health  and  ad- 
vanced  age,   Governor  Dobbs   ob- 
tained  permission  iu  July,   1701, 
5 to   visit  the  mother  country.      On 


of  wheat;  as  well  as  some    other   the  10th  October,  Lieat.  Col.  Wil- 


302 


Nortli-  Carolina  Journal  of  Education. 


[Oct., 


Ham  Tryon  arrived  at  Brunswick 
with  a  commission  and  instructions 
to  assume  the  duties  of  the  execu- 
tive department,  during  the  absence 
of  the  Governor,  and  with  the  ex- 
pectation of  succeeding  him  at  an 
parly  day.  He  found  the  province 
in  an  unquiet  state.  The  extor- 
tions^M'actised  by  clerks,  sheriffs, 
attoV'i^lg,  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  prerogative  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,  in  the  following 
year,  in  the  82nd  year  of  his  age. 
It  is  apparent  that  Col.  Tryon, 
from  the  first  day  of  his  arrival, 
bad  been  awaiting  the  departure 
of  Governor  Dobbs  with  great  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,  than  by  telling 
him  he  had  better  prepare  himself 
lor  a  much  longer  voyage.  I  have 
p-ot  into  my  possession  the  seal  of 
the  province,  and  many  public  pa- 
pers. The  orders  and  instructions 
from  your  Lordship  shall  be  obeyed 
with  all  possible  dispatch.     A?  my 


patron,  my  Lord,  I  hope  you  will 
allow  me  to  call  on  your  Lordship's 
goodness,  to  forward  his  Majesty's 
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  anpalled  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  di'igraced.  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  officers  of  gov- 
ernment, and  the  entire  population 
excited  to  madness  against  the  sys- 
tem of  internal  duties  with  which 
they  were  menaced  by  the  mother 
country. 

Col.  Tryon  convened  his  Council 
on  the  2d  April,  1765,  announced 
the  death  of  his  predecessor,  ex- 
hibited his  commission  as  Lieut. 
Governor,  took  the  oaths  of  office, 
and  immediately  issued  a  proclama- 
tion, continuing  the  appointees  of 
Governor  Dotbs  in  office,  until  his 
pleasure  should  be  further  known. 
The  King  appointed  him  "  Gover- 
nor,   Captain  General    and   Com- 


1859.J 


War  of  the  Regulation. 


303 


mander-in-Chief,"  on  tbe  16th  Ju- 
ly. He  produced  his  couiiuissioa 
before  the  Council  on  the  20tb 
December,  and  on  the  following 
day  issued  a  proclamation  dissolv- 
ing the  General  Assembly.  He 
dextrously  availed  himself  of  these 
successive  vicissitudes  and  changes 
of  the  government,  and  subsequent 
less  substantial  pretexts,  to  evade 
a  meeting  of  the  Assembly,  and 
prevent  the  expression  of  legisla- 
tive, will  in  relation  to  the  Stamp 
Act. 

He   met  the    Assembly   for  the 
^  first  time  in   Wilmington,  on    the 
3d  May.     xVfter  a  brief,  but  favor- 
able  reference   to  the   administra- 
tion of  his  predecessor,  and  a  rec- 
ommendation of  strict  inquiry  into 
the  state  of  the  provincial  finances, 
he  remarked,  "  that  he  was  instruc- 
ted to  request  the  passage  of  a  bill 
making  better  provision  for  an  or- 
thodox clergy."     He  insisted    on 
the  propriety  and   necessity  of  es- 
'     tablishing  a  clergyman  in  each  par- 
i    ish,  whose   salary  should   be  paid 
out  of  the  public   treasury.       He 
intimated  the   hope,  that  his  pref- 
erence for    an  establishment,  and 
the  established  Church  of  England, 
would   not  give  rise  to  the  suspi- 
cion that  he  was  an  enemy  to  tol- 
eration.    He    assured    them    that 
he  was  the  earnest  advocate  of  re- 
ligious liberty,   but  remarked  that 
Aj_     '^  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  church." 

The  following  extracts  from  the 
Governor's  correspondence,  not 
merely  present  authentic  and  in- 
teresting information  with  respect 
to  the  early  history  of  the  Episco- 
pal Church,  but  show  fully  and 
clearly  the  views  which  influenced 
the  first,  and  in  its  ultimate  conse- 


quences,  the  most  important  act  of 
his  admiaistration. 

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-nomina. 
tions,  are  matters  of  no  very  great 
surprise. 

Mr.  Whitfield,  it  will  be  perceiv- 
ed, travelled  through  the  Province  y- 
and  preached  in  Wilmington,  in  ( 
the  spring  of  1765.  He  is  not 
suppo.sed,  howeve'-,  to  have  formed 
any  separate  religious  soeieties,and 
the  Wesleyans,  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 
sis  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  coneedes,on  all  occasions, 
a  high  character  for  intelligence 
and  conservatism.  Caruthers  and 
Foote  furnish  all  the  information 
that  can  be  desired  with  reference 
to  their  ante-revolutionary  history, 
and  obviate  the  necessity  of  enter- 
inginto  it  more  minutely  at  present. 
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,  aa 
at  present,  wealthy,  intelligent  and 
influential;  but  perhaps  not  more 
numerous  than  the  "New  Lights,'' 
so  frequently  the   object   of    the 


304 


North- Gar olina  Journal  of  Education. 


[Oct., 


Oovernor's  reprobation  and  scorn. 
The  latter  seem  to  have«prung  into 
existence  under  the  influence  of 
Mr.  Whitfield's  rainistrations,  from 
]VJaine  to  Georgia.  They  ultimately 
united  themselves  with  the  Bap- 
tists, and  constituted  a  most  zealous 
and  efficient  branch  of  that  denom- 
ination. They  seem  to  have  been, 
at  all  times,  active  opponents  of  the 
established  church,  and  earnest 
advocates  of  political  refurm, 

"The  Honorable  Socic'y  for  the  Propa- 
gation of  the  Gospel  in  Forei<^n  Parts: 

"Brunswick,  31  July,  1765. 
•'As  this  province  hss  received 
considerable  advantages  -from  the 
missionaries  your  Society  have 
sent  among  the  inhabitants,  some 
information  of  the  present  state  of 
religion  in  this  colony  may  not  be 
unacceptable  to  you.  Every  sect 
of  religion  abounds  here,  except  the 
Iloman  Catholic,  and  by  the  best 
information  I  can  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.  These  New  Lights  live 
chiefly  in  the  maritime  counties  ; 
the  Presbyterians  are  settled  most- 
ly in  the  back  or  westward  counties; 
though  the  Church  of  England  I 
reckon,  :.t  present,  to  have  the  ma- 
jority of  all  other  sects  ;  and  when 
a  sulScient  number  of  clergy  as 
exemplary  in  their  lives,  as  ortho- 
dox in  their  doctrine,  can  persuade 
themselves  to  come  into  this  coun- 
try, I  doabt  not  but  the  larger 
number  of  every  sect  would  come 
over  to  the  established  religion.  I 
;an  hear  bat  of  five  clergy aiea  at 
present  in  this  province,  four  of 
■^botu  have  missions  from  the  So- 
,^iety,  viz  :  The  Rev.  Mr.  Beed,  of 
-\Tew  Eerae,  in  Craven  county;  Mr. 
;v^  ar!e,  near  Eden  ton,  in  Chowan 
county  ;  Mr.  Stew  irt,   of  Bath,  in 


Beaufort  county;  Mr.Moir,Itinerant 
Missionary.  I  had  an  opportunity 
in  a  tour  I  made  through  part  of 
the  province  to  see  the  above  gen- 
tlemen, and  must  observe  I  think 
the  three  first  are  well  settled  and 
established,  and  I  believe  them 
regular  in  the  discharge  of  their 
duty.  I  can  speak  more  particu- 
larly of  Mr.  Heed,  as  I  saw  much 
of  him  at  the  General  Assembly, 
held  at  New  Berne.  I  really  esteem 
him  a  man  of  grea':  worth.  As 
this  country  is  now  settled  more 
than  200  miles  to  the  westward  of 
Mr.  Moir's  residence,  I  do  not 
think  the  Province  receives  any 
benefit  from  him  as  an  itinerant 
mi«sionary  ;  for  lander  that  general 
license  of  preaching  every  where, he 
seldom  preaches  anywhere.  This 
report  I  have  from  some  gentlemen 
in  his  neighborhood,  near  the  iown 
of  Halifax.  I  do  not  represent  him 
as  an  immoral  man,  but  should 
think  it  advisable  he  might  be  fix- 
ed to  some  parish  agreeable  to  the 
inclosed  Act  of  Assembly,  the  piir-' 
port  of  which  is  the  great  induce- 
ment of  my  troubling  the  Society 
with  this  letter.  Many  efforts  have 
been  made  to  obtain  a  good  clergy 
act  in  this  Province,  but  as  every 
trial  has  been  as  often  clogged 
with  objections  incompatible  with 
the  rights  of  the  Crown  and  'the 
ecclesiastical  jurisdiction,  they  have 
proved  fruitless.  This  Act, howev- 
er, I  flatter  myself  is  free  from  ev-. 
ery  material  objection,  and  there- 
fore beg  leave  to  recommend  to  the 
consideration  of  the  Society  the 
extreme  advantages  that  will  ac- 
crue to  his  Mrjesty's  subjects,  by  a 
happy  establishment  of  religion 
here.  As  I  have  pledged  my  en- 
deavors to  get  decent  clergymen  to 
serve  in  this  PrO'Vince,  I  earnestly 
hope  for  a  farther  encouragement 
from  the  Society,,  by  the    increase 


L859." 


War  of  the  Regulation. 


of   the  miasioDarleg,  if  only  for   a  | 
iei-m  of  years,till  gentlemen  coming  j 

0  7er  miij^ht  reimburse   themselves 
the  expense  of  their    voyage    and 
iirst  settling  here;  which  is  a  charge 
that  must  be  felt  by  every  oce  who 
has  only  his  merit  to   balance  that 
account.     There  are  at  present  o2 
parishes  in  the  province,  and  as  five 
a/c  already  provided,  twenty-seven 
clergymen  are  only  ]reqiaired,a  num- 
ber so  small,  that  it  will  be    scarce  | 
ij-afEicient  to  perform   the   marriage  i 
and  burial  servives,  offices  at  pres-  j 
tct  performed  without  the  greatest 
orderor  decency ,by  the  Magistiates  | 
of  the  Peace  :  Governor  Bobbs  was  i 
^iDterred  by  a  gentleman  of  this  or- 
der^, no    clergyman    living    within 
one  hundred  miles  of   Brunswick. 
The  state  of  the    'Churches  in  this 
Province,  beginning  at  the   south- 
ward; are  as  follows,  vis  : 

At  Brunswick  only  liie  outside 
walla  built  and  roofed, 

Wilmington,  walla  only. 

,Mew  Berne,  in  good  repair. 

Bath,  wanting  coosiderable  re- 
pair*;. 

>]denton,  wanting  as  liiuch. 

As  no  British  colony  ou  this 
continent  stands  in  more,  or  so 
sjflach  need  of  regular  moral  elergy- 
4nen  as  this  does,  I  hope  the  Society 
will  give  all  possible  assistance  to 
contribute  to  the  happy  effects  of 
the  preseiat  orthodos  bill.     Should 

1  be  so  happy  to  meet  with  a 
favorable  regard  to  my  recommen- 
dations, I  shall,  ou  a  proper  op- 
portunity, couimunicate  to  the  So- 
ciety the  future  state  and  progress 
of  religion  in  this  colony.  Chapels 
arc  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  county,  according  to 
the  number  of  the  iahabitaats,  or 
Citont   of   the    country.      If  the 


Society  would    send    for    my    dic- 
tribution,    or   the    Governor's    for 
the  time  being,  as  man}'  well  bound 
Bibles  and   Prayer  Books   for  the 
ministers'  desks  as  there  are  pari- 
shes, it  woiild   have  a  better  effect 
than  a  ship    load   of  small   books 
recommending     the     duty    of     ?;. 
Christian.      The    ignorant   would 
hear  their  duty  delivered  out  of  the 
former,  when    they  could    not  in  - 
struct  themselves  in    the  latter. — ■ 
This    incapacity    prevails    froa\    <;, 
want  of  schools    in    the  Province, 
which    consideration     brings     me 
lastly  to  solicit  the  Society's  bounty 
and  encouragement  to  Mr.  Tomliu- 
son,    at    present   seated    at   JNew- 
Berue.     His  memorial  I  encb'se  at 
his  request,  certified  by  many  gen- 
tlemen, some  of   whom   I  am  ac- 
quainted with.      1  had  a  long  ccn- 
versatiou  with  Mr.  Tomlinson,  and 
frorathe   sense  and  decency  of  his 
behavior,    and     the    general   good 
character  he  maia!.aius,  ublige.s  uit; 
warmly  to  solicit  the  Society  in  h\i 
behalf.     He  is  the   only  person  of 
repute  of    that    profession  in    the 
country;  he  was  invited  to  AmeriL-a 
by  a  brother  who  has  a  plautatiou 
nearXew-Berue.   T  really  think  him 
deserving  the  favorable  attention  of 
the  Society,   and  as  such  I  recoui- 
meud  him.      I  cannot  conclude  this 
letter  without  acquainting  the  So-< 
ciety    the    Kev.     Mr.    Whitefiehi 
preached  a  sermon   at  Wilmingruu 
iii  March  last,  which  would   huvt 
done  honor  had    iie  ilolivercd  it  at  _| 
St.  James's,    allowing    Bome  liltlv 
alteration  of  circumstances  betWr'Oii 
a  discourse  adapted  for   the  Roy  a! 
Chapel  and  the  Court  House  at  \\'il- 
miugton.     As  considerable  suni4ot 
money   have    been    raised  by  ;iuL . 
scription  for  finiahing  the  churidie.- 
of  ^Vilmington  and   Brunswick,    i 
expect  they  will  both  be  compkHfd 
iu  less  thaa  twelve  months." 


306 


North- Carolina  Journal  of  Education. 


[Oct.; 


'■^4  Vieiv  of  the  Polity  of  the  Provmce 
of  North  Carolina  in  1767." 

"  The  clergy  had  never  any 
regular  and  certain  establishment 
till  the  Act  of  Assembly  in  the 
year  1765.  This  act  entitled  the 
minister  to  receive  £133  65.  8f/. 
per  annum,  and  obliged  the  vestry 
to  supply  them  with  a  glebe  of  two 
hundred  acres  of  good  land,  and 
to  build  on  it  a  mansion  house  and 
convenient  ouuhouses  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  are  entitled  to  certain 
fees  mentioned  therein  for  mar- 
riages, and  giving  certificates 
thereof,  and  for  funeral  sermons. 
As  no  provision  is  made  bj  the  Act 
for  the  presentation  of  the  minister, 
It  devolves  to  the  Urown,  and  is 
delegated  to  the  Governor  for  the 
time  being  by  his  Mwiesty's  in- 
structions. There  are  thirteen 
ministers  now  in  the  Province, 
seven  of  whom  have  received  let-^ 
ters  of  presentation  and  induction 
from  the  present  Governor." 

The  gratification  with  which  the 
Governor  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  tact  and 
readiness  were  exhibited  in  pro- 
I'oguing  the  Legislature  from  the 
18th  May, to  meet  at  New-Beine  on 
the  ord  of  November.  There  was 
everything  to  gain,  and  nothing 
to  lose,  in  the  critical  state  of  af- 
fairs, by  the  change  of  time  and 
place. 

The  Stamp  Act  was  repealed  m 
the  Spring  of  1766,  and  on  the 
'ibih  June  the  Governor  bad  it  in 
ills  power  to  perform  a  double  act 


of  grace.  Few  men  were  more 
ready  than  he  to  make  the  most  of 
such  an  opportunity.  To  quiet 
the  Regulators,  he  issued  a  procla- 
mation, reciting  that  complaints 
haying  been  made  "  that  exorbi- 
tant fees  had  been  demanded  and 
taken  in  the  several  public  offices," 
"we  do  hereby  strictly  enjoin  and 
require  all  public  officers,  in  their  ^ 
respective  stations  throughout  tbis 
Province,  not  to  demand  or  receive 
Siuy  other  fees  for  public  business 
transacted  in  their  offices,  than 
what  are  established  by  proper  au- 
thority, upon  pain  of  being  re- 
moved from  their  said  offices,  and 
prosecuted  with  the  utmost  severity 
of  the  law.'^ 

A  second  proclamation  of  the 
same  date  announced  that  an 
authentic  account  had  been  re- 
ceived of  the  repeal  of  the  Act  of 
Parliament  imposing  certain  stamp 
duties,  and  therefore  '^public  busi- 
ness may  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  bo  greatly 
depended. 

The  latter  proclamation  was 
received  without  distrust,  and  with 
universal  and  heart  felt  satisfac- 
tion. The  maritime  districts  in 
the  Province  had  nothing  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  of  the  people  in  the 
back   country. 

At  the  County  Court  in  Orange, 
in  the  month  of  August,  a  paper 
was  read  publicly  to  the  magistrates 
and  representatives  of  the  county^ 


L859.] 


War  of  the  Begulation. 


mi 


which,  after  referring  to  the  tri'^ 
umph  obtained  by  "  The  Sobs  of 
Liberty,"  in  the  successful  re- 
sistance of  the  Stamp  Act  in  Par» 
liament,  proclaims  the  necessity  of 
a  thorough  reform  by  the  removal 
of  "unjust  oppression  in  our 
,  province."  The  paper  makes  no 
objection  to  the  payment  of  neces- 
sary taxes,  takes  no  exception  to 
the  revenue  system,  unequal  as  it 
was  in  its  operation,  but  simply 
urges  that  peculation  and  extortion 
shall  be  exposed  and  prevented. — ■ 
*' Every  honest  man  is  willing  to 
\  give  part  of  his  substance  to  sup.- 
I  port  rulers  and  laws  to  save  the 
/  other  part  from  rogues,  and  it  is 
I  his  duty,  as  well  as  his  right,  to 
see  and  examine  whether  such 
<-  rulers  abuse  such  trust."  The 
writer  proposes,  therefore,  that  a 
meetiug  shall  be  held  at  "  some 
suitable  place  where  there  is  no 
liquor,"  on  Monday  before  No- 
vember Court,  "  at  which  meeting 
let  it  be  judiciously  inquired  into, 
whether  the  freemen  of  this  county 
labor  under  any  abuses  of  power  or 
not,  and  let  the  same  be  notified  in 
writing,  if  any  is  found,  and  the 
matter  fully  conversed  unoa  and 
proper  measures  used  for  amend- 
ment." 

Mr.  Loyd,  one  of  the  represen- 
tatives who  was  preseat,  avowed 
his  approbation  of  the  scheme. — 
At  his  instance,  the  10th  of  Octo- 
ber was  appointed  the  day,  and 
Haddock's  Mill,  on.  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  "to  judicious].jy 
examine  whether  th,e  men  in  thia 
county  labor  under  any  abuses  of 
power,  and,  in  particular,  to  exam- 
ine into^thte  public  taX;  and  inform 


themselves  of  every  particular 
thereof — by  what  law  and  for  what 
uses  it  is  laid — in  order  to  remove 
some  jealousies  out  of  our  minds.'' 
The  represeatatives,  vestry-men, 
and  other  officers  were  requested 
to  give  the  m.eeting  all  the  infor- 
mation and  satisfaction  in  their 
power  "  so  far  as  they  value  the 
good  will  of  ever}^  honest  free- 
holder, and  the  executing  public 
offices  pleasant  and   delightsome." 

At  the  appointed  time  and  place 
about  twelve  persons  attended. — 
Neither  Mr.  Loyd  nor  his  col-, 
league.  Col.  Fanning,  was  present. 
James  Watson  came  along,  "  late 
in  the  day,"  and  brought  word 
from  Col.  Fanning  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,' whicib  signified,  he  said,  by  a 
court  of  authority."  He  was,  fur- 
thermore, rej)resen  ted  as  objecting 
to  the  mill,  as  not  a  suitable  place 
of  meeting  ;  and,  in  short,  (said 
Watson,)  "  Col.  Fanning  looks  on 
it  as  an  insurrection." 

A  third  paper  was  thereupon 
drawn  up,  giving  a  concise  history 
of  the  meeting,  reciting  the  failure 
of  the  representatives  to  attend,  in- 
sisting upon  the  right  uf  the  people 
to  know  "for  what  uses  our  money 
is  called  for,"  and  declaring  their 
wiEiico;nes3  to  attend  at  some  other 
time  and  place,  if  their  representa- 
tives should  be  "  inclinable  ro  an- 
swer it,"  and  give  the  "proper  no- 
tice." A  copy  of  this  statement 
was  delivered  to  Mr.  Watson,  who 
avowed  his  approbation  of  the 
course  proposed,  and  promised  to 
present  a  transcript  to  each  repre^ 
sentative. 

Instead  of  naeeting  the  people, 
as  desired.  Col.  Fanning  is  repre- 
sented at  the  following  court,  or  a 
general  muster,  to  have  read  "  a 


308 


North- Carolina  Journal  of  Education. 


±-. 


^ 


long  piece  of  writing  in  public,  and 
among  our  Justices  in  repugnanco 
to  ouv    request."     Thiis,    together 
with    menaces    from    sheriffs    and 
others,  '^  so  discouraged  the  people 
that  the  affair  dropped,  after  we  had 
subscribed  to  a  sum  of  fifty  pounds 
in  order  to  commence  suits   at  law  | 
agninst    them  on    the  penal    laws,  j 
and  was  denied  by  the  only  attor-  j 
nej  we  had   any  hopes  of  serviug  j 
us  to  undertake  it."  i 

On  the  third  day  of  November,  i 
1766,  Governor Tryon  allowed  him^  < 
self  to  meet  a  General  Assembly  of  | 
North  Carolina,  for  the  second  j 
time.  The  Province,  as  has  been  { 
shown,  was  burthened  with  a  pub-^  | 
lie  debt,  equal  in  amount  to £2  10s.  j 
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  px^ 
fortion  in  the  collection  of  fees  by 
ftvery  officer  in  the  Provincej  from 
Governor  to  Go»>stable.  It  was  in 
vain  to  assert  the  right  of  petition 
and  instruction,  or,  as  has  been 
shown  by  the  foregoing  ffarrative, 
for  the  people  to  unite  in  arespect^ 
fnl  request  to  the  representatives 
for  information  as  "  to  the  uses 
///C2T  money  was  called  for."'  Gov- 
ernor Tryo»  was  neither  ignorant 
of  existing  abuses,  nor  wanting  in 
power  to  redress  thenj.  He  was 
in  his  own  estimation,  ''every  inch 
a  king,''  and  was  in  truth  clothed 
with  vice  regal  power.  lie  elai'fa- 
ed  and  exercised  the  prerogative 
right  to  appoint  the  public  printer, 
to  license  and  appoint  teachers  of 
schools,  to  present  and  induct  cler- 
gvmen  in  the  several  parishes,  to 
incorporate  counties  and  towns,  to 
call,  prorogue  and  dissolve  the 
General  Assembly,  to  approve,  dis- 


approve, or  suspend  the  operation 
of  legislative  enactments,  and  the-  * 
general    power  of  appointment   to 
office  durante  bene  piacito. 

His  opening  speech  afforded  the 
earliest  intimation  of  the  course  of 
policy  which  was  to  characterize 
his  administration.  "  He  drew 
the  attention  of  the  Legislature  to 
the  inadequacy  of  the  emolumentn 
of  sheriffs,"  and  informed  there 
that  "  their  resolution  for  the  er^- 
tablishment  of  Fort  Johnston  hav- 
ing expired  he  had  ordered  a  con- 
tinuance of  the  establishment,  and 
some  necessary  repairs  to  the  work  " 
upon  the  credit  of  the  Province 
The  artillery  and  stores  being  too 
valuable  not  to  claim  attention  h.o. 
desired  an  increase  of  the  estab- 
lishment." He  observed  that  the 
court  system  had,  on  experience^ 
proved  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  3  the  office  hoiderr? 
were  ricb  and  the  people  poor } 
extortion  and  peculation  were 
matters  of  every  day  occurrence.- 
The  grea4  initial  measures  of  relief 
and  reform  were  increased  salaries, 
requital  to  Wilmington  for  tli'? 
loss  of  the  scat  of  government,  by 
the  liberal  expenditure  of  pubJ-ic 
money  at  Fort  Johnston,  and  con- 
sequent incre£ised  taxation  to  sup- 
port the  outlay.  Having  conciliated 
the  Cape  Fear,  "  by  the  contini;- 
ance  of  the  establishment  at  For'. 
Johnston,"  which  "  he  had  order^ 
ed,"  without  awaiting  the  exprec- 
sion  of  legislative  will — ^he  pro- 
ceeded at  a  later  period  of  tb.^. 
session  to  suggest  his  favork^ 
scheme  for  the  erection  of  a  p^ilccc- 
at  New-Berne. 

The  third  section  of  the  Act  av 
thorizin<r  the  construction  of  tb?.' 


1859.] 


War  of  the  Regulation, 


300 


edifice,  provides  that  the  Governor, 
as  often  as  he  shall  have  occasion 
for  money,  for  the  purpose,  may 
issue  his  Avarrant  for  a  sum  notex~ 
ceedinji;  five  thousand  pounds,  to 
be  paid  "out  ot  the  money  appro- 
priated by  Act  of  Assembly  for 
erecting  of  public  schoQls  and  pur- 
chasing globes."  The  xVct  passed 
on  this  subject  the  following  year, 
after  reciting  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  Grovernor  is  au^ 
thoiized  to  borrow  at  eight  per 
cent.,  ari  well  as  the  deficien-cy 
(£1,500)  in  the  school  fund,  until 
the  aggregate  amount  can  be  re- 
paid by  a  poll  tax  of  two  shillings 
and  sixpenso  on  eacli  taxable  pev- 
-son  in  the  Province. 
y^  Fort  Johnston  was  to  be  enlarged, 
(  and  the  palace  erected  in  the  south- 
ern district.  Wilmington  and 
Sqw  Berne,  the  two  commercial 
Towns,  the  favored  recipients  of 
public  bounty,  relieved  from  allap- 
prehen;:;ion  of  stamp  duties,  were 
prepared  to  submit  with  compara.- 

ftive  equaDimity  to  a  po'l  tax  im- 
posed for  their  benefit.  The  unani- 
mous support  of  the  representatives 
of  the  southern  district,  augment- 
ed by  the  votes  of  occupants  and 
expectants  of  place  in  the  interior, 
laay  well  be  supposed  to  have  se- 
cured the  adoption  o  f  these 
\  measures. 

Governor  Tryon's  position  as 
Lieut.  Colonel  of  the  Queen's 
'  luards,  may  excuse,  to  some  ex- 
ent,  his  feminine  fondness  for  dis- 
play, but  only  at  the  expense  of 
his  judgment.  He  gave  pmple 
evidence  of  taste  in  the  arrange- 
ment of  grounds,  skill  in  architec- 
T-ure,  womanly  tact  and  adroitness 
,  in  the  management  of  men,  and 
j  excessive  refinement  in  court  eti- 


quette.     He  adorned  the  palace, 
but  ruined  the  Province. 

In  his  correspondence  with  the 
home  government,  he  fairly  as- 
sumes all  the  responsibility,  and 
justly  claims  all  the  credit,  con- 
nected with  the  construction  of 
the  palace.  An  accomplished 
architect  accompanied  him  from 
London  in  17G4,  and  his  service.^ 
were  properly  put  in  requisition. 
"  He  goes  soon  (writes  the  Govern- 
or,) to  Philadelphia  to  hire  able 
workmen,  as  this  Province  affords 
none  ca,pablc  of  such  au  undertak- 
ing." Under  date  of  12th  Jan- 
uary, 17G9,  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 
of  eight  tons  of  lead.  Sashes,  chim- 
ney pieces,  marble  cornices,  etc.. 
were  ordered  irom  England.  Li 
another  letter,  he  remarks,  that 
"several  persons  who  have  pa  ssed 
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,  ] 
am  apprehensive  it  will  not  be  pos- 
sible to  levy  the  tax  to  raise  the 
£10,000  granted,  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-Beine  at  a  period 
not  very  remote  from  the  date  of 
the  events  he  relates,  enjoyed  the 
best  opportunities  to  ascertain  the 
truth,  re'oarks  as  follows: 

"On  the  rise  of  the  legislature, 
governor  Tryon  lost  no  time  iu 
carrying  into  effect  his  elr.rling 
scheme  of  building  a  palace.     He 


310 


North- Carolina  Journal  of  Education. 


[Oct. 


had  exerted  all  his  influence  to  ob- 
tain the  passage  of  the  bill,  and  the 
members  of  the  king's  council  had 
been  officially  instructed  to  give  it 
all  their  support  in  their  legisla- 
,  live  capacity.  This  measure  was 
I  thought  by  many  to  have  laid  the 
.—f"  foundation  of  the  series  of  disorders 
i  and  commotions  which  terminated 
j  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  J  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  vestibule  : 


Rege  pio,  felix,  diris  inimica  tyrannis, 
Virtuti  has  cedes  libera  terra  dedit. 
Sint  d07mis    et    domimis  swells   exemplw 

fuiuris, 
Hie  artes,  mores,  jura,  legcsque  colant. 

Which  are  translated  thus  : 

In  the  reign  of  a  monarch,  who    good^ 

ness  disclos'd. 
A  free,  happy  people,  to  dread  tyrants 

oppos'd, 
Have,  to  virtue  and  merit,  erected  this- 

dome; 
May  the    owner   and  household  make- 

this  the  lov'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 
pay,  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,  wiis,  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  8tli  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 
thereof,  under  the  orders  of  Gov- 
ernor Burke  and  Council,  to  sup- 
ply munitions  and  implements  of 
war.  and  it  is  not  surprising   that 


1859.] 


War  of  the  Regulation. 


311 


General  Washington,  in  his  visit 
to  New-Berne  in  1791,  found  the 
substantial  and  elegant  structure 
in  a  dilapidated  condition.  It  was 
consumed  no  great  while  there- 
after, by  the  torch  of  an  acciden- 
tal incendiary,  under  circumstances 
of  which  the  gravity  of  history  will 
scarcely  permit  the  recital. 

It  is  a  matter  of  curious  inqui- 
ry, whether  an  edifice  of  the  char- 
acter described  by  Governor  Tryon 
and  Judge  Martin,  in  the  forogo- 
ins  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  suspect,  that  no  such  system 
of  accountability  prevailed  in  the 
fiscal  department,  as  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  iii  this  manner 
can  the  Chinese  express  foreign 
words,  as  for  example  :  ing-ki-ll 
English,  ya-su-hoei-sse  Jesuit, 
ki—U-sse-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 
composed  of  48  Chinese  word  char- 
acters m  writing  their  language, 
which  is  in  class  agglutinizino-. — 
An  interesting  query  arises  here 
which  I  have  not  at  present  the 


means  of  solving.  I  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 
are  facts,  does  it  not  furnish  an  ex- 
ceedingly important  example  of  a 
nation  whose  language  by  migra- 
tion, that  great  moulder  of  lan- 
guage, has  been  changed  in  grade 
from  a  lower  stage?  The  idea  finds 
confirmation  in  the  more  active 
practical  life  of  the  Japanese  com- 
pared with  the  Chinese.  I  leave 
it  as  a  query  to  bo  settled  by  fu- 
ture 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- 
scribed above  a  few  words  haye 
lost  their  primary  signification  and 
become  particles.  In  some  of  the 
spoken  dialects  this  goes  further 
and  approaches  agglutination. 

According   to   Muller   in  the 
21 


312 


North- Carolina  Journal  of  Education. 


[Oet.j 


Shanghai  dialect  the  ancient  want 
of  distinction  between  a  verb  and 
noun  &c.,  is  overcome.  "A  noun 
is  notcha"nged  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  notbecome  a  noun  with- 
out a  formative  particle."  Thus 
ivo  is  to  speak,  as  a  verb  ;  ico-da 
a  word.  Wo-da  nominative,  wo- 
daka  genitive,  pela  woda  dative, 
tang  tvoda  ablative. 

The  Chinese  has  several  dialets. 
The  Kuan-hoa  common  speech, 
improperly  called  the  Mandarin 
dialect,  the  language  of  the  court 
and  men  of  learning,  vernacular 
in  the  middle  kingdom ;  Kuan- 
timg-ssu—hoa,  Conton  vulgar 
speech ;  and  the  Chin  cheii  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 
aiid  at  court  Mantchu  is  spoken. 

The  determination  of  the  exact 
boundaries  of  the  monosyllabic 
languages  is  difficult,  perhaps  im- 
possible. A  line  commencing  on 
th«  China  sea  and  following  the 
rang«  of  mountains  on  the  east  of 
the  Cambodia  river  in  a  direction 
a  little  west  of  north,  along  the 
fianks  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 
the  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 
islands  along  the  eoasi  including 


Hainan  and  Form osaand  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 fi'om  the  world  by  the  Anam 
mountains,  the  table  land  of  Asia 
and  the  great  wall. 

The  time  when  this  area  receiv- 
ed its  population  runs  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 
border's  of  the  Asiatic  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- 


1859.] 


Comparative  Philology. 


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  not 
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,  ever-active  procession 
have  continually  traversed,  up- 
rooting and  remoulding,  all  the 
world  beside.  Herein  too  is  shown 
their  bigh  antiquity,  for  wherever 
a  degenerate  tongue  is  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  ibreign 
tongue.  C.  W.  S. 

TO    BE  CONTINUED. 

Errata  et  corrigenda.^¥eLge  40 
French  der.  language  read  langage. 
71  read  beyond  the  Indus.  'All 
read  Gribb's  Philological  studies, 
last  line  but  2  for  sort  read   root. 


The  Rocky  Mountains. — 
Horace  G-reely  says  :  "  The  glor- 
ious Rocky  Mountains  are  them- 
selves worth  a  visit.  They  are  not 
a  range  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  pines  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." 


314 


North- Carolina  Journal  of  Ed^Lcation. 


[Oct., 


[Correspondence  of  National  Intelligencer.] 

To  the  Editors: — Conservative  as  youliave  always  shown  yourselves 
in  letters  as  well  as  in  politics,  I  appeal  to  you  against  an  innovation  that 
disturbs  my  peace.  From  tlie  periodical  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  its  sign  by  adverbs,  thus,  "fo 
wiseh/  consider,"  in  place  of  wisely  to  consider,  &c.  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  stan- 
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 
them  their  distorted  counterpart,  that  it  may  be  seen  at  a  glance  what 
a  needless,  wanton,  and  odious  perversion  it  is  which  I  co'nplain  of,, 
and  against  which  I  invoke  your  example  and  influence. 

THE  KING'S  ENGLISH. 

ENGLISH      IDIOM.  CORRUPT     FORM. 

If  this  be  our  condition,  thus  to  dwell.     If  this  be  our  condition,  to  thus  dwell. 
Hope  here  to  taste  of  heaven. — -Milton.     Hope  to  here  taste  of  pleasure. 

He  condescended  to    commend   Gibber     To  once  commend  Gibber. 

onoe. 
He  used  to  dine  soraetinies  with  Lord     Used  to  sometimes  dine. 

Oxford. — Dr.  Johnson. 


To  support  the  affirmative  fairly. 
Compiling  quartos  expressly  to  prove. 
It  would  not  have  tended, in  any  shape, 
to  exculpate  yourself. — Junius. 

Unaccustomed  to  endure  patiently. 
To  protract  matters  longer. 
In  order  to  engage  Maurice  more  thor- 
oughly. — Robertson,  historian 

I  hope  so  to  conduct  myself. 
To  enlist  the  sympathies  of  the   Jack- 
son party. 
To  elevate  himself  hereafter. 
So  to  amend  the    Constitution. — Clay. 

I  intended  not  to  say  a  word. 
Its  effect  was  to  exclude  the  South  en- 
tirely. —  Calhoun.      ' 

It  may  not  be  amiss  to  recur  now,  It  may  not  be  amiss  to  now  recur. 

To  leave  it  with  the  States  to  do  just     To  just  do  what  they  thought  proper, 
what  they  thought  proper. —  Web- 
ster. 

They  appear   to   me   substantially   to     They  appear  to  substantially  agree. 

agree. 
The  great  body   of  liberal  Christians     Seem  to  me  to  preoisel}'-  accord. 

seem  to  me  to  accord  precisely.-  ■ 

Dr.   Channincr. 


To  fairly  support  the  aiirmative. 
Compiling  quartos  to  expressly  prove. 
It   would  not  have  tended  to,  in    any 
shape,  exculpate  yourself. 

To  patiently  endure. 
To  longer  protract  matters. 
In  order   to  more   thoroug'ily   eugage 
Maurice. 

To  so  conduct  myself. 


To  hereafter  elevate  him-sclf. 
To  so  atiend. 

I  intended  to  not  say  a  v«ord. 
To  cntii-ely  exclude  the  South, 


1859.] 


Random,  TVioughts. 


315 


KANDOM  THOUGHTS. 


That  a  wise,  firm  and  equitable 
government  is  indispensable  to  the 
progress  and  welfare  of  any  commu- 
nity, domestic  or  literary,  civil  or 
ecclesiastical,  may  be  taken  p'O 
tonfesso  ;  but  the  practical  difficul- 
ties are  always  many  and  of  perpet- 
ual recurrence.  Even  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  adding.  Then,  there  is  a 
greater  difficulty  in  finding  men  of 
sufficient  discretion,  impartiality 
and  strength  of  purpose  to  adminis- 
ter the  government  in  the  most  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  executive. 

The  school,  so  far  from  b'^ing  an 
exception  to  the  general  rule,  fur- 
nishes one  of  the  finest  illustrations 
of  the  principle  ;  for^  without  the 
right  kind  of  government,  no  eff"orts 
at  instruction  can  be  successful. 
The  teacher  must,  in  the  nature  of 
the  case,  be  an  autocrat,  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  Russia  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,  then, 


they  should  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, 
pjven  children,  boys  of  ten  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  easy  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  discharge  the  duties 
of  the  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  variant,  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  mast  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 
lloman  maxim,  tSicaviter  in  7tiode, 
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- 


316 


North' Carolina  Journal  of  Ediication. 


[act,, 


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  whatever  way  and  by  whatever 
means  it  may  be  given,  should  be 
the  main  reliance  ;  but  in  a  promis- 


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 


cuous  school,  consisting  of  boys,  or  I  dinner,  to  get  their  tasks,  can  only 
of  boys  and  girls,  gathered  from  all    irritate  and    produce   a  dislike    to 


the  families,  rich  and  poor,  relig- 
ious and  irreligious,  in  the  district, 
in  some  of  which,  no  parental  re- 
straint 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 


their  books  ;  for  no  man,  with  a  har- 
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  delinquencies,  for  all  acts 
of  wilful  disobedience,  Solomon's 
advice  is  the  best,  and,  so  far  as   I 


wilful  transgression,  if  it  is  only  to  ;  have  noticed,   those    teachers  who 
try  the  teacher's    "  pluck,"    which  I  made  a  free  but  judicious  U33  of  the 


eannot  be  suffered  to  pass   unpun 
ished. 

Some  are  for  dispensing  with  cor- 
poral punishment  altogether  and  re- 
lying solely  on  moral  and  kindly 
influence;  but  such  a  principle,  or 
such  a  practice,  if  carried  out,  would, 
in  a  little  time,  subvert  every  gov- 
ernment in  the  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  spareih  the  rod  hateth  his  son  ; 
but  he  that  loveth  him  chasteneth 
him  betimes.  Correct  thy  son  and 
he  shall  give  thee  rest.  The  rod 
and  reproof  give  ivisdom.  The 
birch  is  as  much  the  badge  of  au- 
thority for  the  teacher  as  ihe fasces 
and  axe  were  for  the  Romaa  Con- 


rod  for  aggravated  oifences  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  arc  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,  if  his  heart  is  really  .engaged 
in  the  work,  he  will  seldom  tiad  it 
necessary. 

Last  summer  I  fell  in    company 


sul,  or  the  sceptre  for  the  crowned  with  a  young  man  of  considerable 
monarch;  and  it  must  not  only  be  intelligence,  who  has,  for  two  or 
kept  in  interrorem,  but  should  be  '  three  years,  made  teaching  his  bu- 


made  a  terror  whenever  it  becomes 
necessary.  You  might  as  well  de- 
prive the  magistrate  of  his  sword  as 
the  teacher  of  his  birch  ;  for,  unless 
my  observations  have  been  falla- 
cious, other  modes  of  punishment, 
if  not  more  cruel,  are  lesseflBicacious. 


siness  during  apart  and  sometimes 
the  greater  part  of  the  year.  He  is 
not  a  professor  of  religion  or  not  a 
member  of  any  church,  but  is  very 
moral  and  correct  in  his  deport- 
ment. He  has  now  got  a  character, 
as  a  teacher,  which  will  command 


1859.] 


Random  Thoughts. 


317 


the  highest  price  in  the  country  and 
whenever  he  says  the  word.  While 
with  him,  he  gave  me  an  account  of 
his  management  and  of  his  success, 
all  of  which  I  thought  commenda- 
ble. With  one  measure  I  was  par- 
ticularly pleased,  which  was  that  of 
always  opening  and  closing  his 
school  with  singing;  and  being  a 
good  singer  himself,  he  said  no  one 
who  had  never  tried  it  could  have 
aoyideaof  its  salutary  effect  Some-  i 
times  he  would  sing  a  whole  hymn,  ! 
sometimes  only  a  couple  of  verses, 
to  any  conuxion  church  tune,  the 
air  of  which  was  adapted  to  the 
sentiments  Occasionally,  eitherfor 
the  sake  of  variety,  or  for  some  oth- 
er purpose,  he  would  sing;  a  patriot- 
ic song,  such  a  "  Hail  Columbia," 
or  any  other;  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  so  fond  of  learning  to 
sing  that,  in  their  play  hours,  and 
on  their  way  to  or  from  school,  sin- 
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  and  where 
many  of  the  parents  had  suffered 
their  children  to  grow  up  without 
any  sort  of  moral  instruction  or  reg- 
ular, training.    The  larger  boys  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 
share  of  wit  or  humor,  a  perfect  self- 
passession  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  sing,  and  the 
paiDS  which  he  took  in  giving  them 
instruction  inevitably  won  their  at- 
tachment. Their  uncouth  manners 
and  recklessness  of  spirit  were  soft- 
ened down  by  the  genial  influence 
of  personal  kindness  and  music  com- 
bined,and  refinementgradually  took 
the  place  of  what  has  been  deem- 
ed an  incurable  rusticity.  He  did 
j  not  find  it  necessary  to  use  the  rod 
I  more  than  two  or  three  times  dur- 
]  ing  the  term,  and  then  it  was  done 
!  to  purpose  ;  but  so  judiciously,  and 
I  when  it  was  so  manifestly  deserved, 
j  that  no  sullen  or  spiteful  feelings 
j  were  roused,  either  in  the  culprits 
i  or  in  the  parents.  In  such  a  state 
j  of  mind,  application  to  study  was 
j  a  pleasure,  and  their  progress  was 
I  alike  gratifying  to  themselves  and 
'  their  parents.  On  the  last  day  of 
j  the  school,  which  had  usually  been 
j  spent  iu  play  and  noisy  mirth,  all 
I  was  quiet  and  pleasant.  A  few  of 
I  them  attempted  ono3  to  engage  in 
'  play;  but  their  hearts  got  too  full, 
j  and  they  gave  it  up.  They  all  met 
I  in  theiiouse  then  and  attempted  to 


318 


North- Carolina  Journal  of  Education. 


[Oct., 


sing  under  the  leadership  of  their 
teachei,  but  their  voices  were  soon 
smothered  by  their  feelings.  In 
conclusion,  the  teacher  sang  a  part- 
ing hymn,  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  anything  more, it  was 
a  silent,  tearful,  sobbing  adieu. 

More,  perhaps,  from  the  impulse 
of  feelings  than  from  the  dictates 
of  a  sound  judgment,  I  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 
sus'gest  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  aineasure,  self-taught,  and  where, 
without  Normal  school  or  any  other 
help,  they  have  worked  out  for 
themselves  the  difficult  ai^d  impor- 
tant problem  of  governing  a  school; 
and  while  we  should  not  sneer  at 
the  lessons  to  be  learned  from  their 
commoD  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  ofeoimsellors,  there 
is  safety  ;  and  a  three-fold  cord  is 
not  easily  broken. 


An  Ancient  City  on  the  Pa- 
cific.— The  New  Orleans  Pica- 
yune says  that  the  American  sur- 
veyors of  the  Isthmus  of  Tehuaute- 
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- 
ber of  terraeota  idols,  musical  in- 
struments,silver  rir;gs,  has  relievos, 
&c.,  all  of  which  indicate  an  ad- 
vanced condition  of  civilization 
among  the  aboriginal  people  of 
Mexico. 


"  It  is  very  easy  to  be  superficial. 
It  is  very  hard  to  be  thorough.  It 
is  very  easy  to  make  mistakes.  It 
is  not  easy  to  correct  them.  If  you 
would  be  thorough  you  must  work." 


DRINKING   TOBACCO. 

"  It  appears  that  the  smoking  of 
tobacco,  a  custom  first  observed 
among  theniatives  of  America,  was 
at  first  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  drinkino:  of  tobacco." 
Wilson  s  American  History. 


Spontaneous  C  ombustion 
PROM  liusTY  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. 


I859.J 


Education  in  Denmark. 


319 


EDUCATION  IN  DENMARK. 


'^  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,  both  grammar 
and  other,  have  been  put  in  a  state 


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  all 
subjects. 

To  know  what  is  nearest  to  us  iu 
time  and  space,  is  almost  aeeessary, 
most  pleasing  aud  most  instructive; 
and  this  kind    of   knowledo-e    can 


of  dependence  on  the  University 

and  under  its  controul,  whilst  the  I  only  be  obtained  from  newspapers. 

University  itself  is  particularly  well    We  would  venture  to    affirm,    that 


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  him 
directly. 

Education  is  compulsory.  Poor 
parents  pay  a  nominal  sum  weekly 
for  the  education  of  their  children 
at  the  government  schools  so  that 
ulmost  all  the  lower  classes  can 
read  and  write.  Confirmation  is 
also  compulsory.  Untill  that  rite 
has  been  received,  the  youth  of 
both  sexes  are  in  statu  papillari. 
Certificates  of  baptism,  confirma- 
•/ion, and  uaccwmfio?i  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- 


there  never  was  and  never  will  be, 
in  a  country  situation,  an  ignorant 
family  who  take  a  newspaper,  as 
it  is  impossible  that  a  family  should 
nt)t  become  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  fic- 
tion j  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  be 
without  a  newspaper.  Children 
see  the  world  cheaply  at  home  in 
ft  newspaper,  without  the  danger 
of  bad  association  or  the  expense 
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   that 


3;20  North- Garolinu  Journal  of  Education.  [Oct,, 


TREASURES  OF  THOUGHT. 


Who  is  the  author  of  the  following  staozaa,  we  do  not  know.  Bat 
they  are  so  unlike  the  spirit  of  this  selfish  age,  that  they  deserre  to  be 
printed  m  letters  of  gold. 

If  thou  hast  throwD  a  glorioiK  thought 

Upon  life's  common  ways, 
Should  other  men  the  gain  have  caught. 

Fret  not  to  lose  the  praise. 

G-reat  thinker,  often  thou  shalt  find; 

While  folly  plunders  fame, 
To  thy  rich  store  the  crowd  is  blindy 

Nor  knows  thy  very  name. 

* 

What  matters  that,  if  thou  uncoil 

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 ; 
To  nature  go,  and  see  how  works 

That  handmaid  of  the  sky. 

Her  own  deep  bounty  she  forgets 

Is  full  of  germs  and  seeds, 
Nor  glorifies  herself,  cor  sets 

Her  flowers  above  her  weeds. 

She  hides,  the  modest  leaves  between, 

She  loves  untroddea  roads; 
Her  richest  treasures  are  not  seea 

By  any  eye  but  God's. 

Accept  the  lesson.     Look  not  for 

Reward  ;  from  out  thee  chase 
All  selfish  ends,  and  ask  no  more 

Than  tofulfi^l  thy  place. 


1859;] 


Common  School  Department. 


321 


Caniiiioit  Sttjaal  gcpiiitiicni 


AN  ADDRESS  TO  THE  TEACHERS  OF  CRAVEN  COUNTY. 


Gentlemen  : 

With  the  perm'ssion  of  the  Ed- 
itor of  the  Journal,  I  will  prepare 
a  short  Address  to  you  ia  regard 
t'j  the  Cora  men  Schools  of  Craven 
County.  Before  proceeding,  I 
would  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  ia  their  prosperity 
and  improvement.  You  are  well 
aware,  gentlemen,  that,  for  a  num- 
ber of  years,  Craven  County-  rank- 
ed foremost  as  regards  the  system 
of  Commoa  School  Education ; 
she  was  considered  the  banner 
County  ia  Con^moQ  Schools.  But 
is  she  now  what  she  once  was  ? 
Does  she  still  hold  the  same  posi-^ 
tioD  ?  We  answer  no.  We  pro- 
pose to  show  why  she  does  not. 

1.  Our  Common  School  houses 
are  not  comfortable.  There  are 
about  49  Districts  in  the  county  of 
(Jraven  :  but  how  many  houses  for 
school  purposes,  we  cannot  say ; 
for  our  Visitor  of  the  Commoa 
Schools  of  Craven,  has  not  inform- 
ed us  in  his  Report.  But  there 
are  at  least  two  Districts  which 
have  no  regular  school-house, 
unless  recently  built.  The  Visitor 
mentions  about  a  dozen  framed 
buildings  ;  about  sixteen  are  said 
to  be  poor  specimens  of  architec- 
ture; some  tea  houses  are  men- 
tioned as  being  good  ones.  We 
must,  however,  dissent  from  the 
opinion  of  the  Visitor.  He  inclu- 
des the  houses  of ,  ditricts    Nos.    3 


and  4  in  his  catalogue  of  conveni- 
ent houses.  The  house  in  dist. 
No.  3,  reminds  us  more  of  a  boy's 
dead-fall  than  a  district  school- 
house,  from  tho  props,  around  it, 
one  would  think  it  a  bear  trap. 
The  house  in  the  4th  district,  is 
entirely  unlit  for  a  shool-house. 
Judging  from  these  two  houses, 
described  as  convenient,  we  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  ins 
habit ;  consequently  unfit  for 
school-chouses.  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- 
moa 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  ho 
feels  himself  below  his  fellow  stu- 
dents, or  exalted  quite  above  the 
capacity  of  his  teacher?  Ridicu- 
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  intellectuil  education  be 
cared  for,  but  not  before. 


822 


North-Carelina  Jo^irnal  of  Education. 


[Oct., 


2.  Our  Text-Books  are  Dot  suit- 
able,    It  is.  well   known    to   you, 
gentlemen,  that  the  Board  of  Sup- 
intendents  of  Craven,  a  few    years 
ago  (1851)  appointed  a    Comtoit- 
tee  on  "  Common  School    Books." 
The  Eeport  of  said  Committee  was 
received  and    published,    and  the 
Books     mentioned    therein,   were 
ordered,  not  recommended, — to  be 
adopted  in  our*^hools.     Is  it   not 
remarkable  that    such   a    complete 
List  of  such  ea;ce?/e)!^  books  should 
have  been  ordered,  and  not  recom- 
mended, to  be  used?     A  mere  re- 
commendation   would    have   been 
uU-suiiicent.      They    were    recom- 
mended   by   the    Committee,    but 
ordered  by  the  Board  to   be    used. 
Let  us  examine  that  List  of  Books 
Webster's     Elementary      Spelling 
Book     and      Primer,      Webster's 
School  Dictionary, Pierpont's young 
Header,  The  First  ]3ook  of  History 
by  the  Author    of  Peter   Parley's 
Tales,  Grimshaw's  History   of  the 
United  States,  Wiley's  N.  Carolina 
Header,    Elements    of  Agriculture 
'  translated     by     Skinner,     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; 


beginner  cannot  distinguish    State 
boundaries. 

But,  to  the  examination  of  the 
Grammar:  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 
Laugaage  has  wonderfully  improv- 
ed even  within  the  last  few  years ; 
it  is  a  progressive  language, 
consequently  we  may  look  for  still 
greater  improvements.  But  Mur.^ 
ray's  old  Grammar  has  not  improv- 
ed with  the  Language;  hence  it 
is  iDany  years  behind    the   times. 

But,  although  teachers  have 
failed  to  obey  the  "  order"  '■'  in 
toto,"  yet  they  have  generally 
adoptedthe  Geography.  The  Gram- 
mar is  used  by  very  few  teachers. 
But  those  who  have  refused  to  use 
this  old  work,  have  generally  adopt- 
ed one  which,  we  think,  is  infer!-- 
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  discuss 
the  merits  of  the  Test  Books^  and 
there,  by  a  decision  of  the  major- 
ity, say  what  Books  shall  be  used. 
This  is  the  remedy  for  the  defect, 
hence  he  who  attempts  to  learn  j  complained  of  in  the  above  para-- 
Geography  from  this  work  will  {  graph.  Such  an  association  would 
not  know  the  world  as  it  now  is,  add  much  to  the  interest  of  the 
buti  he  will  know  it  as  it  was  known  Common  Schools  not  only  of  Cra- 
to  Morse.  Besides  the  maps  are  ven,  but  of  every  County  in  the 
generally  of  the  same  color,  and  a    State.     We,  gentlemen,  as  Teach- 


1859.] 


Common  School  Department. 


323 


ers  must  raise  the  standard  of 
Common  Schools,  and  we  must  al- 
so raise  the  standard  of  our  pro- 
fession. We  can  better  accomplish 
these  objects  in  an  associated  capac- 
ity thaE  otherwise.  I  would  there- 
fore suggest  that  we  meet  at  some 
convenient  place  at  the  earliest 
possible  time,  and  organize  an 
^-  Educational  Association  of  Cra- 
ven County."  I  will  not  suggest 
a  time  nor  place,  as  I  do  not  know 
that  my  auggestion,  already  made, 
will  meet  the  approbation  of  Teach- 
ers generally. 

Will  some  friend  of  Education 
make  the  suggestion  ?  I  will  wait 
and  see.  I  have  the  honor  to  re- 
main, gentlemen, 

Very  Respectfully  yours. 

J.  E.  RHEIM. 


EXAMINATION     OF    TEACHERS. 

We  wish  simply  to  ask  a  few 
questions,  and  make  some  sugges- 
tions, that  may  be  of  some  bene- 
fit to  th-e  examiners,  and  those  to 
bo  examined,  in  our  neighboring 
county  on  the  North,  for  certifi- 
cates to  teach  Common  Schools. 
But  before  commencing,  we  wish 
you  to  understand,  that  we  are  in 
favor  of  raising  the  grade  of  scholar- 
ship in  the  State,  and  especially 
that  of  the  teachei^s.  But  we  are 
decidedly  in  favor  of  a  more  judi-. 
cious  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  saody  road  to  overcome 
before  we  reached  our  place  of  des- 
tination. About  11  o'clock,  A. 
M.  we  entered  a  store,  in  the  count- 
ing room,  of  which  we  soon  learned, 


sat  the  examiner,   and  a  few  who 
wished  to  be  examined.^  We  walked 
in  without  an  invitation,  but  found 
ourselves  kindly  received  and  seat- 
ed  where  we  could  look  each   way 
and  see  the  Educators  of  the  rls^ 
ing  generalion.     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  eclucatosr.     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  thing.     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  said  county  have  devised 
a   wiser  scheme  to  encourage  the 
young  men  to  prepare  themselves 
for  teachers,  they  say,  and  it  must 
be  so,  (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.  Ss  on  it,  that 
the  most  inferior  of  mankind  has 
as  a  teacher.     They    say    it    will 
cause  the  unqualified  to  leav'e  the 
'  county,  and  then  qualified  men  will 
j  be  put  "in  loco."     But  when  we 
1  view  the  matter  logically,  does  it 
I  QOfc  seem  that  it  will  have  a  differ- 
i  eat  effect  ?     Will  it  not  cauio  the 


324 


North- Carolina   Journal  of  ^Education. 


[Oct., 


inferior  class  to  migrate  to  that 
county,  where  they  can  boast  that 
they  get  £S  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  igooraat  of  the  branches 
taught  in  common  schools,  and  how 
are  they  to  judge  of  the  qualifica- 
tions of  a  teacher,  if  thev  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 
bearing  a  No.  5  certificate  ?  This 
course  is  injurious  to  you  but  ben- 
ficial  to  us,  tecause  our  uoqualified 
men,  who  can  get  nothing  better 
than  5,  wil\  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  effect 
of  this  is  lamentable. 

"How  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  i-s  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  fall  of  love; 
and  it  must  gush  out  toward 
somebody  or  something.  If  the 
parent  is  worthy  of  it,  and  possess- 
es it  he  is  blest ;  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  escellenee, 
with  which  he  compares  others. 

Any  parent  can  descend  from 
his  chilling  dignity,  and  freelyans- 
wer  the  child's  questions,  talking 
familiarly  and  tenderly  with  him  ; 
and  when  the  little  one  wishes  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.  All  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  congratulate  yourself  you  have 
a  friend  for  life. — Life  lUvstrated. 


ft  is  not  easy  to  straighten  in 
the  oak  the  crook  that  grew  in  the 
sapling. 


185-9.] 


Common  School  Department. 


825 


DISAGREEMENTS  OF  HISTORY. 

WiA  regard  to  the  eztent  of  the 
Empire  of  Charlemagne : 

1.  Greene's  History  of  the  Mid- 
dle ages.,  page  152,  says  "  From 
the  banks  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 
^he  Ebro  in  the  West  to  the  Elbe 
and  the  Raab  in  the  East  3  and 
from  the  dutchy  •  of  Beneventum 
and  the  Adriatic  sea  to  the  Eyder, 
which  separat-es  the  Grermanic 
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  different  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  marry  Caroline  Matil- 
da the  sister  of  the  queen  of  Ens- 
land.  But  the  same  author  page 
797,  in  the  table  of  the  royal  fam- 
ily of  England  has  ''  Caroline  Ma- 
iilda,  queen  of  Denmark,"  sister 
of  George  III.  And  Smith's  Lec- 
tures pape  980,  make  Christian 
VII.  succeed  Frederick  V.  in  1766. 


The  Pawn  Broker's  Sign — 
Three  Balk. — It  is  not  generally 
known  that  the  three  balls,exhibi:- 
ed  over  Pawn  broker's  shops,  are 
the  arras  of  Lombardy,  and  have 
been  retained  as  a  sign,  ever  since 
the  Lombards  were  the  sole  money 
lenders  of  Europe. —  'laylors.  Man- 
ual History. 


Edgecombe. — The  Chairman 
of  Board  of  Superintendents  of 
Edgecombe  County  has  sent  us  an 
order  for  34copiesof  the  Journal, for 
District  Committees  in  his  county. 
He  sent  the  name  of  one  member 
of  each  committee,  and  requests 
that  those  to  whom  they  ar«  di- 
rected will  give  other  members  of 
the  committees  an  opportunity 
of  reading  them  and  have  them 
preserved  according  to  law. 

We  thick  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  m 
the  Committee. 


Teach  your  pupils  to  think 


Correction. — The  work  which 
is  entitled  in  the  advertisement,  of 
New  Publications,  of  Messrs. 
Barnes  &  Burr, — "  Modern  Phi- 
losophy ;  its  Discoveries,  History 
and  In'fluonce.  By  B.  W.  Dwight" 
— should  be  Modern  Philology 
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  they  mistake 
its  aims  and  lose  its  best  enjoy- 
ments who  depend  for  true  happi- 
ness on  outward  things  and  not  on 
the  state  of  the  heart. 


326 


North' Carolina  Journal  of  Education. 


[Oct., 


Sisihiit  ($bitor's  gtgHrtmeiii 


The  Wae  of  the  Segula- 
TOlN.=We  devote  a  large  portion 
of  this  No.  €>f  the  Jom-nai  to*  Gov. 
Swain's  History  of  the  Wayo-f  the 
Ptegtiiation,  and  wonld  haYe  gifen 
it  entire,  had  not  the  latter  part  of 
it  failed  to  arrive  in  time.  It  will 
be  concluded  in  the  Noveni]i>er  No. 

This  article  was  prepared  at  the 
request  of  the  Association,  being, 
in  substance,  the  address  delivered 
by  Grov,  Swain  during  our  meeting 
in  Newbern.  And  while  it  is  not 
strictly  of  an  educational  ci^aracter, 
we  think  it  calculated  to  iostruct, 
as  well  as  to  estertain,  all  who  may 
read  it.  We  would  willingly  pay 
a  year's  subscription  ts? the  Journal 
for  the  sake  of  having  this  article 
in  a  sud'table  form  for  preservation^ 
even  if  we  felt  no  interest  in  any 
thing  else  publis'i^ied  ie  it. 


Forsyth  Edxjcational  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 
Examining  ('•mmitteeSjto  the  action 
of  the  committee,  alluded  to  in 
these  proceedings.  Our  committees 
grant  license  to  very  m  my  who  are 


not  qnalified  to  teach ;  and  we  be- 
lieve seldottj  defuse  any  who  apply. 
We  forbear  further  comment. 

iwsyth  Educational  Meeting. 
— Pursuant  to  notice  duly  adver- 
tised, the  fraternity  of  Teachers  ■ 
in  Forsyth  Cosnty,  met  at  the  M, 
E.  Church  in  Winston,  on  Satur- 
day the  27th  instant.  Thirty-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  GeneraJ  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  as^ 
Secretary. 

On  motion  of  Prof.  S.  S.  Jones^ 
it  was  resolved  that  this  meeting 
form  itself  into  an  Association  to 
be  known  as  the  Educational  Asso- 
ciation of  Forsyth  Cosnty. 

On  motion  of  J.  H.  Wbifee,  a 
committee  of  five  were  appoinfccej 
by  the  Chair  to  draft  a  conati^.- 
tution  for  the  Association.  Upoa 
which  committee  were  appoint^ 
ed  Rev.  C.  H.  Wiley,  J.  II.  White. 
J.  W.  Alspangb,  J.  W.  Atwood, 
S.S.  Jones  and  T.  M.  Hunter. 

The  Committee  retired  and  in  a 
few  moments  returned  and  reported 
the  following  Constitution,  which 
was,  after  sorae  discussion,  unani- 
mously adopted  : 

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 


1850.] 


Rciii.dcnf   lJJ'ih)r\    i/rpttiiincnt. 


327 


their    government    the    i'ollov/ing 
Constitution  : — 

Art.  1.  This  Association  shall  bu 
called  "The  Educational  Association 
of  Forsyth  County,  to  be  Jiiiiliated  v.-itii 
the  State  Educational  Association  oi' 
North  Carolina — " 

Art.  II.  The  Officers  of  the  Asso- 
ciation shall  consist  ot  a  President,  tbur 
vice  Presidents,  a  Recording  Secreta- 
ry, and  a  Corresponding  Secretary  and 
Treasurer  in  one — -which  officers  shall 
be  annuaJJy  elected  by  ballot,  but  shall 
holdoflice  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  there  shall  bo  as  many 
other  meetings  as  may  be  deteruilued 
by  the  i3y-La\vs. 

Art.  IV.  The  members  shall  pay 
into  tl>e  Treasury  such  sums  as  maybe 
fixed  on  by  the  By-Laws,  but  no  Ijy- 
Laws  shall  be  passed,  and  uo  part  of 
the  Constitution  altered  except  in  a 
meeting  consisting  of  a  majority  ui'  the 
members  .of  the  Associatiou. 

i\rt.  V.  Five  members  of  the  Asso- 
ciation shall  constitute  a  quorum  to  do 
business,  except  to  elect  officers,  or 
change  the  Constitution  or  By-Laws. 
Art.  VI.  The  president  shall  pre- 
side at  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  tliat  purpose. 

Art.  VII.  The  Chairman  of  the 
Board  of  Supei-intendonts  of  Common 
Schools  of  the  county  and  tJie  members 
of  the  examining  committee  shall  be 
ex-oflicio  honorary  members — and  shall 
also  constitute,  when  regular  members, 
an  Executive  Committee  with  power  to 
call  tiie  Association  together  and  per- 
form all  duties  devolving  on  such  Com- 
mittee. 

Art.  VIII.  The  general  Superinten- 
dent of  Common  Schools  of  the  State 
shall  bo  ex-officio  an  honorary  member, 
and  all  regular  members  shall  bo  elect- 
ed by  vote  and  sign  this  Constitution. 

Iludcr  the  second  article  of  the 
Constitution,  J.    11.    White    was 

clcctc<l  president  for  the  ensuing 


year,  W.  L.  Mastea,  L.  A.  Gosleu, 
C.  J.  Watkips  and  S.  S.  Jone.s, 
vice  Presidents  ;  J.  W.  Alspaugh 
Ttecording  Secretary,  and  J.W.At- 
wood  Corresponding  Secretary  and 
Treasurer. 

Crhe  Association  being  now  de- 
clared thoroughly  organized,  S  .S. 
Jones,  in  order  that  the  profession 
of  teaching  in  the  county  may  not; 
be  encumbered  with  ill  qualified 
and  incompetent  teachers,  intro- 
duced the  following  resolutiou 
which  was  adopted. 

Resolved,  That  we  as  teachers  re- 
quest the  Examining  Comniitieo  to  be 
cautious  and  thorough  in  their  exami- 
nations of  applicants  to  teach,  and  that 
we  will  heartily  co-operate  with  and 
sustain  thenr  in  the  faithful  discharge 
of  this  duty. 

Resolution  offered  by  Joshua 
Leiubach  : 

As  it  freqneutlj'  happens  that  difii- 
culties  arise  in  the  Districts  as  to  what; 
number  of  days  constitute  a  scholastic 
month,  and  for  the  pui-pose  of  setiling 
this  matter,  it  is  Ihercfore— 

Resolved,  That  hereafter,  twe-nty  days 
sjiall  bs  considered  a  month  for  teacli- 
ing,  and  tliat  we  as  teachers  make  our 
contracts  with  eoinmitiee-nien  accord-  , 
ingly.     Adopted. 

llesolutioQ  by  J.  W.  Atwood : 

Resolved,  That  teacliers  have  the 
right  to  classify  their  pupils  in  the  best 
manner  for  the  convenience  of  the 
School,  and  to  insist  upon  uniformity  in 
School  Books.     Adopted. 

Another  Resolution  by  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 
OTir  ctlbrts  to  introduce  no  other  books 
than  those  recommended  by  Rev.  C.  H. 
Wiley,  Gen.  Sup.  of  Com.  Schodls  in 
the  State.     Adopted. 

Resolution  by  Mr.  Jones  : 

Resolved,  That  we  will  dischiim  any 
teacher  who  shall  underbid  another  in 
order  to  got  a  School;  and  such  will  bo 
considered  by  this  association  as  not 
occupying  an  honorable  position.— 
Adopted. 


328 


2Co)-th- Carolina' ,rt)urnal  of  Education-. 


[Ofct.,. 


Resolution  bj  T.  M.  Hunter : 

Resolved^  That  we  will  recognize  no 
one  as  a'  teacher  in  good  standing,  who 
does  not  establish  system  and  keep 
good  order  in  his  school.     Adopted. 

Eesolution  by  Mr.  Jones  : 

Resolved,  That  the  following  hours 
be  established  for  opening  and  closing 
school  each  day,  to  wit:  opening  school 
in  the  morning  at  8  o'clock  and  closing 
the  exercises  of  the  fore  noon  at  11^ 
o'clock  ;  resuming,  exercises  in  the  eve- 
ning at  1  o'clock  and  closing  at  4 
o'clock.     Adopted. 

Resolution  by  J.  W.  Atwood  : 

Resolved,  That  we  regard  the  Jour- 
nal of  Education,  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  otieredto  the  public,  and 
that  we  ^vill  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  : 
Resolved,  Thatitis  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  ofl  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 
and  suggestive  address  entertained 
the  meeting  for  nearly  an  hour  j 
after  which  Mr.  Wiley  spoke.  His 
speech  was  able,  impressive  and 
instructive.  He  approved  in  the 
laighest  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  madia  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  bring  our  people. — 
All  were  delighted,  and  graiified 
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  eiBcient 
services  he  has  rendered  the  associa- 
tion in  its  organization  ;  and  his  pres- 
ence at  any  future  meeting,  whenever 
it  may  suit  his  convenience,  will  be 
highly  gratifying. 

Resolved,  That  tha  thanks  of  the  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  publisation. 

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  adjourn- 
ed.       C.  L.  BANNER,  Pres. 


J.  W. 


ALSPAUGH, -S-cc. 


1859.] 


Resident  Editor  s  Department. 


329 


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 
cities  have  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  Tauaerlane  ;  in 
1525,  by  Baber.  In  1736  the 
Mahrattas  burned  the  suburbs,  and 
in  1739  the  city  was  entered  and 
pillased  by  Madir  Shah.  Since 
1803  it  has,  together  with  its  terri- 
tory, virtually  belonged  to  the  Bri- 
tish.— \_Wilson's  Outlines  of  HiS" 
tory,  p.  350 

BOOK    TABI.E. 

Natural  PHiLosoPHY.-Embracing  the 
most  recent  discoveries  in  the  Ta- 
rious  branches  of  Physics,  and  exhib- 
iting the  application  of  scientific 
principles  in  every-day  life;  adapt- 
ed to  use  with  or  without  Apparatiis, 
and  accompanied  with  full  descrip- 
tions of  experiments,  practical  ex- 
orcises, and  numerous  illustrations. 
By  G.  P.  Qiiackenbos,  A.  M.  New 
York :  D.  Appleton  &  Co. 

The  book  before  us  is  a  School  Phi- 
losophy, prepared  by  a  teacher  wlio  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 
eeo  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. 

Treasury   of  Knowledgk. — In  threo 
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  treasury  of  knowledge, 
well  filled  with    precious   stores,    and 
ever  ready  to  satisfy  the  drafts  of  the 
diligent  student.     It  is   intended  for 
use  in  school  or  in  the  family,  and  is 
designed,  at  the  same  time  that  it  fur- 
nishes   much    useful   information,   to 
awaken  in  the    minds   of  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  teacher, 
or  parent,  it  is  calculated  to  do  mucb 
good. 

Univeksity  Magazine. — We  have  re- 
ceived the  first  number  of  Vol.  9,  which 
we  consider  a  decided  improvement 
upon  any  of  its  predecessors.  We  con- 
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.  Caldv/ell  is  in 
the  very  best  style. 

Since  writing  the  above,  No.  2,  has 
made  its  appearance. 


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Address  COLE  &  ALBllIGIlT,  Grccnsboi'..  N.  C. 


J 


THE  NORTH-CAROLIM 

OURNAL  OF  EDUCATION. 


Vol.  II. 


NOVEMBER,  1859. 


Ko.  11;. 


THE  WAR  OF  THE  REGULATION. 


(C0NCLU»E»,) 


Governor  Trjou  had  thus  far 
been  emiently  succe.ssful  in  secur- 
ing the  adoption  of  the  measures 
lie  had  most  at  lieart.  He  was 
from  principle  and  policy  a  liigh- 
churchinan.      He    believed    that 


the  Pi-ovince  and  meet  the  (Jhero- 
kees  on  the  border  of  their  hunt- 
ing grounds  in  all  the  pride,  pomp, 
and  circumstance  of  glorious  war. 
That  he  should  have  accomplished  , 
such    purposes,    by  the    annihila- 


the  Church  and  the  State  must  |  tion  of  the  common -school  fund, 
stand  or  fall  together.  During  I  and  replenishing  his  exhausted 
!  he  brief  period  which  he  permit-  ;  exche(|uer  with  money  borrowed 
',-t'Cd  the  General  Assembly  of  3Iay,  I  at  usurious  interest,  is  as  little 
16G5,to  exist,  he  had  secured  the  |  creditable  to  his  statesmanship  as 
peruiancnt  establishment  of  an  j  his  philanthropy, 
■jrthodox  clergy,  with  comparative- I  lie  was  not  unmindful  of  the 
ly  ample  provision  for  their  sup- J  importance  of  education,  nevertho- 
port,  and  unexpectedly  proroguing  '  less  ;  but  education,  in  his  esti- 
the  Assembly,  had  smothered  ;  mation,  was  only  expedient  when 
tibullition  of  feeling  in  relation  to  ,  in  subordination  to  the  Church, 
the  Stamp  Act.  i  and  religion.was  only  to  bepatron- 

Ilis  seoond   Assembly  met  him  |  izedwhen  subservient  to  the  State, 
with  spirits   cliafed    and   irritated  I  Until :  this   time,  no   seminary  of 


by  the  manner  in  wdiieh  the  pre- 
vious session  terminated,  and  the 
long  delay  in  again  calling  them 
together.  He  seems  to  have  suc- 
ceeded in  not  merely  soothing,  but 


learning  had  been  incorporated  in 
the  Province.  "  An  Act  for  es- 
tablishing a  school-house  in  the 
town  of  New-Berne,"  discloses, 
in  the   third  section,    tbc  Govern- 


in  moulding  them  to  his  will,  with  j  or's  views  in  relation  to  the  true 
admirable  facility  and  celerity.  An  j  theory  of  government,  religion, 
appropriation  of  suffieient  amount !  and  education,  "  provided,,  always, 
to.  lay  the   foundation  of  the  pal-    that  no   person-  shall  be  admitted 


aco,  and  coerce  its  subsequent  com- 
pletion, was,  as  ^y^  have  seen, 
readily  obtained.     Hg'v/hs  enabled 


to  be  master  of  the  said  school, 
but  who  is  ef  the  Established 
Church    of  Englandi,   and  who  at 


to  make  a  royal  progress  through    the  recommendation  of  the  trus- 


330 


North- Carolina   Journal  of  Educdii&n. 


[Nov., 


tees  or  directors,  or  the   majority 
of  them,  shall  be  duly  licensed  by 
-~     the   Grovernor,  or    Commander-in- 
Chief  for  the  tim'e  being."' 

Hitherto,  though  Justices  of  the 
Peace  might  celebrate  the  'mar- 
,'  riage  ceremony;  the  rite  was  nn- 
j"  lawful  if  performed  by  a  dissent- 
ing elergyman.  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, "/<''■  «^^^  Presbyterian  min- 
ister, called  regidarhj  to  any  congre- 
1/ at  ion  in  the  Province,  tocelehrate 
the  rites  of  matrimony.'"  The  es- 
tablished clergyman  m  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 
eeremory." 

On  the  31st  January,  1767,  the 
(iovernor  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 
Jie  i-emarks  as  follows  : 


31  January,  1767. 
7b  the  Earl  of  /Shelburn  : — 

"The  Act  to  amend  an  Act  en- 
titled '  An  Act  Concerning  Mar- 
riage,' has  mure  ubjecis  m  view 
than  appear  on  the  sight  of  it. — 
The  Jlai-riage  Act  passed  in  1741. 
1o  which  it  has  relation,  entitle!' 
every  Justice  of  the  Peace  to  mar- 
ry by  license.  In  abuse  of  th'.; 
privilege,  many  of  the  Justice^ 
performed  the  marriage  ceremon\ 
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  t!ie  clerk  of  the  county 
who  gave  the  bend  and  certificate. 
Another  tendency  of  this  Act  was 
to  prevent  the  frequent  abuses  by 
rascally  fellows,  who  travelled 
through  the  Province  under  the 
title  of  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  ofiice  to  the  gi'eat  prejudice 
of  the  country.  It  is  also  to  be  ob- 
served, most  of  the  justices  in  the 
back  or  western  settlem.ent  are 
Presbyterians,  who,  by  the  Act  of 
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  effectual  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  lettei's  to  the  Rev.  Dr. 
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  ot  the 
people  by  whom  they  were  sus- 
tained : 


1859.] 


War  of  the  Regulation. 


531 


Brunswick,  30tb  April,  1767. 
^'The  Rev.  Tnt.  Moir's  death  in 
February  last,  defeated  the  Socie- 
ty's direction  to  have  him  fixed  to 
some  parish.  I  desire  leave  warm- 
iy  to  solict  the  Society,  that  Mr. 
31oir's  mission  may  be  continued 
iii  the  Province,  as  I  am  very  ap- 
prehensive from  the  real  indigence 
uf  the  inhabitants  of  some  coun- 
ties here,  the  stipend  for  the  min> 
ister,  though  moderate,  is  more 
than  the  parishes  can  raise." 

t-  ;^  ;!;:(<  * 

'''  The  strictest  caution  and  care 
is  absohitely  necessary  in  the  re- 
commendation of  gentlemen  who 
coin<!  to  settle  as  ministers  in  this 
Province.  The  inhiibitants  are 
.-jtrict  inquisitors,  and  if  the  cler- 
gyman is  not  of  amoral  character, 
■;nd  his  life  regular  and  exempla- 
yy,  he  will  attract  but  little  esteem 
»o  himself,  and  less  benefit  to  his 
jiarishioners,  for  whom  he  must 
undergo  patience  and  fatigue  in 
'he  service  of  his  calling." 

Brunswick,  20  March,  1769. 
"  The  inclosed  letter  from  the 
Rev.  Mr.  Fiske,  will  state  the  un- 
genteel  and  cruel  treatment  he 
Jias  received  from  his  parishioners. 
1.  recommend  him  to  sue  the 
(Jhurcli  Wardens  and  Vestry  for 
his  salary.  I  am  told  his  parish 
Is  full  of  Quakers  and  Ana-Bap- 
tists ;  the  first  no  friend,  the  latter 
an  avowed  enemy  to  the  mother 
Church." 

^'  That  the  Society  may  be  in- 
Ibrmed  of  the  share  the  Rev.  jMr. 
Micklejohn  took  to  c(uiet  the  minds 
nf  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- 
r.'on,  as  it  was  well  adapted  to  the 


situation  of  public  afi'airs.  I  also 
transmit  you  the  Presbyterian 
ministers'  address  to  their  flock : 
The  good  efrects  of  the  principles 
they  inculcated,  I  had  the  happi- 
ness to  experience  ;  services  I  shall 
ever  gratefully  remember. 

"The  Presbyterians  and  Quakers 
are  the  only  tolerated  sectaries, 
under  any  order  or  regulation,  eve- 
ry other  arc  enemies  to  society, 
and  a  scandal  to  common  sense." 

The  papers  marked  No.  I,  II, 
III  in  Husband's  book,  extracts 
fi'ora  which  have  beee  given  in  the 
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  beginnin^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  Carolina 
is  unkown.  Caruthers  supposes 
him  to  have  been  a  relative  of  Dr. 
Franklin,  and  his  secret  and  con- 
fidential emi.^sary  in  the  dissemi- 
nation of  political  tracts,  in  op- 
position to  the  scheme  of  taxation, 
by  which  Ave  were  menaced  froiu 
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  theG-eueral  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. 


382 


Nor th- Carolina  Jowrnal  of  Education. 


[KoT. 


Dr.  Franklin  was  a  son  of  sedi- 
tion. Without  reference  to  his 
private,  his  public  history  is  a  nar- 
rative of  rebellion.  In  1754,  he 
drew  up  the  plan  of  Continental 
l^nion  which  was  unanimously 
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  provin> 
cial  assembly. — By  the  Crov^n,  be- 
cause it  was  apprehended  that  the 
union  might  teach  the  eoloniesthe 
secret  of  their  strength,  and  by 
the  colonies,  owing  to  jealousies 
arising  out  of  diversities  in  lan- 
guages, nationality  and  religion, 
and,  above  all,  conflicting  iaterests 
in  reBtion  to  boundaries.  With 
the  experience  thus  attained,  he 
expressed  the  opinion,  in  1760, 
"  that  a  imion  of  the  colonies 
against  the  mother  country  was 
absolutely  impossible,  or  at  least, 
without  being  forced  by  the  most 
grievous  tyranny  and  oppression." 
'fhis  tyranny  and  oppression  were 
uot  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  sigmficant  fast  that  the  firgi- 
tive  Regulators,  th«  founders  of 
Tennessee,  gave  his  name  tothe 
rebellious  commonw&alth,  whicli 
arose  within  our  borders  shortly 
before  the  adoption  of  the  federal! 
eonstitution^the  State  of  Frank- 
lin. It  is  no  less  remarkable  that 
this  same  Watauga  settlement  was 
represented  in  the  convention  that 
Tinuied  our  State  constitution  in 
1776,  under  the  name  of  "  Wash- 
ington District."  It  was  the  ear- 
liest' germ  of  trans  Alleghany 
civilization  that  received  and  thus 
honored  the  name  of  the   Father 


of  his  Country.     Sucli  men    were 
never  cowards,  traitors  or  toriesv 

Caruthers  characterizes  Husband 
as  a  man  of  superior  mind,  grave 
in  deportment,  somewhat  taciturn, 
wary  in  conversation,  but  when  ex- 
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  Ptandolph. 
His  well  cultivated  wheat  fields- 
and  clover  meadows  were  the  ad- 
miration of  the  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, 
tiogether,  about  600  pages,  were 
probably  sold  at  three  or  four  dol- 
lars a  copy.  Husband,  in  connec- 
tion with  one  of  the  justices  of  the 
county  court,  was  the  proprietor  of 
a  copy.  The  scarcity  of  money 
and  of  the  book  may  be  readily  in 
ferred  from  the  joint  owaership; 
and  tllv  circumstances  coanected 
with  its  subsequent  introduction  to 
public  notice. 

From  henceforth  the  personal 
history  of  Husband,  as  head  of  th*8 
insergents,  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  inforraatiou  than  we 
have  been  able  to  glean,  ia'relation 
to  the  lives -and  characters  of  each. 

Edmund  Fanning  was  a  native 
of  Connecticut,   and    as   he  grad-- 
uated  at  Yale  College  in  1767,'  was- 
probably     born'  about    17S7<,    an-d 
abouifi  thisty-fouT  years  of  age   at 


1859.3 


Miur  of  the  Regulation. 


33S 


the  Battle  of  Alamance,  Ilis  lit- 
erary and  scientific  attainments; 
thougb  respectable,  were  not  prob- 
ably very  remarkable.  It  is  very 
remarkable,  nevertheless,  that  a 
resident  of  the  Province  of  North 
Carolina,  whea  little  advaoced  of 
thirty  years  of  age,  should  have 
been  honored  vrith  the  degree  of 
Doctor  of  Laws  by  the  University 
of  Oxford,  and  that  the  compli- 
ment should  have  been  subsequent- 
ly repeated  by  his  Alma  Mater,  by 
.'King's  (now  Columbia)  Colkge, 
and  by  JDartmouth  University-. — 
The  aunals  of  our  State  present  no 
other,  and  the  Union  scarcely,  .if 
indeed  a  single,  instance  of  ae, in- 
dividual crowned  at  so  early  an  age 
with  its  high  literary  distiuctiou 
from  such  respet-ttlble  and  numer- 
ous sources,  abroad  and  at  home. 
His  subsequent  career,  which  will 
develope  itself  a6.the  narrative  pro- 
ceeds, will  afford  a  satisfactory  so- 
lution of  the  mystery.  He  was  a 
gentleman  of  courtly  manners,  of 
Tact  and  talent  for  intrigue,  an  ob- 
sequious time-server  and  under  all 
dynasties  a  place-man.  In  general 
ability,  integrity,  and  in  every  re- 
spect but  education,  he  would  not 
bear  a  favorable  comparison  with 
the  Quaker  leader. 

At  August  county  court,  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  |>ay 
a  larger  sum,  if  any  enactment 
could  be  found  requiring  it.  He 
was  taunted  from  the  Bench  with 
.the  enquiry  "  how  long  it  was  since 
tiie  commenced  lawyer  ?"  This  was 
followed  by  the  intimation  that  he 
.was  in  danger  of  incurring  punish- 
ment for  contempt  of  court.  His 
(partner  in  the    ownership  of  the 


book  was  a  member  of  the  Court. 
He  was  intimidated  :by  his  asso- 
ciates and  forhaxle  all  further  pub- 
lic use  of  it  The  sheriffs,  em.- 
boldened  by  the  course  pursued  by 
the  Court,  ijrew  daily  more  iosoleot 
and  oppressive.  Unusual  distres- 
ses of  prpcercy,  double,  treble,  and 
quadruple  in  value  were  made, 
"carried  to  Hillsborough,  at  the 
distance  of  thirty  and  sixty  miles, 
sold  at  underrates  so  that  roguish 
people  began  to  depend  on  these 
sales  to  raise  their  fortunes" — • 
•'  Besides  among  Dutch  people, 
they  practiced  taking  four  pence, 
six  pence,  and  a  shilling  in  a  tax 
more,  than  from  the  more  knowing." 

In  February,  1708.  the  people 
were  exasperated  by  an  insulting 
advertisements  of  the  sheriff,  Tyrec 
Harris,  announcing  his  intention 
to  withdraw  indulgencies  previous- 
ly allowed  in  the  mode  of  collect- 
ing taxes.  '■'  The  rumor  of  giving  the 
Governor  fifteen  thousand  pounds 
to  build  him  a  house,  all  happeniui^ 
together  at  this  time,  con.^pired  to 
give  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  the  :^2d  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  our- 
selves for  conferenceLfor  regulating 
public  grievances  and  abuses  of 
power,  in  the  following  particulars, 
with  others  of  the  like  nature  that 
may  occur. 

'*  Ifit.  That  we  will  pay  no  more 
taxes  until  we  are  satisfied  they 
are  agreeable  to  law,  and  applied 
to  the  purposes  therein  mentioned; 
unless  we  cannot  help  it,  or  are 
forced. 

"  2d.  That  we  will  pay  no  officer 


B34 


Nortli- Carolina  Journal  of  Educatior,,, 


[Not., 


any  more  fees  than  the  law  allows, 
unless  we  are  oblip;e(]  to  it ;  and 
then  to  show  our  dislike,  and  bear 
an  open  testimony  against  it. 

"  od.  That  we  will  attend  our 
meetings  of  conferense  as  often  as  we 
couvf  uieutly  can,  and  if  necessary, 
in  order  to  consult  our  representa- 
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  Parliument,  &c.,  for 
redress  in  such  grievances  as  in 
the  course  of  the  undertaking  may 
occur  j  and  to  inform  one  another, 
iearn,  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  stand  firm 
and  unshaken. 

<'  4th.  That,  we  will  contribute 
to  collections  for  defraying  neces- 
sary expenses  attending  the  work, 
•j.ccording  to  our  abilities. 

"  5th.  That,  in  caseofdifferance 
cf  judgment,  we  will  submit  to  the 
Judgment  of  the  majority  of  our 
body.    ' 

''  To  all  which,  we  solemnly 
swear,  or  being  a  Quaker,  or  other- 
•wise  scrupulous  in  conscience  of 
the  common  oath,  do  solemnly  af 
drm,  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 
saajofily  of  us." 

"  Whereas,  The  taxes  in  this 
county  are  larger,  according  to  the 
number  of  taxables,  thaa  adjacent^ 
aounties,  and  <30Dti'aui^s,s,<3.  year  af-' 


ter  year ;  and  as  the  jealousies 
still  prevail  among  us,  that  we  are 
wronged,  and  having  the  more 
reason  to  think  so,  as  we  have  been 
at  the  trouble  ot  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 
Edmund  Fan7img  looked  on  it^,, 
that  the  country  called  him  by 
authority,  or  like  as  if  they  had  a 
right  to  call  him.  to  an  account. — 
Not  allowing  the  country  the  right 
that  they  have  been  entitled  to,  as 
English  subjects  j  for  the  King 
requires  no  money  from  his  sub- 
jects, but  what  they  are  made  sen- 
sible  what  use  it's  for. 

"  We  are  obliged  to  seek  redress 
by  denying  paying  any  more  until 
we  have  a  full  settlement  for  what 
is  past,  and  have  a  true  regulation 
with  our  officers. 

"  As  our  grievance.",  are  too 
many  to  be  notified  in  a  small  piece 
of  writing,  we  desire  that  yoa  our 
Assembly-men  and  Vestry-men, 
may  appoint  a  time,  before  next 
court,  at  the  Court  House,  and  let 
us  know  by  the  bearer,  and  we 
will  choose  men  to  act  for  us,  and 
settle  our  grievances. 

"  Until  such  time  as  you  will 
settle  with  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 
determined, to  have  the  officers  of 
this  county  under  a  better  and.) 
honester  regulation,  than  they 
have  been  for  some  time  past. 

"  Think  not  to  frighten  us  (with 
rebellion)  in  thia^case,  for  if  the 
iu-feabi^iuite  of  tEfs"  Province  have 


1859.] 


War  op  the  Regulation. 


335 


not  as  good  a  right  to  inquire  into 
the  nature  of  our  Coostitutiou  and 
disbursements  of  our  funds,  as 
those  of  our  mother  country,  we 
think  that  it  is  by  arbitrary  pio- 
ceedings  that  we  are  debarred  of 
that  right.  Therefore,  to  be  plain 
with  you,  it  is  our  intent  to  have 
tt  full  settlement  of  you  in  every 
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  graut-^ 
cd,  that  we  are  disregarded  in  this 
our  request  again  from  the  public' 

'■'•  This  was  the  first  message  this 
sew  society  sect.  But  no  laasters 
of  abject  slaves  could  be  more  es:- 
aspeiated  :■ — tbey  were  rebels,  in- 
surgents, &c.,  to  be  shot,  hanged, 
■.oC;  as  mad  dog?,  &c.  xiod  the 
Sandy  Creek  men,  or  authors  of 
No.  1,  3,  and  3,  were  to  be  punish- 
ed for  it  all;  for  these  refer  to 
their  former  papers."  After  al'- 
lusions  to  similar  subsequent  oc- 
currenceSj  Husband  makes  the 
following  remark,  one  of  many  in- 
dications of  the  sympathy  which 
at  ail  times  prevailed  between  the 
Regulators  and  the  people  of  Mas- 
sachusetts :  "I  have  said  thus 
Hiuch  on  this  head,  the  more  as  I 
observe  by  the  new.^papers,  that 
men  ia  higher  slations  than,  our 
officers  attempted  the  same  thing 
on  the  town  of  Boston."  The  op- 
pression, external  and  internal, 
civil,  and  religious,  was  more  griev- 
oas  here  than  there,  and  it  is  uot 
Burprising  that  the  seeds  of  rebel- 
Uoa  germinated  earlier  in  t  b  e 
aouthera  clime. 

The  general  meeting  of  the  citiz- 
ens of  Orange,  held  in  pursuance 
af  the  Articles  of  Association,  on 
the  4th  of  April,  seems  to  have 
been  the  first  to  assume  the  name 
of  Regulators.  The  assumption  of 
'«the  borrowed  title,  of  Regulators" 


was  the  subject  of  severe  reprehen- 
sion by  the  Governor,  in  his  reply 
of  the  21sfc  June,  to  their  petition 
for  redress  of  grievances. 

At  the  general  meeting  on  the 
4th  April,  mentioned  above,  two 
persons  were  appointed  to  request 
the  two  last  sherilfs  and  the  vestry* 
men,  to  meet  twelve  persona  to  be 
selected  by  the  Regulators,  and 
enter  into  an  examination  of  the 
amount  uf  taxes  which  ha  I  been 
collected,  and  the  uses,  to  which  it 
had  been  applied.  Before  thecom- 
missioner.s  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  rose  to  the  number  of  sixty  or 
seventy,  rescued  the  mare,  "  and 
fired  a  few  guns  at  the  roof  of  Col. 
Fanning's  house." 

On  tills  occasion  the  established 
minister  of  the  county,  the  Rev. 
'Jeorge  Mieklejohn,  appears  to 
have  interposed,  and  announced 
on  the  part  of  the  officeis,  that 
they  had  appointed  the  11th  May 
for  the  settlement  proposed  by 
the  Regulators.  Before  .-a  meeting 
could  be  arranged,  the  G^overnor's 
secretary  arrived  with  a  proclama- 
tion, requiring  the  rioters  to  dis- 
perse. At  a  time  when  the  Reg- 
ulators were  quietly  at  home,  ''th.3 
officers  with  a  tavern-keeper  or 
two,  and  a  man  charged  with  mur  ■ 
der,  about  30  in  number,  all  arm- 
ed," seized  William  Butler,  one  of 
the  alledged  rioters,  by  virtue  of  cb-, 
warrant,  and  Herman  Husband 
without  a  warrant,  under  the  pre  • 
■ext  that  he  was  the  author  of  the 
three  first  papers,  put  forth  by  the- 
Mob.  This  outrage  alarmed  and 
aroused  the  whole  country,  and 
more  than  seven  hundred  armed 
men;  preseated  themselves  in  sight , 


336 


North- Carolina  Joicrnal  of  Education. 


[Nov., 


of  HlUyboroiigh  the  next  moni- 
mg.  In  the  meantime,  the  prison- 
ers liad  given  bail  and  been  re- 
leased. The  secretary  was  intirni- 
'  dated,  and  after  reading  the  proc- 
;:aination,  stated  that  he  was  au- 
tliorized  by  the  Grovernor  to  tell 
tliem  if  they  would  disperse,  go 
Iiome  and  petition,  lie  would  pro- 
tect and  redress  them  against  any 
■  unlawful  extortions  or  oppressions.' 
'•  The  multitude,  as  with  one  voice 
cried  out,  x\ greed !  That  is  all 
.we  want,  liberty  to  make  our  griev- 
ances known."  Here  it  was  ob- 
■yiously  in  the  power  of  the  Gov- 
ernor by  a  course,  as  just  as  politic, 
to  have  terminated  the  contest. — 
Oppression  had  thus  lar  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 luirmony.  Wo  cannot  enter 
into  further  minute  details.  The 
works  referred  to  in  the  opening, 
will  aftbrd  those  disposed  to  en- 
gage in  the  enquiry,  ample  oppor- 
tunity for  interesting  and  satisfac- 
tory investigation. 

"The  ImpM-tird  Eolation"  of 
Husband,  preseats  withgTeat  min- 
uteness of  detail,  the  principal  in- 
cidents of  Tryon's  first -expedition 
against  the  Kegulators.  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  JMaiir- 
ice  Moore,  one  of  the  judges  who 
presided  at  the  trials  of  Fanning 
for  extortion,  and  Husband  for 
riot,  in  September,  1768.  The 
following  paragraphs  are  all  that 
^Yc  necess<i,ry  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 
character,  as  well  as  of  the  most 
prominent  features  of  his  admin- 
istration :  » 

"In  a  colony  without  money, 
and  among  a  people,  almost  des- 
perate with  distress,  public  pro- 
fusion should  have  been  carefully 
avoided ;  but,  unfortunately  for 
the  country,  3'^ou  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  about 
ninety  miles  in  length  ;  this  little 
service  at  once  afforded  you  an 
opportunity  of  exercising  your  mil- 
itary talents,  and  making  a  splendid 
exhibition  of  yourself  to  the  In- 
dians. To  a  gentleman  of  your 
excellency's  turn  of  mind,  this  was 
n  0  unpleasing  prospect :  y  o  Vi 
marched  to  perform  it,  in  a  time  of 
profound  peace,  at  the  head  of  a 
company  of  militia,  i-nall  the  pomp 
of  war,  and  returned  with  the  hon- 
orable title,  conferred  on  you  by 
the  Chcrokees,  of  ^Great  Wolf  of 
North  Carolina.  This  line  of 
marked  trees,  xind  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  3'ear,  would  pay. 

'"  Your  next  expedition.  Sir,  was 
a  'W.OYG  important  one.  Four  to 
five  hundred  ignorant  people,  who 
called  themselves  regulators,  took 
it  into  their  head  to  quarrel  with 
their  representative,  a  gentleman 
honored  ^with  your  excellency's 
esteem.  They  foolishly  charged 
him  <^vith>ei7cry  distress  they  felt ; 
and,  m  revenge,  shot  two  or  three 
musket  balls  through  his  house. 
They  at  the  same  time  rescued  a 
horse  vjhich  had  been  seized  'for 


IS  59.] 


War  of  the  Regulation. 


837 


the  public  tax.  These  crimes  were 
jiunishable  in  the  courts  of  law, 
and  at  that  time,  the  criminals 
were  amenable  to  legal  process. — 
Your  excellency  and  your  confi- 
dential friends,  it  seems,  were  of  a 
diifcrent  opinion.  All  your  duty 
could  possibl}''  require  of  you  on 
this  occasion,  if  it  required  any 
thing-  at  all,  was  to  direct  a  pros- 
ecution against  the  offenders.  You 
should  have  carefully  avoided  be- 
coming a  party  in  the  dispute. — 
But,  Sir,  your  genius  could  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  whom  they  con- 
sidered, as  personally  their  enemy. 
The  terms  of  arccommodation  your 
excellency  had  offered  them  were 
treated  with  tiontempt.  What 
they  were  I  never  knew ;  they 
could  not  have  related  to  public 
offences-  these  belong" to  another 
jiurisdictiou.  All  hopes  of  settling 
the  mighty  contest  by  treaty  ceas- 
iTig,  you  prepared  to  decide  it  by 
means  more  agreeable  to  your  mar- 
tial disposition,  an  appeal  to  the 
sword.  Yoii  took  the-ield  in  Sep- 
tember, ;1768,  at  the  head  of  ten 
or  twelve  "hundred  men,  and  pub- 
lished an  oral  manifesto,  the  sub- 
stance ofwhich  was,  that  you  had 
taken  up  arms  to  protect  a  supe- 
rior court  of  justice  from  insult. 
Permit  me  here  to  ask  you.  Sir, 
why  you  \TCre  apprehensive  for 
thecouvt  ?  'Was  the  court  appre- 
hensive for  itself  ?  Kd  the  j  ndges, 
or  the  attorney-general,  address 
your  excellency  for  protection  ? — 
So  far  from  it.  Sir,  if  these  gentlc- 
men^'areto  be  fcelieved,  they  aever 


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  reaiered  by  the  Governor 
to  the  Earl  of  Hillsborough  on  the 
24th  of  December,  176S,  is  sub-- 
joined.  It  is  copied  from  the  Try- 
on  Letter  Book,  and  is  now  pub- 
lished for  the  first  time.  It  will 
be  perceived  that  while  seeking  oc- 
casion to  disparage  HusbauJ,  he 
omits  the  oppoitunity  afforded  by 
the  referetice  to  make  any  allusioa 
to  his  acquittal  of  all  the  offences 
charged  against  him  by  the  same 
tribunal  that  convicted  Papning. 
The  court,  it  will  be  remembered, 
was  composed  of  three  j-udges,  who 
held  their  offices  at  the  pleasure  of 
the  G-overnor.  The  sheriff  who 
summoned  the  petit  jury  was  one 
of  his  dependants,  and  the  court 
was  surrounded  by  a  thousand 
armed  men,  ^under  his  immediate 
command.  Three  or  four  indict- 
ments sent  against  Husband  were 
ignored  by  the  grand  jury,  and  on 
the  trial  of  the  fourth,  he  was  ac- 
quitted by  the  petit  jurj'. 

The  Governor-states  the  fact  that 
Butler,  the  friend  «tud  associate  of 
Fanning,  was  coavix;ted  of  the  of- 
feace  of  resisting  an  oppressive,  if 
a  legal,  exercise  of  f>ower,  in  levy- 
ing upon  a' horse  and  trappings  for 
a  singlf"  I  poll  tax.  Evidence  to 
shew  that  the  tax  was  not  due  was 
rejected  by  the  court,  and  the  de- 
fendant sentenced  to  pay  a  fine  of 
fifty  poinds  and  un-dergosix  months 
imprisocment. 

Fanning,  the  co'irt  favorite,  a 
scholar,  a  lawyer,  and  a  member  of 
the  'AssciEibly,  convicted  iti  six  in- 


North- CdroUna  Jdur7ial  of  Education. 


[Nov.-,. 


staoces  of  eztortion,  {yas  dismissed 
with  a  penny  fioe  in  each  case. — 
The  evidence  against  hin},  even  in 
the  mind  of  the  Governor,  was  too 
conclusive  to  admit  of  the  expres- 
sion of  a  doubt  of  his  guilt,  and 
jet  he  united  with  the  court  in 
studious  attempts  to  palliate  his 
odious  offences — offences,  the  right- 
eous resistance  to  which,  consigned 
Eanniag  and  Butler,  in  repeated 
instances,  to  a  dungeon,  endangered  I 
their  lives,  destroyed  their  estates, 
and  involved  the  impoverished  Pro- 
vince in  a  debt  of  twenty  thousand 
ipounds, 

'  Brunswick,  24th  Dee.  1768. 
Earl  Milhhorougk  $ 

"  That  his  Majesty  may  be  inti- 
mately acquainted  with  the  causes 
of  the  disorders,  as  well  as  the  steps 
that  have  been  taken  to  quiet  the 
salads  of  the  people  and  to  re-es- 
tablish the  tranquility  of  this  gov- 
gminent,  I  herewith  transmit  to 
your  Lordship,  agreeable  to  the 
parpose  of  your  letter  of  the  17)th 
for  his  Majesty's  information,  the 
address  and  papers- the  inhabitants 
-OQ  Haw  river,  in  Orange  county, 
delivered  to  me  in  Council  Ibe  20th 
of  June  last,  with  the  answer  I 
eeut  them  thereto,  as  also  the  cor- 
respondence that  was  safesequent 
to  both.  These,  with  the  rough 
journal  of  my  proceedings  from  the 
time  of  the  above  address  coming 
to  me,  till  the  insurgents  dispersed 
themselves  the  24th  uf. September, 
and  the  daily  orders  .also  transmit- 
ted, given  to  the  troops  assembled 
^t  Hillsborough .  to  preserve  the 
public  peace,  will  be  the  truest 
vouchers  of  the  state  of  the  public 
discontents  in  this  colony. 

To  say  that  these  insurgents  bad 
not  a  color  for  iheir  showing  a  dis-. 
satisfaction  at  the  conduct  of  their 
p.ublic  officers,  would  be  doing  them 
au  injustice, ,  fox  on  a  prosecution 


at  the  superior  court,  carried  on  by. 
the  attorney  general  in  virtue  of 
my-directions,  both  the  register 
and  clerk  of  the  county  were  found 
guilty  of  taking  too  hioh  fees.  It 
manifestly  appearing  that  Colonel^ 
Fanning,  the  roijister,  had  acted 
with  the  utmost  candor  to  the  peo- ■ 
pie,  and  that  his  conduct  proceeded 
from  a  misconstruction  of  the  fee 
bill,  he  was  in  court  honorably  ac- 
quitted of  the  least  intentionai 
abuse  in  office.  Colonel  Fanning, 
however,  immediately  after  the 
above  verdict  resigned  up  to  mc 
his  commissioa  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  imprisoD- 
ment  as  follows  : 

William  Eatler  to  a  fine  of  £dG 
and  sis  months'  imprisonment, 

Samuel  Devinney  to  a  find  ct 
£25  and  three  months'  imprison- 
ment. 

Jno.  Phillip  Hartze  to  a  fine  o: 
£25  and  three  months'  imprison- 
ment. 

.  The  superior  court  being  ended . 
and  the  insurgents  all  dispersed,  I- 
discharged  the  troops  and  thought 
it  advisable  to  I'elease  the  thres 
prisoners,  and  to  suspend  the  pay- 
ment of  their  fines  for  sis  months, 
as  by  the  advice  of  the  council  a- 
proclamation  of  pardon  was  issued, 
with  .«om3  persons  excepted;  theeci 
I  imagins  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  were  misled  and  in.ac 
error;  andi  as-  a  proof  of  their 
change  of  disposition,  they  have 
since  permitted  the  sheriff  to  per- 
form the  duties  of  his  of&ce.  Those 
in  Orangs,  county,  I  hear  have  d^' 


I859.J 


War  of  the  Regulafioni 


33&1 


clarod  they  will  pay  their  taxes  as 
«iooa  as  they  can  get  the  money. — 
Other  parts   of  the  province  havp 
been  quiet  since^  excepting  an  at^ 


^  If  your  Lordship  should  re- 
quire any  further  satisfaction  as  to. 
the  late  disturbances,  than  what  is 
transmitted  with   this  letter,  Cap- 


tempt   made    by   thirty  men   from  tain    Collet,   who    was  present    at 

Edgt^combe  couuty  (while  the  As-  Hillsborough  in  quality  of  my  Aid- 

sembly  was  sitting)   to  rescue   one  de-Gamp,  can  give  your  Lordship 

O'lieal,  an  insurgent,  out  of  Hali-  information  of  everp  particular   of 


fax  jail.     This   body,  however,  by 
the  spirit  and  activity  of  the  towns- 
vaea  and  neighborhood,  were  drove 
out  of    town    after    having    many 
heads    broke,  oue   horse  shot,  and 
OD-e  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 vyith    the  intention  to  turn   the 
;ustices  ofr  the  bench,  as  had  been 
done  in  the  spring  at  Anson  county 
court.       The   jastic^-s    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 colleoted  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 
lield.     I  am  persuaded  if  I  had  not 
had  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 
ihe  door  opened  for  the  completion 
of  their  intentions,  an  abolition  of 
taxes  and  debts,  for  the  insurgents 
throiighoflt  the  country  only  waited 
to  see  the  event  at    Hillsborough, 
Orange  couniy  being  considered  by 
them  as  the  heart  of  the  strength  of 
-heir  friends  ;  and  if  they  had  then 
triumphed,  thousands  would  have 
declared  for  them,  andiStood  up  in 
defiauceof  the  laws  of;t^is  country. 


everp  pari 
that  service.     It  is  with  pleasure, 
I  can  assure  his  i\Iajesty,  not  a  per- 
son of  the  character  of  a  gentleman 
appeared  among  these  insurgents., 
Herman  Husband  appears  to  have 
planned   their  operations      He  h. 
of  a  flietious  temper,  and  lias  lont;- 
since  been    expelled  from  the    so" - 
ciety  of  the  Qiiakers  for  the  im- 
morality of  his  life.     I  beg  leave 
to  submit  to  his  Majesty,  whether 
his  extending  the  proclamation  of' 
pardon    and   making    it  general, 
(Herman   Husband,  their   princi- 
pal, only  excepted,)  both  with  re- 
spect to  persons  and  fines,  as  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'i^  own  choice  if  he   stavg.. 
to  take  his  trial,    unless  there  is" a 
special  guard  to  prevent  his  escape. 
'"  I  have   only  to   add  that   the 
troops  employed  on  this   occasiou 
were  extremely  steady  in  the  caus^ 
of  government,  orderly  and  regular 
in  the  discharge  of  their  duty. — 
His   Majesty's    Presbyterian  sub- 
jects, as  wellas  those  of  the  Church 
of   England,    showed    themselves 
very  loyal  on  this    service  ;  and  I 
have   a  pleasure  in  acknow'eio-in'j^ 
the  utility    that  the  Presbyterian- 
ministers'  letter  to  their  Irethren 
had  upon   the  then  face   of  public, 
affairs,   when   every    man's    affeo 
tious   seemed  to  be  taii  t    1   with 
the  poisons  of  the  insur:  ents.  The 
Rev.  3Ir.  MickJejohn's  sermon  m~ 


340 


North-  Carolina  Journal  of  Education. 


[Nov.. 


closed,  will  testify  Lis  assiduity  in 
this  cause. 

I  can  with  great  integrity  de- 
clare, that  I  never  e:s.perienced 
the  same  anxiety  and  fatigue  of 
spirits,  as  I  did  last  summer  in 
raising  and  conducting  the  troops. 
If  the  motive  and  issue. meets  with 
his  Majesty^s  gracious  approba- 
tion, it  willbeagreat  consolation  to 
'<  My  Lord, 
your  Lordship's,  &c." 

We  had  occasion,  in  preliminary 
remarks  on  the  subject. of  taxation 
and  representation,  to  refer  to  the 
j^tatements  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  exhibited  in  the  provincial  legis- 
lation upon  the  subject,  will  pre- 
sent the  inequality  of  representa- 
tion and  taxation  in  another,  and 
a  stranger  light,, an d^liew  that  the 
traditions  with  reference  to  prices 
of  staple  commodities,  are  fully 
sustained  by  the  record. 

The  "  Act  making  provision  for 
the  payment  of  the  forces  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  clue  from  the  pub- 
lic, for  running  the  dividing  line 
between  this  Province  and  the 
Indian  hunting-grQunds,  and  other 
claims  upon  the  public  treasury," 
provides  for  the  creation  of  a  cer- 
tificate debt  to  the  amount  of 
twenty  thousand  pounds  "  procla- 
mation  standard;"    and  for   dis- 


charging the  same,  that  a  poll  tax 
.two  shillings,  proclamation,  shall 
bo  l&vied  on  each  taxable  person 
in  the  Province,  to  commence  for 
the  year  1.771,  and  continue  until 
the  sum  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 
taxes  heretofore  laid,"  enacts  "that 
inspectors'  prommis.sory  notes,  or 
receipts  for  the  following  commod- 
ities being;  good  and  merchantable, 
and  inspected  a  n  d  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- 
ings per  hundred  weight ;  rice,  at 
twelve  shillings  per  hundred 
weight ;  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  southerp  .dis- 
trict. The  whole  appropriation  of 
£20,000  was  about  equal  ,to  one 
pound  to  each  head  of  a  fan^ily  in 
the  northern  district.  The  royal 
tenants,  by  the  services  .rendered 
\n  the  subjugation  of  the  vassals  of 
Lord  Granville,  were  furnished 
with  a  fund  for  the  (^payment  of 
taxes,  in  the  rato  of  two  .pounds  for 
each  bead  of  a  family,  supplied  by 
the  latter,  in  money,  or, its  equiva- 
lent in  compiodities  at.tfie  forego- 
ing rates.  The  £10,000  appro- 
priated at  ,the  same  session,  for 
the  completion  of  the  j)alaoe,  was 
raissd  by  <'  an  annual  poll  tax  of 
two   shillipgs   and   eixp^Jjce    pro* 


1859.J 


War  of  the  Regulation. 


341 


clamatioa  money"  on  each  "  tax- 
ble  person  in  the  Province  for  and 
during,  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   histdry   of  the 
Regulation  during  the  years  1766,  j 
1767,  and  1768.   Col  Fanning  rep-  ' 
resented  Orange  in    the    General  j 
A-gsecaWy,     from    1762    to    1768.  j 


Thomas  Loyd  was  his  colleague 
during  a  portion  of  this  period,  and 
seems  from  the  narrative  of  Hus- 
band to  have  been  scarcely  less 
conspicuous  as  a  military  leader  in 
1768.  In  1769;  Fanning  and  Loyd 
were  made  to  yield  their  places  in 
the  Assembly  to  Herman  Husband 
and  John  Pryor.  The  latter  was 
a  Justice  of  the  Peace,  and  a  prom- 
inent regulator. 

The  history  of  the  Ptegulation 
during  the  subsequent  years,  un- 
til it'  was  quenched  in  blood  at 
Alamance  on  the  16th  May,  I77I, 
may  be  given  hereafter,  if  what  has 
already  been  writtfen  shall  excite 
such  a  degree  of  interest  in  the 
subject,  asto  justify  its  coutinuance. 


.EWIS  WEED'S  i^lUTE  S€HOLAES: 


BY  .70E,  THE  JEttSEY  MTjTE'; 


I  shall  oevor  forget  as  long  as  1 
live,  the  afternoon  when  I  took  by 
the  hand  and  enjoyed  a  tetea  teie 
wiih  this  pioneer  in  the  cause  of 
deaf-mute  education.  Mr.  Weld, 
(who  has  since  been  gathered  to  his 
fathers,)  was  then  principal  of  the 
Deaf  and  Dumb  Asylum  at  Hart- 
ford, Codq;  He  was  at  first  employ- 
ed as  an  assistant  teacher  in  the 
Hartford  Asylum,  and  afterwards 
appointed  to  the  superintendence 
of  the  Psansylvania  Institution, 
then  in  its  infancy.  The  first  class 
of  children  ever  formed  in  the  lat- 
ter establishment,  was  placed  under 
liis  care,  and  subsequently  became 
distinguished  for  intelligence.  Of 
his  pupils  William  Darlington 
^as  the  most  intelligent,  and'  in  all 


respects  the  most  rem'ark able.  Left 
an  orphan  at' an  early  age,  he  was 
taken  care  of  by  a  benevolent  gen- 
tleman, wb a  afterwards  placed  him 
under  the  taftioa'of'Mr.  Weld.  xVt 
eighteen  j^earsof  age,  be  became 
an  assisstant  teacher,  but  soon  af- 
ter resigned  h'is  charge  over  the 
mute  pupils,  on  account  of  the 
inequality  of  his  salary.  In  this 
connexion  I  cannot  forbear  expres- 
sin"'  my  rei2;ret  that  in  almost  all 
the  schools  for  the  deaf  and  dumb, 
deaf-mute  teachers'  are  not  allowed 
to  share  equally  in  the  compensation 
of  others  who  can  hear  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- 


■34^ 


North- Carolina  Journal  of  Education. 


[Noi 


ry  spirit  which  governs  the  Trus- 
tees of  incst  of  these  institutions  in 
regulating  the  compensations  allot- 
ted to  teachers.  I  have  just  receiv- 
ed a  copy  of  the  "proceedings  of 
the  fifth  convention  of  American 
'instructors  of  the  Deaf  and  Dumb, 
held  St  the  institution  of  the  Deaf 
and  Dumb,  Jacksonville,  111.,  Aug. 
11th,  12th,  and  13th,  1858,"  in 
■\vhich  I  find  not  fewer  than  twenty- 
two  pages  occupied  with  what  may 
with  propriety  be  called  a  war  of 
words  on  the  subject  of  the  coiii« 
pensation  of  deaf  mutes  as  teachers 
L  am  surprised  as  well  as  shocked 
at  the  insolent  tone  of  the  remaaks 
made  on  this  subject  by  Dr.  Feet, 
principal  of  the  iN'ew  I'ork  luslitu- 
tion,  andEev.  Mr.  McIntire, prin- 
cipal of  the  Indiana  Institution. — : 
■Dr.  Peet  seems  oblivious  of  the 
i'act  that  he  has,  in  his  employ,  a 
deaf-niutje  teacher  who,atter  ha\ing 
worked  many  years  at  a  salary  ot 
•*?400  per.j-ear,  at  length  married 
an  interesting  mute  lady,  and  pe> 
titioned  to  him  for  au  increase 
uf  salary,  giving  as  a  r':;asou  that 
with  the  expenses  of  living  at  their 
high  rates,  he  did  not  know  huwto 
make  both  ends  meet;  but  his  peti- 
tion was  rejected.  And,  besides, 
Dr.  Feet's  assistauts,  who  can 
bear,  after  marriage,  receive  a  sal- 
ary of  |140o  per  yt-ar.  'ihose  of 
them  who  are  in  a  state  of  single 
blessedness,  are  salaried  at  ^800  a 
year.  Ihe  mute  teacher  in  ques- 
tion, wished  to  receive  such  pay  as 
might  place  him  beyond  the  reach 
of  want,  bat  Dr.  FkE'I  said  au  in- 
crease in  his  pay  was  out  of  the 
question.  The  ooly  reason  Dr. 
I'EET  had  to  refuse  thus  to  enable 
him  to  live  a  little  above  the  point 
of  destitution, was  that  the  bare  pay 
he  received,  was  io  harmony  with 
his  constitutional  iutirmity.  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  sufi"er- 
ings  all  that  time,  arising  from  the 
inequality  of  his  salary. 

Dut  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  which  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  denf-mute  citizens,  he  publish-^ 
ed  in  the  iNew  York  iJaih/  Trib- 
une a  half  coluuiu  communication, 
the  object  of  which  wa;5  to  request 
the  keepers  of  hotels  and  boarding 
bouses  in  general, to  discountenance 
loafing  and  begging  on  the  part  of 
mutes.  As  a  literary  performance, 
it  served  no  other  effect  than  to 
heighten  the  estimation  of  his  read- 
ers of  his  intellectual  character. —  , 
He  is  not  unaccomplished,  conver- 
ses readily  on  many  topics,  and  has 
a  good  knowledge  of  French.  Mr. 
FoRTER,  ex-Uovernor  of  Fennsyl- 
vauia,  is  his  uncle;  and  his  con- 
nexious  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  Phil- 
adelphia, to  receive  an  education 
at  the  Deaf  and  Dumb  In.stitution. 


^859.] 


^Iluie  Shcolars. 


Here  he  distinguisbed  himself  by 
bis  great  proficiency  in  hisstrudies, 
i-.nd  gained  the  esteem  of  all  the 
xeachers  and  pupils.  He  was  af- 
terwards chosen  as  a  monitor,  in 
'.vhich  capacity  he  won  the  golden 
opinions  of  all  the  persons  connect- 
ed with  the  Institution.  At  the 
2ge  of  twenty,  he  resigned  his  em- 
ployment, and  put  himself  appren 
dee  to  the  printing  trade  ia -Phila- 
ielphia  :  and  I  have  heard  that  his 
ijonstant  application  to  business, 
procured  him  the  affectionate  es- 
teem of  his  master,  and  that  the 
-great  facility  with  which  he  set 
type  was  a  general  topic  of  conver- 
-atiou  in  the  city.  A  year  or  two 
after  his  term  of  apprenticeship 
"xpired,  ho  v/as  appointed  to  bean 
assistant  teacher  in  the  Deaf  and 
Dumb  Institution,  which  office  he 
continued  to  hold  until  his  death. 
Ijeing  naturally  of  an  ambitious 
turn  of  mind,  be'  devoted  a  large 
part  of  his  time  to  the  study  of 
mechanical  sciences.  He  invented 
.'.t  small  engine  car,  and^if  I  mistake 
net,  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  184:1,  Mr.  MoNTAGH  mar- 
ried an  accomplished  youog  lady, 
'speaking,)  by  whom  he  liad  three 
children — two  girls  and  a  boy. — 
He  loved  bis  wife  with  '-ail  the 
fierceness  of  love,"  (as  he  express- 
ed it.)  He  was  so  brilliant  in  con- 
versntion,  and  so  polite  in  manners, 
that  bis  society  was  eagerly  sou^'ht 
by  mutes  of  both  sexes,  as  well  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 
qualities  of  good.  His  mind  was 
well  stored,  and  its  rich  treasures 
were  inexhaustible.  He  was  slight 
of  form,  .small  in  stature,  and  had 


a  very  interesting  countenance,  in 
1817,  he  showed  the  symptomo  cf 
insanity,  and  by  slow  degrees  '^aii 
so  lost  to  sense, as  to  be  unconscious 
of  what  was  going  on  around  him. 
His  wife,  whom  he  used  to  call  his 
dearest  treasure  on  earth,  made  her 
appearance  before  his  eyes,  but  be 
did  not  so  much  as  recognise  her. 
She  used  every  means  in  her  power 
to  restore  him  to  reason,  but  to  mo 
purpose.  It  was  at  length  deemed 
advisable  to  place  him  in  the  In- 
sane Hospital,  where  it  was  thought 
he  might  ultimately  be  restored  to 
reason.  But,  alas  !  human  bopes 
are  delusions,  and  human  efforts 
iaeffectual.  He  grew  worse  acd 
worse — without  the  slightest  ray 
of  reason  being  discernible  in  biai 
— until  the  7th  of  i^lav,when  death 
came  to  his  relief.  Insanity  is  far 
more  dreadful  than  death,  vnd  in 
ending  this  earthly  life  was  cer- 
tainly better  than  to  dwindle  oa 
through  years  of  unconsciou-sness, 
"dead  at  the  top."  The  regret 
which  follows  a  kind  heart  to  the 
grave,  is  mine  while  I  pen  this 
souvenirio  the  memory  of  one  who, 
when  he  stroked  my  head  during 
my  pupilage,  as  was  his  wont, little 
dreamed  that  I  was  to  take  hi.' 
place  as  teacher  of  the  deaf  ao:l 
dumb. 

Every  person  who  is  familiar 
with  the  oriyin,  rise  and  progress 
of  the  fine  arts,  has  heard  of  Al- 
bert Newsom,  one  of  the  best 
lithoii'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  tb-s 
country.  His  origin  is  humble  ; 
but  tc^his  case  is  applicable  the 
proverb  that  "mind  is  superior  to 
matter-" 

Henry  W.  Coxrad  knowi; 
many  things,  which  he  has  a  rare 
faculty  for  explaining  in   clear  and 


344 


JSforth- Carolina  Journal  of  Ediication. 


[Ifov., 


intelligent  language.  He  loves  to 
search  into  the  first  springs  of  as- 
tions  and  causes  of  things,  and 
reasons  on  many  subjects  with  great 
power.  In  conversation  he  is  at  no 
loss  for  words,  and,  take  him  all  in 
all,  he  is  a  brilliant  and  correct 
speaker.  He  follows  the  printing 
trade,  which  is  the  ''art  preservative 
of  all  arts."  He  has  bought  a 
handfome  brick  house,  which  he 
rects  to  a  family.  His  wife  is  able 
to  hear  and  speak. 

Joseph  Tindall  is  a  printer, 
and  has  seen  much  of  the  world. 
]S^ature  has  endowed  him  with  a 
strong  mind,  w'hicli  has  been  much 
improved  by  reading  and  conver- 
sation ;  in  addition  to  which,  he  is 
possessed  of  eonsiderable  beauty  of 
face  und  features.  In  hi,s  young 
days  he  studied  th«  art  of  writing 
at  the  academ}''  of  Mr.  Eoss,  and 
made  great  proficiency.  I  have 
often  had  the  pleasure  of  examin  • 
ing  specimens  of  his  penmanship, 
and  make  no  manner  of  difficulty 
in  expressing  the  opinion  that  he 
will  "  ascend  to  the  highest  round 
in  fame's  ladder"  in  the  above 
mentioned  art.  At  the  ageof  twen^ 
tyone  years  he  had  the  misfortune 
to  be  afflcted  with  sore  eyes,  and 
placed  himself  under  the  care  ofa 
physician,  who  succeeded  in  effect- 
ing a  cure.  Thus  restored  in  health, 
he  went  to  Saratoga,  and  worked 
in  a  printing  office  there.  Ho  was 
then  slender  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 pant  of  the  human  system.  Dull 
ames  came,  and  he  was  thrown  out 
qf  euiployment.  Tie  went  to  Cin- 
cinnati, Ohio,  and  m  spite  of  the 
dreadful  ravages  which  th  3,  cholera 
then  coiflmittcd  in  that  city,  he 
sought  and  found  wpi'k.;  and  p^v- 


sued  his  vocation  with  that  energy 
and  decision  of  mind,  for  which  he 
has  been  always  distinguished. — 
During  his  stay  there,  he  saw  a 
mute  priiiter  of  color,-  who  was  out 
of  work,  and  applied  to  his  em- 
ployer on  behalf  of  htm,  but  his 
employer  objeoted,^  on  account  of 
his  color.  As  is  usual  with  tirin- 
ters,  lie  was  again  thrown  out  of 
work;  after  a.  short  stay  in  Cin- 
cinnati, he  proceeded  to  St.  Louis, 
and  thence  to.  New  Orleans,  where 
he  was  so  fortunate  as  to  obtain  a 
situation  in  theoffice  of  the  ''■Echo," 
a  large  daily  paper  publishid  by  a 
Fren<;hman,  whom  he  described 
as  a  remarkably  small  man,  only 
three  feet  high,  witli  a  large  head, 
and  legs,  to  correspond,  quite  as 
small  as  those  of  a  three  year  old 
boy.  It  was  not  uncommon,  he 
said,  to  see  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  hi^j  car- 
riage. As  is  the  case  with  all  daily 
paj>ers,  Mr.  Tindall  had  to  work 
every  day  and  night,  not  except- 
ing Sunday;  he  not  unfrequently 
began  to  work  by  candlelight,  and 
continued  working  till  the  rays  of 
the  rising  sun  peeped  in  through 
the  v,^iudow  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  Avay  to  acquire 
five  hundred  dollars,  but  it  was 
not  till  he  had  earned  one  hun- 
dred dollars,  that  the  publisher  of 
the  Echo  failed.  He  immediately 
left  New  Orleans  for  Mobile,  Ala., 
in  a  steamboat,  and  while  on  hiw 
way  to  the  latter  city,  he  formed 
a  slight  acquaintance  with  a  news- 
paper   eclitor,  who    informed  him 


1859.] 


Mule  Shcolara. 


845 


thit  he  had  been  applied  to  by  a 
mute  printer  named  Samuel  Mc- 
Guire.  for  wjrk.  who,  despite  his 
infii'mity,  had  distinguished  him 
self  in  several  battles  on  both  sides 
of  the  Atlantic,  but  could  n;)t  af 
ford  to  give  him  a  plica  On  Mr 
Tindall's  expressing  a  wish  to  see 
Mb.  McGrulre,  the  editor  showid 
him  a  paper,  in  which  he  was  sur- 
prised ti  find  a  notice  of  his  death. 
After  his  arrival  in  Mobile,  he 
engaged  a  plac3  in  a  printing 
office,  and  promised  to  go  to  work 
on  the  ensuing  d  .y.  O.i  his  retur  i 
to  his  hotel,  he  mot  wifh  a  printer 
just  arrived  from  Phil  idelphia. 
who  had  worked  with  him  in  that 
city.  Hearing  that  his  friend 
suffjred  considerable  ruental  vv- 
gulsh  for  want  of  work.  M-.  Fin- 
dall  geiieroasly  oifered  him  the 
situation  he  hid  engaged.  His 
ofiFer  was  accepted  by  the  Jistres-^- 
ed  man  with  many  expressions  o:' 
gratitude.  Mr.  i^^indall  journeyed 
to  Chariest,  n,  S.  C,  and  thenc3 
to  Washington,  where  he  obtained 
a  place  in  the  office  of  Genera! 
Duff  s  •'  United  States  Tdegraph.'' 
His  associate  compositors  struck 
for  an  increase  of  prices,  an  J  wore 
involved  in  quai-rels  with  the  prin- 
ters of  other  papars.  Pts'.ols, 
bowle  knives  and  other  weapons 
were  used  as  instruments  of  de- 
fence, but  no  human  bio  )d  wa; 
shed.  One  of  thj  printers  saw 
M'-.  Findall  a'>  a  hjtel,  and  know 
ing  him  to  b)  employed  at  the 
office  of  the  U.  S  Tdigrah.  pu:. 
the  barrel  of  his  pistol  to  his  fore 
head,  as  if  to  blow  out  his  brains  ; 
but  he  soon  let  fall  his  pistol  hj 
his  side.  Gen  Duff  was  si  well 
pleased  with  Mr.  Findall's  be- 
haviour, that  he  promoted,  him  t » 
the  rank  of  I'oreman,  with  a  salary 
of  ten  dollars  a  week.  Afterwards 
he  came  to  Philadelphia,  where  ne 


still  lives.  In  the  soring  of  IS 49 
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  th«  folly  of  such  a  step,  and 
abandonel  his  idea  of  fcoing  to 
Californ'a.  In  lS5o  he  married  a 
sensible  lady,  deaf  and  dumb  like 
han  and  in  a  few  months  found 
himself  a  widower. 

JoHX  CARM.v.a  native  of  Phila- 
delphia, but  now  a  reudent  of  iNew 
York,  deaf  and  da  n'j  from  his 
birth,  hisacquireda  lianlso  nc  for- 
tune by  close  attention  to  his  pro- 
fes;io!i,  w  lich  is  th  it  of  -i  minia- 
ture p'iintor.  He  iia^  published  a 
few  pjoms  as  h^  odls  th  mi,  wh  ch 
are  simewaat  fan  ty  In  measure; 
for  how  can  one  whj  is  born  deaf 
and  duiib,  and  as  a  neesssary  con- 
sequence, incapable  of  f  jrmin  j  a 
eor.ect  idea  of  souad,  succeed  in 
preserving  all  the  n  ce'les  of  ac- 
cent, mea-U'e  and  rhythm?  Oo  i- 
siderin^-  his  deifne^s,  hiwever,  his 
pjeticai  efforts  are  rema.-kable  ex- 
p.irimc'nts  They  abound  With 
beau-ifal  sentimeits,  wiiic'i  if  he 
were  ma  iter  of  the  rules  of  poetic 
art,  would  hand  his  aane  diwn  to 
p)3terity.  The  deaf  from  birth 
can  no  wise  perrecfc  themselves  in 
versiScxtio'i.  i'oerry  depend}  en- 
tirely u  )on  sounds.  B  irn  mutes 
h  ive  nj  idea  oi:'  sound.  They  ac- 
qaire  k:i  iwled  i-e  throu  !;h  the  me- 
diu  a  of  th  i  eyes  alone.  iho:e 
only  who  are  deorived  of  hearing 
aJcer  havin  r  lear.iel  to  articulate, 
(if  gifted  with  the  '•  faculty  die- 
vine,')  can  Write  poetry.  It  is  im- 
p  >ssible  to  mike  a  poet  of  a  born 
ma  e,  eveo  thui^'i  his  ti!eit>s  be 
spieilid.  In  spite  of  th  ise  fac.s, 
oir.  Oarlin  persuides  himself  that 
he  c  n  poetize  as  well  as  others 
who  speak  His/i/'JJe  is  tea  fold 
better  than  his  poeti-/,  so  far  as  the 
23 


346 


North- Carolina  Journal  of  Education. 


[Nov., 


construction  of  sentences  afte  "  the 
most  approved  model  is  concerned. 
His  last  communication—  that  en- 
titled the  "Wages  of  Deaf-Mute 
Instructors,"  read  at  the  fifth  con- 
vention of  the  teachers  of  the  deaf 
mutes  held,  as  I  have  already  said, 
at  tie  Jacksonville  Insti.'ution  in 
August,  lb'58  — is  a  model  of  fine 
writ'ng,  justsuffitientlj  to;  el  down 
by  an  indomitable  common  sense 
Honorable  mention  is  made  of  him 
in  the  "New  AmericanCyclopedia," 
under  the  head  of  "Eminent  Deaf 
Blules." 

His  brother  Abraham  B  Car- 
LiN.  also  deal,  is  more  cr  less  ac 
quainied  With  every  branch  of  in- 
dustry, not  prohibited  by  his  want 
of  speeh.  As  painter,  dapuereo- 
typist,  carpenter,  cabinet-maker, 
and  stage  actor,  he  has  succeeded 
near  y  eejualjy  well,  and  absohi-'ely 
succeeded  as  each.  He  painted  a 
most  admii'able  picture  of  hs  wife 
in  the  }riuje  of  her  life  lie  can 
make  all  kindsof  household  furni- 
ture. Ihere  aie  several  pieces  of 
workmanship  in  the  museum  of  the 
Penn!-y,vai.ia  luctiiu  icn  for  the 
Deaf  and  Lumb.  executed  by  his 
gkiiful  hand,  and  which  may  be 
ranked  among  the  greatest  me- 
cbauical  cur.osities  ol  the  present 
daj.  He  can  inse^ibe  charac  ers 
upon  ivoiy.  iie  dances  par  ex- 
cellence and  has  once  pJaycd  upon 
the  stage.  And  what  is  si  ill  more 
remarkable,  he  is  well  accjuainted 
with  ihe  Djyt-teries  of  magic  It 
is  not  in  ihe  ]  ower  ol  my  pen  to 
descr.be  the  muigled  emotions  of 
je)y  and  ami.zen,ent  which  I  felt 
on  witnessing  the  tricks  he  ]  er 
formed  m  the;  tcliooi-room  wht  n  I 
was  a  pupil  liaMiig  studied 
humuii  nature  for  many  years,  he 
knows  tuil  well  how  to  adopt  his 
manners  to  the  taste  of  people,  tie 
has  a  talent  for  excitiny,  the  riii- 


bles  of  the  vci<^st  sober  mutes  as  well 
as  for  making  the  moi-t  merry  ones 
weep  bitterly.  He  reads  well, 
talks  "  brilliant  nothings,"  sings 
by  signs  end  gestures  with  irresiti- 
bie  eifect,dances  a /a  Fanny  Ellsler, 
draws  laughable  caricatures  of 
men,  and  so  on. 


Education  : — -  An  education 
which  shall  make  the  rising  gen- 
eration in  ttie  aggregate  better 
farmers  and  mechanics  than  their 
fathers  were — this  is  an  urgenli 
need  of  our  times.  Not  that  am- 
pler foud  and  better  houses  are  all, 
or  the  best,  that  education  ca.i  do 
lor  us.  but  that  I  hey  are  conditions 
of  progress  in  o' her  and  hiaher  de- 
partments Theie  are  thousands 
of  ignorant  parents  who  can  no 
otherwise  be  convinced  of  the  im- 
])ortanee  of  education  to  their  chil- 
dren, than  by  seeing  it  make  two 
blades  of  grass  grow  in  place  of 
one.  Make  the  most  stolid  and 
miserly  ]iarents  comprehend  that 
Kiuiwiedge  is  physical  as  well  as 
UK.ral  and  Intel. ectual  pow^r — 
power  uver  th3  earth  and  its  boun- 
ties, as  well  as  power  to  predict 
eclipses  and  calculate  the  paths  of 
the  planets— and  they  will  realize 
that  their  children  cannot  do  with- 
out it. — N.  Y.  Tribune. 


A  good  lady  objected  to  allow- 
ing her  son  to  have  a  collegiate 
eaucatioii,  avter  she  was  inlormed 
that  projane  history  was  one  of 
the  studies. 


We  cannot  all  of  us  be  beautiful, 
tut  the  pleasantness  of  a  good  na- 
tured  look  is  denied  to  none  — 
M  e  Cc.n  all  of  us  increase  and 
strengthen  the  family  ati'ection  and 
delights  of  home. 


1850.] 


Random  Thowjhfs. 


347 


RANDOM  'IHOUJHTS. 


Tlie  (lidimi.  pretty  fxtensivelj 
avowt^d  and  more  hxh  nsively  neteii 
on,  that  iho  "  er'd  .«aiic'tit  es  the 
means'  is  subversive  of  all  jidvern 
ttieiit,  except  that.  peiii;>ps,  nt  [he 
njust  ahsdlure  despotisiu  ;  hut  if 
Diust  always  stiinulate  and  direct 
the  eflt/rts  made  fur  it,«  artaiiiinent. 
To  have  an  (.bji'er  in  view,  beymid 
the  ujere  safely  or  ^rafifiratiou  of 
the  present  inouient,  wlncli  turiiisii- 
es  the  motive  or  mnvino  powe  fu 
action,  is  the  ^?(ar  eliaracter  stic  or 
intelli<;erit  b(  in^-  j  and,  as  the  im- 
portance or  w.iithies^ness  -of  his 
object  jiive-'  him  a  noble  or  a  wotth- 
kss  chaiacter,  he  who  aims  at  soine- 
thiii'i'  jireat  and  beneficent,  and 
adopts  the  best  menus  to  attain  it, 
finds,  in  the  very  conception,  an 
elevation  of  sentiment,  aiid  {^ains 
ihe  general  resp.  ct  of  his  lei  low 
men. 

All  mankind  desire  personal  se 
curity  and  ample  means  of  enjoy- 
meiit  J  but  many  look  no  luiitiei 
than  the  present  hour,  or,  at  most, 
tJhe  present  liie.  Some  areso  selhsh 
and  contracted  that,  as  intelligent 
and  moral  beifJi;s,  they  never  ex- 
tend their  aims  beyond  that  narrow 
circle,  and  never  enlar;ie  their  ca» 
pacity  for  a  wider  and  more  ele- 
vated la  ijieof  er  jo}  Oienf.  Parents, 
Unless  iheyare  n  onsters,  live  lor 
their  children,  and  aim  at  tlieii 
Welfare;  bu'  not  know.nj:-  or  not 
conbiderin<:  in  wh- t  tiai  welfare 
really  consists,  they  utteriy  lail 
in  securing  their  object.  With 
Christian  paret.ts,  the  tiist  object 
is  the  convpision  of  tl  eir  child- 
ren;  the  neiit  is,  their  uselul- 
ness.  Of  c«:Uise,  they  endeavor  lo 
give  them  such  a  tiaining  as  will 
ojake  thtui  ie.>-pecti.ble  members  oi 


society,  and,  if  their  circumstances 
admit  of  it,  to  prei  are  them  mr  the 
sjosfiel  ministry  or  some  cne  of  the 
learned  professions.  Others,  who 
are  edu<:ated  and  intelligent,  but 
are  strang^'rs  to  the  power  of  re- 
ligious mi'iivts,  think  only  of  mak- 
ing their  ci  ildren  rich,  or,  if  talent- 
ed, giving  tliem  an  education  by 
which  they  ca  acquire  wealth  lor 
rhemselves ;  and,  both  by  their 
wealth  and  their  talents,  e.\ert  a 
wi(Je  intiuenee  in  the  community  to 
wl  L-h  they  beloiiir.  Others,  again, 
either  from  ignorance  or  avarice, 
only  sneer  at  the  iilea  of  anytiiitii^ 
more  thyn  making  thorn  good 
larmers  (»r  meclianics  ami  t'ivi.ig 
ihem  just  education  emiUiiii  to 
transact  the  iiio.Nt  common  business 
ot  life.  But  there  is  one  position 
in  which  the  ciiiidren  of  all  classes 
al.ke  must  be  placed,  if  they  live  to 
be  i^ri>wn,  and  for  which  they 
ouiiht,  by  all  means,  to  be  well  pre- 
pared. 

In  our  hasty  and  desultory  re- 
marks thus  tar,  we  have  had  reter- 
ence  chiefly  ii  not  exclusively  to 
the  male  part  of  ouryt.uthtui  popu- 
lation, and  those  which  may  yet  be 
offered  will  be  o'  the  SiHiic  tenor. 
'llie}oung.  the  present  boys  of  our 
Common  schools  and  '-tlier  institu- 
tions wil  Soon  be,  in  the  full  ini' 
pert  of  the  exprission,  citizens  of 
a  Iree  and  indi  pendent  couniry,  a 
country  a. most  un<q'ialled  in  the 
exteiit  of  territory  and  alti)gether 
unparallelled  in  the  uevelopment  of 
her  resouici  sand  in  her  social  prog- 
ress. They  ought  to  have  all  that 
culture,  menial,  moral  and  physical 
which  will  make  ihein  Tnen,  m  the 
highest  and  best  sense  ot  the  term. 
He>e  a  wide  and  tempting  field  for 


348 


North- Carolina  Journal  of  Education. 


[Nov., 


d  sjussio^  is  of>enftd  before  us ; 
but  I  ur  liinitffJ  spice  forbids  anv- 
thiiiir  more  t'.cin  a  few  very  sre-eral 
remarks,  and  in  onlj?  one  asnect  of 
the  subject,  that  is,  the  traininir 
Te'|uisite  to  fit  them  fur  discharjiins; 
the  duties  and  nieetinir  the  respon- 
sibilities which  will  necessarily 
attach  to  their  ritrht  of  citizenship. 
That  some  special  instruction  and 
discipline  are  need^-d,  are  in  f;icf 
indispensable  for  this  >'ifposo,  will 
not  be  questioned  ;  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  (jruardi.i'is 
to  make  him  an  adept  in  the  busi- 
ness '.•liich  he  is  to  follow  and  als(( 
in  all  that  conciliatory  address  and 
prudent  manavrement  in  the  imme- 
diate comniunity  amonir  whom  he 
resides,  which  are  necessary  to  en- 
sure SUCCJS8.  If  be  is  de^tinnd  to 
be  a  pietjciier,  a  physician. a  lawyer. 
or  a  statLsmaii,  the  t- a  diinir  and 
traiuinu;  jiiven  liim  mnst  hav..'  .-i 
wider  ran^e  and  give  a  fuller  d^- 
veil  pment  to  his  powers.  A?  all 
•re  destined  to  be  citizens  arn]  con- 
SC(iaeiitiy  lawyers,  stiitesmen  and 
judges  or  magistrates,  this  outiht  to 
be  kept  iuteliigeijtly  and  steadily  in 
view  durius^  the  whole  course  of 
their  eduoatiooal  tr  tiiiiui:. 

In  monarobic'd  countries,  the 
heir  apparent  to  the  tiirone  always 
receives  the  vcy  best  training  ami 
preparation  tiiat  can  be  give  .  him 
fjr  the  position  which  he  is  to  oc- 
cupy. Tliis,  as  the  hiiihest  of  all 
Parthly  obj'-cts,  to  him  at  jea.st,  is 
kept  steadily  in  view  through  the 
whole  period  of  his  tutelaue  ;  for, 
without  the  requisite  qualih  ations 
if  he  does  not  involve  the  cnuntry 
in  ruin,  he  will  brintr  on  himselt 
the  scorn  or  contempt  of  the  nation 
He  niust  be  made  thorouirhly  ac- 
quainted with    the    couditiou,  in- 


ter'sts  and  relations  of  the  country 
over  which  lie  is  to  exercise  his 
authority  :  he  must  be  tauirht  how 
to  rulj  with  wisd  cu.  firmness, 
equity  and  discretion  ;  and,  in 
order  to  do  this,  he  must  learn  how 
to  govertt  himself  to  appreciate  the 
welfare  of  his  subjects,  and  to  prac- 
tice those  virtues  which  fortn  the 
substratum  of  ail  social  enjoyment; 
hat  in  this  c  luntry,  every  man  is  a 
k\0'S,  and  must,  directly  or  indi- 
rectly, tr  wern  others  as  w.dl  as  him- 
self. He,  too,  must  be  made  as 
r'uJ  y  acduiinted  as  possible  wii;h 
tile  ctnstitution.  laws  and  iroverri- 
ment  of  the  c  )untry,  with  the  bill 
of  rights,  with  the  nature  and  ex- 
tent of  hu  n  in  liberty,  with  the 
spirit  and  gMiius  of  our  free  institu- 
tions, and  witti  our  domestic  and 
f'oreiirn  relations.  He  mu-t  be 
t  lU  hr,  liow  to  value  hi-i  inherirance 
and  how  to  employ  the  best  measures 
for  its  improvement  orseuurity,  how 
to  govern  iiim-elf  and  how  lo  ex- 
erl•i^e  the  fio^ver,  with  which,  as  a 
citizen,  a  legislator,  and  a  judge, 
he  has  been  legitimately  invented, 
li^very  citizen  should  knorfr  what 
sort  of  men  he  ouuht  tu  select  for 
the  differetit  offices  that  are  re- 
quired to  be  filled  unier  the  gov- 
ernment ;  and  he  should  have  tirm- 
ne-i-i  enouih  to  act  accordingly,  re- 
iiardlessof  mere  sectional  interests 
or  parry  influences.  The  immense 
imp  >rtance  and  responsibi  iiy,  es- 
pecially, of  the  elective  fr.inchhey 
cannot  be  too  faithfully  expounded 
nor  too  earnestly  impressed  upoa 
our  growing  urctiins  from  the  very 
diwa  of  reason  until  tull  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  enliijchtened  and 
honest  use  of  the  ballot  box-  No 
arjiumeuts  are  needed  to  show  that 


1859.] 


Randoin  Tkoiightt 


349 


the  ignorant  or  corrupt  use  of  the 
ballot  box  will  soon  undermine  any 
republican  government  on  eartli, 
and  blieht  all  the  fairest  h(>pcs  ot 
human  progress  ;  and,  if  this  be  so, 
the  necessity  of  ni:ikin<rita  promi- 
nent subject  in  the  eoueation  of 
the  youuii,  becomes  as  clear  as  the 
light  of  day. 

Thus  fwr  I  have  only  made  a  few 
suggestions,  or  rather  have  simpl* 
brought  up  the  subject  for  the 
future  con.'-ideration  of  others,  and, 
although  I  would  like  to  dwell  a 
little  longer  on  it,  uiy  space  and 
my  conscience,  too,  forbid  me  to 
tresspassany  further  on  the  patience 
of  your  readers.  In  fact,  I  feel 
startled  now  when  i  feel  bow  niuch 


of  your  rnoni  I  have  already  occU' 
pied  to  ihp  exclusion  of  o'hers 
who  are  far  niorp  competent  to 
entertain  your  numerous  re^derSj 
and  most  assuredly  I  had  no  inten- 
tion of  being  so  pmlix.  My  (ib- 
ject  was,  in  the  first  plare.  to  show 
my  interest  in  the  cause,  and,  in 
the  next  place,  t(t  give  a  little  more 
variety  to  yciur  very  valuable  jour- 
nal, or,  perhaps,  excite  others  to  do 
better;  but,  Mr.  Editor,  without 
urther  apolojiy,  if  ytiu  will  be  kind 
eiidusih,  especially  as  1  am  uot  a 
profe^stdviTnuT,  to  excuse  the  past, 
I  will  promise  not  to  be  so  obtru- 
sive in  future.  C. 
[Always  glad  to  hear  from  you. 
Ld] 


THE  BEST  METHOD  OF  INSTRUCTING. 


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  dij/icidt 
and  highly  important  piece  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  exten.sive  scale, 
presupposing  a  thorough  knowl- 
edge, ye.,  a  practical  knowledge, 
in  .  11  the  principles  of  human  at- 
tainmenis  by  which  the  mind  is 
moulded  into  being,  guided  and 
influenced  in  its  course  through 
lite.  Let  us  consider  one  moment 
the  position  of  a  teacher,  his  con- 
stant and  ever  varying  toils,  his 
great  and  unending  responsibilities 
and  still  more  his  peculiar  relation 
to  those  committed  to  his  care,,, 
his  power  of  stamping  upon  the;U: 
a  lasting  impress  either  for  good 
or  for  evil,  and  you  will  a,ee  some- 
thing of  the  di^eulties  aud  hard- 
ships attendeut  apoB  the  b.^sisiness 
of  teaching. 
The  Teacher  holds  in  his  hands. 


350 


North- Carolina  Journal  ef  Elacation. 


[Nov., 


as  it  were,  the  distaiF,  and  spins 
out  for  rising  generations  the 
thread  of  their  moral  and  intellec- 
tual being.  He  is  their  guardian 
and  friend  both  in  the  lender  years 
of  you^ih  and  in  the  mature  years 
of  manhood  ;  and  while  a  just  ap- 
preciat=on  of  the  high  and  sacr.;d 
trust  committed  to  his  charge,  and 
a  proper  excie'se  of  his  influence 
and  power  over  the  youthful  mind 
will  surely  lead  to  results  the  most 
beneficial ;  ignorance  or  an  absence 
of  genuine  feeling  or  an  indiifer- 
ence  about  the  well  being  of  oth- 
ers, will  as  surely  lead  to  injury 
which  no  time,  no  healing  art  can 
wholly  repair.  Like  Midas,  he 
has  power  to  impart  a  golden  ex- 
cellence to  everything  he  touches, 
or  like  (he  Harpies,  he  can  defile 
everything  around  him.  By  ex- 
ertinii- upoa  the  pliable  mindsof 
the  young,  a  healthful  moral  in- 
fluence,  he  may  educate  them  to 
live  up  to  the  true  dignity  of 
mnn's  nature;  and  become  the 
pillars  of  intelligence  and  t-ue 
greatness,  of  religion  and  virtue  ; 
or  fiom  an  abuse  of  his  privileges 
and  a  disregard,  or  an  ignorance 
of  his  cares  and  his  duties,  he  may 
so  deaden  their  moral  sensibiity 
a-nd  paralyze  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 
fluenee  of  a  teacher  over  the  minds 
of  his  pupils.  Go  back  through 
past  ages  to  those  nations  best  ed- 
ucated" and  search  out  carefully  the 
character  of  t.ie  instructors  and 
companions  of  their  youth,  and  you 
will  then  know  the  character  of 
the  nations  themselves,  la  our 
own  land,  at  this  very  day,  leain, 
study  well  the  chaiacrer  and  pe- 
cmliarities  of  our  teachers  and  you 


will  then  knctf  :.he  history,  the  pe- 
culiar character  uf  rising  genera- 
tions     It  is  not  denied   that  stu- 
dents, when  in  the  heat  ot  passion, 
or  in   fits  of  perversity,  may,    nay 
often  do,  contemn  the  authority  of 
their  teacher,   reject   his  counseLs 
and  despise  his  example;  yet  on 
the  other  hand  it  can  not  be  de- 
nied, that,  in  their  cooler  moments 
and  through  subsequent  life,  they 
are  prone  to  look  to  him  as  an  ex- 
amp. e  and   feel  tnat   they  do  no 
wrung   in   imitating  his  course  of 
cjnduct.     Hi-<  influence,  his  txam 
lile  are  mjre  plainly  written  upon 
their  character  and  course  of  ac- 
tion,   tiian  tliose  of  their  parents. 
-Parents  may  be   deceived  by  their 
children,  and  often   are,  while  the 
good  instructor  can  seldom  be  im- 
[losed  upon  by   the  student.      His 
thoughts  and   feelings,  his  inmost 
character  and  conduct  are  known 
to  the  leacner ;  and  it   not  unfre- 
qaeatly  happens   that  parents,  are 
i'uily  porsuided  that  their  chddren 
know  no   wrong,  are   paragons  of 
perfection,  wiule  it  is  well  kaown 
to  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  scan 
the    inmost    recesses    of  thought,, 
what  ought   to  be  his  character  ? 
Without  going  into  detail,  we  may 
answer,  that  he  sliould  possess  all 
those  quLilities  that  tend  to  nuke 
men  great  and  good  and  wife.  He 
should   have  ail  the   feeling  and 
tenderness  of  a  parent,  allthcfi'-m- 
ness  and   decision  of  a   hero,  w.th 
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  tliose 
eunobiinir  virtues   that  crown   the 


1859.J 


Best  Method  of  Imtrucfing. 


351 


christian.  A  man  may  spend 
mouths,  yes  years,  in  the  mast  in- 
tense application  to  study,  he  may 
have  a  thorough  knowledge  oF  the 
classics,  of  the  beauties  of  polite 
literature,  he  may  even  surpass 
sir  Isaac  Newton  in  the  depth  of 
his  mathematical  and  philosopical  1 
reasoning,  he  may  be  able  to  derive 
the  most  intricate  formulas,  and 
solve  the  most  difficult  problems  in 
mathemaMcs,  and  comprehend  the 
most  abstract  principles  in  moral 
and  mental  science;  he  may  know 
every  plan  t  and  every  star;  he 
may  be  able  to  trace  out  every  con 
Ptellation  ;  he  may  be  a»  Alexan- 
der, a  Newton,  a  Pierce,  a  B.^w- 
ditch  or  a  Paley,  he  may  be  sober 
and  religious,  and  yet,  if  hehamot 
studied,  yes,  thorouglily  studied, 
the  art  of  communicating  instruc- 
tion to  others,  studied  to  adapt  his 
language,  his  thou^rhts  and  his 
ideas  to  the  comprehension  of  the 
you'ig,  studiei  to  govern  him-jjif, 
studied  to  acquire  habits  of  untir 
ing  patience  and  industry,  studied 
to  possess  a  determination  never  to 
yield  to  difficulties,  dangers  or 
hardships,  in  a  word,  assumed  for 
his  motto  "  I  11  try,  '  he  can  not 
be  a  good  instructor  of  youth. — 
More  than  this,  he  must  have  a 
natural,  fiiness  or  the  sooner  he 
abandons  his  profession,  the  better 
both  for  himself  and  society.  We 
have  often  heard  it  ass..ned  that 
a  man  may  be  a  good  ins'rucuor 
and  yet,  possess  n  j  common  sense, 
and  if  it  be  asserted  that  comaion 
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  of  the  world,  thai 
is,  he  must  bj  wellac.juainted  wuh 
the  world,  know  all  tiie  tricks  and 


deception?  of  active  life;  he  must 
become  thorou.ihly  i  c  [uainted  with 
humm   chifact3r  in   all  its  phases 
that  he  m  ly  be   the  bitter  able  to 
educate    properly    those  given    to 
his  charge,  and  teach  them  to  shun 
the  deceptive  arfs  of  men   ot  the 
woild.  Nor  must  the  good  in^t  UC" 
tor  forget    that  there  was   a  time 
when    he  was   the   laughing,  care- 
less boy. — Yes  he,  the  now  verita- 
ble polar  bear,   was  once  possess- 
ed of  human  desires   and  feelingfj. 
He  must  neither  forget   nor  disre- 
gard  the   in-teiisj  interest    of   the 
school- boy  in  his  sports,  and  recre- 
ations— that  he  has  more  joy  over 
a  victory   won   in  childish    games 
tha.i  a  veteran  hero  over  a  victory 
won  on  the  bat;l_i  field.      He  must 
not  forget  th.tthe    youthful    stu-- 
dent  values  the  UD.jt  'railing  toys- 
even    more    highly  than    kings  do- 
empires.     He  must  not  forget  how 
a  smile  of  approbation  or  one  word 
of  encouragement  fills  thcyouthful 
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  into  despair,  tso  mourn  in  sad- 
ness over    '•  man's  inhumanity    to- 
bj^s." 

Thus  a  you'hful  spirit  of  tho- 
most  noble  impulses  and  the  m  »st 
generous  feeling,  is  first  irriiar-ed 
and  discourage  1,  and  then  rUiiied. 
rime  and  space  b>th  aduionish  ua 
to  stop  tor  the  preseat. 

s.  H.  ^Y..*MJi>~4 


"While  you  cannot  know>too 
much,  and  ou<;ht  as  far  as  you  are 
capable  to  master  the  brauenes  of 
a  tnll  education,  remember  there  is 
a  mine  of  wealcQ  iu  .simpie  things 
which  will  riciily  r.  p  y  the  paius 
uf  ttiorough  luvestiiiution." 


352 


North- Carolina  Journal  of  Education. 


[Nc 


THE  NEW  TEACHER. 

The  successor  of  Jonathan 
Wakeup  in  the  little  old  dinsy, 
red  school-house,  by  th<^  turnpike 
corner,  was  a  young  man.  who, 
notwithstanding  the  strictness  of 
his  discipline,  became  very  popu- 
lar. He  was  one  of  the  few,  some- 
times termed  natural  theaehers. 
The  school  was  completely  under 
his  control,  from  the  first  day  of 
the  term,  and  that  without  his  hav 
ing  used  any  apparent  effort  at 
government.  An  expressed  wish 
Was  law.  for  most  of  the  pupils, 
and  for  the  two  or  three  rebelious-< 
ly  disposed,  a  command,  accom- 
|)anied  by  a  flash  of  the  eye.  proved 
sufficient.  Always  earnest  and 
faithful,  he  seemi  d  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  ibr  knowledgd. 

Affable  and  social,  he  was  not 
slew  in  winnig  the  favor  of  our 
parents,  older  brothers  and  sisters 
and  the  young  people  generally. 
His  tastes  being  more  refined  than 
those  of  his  jredecessors.  the  large 
boys,  obedient  to  the  all  potent 
law  of  example,  dropped  their 
coarse  exprcisions,  amended  some 
of  their  uniVuth  ways,  tried  to 
correct  their  awkwaid  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  difitrict  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  numeious  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" 
biiityr  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  lra» 
grance  imparted  by  good  cigars ; 
that  at  Dr.  B's  party  he  had  been  . 
observed  to  partake  fearlessly  of 
wine,  and  at  the  same  party  had 
been  noticed  as  an  adept  at "  trip- 
ping on  the  light  fjintastic  toe." 

1  he  youth  of  our  place  having 
been  brought  \np  to  regard  all  these 
things  as  abominations,  opened 
w  de  their  eyes  at  first,  but  sooa 
concluded  that  dancing  and  chess 
playing  were  far  more  sensible 
methods  of  killingtiniethan  attend- 
ing kiv>ing  parties,  and  that,  letting 
alone  the  wine,  smoking,  though  a 
bad  habit,  was  a  very  good  thing  as 
an  oceastonal  luxury. 

The  large  boys  in  school  tried 
secretly,  (for  their  teacher  never 
smoked  in  public,)  to  practice  the 
puffing  art.  Coasting  and  skating 
were  neglected  for  the  checker- 
board. As  the  season  advanced, 
however,   uLremitting  study  took 


1859.] 


The  New  Teacher. 


35S 


the  place  of  aiimseiuerits  of  all 
kindfi,  tor  our  teacher  unHerstooH 
full  well  the  art  of  awakeninjr 
ambition. 

The  best  scholar  in  school  that 
term  was  Frederic  D.,  a  boy  ot 
good  mental  powers,  active  nervous 
temp  rament,  quick  impulses  and 
unbounded  ambition.  That  winter 
foruipd  an  em  i.i  his  life.  The 
teacher's  influence  seemed  to  have 
permeated  his  whole  beinjr  and 
awakened  him  to  a  new  existence. 
Hi?  fond  parents,  giowinjr  with 
pride  in  the  brilliant  promise  ot 
their  talented  boy,  resolved,  not- 
wilhstandiufr  their  limited  means, 
to  fiive  hmi  a  liberal  education. 

*'  It  is  all  your  work,"  said  Fred 
to  his  teacher,  on  hearinij  that  his 
ardent  wishes  had  received  the 
parental  sanction.  "  No  one  else 
could  have  persuaded  father  to 
send  uie  to  college." 

:jc  :):  4:  A  :(: 

Ten  years  have  passed  since  that 
winter.  The  disMict  were  unable 
to  secure  the  services  of  Mr.  S  the 
next  year,  and  never  since  have 
been  lavored  with  his  equal. 

Fred  D  for  a  time  gladdened  the 
hearts  of  his  parents  by  his  rapid 
progress  in  study,  and  the  high 
Btand  he  took  on  entering  college, 
but  eie  long  it  was  whispered  that 
be  was  a  wild  boy,  addicted  to  bad 
habits  and  impatient  of  restraint. 
Alas  I  these  whispers  were  not 
groundless.  Before  the  close  of 
his  second  year  he  was  expelled  in 
disgrace.  From  that  time  he  be- 
came a  fugitive.  For  three  years 
nothing  was  heard  of  him.  His 
Dame  was  seldom  mentioned  in  the 
neighborhood  of  his  home,  and 
never  casually  spoken  in  the  pres- 
ence of  bis  parents.  They  had 
grown  prematurely  o)d,  when  one 
mild  day  in  October  he  was  brought 
to  bis  childLood's  Lome  a  sufferer 


fro'ii  a  malady  which  in  a  few 
weeks  proved  fatal. 

He  died  in  the  peace  of  a  death- 
bed repentance.  During  his  ill- 
ness he  said,  "I  wsh  I  c  )uld  see 
Mr.  S  I  have  no  one  but  myself 
to  hlame  for  my  evil  course ;  but 
I  wish,  oh  !  how  I  wish,  that  when 
my  soul  was  .set  on  tire,  he  h  id 
warned  me  against  the  blackness 
of  desolation  that  must  follow; 
that  he  had  held  me  back  from  the 
inclined  plane  down  which  1  have 
rolled. 

He  coitU  have  done  it.  A  few 
words  of  warning  from  him  would 
have  had  more  effect  than  all  the 
sermnos  to  which  I  have  ever  list- 
ened. He  cjuid  hjive  tamed  the 
spirit  which  awoke  simultaneous- 
ly with  my  ambition.  He  c.juld 
have  taught  me  to  conquer  my- 
seU'.  No  one  else  c  )uld  have  done 
it  then,  but  his  influeece  over  me 
was  unlimited. 

My  very  first  steps  in  the  down- 
ward road  Were  taken  along  side 
of  his  tracks.  He  had  the  balance 
of  mind  that  enabled  him  to  in- 
dulge moderately  in  those  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  a 
fearful  thing  to  incu-  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 ? —  Comtecticut  Common 
iSchool  Journal. 


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- 


354 


North- Carolina  Ji'Urnal  of  Education. 


[Nov.^ 


ling:,  fulfillitiij  and  atC)iiipli.'<hinir 
his  task ,  that  when  the  uccasioii 
coHies  he  ttiay  be  equal  to  the  oc- 
casion. Tlie  talent  of  success  is 
nothing  more  than  doini;  what  you 
can  do  well,  withciu'  a  ihouiiht  ot 
fame.  If  it  comes  at  all^  it  will 
come  because  it  is  deserved,  nut 
because  it  is  sought,  altar.  It  is 
very  indiscreet  and  tionblesom  - 
ambition  which  ca.es  so  much  aboui 
fame;  about  what  the  world  says 
of  us,  til  be  always  loukintr  in  the 
f  ice  of  others  for  approval  ;  to  b  • 
always  anxi-ous  about  the  effect  (»t 
what  we  d't  or  say  ;  to  be  always 
shoutint:  tn  hear  the  echoes  of  oui 
own  voices. — Longfelouo. 


Religious  Instrustion. — D. 
Webster  in  his  ma>terly  argument 
in  the  celebrated  Girard  Oollege 
case,  tho  L^upre.ae  Cjurt  of  the 
United  States,  says  : 

"  I  maintain  ;hat,  in  any  insti- 
tution for  the  instruction  of  youth. 
where  the  authority  of  (jrod  is  dis 
owned,  and  the  duties  of  Chris- 
tianity derided  and  despised,  and 
its  ministers  shutout  from  all  par- 
ticipation in  its  proceedinus,  there 
can  no  more  charity,  true  charity, 
be.  found  to  exist,  than  evil  can 
spring  ouij  of  the  Bible,  error  out 
of  truth,  or  hatred  and  animosity 
come  fonh  from  the  bosom  of  per- 
fect love  "  >H  *  * 

"  At  the  meeting  of  the  first 
Congress  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  bei  ef.  At 
leng'h  Mr  Samuel  Adams,,  with 
the  gray  hairs  hanging  about  his 
shoulders,  and  with  «ii  impressive 
venerableness  now  seldom  io  be 
met  with  (t  suppose  ojwing  to  the 


difference  of  habits.)  rose  in  that 
assembly,  and  with  the  air  of  a 
perfect  Puritan,  said  that  it  did 
no'  become  men,  professing  to  be 
Christian  men,  who  had  come  to- 
gether for  solemn  deliberation  in 
the  hour  of  their  extremity,  to  say 
Miat  tiiore  was  so  wide  a  difference 
in  their  religious  belief,  that  they 
CvtiiLl  not,  as  one  man,  bow  the 
knee  in  prayer  to  the  Almighty, 
who.-e  advicn  and  assistance  they 
liooet)  obtain  Independent  as 
hj  w,is.  and  an  enemy  to  all  prela- 
cy as  he  was  known  to  be,  he  mov- 
ed that  the  Rev.  Mr.  Dache,  of 
t'le  E;  i.scjpal  Chuic'i,  should  ad- 
dress the  Throne  of  G-race  in  pray- 
e  ■.  And  John  Adams,  in  a  letter 
t )  his  w.fe,  says  that  he  neversaw 
a  mo.'C  moving  spectacle.  Dr. 
Duche  read  the  Episcopal  service 
of  ihe  Chu/ch  of  England,  and 
then,  as  if  moved  by  the  occasion, 
h  '.  bro.ke  out  into  extemporaneous 
prayer.  And  those  men  who  were 
Luen  about  to  resort  to  force  to  ob- 
tain their  rights,  were  moved  to 
tears;  and  fi,jods  of  tears,  Mr.  Ad- 
ams says,  ran  down  the  cheeks  of 
I  he  pacific  Quakers  who  formed 
part  of  that  nust  interesting  as- 
sembly. Depend  upon  it,  where 
there  is  a  spirit  of  Christianity, 
there  s  a  spirit  which  rises  above 
forms,  above  ceremonies,  indepen- 
dent of  s.ct  or  creed,  and  the  con- 
troversies of  clashino;  doctrines." 


Cultivated  Women  — Sheri- 
dan said  beautifully,  "  Woman 
governs  us;  let  us  render  them 
peneet.  The  more  they  are  en^ 
lightened,  so  much  the  more  shall 
we  be.  On  the  cultivation  of  the 
mind  of  woman'  depends  the  wis- 
dom of  men.  It  is  by  woman  that 
Nature  writes  on  the  hearts  of 
man." 


1859.] 


Resi<hnt  Editor  a  Department. 


355 


l^csibciit  (gbitor's  gcprtiitciit. 


Oua  Next    Volumve. — One 
more   number   closes  the   present 
volunie  of   the    Journal,  and    we 
must  be.i^in  to  prepare  for  the    fu- 
ture.    If  the  Journal  is  doing  any 
thin  5  to  advance  the  cause  of  edu- 
cation in  our  State,  it  has  a   just 
claim   to  a  support;  and  it   must 
look  to  those  friends  of  the  cause, 
who  have  aided  in   giving  it  its  i 
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  fjfr,  its  subscription 
list  has  not  been  sufficient  to  pay 
the    expense    of    its   publication ; 
but  the  increase  this  year,  over  the 
number  for  last  year,    encourages 
us  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  fur 
the  school  Districts  of  their  coun- 
ties, and  we  hope  that  many  more 
Counties  will  adopt  the  same  means 
of  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  it 
would  do  much  more  good  than 
could  be  accomplished  in  any  other 


District  would  feel  the  cosL  of  the 
Journal,  but  the  benefit  will  soon 
be  appai'ent. 

Friends,  will  you  not  begin,  at 
once,  to  make  up  clubs  of  subscri- 
bers for  next  year,  and  also  to  use 
your  influence  with  the  school 
officers  in  your  cjunties.  Let  us 
hear  from  you  before  the  Isfc  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  CdlJed  fur. 

The  tallowing  circular  was  sent  to 
about  one  hundred  persons,   from 
whom    the   committee    hoped    to 
receive  aid  in   carrying  out   their 
plan  for  placing  the    oournal  upoa 
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 
ail  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 
funds  required. 

Greensboro,  N.C.  Aug.  '59. 
DiiAR  Sir: — The  Committee  ap- 
pointedby  the  Educational  Associ- 
ation, to  take  charge  of  the  North 
Carolina  Journat   of  Education, 


way,  with  the  same  expense.     No   and  provide  for  its  continued  pub 


356 


North- Carolina  Journal  of  Education. 


[Nov.j 


lieation,  have,  after  mature  delib- 
eration, determined  upon  the 
following  plan,  as  best  adapted  to 
secure  a  perminent  result. 

We  propose  to  establish  an  office 
for  the  purpose  of  printing  the 
Journal  and  doing  job  work  for 
ischooh,  and  whatever  other  print- 
ing we  can  secure.  And  we  wish 
tte  teacher?,  and  other  friends  of 
education  in  the  State,  to  furnish 
the  capital  n':>cessary  for  carrying 
on  this  work,  by  taking  stock  in 
<'The  N.  C.  Educational  Printing 
Company." 

The  capital  required  will  be 
about  $25U0.  We  put  the  shares 
at  S'i5  each,  that  no  teacher.who 
wishes  to  become  a  member  of  the 
company,  may  be  excluded,  while 
we  ex^eat  many  to  take  several 
shares. 

By  having  the  proprietors  of  the 
office  scattered  over  the  State,  we 
hope  to  secure  nut  only  the  job 
work  of  each  stockholder,  but  also 
his  active  co  operadon  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  nat  expected  that  the  office 
will  yield  much  profit  to  the  stock 
holders  the  first  year,  but  we  feel 
confident  tha,t  it  can,  with  proper 
management,  be  made  to  pay  a 
large  percent  on  the  capital.  And 
should  it  yield  but  little  dividend, 
you  may  at  least  receive  a  copy  of 
the  Journal  as  an  income  from 
your  stock,  and  you  will  have  the 
satisfaction  of  helping  to  establish 
upon  a  firm  basis  this  organ  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 
1  he  matter,  that  we  may  be  enabled 
to  complete  our  arrangements  as 
soon  as  possible. 

With  much  respect.  Yours  truly. 
J.  D  Campbell,     ^ 
D   S  Richardson, 

C.  H.  WiLKY, 

A.  H  Merritt,       )■  Com. 
M.  S.  Sherwood,     j 

W.  W.  HOLDEN,  j 

W.  J.  Yates,  J 

fi®*  Your  reply  should  be  ad- 
dressed to  J.  D.  Campbell,  Greens- 
boro', N.  C. 


Question. A  correspondent 

says  : 

I  would  submit  the  following 
Question  for  solution  in  the  North 
Carohna  Journal  of  Education. — 
A  man  had  4  sons,  and  a  farm  of 
t)OU  Acres,  in  a  circle,  with  his 
Dwelling  in  the  centre.  He  gave 
to  his  sons,  4  equal  parcela  of 
land  as  large  as  could  be  made,  in 
4  equal  circles  within  the  periphe- 
ry of  his  tarm,  one  to  each  son, 
with  a  dwelling  in  the  centre  of 
each  circle. 

How  many  Acres  does  the  farm 
of  each  son  contain  ?  How  many 
Acres  did  the  father  retain  ?  How 
far  apart  were  the  dwellings  of  the 
eons  't  Ho'?^  I'ai  was  each  son  from 
his  father,  and  how  many  Acres 
surrounded  the  dwelling  of  the 
father,  between  the  sens  ? 


1859.] 


Resident  Editor's  Department. 


35? 


We  regret  that  the  following;, 
from  the  Beaufort  Journal,  was 
mislaid  and  therefore  did  not  ap- 
pear in  the  Journal  sooner.  We 
ask  the  attention  uf  teachers  to 
these  requests  and  hope  they  will 
aid  the  committee  in  th?  perform- 
ance of  their  difficult  task  : 

REQUESTS. 

Will  the  members  of  the  Educa- 
tional Association  who  are  teachers 
send  me  a  li>!t  of  the  Text  Books 
iased  by  them,  with  a  brief  state- 
ment of  their  merits,  in  order  hiit 
I  may  obtain,  very  soon,  the  infur 
mation  contemplat-'d  in  the  lies ) 
lution,  passed  by  the  late  E  iuoa- 
tional  Association  ?  I  append  the 
resolution  that  all  miy  see  what  is 
the  information  desired. 

'  Wherkas,  Much  diversity  e.^^ 
ists  in  tile  Text  B  mks  now  used  in 
schools  of  every  jrrade  in  North 
Carolina,  b<ith  male  and  female; 
and  whereas,  much  inconvenience, 
expen-e  and  detriment  t  >  the  cause 
of  Eoucation,  result  from  sucti  di 
versity  ;  and  whereas,  it  is  very  de- 
sirable to  remedy  these  evils  and  to 
introduce  umf  irmity  in  the  Text 
Books  in  use  in  all  ttie  dep^rtmeois 
of  North  Carolina  rfoliools  ;  there- 
fore,' 

Resolved,  That  the  President 
appoint  a  committee  of  three,  to 
■whom  this  whole  subject  shall  be 
referred. 

It  shall  be  the  duty  of  this  com- 
miitee  to  correspond  with  tlie  li]u« 
catorsof  the  State.-olieitinga  trank 
expression  of  opinion  relaiive  to  this 
subject,  to  a  k  froiii  all  a  list  of  tlie 
Text  Books  used  in  each  depart- 
ment of  tlieir  schools,  and  a  brief 
statement  of  the  merits  they  are 
considered  to  possess  ;  and  further, 
it  shall  be  their  duty  to  c  jrrespond 
with  the  Educators  of  other  States, 


and  wirii  the  irreat  publishing 
houses  of  the  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 J  and  then  after  a  careful  and 
1  npartial  examination  uf  the  force 
»f  the  views  advanced,  nnd  of  the 
nerits  of  the  several  publications 
suDiiitt^'d  to  their  scrutiny — to  re-* 
0  irt  the  result  of  their  invesfitra- 
tions  to  the  next  annual  meeting 
of  this  Association,  n'o  mimendi'ior 
such  action  as  shall  be  best  calcu- 
lated to  effect  th'?  desiirn  contem- 
plated by  this  resolution  " 

May  [  request  a  like  favor  of 
those  educators  who  are  not  mem« 
bers  of  the  association  ? 

Will  my  editorial  brethren  fa- 
vorable to  the  reform  contemplatedj 
or  as  a  matter  of  courtesy  to  myself, 
>bli<;e  me  by  giving  these  "  Re- 
({uests"  an  insertion  iu  their  Jour- 
nals. A  like  favor  will  be  recipro- 
cated at  any  time. 

Thiise  wtio  reply  at  an  early  date 
will  doubly  confer  an  obligation. — = 
Information,  from  any  source,  caU 
culated  to  throw  light  upon  the 
subjf^ct,  or  lessen  the  labors  of  the 
committee,  will  be  thankfully  re- 
ceived. 

Address  me  at  Beaufort,  North 
Carolina, 

STEPHEN  D.  FOOL, 
Ch7i  of  Committee. 


BOOk  T4BLC. 

MonE'iN  Phioologv:  its  Discoveries, 
History  jiud  Influence,  with  maps, 
taliular  views  &c.  By  13  VV.  Dwiglit. 
New  York  ;   A.  ri.  13anies  &  Burr. 

\Ve  thank  the  Publishers   for  a 

30Dy   of  this    valuable  work,   and 

instead  of  giving  our  opinion  of  it, 

1  we  give  the  following  communica- 


358 


North- Carolina  Journal  of  Education. 


[Nov., 


tion  from    Prof.   Siiiythe,   who  is  u 
devoted  student  of  Philnlocfv. 

We  have  received  and  had  the 
pleasure  of  readititr,  a  beautiful 
voluiiiti  bearing  the  ab^ve  title,  jusst 
published  by  A  8  Barries  &  Burr. 
We  hail  it  as  an  exceedinjily  valu- 
able contribution  to  our  home  fttoc- 
of  knowltdge. 

Few  persons  in  this  country  have 
leisure  or  inclination  to  petjetrate 
into  the  depths  of  German  scholar 
ship,  in  pursuit  of  this  new  and 
intereRtina:  science. 

Much  expense,  lon<r,  patient, 
perst-veriricr  labor — labor  amply  re- 
warded by  the  richness  and  poetic 
interest  of  the  results — are  required 
to  frai"  af>  entrance  into  the  vast 
field,  that  lies  waiting  the  earnest 
etudent. 

Neither  the  plaudits  of  the  world, 
nor  the  reward  o  riches  can  he 
expect;  but  he  must  study  from 
love  of  his  work,  for  the  sake  of 
science  and  find  his  reward  in  the 
pleasure  that  wells  up  within  h's 
own  soul.  No  one  can  follnw  Fran 
cis  Bcpp,  through  his  never  tirinc 
exploration  of  fifty  years,  into  the 
secret.s  of  the  Indo-European  lan- 
guages, without  beihjr  lose  in  'ad- 
miration at  the  patient  research, 
the  enthusiastic  devotion,  the  steady 
judgement  atd  grand  results  that 
have  niaiked  his  coursp.  No  one 
can  sit  at  the  feet  of  Jacob  Grimm, 
that  princely  scholar,  and  listen  to 
his  filial,  magnificent  recital  of  the 
riches  of  his  tnotiier  tongae,  catch- 
ing as  he  li.-tens  the  harmonious 
utterances  o1  al  the  other  langua- 
ges en  earth,  without  feeling  that 
he  holds  high  communion  and  hav- 
ing his  intellectual  powers  strength- 
ened and  ennobled. 

Wm.  Humboldt,  great  in  the 
ecience  of  language,  as  his  better- 
knowQ  brother  x\lexanderiu  phys- 


ics, comes  to  us,  even  at  his  early 
day,  with  deep  penetratinj;  utter- 
ances wpop  the  philosophy  and 
classes  of  languages.  Pott,  Diefen- 
bark,  Schleifher,  the  two  Curtius, 
Mommscn,  Ra.sk,  Castren,  Muller 
and  scores  of  others,  a  glorious 
hoet, as  an  army  triumphant,  sweep 
before  our  sight,  bearing  their  pre- 
cious burdens. 

'i  liat  same  high  impnlse,  which 
has  led  men  to  loni:  toil  in  science 
or  long  voyages  to  distant,  unknown 
and  dangerous  lands  has  had  its  in- 
fluence here.  It  was  this  sent 
Anguetil  da  Perron  in  the  guise 
of  a  eommon  soldier  to  the  east, 
since  otherwise  he  had  not  the 
means  to  go,  in  the  face  of  difficul- 
ty, prejudice  and  dauirer  to  wrest 
by  long  toil  from  the  followers  of 
Zoroaster,  the  Zend-Avesta,  "  Liv- 
ing word."  'Ihis  led  R.isk  fter 
thorouiih  study  of  his  iiative  and 
kindred  tongues,  over  the  steppes 
of  Russia  and  thr(|Ui;h  the  wilds 
of  Asia  in  search  of  the  treasures 
of  their  primitive  tongues.  This 
too  led  Alexander  Castren,  feeble 
in  body  yet  strt)ng  in  heart,  through 
the  chill  barren  wilds  of  Siberia, 
to  pass  long  months  in  the  reeking 
huts  of  its  rude  inhabitants,  gather- 
ing up  wi'fh  patient,  loviny:  liand 
their  scattered  dialects,  that  he 
might  bind  them  together  and  hang 
them  as  an  imperishable  garland 
upon  the  brow  of  their  ancient 
mother  tonyue*  then  to  come  home 
to  tlel.-ingtors  to  die  ere  half  his 
garnered  treasures  were  given  to 
the  world. 

The  study  of  those  authors  is  a 
least  of  pleasure,  toilsome  though 
it  may  be.  No  one  has  ever  peue-^ 
tratcd  into  the  myster'es  they  un- 
fold, without  being  filled  with  a 
pleasure  which  he  cannot  contain, 
and  an  impulse  to  call  his  fellows 
to  the  feast. 


1859.] 


Resident  Editor  s  Department. 


359 


It  is  a  fire,  that  cinnot,,  will  not 
burn  solitary,  [r  is  too  lull  of  the 
pulsations  of  liurujnity  as  if  felt 
from  eolertri'ial  wires  running 
thrnuijh  the  universal  frame  ol 
speech 

Therefore  we  rejoice  at  the  ap- 
peaiaiice  o  the  wurk  hefore  us  — 
It  Climes  to  us  all  ylowinj:  with  the 
inspintion  of  the  tneine  and  the 
blows  upon  the  anvil  of  laborious, 
forjrin^  toil. 

"  The  author  has  written,"  h"' 
tells  us  ''  because  he  must:  ne'-es- 
fcity  has  heen  upon  hini  ;  toe  tiri' 
Wiliiin  his  heart  has  tound  it-i  own 
vent." 

The  writer  has  tolirwed  for 
tuonths  the  progress  of  this  work 
with  ea^er  expectancy  and  as  an 
buMiliIer  student  in  the  same  ylow 
iu^  Science,  can  appreciite  the 
prcaii-e'-s  oi  tlie  t^sk  and  share  in 
the  pieasnre  of  its  conipletion.  1 
wi^h  to  ur>ie  upon  my  lel!ow  te.ich 
ers  and  students  to  study  this  wi)-k 
and  catch  tiie  illumination  it  bear  . 
We  all  need  to  be  taught  that  Ian 
guaize  is  not  a  work  of  chance  ami 
a  dismembered  chios  but  u  bviny 
Wondrous  whole.  Grammar  not  a 
aiere  collection  of  rules  for  the 
prevention  of  error,  but  a  jrlowing 
science,  full  of  philosophy  and  in- 
terest. 

And  as  all  hijih  culture  amon«: 
us  is  based  upon  tiie  loundation 
study  of  lanuua<;e,  how  injportant, 
that,  that  be  brijiht  and  glowirj^-, 
yielding  its  native  inspiration,  thai 
it  may  burn  ou  throU2,hout  our 
lives.  How  important  loo  that  our 
teachers  of  language  should  be 
nieu  who  know  the  worth  of  the 
material  in  their  hands,  who  can 
ruaster  its  great  truths,  anii  find 
joy  instead  of  drudgery  in  impart- 
ing them.  So  much  fur  the  inter- 
est acd  iuiportauce  of  the  study ;  a 


few  words  must  suffice  for  the  book 

itself. 

No  one,  who  has  not  laid  his 
hand  to  the  work,  can  appreciate 
the  amount  of  pitient  labor,  zeal- 
ous study  and  careful  critical  judg- 
ment necessary  fo'^  such  a  task. — ■ 
Its  materials  lie  scattered  through 
scores  of  volumes,  niosily  in  a  for- 
ei>fii  tongue.  While  certainty  of 
statement  and  opiuioti  on  some 
minor  points  in  such  a  work  is  per- 
iiaps  unattainable  and  therefore 
oiu«=tbe  open  to  oriticisni,  it  gives, 
ine  pleasure  so  far  as  my  studies 
Have  lead  me  to  affirm  its  substap<= 
tial  aceur.icy  and  con.«onance  with 
lite  hiL'he.«t  atnl  latest  authoritieSj, 
ami  its  iu:ririsic  value.  It  contains 
information  that  ncj  other  sintrle 
Work  in  any  lanj:uage  can  furnish 
us,  while  one  article  the  •'  Science 
or  E'ymology''  is  supposed  ui.t  to 
ii.ive  us  fellow 

The  Work  embraces  three  divis- 
ions. 

1st,  An  historical  sketch  of  the 
[ndo  European  ianguaires,  intro- 
duced by  a  brief  syj.op-i-t  of  the 
j;f  i.eral  classifioation  oi  a  liuages, 
and  conilensin<r  U[)oii  e.  C  t  of  the 
iire.it  I nd  I  European  toe.'u^'*  a 
ma  s  of  valu.ibie  informati  n  that 
svol  be  So'i^lit  for  elseWncie  IQ 
vaio.  It  occupies  over  ha  f  of  the 
work  and  is  of  lireat  value. 

2ml,  Tiie  History  of  iModerE 
Philology,  wliicti  gives  an  exceed- 
muiy  interesting  and  valuable 
fjketch  of  the  rise  of  tiie  new 
science  of  Comparative  Philolo<iy 
and  of  the  authors  and  wo'ka  which 
w.ilk  in  its  train.  To  those  who 
wish  to  know  the  men  and  books 
wliich  have  built  up  this  scfence, 
their  character  and  comparative 
value  it  will  be  very  ini»tructive 
and  useful. 

3rd,  The  "  Science  of  Etymol- 
ogy" which  gives  a  summary  sketch 


360 


North- Carolina  Joxirnal  of  Education. 


[Nov., 


of  its  progress,  the  principles  which 
have  accompanied  it  and  an  able 
analysis  of  the  form  and  shape, 
this  science  must,  take  to  answer 
its  hijrh  purpose.  Two  fine  philol- 
ogical mapH  of  Asia  and  Europe 
close  the  work;. 

Our  lirBi^3  forbid  our  entering 
farther  into  particulars  thnti  to  add 
that  aside  from  the  valunble  facts 
and  careful  criticisms  whinh  enrich 
its  pages,  itisadnrnid  with  a  glow 
ing  ei.thu>iasiii,  kindling  the  heart 
of  the  reader,  like  the  trumpet  tone 
of  soice  tilling  but  glad  souled 
traveller  up  the  hill  nf  science,  who 
sees  its  heights  all  h^fhel  in  the 
light  of  its  never  dimminij  su'i 
calling  to  his  fellow*  around  and 
below  him  Ike  th^*  ere;ir  Fa<s  iw 
Vorwarts  I  auiwaifs  !  fonvardsl 
upwards!         C.  W.  Smyiiik 


HiiLrABD's  Skimks  OF  Bbade'S;  con- 
sjtiiirg  ofstViiU  Ueiu](.ir.  :i(l.apte'l  to 
the  variouf<  ciii!<>cs  of  ;''in'arv  anrl 
hi^'hi  r  isclioolt* :  publi:-i-(  d  by  Mev.rs 
Hickliiig,  iSw.iii  is.  Brew  r  ofBiiston. 

The  publishers  huve  §M)t  us  a 
set  of  these  bm  ks,  h\A  so  tar  as  w  • 
have  be(M)  able  to(>aoitie  tliem 
we  are  much  pki'^ed  wifii  them  — 
It  is  our  pu'po^e.  ;.(,  jinseiit,  lo 
Sfenk  more  pauii  'ilarly  of  the 
^■Fir.-t  and  Second  Fiimarv  Read- 
ers," and  at  the  same  time,  to  call 
the  attt  ntion  of  those  teachers,  who 
are  not  fully  satisfied  wirh  sueh 
Readers  as  thi  y  are  now  usint',  to 
the  whole  Series,  that  they  njav  or~ 
der  copies  for  persona!  exomiti:  t  oi-. 

The  only  vvi.y  in  which  we  liavo 
ever  been  al  1  •  to  give  a  text  book 
a  satisfactory  exandnatior-,  is  to 
place  it  in  the  hands  of  a  pupil  of 
the  propor  age  to  use  it  and  thus 
practically  test  its  merits  and  defi- 
ciencies. 

A  Reader  for  children  should  be 
entertaining   to   them,  as  well   as 


adnpted  to  their  capacitv  Believ- 
inir  these  two  little  books  to  pos- 
sess these  qualities,  we  trave  them 
to  our  little  ones,  and  have  beeo 
much  pleased  with  the  result.  We 
may  call  attention  to  the  other 
books  of  this  Series,  when  we  have 
given  them  a  careful  examination. 
Teachers,  endeavor  to  makeread- 
ioiT  a  pleasure  to  your  pupils,  rath- 
er than  a  task.   G^'t  the  best  books. 


Thb  Universal  Spkakkr  ;  containing 
a  cillecrion  of  Sneechs,  Dia  ogues, 
aiuJ  Recitations,  adapteil  to  use  of 
Sciiools.  Ac  'demies  and  social  circles 
Edited  by  N.  A.  C.lkins  and  W  T. 
Atiani-i,  Bostolfc  liiowii,  Tagjrard 
and  Ijliase: 

This  b  )ok  is  a  collection  of  pieces 
ill  prose  and  poetry,  Spaeches  and 
D  alogues.  a  ringed  for  U33  in 
tchojis,  by  practical  teachers,  with 
a.fcw  rules  ui.d  diifct  oisfir  ges- 
■ures  &c.  It  contains  manypiecea 
well  suited  f  jr  public  exhibitions, 
the  most  of  which  have  the  merit 
of  being  new. 

In  the  h^nds  ot  the  right  sorE 
of  teacher,  a  fii'st  rate  series  fur 
an  entertainment  may  be  selected 
from  it. 

Ihe  publishers  have  done  their 
part  in  the  very  best  style. 


Emtkrtaining  DiAi.oGUKS,  designed 
for  tlie  use  of  yoimj^  students  in 
scrlioo  s  and  Academies.  By 
Charles  Northend  A  .\I.  Mew  York: 
A.  8.  Barnes  A  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. 


3859-3 


Resident  Editor's  Department. 


mi 


C  O  'M.  ^1  o  ]sr   8  O  H  O  O  L  s. 

GS^Cii  of  thti  Directors  of  BJ*c!-ary  Ftind,  1 
Raleigh,  N.  C,  September  llSlb,  lb69.      / 

The  ?r<!.'-i'Jex:t  and  Director?  of  the  Literary  Fund,  having  made  distribution 
•tif  tne  nf^t  irKJunie  of  i-aid  i-iind,  for  the  jear  1S59,  umnrg  (he  ptvcral  Coiiutiea 
■of  ihf  ^;t4l6  f'^r  l^oroiro'i  S •hoolF,  bfivo  directed  the  following  Tabular  State- 
ment to  ba  pubii.-b'.'J,  rhovv.ug  the  Spring;  and  Full  distribution  to  each  CouLty, 
aud  the  total  disiribuiiou  during  the  year. 

The  amount  of  the  Fall  Distribution  wili  be  paid  to  the  persons  entitled  to  the 
same,  upon  spplication  to  the  Treasury  Dcpariment. 

J:;ck;<ou  County  will  receive  30  per  cent  of  the  amonnt  allotted  to  Macon 
County,  and  the  remain^ler  of  its  sh.u-e  f'''im  that  al'otted  to  Hny*.70od.  Alle- 
^haiiv,  Miid.fon  and  Po  k  wii!  receive  iheir  lefpeetive  t'haies  from  the  Counties 
tron>  whicb  tb''V  were  formed,  thtre  Lavinj;  bf-'eii  do  report  of  the  populaf.oa 
in'iii  s;;!:  Ccuatas.  JS'IiN  W.   ELLIS, 

President  ex-cjficio  of  ,he  Literary  Fund. 

CnAJti^ii  Laves,  Sec.  to  Eoard  of  Dirernjrs. 


Counties. 
jMi  rr;ar.c<--, 
/^ieifinder, 
All^-giiany, 
A'json, 
A.-hc. 
Btfi-uPort, 
Berlie. 
Blftden, 
E'URpvjici: 
BiiiU'Cff.bfc, 
Burte, 
r:abi!iTU«, 
CdilWtlL 

Ca:t-r(jt, 

Ca^^v^ll, 

C-itawb?i,  , 

«  bjitb-inj 

ChfTckee, 

<'how.".n, 

Cieiive!;'nd, 

Co'.uiabus, 

Craven 

CuiuberlKnd, 

('urrituck, 

Dividson, 

Davie, 

Duplin, 

Edgecombe, 

Forfyth, 

Franklin, 

Gates, 

GranvillC) 

Griiene, 

Guilford, 

Halifax, 

Harnettj 


Fed.Pop-  SpnngDis   Fall  Du.   To-alDis.   Deduct  for  Deaf  ^  Dumb 
10.1^6  $1,1^9  92  $1  -219  92  52.4S9  84  Bettie  Ray,         $75  00 
5,003         CoJ  ^6        COO  36     i,20c  72 


iC  753 

11,716 
9;,73 
S  O'l-i 
t  0^1 

u.^  9 

8.^■7•» 

5  8.;6 
G  174 

li:,i5: 

<;,7ij3 

5,252 

9\.^'7 

5,3. -8 

12  3-9 

10.634 

6. 2r>7 

14. 1 '23 

e3,9«8 

11  in 

10,018 

1(1,627 

9,610 

7. '228 

6,878 

17,310 

6,320 

18,480 

18,007 

7,083 

6^907 


i.2fcO  7ii 
].024  68 
1.4f.g  92 
l.'^b  7o 
9  2  !::& 
7:4  l-^ 
1.480  f6 

i-.-Pt:  28 

1  0-i-    r8 

'..'.■  g  • 

iii(  £8 

7  !•(  V-;; 

l,.^-9  32 

9*-^  UK 

1  0-j;  50 
8"-i  ;^r, 
63  »  24 

1  i'>3  a4 

6o6  0() 
1.479  48 
l,27tj  G6 

7-!.)  84 
l,ti94  76 

K39  76 

1.3-;3  -Ai 

1,L'02  12 

1,275  74 

1, 141- 20 

867  36 

825  3G 
2,036  36 

638  52 
2,217  60 
1,560  8-i 

850  70 

^28  84 


l,t;24,  tiB 

^..4fir  92 

l.'.U:  7t> 

0)j2  88 

7)4  i2 

1  4Ht^  -56 
b&(>  1.8 

1.-.4U  ^-8 

71-0  32 

620  88 

744  06 

1  -J .59  .32 

988  I '8 

l.S.:r.  60 

804  ii6 

630  24 

1,1 1)3  64 

636  96 

1.479  48 

1,276  i'8 

7oO  84 

1.694  76 

8?9  7<; 

1.33^  32 

1,202  16 

1,275  74 

1,14120 

867  36 

826  36 

2,036  36 

638  40 

2  21T  60 
1,560  8-1 

850  68 
«?8  R4 


2,;.Bl  44 
2,049  3b 
2,811  8« 
2  393  £2 
1  92-5  76 
1.4:.8  24 
2.961  12 
1.66(  56 
2,08'  76 

1  400  64 
1.241  76 
1,4^9  92 

2  918  64 
1,976  16 
3.853  20 
1.H08  72 
J,2C0  48 
2.327  28 
1,273  92 
2,958  96 
2,552  14 
1  501  68 
8,389  52 
1,679  52 
21,666  fi4 
2,404  28 
2.551  48 
2.282  40 
1,734  72 
1,650  72 
4,152  72 
1,276  92 
4,435  20 
3,121  68 
1,701  38 
l,e57  68 


Vt'.  J.  Covington,  76  OO 


I'D  J  VVitson.  ■) 
(  Eliza  \\ation,  J 


225  00 


Thomas  Berry,      75 


Sarah  C.FooBhce,  75  00 


225  00 


f  J  Strickland,  ) 

}  H.Strickland  U 
(  Jesse  Holder,  J 


EUeo  C.  Jo)jn8on,75  00 


Mary  Burt,  76  00 


COMMON  SCHOOLS— Cuniwiitei. 
Coumus.       Fed.Pop.  Sprinc/Dls.  Fall  Dis.   Total  Dis.  Deduct fc-rDmf^DumB 


lliftideri^on, 

H^n-tr'oi'd, 

Hjo'e, 

Iredeil, 
Jack ECU, 
Joliiiston, 

Lenoir, 

LincolD, 

Madison, 

!ST;icon, 

Ms-i'tin, 

McDowell, 

Mecklenburg, 

51on:gomery, 

Moore, 

Nash, 

New-Hanover, 

Northampton, 

Onslow, 

Orange, 

Pasquotank, 

Perquimans, 

Person, 

Pitt, 

Polk, 

Bandolph, 

Kichraoad, 

Kobeson, 

Bockingham, 

Pi."wan. 

Ruthei-ford, 

SampsoD, 

Stanly, 

Stokes, 

Surry, 

Tyrrell, 

Union, 

Wake, 

Warren, 

Washington, 

Watauga, 

Wayne, 

Wilkes, 

Wilson, 

Yadkin, 

Yaacey, 


6.833  825  9a  825  96  1,65192 

6.GJG  798  72  798  72  1,597  44 

t>.585  790-20  790  20  1.580  40 

13,062  1,567  -i-i  1,567  U  3,13-1  88 


11,149  1,387  92 

3,935  472  20 

6,181  741  84 

6,924  830  S8 


6,1  C9 
6.961 
5,741 

11,724 
6,166 
8.552 
7,905 

14,235 

10,731 
7.040 

14,9>7 
7,70S 
6,030 
8,825 
10,745 

15,176 

7,936 

11,080 

12.^63 

12  329 

12,388 

12,311 

6.348 

8  490 

8  132 

4.452 

9,258 

21,123 

10,806 

4,730 

3,348 

10.317 

11,642 

6.7j4 

9,511 

8,068 


1,337  92  2,675  84 
472  20        944  40 

741  84  1,483  68  E.  Gcrj 

830  88  1,661  76 


740  28 
835  32 
688  92 

1,406  88 
739  56 

1.023  26 
948  5S 

1,708  32 

L287  72 
844  80 

i,794  84 
924  9d 
723  60 

1,059  00 

1,289  40 

'  1,821  12 

952  32 

1,329  60 

1,483  5S 

1  479  48 

1,486  56 

1,477  32 

761  76 

1,018  80 

975  84 

634  24 

1.110  96 

2.534  76 

1,243  92 

573  60 

41  •!  76 

1,238  09 

1,397  04 

8' 0  45 

1,141  32 

968  16 


740 
835 
688 

1,406 
739 

1,026 
918 

1.708 

1,287 
844 

1,794 
924 
723 

1,039 

l,28y 


1,'ISO 
1,670 
1,377 
2,813 
1,479 
2,052 
1,897 
3,416 
2,575 
1,689 
3,589 
1,849 
1,447 
2,118 
2,578 


56 


■^•{tn'-T'i    1 150  go 
M  iSJchols  i 

12  Wni.  Shuffield,      75  00 

52 

16 

64 

44 

60 

68 

20  Jaafes  Lane,         75  GO 
00 

80 


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  95 

2,,f.34  76 

1,343  92 

573  60 

401  76 

1.238  09 

1,397  04 

810  45 

1,141  32 

963  16 


642 
904 
659 
967 
950 
973 
954 
523 
037 
951 
,068 
,221 
,069 
,487 
,147 
803 
,476 
,794 
620 
,282 
,937 


J.  B.  Watson,        75  00 


24 

64 

20 

12 

96 

12 

64 

52 

60 

68  LarkiaSn-w 

48 

92 


f  PaidS300..1ue\„^ 
\     $375f.jr5.     r"^ 


00 


75  00 


(,  J.  A.  Beuro'i  j 
Martha  .1:1  •-13  5,    75  OJ 


T.  Harding,  75  00 


Total,     752,542.  90,425  04.  90.425  04.  180,850  OS 


1,80000 


THE  NORTH-CAROLIM 

JOURNAL  OF  EDUCATION. 


Vol.  II. 


DECEMBER,  1859. 


No.  12. 


ADDRESS,* 

Delivered  before  the  North-Carolina  Echtcational  Association,  Jiine^ 

—  —      By  Prof.  F.  M.  Hubbard. 


1859. 


The  purposes  of  this  Association 
embrace  Literature  in  all  its  de^ 
partmea  s,  and  would,  in  some 
measure,  supply  the  means  of  its 
Gondnued  and  ample  development. 
The  hijihest  institutions  of  learning 
are  not  above  its  mark  ;  the  loftiest 
regions  of  literary  activity  are  not 
beyond  its  cognizauf^e ;  and  it 
would  carry  its  influences  and  ea- 
couragements  to  the  lowest  and  most 
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— ad  but  the  simple,  though 
most  effective,  influences  of  nature 
herself — that  have  any  relation  to 
the  intellectual  improvement,  and 
moral  culture  of  our  people.  We 
have,  it  is  true,  chosen  mainly  to 
confine  ourselves — and,  wisely  so. 
a.t  the   outset   of  our  labors  —  to 


*  The  address  given  above  is  but  a 
fragment — the  discussion  evidently  in- 
complete. Some  of  the  Committee  know 
why  this  was  so;  but,  without  further 
explanation,  it  is  thought  best  to  print 
the  address  as  it  was  delivered. 


those  institutions  that  have  a  direct 
reference  to  the  mental  cultivatioD 
of  our  people.  Can  we  make  them 
what  they  should  be,  we  shall  have 
achieved  a  great  work,  of  moss 
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  wn  carefully  survey  the 
fie.d  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  persona! 
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 
24 


362 


North- Cawtina  Journal  of  Education. 


[Dec, 


coolly  gird  us  for  the  strife,  and 
encounter  it,  like  men  j  and  with 
God's  help,  we  will  overcome.  We 
may  not  live  to  see  the  results  of 
our  labors.  We  may  fail,  while  the 
strife  13  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  counsel,  more  than 
-energy;  plansand  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  men 
of  our  own  day  only;  not  our 
children  merely,  but  all  the  vast, 
endless  line  of  those  who  are  to  fill 
our  places  aft^r  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  actial 
condition  of  literatfTre  among  us: 
•and  if  I  speak  )ess  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  disparage 
nothing.  But  neither  may  I  over- 
estimate and  indulge  in  groundless 
anticipations. 


It  is  allowed  on  all  hands — your 
presence  here  to.-.day,  the  very  ex- 
istence of  our  Association  confesses 
it-^that  education  and  literary  cul- 
tivation is  not  what  it  should  be 
among  us.  The  condition  of  things 
in  this  regard  is  too  low.  Our  ob- 
ject is  to  raise  it.  The  question 
simply  is,  how  low,  and  how  may  it 
be  best  and  most  effectually  raised  ? 
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:  1st, 
That  whatever  be  the  amount  of 
literary  cultivation  among  us,  it  ic 
not  productive;  2d,  It  is  by  no 
means  universal ;  3d,  It  is  not  of  a 
very  high  order. 

Productiveness  is  a  test  of  degree 
rather  than  of  kind.  I  mean  by 
this  word  the  tendency  of  all  litera- 
ry culture,  where  it  has  reached  a 
certain  degree  of  height  and  prog- 
ress, to  repi'oduce  and  perpetuate 
itself,  in  new  forms  of  literary 
effort.  There  seems  to  be  a  spon- 
taneous activity,  developing  itself 
in  nations,  and  of  course  in  some 
individuals, when  they  have  reached 
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  conditions  on 
which  its  efficiency  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  sympathy  uf  its 


1859.] 


Address. 


363 


fellows.  It  is  perhaps  the  noblest 
of  the  uses  for  which  language  was 
given :  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  traiaiog  the  souls  of 
men  to  heroic  manliness  and  a 
spiritual  philanthropy,  to  make 
known  the  essential  brotherhood  of 
our  race,  to  transfuse  each  heart's 
best  emotions,  and  each  soul's  high- 
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  exhilirates  and  trans- 
ports me,  my  native  hopes,  and  un- 
forced longings  after  the  good  and 
great,  must  have  utterance.  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 
he  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  too 
ought  to  be  the  sharers  of  his  hid- 
den wisdom,  that  his  secret  is  of 
little  worth  till  it  is  shared ;  but 
the  very  mystic  impersonality  of 


Truth,  which  makes  it  not  mine, 
noryours,but  the  common  property 
of  all  men,  compels  him  to  speak 
it  out  fully  and  boldly,  in  the  assur- 
ance cf ''■  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  they  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 
Grod,  and  the  fire  burns  withia 
them,  till  the  revelation  is  accom- 
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 
induce  him  to  withhold.  Nor  could 
Homer  havekept  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  iu- 
quisition  and  the  stake  could  not 
seal  the  lips  of  G-alileo.  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  jilngland : 
nor  Dante,  the  bitter  execrations 
and  revenge,  those  menaces' of  the 
wrath  of  heaven  that  scourged  the 
ungodly  of  his  day,  in  the  d^trk 
fires  and  gloomy  prison  of  the  In- 
ferno.    Nor   ever   has  the  bright 


3^ 


North- Carolina  Journal  of  Education. 


[Dec, 


light  of  truth  shone  on  the  soul  of 
man,  that  has  not  been  urged,  bj 
inward  irresistible  impulse,  as  byau 
inspiration,  from  above,  to  unseal 
the  ejes  of  his  fellow-men,  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 
trutb,  in  some  new  form  of  life,  has 
been  given  to  the  world  for  its 
service  and  adoration.  G-enius  ano 
tialeut,  science  and  art,  wit  and 
wisdom — all  are  given  to  man  under 
the  same  universal  law  of  commu- 
nicntion.  They  are  given  to  be 
ahaied:  and  they  who  are  thus 
made  the  organs  of  our  intercourse 
with  the  realms  of  thought  and 
spirit  become  inevitably  the  bene- 
facro  s  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  raoi^  of  man  there 
are  few  nations  only  to  whom  it  J^as 
been  given  to  stand  on  that  high 
eminence,  and  shower  the  gifts  of 
reason  and  imagination  on  the  less 
favored  ualions  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  J  and  the  homage  we  render 
them,  is  the  sincere  and  willing 
reverence  we  pay  to  a  greatness, 
which  beais  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  adtairing  imitation.  In  either 
case  we  can  only  bow  to  the  decree 
of  heaven,  that  has  so  strangely 
distincruished  them,  and  render 
thanks  for  the  great  benefit  we  alF 
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  tvay.  The  continued  efforts 
of  patient,  painstaking  talent  have 
made  perhaps  the  largest  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  tho  living  universe,  ap- 
plied its  calculus  to  weigh  and 
measure  it,  and  made  its  determin- 
ate laws  serve  the  use  and  luxuri- 
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,  patient.ly  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  eflScient,  is    that' 
spontaneous    energy,   and  insight, 
which  is    operative   every   where, 


1859.] 


Address, 


365 


and  only  more  conspicuoas  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  ordinary  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  woo  for  it  the  ad- 
miration ot  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  rision,  must 
be  expressed.  The  thought,  the 
emotion,  form,  and  language,  seem 
twin  bora  ;  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  CEdipus, 
ate  a  native  growth ;  whose  being 
is  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 - 
bearing  of  human  genius  under 
the  peculiar  conditions  of  that 
age  and  clime. 

In  the  history  of  this  character 
of  the  human  mind,  nothing  is 
more  remarkable  than  its  tendency 
io  intervals  of  production  and  re- 
pose.    In  the  individaal,  and  in 


the  race,  are  these  periods  of  en- 
ergy and  of  rest.  Genius,  wis- 
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  wei'e  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  howaver  is  certain. — 
Under  certain  conditions  this  ten- 
dency to  production  becomes  a 
duty.  The  gift  of  genius  confers 
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  may  be  gratified, 
to  ascend  to  the  sources  of  wisdom 
to  slake  one's  own  thirst  only,  to 
make  the  attainment  of  the  ti  uth 
an  end,  and  in  the  calm  quiet  of 
delightful  studies  to  be  satisfied 
with  the  beholding  of  its  excel- 
lence, is  surely  a  dereliction  of 
duty,  a  degradation  of  genius,  a 
forgetting  of  the  high  purposes  for 
which  truth  is  given,  and,  in  the 
most  emphatic  sense,an abjuration 
of  our  common  nature. 

The  races  that  have  been  emi- 
nent for  intellectual  superiority 
have  been,  perforce,  the  teachers 


366 


Horih- Carolina  Journal  of  Education  4 


[Dec.  J, 


of  the  world.  The  residue  of  men 
have  sat  at  their  feet  in  humble 
discipleship;  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 
depeudance  of  the  inferior  is  fixed 
and  inevitable  as  the  laws  of  des- 
tiny. The  rule  holds  good  among 
individuals  also,  and  in  the  nar- 
rowest spheres.  Always  Alcibiades 
is  the  scholar  of  Socrates.  The 
Biagnetism  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  things  among  our- 
selves. How  far  has  this  produC'- 
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 
is  obvious  enough.  In  whatever 
degree  we  may  properly  be  called  a 
literary  people,  our  activity  in  that 
regard  is  not,  and  has  never  been, 
laarked  by  productiveness.  Where 
and  who  are,or  have  been, the  men  of 
our  State,  who  have  devoted  them- 
selves to  authorship  ?  I  think  the 
search  for  such  will  be  vain.  We 
may  safely  answer,  not  one  !  If 
such  there  be,  I  have  yet  to  be 
made  aware  of  the  fact.  On  the 
eontrary,  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- 
umes, illustrating  the  historical  an- 
aals  of  the  State,  notone  of  which, 


by  the  way,  has  yet  reached  a  sec- 
ond edition ;  our  Law  Reports,  if 
they  may  fairly  be  included  in  this 
enumeration ;  two  novels,  and  two 
volumes  of  po9try  embrace  the  di- 
mensions of  our  properly  imagina- 
tive literature:  beside  what  I  have 
mentioned,  have  we  any  thing,  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  Southe- 
ero  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-makx 
ing  there,  is  vastly  greater  than 
with  us  J  and  the  fact  of  a  general 
popular  enlightenment  and  culti- 
vation stands  to  this  in  the  rela- 
tion of  both  cause  and  efiect.  Large 
numbers  of  those  who  early  colo- 
I  niaed  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,  coniioue  through  all 
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  j  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,  oar  lack  in  this. 


1869.] 


Address. 


367 


regard,  will  be  found  not  so  much  to 
our  discredit. 

The  character  of  the  early  settlers 
of  North  Carolina  has  much  to  do 
with  this  result.  Brave  and  able 
men  as  they  were,  fitted  by  strength 
of  hand  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 
St  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  they  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 
cottage,  to  keep  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 
so  muoh  ampler  meanS;  are  yet  so 


far  short  of  what  an  other  genera- 
tion may  claim  of  us. 

Another  cause  may  be  found  in 
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  interests  of  men, 
form  too  much  our  notion  of  whaS 
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.  lietirement  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  escirement  of  the 
spirits,  the  glow  of  sympathy,  with- 
out which  the  mind  moves  slug- 
gishly, if  it  moves  to  any  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  musfc 
have- — at  times  and  in  degrees,  cer- 


North- Carolina  Journal  of  Education. 


[Dec, 


tainly — this  excitement  of  human 
fellowship  and  sympathy.  The  re- 
cluse and  ascetic,  the  hermit  and 
anchoret,  whatever  service  they 
may  have  rendered  the  world,  ha^e 
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~ 
€d  sky.  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 
soul  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, and  of  all  poetical  deli-« 
laeations  of  human  passions.  Words- 
worth offers  the  only  seeming  ex- 
ception that  I  am  aware  of  to  this 
remark.  But  cast  your  eyes  over  the 
bistory  of  literary  men,  and  notice 
how  they  uniformly  seek  a  city 
life.  Socrates  would  hardly  have 
been  Socrates — certainly  the  sway 
fcis  thoughts  have  wielded  over  the 


wise  and  earnest-hearted  of  all  later 
generations  would  have  never  been, 
had  his  life  been  passed  in  his 
native  deme  Alop'cc.  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  jEgean.  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  cultu'^e  of 
Florence  ?  Shakespfiare  and  Mil- 
ton, without  London  ?  Let  us  ap- 
ply this  fact  to  our  own  case.  la 
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  haviog  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  eff'ort,  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  themselvee 
to  the  habits  of  a  studious  life. — 
The  fact  is  common  to  all  our  scutt«< 
ern  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  far  more  highly 
valued  them  here.  The  engross- 
ment of  our  educated  men  in  po- 


] 


Address. 


369 


litical  and  professional  occupations 
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 
bim,  and  binder  him  of  a  visible 
audience,  but  on  readers  also,  who 
have  no  opportunity  to  interchange 
their  critical  judgments,  and  gath- 
er correctives  and  stimulants  from 
•each  other's  impressions. 

See  bow  thi3  operates  on  our 
youpg  men.  In  the  place  I  occupy 
I  have  nmch  occasion  to  notice  the 
effect.  In  many  portions  of  our 
■country,  the  youth  is  brought  daily 
iin  contact  with  highly  educated 
menjhears  their  discussions, imbibes 
their  tastes,  has  his  curiosity  ex- 
alted, acquires  a  fondness  for  books, 
and  is  gradually  and  unconscious- 
ly initiated  into  habits  of  ea^',er 
*,hinking  and  something  of  an 
ambition  for,  at  least  an  apprecia~ 
tion,  of  literary  distinction.  His 
"leighbors  speak  of  books  j  his  fath- 
<'r^s  friends  shew  a  familiarity  with 
the  highest  models  of  taste  and 
cultivation,  and  by  a  process  as 
aatural  as  seeing  and  breathing,  he 
comes,  while  yet  a  boy,  to  share 
their  spirit  and  their  elevation. 
With  very  many  among  us  the  case 
rs  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 
>^ads  a  solitary  newspaper,  perhaps; 
learns  the  management  of  the  farm 
«nd  negroes ;  and  never  gathers 
■rem  the  talk  he  hears  that  there 
is  a  great  world  of  thought  also, 
in  which  he  is  by  birth  entitled  to 
a  home,  and  where,  if  he  will,  he 
may  rule  as  one  of  its  princes.  If 
fuch  an  one  falls  into  the  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,  and  which 
can  be  attained  only  by  private 
reading.  How  far  one  so  trained 
must  fail  of  a  true  scholarly  en- 
thusiasm, that  noble  spirit  that 
surmounts  all  obstacles,  and  car- 
ries its  possessor  to  the  empyrean 
heights  of  speculation  and  pure 
thought — -need  not  be  insisted  on. 
The  ooly  won<Jer  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. 

lo  this  process  of  removal  and 
progress,  every  man  has  his  severaj 
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  ex^ 
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  he  can  do 


mo 


Worth- Carolina  Journal  of  Education. 


[Decy 


to  promote  their  interests,  and 
make  perfect  their  resiilts. 

What  I  saj  here  applies  not  to 
our  colleges,  and  University  only, 
but  to  all  schools,  public  and  pri- 
vate, academic  and  common,  of 
every  name  and  grade.  All  are 
alike  needed  :  all  are  alike  useful. 
Each  one  in  its  place  :  no  one  can 
be  spared.  All  need  alike,  all 
must  receive  alike,  the  countenance 
of  the  vFcaltby,  the  encourage- 
ment of  the  iatelligent,  the  un- 
■weariedand  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  intellectaal 
cultivation  of  our  people:  the 
pulpit,  the  political  harangue,  the 
newspaper  press,  the  conversation 
we  indulge  in  every  where,  no  lesp 
than  the  lessons  we  teach  our  pu- 
pils and  the  books  we  read.  All 
these  avenues  of  infli^ence  ought 
to  be  most  jealously  guarded. — 
Every  cultivated  man  ought  to  feel 
that  he  is  constituted,  by  nature 
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  culture,  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  entii'e  sys- 
tem of  our  schools,  and  to  the  uni- 
versal cultivation  of  our  people. 


DILIGENCE  AND  IDLENESS. 

While  seated  in  my  elbow-chair, 
and  lumiuating  o;i  these  two  sub- 
jects, I  fell  asleep.     Methought  I 


heaid  on  a  sudden,  a  proclamation 
made  by  Jove,  that  every  mortal 
should  come  and  tell  whether  he 
liked  Diligence  or  Idleness. 

There  was  appointed  for  thi» 
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,  al!  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  heart}"^  look- 
ing maidens  followed  the  banner  of 
Diligence.  Closely  following  theses 
were  Prosperity,  Riches,  Health, 
and  Happiness,  each  leading  her 
gay  troops,  or  his  stalwart   bands. 

The  troop  of  Idleness  was  gath- 
ering meantime,  composed  of  al! 
ranks  of  frail  humanicy.  Lily- 
hued  belles  were  decked  in  flower& 
and  silks,  and  painted  cheeks. — ■ 
How  they  contrasted  with  the 
fair  maidens  ot  Diligence,  by  their 
pale  looks  and  their  wearied  gait  I 

Not  far  from  this  crowd  of  be- 
iags,  the  troops  of  Idleness,  were 
seen  the  gaunt  forms  which  Fam- 
ine brought,  the  bloody  train  of 
Murder,  and  the  skulking  forms 
which  liobbery  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  :  "  We 
have  esj^erienced  the  tastes  of 
Idleness,  but  are  now  free.  We 
followed  her,  but  felt  her  secret 
sting.  Ourselves  free,  we  beseech 
those  who  are  her  slaves,  to  follow 
with  us  the  path  of  Diligence,  for. 


185^.J 


Extract  from   an  dddress. 


371 


Wealth,  Health,  and  Pleasure  shall 
thus  be  2;iven  to  them." 

This  speech  caused  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, 
but  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  will  last  me  the 
rest  of  my  days.  On  awakicfg,  J 
made  a  firm  resolve,  that  I  would 
henceforth  try  to  ralj^  recruits  for 
the  ranks  of  Diligence. 

Mason. 


EXTRACT, 

Fro7n  an  Mdress  delivered  he/ore  the   Literary  Societies   of   Wakt 

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  huu:an 
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  Ilobbs 
and  Bentham,  and  the  unbluahing 
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  difference  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,  Pag. 
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  wonderful  power  of 
comprehension — that  noble  vice- 
gerent of  Divinity — that  culmina-^ 
tion  of  finite  intellectuality — is 
called  into  being,  and  made  to  plav 
its  appointed  roleiw  the  great  dra 
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. 


[De 


stances  connected  with  their  man- 
ifestation. That  there  is  then  an 
immense  difference  between  pleas- 
y  re  and  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  ^der  around  which  all 
created  things  revolve  in  appoint- 
ed and  harmonious  circles.  Beau- 
ty, harmony  and  peace  i-.re  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  oi  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  earth,  and  gath^ 
ered  into  that  mighty  image  of 
eternity,  whereon  the  hand  of  time 
has  traced  no  record  :  for  him  the 
tmiling  Isis  decks  the  fields  in  the 
golden  sheen  of  her  grateful  har- 
vests :  for  him  the  bow  of  promise 
spans  the  a^ure  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  nlave, 
building  through  the  briny  ocean 
&  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  highest  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  higJiest 
good  iaiplies  inferior  degrees  of 
good,  there  must  be  some  intelli- 
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-^ 
sion,  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  light  is  that  of  the  meteor — 
bright,  dazzling,  evanescent  and 
delusive.    It  lives  and  dies  in  the 


1859.] 


Extract  from  an  Address. 


373 


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  appreciating  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 
arable  sensations   may  attend  the 
gratification    ot   passion — though 
the  faculties  may  acknowledge  its 
.sway   and  exult   in  their  servility 
and  dependence — it  is  not  the  in- 
telligent pi'inciple  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 
arc  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 
good,  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  c  ntracted  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  good, 
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 

•'The   Infinite   speaks    in    our   silent 
hearts 
And  draws  our  being  to  himself,  as 

deep 
Calleth  unto  deep;" 

and  the-  creature  is  approximated  in 
dignity  to  the  Creator  himself -~ 
Uuder  the  guidance  of  reason,  man 
learns  to  look  beyond  the  present 
gratification  to  the  future  good ; 
to  dej'pise  the  pleasure  resulting 
from  the  indulgence  of  passion  in 
anticipation  of  some  more  intense 
and  abiding  enjoyment ;  tosacrifica 
the  sensual  appetites  of  bis  cor- 
poreal nature  to  the  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. 


[Dee-; 


lated  and  discoBnected  element  of 
humanity,  obeying  the  inherent 
laws  of  its  peculiar  organization 
and  accomplishing  a  separate  and 
independent  destiny,  but  as  an  in- 
tegral and  necessary  component 
element  of  that  social  system  which 
Grod  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.  These  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  instinc- 
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  j  that  the  piercing 
thorns  and  jagged  stones  of  life's 
rough  pathway  are  rendered  harm- 
less and  unappallingj  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 ;  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  passion  with- 
in its  appropriate  cell, — can  look 
beyond  the  contracted  circle  of  self, 
and  claim  each  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  gloi'ious 
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  show  me  how 
to  do  this  example  ?"  said  a  bright- 
eyed  little  boy  to  the  teacher  one 
day — "please  do  ;  it  is  so  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  :  "rfo  it  your- 
self." They  carried  with  them  a 
peculiar  charm. and  power.     "Can 


1859.] 


Landscape. 


I  do  it  ?"  eagerly  inquired  the  dis- 
appointed boy.  *'It  mfiy  be  possi- 
ble," and  for  the  twentieth  time. 
half  in  spite  and  half  in  earQest,be 
encountered  the  difficult  problem. 
His  vision  seemed  sharpened  by  the 
'decisive  answer  of  the  teacher.  He 
summoned  new  energy.  He  con- 
-quered.  You  should  have  seen 
the  fire  kindle  in  his  eye.  It  was  a 
look  of  triumph.  It  was  his  oicn 
conquest.  The  foe  he  had  pros- 
trated had  stood  for  a  long  time  in 
his  pathway  of  progress.  He  did 
not  think  he  was  able  to  the  task 
■of  conquerino;.  This  was  a  posi- 
tive step  in  the  highway  of  kaowl- 
«dge.  It  paved  the  way  for  anoth- 
er more  decisive  and  brilliant.  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 
his  own  work,  it  would  have  indul- 
ged in  the  pupil  a  spirit  of  indo- 
lence and  indiflferenee,  fatal  to  all 
true  progress.  The  Eaost  gigantic 
inauhinery  often  turns  upon  a  very 
small  point.  The  whole  course  of 
progress  is  notuofreqaently  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  geopmphy. 
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  boy. — 
She  was  not  pleased  with  this  treat- 
ment. She  did  think  it  too  bad, 
thatshe  could  not  receive  assistance 
in  such  emergency.  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 
answer  herself.    This  was  treasured 


away  safely  in  her  memory.     Gems 
dearly  bought  are  most  safely  kept. 
Every  one  knows,    that   the    facts 
which  cost    us  most  labor,  are  the 
longest  retained  in  the  memory. — ■ 
And  what  we  cannot  secure  in  the 
storehouse  of  memory,    can  be    of 
very  little  service  to  us.     The  main 
object  of  the  teacher  is  to  generate 
I  and  encoarage  activity  in  the  minde 
of  his    pupils.      But    the    careless 
j  habits  of  "showing"    them    indis- 
I  criminately    and    continuously,    is 
'  diametrically  opposed  to  this  result. 
I  Lead  your  pupils  with  a  kind  hand, 
!  but  teach  them   that    there    is    no 
easy,  gilded  pathway  to  the  temple 
of  knowledge, and  that  personal  ef- 
fort is  the  only  key  to  those    shin- 
ing portals.— iVewj  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  estremes,  and  thus  the  desired 
end  be  thwarted.  We  are  happy 
to  accord  to  Teachers'  Institutes 
and  Associations  their  fwll  share  of 
credit  in  producingthis  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 
deep,heartfelt  interest  in  the  educa- 
tion of  their  children,  from  their 
efforts,  new  questions  will  arise,  of 
moment  to  the  cause  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  tip  in  every  section  of  the 
liiax-e}  and  it  would  not  seem  nmiss 


376 


North- Carolina  Journal  of  Education. 


p)ec.y 


to  present  some  thoughts  in  refer- 
ence to  the  proper  location  of  such 
a  building. 

That  a  site  may  be  well  adapt- 
ed to  the  purposes  of  a  school- 
building,  it  should  possess  these 
three  essential  qualifications  :  1. 
Ease  of  acess  ;  2.  Perfect  salubri- 
ty ;  and,  3,  Beauty  of  landscape. 
Of  these,  the  first  two  address 
themselvesso  directly  tothesenses, 
and  seem  so  eminently  practical, 
that  they  need  no  advocate.  In 
fact,  so  prominent  do  they  appear, 
that  the  danger  lies  in  their  being 
regarded  as  the  only  requisites,^ — 
But  because  the  third  is  not  sn  ap- 
parent, it  is  none  the  less  real. 

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 
happy.  Most  thoughtful  parents 
have  concluded  that  something 
more  thaji  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  7ieglecl  to  cherish  a 
love  of  the  beaudfid. 

The  contented  and  happy  Ger- 
mans look  on  our  care-worn  brows, 
they  read  our  books — even  our 
poems — and  deprecatingly  say, 
"  You  are  so  practical."  Our  own 
countrymen  return  from  their 
travels  in  Europe  to  deplore  the 
lack  of  those  little  evidencos  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   adorn,  as 
well  as  to  acquire  ?" 

It  can  not  be  that  our  people  do 
not  appreciate  beauty.  jNo  people 
on  earth  admire  more  a  beautiful 
dwelling  and  grounds.  The  great 
mistake  is  that  they  are  taught  ta 
regard  them  as  belonging  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  increases  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  con- 
tend ;  but  that  we  can  do  much, 
by  a  proper  attention  to  landscape' 
and  ornament,  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,  sm-rounded 
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  hours 
of  recreation  devoted  to  beautify- 
ing the  spot,  under  the  kindly 
directions  of  a  cultivated  female  ; 
to  let  the  students  prove  that  they 
can,  b}'  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.] 


Charley  Mason's  Watchword, 


377 


With  those  students,  the  memory 
of  school-days  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  consequence ; 
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,  ca*  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. — 3Iichigan  Journal  of 
Education. 


CHARLEY  MASON'S  WATCHWORD. 


BY  COUSIN    JIICELT. 


One  frosty  morning  in  Autumn, 
as  Mr.  Jones,  the  carpenter,  was 
going  with  his  mei]  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  him  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  bo3'^s,  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  eyes  burned 
with  a  strange  light. 

The  good  carpenter  wiped  away 
the  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  J  can 
try,"  said  Charley,  proudly  draw- 
ing himself  up.  "Ah!  I  like 
that,  and  if  that  is  to  be  your 
watchword,  I  think  that  you  and. 
I  can  <iet  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 
himseli  the  little  bundle  tied  up 
in  an  old  blue  handkerchief,  which 
Contained  all  Charley's  earthly 
pofsessioiis.  Mrs.  Jones  proved  as 
kind  as  her  husband,  and  the  poor, 
lived,  hungry  boy  was  soon  enjoy- 
ing a  bountiful  breakfast.  Whea 
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- 
ing," said  Charley  to  himself  that 


B78 


North-Carolina  Journal  of  Education. 


[Dec. 


night,  ''but  I  guess  I  can  get  a 
chance  to  learn  something  out  of 
school;  &n J  how,  lean  try."  And 
he  did  try,  and  succeeded  so  well 
that  Mr.  Jones  said  to  him  at  the 
close  of  the  first  Winter,  "  Well, 
Charley,  the  Master  says  you  are  one 
of  the  best  scholars  in  school,  and 
he  thinks  we'll  make  something  of 
you  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;  Vit  I'll  work  that  I 
may  study,"  was  the  answer.  All 
through  the  Spring,  the  Summer 
and  the  Autumn  Charley  worked, 
.earnestly,  faithfully,  and  at  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  you  come 
■out  of  an  evening  and  play  with  us, 
and  not  stay  moped  up  in  the  house 
with  a  book  all  the  time  ?"  "  I 
must  study  !"  said  Charley,  grave- 
ly. "I  shall  want  to  goto  college 
by  and  by."  "  Oh,  poh  !  pob  !" 
laughed  Willie,  "  that's  a  good 
one ;  why,  father  can't  send  any 
of  us  to  college,  and  how  are  you 
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  goto  college?"  "Yes,  if  I 
live,"  said  Charley,  seriously. — 
''  But  what  does  a  carpenter  want 
to  go  to  college  for  ?"  persisted 
Willie ;  "  I  don't  see  any  use  in 
it."  "Willie,"  said  Charley,  speak- 
ing in  a  quick,  excited  way,  "  you 


must'ntask  me  any  more  questions; 
but  I'll  tell  you,  I  don't  always 
mean  to  be  a  carpenter." 

Week  after  week,  monch  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  his  books, 
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  he  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 
Charley  had  decided  to  be  a  min- 
ister, and  that  he  was  now  at  work 
to  earn  money  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, 
Charley,  anybody  would  think  yon 
expected  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  I  can  try." 

His  college  life  was  a  hard  one, 
for  he  was  still  dependent  on  his 
own  exertions,  and  it  would  make 
your  heart  ache  to  hear  of  his  pri- 


1859.] 


District  School  Libraries. 


379 


vationg,  yet  he  never  complained, 
but  kept  earnestly  to  his  one  pur- 
pose 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's  blessing  upon  earnest,  faith- 
ful, untiring  effort,  you,  too,  may 
become  like  him,  good  and  useful 
men — men  who  perhaps  may  be 
unknown  in  the  great  world,  but 
men  blessed  of  God  and  of  your 
fellows.  Who  would  not  rather 
be  good  than  great,  yet  who  shall 
say  that  Charley  Mason  was  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  watchword,  and  even 
in  times  of  great  difficulty  and  dis- 
couragement let  your  motto  be — 
"  I  CAN  try!" — Conn.  Common 
School  Journal.         ~        * 


DISTRICT    SCHOOLS    LIBRARIES. 

Readin::  is  too  much  neglected 
by  those  who  are  in  a  process  of 
education.  Many  men  having  en- 
tered upon  a  professional  life,  look 
back  with  bitter  but  fruitless  regret 
upon  their  Academic  course,  not 
because  they  studied  text-books  too 
much,  but  because  their  reading 
was  altogether  too  limited.  They 
were  painfully  conscious  of  this  at 
the  lime,  but  saw  not  the  hour 
which  they  could  regard  as  sacred 
to  this  delightful  employment,  and 
thus  they  suffered  term  after  term 
and  year  after  year  to  pass,  till  at 
length  the  day  of  graduation  came 
and  they  left  the  rich  libiaries  con- 


nected with  the  Academy  and  Col- 
lege, having  but  the  slightest  ac- 
quaintance with  their  contents. — 
What  is  true  of  many  who  come 
out  from  these  high  in<*titutions  of 
learning  is  too  true  of  most  who 
enjoy  only  the  privileges  of  com- 
mon schools.  This  page  would  be 
made  valuable  if  it  should  contain 
one  word  that  would  encourage 
pupi?s  to  read  useful  books  in  con- 
nection with  their  daily  studies. 

It  is  thought  that  more  will  be 
accomplished  by  those  who,  in  con.i 
nection  Avith  their  studies,  carry 
forward  a  systematic  and  carefully 
selected  course  of  reading.  The 
man  who  is  to  write  an  oration,  a 
lecture  or  a  sermon,  will  accomplish 
his  object  more  to  his  own  satisfac- 
tion and  to  that  of  those  who  are 
to  listen  to  his  productionif,  previ- 
ous to  each  sittiag,  he  will  spend 
half  an  hour  in  reading  some  care- 
fully written  article  or  soul-stirring 
book.  It  wakes  up  his  own  ideas, 
it  quickens  his  intellect,  it  rouses 
the  whole  man  within,  and  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 
youth  while  mastering  the  text- 
books found  in  the  district  school? 
The  writer  has  had  some  experi- 
ence both  as  a  teacher  and  other- 
wise in  these  schools  and  thinka  he 
can  see  unmistakably  the  happy 
effect  produced  upon  certain  pupils 
by  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  interestins;  and   useful 


380 


North-  Carolina  Sournal  of  Education, 


[Dee., 


books,  they  would  not  only  accom- 
plish more  in  theirstudies  but  they 
would  find  theirstudies  much  more 
pleasant.  Instead  of  that  stupid 
lounging  over  books  which  too  of- 
ten makes  the  recitation  hour  one 
of  torture,  the  time  allotted  to  any 
given  study  would  pass  so  quickly 
and  pleasantly  that  the  pupil  would 
be  more  startled  by  the  call  to  the 
recitation  seats  than  by  the  rap  or 
ring  that  should  call  him  from  the 
play-ground.  Instead  of  being  a 
task,  study  would  become  a  delight. 
Is  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  ii  will  quick- 
en the  intellect  and  thus  fit  it  to 
grapple  with  the  difficulties  of  the 
text  buok. 

It  is  thouiiht  that  if  a  wise  course 
of  reading  should  be  selected  for 
our  childreti  more  thao  anything 
else,  it  wmu1(1  obviate  the  necessity 
of  t lie' r  study iii.ii' Geography,  Arith- 
metic niiii  Graiumar  year  afteryear 
and  graduating  ut  the  age  of  eigh- 
teeii  iir  tvv^Piity  with  but  little  more 
detiijite  kiMiwIedtie  than  tt'ev  had 
for  :i  -eiies  (if  years  before  ihe  daj 
of  g  ad.nition 

ii  any  child  cliances  to  read  this, 
very  pmb-ibly  he  will  inqaire  how 
can  I  ubrain  bonk.s  r.o  read  ?  That 
is  riglit  young  friend,  ask  ihe  ques- 
tion, ask  itliiuil,s;i  tliat  it  may  be 
heaid  at  ho^ne  If  it  is  not  liBai-d 
the  hr.-it  tilll^^  ;i>k  again,  and  stil! 
louder,  oni}  besuie  and  be  respect- 
ful. I'areut^  niigtit,  with  scarce- 
ly a  perceptible  burdun,  furnish  a 
choice  library  for  every  district 
school.  Eut  fitith  looks  not  so  far 
into  the  future  as  to  lay  hold  of 
such  a  work  realized  And  in  the 
absence  of  thi.-j  let  ten,  twenty, 
thirty  or  any  number  of  pupils  in' 
a  given  school  purchase  each  a  book, 


put  his  name  in  it,  read  and  thea 
loan  it  to  his  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  carefully  read  and  returned  each 
to  its  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  Correction, 
— There  is  an  evil  in  our  schools 
that  seems  to  be  on  the  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 
text-books  of  the  farther  and  older 
brother  descended  to  the  next  gen- 
eration of  students  and  answered 
their  purpose  very  well.  But  now 
the  boo.-c-i  or'  one  year  are  obsolete 
the  next,  and  those  of  one  school 
utterly  useless  in  another.  Every 
.><es>ion  briii^;s  with  it  a  long  list  of 
new  boiks,  and  if  not  new  works, 
th.-v  are  new  editions  of  the  same 
works,  no  as  to  be  at  least  some- 
thinti'  new  to  be  bouglifc  Every 
pirent  of  several  uhi  dreo  could 
set  up  a  a-.n  ill  b  ».ik-store  with  dis- 
carded t-:xi  b  loics,  that  are  often 
hardly  soile  I  with  use.  This  be- 
comes, at  the  pi'e.sesit  high  rates  of 
teaching,  a  serious  tax  on  persons 
in  humble  circamst^inces.  and  an 
inconvenieace  and  annoyance  to  all . 
concerned.  The  causes  of  this 
evil  are  various,  and  we  will  not 
discuss  them,  but  the  evil  is  one 
that  is  becoming  so  burdensome 
that  we  only  express  the  feeling  of 
many  parents  when  we  say  it  is 
high  time  that  it  was  corrected. — 
Central  Preshyterian. 


1859.] 


The  Retentive  Power  of  the  Mind. 


381 


THE  RETENTIVE  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 
made  to  retain.  Everybody  would 
shrink  from  the  task  set  before 
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 
taken  from  in  his  own  tongue. — 
But  the  boy  of  five,  who  came  to 
us  without  a  language,  very  readily 
thinks  in  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 
would  have  acquired  just  as  prompt 
ly.  A  constant  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 
conversation  with  this  scant  vo- 
cabulary But  with  a  good  Enslish 
education  his  two  hundred  words 
may  become  two  hundred  thousand, 
and  he  would  not  feel  any  sense  of 
fullness,  any  pressure  on  the  brain 
for  all  the  dry  vocables  stowed 
away  there.  With  increased  fa- 
cility he  can  go  on  accumulating 
words  from  all  the  Babel  tongues, — 
growing  in  capacity  with  every 
addition  to  the  sum  of  his  acquire- 
ments,— till  he  may  actually  carry 
a  vocabulary  of  a  million  words 
and  find  no  greater  sense  of  pleth- 
ora than  when  his  little  store 
eeemed  sufficient,  with  its  two  hun- 
dred words. 


The  physical  scienc  es  present  to 
the  eye  and  mind  millions  of  new 
objects,  endless  combinations,  an 
infinity  of  minute  resemblances, 
and  dilFerences,  by  which  they  are 
to  be  grasped  in  their  individuali- 
ty ;  and  yet  the  scientific  man,  will 
hold  them  all  without  a  feeling  of 
weight,  though  he  might,  at  first, 
be  overwhelmed  at  the  mere  con- 
templaoion  of  their  multitude. 

And  who,  think  you,  would 
soonest  master  a  budget  of  new 
facts,  with  a  thousand  new  images, 
dependencies  and  relations,  the 
man  of  many  facts,  or  the  man 
whose  brain  is  free  from  such 
burdens  ?  The  unanimous  voice 
of  the  world  would  verify  our 
declaration,  that  t]je  more  the 
mind  has  already  in  store,  the 
more  and  easier  it  can  take  in  the 
new  abundance. 

There  is  no  danger  of  overtask- 
ing the  memory  when  education 
proceeds  upon  right  principles,  and 
the  expansion  of  the  mind  goes 
on  by  natural  gi-owth.  Stuffing  is 
fatal  to  brain  as  to  stomach. — ■ 
There  must  be  actual  assimilation 
before  accumulation  gives  wealth. 
Repetition  makes  familiar  what  at 
first  sight  was  foreign  and  strange 
to  ua.  But  just  then,  while  it  is 
novel,  a  thing  produces  the  strong- 
est impression  upon  the  mind,  and 
then  most  of  all  our  view  of  it 
should,  if  possible,  be  accurate 
and  clear.  Uncertain  images  con- 
fuse and  weary  us,  and  a  multitude 
of  objects  finely  discriminated,  are 
more  easily  retained  in  the  memory 
than  a  few  vague  and  misty  out- 
lines. 

To  one  accustomed  to  see  with 
precision,  repetition  s  scarcely 
needed  to  correct  an  impression, 
but  is  useful  only  to  complete  it. 
The  boy  of  two  years  growth  learns 
language   not  by  holdieg  at   once 


383 


NbrtJi-  Carolina  Journal  of  Education. 


[Dec, 


all  that  is  said  to  him,  but  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  as  the  child  does  in  taking 
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  guide  for  future  explorations. 
Brains  were  never  yet  strained  by 
the  amount  of  learning,  but  by  the 
jumbling  of  things  half  learned. 
— -Conn.  Com.  School  Journal. 


PATIENCE. 

"What  qualification  does  a  teach- 
er need  to  possess  more  important 
than  that  of  patience,  real,  genuine 
patience  ?  Not  a  careless  indifi"er- 
cnce  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  exclama- 
t'ons  of  parents  and  others  who 
visit  our  scbools.  "  What  an 
amount  of  patienc3  one  needs  to 
possess  to  get  along  with  so  many 
different  dispositions,"  says  one, 
"  I  should  think  your  patience 
wouid  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 
Bind  Buggeit  the  best  methods  of 
l;«aohiDg.     We  should  employ  no 


incentives  to  study  which  might 
seem  to  buy  the  pupil's  interest, 
but  labor  patiently  in  "  striving  to 
imbue  them  with  the  Irae  spirit 
of  a  scholar." 

We  should  not  be  discouraged  if 
a  class  fail  in  the  recitation  of  a 
difficult  lesson,  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  severely  punish  a  scholar  who 
has  thoughtlessly  committed  a 
slight  offence  but  with  kindness 
and  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,  but  in  the  school  room 
it  is  surely  indispensable  ;  here  the 
true,  genuine  article  never  "  ceases 
to  be  a  virtue." — N.  H.  Journal 
Education. 


"  Squaring  the  Circle." — > 
Among  the  parlor  games  occasion- 
ally used  is  one  called  "squaring 
a  word."  It  consists  in  arranging 
words  in  such  a  manner  that  a  per- 
fect square  of  known  words  shall 
be  made,  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  § 
RAREST 
CREATE 
L  TJ  S  T  R  E 
ESTEEM 

This  is  a  pleasant  game  for  even;- 
ing  parties,  and  requires  consider- 
able ingenuity. —  Gleavelani  SeT<> 
old. 


1859.] 


A  Perfect  Recitation. 


383 


WHAT  IS   THE   TYPE  OF  A 
FECT  RECITATION? 


PER- 


Closing  my  school  duties  to-day 
with  an  unsatisfied  feeling,  as 
though  all  had  not  been  done  well, 
I  proposed  to  myself  the  above 
question  :  and  hoping  that  you  or 
gome  of  your  correspondents  will 
be  able  to  throw  additional  light 
upon  the  subject,  I  submit  my  re- 
dections.  That  we  may  know 
what  a  recitation  should  be,  we 
must  know  its  object.  Within  the 
memory  of  many  now  engaged  in 
teaching,  class  recitations,  as  such 
were  among  the  things  of  the  fu- 
ture ;  occasionally  the  teacher  visit- 
ed the  pupil  at  his  desk,  making 
such  inquiries  as  were  deemed 
uecessary  to  satisfy,  on  the  one 
hand  the  scholar  that  the  teacher 
was  doing  his  duty,  and  on  the 
other  the  teacher,  that  the  scholar 
was  making  proper  progress.  This 
method,  however,  of  conducting 
gchool  exercises  is  now  nearly  or 
quite  obsolete.  And  instead  there- 
of, the  teacher  sits  in  his  chair,  and 
the  scholars,  not  one  by  one,  but 
ia  classes  pass  in  review  before 
him. 

Now  how  shall  this  exercise  be 
conducted  '/  In  other  words,  what 
is  the  true  type  of  a  perfect  recita- 
tion ?  Beyond  doubt  there  is  a 
Scylla  as  well  as  a  Charybdis  to 
fchun  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  power 
upon  the  present  and  future  wel- 
fare of  his  pupils.  If  the  teacher 
legards  the  recitation  simply  or 
even  muinly  as  the  means  by  which 
lie  is  to  ascertain  the  pupil's  know- 
ledge of  the  subject,  the  pupil  as 
saiely  will  oome  to  look  upon  the 
Tsoit&tioe  as  the  great  end  of  «11 


study.  Indeed,  the  relation  exist- 
ing between  the  object  the  teacher 
has  in  view  in  hearing  a  recitation^ 
and  the  object  the  scholar  has  in 
preparing  for  it,  is  that  of  cause 
and  effect.  Now  if  this  be  so  the 
question  proposed  at  the  head  of 
this  article  becomes  an  all  impor- 
tant one.  The  method  justly 
characterized  as  the  "  drawing  out 
process  "  has  been  sulBciently 
ridiculed ;  no  teacher  who  cares 
for  a  reputation  will,  knowingly, 
adopt  it  for  an  instant.  Another 
equally  fatal  mistake,  as  it  appears 
to  me,  is  to  require  pupils  to  mem- 
orize the  words  of  the  author, 
and  invariably  give  them  at  the 
recitation.  Of  the  two  errors,  both 
radical  in  their  effect  upon  charac- 
ter, I  deem  the  former  least  ob- 
j  jectionable.  There  is,  however,  I 
I  am  confident  a  more  excellent  way. 
Suppose  we  have  a  class  before  us  ; 
the  subject  for  examination  is 
"  The  Cause  of  the  Tides." 

A  member  of  the  class  is  called 
upon  to  commence  the  recitation ; 
he  takes  his  position  before  his 
classmates  and  for  the  time  being 
becomes  teacher ;  taking  up  his 
topic  in  clear  and  careful  language, 
he  unfolds  his  subject  step  by  step, 
all  the  while  looking  at  and  talk- 
ing to  the  class,  talking  to  them, 
too,  as  though  this  were  the  first 
time  their  attention  had  been  call- 
ed to  the  matter;  in  short,  mani- 
festing all  the  life  and  animation 
that  an  earnest  teacher  would,  unv 
der  like  circumstances ;  repeating 
or  perhaps  reviewing  the  subject 
from  another  stand  point,  if  he 
finds  he  is  not  understood ;  the 
teacher  meanwhile  remaining  a 
silent  listener,  noticing  his  mis- 
takes and  correcting  theu)  himself, 
if  they  are  not  first  corrected  by 
some  member  of  the  class.  After 
this  pupil  has  oocapied   bia  shar* 


384 


North- Carolina  Journal  of  Education. 


[Dec. 


of  the  time,  he  should  be  asked  to 
sit,  and  another  called  to  begin 
the  discussion  just  where  he  left 
oflF;  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 
telling  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, 
but  also  of  the  power  of  mind  he 
is  acquiring,  his  mental  discipline 
without  which  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  like  manner";'  I  answer  not 
so,  the  whole  range  of  mathematics, 
history,  the  natural  sciences,  and 
I  think  many  of  the  studies  be- 
longing to  the  department  of 
Belles-Lettres  may  be  treated  in 
the  same  way.  The  great  point  to 
be  gained  is  to  induce  the  scholar 
to  talk,  not  to  his  teacher,  but  to 
bis  classmates. 

If  this  is  not  the  way,  will  some 
one  point  out  a  more  excellent 
one  ? — N.  Y.  Teacher. 


would  find  no  trouble  in  school  ; 
and,  if  they  fail  they  vill  do  well 
to  look  upon  teachers  with  charity. 
Very  rare  it  is  for  children  welf 
trained  at  home  to  have  trouble  ir^ 
school. 


Comparative  anatomy  illustrates 
forcibly  the  uniformity  of  the 
works  of  nature  We  were  walk- 
ing on  the  shore  of  Staten  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. 


Home  Influence. — Very  foolish 
is  the  parent  who  has  failed  to 
govern  his  few  children,  who  have 
been  with  him  daily  from  infancy, 
and  expects  the  teacher,  a  stran- 
ger, to  manage  many  with  unerring 
fikill  and  perfect  success.  Parents 
must  govern  well  at  home,  if  they 


The  recent  balloon  ascensions 
seem  to  confirm  the  probability  of 
there  being  a  curi'ent  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  edge 
of  this  current  and  generally  feels 
its  effects. 


'^  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- 
tension, and  clothe  yourselt  in 
humility.  Think  more  of  the 
thing  done  than  the  thing  known; 
more  of  the  power  than  the  name, 
to  do." 


Pure  clay  is  the  ore  of  the  new 
metal  alumiaium. 


1859.] 


Comparative  Philology. 


38t 


COMPARATIVE  PHILOLOGY. 


NUMBER   NINE. 


I  propose,  in  this  and  succeed- 
^    ing  articles   to  exhibit  the  classifi- 
cation and  leading  characteristics 
of  the  languages  variously  known 
as    Agglutinizing,    Turanian,    or 
Nomadic.     It  is  a  work  ot  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  i 
history  of  language.     It  is  due  to 
the    reader  to   refer  him    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    d  e  s    Menschlichen 
Sprachbaues,  (Diversity  of  Human 
Languages);  Heyse's    Sprachwis- 
senschaft,  (Science  of  Language)  ; 
Muller's     Survey    of   Languages ; 
Bunsen's  Philosophy  of   Universal 
History ;  Rawlinson's   Herodotus; 
Dwight's    Modern    Philology; 
Pritchard's    Natural    History    of 
Man;  Donaldson's  New  Cratylus 
&c. 

This  department  of  linguistic 
study  has  long  occupied  the  atten- 
tion of  scholai's,  and  must  still  con- 
tinue to  employ  them  before  it  is 
thoroughly  explained.  It  is  suffi- 
cient to  mention  the  names  of 
Rusk,  Humboldt,  Klaproth,  Rem- 
usat,  Schott,  Castren,  Boethlingk, 
and  Muller. 


I  propose  to  exhibit,  1st.  their 
geographical  position ;  2nd.  their 
leading  divisions ;  3rd.  their  most 
important  sub-divisions  with  com- 
pai-ative  examples  ;  4th.  their  rec- 
ognized linguistic  phenomonology 
and  6th.  their  historical  relations. 
First.  Their  geograpical  position. 
This  can  be  most  easily  shown 
by  determining  the  area  of  the  in- 
flecting languages,  as  excepting 
the  Mono.syllabic  class  area,  already 
given,  the  Tur:tnian  languages 
cover  all  the  rest  of  the  earth. 

Their  limiLs  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  inroads  of, 
1st.  the  Huns,  the  Avars,  and  the 
Magyars  ;  2nd.  those  of  the  Tatar 
and  Turkish  tribes;  ord.  by  the 
extension  of  the  Germanic  and 
Sclavonic  races  into  the  north  of 
Europe. 

That  area  ma/  be  approximate- 
ly bounded  by  a  line  commenciog 
on  the  North  West  of  Europe, 
which  shall  include  the  British 
islands,  cut  off  the  southern  .por- 
tiou  of  the  Scandinavian  peninsu 
la  and  strike  the  continent  near 
the  gulf  of  Riga,  thence  extend- 
ing across  the  great  Russian  plain 
to  near  the  head  of  the  Caspian, 
passing  north  of  the  Hindu-Kush, 


S8G 


North- Carolina  Journal  of  Education. 


[Dec, 


uear  the  Jasartes,  crossing  tlie 
mountaiu  masses  of  central  Asia, 
near  the  heads  of  the  Oxus  and 
Indus,  thence  south  ofthe  "snows" 
sfkirting  the  line  of  hills  north  of 
ihe  Indo-Gangetic  plain  to  the  vi- 
cinity of  the  Bramahputra.  Thence 
it  returns  across  the  lower  Gan- 
getic  plain,  along  the  Vindhya 
Mountains,  and  the  shoves  of  the 
ixidian  ocean,  sweeps  around  an- 
cient Egypt  and  Ethiopia  across 
the  Sahara  to  the  shoi-es  ofthe  At- 
lantic south  of  the  x^tlas.  Escep- 
lions  to  this  statement  will  be  giv- 
en in  the  fiiture, 

Outside  of  this  line  are  spread 
in  every  direction  the  multitudi- 
nous forms  of  Turanian  speech. — 
Their  number  at  first  seems  to  for- 
bid classifieatioD,  hut  patient  re- 
L^oareh  has  done  much  towards  re- 
ducing them  to  symmetry.  In 
this  respect  their  relations  to  the 
great  principles  of  order  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 
Hnes.  Geographically  considered 
ihey  are  the  Finno-Tataric  and. 
Mongolic  languages  of  northern 
..^ia-Europe ;  the  languages  of 
the  central  Asiatic  plateau  with 
their  extension  south  of  the  Him- 
malayaa  ;  those  of  the  Dekhan  ; 
the  Malayish -Polynesian  ;  those 
of  Africa  south  of  the  Desert,  and 
?,!i8  aboriginal  languages  of  Amer- 
ica. 

Philologically  four  primary  di- 
visions may  be  made.  First,  that 
belt  of  languages  referred  to  in  the 
last  article,  extending  from  the 
Gulf  of  Siam,  across  the  Asiatic 
plateau,  to  the  sea  of  Japan,  en- 
fiircling  the  ijjiore  strictly  Mono- 
•yllabio  iaD|;ua^B  of  the  Chinese 


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 
greao  mass  of  the  agglutinizing 
tongues,  fo^^nd  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,  that  riddle 
of  philology ;  and  in  some  respects, 
the  Magyar  and  Caixcasian  lan- 
guages as  well  as  those  ofthe  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  na,tive  languages 
of  North  America  and  are  called 
polysynthetico 

Humboldt  calls  the  Mexican 
incorporating,  because  it  places  the 
object  between  the  verbal  stem 
and  the  prefixed  determinative  el- 
ement, e.  g.  ni-qua,  I— eat ;  ni—na- 
ca.—qua,  I— flesh-eat ;  ni-maca  1- 
give,  ni-te—tla—maca  I— to  some 
one-something-give.  The  essen- 
tial similarity  of  this  language  to 
the  Chinese  clearly  appears,  if  in. 
Mexican  the  elements  of  the  sen 
tence  are  too  manifold  to  permit 
them,  to  be  embraced  in  one  word; 
when  they  then  separate  from  eac^i 
other  and  stand  indifferently  by 
the  side  of  each  other,  e.  g.  ni-c— 
tschihui-lia  in  no-jpiltzin  ca  calk 
I  I-it-make-for  the  mj-«0Q  a  hous«i 


1859.] 


Comparative  Philology. 


387- 


ni—c—qua  in  nacatl  I-it-eat,  the 
flesh,  Heyse  p.  181 :  Humboldt 
p.  165  &c.  The  Othomi  about 
lake  Tezcuco  is  claimed  to  be  dis- 
tinctly monosyllabic:  Pritchard,  p. 
512.  The  pecuHar  features  of  the 
American  languages  are  thought 
to  indicate  an  early  separation  from 
their  Asiatic  home,  as  the  above 
facts  go  far  to  prove  ;  so  that  their 
connection  must  be  sought  in  the 
unchanging  grammatical  forms 
rather  than   in  their  vocabularies. 

The  languages  of  the  south  of 
Africa  may  be  put  in  a  fourth  di- 
vision as  they  seem  to  have  their 
polarity  in  the  older  forms  of  the 
Semitic  (Hamitic)  speech.  Still 
as  said  above  they  have  resemblan- 
ces to  the  3rd  class. 

In  the  Turanian  languages  of 
Asia-Europe,  two  other  divis- 
ions are  made  based  upon  posi- 
tion, the  languages  which  diverge 
towards  the  south  and  those  di- 
verging 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  islands ; 
3rd,  the  Bhotiga  on  the  slopes 
of  the  Himmalayas  (Gangetic  and 
Lohitic) ;  4th,  the  Tapulic  in  the 
30uth  of  India. 

Secondly,  the  northern  lan- 
guages. 

1st,  The  Tungusic  between 
China  and  Siberia;  2nd,  the  Mon- 
golic  ;  3rd,  the  Turkic  ;  and  4th, 
the  Finnic.  These  last  show  a 
constant  approximation  as  we  pass 
from  East  to  West  to  the  Indo- 
European  forms. 

Languages  which  arc  isolated  at 
the  present  day  are  Basque,  the 
Samoiedic  and  the  Caucasic. 

These  divisions  have  reference 
to  the  present  distribut;ion  of  lan- 
guages.    Therei  s  evideoce  which 


I  shall  have  occasion  to  notice 
hereafter  of  the  former  extension 
of  these  languages  over  the  most 
(perhaps  all)  of  Asia  and  Europe 
as  shown  in  the  Basque,  Finns  &c; 
the  early  traditions  of  the  German 
races,  and  the  evidences  of  Turan- 
ian nations  which  Rawlinson  has 
gathered. 

It  will  be  proper  here  to  make  a 
provisional    statement   as    to    the 
languages  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  iipon  it  as  a 
base  ;  or  perhaps  it  should   more 
truly  be  regarded  as   an    off-shoot 
of  the    primitive    Asiatic    tongue 
before  the  distinctions  of  Irj),niarj, 
Turanian  andSemiticbecame  fixed. 
Through   the   Celtic   which    alsa 
shows  features    in   common   with 
the  Turanian  languages  of  Europe, 
it  looks  towards  the  Indo-European 
tongues.     On  the  other  hand  it  is 
connected  with  the  older  Semitic, 
(Hamitic)  languages  of  Babylonia 
and  so  stands  as  aconnecting  link  be- 
tween all  the  languages  of  the  earth. 
There  is  no  more  pleasing  discovery 
that  can  dawn  upon  the  mind  of  the 
philologist  than  such  facts  as  these, 
I  can  only  repeat  the  words  of  Mai- 
ler, as  he  closes  his  Turanian  Re- 
searches in  Bunsen's  Philosophy 
of  History  :  "  in  the  midst  pf  toil- 
some researches,  the  heart  of  the- 
grammarian  will   suddenly   beat, 
as  he  feels  the  conviction  growing 
upon  him  that  men  are  brethren 
in  the  simplest  sense  of  the  word- 


388 


North-  Carolina  Journal  of  Education. 


[Dec, 


children  of  tlie  same  father-what- 
ever their  coxantry,  their  color, 
their  language,  and  their  faith." 
The  inhabitants  of  Africa,  north 
of  the  Sahara  and  west  of  Egypt, 
the  ancient  Lybians  and  modern 
Berbers  were  an  ancient  Semitic 
race.  Upon  this  was  afterwards 
engrafted  the  Punic^Phenician 
language,  belonging  to  the  same 
class  of  Semitic  tongues  with  the 
Hebrew.  The  Carthaginians  spoke 
both  languages  and  so  were  called 
"  Tyvii  bilingues."  In  later  time 
the  latter  spread  over  all  northern 
Africa  so  as  to  warrant  the  asser- 
tion, based  upon  the  close  resem- 
blance of  the  Phenician  and  He- 
brew, made  by  Greseniizs,  that  the 
people  of  Numidia  spoke  nearly 
pure  Hebrew. 

Abyssinia  in  the  Amharic  and 
Ghiz  possesses  Semitic  languages, 
and  on  its  southern  borders  are 
two  otner  races  theGallas  and  the 
Somaulis  which  are  considered  as 
standing  in  the  same  posi; ion  as  the 
Berber  and  Amharic  in  their  rela- 
tion to  the  Semitic  tongues,  and 
bearing  with  the  Amharic  a  strong- 
likeness  to  the  old  language  of 
southern  Arabia. 

Two  other  classes  of  languages 
having  a  Turanian  likeness  are  be- 
lieved to  cover  the  remainder  of 
Africa.  1st.  The  Kaffre-Congo 
class  extending  from  ocean  to 
ocean  and  stretching  from  the 
Hottentot  country  through  Cen- 
tral Africa.  2nd.  the  language  of 
the  Hottentots  including  that  of 
the  Bushmen.  Every  year  is  add- 
ing to  our  knowledge  of  these 
idioms  and  before  long  more  posi- 
tive statementa  can  be  mad«. 

C.  W.  8. 

TO  BE   CONTINUED. 

IMP0S8IBLE.-An  obsolete  word, 
popular  with  European  nations. 


Free  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  distributed  by 
the  Literarj  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  purpose^*.  "  Edaca« 
tion  is  the  cbeap  defense  of  na- 
tions."— Standard. 


The  Formation  of  an  Iceberg, 
—  The  glacier  is  composed  of  fresh 
water.  Its  elements  are  modified 
more  or  less  by  the  character  of  its 
baso.  The  fracture  and  disruption 
are  caused  by  wave  action^  by  grav- 
itation and  temperature.  The  ice" 
berg  is  a  liberated  glacier.  I  know 
not  how  to  describe  it.  In  color, 
its  whiteness  is  opaque,  like  frosted 
silver.  Its  base  is  cobalt  blue,  and 
its  edges  flash  and  sparkle.  Its 
shape  depends  on  the  influence 
around  it.  You  will  find  all  land- 
scape forms  and  features  upon  it. 
Mingled  with  these  pleasing  asso-- 
ciations  are  higher  feeling.";  of  gran- 
deur. I  have  measured  them  and 
found  them  to  be  three  hundred 
feet,  and  the  entire  height  of  one 
such  is^  therefore,  two  thousand 
one  hundred  feet.  Millions  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  South. 


Australia  is  of  almost  exactly  the 
same  extent  as  the  United  States, 
including  the  territories. 


1859.] 


Resident  Uditor's  Department. 


389 


[mknt  0iikxB  gcpartmtiit. 


Close  of  the  Volume. — -This 
aumber  closes  the  second  volume 
of  the  Journal.  For  two  years  it 
has  labored  to  advance  the  interests 
■of education  in  our  State;  by  giv- 
ing our  teachers  the  benefit  of  each 
'Other's  experience,  in  regard  to  the 
best  modes  of  imparting  instruction 
and  governing  Schools  ;  by  point- 
ing out  means  for  awakening  the 
interest  of  pupils  in  their  studies  ; 
by  diffusing  information  in  regard 
to  the  condition  and  prospects  of 
'Our  educational  system;  by  en 
deavoring  to  awaken  in  the  minds 
■of  parents  and  school  officers  a 
greater  interest  in  the  condition  of 
the  schouls  with  which  they  are 
mure  inj mediately  connected;  by 
urging  the  necessity  of  more  careful 
4itt>  iition  to  home  education;  by 
■advocating  the  formation  of  asso- 
■C'iations  in  every  county,  for  the 
mutual  improvement  of  teachers  ;  j 
and  by  endeavorioir  to  excite,  i 
among  all  teachers  and  friends  of  i 
education,  an  interest  in  the  State  { 
Edueati'Onal  Association,  of  tvhich 
the  Jeurnalxii  the  organ. 

How  far  it  has  succeeded  in  these  | 
efforts,  we  are  unable  to  decide ; 
but  we  believe  that  it  has  accom- 
plished some  good.  And  in  this 
■opinion,  we  are  supported  by  the 
testimony  many  teachers  and  otbers 
who  are  readers  of  the  J  unaal, 
and  who  would    not   willingly   be 


deprived  of  its  aid  iu  their  efforts  to 
elevate  the  standard  of   education. 

That  it  has  not  accomplished  all 
that  its  friends  had  a  right  to  ex- 
pect or  even  the  half  that  we  hop- 
ed for,  must  be  admitted.  To 
what  extent  this  is  our  fault,  we 
will  not  pretend  to  say ;  but  we 
have  done  what  we  could,  under 
the  circumstances,  and  not  what 
we  loouhL 

By  way  of  stirring  up  others  to 
labor  with  us  and  encourage  us  to 
greater  efforts  for  the  future,  we  will 
point  out  a  few  of  the  diffitiulties 
with  which  we  have  had  to  con- 
tbud,  und  which  we  cannot  over" 
come  without  assi^tance 

As  prouiineut  .iiuong  these  dif-  * 
ficulties,  we  would  mention  the 
want  of  short,  well  written,  practi- 
cal, original  articles.  With  the 
exception  of  the  last  six  months, 
we  have  been  compelled  to  fill 
more  than  half  of  the  pages  of  .the 
Journal  with  selected  matter  :  and 
hese  selections  were  necessarily 
made  more  hastily  than  was  desir- 
able, because  after  spending  the 
usual  number  of  hours  in  the  school- 
room everyday,  and  attending  to 
the  business  matters  and  correspon- 
dence connected  with  the  Joutnal, 
we  have  but  little  time  lefo  either 
for  reading  or  writing.  While 
many  of  these  selected  articles  are 
good  and  will  well  repay   the  rea- 


390 


Nortli- Carolina  Journal  of  Ediicaiion. 


[Dec.; 


der,  yet  our  Journal  ought  to  be 
principally  filled  by  our  own  teach- 
ers and  others  who  feel  a  special 
interest  ia  the  educational  inter- 
ests of  North  Carolina.  We  have 
those  among  us  who  can  make  it 
what  it  ought  to  be,  in  this  respect; 
will  they  not  do  it  ? 

Another  diflQculty  arises  from  the 
limited  extent  to  which  the  Journ- 
al is  circulated.  It  can  only  ac- 
complish good  where  it  is  read, 
and  in  order  that  its  influence 
may  be  felt  over  the  whole  State, 
it  must  be  sent  into  every  School 
District.  The  Legislature  of  the 
State,  believing  this  to  be  desirable, 
authorized  the  County  Superintend- 
ents to  subscribe  for  one  copy  for 
for  each  District  in  their  respective 
counties,  but  only  a  few  counties 
have,  as  yet,  received  the  benefit 
of  it.  Every  teacher  in  the  State 
should  subscribe  for  the  Journal 
and  use  his  influence  to  increase 
the  number  of  its  readers.  It  is 
true  that  its  circulation  has  gradu- 
ally increased,  from  the  first ;  but 
it  is  not  yet  sufficient  to  pay  the 
expenses  of  its  publication,  and 
we  would  respectfully  urge  those, 
who  feel  an  interest  in  its  success, 
to  do  what  tbey  can  for  it,  both 
for  the  sake  of  enabling  it  to  pay 
its  way  and  at  the  same  time  in- 
creasing its  usefulness. 


To  Subscribers. — As  the  most 

of   your  subscriptions    close    with 

this  number,  we  hope  you  will  re^ 

pew  them  immediately,   and    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  afi'ord  to 
pay  one  dollar  a  year  for  the  Jour- 
nal and  will  doubtless  feel  that  he 
is  far  more  than  repaid,  at  the  end 
of  the  year. 

The  Journal  is  intended  to  ben- 
efit those  parents,  who  have  chil- 
dren to  educate,  as  well  as  teach^ 
ers  and  school  officers. 

As  ive  have  the  Journal  printed 
by  contract,  we  are  anxious  to  know, 
as  soon  as  possible,  how  many  sub- 
scribers we  will  have,  that  we  may 
know  how  many  copies  to  print. 


Agriculture. — We  ask  the  at- 
tention  of  teachers  of  male  schools 
to  a  work  on  Agriculture  adver, 
tised  in  this  No.  by  Messrs.  Lind- 
say &  Blakiston.  We  would  like 
to  see  this  Book  introduced  into 
our  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  know 
of  none  such,  and  therefore  hope 
teachers  will  examine  this  and  judge 
of  its  merits.  The  sons  of  our  far- 
mers should  certainly  study  the 
principles  of  Agriculture. 


Prospectu-s  for  1860. — We 
have  published,  on  the  cover  of  this 
and  the  Nov.  number,  a  Prospectus 
for  1860,  to  which  we  ask  atten- 
tion. 

Wo  are  under  many  obligations 
to  those  of  our  Newspaper  friends 


1859.] 


Resident    Editor's  Department. 


m\ 


who  have  already  published  this 
'Prospectus,  and  we  would  be  glad 
to  see  it  in  every  Paper  in  the 
State,  if  our  brethren  are  disposed 
to  aid  the  cause  of  education,  in 
this  way.  It  is  not  a  personal  mat- 
ter and  we  make  the  request  solely 
in  the  name  of  Education. 


Questions  and  Solutions. — 
The  correspondent  who  sent  us  the 
algebraical  talution  of  the  "Land  I 
question"  sends  the  following  rule,  j 
taken  from  Greenleaf  s  Arithmetic,  ^ 
with  the  operations  appended.  We  | 
give  it  as  it  is,  hoping  that  some  j 
one  will  discuss  the  merits  of  such  ! 
rides.  I 

Rule. — Divide  half  the  whole  j 
cost  by  the  whole  No.  of  Acres, 
and  to  the  square  of  the  quotient 
add  the  square  of  half  the  differ- 
ence of  the  prices  per  acre ;  then 
extract  the  Square  root  of  this  sum, 
and  to  this  root  add  the  quotient  of 
half  the  whole  cost  divided  by  the 
whole  No.  ot  Acres.  This  last 
sum  increased  by  half  the  differ- 
ence of  the  prices  per  acre  will 
give  the  price  per  acre  of  the  best 
Land,  and  this  dianuished  by  the 
difference  of  the  prices  per  acre  of 
the  land,  will  give  the  price  per 
acre  of  the  poorest  land. 

Thus  :— 600-f-2=.300-^200  = 
150.  cts.  X 150. =22500. +37^  cts. 

X  371  c  e  n  t  s.  =  ^23906.25  = 

1.54.616  +  150.=304.616-f  37i  cts 

=  342.110  price  A's  Land  per  acre 

^and    342.116—75  cts.=  267.116 

price  B's  Land  per  acre. 

Answer. 

J°l_   =87.689  No.  acres   A  re- 

■342,116 

ce)  ves 
300^  =112,311  '^0.  acres  B  re- 

267, U6 

eeives. 


Mr  Editor: — I  notice  in  the  N. 
C.  Journal  of  Education,  Septem- 
ber No.  a  clock  question,  reques- 
ting a  Solution  that  children  can 
understand. 

Believing  that  I  have  one  that 
the  author's  little  girl,  that  worked 
the  questions  of  the  August,  No. 
can  understand,  I  propose  to  send 
it  to  you. 

While  the  hour  hand  is  goint' 
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  unity, 
that  of  the  minute  hand  will  be  12, 
and  of  the  second  hand  720.  Il 
the  .space  of  tbe  hour  hand  is  1  and 
that  of  the  minute  hand  is  12,  the 
space  between  the  two  is  12  —  1,  and 
the  hour  hand  being  tbe  first  to  get. 
midway  between  the  other  two,  if 
we  count  back  to  the  second  hand 
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  11  —  1. 
Now,  if  the  second  hand  has  gone 
720  and  lacks  11  —  1  of  being  back 
to  12,  we  have  the  face  of  the  clock 
divided  into  720 +  11  —  1  parts,  and 
the  hour  hand  has  gone  one  of 
them,  or  it  has  been  _^_  of  12  hour.* 

'  730 

in  getting  in  that  position  :  the 
minute  hand  has  gone  12,  or  it  ha.s 
been  J:i_  of  an    hour:  tbe  second 

7M 

720,  or  it  has  been  21°^  of  a  minute. 

730 

Next,  the  second  hand  will  be 
midway  between  the  other  two, 
and  if  we  use  the  same  numbers  tj 
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 


392 


North- Carolina  Journal  of  Education. 


[Dec, 


we  will  have  tte  face  of  the  clock 
divided  into  1440  —  2  —  11  parts, 
and  the  space  of  the  hour  hand  will 
be  2  of  them,  or  it  will  take  it  _:_ 

of  12  hours  ro  get  in  that  position, 
that  of  the  minute  hand  will  be  24, 
ijr  it  will  take  it  -^*-.  of  one   hour, 

1427 

•ifid  that  of  the  second  hand  will  be 

1440  of  them,  or  it  will  be  ."^»  of  1 

.  .  "-^ 

xLiinute  in  getting  midway  between 

the  other  two. 

Next,  the  minute  hand  gets  be- 
tween, and  our  first  numbers  will 
reprsentthe  several  spaces  traveled; 
From  12  to  the  hour  hand  will  be  1, 
and  from  tbb  hour  band  to  the 
niinute  hand  will  be  12  — 1  =  11, 
und  being  the  same  to  the  Second 
hand,  it  is  evident,  that  we  have 
the  clock  face  divided  into  720  — 
l_Jl_-ll  =  G97  parts.  And  the 
f-pace  that  each  hand  will  i^"  iivt.-r 
m  getting  in  that  position,  will  be 
ti.  1,  m.  12,  and  s.  720,  v\  ti)i..sH 
parts,  or  it  will  be  J-  of  12  hnurs, 

■^  697  : 

— —  of  1  hour,  and  -I;.-  ut  1  ihinute,  ' 

it'7  -  697  I 

in  getting  in  that  po  ition 

Not  being  willinu-  tor  the   Clock  , 
'pestion  to  go  ofl'at  th.is,  I  wi.sli  to  ! 
<;Xtet;d  it  by  a^kiD;>  it    what    tune 
the  Second  hand  will    b.i    m    riuht 
angle  witt.  each  ol'  tlie  otiier  two, 
betore  it  pusses  the  point  6. 

At  what  time  It  will  be  strai2h' 
with  each  of  theiu,  mid  Eit  wluit 
time  will  it  be  at  right  angle  witii 
..ach  of  the;n,  between  G  uno  ]2 

Also  fit  what  time  the  njiiiu'e 
hand  will  be  at  right  angle  with 
the  huur  hand,  between  12  and  6, 
ut  what  time  it  v.'ill  be  ^trnight 
with  it,  and  at  what  tinje  will  it 
})e  at  right  anale  with  it,  between 
G  and  12.  And  again,  how  many 
times  will  each  be  midway  between 
I  he  other  two,  in  twelve  hours. 

0.  w.  s. 


Choice  or  Teachers. — We 
have  often  been  astonished  at  the 
indifference  of  parents  in  regard  to 
the  character  and  qualifications  of 
those  into  whose  bands  they  com- 
mit the  mental  training  of  their 
children.  How  often  do  we  find 
men  who  show  their  wisdom  in  em- 
ploying those  who  are  best  qualified 
to  perform  any  other  seryice  for 
them,  paying  very  little  regard  to 
cost,  provided  they  can  secure 
skill;,  in  fact  considering  that  the 
cheapest,  no  matter  what  the  price 
may  be,  which  is  done  in  the  best 
manner,  and  yet  these  same  men,^  ia 
■boosing  a  teacher  for  their  childreo 
employ  the  men  who  will  work  (we 
would  not  say  teach)  for  the  least 
niuney. 

We  have  been  struck  with  the 
following,  written  byRogerAachaui, 
iibout  three  hundred  years  ngOy 
which  shows  that  the  same  error 
[irevailed  among  parents  then;  that 
even  in  the  age  of  queen  Elizabeth, 
so  celebrated  in  the  annals  of  litera- 
ture, very  little  inducement  was 
iield  out  to  men  to  qualify  tht-m- 
fielves  for  teaching  ;   he  says  : 

"It  is  a  pity  that,  couimouiy, 
more  caru  is  had,  yea,  and  that 
anjonii'  very  wise  men,  to  find  out 
ratlier  a  cun:;ing  man  for  their 
horse,  tliar'  a  cunning  man  tor  their 
chi'drei!.  They  say  nay  in  word, 
but  they  do  so  in  deed.  For  to  the 
one  they  will  gladly  give  a  stipend 
of  tivo  hundred  crozons  by  year, 
and  loth  to  offer  to  the  other  two 
peapunq  shillings.  God,  that  sit- 
teth  in  heaven,  laugheth  their 
choice  to  scorn,  and  rewardeth  their 


1859.] 


Resident.  EdUor's  Department. 


39:5 


liberality  as  it  should  ;  for  he  suffers  I  be  of  more  service  to   then    than 
them  to  have  tame  and  well-ovdered  ,  ten  dollars  without  it. 
horse,   but    wild   and   unfortunate  !       jx^^.^^^^  ^^^  teachers,    consider 
children;  and,  therefore,  in  the  end,  !  tj?  •.  1      .  1  />    1 

they  find  more  pleasure  in  their  i  t^"«-  ^^  ^^  bo  true,  and  we  feel 
horse  than  comfort  in  their  child-  j  sure  that  it  is,  encourage  theread- 
ren.''  ling  of  such    publications    as   will 

improve  the  minds  of  those  under 
To    Correspondents.      ""^^ 


-We 

have  received  one  or  two  commu- 
nications, intended  for  this  num- 
ber, that  came  to  hand  a  few  days 
too  late.  They  will  be  attended 
to  in  due  time.  Wo  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  nest  Num- 
ber. 


Pupils  Should  Eead. — A  gen- 
tleman, who  was  once  a  member  of 
one  of  our  school  committees,  and 
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 


|.  your  care. 

The  Litti.i:  Spkllkii  or  first  round  in 
the  ladder  of  lenniing.  By  William 
W.  Smith,  New  York':  A.  .S.  IJarncs 
&  Burr. 

Another  SfielliDg  Book  !  do  yon  ask  ? 
Yes,  a  neat  little  one,  for  those  who 
have  just  'finished  tlie  Primer;  and 
who  would  soon  become  weary  and 
disgusted  with  the  long  columns  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  number  of  little  pictures,  all  of 
which  convey  ideas  to  the  mind  of  the 
child. 


'Coiisumpf  ion  and  j^istli- 

nia  CuD-ed.— DR.  H.JAMES, 

discovered,    while  in  the  East  Tn" 

dies,  a  certain  cure  for  Cousump" 

once,  from  the  recitation,  without  j  tlon.     Asthma,    Bronchitis,  '  Coughs' 

Colds,     and    General   Debility.       The 


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 
Lome.  Their  spelling,  their  rea- 
ding, and  the  intelligent  answers 
which  they  gave  to  the  questions 
of  the  teacher,  all  showed  the  great 
advantages  they  derived  from  home 
reading. 

He  eays  that  he  takes  papers 
for  the  benefit  of  his  children  and 
that  he  thinks  five  dollars  paid 
for  tuition,  with  a  good  paper,  will 


remedy  was  discovered  by  him  when 
his  only  child,  a  daughter  was  given 
up  to  die.  His  child  was  cured,  and  is 
now  alive  and  well.  Desirous  of  bene- 
fitting his  fellow  mortals,  he  will  send 
to  those  who  wish  it,  the  receipe  con- 
taining full  directions  for  making  and 
successfully  using  this  remedy,  free, 
on  receipt  of  their  names  with  stamp 
for  return  postage.  There  is  not  a  sin- 
gle symptom  of  consumption  that  it 
does  not  at  once  take  hold  of  and  dis- 
sipate. Night  sweats,  peevishness,  ir- 
ritation of  the  nerves,  failure  of  mem- 
ory, difficult  expectoration,  sharp  pains 
in  the  lungs,  sore  throat,  chilly  sensa- 
tions, nausea  at  the  stomach,  inac  & 
tion  of  the  bowels,  wasting  away  ■ 
of  the  muscles.  Address  0.  P. 
BROWN  &  CO.,  32  and  34  John 
Street,  New-York. 


,    ,       ,  UOOKS-EI.r.KR  &  STATinNKR, 

WHOLESALE  &  RETAIL, 

llALEiail,  N.  C, 
Keep?  onhaml  a  large  and  well  selected 
assortment  of  the  leading  issues  of  the 
English  and  American  Press,  embrac- 
ing -works  on  Theology,  Law,  Medicine, 
Science,  General  Literature,  &c. 

From  his  long  experience  in  supply- 
ing Schools  in  North  Caroliiia  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  liis  busi- 
ness, and  while  respectfuHy  soliciting 
a  continuance  of  the  liberal  patronage 
and  confidence  of  his  numerous  friends 
and  of  the  public  generally,  be  takes 
the  occasion  to  oifer  his  sincere  acknowl- 
edgements to  all  concerned,  lor  favors 
of  the  past  Lly 

_   SEMINARY,  Greensboro,  N.  O. 

The  year  is  divided  into  two  terras, 
commencing  1st  August  and  January. 

The  course  of  study  is  thorough  and 
systematic,  embracing  everything  nec- 
essary to  a  complete,  soli'l  and  orna- 
mental education.  The  buildings  are 
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  Edgeworth. 

T'OIS733Cl.S8  S  Board,  includ- 
ing washing,  lights  and  fuel,  per  Ses- 
sion of  five  months,  $60  ;  Tuition  in 
the  Regular  Classes,    $20. 

Catalogues  containing  all  necessary 
information  respecting  the  course  of  in- 
struction, Terms,  &c.,  will  be  forward- 
ed on  application  to 

RICHARD  STERLING,  Principal, 
1-Iy  Greensboro',  N.  C. 


(iREENSBOROUGH 
A  N  D  T  R  U  S  T  C  0  31  P  A  N  Y 


THIS  COMPANY  OFFERS  IN- 
ducemeuts  to  the  public  which  few 
posscis.  It  is  economicalin  its  man- 
agement, and  prompt  in  the  payment 
of  its  losses. 

The  insured/or  /?7f  are  its  members, 
and  they  participate  in  its  profits,  not 
only  upon  the  premiums  paid  in,  but 
also  on  a  largo  and  increasing  dopositc 
capital  kept  in  active  operation. 

A  dividend  of  40  per  cent,  at  the  last 
nnnual  meeting  of  the  Company,  was 
declared,  and  carried  to  \h-i  credit  of 
the  Life  Members  of  the  Company. 

Those  desiring  an  insurance  upon 
thoir  own  lives,  or  on  the  lives  of  their 
slaves,  will  please  address, 

D.  P.  WEIR,  Treamrer. 

Greensboro',  N.  C. 
l:ly 


BooJi-IiefRplsisT  and  Feii- 

liisaMslBlp  CoinMned. 
Book- Keeping  by  Single  and  Double 
Eiitry,  with  the  Account  Books  EN- 
GRAVED :  In  the  same  style  of  Pen- 
manship, as  Payson,  Dunton  and  Scrib- 
ner's  celebrated  Copy  Books,  which 
are  so  much  admired,  ond  so  generally 
used  throughoiit  the  Union. — By  L. 
B.  IIanaford,  a.  M.  &  J.  W.  Payson, 
Principals  of  the  Boston  3hrchontih 
Academy. 

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  phun  copies  found  in  other 
Copy  BooliS.  Price  75  c.  Blanks,  83  c. 
Single  Entry  Eidtion  40  c.  Blanks, 
25c  Published  by  CROSBY,  NICH- 
OLS &  Co.,  Boston,  and  sold  by  the 
Booksellers  generally.  6. 


[grammar  ^ 

J.  H.  HORNER,  A.M.,  Principal. 

SPRING  Session  of  1859  begins 
2nd  Monday  in  January.     Pall 
Session  of  1859  begins  2nd  Mon-  | 
day  in  July.  Stf 


j        FKOF.  'W.  e.  OWEW, 

ANNOUNCES  TO  THE  PUBLIC 
A  renewal  of  the  educational  eon- 
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.  0.    Browns- 
ville, Granville  co.  N.  C. 
Next  Session  begins  the  7tli  of  July. 
Circulars  of  details  sent,  when  de- 
sired. 


WILSONS  FEMALl^  SEMINAR 


Superhitended  by  Mr.  mid  l\lv^.  RICHARDSON,  in  the  Seminary,  ami  by  Mr, 
RICHARDSON  and  THOMAS  MARSHALL,  A.  B.,  in  the  Academy,  aided  by 
a  full  Corps  of  Assistant  Teachers. 

These  Sohools  Tvill  be  re-opeued  for  tiie  admission  of  Pupils  on  January  the 
10th  ,  lo.jO.     School  Buildings  and  Boarding  Houses  separate. 

Departmsnts  three. — Preparatory,  Higher  English,  Classical,  and  a.  System- 
atic  Course  of  Study  in  each.  Superior  facilities  offered  in  pursuing  tlie  Extra, 
Branches  of  a  Female  Education.  Classical  Department  of  tlie  Academy  (pre- 
parator}'' to  any  College  or  University,)  select.  Twenty  pupils  to  the  Teacher. 
Assistant  Teachers  of  acknowledged  reputation  only  employed,  selected  by 
the  principals  in  person  regardless  of  cxpeiise.  Thoroughness  a  distinctive 
characteristic  of  instruction. 

Compositions,  Declamations.  Literary  Societies.  Biblical  exercises  and  Lec- 
tKres  every     '.vcek.     Normal  Classes;  formed  each  session. 

SECTARIANISM  theoretically  and   practically  excluded.     Tuition  per  Ses- 

r-lon    of  Five  Months,  from $1(J  to  ^?A) 

according  to  Studies  pursued. 

Bonrd  frott  $S  ',0  jlO  per  month. 

A  copv  of  tl'.e  ANNUAL  CIRCULAPi.   of  the    Schools,  containing   plans  in 

full,  sent  on  application.         Address,  D.  S.  RICHARDSON,  A.    M.,  Principal, 

Or,    J.  B.  WILLIA^iIS,  Esq.,  Seci'etary  and  Financial  Agent. 


Ur.  "^Vistar's  BalsaBsi  of 
vv'ild  Cherry.  Beware  of  Counterfeits  !  ! 
Take  only  the  tiennine  !  !  Every  thing  i 
■which  is  really  valuable  and  ■which 
costs  the  inventor  time,  money  and  re- 
■i^carch,  is  subject  to  be  baseh'  counter- 1 
foitod.  This  is  emphatically  the  case  i 
«vith  Wistar's  Balsam  of  Wild  Cherry, 
the  invaluable  qualities  and  vreW  earn- 
<?d  reputation  of  ■which  as  a  certain, 
Fafe,  speedy  and  never  failing  remedy 
for  Coughs,  Colds,  Hoarseness,  Bron- 
chitis, ^Vhooping  Cough,  Croup,  Quin- 
sy, Asthma,  Influenza,  Inflammation 
of  the  Throat,  Lungs  and  Chest,  as  ■well 
as  that  dire  disease,  Consumption,  have 
induced  unprincipled  speculators  in 
the  lives  and  health  of  the  communi- 
ty to  palm  upon  the  unwary  a  miserable, 
worthless  and  deleterious  imitation  of 
the  true  and  only  Genuine  Balsam; 
thus  not  only  inflicting  a  lasting  injury 
upon  the  sick,  but  rendering  themselves 
according  to  late  dcci;-ions  of  the 
Courts,  liable  to  a  crimual  prosecution, 
■which,  in  proper  time,  will  be  com- 
menced against  them. 

The  recipe  for  the  preparation  of  the 


Genuine  Balsam  has  been  in  posses- 
sion of  the  present  proprietors  for  near- 
ly twenty  yeai'H,  and  with  those  who 
have  used  it  needs  no  encomiums. 

Remember,  therefore,  all  who  seek 
hcaltli,  that  the  only  Genuine  has  the 
written  signature  of  "  I.  BUTTS.''  as 
well  as  the  printed  name  of  the  Pro- 
prietors, SET II  W.  FOWLE  &  Co., 
Boston,  on  the  outside  wrapper.  Take 
no  other ;  it  were  money  Avasted  and 
health  jeop.-.rdized. 

For  sale  by  all  respectable  dealers 
in  medicines.  3-1  y. 


AN  OLD  ESTABLISHED  SCHOOL. 

Collegiate  Institute 

THE  xNEXT  SESSION  ^Y1LL 
begin  July,  loth.     Termt?  and 
advantages  reasonable. 

For   information  please  apply  to 
the  Principal, 

6:ly]      JULIUS  WILCOX. 


"  O  t:  T    T  PI  E    13  E:  H  T , " 

ebster's  Una  bridge  d*Dicti  on  ary- 

150  0   I^ictorial   IllL-istrations. 

9000  to  10,000  NEW  WOIlDSin  the  Vocabularj'.  Table  of  SYNONYMS,  by 
Prof.  G00.URICF1.  With  uther  new  leaturos.  Together  with  all  the  matter 
of  jirovious  editions.  In  one  voluuio  of  1750  pages.  Price  §0.50.  Sold  by 
all  IJookseller:^.      G.  &  C.   IML'^RlilAiJ,  Spriiiglield,  Mass. 

lu  purchasing  a  fall  and  couiplete  English  Dictionary— a  work  to  be  used 
through  life — it  is  iniporlaut  to  "  GET  THE  BEST."  That  Webster's  Una- 
bridged is  such,   appears,  troin 

1.  Its  Bcjinitknis.  h\  this,  the  leading  object  of  a  Dictionary,  Dr.  Webster 
stands  confessed  pre-eudnent,  conipared  with  past  or  current  English  Lexico"-- 
raphers. 

"  Webster's  is  the  BEST  DEFINING  Dictionary  in  the  English  language."— 
Horace  Mann. 

"  The  ACCUBACY  ASD     EXTENT  OF  ITS     DEFINITIONS," WM.    11.     PRESCOTT, 

iltc  Historian. 

"  In  its  Dffiiialions — the  object  for  which  nine-tenths  of  our  references  to 
f^uch  a  work  are  made — it  stands  without  a  rival  in  the  annals  of  English  lexi- 
cography."— London  DicUoaary. 

••Webster's  delinitions  are  distinguished  by  clearness,  terseness  and  com- 
pleteness."-— Br.  Ogiilvic,  L\li:or  Ln/>eriul  Dictionary. 

■1.  Especially  its  Scientific  definitions. — In  the  additions  to  the  present  Picto- 
rial Edition,  as  well  as  the  former  ones,  Prof.  Dana,  of  Yale  College — who  takes 
high  rank  among  American  scholars — and  other  distinguished  scientific  men, 
have  given  their  special  attention  to  this  department. 

"  I  have  been  in  the  habit  of  using  Dr.  Webster's  Diction.ary  for  several 
years  past,  in  preference  to  all  others,  because  it  far  excels  them  all,  so  far  as 
1  knoW;  in  giving  and  defining  scientific  terms. — President  Hitchcock. 

'•  Another  important  feature  of  Webester  is  the  introduction  of  the  terms  of 
science  and  art — distinguished  in  this  from  Todd's  Johnson,  in  which  vhousands 
of  such  words  are  either  not  inserted,  or  are  explained  imperfectly." — London 
Lmpcrial. 

'6.  lis  Etymology. — "The  Etymological  part  surpasses  any  thing  that  has 
been  done  for  the  English  Language  by  any  earlier  laborers." — Geo.   Bancroft. 

"Has  entered  more  deeply  into  Etymological  researches,  and  with  greater 
success,  than  any  of  his  jjredecessors.  Indeed,  he  stands,  on  thi.-!  ground, 
not  only  unrivaled  but  alone.''— A^.  American  Review. 

'•On  the  great  head  of  Etymology,  I  know  nothing  to  supply  its  place." — 
Daniel    Webster. 

4.  Its  Prominciation. — Avoiding  the  extreme'peculiarities  of  Walker,  Avhich 
have  never  found  favor  Avith  the  ti-uly  refined  and  educated,  either  in  this  coun- 
try or  Great  Britain,  and  not  attempting  too  much,  b3'  striving  to  indicate  to 
the  eye  that  wliich  can  only  be  learned  through  the  ear, — 

Prof.  Goodrich  says,  "After  a  diligent  study  of  the  subject  for  the  last  thirty 
years,  after  visiting  England  with  a  view  to  satisfy  m;,-  own  mind  by  inquiries 
on  the  spot,  after  a  coiTespondence  with  distinguished  Englisli  scholars  con- 
tinued down  to  the  present  time,  I  feel  authorized  to  say,  that  the  Revised 
Edition  of  Dr.  Webster's  Dictionary  does  exhibit  the  actual  pronunciation  of 
our  language  in  England,  as  accurately  and  completely  as  any  single  Dictionary 
which  has  ever  been  published." 

The  London  Imperial,  the  leading  English  Dictionary,  follows  Webster's 
system  of  notation  entire.  Smart,  the  most  distinguished  of  living  English 
Orthoepists,  approves  catlrcly  of  Prof.  Goodrich's  recent  labors  in  this  depart- 
ment, and  communicated  his  views  to  the  latter  freely  during  their  progress, 
while  Prof.  Russell,  the  Araci'ican  elocutionist,  declares  the  "critical  judgment 
and  refined  taste  of  Prof.  Goodrich  have  left  little  to  be  desired  on  this  point." 


Wj:r.3Ti:R-f,   UX abridged  DICT Uj:^s\1\Y.  — Co nimited. 


5.  Its  Oriliofjraplrij. — The  Aniericau  public  lias  iTitli  Mifficent  Ji^tluctnes!* 
passed  its  veidict  uf  iipprov.tl  upon  Webster's  system  of  oithograpliy.  Founded 
ia  reason,  favoring  the  irresistible  tendency  of  the  langun;^o  to  simplicity,  con- 
\eiiience  and  system,  over  ten  millions  of  School  lioik^,  tliirty  millions  of 
Periodical  issues,  an-!  iiuiuinoi'able  volumes  of  miscellanc  )iis  works  are  pub- 
lished annually,  following  Webs.ev  as  their  general  guid'-'. 

0.  Its  ]'ocabulury. — iic-dvy  ten  thousujid  new  words  are  iiJded  to  the  present 
pdition.  Collected  vuh  assiduous  care  by  numerous  laborers  in  this  country  and 
IJreat  Britain  since  the  issue  of  the  former  editinu.  It  thus  presents,  it  is  con- 
lidently  believed,  a  niore  complete  vocabulary  of  the  words  of  the  living,  cur- 
I'ent  English  Language,  as  uoW  written,  spoken  aul  read,  than  Can  anywhere 
else  be  found,  in  tlie  ^^^Jr^ls  Jiow  added  take,  as  example,  the  foUowing  from  a 
single  page — Baby-jumper,  Buck-heesh,  Baggage-car,  Bag-man,  Bajocco, 
Balance-sheet,  Bail-valve,  Balzirinc,  Bandala,  Bandoline,  Banjo,  Barege,  Bar- 
macine,  Barology,  Barracoon,  Base  tone,  Basque,  Bats-wing,  (a  form  of  gas- 
burner.j  &c,  Many  thousand  words  collected  have  been  rejected,  and  to  en- 
cumber the  volume  with  useless  compounds,  self-explaining  derivatives,  or  word- , 
entirely  ob.^oiete,  and  appropriate  only  in  a  glossary  to  works  uf  remote  origii^, 
,us  Cliaucer,  &c.,  would  be,  either  to  enlarge  the  volume  so  as  to  preclude  ^U* 
j.opular  ifsc,  or  to  cut  short  lor  this  purpose  the  space  better  devoted  to  mil 
;ind  clear  ilelinitions.  ,  , 

7  Syno„mn,.~\:his  feature  occupies  about  70  Quarto  pages,  and  has  over 
2000  words;  those  of  like  meaning  grouped  together,  arc  thus  discriminated  in 
their  exact  shades  of  likeness  and  difference,  so  as  greatly  to  tacilitatc  l.Le 
precise  and  accurate  use  of  language.  Those  conversant  with  Dv.  (^oourich  3 
former  labors  of  this  cliaracter  and  examiiiing  the  present  Tabic,  m  Us  luline.s 
and  completeness,  AviU  he  prepared  to  find  this  feature  ot  very  great  valu< . 
Not  so  complete  and  valuable  a  work  in  this  department  alone  it  is  believed  tau 
elsewhere  be  found.      We  are  having  ample  testimony  of  this.       _  ^ 

8.  Pictorial  Iih<.^lratiom.—T\ie<ii,  I'AH)  \n  number,  are  ot  a  size,  C.iaractci 
and  tinish,  truly  to  illustrate  the  words  and  objects  I'^^'e^'e^^/^'/y  ^'^'^  ,  !'f.\'' 
diminutive,  or  less  perfect  ones,  must,  evidently,  very  much  tail  ot  this  oije^  . 
The  groupimr  of  those  of  the  same  class  together  anssvers  a  very  '/"  ^^^^^^^^^^^ 
T.urpose.  a;^  to  the  execution  of  the  Illustrations,  a  distinguished  ^^'iS''- 
Publisher  states  that  not  more  than  one  Artist  in  Great  Britain  equals  tiiese  ui 
the  style  of  his  work  :  and  the  Illinois  Teacher  declares,  "We  had  the  curiosity 
to  eiamiue  with  a  magnitier  some  of  these  engravings,  and  compare  them  with 
the  steel  engravings  on  bank  notes,  and  found  the  Illustrations  [of  the  Diction, 
aiy]  often  cquallv  good,  sometimes  superior. 

'/.  6'!7«/ro«.s\— llhi'--trativo  sonteuces  from  the  best  writers  are  often  given, 
showing  tlie  use  of  the  word  in  its  connections. 

lU.  The  T(fW/'.;— Giving  pronunciation  of  iscriptural  Names,  Greek  and  Latin 
Proper  Names,  Geographical  Names.  8O1.1O  Distinguished  Persons  of  Muderu 
Times,  Words  and  Plirases  from  the  Latin,  French,  Italian  and  Spanish,  Mot- 
toes of  the  States,  Abbreviations  explained.  Arbitrary  Signs,  peculiar  n.^e  of 
Words  and  Term.s  in  the  Bible,  &c.,  &c. 

11.  Its  CV(ca/)/?c.v.s. — No  vulume,  it  is  believed,  published  in  this  country,  be- 
side the  Bible,  is  sold  so  low  in  proportion  to  the  quantity  of  matter  it  con- 
tains,— IToU  large  quarto  pages,  in  fine  yet  distinct  type.  Especially  is  this 
true  of  any  copy-right  work,  when  the  vast  amount  of  labor  expended  upon 
Webster's  Dictionary  is  onsidered.  In  addition  to  Dr.  Webster's  c>wu  life  h.ng 
toil,  nearer  twenty  than  ten  years  of  earnest  literary  labor  have  since  l>eeii  do- 
voted  to  its  perfection. 

\2.  Its  general  rccugnllio/i ,  as  a  guide  tn  the  meaning,  derivation,  pronuncia- 
tion and  spelling  ot  words,  securing  an  acknowledged  authority,  and  a  common 
standard, — so  that  we  can  m^e  Language  as  others  use  it. 

If  we  would  have  uniformity,  y/e  must  adopt  Webster,  fc.r  he  can  not  be  dis- 
placed;   but  others  may  bo.  —  Prof.  S/'aice. 

"GET  THE  BEST.'"'  GKT  TJIE  HANDSOMEST.  GET  THE  cnE.\PEST 
GET  WEBSTER,  g^.  Specimen  Pamphlets  of  the  new  features  sent  by  mall 
on  application.  liecemlicr,    [t'o'J. 


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