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would each one of these teachers take the right stand-and in so doing of course take the Journal-would each act with professional pride and be governed rather by principle than by selfishness, what an aggregate influence would be exerted for the cause of education and humanity.

Unfortunately many endure teaching as college students do long prayers, and with about the same result.

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It is not however claimed that teachers are to be itinerant ministers; and yet, we believe there is a real advantage gained, not so much in boarding around "— strawberry time excepted-as in calling at the various places throughout the district. An acquaintance is thus formed with parents, whose confidence, sympathy and support are much needed, which tends to banish a swarm of petty troubles and to pave the way to greater usefulness in the teachers's high calling. L. W. P. Trempealeau Co.

RULES RELATING TO SCHOOL MEMBERSHIP.

[The following Rules were drawn up by Mr. Wells, after extensive consultation, and have the endorsement of a large number of Superintendents and Teachers in various parts of the country. They are not as strictly applicable to country as to city schools perhaps, but will be suggestive anywhere:]

1. Whenever a teacher has satisfactory evidence that a pupil has left school without the intention of returning, such pupil's name shall forthwith be stricken from the roll; but any absences recorded against the name of the pupil before the teacher receives this notice shall be allowed to remain, and, in making up the attendance averages, such absences shall be regarded the same as any other absence.

2. When a pupil is SUSPENDED from school by any of the rules of the School Board, whether for absence or any other cause, his name shall be stricken from the roll.

3. When a pupil is absent from school more than five consecutive days, for sickness or for any other cause, his name shall be stricken from the roll at the end of the five days, and the absence shall in all cases be recorded while the name remains on the roll; but this rule shall not operate to prevent the suspension of a pupil under Rule 2d, for a less number of absences, in which case his name will de dropped from the roll.

4. For the purposes contemplated in the foregoing rules, any pupil shall be considered as absent whose attendance at school shall not continue for at least one-half of the regular school session of the half day.

5. In noticing the absences of pupils, the short vacation of Fall, Winter, and Spring shall be disregarded, and pupils who are not present on the first half day of a term after either of these vacations, shall be marked as absent the same as if Saturday and Sunday were the only intervening days.-Report · of Hon. W. H. Wells, Supt. of Chicago, 1863.

DEPARTMENT OF PRIMARY INSTRUCTION.

LASHINGS FOR MOTHERS AND EDUCATORS.

TRANSLATED FROM THE GERMAN.

In opening this Department as a special feature of the New Volume, it is not inappropriate to go back to the beginning of the child's education, which the following article does. We respectfully solicit articles for this Department from Teachers of experience and others competent to say someting upon a subject of vital and paramount importance in the matter of education-the primary training of the child, at home and at school. The writer probably allows too little for innate differences, but he scarcely over-estimates the influence of early education.-EDR.

All bad habits with which children may be afflicted, are the result of education; and if the adult becomes a criminal his early conduct is the cause of it; for men are not criminal and noble by nature, they are made so by education. For that reason every educated person with humane feelings will see in the criminal only an unfortunate being whose errors are due, not to innate depravity, but to a false education.

Education is usually, and with the greatest injustice, dated from the beginning of school life, not bringing into account the training of the child during the first years of existence, although this period is the most important, because during this period the moral foundation for the whole life is laid.

Most parents unfortunately suppose they have fulfilled their obligations as educators by sending their children to school, without considering that the object of schools is more to educate the intellect, while the education of moral faculties is principally the careful work of home. And this home education is particularly entrusted to the mother. To her belong the earliest and deepest influences upon the child, and we may say that the education of man is mostly finished on the lap of the mother. We can instruct and advise the adult, but never profoundly mould his character any more.

Then, mothers, educate while it is yet time, and remember the words of Jean Paul, "Contemptible is the woman who has annoyances if she has children." But to educate well, you mothers must be educated yourselves, and live and act accordingly. What then is the reason that the majority of children are spoiled during their first years of life, and why do they come, as experience shows, already more or less morally crippled into the hands of the teacher? Generally for one reason, and this is, because the first educators, particularly mothers, entertain the false notion that with the reason of the child also come obedience, and the knowledge of good and bad. Some mothers even have the unfortunate idea that nature has implanted in their offspring certain bad habits as well as virtues, that nothing can be done against the former, and that the latter will develop without external assistance. They, unhappily for themselves and their children, do not know that reason will, by

no means, enter the child at a certain age by itself, but that it is gradually kindled in the brain by the impressions of surrounding objects, etc., upon their senses. They further do not know that the new-born child, like a plastic mass, can be moulded into something good as well as into someththing bad, according to whether it comes into the hands of a skillful workman or of a bungler, and that every man can attain a high degree of moral and intellectual perfection if he is only born with sound organs, particularly a healthy brain.

At present the first education of a child is generally left to accident, in which the nurses, aunts, and grandmothers play the principal parts, and most parents, relying on the future reformation of their children by the school, do, though unintentionally, all in their power for the corruption of the morals, the will, and the reasoning of their offspring.

If a child progresses well in its studies, this is usually attributed to an inborn talent, without bringing into account the particular circumstances under which the child was living when it attracted our attention. If we, however, examine these circumstances more closely, we always find that from the earliest infancy the child was influenced by agencies capable of developing this so-called innate talent. This fact makes it almost appear that it is in our power to educate a child into a genius if we only begin with the proper education immediately after birth.

How does the spoiling of a child generally begin? With carrying it about, rocking, singing to sleep, etc. Even the youngest child is so easily accustomed to such motions and doings that it will cry if they are wanting or discontinued, and, as the relations and nurses of the child endeavor to quiet it by these means, it soon learns that it can attain its will and wishes by crying, and grows to be stubborn, sulky, unmanageable. If a crying infant can only be tranquilized by carrying it about, rocking, singing, etc., it is certainly already spoiled, and it is necessary to rid it of such a habit by suffering it to lie and cry, rather than to be carried about and rocked. We remark to mothers that the cause of crying, with a well trained healthy babe, is to be found: (1.) In the want of food; and then the child immediately ceases to cry when it obtains drink; (2.) In lying wet or cold, and then clean, warm clothes will stop it; (3.) In the accumulation of air in the bowels, and then an injection with warm water, or rubbing of the intestinal region will calm the child. Most children, however, cry for naughtiness. The reason for this opinion may be found in the following: Man lives without any consciousness in the first period of his existence, because the activity of the brain, which is the result of impressions upon our senses, is not yet properly excited. All of its motions are merely automatic, produced by reflex action of the nerves. Only gradually-by repeated impressions upon the nerves of sensation and the brain-the sense of comfort and discomfort is developed. A long time elapses before the child learns to distinguish single impressions. On the tongue of the suckling babe, the sweet milk of the mother must flow some time, till it finds that it tastes agreeable, and before that the child takes just as willingly the bitterest substances as the maternal breast. The same it is with all other sensations, and consequently it is in our

power to accustom the child to a multitude of sensations, which, if not always excited, induce malicious crying. The principal rule for the moral and intellectual education of man therefore, is to keep off everything from him to which he shall not accustom himself, and to perseveringly repeat such things which shall become his second nature. And this is to be done from earliest infancy; for he is impressed for all his life, even before we think that anything can make impressions upon him.-Kentucky School and Family Visitor.

For the Journal of Education.

TEACHERS AND PARENTS.

The instructor of youth should be a person in whom implicit confidence can be placed, one competent to be counsellor and guide, one whose example may may be followed safely and honorably. The district that has secured the services of such a teacher is indeed fortunate. He enters upon his duties realizing to a considerable extent the responsibilities of his office, which every one of experience feels to be momentous. His primary object should be to secure the confidence and love of his pupils. If in this the teacher proves unsuccessful, he fails to benefit those under his care.

There seems to be a vague, undefined feeling in the minds of children that in some way the teacher holds their destiny in his hands; hence the half anxious look that the teacher may observe in many pupils as he meets them for the first time. If the teacher fails to make a favorable impression at this time he loses a great deal, for the impression, whether good or bad, is not easily effaced. Children very readily form their opinion of the teacher and are as usually as well prepared to reply to the seldom omitted question, "How do you like the teacher?" on their return home the first day of school as they would be at the end of a month.

The true teacher desires and gladly accepts the hearty co-operation of those who patronize the school; it is therefore important that parent and teacher form an acquaintance as soon as possible, that they may consult with each other in regard to the best interests of the school.

The District Board should be composed of men that have an abiding interest in the welfare of schools, and who are willing to make it their especial duty to visit the school two or three times during each term. The remainder of the district should not leave all for the Board to do, even if they do their part well. My general experience has been, that the District Board were but little better in this respect than so many pine boards would have been.

Were parents as much interested in school affairs as they should be, children would soon feel the force of their example. It is, in fact, essential to the real advancement of pupils that parents should interest themselves in the education of their children, especially in the earlier period of school life. It is not enough for mothers to know that their little ones have as clean faces, as smooth hair and are as neatly dressed as those of their neighbors; but their care should extend a little farther, far enough at least, to induce them to visit the school

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occasionally. I know they would feel amply compensated for their trouble, for the scholar is encouraged and the teacher incited to greater earnestness and perseverance. Let the teacher have your cordial sympathy at all times. Give him a hearty support; never permit a child to report every occurrence that may take place at school, as relating the faults and misdeeds of other scholars and the teacher's discipline in each case; if parents permit this to be done, it does in fact encourage children in being tale-bearers, and in many cases the pupil makes it his chief aim and business while in school to keep well posted in affairs of this kind, and doubtless this is the very best method yet invented for the manufacture of that justly despised character, “The Town Gossip."

Interest yourself in the studies and recreations of your children; make them feel that you expect something of them; give to the teacher the confidence he deserves, thus while you lighten the heart and the labors of the teacher will your influence be united with his in promoting a real desire for knowledge that will elevate them to usefulness and position in society, if they never do occupy a lofty niche in the temple of fame. M. L. THOMAS.

Primrose, Wis.

EARLY AND SECONDARY EDUCATION.

The great work of man's education commences under the most sacred and benignant auspices. Providence seems to have taken it upon itself, by confiding it to the heart of a mother; it is the gift of watchfulness and love.

Let infancy rejoice at its weakness and feebleness, since they obtain for it the happiness of being under such tender and faithful protection in childhood. Many individuals have hardly any other education than the maternal; it continues a long while in many, by means of the salutary and profound influence which a virtuous mother exerts over her children, and which is more powerful than any other. Blessed are the mothers who really understand this noble prerogative with which they are invested! Happy the children who are allowed long to reap the benefits of it! All ages might find in this education of the cradle a model and a subject of study, for the directions they need, and yet do we think of studying it? The pupil learns the use of his senses, and the exercise of his faculties, he is taught also the use of two things which will help him to learn all others, he acquires language, and he learns how to love. Afterward comes, under the direction of tutors, that artificial education which should be the continuation of the preceding; but which seldom preserves its spirit. With the direct instructions of masters are mingled others less perceptible, yet more powerful, perhaps, and more lasting, such as those which the youth receives from his ever increasing intercourse with others, particularly his companions, and such as he receives from circumstances. This second education is so much the more profitable, as it trains the pupil to act for himself, and thus favors the progressive development of the gifts that he has received from nature. So far as it prepares him to study and improve, it educates him;

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