that a volume is very much needed upon the whole subject of methods of instruction for primary schools, and that several other volumes are also especially needed to aid primary teachers to introduce a new era in elementary training.

A work on Elementary Moral Instruction, explaining, in a simple manner, social duties and our relations; a select-very select-volume of Authentic Narratives, for the teacher to use with little children; an appropriate, practical work on the Culture of the Senses, and a simple, yet interesting collection of Object Lessons, are all very much needed for the classified primary schools of the state.

In the next number of the Journal, the course of instruction for secondary schools will be presented.

SANDUSKY, September, 1854.

M. F. C.

Thoughts on Moral Training.

No. II.

DUTY OF BOARDS OF EDUCATION.

The views, so imperfectly sketched in the January No. of the current volume of the Journal, respecting the duty of School Examiners, with reference to moral training, have at least met with tacit admission. It was hoped that they might, ere this, have called out the opinions and the thoughts of others, on this, the most important and delicate duty devolving upon Examiners, to guard the school house against the intrusion of the immoral teacher.

If it be the imperative duty of School Examiners, as it is there maintained, to protect the morals of the rising generation, by refusing to grant certificates to all those candidates in whose good moral character they have not entire confidence, what is the duty of Boards of Directors with reference to the same subject? Surely the least that can be justly expected of them is, that they shall be equally vigilant and watchful over the morals of the particular school or schools under their jurisdiction. Their rights and their duties, in relation to this matter, are topics of interest, and are well worthy of the careful consideration of those who are, or who may be, called to this important trust.

As to their rights, they are ample. The law makes them, for the time being, and for the purposes in view, the district, i. e. the parents,

or rather the guardians of all the children who enter the public school or schools of the district, and it is their right, and this implies that it is their duty to protect their children, i. e. all the children of the district, to throw around them all the guards that they would throw around their own offspring. It is their right, and no less their duty, to know the character of him to whom they commit the priceless treasure entrusted to them. And that they may know the character of those whom they are about to employ as teachers, they should, unless well assured already of the fact, by dilligent and careful inquiry fully satisfy themselves that the applicant is of irreproachable moral character. If this fact be not ascertained, or if the School Director places in the school room as a teacher one whom he would not receive in his own family, as a private tutor of his own children, he is guilty of gross violation of a sacred trust. How else can be interpreted the oath, which each member of the Board swears with uplifted hand? Can he do less than this, and yet discharge the duties of his office "according to law, and the best of his ability?" Is the moral purity of sixty, or it may be six hundred children, less important than that of his own six, or perhaps one? Surely no one in his senses will say this in words, and yet how many hundreds, by their actions, express this opinion! And how great the folly to attempt to guard the morals of one's own children, and at the same time to commit the children of others to the care of an immoral teacher!

It seems to be the opinion of some, indeed of very many, that if children are "properly instructed at home," it matters little what the character of the instruction at school may be. But, alas! it is to be feared that the children of such parents are far from being properly instructed at home, even.

But some may say that "it is the business of the Examiners to ascertain and certify that the applicant is a person of good moral character,' or else reject him, if such be not the case. Granted. But does it follow that you are to be led blindly by this certificate? Does it follow that the Examiners of your county are always sufficiently careful never to omit, or do but indifferently, some part of their duty? And is not this at once the most difficult and the most delicate part of their duty, and hence most likely to be neglected? And do you not know that they are liable to be deceived in this particular, after their best endeavors to do their whole duty?

But after the teacher has been selected with proper care, and the school is commenced, has the Board of Education any farther duty than

to provide for the physical comfort of teacher and pupils? Each member of the Board has still a duty no less imperative resting upon him. To make assurance doubly sure, he should frequently visit the school, not with a fault-finding spirit, but with a desire to become intimately acquainted with the teacher, with his character, his influence upon the children, both social and moral, his habits, both of body and of mind. For a like object, among others, he should associate with him out of school. And if the result of this more intimate acquaintance convince the Board that the teacher's moral character is not such as it should be, if his habits and practices, whether in the school room or out of it, be such as to lead the scholars, if fully known to them, to see less beauty in well-doing, and less deformity in wrong-doing, then should they at once dismiss such an unworthy teacher from his desecrated post, and report their action, and the ground of it, to the Board of Examiners, for the protection of others. I am aware that to some this may seem too severe; but I ask, is it not strictly in accordance with the Golden Rule? yea, more, is it not positively demanded by the spirit of that rule? May the assassin be repelled, and the community not be warned that he is in their midst? No. Then should not the immoral teacher be privately dismissed. And yet experience shows that there is ground for fear that many School Directors would give, and do give, certificates of good moral character to those whom they would not employ for the very reason that their characters are not moral, and that too, when by means of these certificates they are to get one from the Board of Examiners entitling them to a place in some other school.

No one can look at all the facts which bear upon this subject, without acknowledging to himself that Boards of Education under-estimate the importance of their office; that they fail to realize that upon them rests, in an important sense, the responsibility of the character of the rising generation; that upon their acts depends, in no small degree, the perpetuity of our free institutions, and the temporal and eternal well-being of children's children to remotest ages. What school officer can look along down the future of this mighty Republic, washed by two oceans, thousands of miles asunder, and not feel his bosom swell with emotions too big for utterance, in view of the magnitude and importance of the work in which he is called to act!

GRANVILLE FEMALE SEMINARY.

S. N. S.

Difficulties in School Government.

It has been already intimated that there are difficulties in the government of schools which no skill or management on the part of the Teacher or others can entirely obviate. One of these arises from the impossibility of suiting the penalty for transgression to the nature of the offense and the character of the offender. Every person of common sense knows that in every government penalties must be annexed to the violation of its laws or regulations, and that these must be of such a nature as most effectually to accomplish the objects for which all punishments should be inflicted. To determine in all cases precisely what the penalty should be, and to mete out the reward of transgression according to one's sense of propriety and the circumstances of each offender, without subjecting the Teacher to the charge of partiality, is no easy task. Parents can do it if they will, but the Teacher can not thus readily.

But even this is a trifling evil compared with another. It is true, that no sane man will deny that there should be some penalty for the voluntary neglect of known duty, or the willful violation of wholesome rules; but the relations of parents to scholars are such, that unless the course adopted by the Teacher secure their sanction, or at least escape their censure, their condemnation, it will exert no reforming or restraining influence upon the scholars. But with the various and conflicting views held by parents, how shall the Teacher secure their influence on his side? One says, "I do not wish to have my child whipped, under any circumstances whatever ;" another, “if my child does not conduct himself properly, or learn as he ought, I wish you to flog him soundly and report him to me, and I will do it again.' A third will not have his deprived of his recess, or kept a moment after school; a fourth would have both done, if the scholar will not study without. And thus might we go on through the whole school without finding any two who would entirely agree in regard to the course which they would have pursued with their children.

Now, is it not perfectly obvious that the Teacher can not comply with the wishes of all these parents; that, should he attempt it, he would at once subject himself to the charge of partiality, and thus lose the confidence of his scholars and forfeit the respect of those whom he attempted to please? What then follows, but that he must understand his own business, must be supposed to be competent to manage his school, and

be allowed to do it according to his own judgment, without interference, at least, till he is found to be incapable of doing it properly?

We believe this to be the proper course, and the only proper course; and feel confident that parents who will pursue it, who habitually give their children to understand that they expect the Teacher to do right, that they rely upon his discretion, and his sense of justice, will seldom have occasion to feel that such confidence has been misplaced.

A. D. L.

HOME EDUCATION.

Much of the great work of education must be done by parents: the formation of the manners, the dispositions and the habits of children, is preeminently their work. On each of these subjects much might be said; the following quotations are appropriate :

Home Politeness.

'Why not be polite? how much does it cost to say 'I thank you?' Why not practice it at home? to your husband? your children? your domestics? If a stranger does you some little act of courtesy, how sweet the smiling acknowledgment; if your husband, ah! it's a matter of course-no need of thanks.

to

best,

Should an acquaintance tread on your dress, your best, very and by accident tear it, how profuse you are with your ‘never minds, don't think of it, I don't care at all.' frown; if a child, it is chastised.

66

If a husband does it, he gets a Ah! these are little things, say you.

They tell mightily upon the heart, let me assure you, little as they are. Why not be polite at home? why not use freely that golden coin of courtesy? How sweet they sound, those little words, I thank you,' or 'you are very kind.' Doubly, yes, thrice sweet from the lips we love, when heart-smiles make the eye sparkle with the light of affection.

66

Be polite to your children. Do you expect them to be mindful of your welfare? to grow glad at your approach? to bound away to do your pleasure before the request is half spoken? Then with all your dignity and authority, mingle politeness; give it a niche in your household temple. Only then will you have learned the true secret of sending out into the world really finished gentlemen and ladies."

Be kind to Children.-Coming to the office one morning last summer, we passed near a house where a little boy of not more than two years had crept out upon the steps, and leaning upon one hand, was peering curi