tion than a political squabble, except a religious are evidences of inward purity and refined taste. controversy. Both - but especially the last There is still one more abuse of language to should be carefully avoided, or approached with which we wish to refer. We mean, profane the greatest amount of delicacy. swearing. Of all useless, worthless and totally Some people exaggerate in their conversation, depraved habits, to which men bow in willing, and this is as annoying as it is pernicious. Eve- voluntary homage, the habit of profane swearrything they see or hear is swollen to gigantic ing heads the list, and crowns the whole. For proportions. "All their geese are swans," till nearly all evil habits there can be some apology you see the birds. Perhaps from an indefinite offered - some faint semblance of an excuse — consciousness or inability to engage attention some dim outline of the shadow of a reason; by their dearth of interesting realities, they but for this we have never heard the first feeble This stands out a monwork up the commonest materials into the most attempt at defence. showy romances, stirring up the smallest home-strous deformity in human language, with none opathic sediment of truth into coloring matter to plead for its use or tell of a merit belonging enough for hogsheads of the adulterated article. to it. In the use of profane language, no idea This is a species of moral petty larceny, as dis- is to be expressed, no object is to be attained, reputable to the delinquent as it is detrimental no end secured, no ear to be pleased, no taste to to society. be gratified, no friendship to be obtained, no appetite to be administered to, no passion to be earned, no possible good, either real or imagifed, no title to be acquired, no wealth to be nary, is had in view.-Family Newspaper. Sleep a Necessity. Equally objectionable, though not so morally guilty, is the man who adopts the motleya weak-minded disciple of the comic school, who regales you with stale jokes, and laughs very heartily at them himself; who is always laboring with a pun, and inflicts a host of poor greyheaded Joe Millers without the slightest remorse. THE origin of much of the nervousness and It is a mournful sight to behold a specimen of impaired health of individuals, who are not dethis class trying with might and main to set cidedly sick, is owing to a want of sufficient the table in a roar! Of course we would not and quiet sleep. To procure this, should be the argue that no man should be witty or humor- study of every one. It is to be feared that the that everybody should be staid and sol- great praise of early rising has had this bad efemn; but there are many degrees of difference feet, to make some believe that sleep was of between a mourning dove and a chattering mag- but little consequence. ous pie. The most frequent and immediate cause of inWe may remark, also, that the use of slang sanity, and one of the most important to guard terms is highly offensive to good taste. We against, is the want of sleep. Indeed so rarely need not enumerate the sort of phrases to which do we see a recent case of insanity that is not we refer; unhappily, they are too common. preceded by want of sleep, that it is almost a Surely, none will contend that there is any sure precursor of mental derangement. sense in these thousand good-for-nothing words M. Guizot, Minister of France under Louis and phrases. We ought to strike the whole Phillippe, was a good sleeper. A late writer family of these verbal monstrosities from our observes, that his faculty for going to sleep, afvocabularies of usual words. What are they ter extreme excitement and mental exertion, worth? Of what use are they? Whom do was prodigious; and it was fortunate for him they benefit? Who likes us any the better for that he was so constituted. Otherwise his using them? Who regards them as an evidence health would have materially suffered. A minof either wit, sense, or refinement? What ear ister in France ought not to be a nervous man; do they please? To what taste do they admin- it is fatal to him if he is. After the most boisister? What sense do they gratify? Can you terous and tumultuous sittings at the Chamgive any respectable-any decent-apology, any bers, - after being baited by the opposition in one of which you yourselves would not be the most savage manner - there is no milder ashamed, for their use? Then why use them expression for their excessive violence Why not cut them out of your conversation rives home, throws himself upon a couch, and sinks immediately into a profound sleep, from your language? At once determine to use none which he is undisturbed till midnight, when but chaste, pure, sensible words words which proofs of the Moniteur are brought to him for express clearly and forcibly your thoughts, which inspection.-Educator. he ar parents during the last year than ever before. Educational Entelligence. parents. More school visits have been made by COMMUNICATIONS for this Department should be ad- While there is still culpable negligence in this re dressed to the PUBLISHERS OF THE SCHOOLMASTER, Providence. Annual Report of the Commissioner of The sixteenth annual report of the School Commissioner, recently presented to the General Assembly by Dr. CHAPIN, is a document of much interest and importance to the educational interests of the State, and well worthy of extended circulation and perusal. The faithful and judicious labors of the Commissioner are "known and read" by all his co-laborers and subordinates in the educational field, and it is gratifying to learn from his annual report that success has so generally crowned his untiring efforts. May his hands be strengthened for continued labor in a cause to which he is able to render such abundant service. CONTINUED INTEREST IN SCHOOLS. gard, parents are beginning to understand that all a State can do towards the establishment of efficient schools is to place in their hands the power, and in part the means, while their ultimate character and success must depend upon the parents themselves. The State supplies the theory of education; the people must give it practical solution. The difference between schools in districts where parents are filled with right sentiments upon this subject, and those where parental indifference, neglect and apathy exist, is appallingly manifest. The amount of good that even one or two right-minded parents may accomplish for the improvement of the schools of a neighborhood is surprising. As a means of awakening and keeping alive an interest in the schools, the Commissioner suggests the holding of occasional informal neighborhood meetings, where parents could exchange opinions and offer words of counsel and encouragement upon school matters. Another evidence of increasing interest in our In opening his Report, the Commission-common schools is found in the enlarged liberality er is able to give us the pleasant assurance of districts for the construction of school edifices. that the interest manifested by the people of this Instead of seeking to patch up or build most commonwealth in our admirable Public School cheaply, the inquiries now are, for the most apsystem continues unabated. The influence which proved plans of construction, warming and venthis system is exerting, and which it is destined tilating; for the best form of seats, and the most still more to exert, over all the important inter-attractive arrangement within and without. At ests of society, is universally acknowledged. The the present rate of progress, says the Commisabsolute necessity of a rightly cultivated intel- sioner, the next generation will look in vain for lect and heart to the maintenance and perpetuity an absolutely poor school-house within the borof our free institutions, is becoming more and ders of our State. more apparent to the common mind. Our free Another evidence of increasing educational schools, as a system, are relied upon for the ac- interest is found in the reduced per centage of complishment of this result. So fixed is this im- absenteeism, this evil having lessened, in some pression in the public confidence that the danger districts, within a few years, from thirty-eight to is, lest we trust too much in this system as a sys- ten or eight per cent. Although this is still a tem-lest our faith in the theory lead us to neg- great and grievous evil, the Commissioner rightly lect the working details essential to its largest says "we must not be mislead by its statistical and triumphant success. The working condition magnitude. I have found, by observation in the of our school system ought to be watched by pa- rural districts, that, after deducting a few vicious rents and guardians. School meetings should be cases of truancy, by far the greater part of attended; district strife avoided; proper houses absenteeism is recorded against children of a and text-books provided; prompt, quietly-dispos- very young age. If these are even tolerably ed and faithful trustees selected; intelligent and cared for at home, the evil of absence from school, zealous school committees selected; accomplish- either to themselves or to the community, is quite ed and skillful teachers secured and liberally sus- small. Many of our children are sent to school tained; and the schools should be often visited, quite too young. I do not mean to say that they that the parent may see for himself the merits or receive instruction too young, but that they are defects of the system upon which so much de- subjected to the confinement and discipline of pends. the school-room at too early an age. This is the The Commissioner finds evidence of the in- period of life when the foundation of continued creasing interest in educational progress in the physical vigor is to be established. The blood greater regard in which schools are now held by flows rapidly and the lungs play quickly-and we must not forget that the body obtains as experience. This is a mistake; for no schools so large a share of its vitality from the free air as imperatively demand all the traits and excellenfrom food. A child will find enough about its cies of character which constitute a model teachhome, for the first six years of its life, to fully er, namely: gentleness of disposition, courteous employ all his perceptive powers, just opening and winning manners, self-control, skill in disciupon the new world to which he has come. I pline, quick perceptions, ingenuity, a mind fruitbelieve if he is kept from the school-room until ful in expedients, habits of order and neatness, an the age of six-under the training of a careful attachment to children, a love for the profession mother-he will then be better prepared for rapid of teaching; with a full average of mental endowintellectual progress than he would be if prema- ments and intelligent culture. No department of turely confined within its walls, and bent over its instruction suffers more from inattention. Our text-books." primary schools are of primary importance. Text-books, the Commissioner thinks, are too Again many of those who are recorded as ab- Foundations laid here must modify as well as sussentees are over fifteen years of age, and, under tain the whole superstructure. The temple canthe plea of necessity-in many cases, it must be not be broader than its base. confessed, a very urgent plea-they are removed to employment upon the farm, in the work shop closely followed in our primary schools. We or factory. There is a tendency to be "fast" in want more of oral instruction—more of the living education as in everything else. "Fruits ri- voice. Object lessons, when skillfully managed, pened by art before their time are neither tooth- are always attractive and interesting, especially some nor wholesome; so children, made men to young children. In this connection the use of when they should be children, prove children Philbrick's "Primary School Tablets" is comwhen they should be men." mended by the Commissioner as a most valuable aid to oral instruction. EXAMINATION OF TEACHERS. But after making all reasonable deduction, absenteeism is a very serious impediment to the efficiency and success of our schools; and to abate The Report calls for a more thorough and and as far as possible remove the evil, demand comprehensive examination of teachers. The the closest scrutiny. School committees and trus- schoolmaster should not merely know-he should tees can do much by visiting those families whose know how. Many teachers have sufficient enchildren are habitually absent or irregular in dowments and intellectual culture, while they are their attendance, and a judicious exercise of that so ignorant of the art of teaching as to utterly moral influence which they may exert. Teach- fail in their awkward and ill-advised labors. ers may accomplish much by visiting the homes Their schools are dull, with no system, no purof their pupils, and manifesting, by a cheerful pose, no mental activity, no progress. It should spirit and words of encouragement, the interest be the first solicitude of examining committees they have in the welfare of parents and children. to see that such deficiency is obviated by Normal This will secure the friendly sympathy and cooperation of both, and so establish that singleness of purpose and that unity of action necessary for the accomplishment of any desirable result. School training. The Commissioner has no doubt the day is coming when Normal School drill will be required as prima facie evidence of fitness to teach. We shall never have thoroughAnother evidence of the abiding interest in our ly trained teachers until our examining commitschools is the continually increasing amount an- tees insist upon them. Applicants for the offices nually appropriated for their support. In several of instruction in our common schools will then of the towns this has been more than doubled find, what they and the community are somewithin a few years. The community has come what slow to learn, that Normal School instructo understand that a good schoolmaster can no tion and drill are indispensable to the highest edumore be employed for a small compensation, than cational success. a good farmer, mechanic or lawyer; and that the only true economy in either case is to secure the person competent to the business to be accomplished. PRIMARY SCHOOLS. And since the State Normal School so liberally and so ably furnishes our young teachers with opportunities for such drill, it is hoped they will not fail to avail themselves of its advantages. EDUCATIONAL JOURNAL. The Commissioner says: Erroneous impressions have prevailed with regard to these schools. The popular idea has been "The appropriation so wisely made for the disthat anybody could teach a primary school-even tribution of 'some educational journal published the very young, with limited attainments and no in the State,' was given to the SCHOOLMASTER. Three hundred and fifty copies of this periodical have been distributed in the several school dis STATISTICS. From the tables appended to the Report we Treasury to the several towns.... Registry Taxes.. Rate Bills.. Balances from last year. Total resources.... $49,996,86 95,872,51 11,518,59 6,831,02 4,126 23 168,365,21 162,657,18 5,678.03 Amount expended on school houses. 84,729.38 12,456,73 22,272 65 tricts. I cannot conceive of a more judicious or learn the following facts :— economical expenditure for the advancement of Amount appropriated from the General educational interests. The journal has been conducted for the past year by a corps of editors composed for the most part of professional teachers in the city and the different villages of the State gentlemen thoroughly qualified for the discharge of their duties, and who would be ornaments to their profession in any city or State. No one at Increase..... all familiar with the constant and arduous duties, not of routine, but of teaching, will be slow to award to these gentlemen great praise for the zeal and ability with which they have gratuitously discharged their editorial labors. It is not strange, Increase.. however, that men who have succeeded so admir- The number of scholars in summer schools, ably in their profession, should manifest willing- Reported last year. ness to labor so perseveringly for it. THE Decrease....... SCHOOLMASTER will compare favorably with the best educational journals in our country; indeed, it is itself one of the very best; and if there is a teacher in the State who does not subscribe for it, and carefully peruse it, he ought to be ashamed to acknowledge it. Much credit is also due to the publishers, who have contributed so promptly and so liberally to its maintenance. With the aid of the usual appropriation, efforts ABSTRACT OF RETURNS OF FUBLIC SHCOOLS OF RHODE Meetings for discussion and mutual consultation have been held during the past year in several of the villages of the State and the city of Providence, under the management of the R. I. Institute of Instruction. At these Institutes, lec- Cranston tures have been delivered by prominent educa- Scituate.... tors, and the remainder of the sessions have been occupied by spirited and practical discus- Burrillville. sions, and a free interchange of views upon Cumberland educational topics. These gatherings have been Jamestown. well attended and sustained by the teachers, Newport...... and well received by the communities where Middletown.. they were held. The Commissioner points out various good results that flow from these gatherings; and exhorts each teacher to contribute Warwick. something to their general interest and usefulness. No. Teachers. No. Scholars. Av. attend'ce raised for School pur poses... 7852 6617 $65 565 19 7 013 10 344 75 137 North Providence.. 14 1544 1119 29 1314 887 6,581 80 819 950 74 Whole number of teachers 595-male, 238; female, Sears, when chairman of the Massachusetts 357. Whole number during summer, 570; male 100; Board of Education. female 470. Annual Meeting of the Rhode Island Insti- their capacity of illimitable expansion will be a powtute of Instruction. PROVIDENCE, Jan. 25. The exercises of the Institute commenced this evening in the vestry of the Beneficent Congregational Church. They were opened with prayer by Rev. E. M. Stone. Mr. J. J. Ladd, of Providence, President of the Institute, presided, and called the meeting to order, when Mr. Gallup, of Coventry, was chosen Secretary protem. A Committee on Nominations, with reference to the annual election of officers, was then chosen, consisting of Messrs. Stone and Mowry, of Providence; Kendall, of Bristol; Gallup, of Coventry; and Foster, of Westerly. A vote of the meeting was taken constituting the present Board of Editors of the RHODE ISLAND SCHOOLMASTER, a Committee to report a plan for the future conduct and policy of that journal. Rev. B. G Northup, agent of the Massachusetts Board of Education, then delivered a lecture, a synop. sis of which is here appended, upon THE RELATION OF MENTAL PHILOSOPHY TO EDUCA- Mental Philosophy is regarded by many as a purely speculative science-a system of intangible abstraction and scholastic refinement, fit only for the cozy speculations of the cloister, or the amusement of metaphysical dreamers. Its boasted discoveries, whether true or false, are pronounced sterile principles, without popular power or practical utility. But the importance of Philosophy is none the less real. Science herself, with all her material splendors, owes her origin and progress to the philosophy of Ba con. erful incentive to their earnest culture. But, while it exalts the mind, it humbles the man. In Philosophy is verified the maxim that The pride of man in what he knows Keeps lessening as his knowledge grows. As this sense of ignorance is the first step towards knowledge, and a constant stimulus towards higher attainments, so, on the other hand, conceit of wisdom enervates the mind and lessens the incentive to studiousness. Associated as teachers constantly are with beginners, and separated in their professional work from equals and superiors, it would not be strange it they should assume an air of dogmatism and fail to illustrate the modesty of true science as happily by example as precept. Thirdly-A true understanding of the relation of mental philosophy to education would greatly modify if not revolutionize our systems and processes of instruction. In the first place this science raises the What more especially question-What is the mind? is the juvenile mind? By renewing his youth, reproducing his early feelings, impressions, dificulties and varying experiences, the teacher can best prepare himself to appreciate the peculiarities, the intrinsic tendencies, dangers, weaknesses, wants and primal aspirations of the juvenile mind. Without this knowledge he can no more adapt his measures to individual development than the physician can fitly prescribe when ignorant of the symptoms of his patient. He who is to form and mould the mind of the child should carefully inquire what are its powers, capacities and organic laws of growth. The builder of an engine carefully studies the properties oft' e appropriate metals and the laws of steam; and shall the instructor, who is literal sole business is to mou'd the mind, neglect to study its nature, powers, methods of development, causes of weakness and strength-of health and disease. In this age, and in this very day more than any oth-ly, as the word implies, an inward builder, and whose er, principles control the destinies of the nations. The force of terror must decline as ideas rise. Temporary excitements may occur; passion or party may rule the hour; but principles alone can hold permanent sway. To the disunionists of our own land no drawback has been so disheartening as the utter failure of their efforts to awaken any sympathy among the Powers of Europe or with any party at the North. In the second place, this science raises the question, what is the great end of intellectual education, to which all its processes should be strictly subordinate? is knowledge, or the discipline gaiced by the right acquisition of knowledge, the primary end of study? I would urge the claims of Mental Philosophy upon Each text-book and subject of study should be regardteachers, solely upon the ground of its practical rela-ed, not as an end, but as a means of energizing the tion to their daily work. It is emphatically the pro- mind and forming righ mental habits. fessional study of the teacher. In the third place, this science raises the question, In the first place, in respect to his own mental dis- what is the order as to time in which the faculties are cipline, this study will be of pre-eminent importance to be addressed and developed? This, when properly to the teacher. Just views of the laws and capacities answered, will effect radical changes, especially in priof the mind are obviously conducive to self-culture, mary schools, and suggest numerous and useful methfor they reveal the conditions and methods of growth ods of interesting children and of quickening and guidand progress. Every reflecting mind will have some ing the juvenile mind. Early facility in reading fosters Philosophy, and certainly the teacher should have a love of learning and a fondness for books, while aversome definite system; for his Philosophy, whatever it sion to study and a hatred ofschool are often produced may be, will mould and direct his efforts and plans for by tasking children in grammar and other subjects beself-improvement. No science is better adapted to 1ore they can easily read and understand them. sharpen, energize and expand the mind and form habits In the fourth place, Philosophy asks, what is the of attentive discrimination and reflection. It habitu-specific purpose and power of each faculty, and what ally trains the mind to acumen in detecting subtle dif- methods are most conducive to its healthful training? ferences, and it necessitates mental concentration. That is most valuable in education which sets the mind to the most intense activity. Again: The teacher will be compensated for the study of Mental Philosophy by its tendency to exalt his estimate of mind. A clear consciousness of the lofty powers which God has implanted in the human soul, The teacher should learn a great variety of simple and effective methods to train the perceptive faculties, and these processes will charm and fascinate children, and rapidly mature into self-repeating habits which will render them keen and accurate observers of things. In the fifth place, Philosophy leads us to inquire, what are the educational forces and instrumentalities, |