SELIM H. PEABODY.

SELIM HOBART PEABODY, the ninth President of the Association, was born in Rockingham, Vt., August 20, 1829. His father, though engaged in other occupations, was also an ingenious and successful teacher in the winter schools, and from him his son recived much of his early education. Deprived of his father at the age of thirteen, he was enabled, through the kindness of a gentleman in Boston, to attend the public Latin school in that city for a season; but his preparation for college was effected principally while paying his own way by his own exertions. He taught his first school in the winter of 1847–8, at Lowell, Mass.; his second, in Braintree; and after assisting the Principal of Nashua Academy, N. H., during the summer of 1848, entered the University of Vermont, at Burlington, in the Fall. Still teaching winters, and through his Junior year assisting in the High School of Burlington, but maintaining his rank in college, he graduated honorably in 1852, with a more than ordinary proficiency in mathematical studies. Immediately afterward, he was appointed Principal of Burlington High School; and, in the next year, accepted the professorship of mathematics in the New Hampton Seminary, Fairfax, Vt., and in 1854, that of mathematics and civil engineering in the Polytechnic College of Philadelphia. He remained in this institution three years, performing in addition to his own duties, the kindred ones of the departments of mechanics and of mining, when failing health as well as an inadequate compensation compelled resignation. He removed to Wisconsin in 1859, and after some time spent in the north-west part of the State in the survey and sale of lands for the United States Government, he took charge of the High School at Fond du Lac with such success that he was called, in 1862, to Racine, where, as Principal of the High School and General Superintendent, he well maintains the excellence with which the schools of that city attained under Mr. McMynn. As President of the State Association, he delivered, in 1863, an address, which presented a timely and well-considered outline of the needs and proper organizatiod of a State Industrial College.

CHARLES H. ALLEN.

CHARLES H. ALLEN, the tenth President of the Association, was born in Mansfield, Tioga County, Pa., Feb. 11, 1828, but spent his youth in Hampshire county, Mass., receiving the benefits of a common school education till the age of fifteen. Removing to Jamestown, Chatauqua county, N. Y., he attended an academy for a short time, but his coveted course of study was interrupted by a protracted illness. Recovering, his inclination induced him to commence learning a mechanical trade; but being unexpectedly called to the charge of a school in 1845-6, he evinced such aptitude for the work that his services were afterward in frequent requisition. After two years' teaching, he commenced holding, during his vacations, teachers' schools or institutes with much success. Health becoming again impaired, he was principally occupied for some years in

surveying, teaching, however, in the meantime, a few terms with his brother, in the Academy at Smithport, McKean county, Pennsylvania, and assisting his old instructor, Rev. J. B. Pradt, at institutes in the county of Potter. In 1857, Mr. Allen again joined his brother, F. A. Allen, in teaching, in the Normal School at Westchester, Pa. The next year he was employed by Dr. Henry Barnard to spend his Fall vacation in the series of institutes which he had organized in Wisconsin, and fulfilling successfully the engagement, he was permanently employed in the same work, and in that of examining the "normal classes" in the several institutions of the State. Upon the resignation by Dr. Barnard of his labors in Wisconsin, Mr. Allen continued his work as agent of the Normal Board till 1863, when he was appointed Professor of the Normal Department of the State University, having conducted during the previous year a private normal and high school in the city of Madison. The re-opening of the Normal Department of the State University under Prof. Allen has proved very successful, and much is expected from his labors there. He is at present serving his country, as Captain in the Fortieth Wisconsin, (Hundred Days Volunteers) now at Memphis.—Barnard's American Journ. of Ed.

DEPARTMENT OF PRIMARY INSTRUCTION.

LASHINGS FOR MOTHERS AND EDUCATORS.

CONCLUDED.

After stubborness and obstinacy are inculcated on the child by yielding to the demands expressed in its crying, the development of a perverse will and of arbitrariness will gradually follow. For, instead of implanting and strengthening the power of the will by self-dependent exertions, parents and nurses place them entirely under the control of such a spoiled child, and allow themselves to be forced to submit to the caprices of the crying profligate. Some parents, however, do this very willingly; nay, they are even proud of the firmness of their child, as they please to call its stubbornness. Who then can wonder, that such children do what they please, that their force of will, as it undoubtedly ought to be is not developed to desire and do the good, and that self-control, and particularly obedience-the cardinal virtue of a child— never take root in his character? A survey of nurseries will afford ample opportunity to observe what tyranny crying children exercise over their relatives and nurses, and how the latter, like obedient slaves of ill-bred children, do all in their power to "save them trouble and to keep them in good humor." How can the foundation of self-control and firmness of character be laid by such an education? By indiscriminately complying with children's wishes, parents do not only implant a perverse will and thirst of power in their offspring, but also prevent the development of generosity and charity. The

child should never be accustomed to believe that it can command everybody, or that there is always somebody to assist it, not even in playing. Another great mistake in the education of children is the false training in reference to disagreeable sensations-imparting antipathy against a great many innocent things, and suffering them to get so easily out of temper. The mothers and nurses are, alas, spoiled themselves in this point, and set the worst example to the child by being horror-stricken and disgusted at everything, and by losing their self-control at every surprise, etc. In conducting themselves in this manner, educators always disregard the fact that that the faculty of imitation is all-powerful in the child, and that it accustoms itself just as well to the good as to the bad of its surroundings.

Example without we will never accomplish anything."-Rousseau. If your nurse has a sweet tooth," lies and cheats, why shall your child learn the opposite from her? It is further altogether wrong to pity children excessively if they hurt themselves, or to kiss them passionately when they are indisposed. It is better not to notice the majority of accidents at all, or to restore calmness of mind by exhibiting calmness ourselves. Never try to banish the bad humor of a child by attention, promises, or presents, but by not taking notice of it, by occupation, or even by punishment.

Keep children in good humor by occupation; for activity and not pleasure keeps them cheerful. That man is already educated into a hypocrite and liar, and even into a thief, in the first years of his existence, we can observe in almost every nursery, only we do dot regard these vices as such; we find them "sweet and funny," and call them “sly and smart tricks." In most cases confections lay the foundation for such vices; for to receive these things some children pretend to be sick, while others resort to flattery or stealing. Parents usually pay little attention to such things, because they regard them as trifling affairs. "Our darling did not do that," Ma repeatedly says to her naughty child until it denies the deed. If the little brother secretly takes something from his older sister, and she wants her property back, a general fuss and crying ensues, and Ma tries to quiet the parties saying: "You cruel big girl, why did you not let the dear little one have that plaything ?” has broken that ?" "Not I," halloo in concert all the children, and Ma is satisfied with that instead of exercising the greatest energy and sagacity to find out the liar, and to thoroughly punish him. "Take care, take care you little scoundrel," says Ma with a kiss to her little child, who has stolen (?) something; while in such a case punishment would have been in its proper place. "Eat, eat, else sister will get it," or "else I will eat it," or "look what pretty things you have, little brother has none like these." With indifference many mothers see how, by such talk, jealousy and selfishness are produced in their children, though we ought to train them to the opposite-the joy of giving and the exercise of charity. It is very deplorable that the first educators of a child-we mean parents, nurses, relatives, etc.,—will not comprehend how, in

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the first three or four years of man's existence, when consciousness is still so feeble, when the sense of right and wrong can be so indelibly impressed upon the child, that it can stand any test throughout life, simply by correct training without appealing to reason.

Sincerity and veracity, which we cannot develop early enough in children, are best aroused and strengthened by being perfectly true and sincere towards them, and by never smiling at "shrewd" lies, but rather punishing innocent ones. Veneration for the property of others we can best inculcate by not allowing the child to take every object he desires, and which belongs to others, and also by strictly attending to it, that his own things are not taken away from him. The worst of all bad habits, and one which is rarely wanting in a child, is disobedience. Even if they obey, they do it reluctantly, sometimes only after repeated commands, the threat of punishment, or the promise of reward. But why is disobedience, which may be regarded as the greatest obstacle for the future education of man, common to almost all children? Because the mothers have not accustomed them to obedience by a consistent and equable treatment from earliest infancy. Instead of prohibiting calmly, earnestly, cautiously, and in a few words, mothers usually do so in all possible manners, according to their accidental temper, not seldom in fun and smiling, and often prohibit things which they formerly allowed, and which they afterwards never forbid. They further do not insist upon immediate obedience, but even indulge the child not to care for it. Only by the means, that everything the child should not do, be forbidden, and any violation of such prohibitions punished, repeatedly forbidden and punished, until the object to accustom the child to observance of commands is attained, only by this means can a child be made good and obedient.

Forbid only in cases where it is absolutely necessary; do not forbid at all unless you are determined not to allow the prohibited thing under any circumstances; and do not command anything you have not the will and power to carry through. Do not seek amusement in prohibiting, but regard it as a necessary evil, and refuse only illicit things, but refuse with firmness. A very great blunder against the first principles of a sound education it is, if parents endeavor to obtain the obedience of the child by begging, persuasion, and flattery. Such education of little children results in their corruption: a kind, affectionate treatment, on the part of the parents, must and will be the highest reward for good obedient children.

As most mothers inculcate in their offspring disobedience, obstinacy, perversion of will, selfishness, stubbornness, inclination to lying and stealing, from their earliest infancy, so such mothers generally do nothing to render modesty, orderliness, and real cleanliness habitual with them; on the contrary they foster their vanity, precocity, and self-conceit.

It can be further said, that the foundation for courage and self-control is laid by mothers. We will, however, not go into further details about their

faults in this respect. Our object is but to show what vices can be made habitual with a child from its birth, and so become the main features of the bad character of the adult. Finally, we express the opinion, that the foundation to a good character of man must be laid by his sixth year; after this time no punishment should be necessary; for, with a well-educated obedient child, gentle admonitions will suffice to induce it to abstain from the bad and do the right and good. But, to bring up such children, home education, particularly that part entrusted to mothers, must be entirely different from what it now is, and we heartily agree with the apothegm: "Give us better mothers, and we shall have better men."-Translated from the German in the Ky. School and Family Visitor.

TO THE TEACHER.

O'er wayward childhood wouldst thou hold firm rule,
And sun thee in the light happy faces,

Love, Hope, and Patience, these must be thy graces;
And in thine own heart let them first keep school.

For as old Atlas on his broad neck places
Heaven's starry globe, and there sustains it, so
Do these upbear the little world below
Of education-Patience, Love, and Hope.
Methinks I see them group'd in seemly show,
The straiten'd arms upraised, the palms aslope,
And robes that touching as adown they flow,
Distinctly blend, like snow emboss'd in snow.
Oh part them never! if Hope prostrate lie,
Love too will sink and die.

But Love is subtle, and doth proof derive
From her own life that Hope is yet alive;
And bending o'er, with soul-transfusing eyes,
And the soft murmurs of the mother dove,
Woos back the fleeting spirit, and half supplies;

Thus Love repays to Hope what Hope first gave to Love.
Yet haply there will come a weary day,

When, overtask'd at length,

Both Love and Hope beneath the load give way.

Then with a statue's smile, a statue's strength,

Stands the mute, Patience, nothing loth,

And both supporting, does the work of both.—Coleridge.

IN VIRGINIA, an army correspondent of the Tribune saw but one school-house between the Rapidan and the James river, and in that each seat was provided with a spitoon.