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118, 146, 259||School Government,
289 School House Dedications,
313 School Houses,




381 School Ma'ams Perfumery,
353 School Punishment,



51, 351



Madison Norm. and High School, 94, 193 School Reports,

Map Drawing,
Marathon County,
Marquette County,

45 School Visitation,
380 Sheboygan County,

124, 190, 287, 349
151, 183, 217, 250, 280, 340, 373.
Meetings of (Com. Sch.) Teachers, 176

Military Education,
Milton Academy.
Mineral Point,


Moral Education,

Short Articles, 3, 8, 43, 51, 77, 81, 82, 104,
182, 183, 209, 218, 249, 281, 330.
Sill, Prof., Lectures on Grammar,
Social Evils in Schools,

28, 225, 256, 288 Something About the Journal,

192 Standard of Qualifications, &c.,




118 Sparta,

63, 257


63 State Certificates,

103, 121

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Morals and Manners in our Schools, 50 St. Croix County,

139, 188.

More Method Wanted,
Mother's Influence, the,
Multiplication Table, the,


New Jersey,
New York,

Normal Classes, 1861,

Norm. Dept. of University,
Normal School Board,
Normal Schools,
Nouns of Multitude,
Object Lessons,

One Year The Result,
Oral Teaching,

Study of Latin, the,

241 Suggestions to School Boards,
288 Summary of School Statistics,

253 84, 116, 185, 219, 312, 341, 372.
19 Tafton Collegiate Seminary,

258, 318 Tardiness,

20 Taxes-Institutes,

21, 94 Teachers' Associations,

7 Teachers in Wisconsin,

107, 109, 223, 271 Teachers' Manuals,

288 Teachers' Reports,

376 Teaching a Profession,

48 Theory and Practice,

Our Educational Wants,

118, 146, 259

95, 225, 382







157, 193








191, 257, 286




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Relations of Schools to Each Other, 133 Vocal Culture,

Relations of Colleges to Education Walworth County,
133, 211 Waukesha County,
327 Waupaca County,

and the Community,

Relief for Primary Schools,

Religion and Education for All Men, 82 Waushara County,
Report of State Supt., 1862, 252, 283, 316 Wayland University,
Reports of County Supts., 219, 250, 284

302, 335, 355.

Rhythm in Prose,

Roll of Honor,

Sauk County,
Saxon Words,
Scientific Schools,

School Discipline,

113 Who Takes the Lead?

191 Who Wants $4 a Day?

96 Winnebago County,

225 Wisconsin Female College,
181 Wood County,

146 Worth Thinking of,


29, 160, 190, 349

30, 190, 349

64, 124, 161

287, 349


We are Coming, Father Abraham,
Who is a Professor ?





161, 320, 349


126, 287, 348


323 Yellow Leaves,


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The subject of moral education demands even more urgently, the attention of all friends of our public schools. The great ends of educa tion, whether to the individual or the State, are chiefly moral. The good of the child and the good of society, alike rest down not so much on the powers of the understanding, as upon the qualities of the heart. The trained intellect is indeed a power; but so also is a whirlwind. Of what value is power when not under the control of wisdom, and directed to useful purposes? We may well pause and ask, are we conferring either a blessing upon our children, or a benefit upon the State, if our schools do not improve the hearts of their pupils as well as increase their intelligence.











But a more convincing argument in favor of positive and systematic moral education, may be urged, if we can show any practical means by which such an education can be carried on in the schools. I proceed, therefore, finally, to note the various elements and methods for this work:

1st. Let the school-houses be made clean. Wipe out from desks and walls, from door-posts and lintels, from clapboards and fences, those foul scriptures of vice and pollution which deform so many school buildings, and help to corrupt successive generations of children. Go farther, and make such an air of neatness and beauty reign everywhere, that the childish spirit of destructiveness shall be repressed, and the pupils shall be won insensibly to carefulness and order.

2d. Let the school-yards be separated by a high and close board fence, in the rear of the building, so that each sex may have its own grounds, free from all intrusion of the other.

3d. Let the play-grounds never be left without the supervision of a

teacher when the pupils are there. To accomplish this they should not be opened to pupils till a fixed hour, when the teacher should be present. If the recesses, also, be given to both sexes at once, the teacher may go with his pupils on to the play ground, and while he encourages the cheerful hilarity of the games, his presence will hold in awe the quarrelsome spirits or profane lips, which will otherwise work so much evil. It is the unrestrained and unwatched association of pupils, good and bad, upon the play-ground, that forms one of the most fruitful sources of moral corruption. Remove this, and we have abated, at one blow, more than one-half of the dangers that attend our schools.

4th. Secure teachers of sound moral character. The teacher is the living presence whose example and influence fill the moral atmosphere of the school-room with a wholesome fragrance, or taint it with poisonous vice. No qualification of the teacher is so important as those moral attributes which win children by their kindness, and inspire them by their purity. There are teachers whose goodness is so evident, that vice feels abashed in their presence, and whose genuine kindness of heart is so genial, that every noble sentiment and every right affection flourish spontaneously under their eye. "It is mean to lie to Dr. Arnold," said the boys of Rugby school. The open-hearted candor and the generous trustfulness, of their great teacher, shamed them from their habits of falsehood.

With a weak and selfish, or a passionate and fretful teacher, the very air of the school-room will be haunted with a spirit of evil and misrule, and no amount of Bible reading and public prayers can make the moral influences good. The teacher who would successfully teach morals, must keep in active exercise the kindliest feelings of his heart. Let him aim steadily and honestly to be what he would have his pupils become, and ask no more of goodness in them than he exhibits in himself.

5th. Good government in school is one of the most potential of all moral influences. And by government, I mean, not merely the administration of justice or the repression of noise, but the maintenance of good order and regular system throughout all the exercises of the school. Neatness, order, and quiet; those are the indices of good government, and these are all friends of virtue. The child that has been taught the great lesson of cheerful obedience to rightful authority, and has been trained to the wholesome habits of regular industry and good order, will easily be led to virtuous principles and an upright life.

6th. But besides all these unconscious teachings, there are direct and conscious instructions in morals, which ought to find a place among the daily exercises of the schools. Not, however, in the form of homilies on the several virtues, or set lectures against vice; but rather illustra

tive stories from history or experience, in which virtue and goodness shall shine out in human action, and vice may show its deformity in the wicked deeds of its votaries. The story of Washington's truthfulness as a boy and patriotism as a man, of Joseph's forgiveness of his brothers, of Solomon's choice of wisdom rather than riches, of Grace Darling's heroism, of Lyon's bravery and Ellsworth's piety, will at once enlighten the judgment and inspire the heart. And let the pupil's conscience be trained to correct knowledge of right and wrong by a skillful questioning upon the reasonableness and rectitude of the different examples given, or upon any of the common actions of life. The great moral sentiments of love and truth, love of industry, love of country, love of mankind, and love of God, should be as often as possible awakened in the heart, and opportunities be frequently contrived for the exercise of the virtues of benevolence, temperance, self-control, patience, charity, justice, forbearance, forgiveness, kindness, fortitude, &c. In their exercise the pupil would learn their value and strengthen their power over him. By means such as these daily pursued, the moral nature of the child will gradually unfold itself into settled principles of goodness, and be established in permanent habits of virtue.

Our schools, adding this high moral culture to the intellectual training which they are beginning to conduct with so much sk ll, will crown their pupils with a better than a laurel wreath, and will give to society and the State citizens whose virtues and intelligence will carry the great Repnblic along its pathway of empire and wealth, and work out even grander proofs of the ability of mankind to govern themselves.-Annual Report of Hon. JOHN M. GREGORY, Supt. of Public Instruction in Michigan.

ENGLISH LITERATURE presents to the hungry reader a rich variety of dishes. One can take a cut of tender and juicy Lamb, or a slice of Bacon; nor are the Greenes wanting, If he is not fond of smoked meat, there is the original Hogg, or he may choose a Suckling, or a Kyd. He may have a Boyle if not a roast; and if he is fond of fish, there's Pollock. Some like a dish of Crabbe-a little crusty, yet many prefer a poet still more Shelley. And what for dessert? O-pie. To wash all those good things down there is plenty of Porter, and flowing Bowles, with a Butler to serve them. With such a feast before him, one may "laugh and grow fat" until he gets Akenside, and all SCOTT free. What the Dickens can he want more?-Home Journal.

THE Emperor of Russia has given $25,000 for the establishment of a permanent Observatory on Mount Ararat.



SCENE. HENRY alone in his study. Enter EDWARD, with a cigar in his mouth. EDWARD. Hurrah! this winds up school-days. Now for life. Henry. Heigho! you appear to have steam up this morning. E. Yes, sir, and something's got to move. But what are you moping over books for? Come, put away the rubbish, and take a turn with me. H. Not so fast, my fly-away! Suppose you throw away your rubbish; I mean that cigar you are making such a flourish with, and let's have a little chat. You're getting into such a fume, I shouldn't like to trust myself to go with you just now.

E. Oh, nonsense! you're a natural born old fogy, and you'll never know anything about life. I suppose you mean to grub away at your books until you get to be as wise and as stupid as Professor Brown, who is always in a brown study, and don't know enough to tie a cravat.

H. You talk a good deal about life, perhaps there's more in that word than you think of.

E. Yes, sir, I know there is. I'm like a bird that's been shut up these ten years in a cage of a school-room. How could I know anything about life? But now the door's open, and I'm bound to have my liberty. H. Liberty to do what?

E. Why, whatever comes into my head. I can smoke when 1 like, I can go out out nights, and come in when I please; I can have a jolly spree with the boys, and have good times generally, without any old Brown to do me brown for it.

H. According to your own story, you have merely chosen a new master, or rather, many masters, in place of Professor Brown. You expect to obey whatever notion comes into your head. Your fancy or appetite will say 66 smoke," and you'll smoke. Your companions will say, "Let's have a jolly spree "—that is, "Let's drink wine until we are half crazy and can enjoy acting uproariously and silly," and you'll obey them and make a fool of yourself. Professor Brown never required anything half so unreasonable.

E. But you know a young fellow must sow his wild oats!

H. I don't know any must of the kind. I have determined to see life, too, and to have my liberty, and there shall be no must like that

over me.

E. You're a queer fellow; you never would do like the rest of us; but I can't help liking you.

H. Thank you for your friendship. I wish I might use it for your

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