<; Ci- ;.«I35K., <^' ■-<:._ v>c« <-,.^ ^ccs;^ C:^ C ■c<:ic c^-; ccgr <'~<^ carMT c < <»< C^.-^ «3 - n^ to awcvkon a, iMUoiiri.l Spirit — to crcatc in the youthful mind a warm attachment ta his native land, and its institu- tions, and to fix in his affections a decided preference for the peculiari- ties of his own country. Indeed the whole plan (which is well understood to have originated in Prussia, when the rapid spread of i-epublican principles first began to threaten the thrones of Europe,) evidently is to unite with the military force which always attends a despotism, a strong moral power over the understanding and affections of the people. In view of this fact, an able English writer denominates the modern kingdom of Prussia, "that wonderful machine of state-craft — as a mere machine the most remarkable in existence — on the model of which most European governments are gradually proceeding to reform themselves." Already has this plan so far succeeded, that there is evidently in these countries a growing disregard for i\\Q forms of free government, provided the substance be enjoyed in the security and prosperity of the people. Republicanism can be maintained only by universal intelligence and virtue among the people, and disinterestedness and fidelity in the rulers. Republics are considered the natural foes to monarchies; and where both start up side by side it is taken for granted that the one must supplant the other. Hence their watchful jealousy of each other. Now when we see monarchies strengthening themselves in the man- ner described, are not republics exposed to double danger from vice, and neglect of education within themselves? And do not patriotism and the necessity of self-preservation, call upon us <-o do more and better for the education of our whole people, than any despotic sove- reign can do for his ? Did we stand alone — were there no rival govern- 8 merits un earth — or if we were surrounded by despotisms of degraded and ignorant slaves, like those of the ancient oriental world; even then, without intelligence and virtue in the great mass of the people, our liberties would pass from us. How emphatically must this be the case now, when the whole aspect of things is changed, and monarchies have actually stolen a march upon republics in the promotion of popu- lar intelligence! EFFORTS FOR EDUCATION IN RUSSIA. In a former report, which vi^as printed by order of the Legisla- ture in 1836, I gave a synopsis of the governmental regulations in Prusssia respecting education, and I have not found by investiga- tions on the spot, that the statements then made require any es- sential modification. [See Appendix A.] I will here, however, take the liberty of stating some facts respecting the governmental efforts recently made in Russia, to establish a system of popular education throughout ihat vast empire. These cannot but be deeply interesting to us, since Russia has so many points of resem- blance, and of striking contrast, to our own country. Like the U. States, her dominion extends over an immense territory, comprising almost every variety of soil, climate, productions, and national character. Like ours, her educational institutions are comparative- ly new, and almost every thing is to be begun in Its elements; and, like us, she has received great accessions to her population by im- migrants from almost every nation of Europe. Russia is unques- tionably the largest and most powerful of despotisms; as the U. States is the largest and most powerful of republics: and, while we enjoy the greatest political freedom that any government has ever permitted, she is held fast by the bonds of a severe autocracy. Add to this, Russia is the only European government, with the ex- ception of Great Britain, whose territories border on our own. The fact, then, that a system of public instruction has been estab- lished in the Russian Empire, is one of deep interest to us; and no less interesting will it be for us to know something of the nature of the system and of the means by which it is carried into operation. The general system is that of Prussia, with such modifications as are necessary to adapt it to that widely extended and, in some parts, semi-barbarous empire. For example, the whole empire is divided into provinces, each of which has a University — these pro- vinces into academic districts, which are provided with their gym- nasia for classical learning, and academies for the higher branches of a business education; and these academic districts are again sub- divided into school districts, each with its elementary school. As the heart of the whole system, there is at St. Petersburg a model school for the education of teachers of every grade, for all parts of the empire. Of the Universities, six had already gone into opera- tion in l. REP. 18 their room, and after a suitable seaton of recreation, resumed their studies. They are taught to take care of themselves, inde- pendent of any help, and their only luxuries are the fruits and plants which they cultivate with their own hands, and which grow abundantly in the gardens of the institution. INSTITUTIONS FOR REFORMATION. At Berlin, I visited an establishment for the reformation of youthful offenders. Here boys are placed, who have committed offences that bring them under the supervision of the police, to be instructed, and rescued from vice, instead of being hardened in iniquity by living in the common prison with old offenders. It is under the care of Dr. Kopf, a most simple-hearted, excellent old gentleman; just such an one as reminds us of the ancient christians, who lived in the times of the persecution, simplicity and purity of the christian church. He has been very successful in reclaiming the young offender, and many an one who would otherwise have been forever lost, has, by the influence of this institution, been sav- ed to himself — to his country — and to God. It is a manual labor school; and to a judicious intermingling of study and labor, religious instruction, kind treatment and necessary severity, it has owed its succcs?. When I was there, most of the boys were employed in cutting screws for the Railroad which the government was then constructing between Berlin and Leipsic; and there were but few who could not maintain themselves by their labor. As I was passing with Dr. K. from room to room, I heard some beautiful voices singing in an adjoining apartment, and on entering I found about twenty of the boys, sitting at a long table, making clothes for the establishment, and singing at their work. The Dr. enjoyed my surprise, and on going out, remarked — "I always keep these little rogues, singing at their work, for while the children sing, the devil cannot come among them at all; he can only sit out doors there and growl; but if they stop singing, in the devil comes." — The Bible and the singing of religious hymns, are among the most efficient instruments which he employs for softening the hardened heart, and bringing the vicious and stubborn will to docility. A similar establishment in the neighborhood of Hamburg, to which I was introduced by Dr. Julius, who is known to many of our citizens, afforded striking examples of the happy influence of moral and religious instruction, in reclaiming the vicious and saving the lost. Hamburg is the largest commercial city of Germany, and its population is extremely crowded. Though it is highly dis- tinguished for its benevolent institutions and for the hospitality and integrity of its citizens; yet the very circumstances in which it is 19 placed, produce among (he lowest class of its population, habits of degradation and beastliness, of which we have but few examples on this side the Atlantic. The children, therefore, received into this institution, are often of the very worst and most hopeless char- acter. Not only are their 7«.mf/5 most thoroughly depraved, but their very senses and bodily organization seem to partake in the Viciousness and degradation of their hearts. Their appetites are so perverted, that sometimes the most loathsome and disgusting substances are preferred to wholesome food. The Superintend- ent, Mr. Wichern, states, that though plentifully supplied with pro- visions, yet when first received, some of them will steal and eat soap, rancid grease that has been laid aside for the purpose of greasing shoes, and even catch may-bugs and devour them; and it is with the utmost difficulty that these disgusting habits are bro- ken up. An ordinary man might suppose that the task of restor- ing such poor creatures to decency and good morals was entirely hopeless. Not so with Mr. Wichern. He took hold with the firm hope that the moral power of the word of God is competent even to such a task. His means are prayer, the Bible, singing, affec- tionate conversation, severe punishment when unavoidable, and constant, steady employment, in useful labor. On one occa- casion, when every other means seemed to fail, he collected the children together, and read to them, in the words of the New Testament, the simple narrative of the sufl^e rings and death of Christ, with some remarks on the design and object of his mission to this world. The effect was wonderful. They burst into tears of contrition, and during the whole of that term, from June till October, the influence of this scene was visible in all their conduct. The idea that takes so strong a hold when the character of Christ is exhibited to such poor creatines, is, that they are objccis of af- fection; miserable, wicked, despised as they are, yet Christ, the son of God, loved them, and loved them enougli to suffer and to die for them — and still loves them. The thought that they can yet be loved, melts the heart, and gives them hope, and is a strong incentive to reformation. On another occasion, when considerable progress had been made in their moral education, the Superintendent discovered that some of them had taken nails from the premises, and applied them to their own use, without permission. He called them together, expressed his great disappointment and sorrow that they had prof- ited so little by the instructions which had been given them, and told them that till he had evidence of their sincere repentance, he could not admit them to the morning and evening religious exerci- ses of bis family. With expressions of deep regret for their sin, and with promises, entreaties and tears, they begged to have this '20 privilege restored to them; but he was firm in Iiis refusal, A few evenings afterward, while waiting in the garden, he heard youth- ful voices among the shrubber}'; and drawing near unperceived, he found that the boys had formed themselves into little companies of seven or eight each, and met morning and evening in different retired spots in the garden, to sing, read the Bible and pray among themselves; to osk God to forgive them the sins they had commit- ted, and to give them strength to resist temptation in future. With such evidence of repentance he soon restored to tliem the privi- lege of attending morning and evening prayers with his family. — One morning soon after, on entering his study, he found it all adorned with wreaths of the most beautiful flowers, which the boys had arranged thereat early day-break, in testimony of their joy and gratitude for his Idndness. Thus rapidly had these poor crea- tures advanced in moral feeling, religious sensibility, and good taste. In the spring Mr. Wichern gives to each boy a patch of ground in the garden, which he is to call his own, and cultivate as he plea- ses. One of the boys began to erect a httle hut of . sticks and earth upon his plot, in which he might I'est during the heat of the day, and to which he might retire when he wished to be alone. When it was all finished, it occurred to him to dedicate it to its use by religious ceremonies. Accordingly, he collected the boys together. The hut was adorned with wreaths of flowers, a little table was placed in the centre on which lay the open Bible, orna- mented in the same manner. He then read with great seriousness the 14th, 15th and 24th verses of the cxviii. Psalm: "The Lord is my .strength and my song, and is become my salvation." "The voice of rejoicing and salvation is heard in the tabernacles of the righteous." . "This is the day which the Lord hath made. We will rejoice and be glad in it." After this, the exercises were concluded by singing and prayer. Another boy afterwards built him a hut, which was to be dedica- ed in a similar way; but when the boys came together, they saw in it a pie<;e of timber which belonged to the establishment, and ascertaining that it had been taken without permission, they at once demolished the whole edifice, and restored the timber to its place. At the time of harvest, when they first entered the field to gather the potatoes, before commencing the work, they formed into a circle, and much to the surprise of the Superintendent,broke out together into the harvest hymn : "Now let us all thank God." After singing this, they fell to their work with great cheerfulness and vigor. '21 1 mention tliese instances, irom numerous others which might be produced, to show how much may be done in reclaiming the most hopeless youtlifiil offenders by a judicious application of the right means of moral influence. How short-sighted and destructive, then, is the policy which would exclude such influence from our public institutions! The same effects have been produced by houses of reformation in our own country. I would mention, as one instance, the institution of Mr. Welles in Massachusetts. Now, laying aside all considerations of benevolence and of reli- gious obligation, is it not for the highest good of the State, that these minds should be withdrawn from vice and trained up to be enlight- ened and useful citizens, contributing a large share to the public wealth, virtue and happiness; rather than that they should come for- ward in life miserable criminals, of no useto themselves orthe public, depredating on the property and violating the rights of the indust- rious citizens, increasing the public burdens by their crimes, endan- gering the well being of society, and undermining our liberties! They can be either the one or the other, according as we choose to educate them ourselves in the right way, or leave them to be ed- ucated by the thieves ami drunkards in our streets, or the con- victs in our prisons. The efforts made by some foreign nations to educate this part of their population, is a good lesson for us. All the schools and houses of reformation in Prussia, do not cost the government so much as old England is obliged to expend in pri- sons and constables for the regulation of that part of her popula- tion, for which the government provides no schools but the hulks and the jails; and I leave it to any one to say which arrangement produces the greatest amount of public happiness. When I was in Berlin I went into the public prison, and visited every part of the establishment. At last I was introduced to a very large hall which was full of children, with their books and teachers, and having all the appearance of a common Prussian school room. "What, said I, is it possible that all these children are imprisoned hero for crime?" "Oh no," said my conductor, smiling at my simplicity, "but if a parent is imprisoned for crime, and on that account his children are left destitute of the means of education, and liable to grow up in ignorance and crime, the govern- ment hcs them taken here, and maintained and educated ibr useful employment." The thought brought tears to my eyes. This was a new idea to me. I know not that it has ever been suggested in the United States; but surely it is the duty of government, as well as its highest interest, when a man is paying the penalty of his crime in a public prison, to see that his unoffending children are not left to suffer, and to inherit their father's vices. Surely it would be better for the child, and cheaper, as well as better, for the Stale. 2-2 Let it nut be supposed that a man would -go to prison fur the sake of having his children taken care of, for they who go to prison usually have little regard for their children; and if they had, disci- pline like that of the Berlin prison would soon . sicken ihem of such a bargain. Where education is estimated according to its real value, people are willing to expend money for the support of schools; and if ne- cessary, to deny themselves some physical advantages for the sake of giving their children the blessings of moral and intellectual cul- ture. In the government of Baden, four per cent, of all the pub- lic expense is for education — they have a school with an average of two or three well qualified teachers to every three miles of ter- ritory, and every one hundred children; and that too, when the peo- ple are so poor that they can seldom afford any other food than dry barley-bread, and a farmer considers it a luxury to be able to allow his family the use of butter-milk three or four times a year. In Prussia, palaces and convents are every where turned into houses of education; and accommodations originally provided for princes and bishops are not considered too good for the school- master and his pupils. But, though occupying palaces, they have no opportunity to be idle or luxurious. Hard labor and frugal liv- ing are every where the indispensable conditions to a teachers life, and I must say that I have no particular wish that it should be other- wise; for it is only those who are willing to work hard and live fru- gally, that ever do much good in such a world as this. I pass now to the consideration of a question of the deepest in- terest to us all, and that is, can the common schools in our State be made adequate to the wants of our population? I do not hesi- tate to answer this question decidedly in the aflii'mative: and to show that I give this answer on good grounds, I need only to state the proper object of education, and lay before you what is actually now done towards accomplishing this object in the common schools of Prussia and Wirtemberg. What is the proper object of education? The proper object of ed- ucation is a thorough developement of all the intellectual and moral powers — the awakening and calling forth of every talent that may exist, even in the remotest and obscurest corner of the Stale, and giving it a useful direction. A system that will do ihis, and such a system only, do I consider adequate to the vi^ants of our popula- tion; such a system, and such a system only, can avert all the evils and produce all the benefits which our common schools were de- signed to avert and produce. True, such a system must be far more extensive and complete than any now in operation among us — teachers must be more numerous, skilful, perservcring, and self-denying — parents must take greater interest in the schools and 23 do more for their support — and the children must attend punctual- ly and regularly, till the whole prescribed course is completed; AH this can be done, and 1 hope will be done; and to show that the thing is really practicable, I now ask your attention to the course of instruction in the common schools of Prussia and Wirtemberg, and other European States, which have done the most in the matter of public instruction. COURSE OF INSTRUCTION IN THE COMMON SCHOOLS OF PRUSSIA AND WIRTEMBERG. The whole course comprises eight years, and includes children from the ages of six till fourteen; and it is divided into four parts, of two years each. It is a first principle that the children be well accommodated as to house and furniture. The school-room must be well constructed, the seats convenient, and the scholars made comfortable, and kept interested. The younger pupils are kept at school but four hours in the day — two in the morning and two in the evening, with a recess at the close of each hour. The older, six hours, broken by recesses as often as is necessary. Most of the school houses have a bathing place, a garden, and a mechanic's shop attached to them to promote the cleanliness and health of the children, and to aid in mechanical and agricul- tural instruction. It will be seen by the schedule which follows, that a vast amount of instruction is given during these eight years — and lest it should seem that so many branches must confuse the young mind, and that they must necessarily be but partially taught, I will say in the outset, that the industry, skill, and energy of teachers regularly trained to their business, and de- pending entirely upon it; the modes of teaching; the habit of always finishing whatever is begun; the perfect method which is preserved; the entire punctuality and regularity of attendance on the part of the scholars; and other things of this kind, facili- tate a rapidity and exactness of acquisition and discipline, which may well seem incredible to those who have never witnessed it. The greatest care is taken that acquisition does not go beyond discipline; and that the taxation of mind be kept entirely and clearly within the constitutional capacity of mental and physical endurance. The studies must never weary, but always interest — the appetite for knowledge must never be cloyed, but be kept always sliarp and eager. These purposes are greatly aided by the frequent interchange of topics, and by lively conversational exercises. Before the child is even permitted to learn his letters, he is under conversational instruction, frequently for six months or a year; and then a single week is sufficient to introduce him into intelligible and accurate plain reading. •24 Every week is sysleinalically ciivided, and every hour appro- priated. The scheme for the week is written on a large s]ieet ol" pa| er, and fixed in a prominent part of the schooUrootn, so that every scholar knows what his business will be for every hour in the week; and the plan thus marked out is rigidly followed. As a specimen I present the following study sheet given me by Dr. Diesferweg of Berlin, and which was the plan for his school when I visited it in September, 1836. \ I WEEKLY COURSE OF STUDY EV THE TEACHERS' SEMINARY AND BOYS' SCHOOL UNDER THE CARE OF DR. DffiSTERWEG, AT BERLIN IN Till': SUMMER TERM, 183G. The Teachers' Seminary is divided into three classes, which are designated by the Roman numerals on the left hand of the columns, and the Boys' School into six, designated by the Arabic figures in the same column. The students in the Teachers' Seminary are employed as instructers in the Boys' School, under the inspection of their teachers. The capital letters al the right hand of the columns are the initials of the teachers who superintend the class in the particular branch mentioned. The whole number of instrttcttrs, exclusive of the pupils in the teachers^ department, is six. WEDNESDAY. II. Arilhmelic - - R. III. Theory of Music E. 1. Arithmetic- - G. „[ Latin D. and JR. ir. Religion - HI. Botany 1. Latin - - „'j Religion - II. Theory of Music E. III. Religion - -" B. I. Arithmetic - - G. ?l Latin - J. and R. II. Botany III. Geometry 1. Geraian - »j Latin - - . •- G. - - S. - - II. - Q. and R. II. Religion • III. Arithmetic !. Latin - - II. Arithmetic R. III. Religion - B. I. Arithmetic G. g'l Latin Q. and R. II. Drawing - III. .Arithmetic - 1. Latin - - 2. History 3. Singing - - 4. Lain - - 5. Arithmetic - 6. Religion II. School keeping - - B. IH. Botany - . - . G. 1. Religion - - - - B. 2. German - - - - R. 3. French - - - - B. 4. Religion - - . - S. g- Smging - E. and D. II. German in. Violin - 1. Latin - 2. German 3. German 4. Latin - 5. Religion 6. German - B. - E. - Q. -• R. - B. - R. - G. - S. II. Botany III. Singing - 1. Latin - - 2. History - 3. Arithmetic 4. Latin - - 5. Arithmetic 6. Religion - - - G. - - E. - - Q. - - R. - - S. - - R. - - S. - - D. n. School keeping - - B. HI. Singing - - - - E. 1. Religion - - - - B. 2.' Geography - - - G. 3. French - - - - B. 4. Religion - . . - S. ~'j Arithmetic - S. and R. H. German - B. HI. Singing - E. 1. Latin - - Q. 3.J Arith.B. andS. 5. Religion - G. 6. Arithmetic R. II. Drawing HI. Singing - - 1. German 2. French - - 3. Geography 4. German 5. German 6. Reading H. Arithmetic - - - R. III. German - - - - B. 1. French - - - - B. of Arithmetic - B. andS. 4. Singing - 5. German - 6. Reading - II. Singing - - E. IH. History - - - B. 1. German - - R. 2. French - - - B. 3. Geography - S. 4. German - - S. 5. German - - D. 6. Reading G. and S. 11. Arithmetic HI. Geography 1. Singing 2. Arithmetic 3. Geography 4. German - - R. - B. - E. - B. - S. II. Ornamental Writing M IH. Religion - - French German - gl Reading - - D.andG. i,\ Singing 5. German 6. Reading - B. B. R. D. G. and S. II. Singing - E. HI. History - B. 1. German - R. 2. French - - B. 3. German - B. 4. German - S. a.) Reading, D. and e.\ G. II. Geometry - HI. Drawing 1. Singing . - 2. Geography 3. German 4. Reading 5. Writing 6. Arithmetic - II. School keeping - - D. HI. Violin t. li 2 I „■ > Geometry G. D. and S. 4.' J . 5. Reading - - - - D. 6. Arithmetic - - - R. II. Geography - B. III. Arithmetic- - G. 1. French - - - B. 2. Singing- - - E. 3. Writing - - B. 4. Reading - - S. 5. Arithmetic - - S. 5. Reading - - R. II. Theory of Arithmetic D. HI. Piano S. 1. Geography - - - G. Z'] German - - R. and B. II. School keeping - - D. III. Ornamental Writing M. Geometry G. D.andB. Arithmetic Writing - German - - S. - D. - S. Reading - - - - D. Writing - - - - R. II. History - B. HI. Reading - D. 1. Geography G. 2. Singing - E. Writing, B. S. D. andK. II. Nat'l Philosophy D. III. Drawing - - F. II. Singing - HI. German - - C. - D. II. Violin - - - E. IH. Ornam'l Writing M. II. Natural Philosophy Q. III. Arithmetic - - - G. II. Singing HI. German jji I Reading D. II. Violin - III. Geometry 1. French - 2. Reading /[ Arithmetic 5. Reading 6. Writing II. Violin E. HI. Piano S. - G. and R. 2; I Botany - 3. Wriling - 4. Arilhmclic 5. Wriling - 6. German - - B. - S. - D. - S. H. III. Violin . Drawing F. B. S. and D. H. HI. Geometry 2'! Botany 3. Wriling • 4. Readin: fi. . - - S. G. and R. - - B. - - S. I. Drawing - i Singing - - E. and D. n. HI. ^ I. History - - - R. 2. Writing - B. - 3. French - - - B. n 4. Writing - - S. 6. Writing - D. 6. German - S. I. Philosophy of Educa- tion - - - - D. II. HI. Geography 1. German - 2. Reading - 3. Reading - 4. Wriling - 5. Reading - G. Writing - Drawing F. B. S. and D. II. III. Geography - - - B. 1. History - - - - R. 2. Wriling - - - - B. 3. Reading - - - - S. -*•; S.> Writing - - S. and D. I. Drawing - I. Violin I. Singing I. Singing 1 1. Violin p, I. Religion 25 Through ail the parts of the course there are frequent reviews and repetitions, that the impressions left on the mind may be distinct, lively, and permanent. The exercises of the day are always commenced and closed with a short prayer; and the bible and hymn book are the first volumes put into the pupils' hands, and these books they always retain and keep in constant use during the whole progress of their education. The general outline of the eight years' course is nearly as follows: I. First part, of two years, including children from six to eight years old — four principal branches, namely: 1. Logical Exercises, or oral teaching in the exercise of the powers of observation and expression, including religious in- struction and the singing of hymns; 2. Elements of Reading; 3. Elements of Writing; 4. Elements of Number, or Arithmetic. II. Second part, of two years, including children from eight to ten years old — seven principal branches, namely: 1. Exercises in Reading- 2. Exercises in Writing, 3. Religious and Moral Instiuction, in select Bible narratives; 4. Language, or Grammar; 5. Numbers, or Arithmetic; 6. Doctrine of space and form, or Geometry; 7. Singing by note, or elements of Music. III. Third part, of two years, including children from ten to twelve yecns old — eight principal branches, namely : 1. Exercises in Reading and Elocution; 2. Exercises in Ornamental Writing, preparatory to drawing; 3. Religious Instruction in the connected Bible history; 4. lianguage, or Grammar, with parsing; 5. Real Instruction, or knowledge of nature and the extern;:?! world, including the first elements of the sciences and the arts of life — of geography and history; 6. Arithmetic, continued through fractions and the rules of proportion ; 7. Geometry — doctrine of magnitudes and measures; 8. Singing, and science of vocal and instrumental music. IV. Fourth part, of two years, including children from twelve to fourteen years old — six principal branches, namely: 1. Religious Instruction in the religious observation of nature; the life and discourses of Jesus Christ; the history of the Christian religion, in connection with the cotemporary civil history; and the doctrines of Christianity ; 4 ED. REP. 26 "^ 2. Knowledge of the world, and of mankind, including civil society, elements of law, agriculture, mechanic arts, manufac- tures, &c.; 3. Language, and exercises in composition; 4. Application of arithmetic and the mathematics to the business of life, including, surveying and civil engineering; 5. Elements of drawing ; 6. Exercises in singing, and the science of music. We subjoin a few specimens of the mode of teaching under several of the above divisions. I. First part^ Children from six to eight y&ars of age. 1. Conversations between the teacher and pupils, intended to exercise the powers of observation and expression. The teacher brings the children around him, and engages them in familiar conversation with himsel/. He generally addresses them altogether, and they all reply simultaneously; but when- ever necessary, he addresses an individual, and requires the in- dividual to answer alone. He first directs their attention to the different objects in the school-room, their position, form, color, size, materials of which they are made, &c., and requires precise and accurate descriptions. He then requires them to notice the various objects that meet their eye in the way to their respective homes; and a description of these objects and the circumstances under which they saw them, will form the subject of the next morning's lesson. Then the house in which they live; the shop in which their father works; the garden in which they walk, &c., will be the subject of the successive lessons; and in this way for six months or a year, the children are taught to study things, to use their own powers of observation, and speak with readiness and accuracy, before books are put into their hands at all. A few specimens will make the nature and utility of this mode of teaching perfectly obvious. In a school in Berlin, a boy has assigned him for a lesson, a de- scription of the remarkable objects in certain directions from the school-house, which is situated in Little Cathedral street. He proceeds as follows: "When I come out of the school-house in- to Little Cathedral street and turn to the right, I soon pass on my left hand the Maria place, the Gymnasium and the Anklam giite. When I come out of Little Cathedral street, I see on my left hand the White Parade Place, and within that, at a little dis- tance, the beautiful statue of Frederick the Great, King of Prus- sia. It is made of white marble, and stands on a pedestal of va- riegated marble, and is fenced in with an iron railing. From here, I have on my right a small place, which is a continuation •27 of the Parade Place; and at the end of this, near the wall, I see St. Peter's Church, or the Wall street Church, as it is sometimes called. This church has a green yard before it, planted with trees, which is called the Wall Church Yard. St. Peter's Church is the oldest church in the city; it has a little round tower, which looks green, because it is mostly covered with copper, which is made green by exposure to the weather. When I go out of the school-house to the lower part of Little Cathedral street by the Coal market, through Shoe street and Carriage street, I come to the Castle. The Castle is a large building, with two small towers, and is built around a square yard, which is called the Castle yard. In the Castle there are two churches, and the King and his Ministers of State, and the Judges of the Supreme Court, and the Consistory of the Church, hold their meetings there. From the Coal market, I go through Shoe street to the Hay market, and adjoining this is the New Market, which was formed after St. Nicholas' Church was burnt, which formerly stood in that place. Between the Hay market and the New market is the City Hall, where the officers and magistrates of the city hold their meetings." If a garden is given to a class for a lesson, they are asked the size of the garden, its shape, which they may draw on a slate with a pencil — whether there are trees in it — what the different parts of a tree are — what parts grow in the spring, and what parts decay in autumn, and what parts remain the same throughout the win- ter — whether any of the trees are fruit trees — what fruits they bear — when they ripen — how they look and taste — whether the fruit be wholesome or otherwise — whether it is prudent to eat much of it; — what plants and roots there arc in the garden, and what use is made of them — what flowers there are, and how they look, &c. The teacher may then read them the description of the garden of Eden in the second chapter of Genesis — sing a hymn with them, the imagery of which is taken from the fruits and blossoms of a garden, and explain to them how kind and bountiful God is, who gives us such wholesome plants and fruits, and such beautiful flowers, for our nourishment and gratification. The external heavens also make an interesting lesson. The sky — its appearance and colour at different times; the clouds — their colour, their varying form and movements; the sun — its rising and setting, its concealment by clouds, its warming the earth and giv- ing it life and fertility, its great heat in summer, and the danger of being exposed to it unprotected; the moon — its appearance by night, full, gibbous, horned; its occasional absence from the hea- vens; the stars — their shining, difference among them, their num- ber, distance from us, &c. In this connection the teacher may 28 read to them the eighteenth and nineteenth psalms, and other pas- sages of scripture of that kind, sing with them a hymn celebrating the glory of God in the creation, and enforce the moral bearing of such contemplations by appropriate remarks. A very common lesson is, the family and family duties — love to parents, love to bro- thers and sisters — concluding witli appropriate passages from scrip- ture, and singing a family hymn. 2d. Elements of Reading. After a suitable time spent in the exercises above described, the children prpceed to learn the elements of reading. The first step is to exercise the organs of sound, till they have perfect command of their vocal pov^'ers, and this, after the pi'evious discipline in con- versation and singing, is a task soon accomplished. They are then taught to utter distinctly all the vowel sounds. The characters or letters representing these sounds are then shown and described to them till the form end power of each are distinctly impressed upon their memories. The same process is then gone thi'ough in respect to dipthongs and consonants. Last of all, after having acquired a de- finite and distinct view of the diflfei-ent sounds, and ot the forms of the letters which respectively represent these sounds, they are taught the names of these letters, with the distinct understanding that the name of a letter and the power of a letter, are two very different things. They are now prepared to commence reading. The letters are printed in large form on square cards, the class stands up before a sort of rack, the teacher holds the cards in his hand, places one upon the rack, and a conversation of this kind passes between him and his pupils: What letter is that? H. He places another on the rack — What letter is thaf? A. I now put these two letters to- gether, thus, (moving the cards close together), HA — What sound do these two letters signify? Ha. There is another letter — What letter is that? (putting it on the rack.) R. I now put this third letter to the other two, thus, HAR — What sound do the three let- ters make? Har. There is another letter- — What is it? D. I join this letter to the other three, thus, HARD — What do they all make? Hard. Then he proceeds in the same way with the let- ters F-I-S-T; joins these four letters to the preceding four, HARD- FIST, and the pupils pronounce, Hard-fist. Then with the let- ters E and D, and joins these two to the ])rcceding eight, and the pupils pronounce Hard-fisted. In this way they are taught to read words of any length — (for you may easily add to the above, N-E-S-S, and make Hard-jistedness) — the longest as easily as the shortest; and in fact they learn their letters; they learn to read words of one syllable and of several syllables, and to read in plain reading by the same process at the same moment. After having 29 completed a sentence, or several sentences, with the cards and rack, they then proceed to read the same words and sentences in their spelHng books. 3. Elements of Writing. The pupils are first taught the right position of the arms and body in writing, the proper method of holding the pen, &c.; and are exercised on these points till their habits are formed correctly. The different marks used in writing are then exhibited to them, from the simple point or straight line, to the most complex figure. The variations of form and position which they are capable of as- suming, and the different parts of which the complex figures are composed, are carefully described, and the student is taught to imi- tate them, beginning with the most simple, then the separate parts of the complex, then the joining of the several parts to a whole, with his pencil and slate. After having acquired facility in this exercise he is prepared to write with his ink and paper. The copy is written upon the black-board; the paper is laid before each mem- ber of the class, and each has his pen ready in his hand awaiting the word of his teacher. If the copy be the simple point, or line /, the teacher repeats the syllable one, one, slowly at first, and with gradually increasing speed, and at each repitition of the sound the pupils write. In this way they learn to make the mark both cor- rectly and rapidly. If the figure to be copied consist of two strokes, (thus, 7,) the teacher pronounces one, two, one, two, slowly at first, and then rapidly as before; and the pupils make the first mark, and then the second, at the sound of each syllable as before. If the figure consist of three strokes, (thus, l,) the teacher pronounces one, two, three, and the pupils write as before. So when they come to make letters — the letter a has five strokes, thus, a. When that is the copy, the teacher says deliberately, one, two, three, four. Jive, and at the sound of each syllable the different strokes composing the letter are made; the speed of utterance is gradually accelera- ted, till finally the a is made very quickly, and at the same time neatly. By this method of teaching, a plain, neat and quick hand is easily acquired. 4. Elements of Number, or Arithmetic. In this branch of instruction I saw no improvements in the mode of teachmg not already substantially introduced into the best schools of our own country, I need not, therefore, enter into any details respecting them — excepting so far as to say that the student is taught to demonstrate and perfectly to understand the reason and nature of every rule before he uses it. (See Arithmetics, by Colburn, Ray, Miss Beecher and others.) 30 II. Second pari — Children from eight to ten years of age. 1. Exercises in Reading. The object of these exercises in this part of the course, is to acquire the habit of reading with accuracy and readiness, with due regard to punctuation, and with reference to orthography. Sometimes the whole class read together, and sometimes an indi- vidual by himself, in order to accustom them to both modes ot reading, and to secure the advantages of both. The sentence is first gone through with in the class, by distinctly spelling each word as it occurs; then by pronouncing each word distinctly without spelling it; a third time, by pronouncing the words and men- tioning the punctuation points as they occur. A fourth time, the sentence is read with the proper pauses indicated by the punctua- tion points, without mentioning them. Finally, the same sentence is read with parlicular attention to the intonations of the voice. Thus, one thing is taken at a time, and pupils must become thorough in each as it occurs, before they proceed to the next. One great benefit of the class reading together is, that each individ- ual has the same amount of exercise as if he were the only one under instruction, his attention can never falter, and no part of the lesson escapes him. A skilful teacher once accustomed to this mode of reading, can as easi'y detect any fault,mispronunciation,or a neg- ligence, in any individual, as if that individual were reading alone. The process is sometimes shortened, and the sentence read only three times, namely — "according to the words, according to the punctuation, according to the life." 2. Exercises in Writing. The pupils proceed to write copies in joining hand, both large and small, the principles of teaching being essentially as described in the first part of the course. The great object here is, to obtain a neat, swift, business hand. Sometimes without a copy they write from the dictation of the teacher; and in most cases instruc- tion in orthography and punctuation is combined with that in pen- manship. They are also taught to make and mend their own pens, and in doing this to be economical of their quills. 3. Religious and moral instruction in select Bible narratives. In this branch of teaching the methods are various, and the teacher adopts the method best adapted in his judgment, to the par- ticular circumstances of his own school, or to the special objects which he may have in view with a particular class. Sometimes he calls the class around him and relates to them, in his own lan- guage, some of the simple narratives of the Bible, or reads it to them in the words of the Bible itself, or directs one of the children to read it aloud; and then follows a friendly, familiar conversation 31 between him and the class; respecting the narrative, their little doubts are proposed and resolved, their questions put and answer- ed, and the teacher unfolds the moral and religious instruction to be derived from the lesson, and illustrates it by appropriate quota- tions from the didactic and preceptive parts of the scripture. Some- cimes he explains to the class a particular virtue or vice — a^;^truth or a duty; and after having clearly shown what it is, he takes some Bible narrative which strongly illustrates the point in discussion, reads it to them, and directs their attention to it with special refer- ence to the preceding narrative. A specimen or two of these different methods will best show what they are: (a) Read the narrative of the birth of Christ as given by Luke 2: 1-20. Observe, Christ was born for the salvation of men, so also for the salvation of children. Christ is the children's friend. Heaven rejoices in the good of men. Jesus, though so gre it and glorious, makes his appearance in a most humble condition. He is the teacher of the poor, as well as of the rich. With these remarks compare other texts of the Bible: '•Jno. 3: 16. For God so loved the world that he gave his only begot- ten son, that whosoever believeth in him should not perish, but have ever- lasting life." "I. Jno. 4: 9. In this was manifested the love of God towards us; be- cause God sent his only begotten Son into the world that we might live through him." "Mark 10: 14,15. But when Jesus saw it he was much displeased, and said unto them, suffer little children to come unto me, for of such is the kingdom of God: Verily I say unto you, whosoever shall not receive the kingdom of God as a little child, he shall not enter therein." And the lesson is concluded with singing a Christmas hymn. Jesus feeds five thousand men: Jno. 6: 1-14. God can bless a little so that it will do great good. Economy suffers nothing to be lost — other texts Ps. 145: 15, 16. "The eyes of all wait upon thee, and thou givest them their meat in due season." "Thou openest thy hand and satisfieth the desire of every living thing." Matt. 6: 31-33. Story of Cain and Abel. Gen. 4: 1-16. Remarks. — Two men may do the same thing externally, and yet the merit of their acts be very different. God looks at the heart. Be careful not to cherish envy or ill will in the heart. You know not to what crimes they may lead you. Remorse and mis- ery ol the fratricide — other texts. Matt. 15: 19. Heb. 11:4, I. Jno. 3; 12. Job, 34:32. 32 "19. For out'of the heart proceed evil thoughts, murders, adulteries, fornications, thefts, false witness, blasphemies." "4. By faith Abel offered unto God a more excellent sacrifice than Cain, by which he obtained witness, that he was righteous, God testifiing of hie gifts; and by it he, being dead, yet speaketh." "12. Not as Cain, who was of that wicked one, and slew his brother. And wherefore slew he him? Because his own works were evil, and his brother's righteous." Story of Jesus in the temple. Luke 2: 41-52: Jesus in his childhood was very Ibnd of learning — (he heard and asked questions;) God's word was his delight, he understood what he heard and read — (men were astonished at his understanding and answers.) He care hilly obeyed his parents — (he went with them and was subject to them ) And as he grew up his good con- duct endeared him to God and man — other texts. Eph. 6: 1-4. Prov. 35 1-4. "]. Children obey your parents, in the Lord: for this is right. "2. Honor thy father and thy mother, (which is the first commandment with promise:) "3. That it may be well with thee, and thou mayest live long on the earth. "4. And, ye fathers, provoke not your children to wrath: but bring them up in the nurture and admonition of the Lord." "1. My son, forget not my law; but let thine heart keep my command- ments: *'2. For length of days, and long life, and peace, shall they add to thee. "3. Let not mercy and truth forsake thee: bind them about thy neck; write them upon the table of thine heart: •'4. So shalt thou find favor and good understanding in the sight of God and man." On the other mode of teaching, the teacher for example, states the general truth, that God protects and rewards the good, and pun- ishes the bad. In illustration of this he reads to them the narrative of Daniel in the lion's den, and the death which overtook his wick- ed accusers. Dan. 6: In illustration of the same truth, the escape of Peter and the miserable death of his persecutor, Herod, may be read. Acts 12. The teacher may impress upon the mind of his class, that dil- igence, scrupulous fidelity and conscientious self control, are the surest guarantees of success in life. And in illustration of the statement, read the narrative of Joseph's conduct in his masters house in Egypt, and in the prison, and in the results of it. Gen. 39. So, also, various incidents in the life of Jesus may boused to great advantage in illustrating different virtues. It is recommended that the teacher employ, in his instructions, the trajislation of the Scripture in general use among the people; 33 but that he occasionally take the original Scriptures and read to the children, in his own translation, and sometimes use simple translations from different authors, that children may early learn to notice ihe diversities in different faithful translations, and see what they really amount to. It is scarcely necessary to observe, that a teacher who under- stands his business and is faithful to his trust, will scrupulously ab- stain from sectarian peculiarities, or from casting odium on the tenets of any of the Christian denominations. A man who has not magnanimity or enlargement of mind enough for this, is not fit to be employed as a teacher, even in the humblest branches of knowl- edge. 4. Language, or Grammar. The knowledge of the native tongue; the ability to use it with correctness, facility and power, is justly regarded as one of the most important brancnes of common school instruction. It is the principal object of the logical exercises, or as they may be justly termed, the exercises in thinking and speaking, already described as the first subject of study in the first part of the course, before the child has begun to use his book at all. In this second part of the course, grammar is taught directly and scientifically, yet by no means in a dry and technical manner. — On the contrary, technical terms are carefully avoided, till the child has become familiar with die nature and use of the things designated by them, and he is able to use them as the names of ideas which have a definite existence in his mind, and not as awful sounds, dimly shadowing forth some mysteries of science into which he has no power to penetrate. The first object is to illustrate the different parts of speech, such as the noun, the verb, the adjective, the adverb; and this is done by engaging the pupil in conversation and leading him to form sen- tences in which the particular part of speech to be learned shall he the most important word, and directing his atteniion to the nature and use of the word in the place where he uses it. For example, let us suppose the nature and use of the adverb is'to be taught: — The teacher writes upon the black-board the words "here, there, near," - *53C!L, c 'ttm K^_J ' ^CSZ" <i<; c< ■ c2 -« rr^'ccr ? ^ ^"' .