which heretofore some teachers of common schools have seemed to entertain, against the higher grades of education. Even in the mechanical trades, it is the natural course of things, and the interest of those engaged, that there should be gradations in the ranks of those employed. In carpentry, for example, neither the apprentice nor the journeyman desires to pull down those above him, but he seeks himself to become a master-builder. And if he has the native talent-the industry and perseverance needed, he may acquire learning, and not only become the master builder of his own town, but in time the accomplished architect; sought after by distant cities and states, to plan the lofty church, and the spacious capitol, that thus with a Jones or a Latrobe, his name may pass into history. In the same manner are the highest grades in the profession of the educator, accessible to the devotion, the genius, and the industry of the yet unfledged aspirant. Great good, as we have seen, may be exerted by the Teachers of our country. And we have but glanced at the urgency of the times, which requires that the lamp of Education should be kept freshly trimmed, and her votaries up and doing. Look at the newly acquired regions of the West, with their ignorant population. Look at the hordes of uneducated emigrants from Europe; a number nearly double swarming each year upon our shores, to that of the present entire population of New-Mexico and California. And these all, if they live morally, must live with our life-be warmed with our hearts' warmth, and enlightened with rays of science beaming from our minds. How important and urgent then, is the duty to increase within ourselves these moral and intellectual element. There is much in our meeting here, promotive of this great object. Each of us may learn from others engaged in the same pursuits: and we may each have our hearts warmed, as well as our minds enlightened; and we may gain that valuable esprit de corps" which gives to each a confidence in exerting his energies, that he is supported by his associates. In the military, it is necessary for this, that recruits be exercised in company with their companions in arms. Those who have not been thus disciplined, sometimes falter in the battle, and fail to put forth their best efforts-not because they are deficient in natural courage, but because each one knows that he cannot by himself overcome a host: and he has not like the drilled soldier, learned to regard himself but as a part of an army, the whole of which is fully able to subdue the foes of his country, and to cover himself and his corps with renown. Thus may it be with our Association. If we have before us, an arduous conflict against ignorance, indifference, prejudice and vice, may we each feel that ours are not isolated efforts, but that we are marching, side by side, with sound heads and resolute hearts. Onward, then, my friends! Onward to victory. Let us not ask what good can we get, but what good can we do? And God will assuredly be with us, and lift up the light of his own blessed countenance upon us. CHILDREN'S OBSERVATION.-Nothing escapes the knowledge of the child, not even a change in the countenance, or in the intonation of the voice. They very early learn to know, by the looks of the parent or by the tone used, when it is necessary to obey, and when they may with impunity continue their disobedience. It is a great mistake, in the government of many, that they raise the voice when insisting upon obedience to a command:--the child will always wait until the ele vated tone assures him that it will be perilous to refuse. A mother overheard the following remarkable, certainly instructive, conversation, between a boy and a girl, the former of whom was the oldest. They were making a disturbance in the entry, while she was conversing with a lady in the adjoining room. In her ordinary tone of voice she requested them to be still. "Oh, well," said the little boy, "she don't care; she wont punish us; and they began to play again. "Be still, children," said the mother again, in the same tone of voice. This time the little girl stopped; but the little boy commenced again by saying, "Don't be afraid, she never punishes us without speaking louder first!" It was a very good lesson for the mother. Upon consideration she found that the observation of the little fellow was true, that when she really meant what she said, she elevated the pitch of her voice. It is on this account that the parent is often obliged to repeat the command several times before the child obeys; the child is waiting to learn from the countenance or tone whether the word must be obeyed or whether it may be evaded. Let the request be clearly stated, but in the usual tone of voice, and without repetition. This course, if habitually followed, will secure the immediate obedience of the child, and save the pa rent much unnecessary trouble. POLITE MANNERS.-The Boston Museum has particularly that part of it which recommends an article on this subject which pleases us much; making politeness and ease of manners a part of common school exercise. The truth is, our cient in exercises of a practical nature. A little schools, public and private, are inexcusably defiless instruction in the dead languages, mathematics, and the sciences, and a little more attention would prove decidedly advantageous to the rising to studies of a truly practical, every-day nature, generation; and those who wished to pursue the classics more extensively, could do so after having entered upon the duties of their profession. the Museum. "Polite manners, self possession-why should they not be inculcated in our schools? inquires "Every body knows the good effects which the members of a well-bred and intellectual family exercise upon each other. The common government under which they are placed, and the unrestrained and corrective communion which they enjoy, far better fit them for the world, than if cast alone upon it, to battle without example, save from strangers. With strangers they will advance slowly, distrustfully and with diffidence. At home they feel like equals, and if taught or censured, they acknowledge the right of the teacher or censor. "For this reason we think that if politeness and propriety of manners were taught in public schools, where the scholars are, in a degree, a family, the beneficial effects would speedily be seen, and particularly so at the close of their studies, when they launched forth upon the world the barks of their fate, and mingled in the ranks of men, divested of the uncouth mien of the unduly timid and bashful. Of course, all cannot be ALBANY, MAY 1, 1849. fashioned alike. Birch never grew that could DISTRICT SCHOOL JOURNAL. drive courtesy through the skin. Book was never bound that would transform a born ass into a studied sage. Clowns and idiots may still be clowns and idiots; but none so low that he cannot be raised; none so awkward and foolish that he cannot be improved by teaching. Who get through the world the fastest? Who drive ahead and defy competition? The self-possessed. The men who, armed with sterling stuff, have the energy to employ it; who dare to dash ahead, and who as often conciliate as conquer." Horace Mann's Twelfth Annual Report. We have been favored with a copy of the Twelfth Annual Report of the Massachusetts Board of Education, together with the Twelfth Annual Report of the Secretary of the Board, which forms a document of one hundred and THIS LIFE.-Life is beautifully compared to a fountain bed by a thousand streams, that perish fifty-five pages, with an appendix giving a large if one be dried. It is a silver cord, twisted with amount of statistical information in regard to the a thousand strings that part asunder if it be schools of that State. This is the last Report of broken. Frail and thoughtless mortals are sur- the late Secretary, who has for many years filled rounded by innumerable dangers which make it much more strange that they escape so long, the office with high credit to himself and eminent than that they sometimes perish suddenly at last.usefulness to the cause of popular education. It We are encompassed with accidents every day, contains the results of matured observation and to crush the mouldering tenement which we inhabit. The seeds of disease are planted in ou a thorough practical knowledge of the excellent constitutions by nature. The earth and atmos- school system which he has invigorated by imphere whence we draw the breath of life are parting his own enlightened energy to its workimpregnated with death-health is made to ope-ings. rate its own destruction. The food that nourishes, contains the elements of decay; the soul that animates it by a revivifying fire tends to wear it out by its own action. Death lurks in ambush along our path. Notwithstanding this is the truth, so palpably confirmed by the daily examples before our eyes, how little do we lay it to heart. We see our friends and neighbors perish among us, but how seldom does it occur in our thoughts, that our knell shall, perhaps, give the next fruitless warning to the world. BLESSINGS FOR ALL.-"I reckon it," says Miss Martineau in her new work, 'Household Economy,' "a great natural blessing, that the main events of human life are common to all, and that it is out of the power of man to spoil the privilege and pleasure of them. Birth, love and death, are beyond the reach of man's perverseness. They come differently to the wise and foolish, the wicked and the pure, but they come alike to the rich and poor. The infant finds as warm a bosom in which to nestle in the cottage as in the mansion. The bride and bridegroom know the bliss of being all the world to each other, as well in their Sunday walk in the fields, as in the park of a royal castle. And, when the mourners stand within the enclosure where rich and poor lie down together,' death is the same sad and sweet mystery to all the children of mortality, whether they be elsewhere the lowly or the proud.” The Normal Schools are described as being in excellent condition, and fulfilling the high and important objects of their creation. The Board, in their report say, "the more we see of the benign effects of the system of Normal Schools, the more fully are we persuaded that the establishment of them was wise and judicious." The number of pupils in the West Newton Normal School at the commencement of the present term was 77, and is at the present 70. The number in the Normal School at Westfield in the winter term was 48; in the fall term, 76-average 59. The number in the Normal School at Bridgewater is not reported. Among the gratifying facts, presented in the report of the Secretary, is the increase of appropriations for Common Schools which has been made during the last eleven years. The appropriations for 1847-8 amounted to $649,943.45. In 1837, the appropriation was less than $400,000. It will be seen that the amount of the appropriations has nearly doubled during a period of eleven years. The estimate for 1847-8 is exclusive of the income from the sur object, and also of the cost of school houses, school books, libraries, apparatus, &c. WOODWORTH'S YOUTH'S CABINET.-This excel-plus revenue, devoted by some towns to this ⚫lent monthly for youth commenced a new volume on the 1st of January. Each number contains a large variety of useful and interesting reading matter, wisely adapted to the tastes and capacities of those for whom it is designed. It should be on the table of every well regulated family. We cannot conceive of a more profitable way of investing a dollar a year for the benefit of chil-teachers employed. dren. The number of teachers employed in our schools in 1847-8 was as follows:-2424 males, and 5510 females. In 1837, the number of male teachers employed was 2370, and of females, 3591, showing an increasing proportion of female The Secretary observes that in no part of the Published by D. Austin Woodworth, New common school world does the number of female teachers bear such a ratio to that of males as in York, Massachusetts. Females are ordained by nature to be the companions and instructors of the young, and are better, adapted by the gentleness of their disposition, and the vivacity of their affections, for the sacred work of teaching and training, than male teachers ever can be. The number of public schools in 313 towns in the State is 3653. The whole number of scholars of all ages in all the public schools in 1847-8, was in summer 165,132-in winter 185,000. The average attendance in all the schools was in summer 123,046, and in winter 143,878. The average length of the schools in the State, during the last year, was 7 months and 22 days. The average wages paid to the teachers per month was $33.05 for males, aud $14.13 for females. The number of incorporated academies in the State is 67, in which are instructed 3862 scholars at an aggregate cost of tuition of $61,308. There are also 1096 private schools in the State, with an average number of scholars of 27,216, at an aggregate cost of $245,848 for tuition. The amount of money invested in the public schools of the State is estimated at $2,750,000. The Secretary says, at least $2,200,000 of this sum have been raised and expended since the report on school houses and school house architecture was made by the Board to the Legislature in 1838. The town of Brookline raised the highest amount per scholar for the support of her common schools, being $8.52 for each; and the town of Williamstown the lowest, the sum being only $1.22-a disparity that ought not to have been created. The average amount appropriated in the State to each child, was $3.54. In relation to the attendance, the Secretary remarks as follows: "The average attendance for the last year's summer term, was 123,046; and the average attendance for the last year's winter term, was 143,878. Take the whole number belonging to the State, who were between the ages of 4 and 16, (=214,436,) and subtract from this the estimated number of those who attend academies and private schools, and who do not depend upon Common Schools for their education, say 12,000 -and there will still remain 204,346, who are wholly or mainly dependent upon the Common Schools for all the education they will ever receive. The whole number registered as belonging to the summer schools, last year, was 165,132; and the whole number registered as belonging to the winter schools, was 185,000. But of these, 3,656 were under the age of 4 years, and 9,977 were over the age of 16 years. Deduct those under 4 from the summer, and those over 16 from the winter schools, (because those under 4 very rarely attend school in winter, and those over 16 as rarely in summer,) and it thus appears that the whole number between 4 and 16, who belonged to the summer schools, during any part of their term, was only 161,476; and the whole number between the same ages, who belonged to the winter schools during any part of their term, was only 175,023. Hence it also appears, that, of those supposed to be wholly or mainly dependent upon the Common Schools for all the school education they will ever obtain, there was an unbroken and total absence, in summer, of 42,960; and, in winter, of 29,413;-that is, there was this number of children who, respectively, during the summer and winter terms, were not brought, for a day, within the influences of our schools. But another, and a scarcely less deplorable Many of those whose names were enrolled upon phase of the subject remains to be presented. the Register book of the schools have a flagrant amount of absences to atone for. The average attendance, in summer, was but 123,046, and, in winter, but 143,878. Hence, of the 204,436 children, supposed to be dependent upon our Common Schools for their education, there was an average absence, during summer, of 81,390; and an average absence, during winter, of 60,558. In strictness, too, a still further reduction should be made from the number of attendants, both on account of the 3,656 children, under the age of 4 years, who were enrolled in the summer schools, and on account of the 9,977, above 16 years of age, who were enrolled in the winter schools. But I forbear; for it cannot be necessary to add another repulsive lineament to the deformities of a picture already so frightful. Indeed, one would naturally say before hand, that such a likeness, copied year after year from a genuine and indisputable original, would prove too much to be borne by any one, did not experience demor strate, that there must be about one quarter part of the parents in Massachusetts, whose ner vous tissue, on this subject, can bear anything."" We have been thus particular in stating these facts in regard to the practical workings of the Free School system of Massachusetts, because there are many graduates of these “colleges for the people" in this State who will be interested in observing the progress they indicate. Wherever the sons and daughters of the old Bay State have established their home, may be found the most cogent arguments in favor of an Educational policy that extends its benign influence to every child, nor do they deem it money wasted and time lost when employed in giving knowledge and virtue to the rising generation. THE DOCUMENTARY HISTORY OF THE STATE OF NEW-YORK; arranged under the direction of the Hon. CHRISTOPHER MORGAN, Secretary of State, by E. B. O'CALLAGHAN, M. D. Vol. 1. Weed, Parsons & Co., Albany. A valuable work of the above title has just been issued from the press of WEED, PARSONS & Co. It supplies a deficiency in the early history of this State which has greatly interrupted the chain of narrative in every historical work of the country. The documents from which this book is cómpiled were found in the office of the Secretary of State and other public offices within the limits of the early settlements, and were deemed useless or valuable only as curiosities, in consequence of the magnitude of the labor of arranging and translating their contents. Amid this antiquated rubbish were concealed many interesting and important truths, the discovery of which will well repay the labor and expense of their reproduction. The Secretary of State has rendered the public a most important service in reclaiming so much that oblivion would soon have placed beyond the reach of human effort, and his administration of the office will be associated with this great literary enterprize,and awaken the most profound sensations of gratitude, as long as the history of the Empire State shall be of interest to the public. The translator and compiler of these papers, Dr. O'Callaghan has been indefatigable in prosecutign a work for which he is eminently qualified. Having applied the energies of his gifted mind to the study of history con amore, he has been enabled to discover much that would have escaped the observation of thousands employed upon the same work. We therefore feel the utmost confidence in saying that this work will be regarded with great popular favor. No one anticipated that such valuable results would be attained in carrying out the provisions of the joint resolution of the Legislature of 1848. It was offered at the request of Mr. Morgan, and adopted 11. Papers relating to Count de Frontenac's Expedition against the Onondagas, 1696. 12. New-York Army List, 1700. 13. Census of the counties of Orange, Dutchess and Albany, 1702, 1714, 1790. 14. Cadwallader Colden on the lands of NewYork, 1732. 15. Papers relating to the Susquehannah river, 1683-1737. 16. Papers relative to the early settlement of Ogdensburgh, New-York, 1749. 17. Papers relating to the erection and capture of Oswego, 1727-1750. 18. Papers relating to the Oneida County and and Mohawk Valley, 1756-1757. 19. Papers relating to the French Seigniories on Lake Champlain. 20. Papers relating to the boundary lines be tween the whites and Indians, 1760. 21. Papers relating to the city of New-York. 22. Papers relating to Long-Island. 23. Statistics of the population of the Province of New-York, 1647-1774. 24. Statistics of Revenue, imports, Exports, &c. 1691-1768. 25. Papers relating to the trade and manufac tures of New-York, 1605-1757. 26. Gov. Tryon's Report on the State of the Province, 1774, with map. The work will contain engravings of the maps and drawings accompanying these papers for on his solicitation; yet at the time, the importance purposes of illustration, by which its value will and interest of the enterprise could not have been understood. In support of this remark, we add the table of contents of the first volume. 1. Papers relating to the Iroquois and other Indian Tribes, 1666-1763. 2. Papers relating to the first settlement at Onondaga, and the discovery of the Saltsprings at Salina, 1654-8. 3. De Courcelles' and De Tracy's Expedition against the Mohawk Indians, 1665-6. 4. Reports on the Province of New-York, 1669-1678. be greatly increased. The Legislature have ordered the publication of twenty times the usual number of this work. We have no doubt that our enterprising book publishers will supply the demand, which must will seek such information with avidity; and we be very large. People, in this age of reading, hope, will be able to find it in every school library in the State. The work will contain about 800 pages octavo. e. Origin of Teachers' Institutes. The first one ever held was at Ithaca, N. Y., vention of Teachers, called by J. S. Denman, Esq., at that time Superintendent of Common 5. Papers relating to Hungry Bay, Jefferson in April, 1843. It originated in a county Concounty, 1684. 6. Governor Dongan's report on the state of Schools in Tompkins county. The Convention the Province of New-York, 1687. met in December, 1842, for the purpose of consulting on the interests of education. Salem Town, Esq., widely known in connection with these interests, was present on that occasion, and proposed that a session of Teachers, for two weeks, be held at some future time. The Convention adjourned to April, 1843, for this purpose; and this was the origin of the Institutes, the benefits of which have been tested in most of the counties in half the States of the Union.The order of exercises in the first Institute has 10. Civil list of the Province of New-York, been substantially followed in all subsequent 7. Papers relating to M. De Nonville's Expedition to the Genesee Country and Niagara, 1687 8. Names of the male inhabitants of Ulster County, 1689. 9. Papers relating to the Invasion of NewYork, and the Burning of Schenectady by the French, 1690. 1690. ones. Hon. Salem Town, Rev. David Powell, and James Thompson, Esq., (now Professor in nevertheless, I firmly believe (and I do not Transylvania University,) were associated with speak this without an acquaintance with the subMr. Denman in the business of Instruction. Re-ject,) that the supply has equalled the demand. solutions were passed, signed by Hons. Cha's. Humphrey, Levi Hubbell, David D. Spencer, and others, citizens of Ithaca, " recommending the subject to the consideration of our fellow citizens in other counties, believing that no expedient has hitherto been tried so well calculated to elevate the character and qualifications of Teachers, and to improve the condition of the Common Schools of the State. For a concise statement of the best method of conducting Institutes, see a communication from S. Town, Esq., appended to the Report of Secretary of State, on Common Schools of the State of New York, for 1849. From this we learn that one hundred Teachers were present in Ithaca, in April, 1843; the whole number of institutes organized in this State, up to the close of 1847, was sixty-nine; Mr. Town has, in this capacity, instructed not far from five thousand teachers; and the whole number taught in this State up to the present time, will exceed ten thousand.-Auburn Daily Advertiser. The above is correct. We were present at the convention in 1842, and heard the conversation in regard to the proposition for organizing Teachers' Institutes. The details of the plan, and the general utility of such meetings, were discussed on the evening previous to the convention by a few friends of education, at the Clinton House in Ithaca. Mr. Town then made the proposition to continue the meetings of Teachers for two weeks, and suggested the system which has since been adopted in this and several other States of the Union. Mr. DENMAN, now editor of the Student, had invited the few friends who were present to meet at Ithaca, for the purpose of originating some plan to improve the qualifications of Teachers and give efficiency to their labors. The result was the introduction of Teachers' Institutes, the first of which was held at Ithaca, as stated above. Free Schools-Schools in Lowell. Seeing by the prints that a bill for the establishment of free schools is before the New-York Legislature, I cannot forbear saying a word on a matter which lies so near my heart. Free Schools! Who can fully estimate the vast importance of these two words? Intelligence and happiness, not for the few but for the million. Make education free to the lowly as well as to the high-born, and you have nearly if not wholly swept away those false distinctions in society which in time will strike a death-blow at the very root to republicanism. For the past few years many educational movements have been made in New York, and that much good has been the result none can doubt; but as well might a scholar expect to make good progress by commencing with the higher branches of an English education, and leaving first principles to be learned last, as New-York, permanently to improve her schools until this first great step has been taken The great cry has been for better teachers, yet That another body of persons can be found Free schools were established here under the |