the lamented SANDS, we are conferring an _original_ favor upon a
large majority of our readers; while the few to whom it will not be
wholly new, will thank us for reviving it in their recollection. It
was first published in 'The Talisman,' a New-York annual for the year
1829, at which time this costly species of 'butterfly literature' had
attained but very limited circulation. When we remember that it was
while writing an article for the KNICKERBOCKER, to which he was to
have been a regular contributor, that the right hand of our departed
friend suddenly forgot its cunning, and his well-stored mind its rich
and varied resources, something of selfish sorrow mingles with our
regret, that he was so early called away.
EDS. KNICKERBOCKER.
ROSALIE.
I SEEK thy pleasant bower,
My gentle Rosalie,
To win its richest flower,
And find that flower in thee.
No more, though spring advances,
I seek her shining train;
I only meet thy glances,
And my heart is young again.
Thou art the morn, fair creature,
That wakes the birds and roses,
Thine, is the living feature
Where light and joy reposes.
All day, young joy pursuing,
I've found, when caught, that she
Was the maid I had been wooing,
The wild, young Rosalie.
When first the morning's lustre
Lights up the fleecy plain,
When first the shy stars cluster,
When the moon begins to wane;
Then do I seek thy bower,
With a spirit fond and free,
To win its richest flower,
And find that flower in thee.
G. B. SINGLETON.
STANZAS.
'To live in hearts we leave behind
Is not to die.'
CAMPBELL.
I.
I GO, my friend, thank heaven! at last I go,
Beyond yon clouds that sail, yon stars that glow,
And every thing that liveth here below
Is dead to me!
The stream on whose green bank I've often read,
The mountain-sward that felt my twilight tread,
The flowers around, the leaves above me spread--
All--all but thee!
II.
Yet, idol of my spirit! from thy heart
And memory, I shall not all depart,
And thou wilt then remain what now thou art;
And friendship's spell
Will with our pleasures people each lov'd scene,
The cascade's fount, the glade's romantic green,
The woodland with the sunset's gold between,
And classic dell.
III.
Oh! is it not a pleasure and a pride,
To think that we on earth shall be allied
With those who loved us, when we shall have died,
And sunk to rest--
And that fond aspirations will arise
To HIM who ruleth earth, and sea, and skies,
That we be, by His saving sacrifice,
Among the blest!
_Philadelphia, October, 1837._ JOHN AUGUSTUS SHEA.
'NURSERIES OF AMERICAN FREEMEN.'
NUMBER TWO.
THE preparation and selection of suitable text-books for schools is
a matter of great importance. Books are the great means by which the
mind acts, in the acquisition of knowledge. But it is not every thing
which bears the name of a book, that is to be regarded as the means
of mental improvement. Since the invention of the art of printing, an
immensity of paper and ink has been wasted in giving a wide extension
to works which display the ignorance and imbecility of their authors,
while at the same time, this noble art has placed within the reach
of all the result of the mental labors and inquiries of the most
gifted minds. The choice of books is of vast moment in the business
of education, and text-books for schools require to be selected with
great judgment and care.
School-books constitute the only species of American literature
which has hitherto met with adequate encouragement. Stimulated by
the vanity of authorship, by the desire of wealth, or by a wish to
be useful, or by all these principles combined in different degrees,
hundreds of competitors have started in this race. American talent
has been very prolific in this species of authorship; and that
person must be well versed in the subject, who can give even the
names of those who have produced spelling-books, reading-books,
English grammars, arithmetics, geographies, astronomies, natural
philosophies, and other books of school literature and science. In
order to avoid the character of plagiarism, or from an ambition
to produce something new, or from whim and caprice, changes have
perpetually been made in text-books for schools, until there has come
to be among them a confusion like that of Babel. Innovation, without
substantial improvement, is the bane of school authorship.
That person has a very inadequate idea of the subject, who supposes
that it requires only ordinary talents and acquirements to produce
good text-books for schools. There is a great difference in these
works, indeed, as it respects the ability necessary to produce
them. It may require, for example, less talent to compile a good
reading-book, made up merely of selections from different authors,
than to compose a good text-book on natural philosophy, where the
matter requires to be thoroughly digested; but the hand of a master
is required to mould every species of material into a proper form.
It is a high effort of genius to simplify knowledge, and to bring
down the loftiness of science to the familiar comprehension of the
youthful mind. A mind of a high order will generally leave its
impress on whatever it undertakes; and although it may compose a
primer for children, there will generally be something in its matter
or form, which will show that it is not the production of ordinary
talents and acquirements. Dr. Watts displays the same genius in the
books which he wrote for children, as in those profound works in
which he developed the philosophy of mind. When the storm of the
French revolution was raging, and sending forth its lightning and its
thunder, and threatened to rive the British nation in pieces, Hannah
More was one of those master-spirits that rode upon this whirlwind
and directed this storm. By her small 'Cheap Repository Tracts,'
addressed to the common people of England, who in a mental point of
view were a kind of children, she became the safe-guard of the morals
of her country; and the principal men in church and in state hailed
these simple publications, as most happily adapted to their purpose,
and as saying that which they could not themselves have said so well.
While distinguished talents and extensive knowledge are necessary
for those who would write good books for children, a familiar
acquaintance with young minds, the fruit of much study or of
experience in instructing them, is of essential importance. For this
reason, some practical teachers have succeeded better in producing
school-books than some other men, who have possessed greater talents
and superior knowledge. But talents and knowledge, when combined
with experience, will give superior advantages. THOMAS H. GALLAUDET,
of Hartford, whose sermons have received high commendation from
English criticism, and which are among the best specimens of fine
writing which Americans have produced, if he had never engaged in
the business of teaching, might have been an elegant scholar and
a fine writer, but he could never have composed the 'Child's Book
on the Soul.' His capacity to produce works of that description
was acquired in teaching the deaf and dumb. In the institution
for their instruction, over which he presided, being concerned
with minds peculiarly uninstructed, he learned by experience the
avenues to untaught minds, and his simple works are among the finest
exhibitions of his talents. An English Review of his 'Class-Book
of Natural Theology for Common Schools and Academies,' has the
following remarks: 'This work has much heightened our opinion of
Mr. Gallaudet's talents as a writer for the young. He has learned
(by educating the deaf and dumb,) what gentle patience, and what
clear and precise explanation must be used to convey instruction
to, and fix correct ideas in, minds not yet unfolded, nor imbued
with knowledge. A book like this is no work of chance, but is the
result of great expense of time, thought, and tact, in devising and
perfecting it.'
To produce text-books for schools, such as are needed, the best
talents of the country should be put in requisition. In some
instances, such talents have been engaged on this subject; but there
is a necessity that they should be much more extensively employed
than they have hitherto been. How utterly unqualified many authors
have been to produce good school-books, their crude and ill-digested
works bear abundant testimony.
It cannot be expected that text-books for schools should contain
treatises very much in detail on some of the sciences to which they
relate, and hence they should be very select in their materials. In
constructing them, it requires as much judgment to know what to omit,
as what to insert. Text-books on the sciences for schools should be
peculiarly simple and perspicuous in their language, and clear as
day-light in their arrangement and their illustrations.
Very considerable advances are supposed by many to have been
recently made in school-books. These pretended improvements have
often consisted more of show than of substance, and much remains
yet to be done, although it is not to be denied that some advances
have been made. In works of this kind, there was, in former times,
too little adaptation to the comprehension of the youthful mind.
In recent times, school-books have been made more simple and more
intelligible to children, and it is questionable whether the tendency
be not, at present, to an unprofitable childishness. It is not
necessary to adopt all the familiarities of children, in order to
be understood by them; and the language used in instructing them
should always be a little in advance of their present attainments,
that they may be continually raised to a higher standard. The Roman
women were peculiarly attentive to the language of their children,
and by habituating them from early childhood to a pure and elevated
diction, they prepared them, under great disadvantages for education,
compared with those which are now enjoyed, to be either themselves
distinguished orators, or if not, to be capable of apprehending
the beauties and feeling the force of the highest efforts of their
orators.
In school-books, a great deal of noise and useless parade has been
recently made about the introduction of the 'Analytic Method.' Many
persons seem to consider this improvement to be like the exchange of
the logic of Aristotle for that of Lord Bacon. The analytic method
begins with the particular parts of a subject, and after having
surveyed them in detail, combines them into a systematic whole; while
the synthetic method takes a general view of a subject, and then
proceeds to an examination in detail of its several parts. Now it is
a well-established opinion in metaphysical philosophy, that while the
analytical mode is the only true method for the discovery of truth
not always known, the synthetic system has important advantages in
teaching well-settled truth. That person must be a novice in the
business of communicating instruction, who has not learned that a
summary, general view of a subject is an important preparation for
a profitable consideration of its several parts, and that great
confusion will result from attention to particular parts, without
some general and connected views of the whole subject.
A great improvement was supposed to have been made, some years since,
in geography, by a new method of classification and arrangement.
The subjects on which it treats were associated according to their
relation to each other, and not according to their relation to a
particular country. Thus, a chapter would be devoted to colleges,
and these institutions would be treated of in connection with each
other, throughout the world, instead of being separately treated
of, when the particular country in which they are 'located' was
under consideration. The author of this system was Mr. WILLIAM C.
WOODBRIDGE, and his larger work contains, perhaps, a greater variety
of valuable matter than any work on the subject, of equal size, in
the language. His geography has had a circulation sufficiently wide
to satisfy a reasonable ambition, or even cupidity itself. But it is
questionable whether his system of classification is, after all, the
best. One principle of association is laid hold of, while another and
more important principle of association is abandoned. Location of
place is every thing in geography; and an association of particular
facts with the country to which they belong, is more important than
an association of these facts with similar facts, in other parts of
the world. After an abundant trial of this plan, it is believed that
public opinion is reverting back to the old method of classification.
Other geographies, on a different plan, have in a considerable
measure superseded Woodbridge's smaller geography, while as yet no
work has been produced on a different plan, which has sufficient
merit to occupy the place of his larger geography, unless the recent
work of Bradford, taken chiefly from Balbi's Geography, be of this
character. This work will be found to be exceedingly rich in its
materials, and peculiarly lucid in its arrangement.
Among the attempted improvements in arithmetic, what is generally
denominated 'mental arithmetic,' stands conspicuous. That arithmetics
in former times were too abstract, too little applied to the business
of life, is undoubtedly true. To obviate this, mental arithmetic has
been introduced. This exercise the scholar generally commences at the
beginning of his course. A little of it might not be unprofitable;
but it is believed that the tendency, at present, is to give it
too great a prominence. It would seem as if, in the view of some
writers on this subject, the first efforts of the child in numbers
should be to invent to himself rules of arithmetic, a work to which
he is utterly unequal. In some recent arithmetics, vulgar fractions
will be found mingled, with simple addition, and the child will be
required to solve difficult questions in the former, before he is
well acquainted with the latter. This is altogether preposterous.
Mental arithmetic has much less application to the business of life,
than is often supposed. Few men of business rely very extensively
on mental calculations, in preference to their pen or their slate,
for two reasons. The one is, that in written calculations there
is more certainty of correctness, and the other is, that they are
incapable of inventing shorter and better rules for arriving at their
results, than the rules of a good arithmetic. As an exercise of the
mind, mental arithmetic may serve to sharpen the ingenuity, and give
vigor to the faculties. But there is another exercise, which has
been strangely overlooked by the writers of arithmetics for schools,
which would be superior to it as a mental discipline, and that is, a
demonstration of the rules of arithmetic, in which the reasons for
every operation, in every rule, should be scientifically unfolded.
The scholar would thus be led, in the true analytical method, to
unravel the mental process by which the inventor of the rule arrived
at it as a conclusion. Not more than two or three arithmetics,
intended for common schools, have attempted this, in a general and
scientific manner.
Among the improvements in regard to text-books for schools,
many familiar treatises on general science stand conspicuous.
School-literature is taking a wider range than formerly. Even in
common schools, by the introduction of such a work as the 'Scientific
Class-Book' as a reading-book, two important objects would be secured
at the same time; while youth are learning to read with propriety,
their minds will also be stored with many of the principles of
natural philosophy, astronomy, chemistry, botany, and political
economy, with other important subjects. Reading-books for schools
have extensively been of that character usually denominated 'light
reading.' But too much light reading, it should never be forgotten,
is exceedingly well calculated to make light heads. Works for
the youth of our schools, should be filled with substantial and
systematic knowledge.
Among reading-books for schools, the Bible holds a distinguished
place; and there is reason to apprehend that, of late years, it has
been too often excluded from these institutions. Moral instruction in
schools is of equal importance with that which is intellectual; and
no means of moral instruction can be compared to the Scriptures. And
even aside from their sublime doctrines, their pure morality, their
immense practical bearing upon the heart and the life, there is no
book where grandeur of thought is equally combined with simplicity
of language, and where lofty ideas are so completely brought down
to the comprehension of children. It will hence be found, that the
reading of the Scriptures will be to them the most easy kind of
reading, and well calculated to produce that natural tone and manner
which constitute its perfection. They contain no high-sounding words,
introduced to give a factitious dignity, where real dignity is
wanting; no inversion, for the purpose of surrounding an idea with a
mist, which may magnify its importance. Whether the whole Bible is
used, or the New-Testament only, or extracts from different parts of
the whole Scriptures, may be safely left to the decision of those who
are charged with the selection of school-books. Several volumes of
sacred extracts, well fitted to this object, have from time to time
been made; and among them, one was executed, some years since, with
great judgment and taste, by Dr. MCKEAN, Professor of Rhetoric and
Oratory in Harvard University, and another, more recently, by Dr.
PORTER, President of the Andover Theological Seminary.
To undertake to discuss, at large, the subject of school-literature,
or the merits of the more prominent text-books for schools, would
greatly exceed the limits of this paper. But it is a subject of great
importance, and one of which no person should be ignorant, who has
any concern in the management of schools. Such is the ignorance of
many teachers, and even of the most intelligent men in the community,
in regard to school-books, that many works of this kind have obtained
a circulation to which they are not entitled. No person of general
information should suffer himself to be uninformed in regard to
school-literature. School books need a literary censorship, very
different from that to which they have hitherto been subject. If
all the literati of the country were well versed in this matter,
and would bring their opinions to bear on school-authors, a public
opinion might be formed which would fix the seal of approbation on
valuable school-books, and a mark of censure, which would help to
consign them to speedy oblivion, on those of a different description.
If teachers should not be suffered to instruct without having their
qualifications put to a strict test, still less should text-books be
introduced into schools, until they have undergone a still more rigid
scrutiny, by persons competent to decide on their merits.
It has been suggested, in some of the public prints, that it should
be the business of the superintendent of common schools to select
text-books for the common schools in the state of New-York. It is
questionable whether any single man could be found, to whom it
would be safe to trust this important concern. DE WITT CLINTON
himself, were he now living, would be unequal to the work, unless
he were to qualify himself for it by an attention to the subject,
such as he never gave. He, in conjunction with other distinguished
literary men, recommended 'Bartlett's National School Manual,' a
work containing many good things, but exceedingly defective as a
whole. Like Pharaoh's lean kine, it is calculated to devour all other
school-books, but after having done so, it would be a meagre skeleton
still. The truth is, that a great majority of the most distinguished
literary men in the country have devoted so little attention to
school-literature, that on their recommendation of school-books but
little reliance can be placed. But such ought not to be the case; for
the subject is too important to be delivered over to less competent
hands.
A systematic arrangement and vigilant inspection of schools,
stands intimately connected with their prosperity. They are a
complicated concern, and like all such concerns, they require
great and systematic attention. School-houses must be provided,
fitted up with neatness and convenience, and worthy of the names of
temples of science. It is disgraceful to science, to have mean and
incommodious school-houses, in the midst of commodious or splendid
dwelling-houses. They should be well lighted, have convenient benches
and desks, and at the proper season, be easily and comfortably
warmed. Every teacher knows how important these things are to
the successful prosecution of the business of a school. If the
school-room be hung round with maps and charts, and scientific
diagrams, it will be so much the better. According to the laws of
association by which the course of thought in the human mind is
regulated, these things will take a strong hold of the susceptible
minds of children, awaken a scientific curiosity, and divert them
from their play to the proper business of the school-room, as well as
afford valuable aids to the teacher in the business of instruction.
A number of well-qualified and laborious inspectors constitute an
essential part of every good school organization. It should be the
business of these inspectors to examine into the qualifications of
teachers, and to see in what manner the business of instruction is
carried on. No teacher should be employed, until his qualifications
have been put to a rigid test. In the case of public schools, this
should be done by public authority; and in private schools, the
patrons should select a suitable number of persons, competent to
perform this work. 'Good recommendations,' as they are called,
are obtained with such facility, and given, even by persons of
respectability, with so much carelessness, that comparatively but
little reliance can be placed on them.
Inspectors of schools should frequently visit them, see them in their
every-day dress, and learn whether instruction is thoroughly and
judiciously given. The competent and faithful teacher will be highly
pleased with such visitation. It will show him that his work is not
undervalued, and will stimulate him to greater exertion, while the
incompetent teacher will be likely to expose his deficiencies in a
way which will lead to their correction. Scholars, also, will be
greatly stimulated to effort by the frequent and judicious visitation
of schools. It will show them that they are engaged in no unimportant
employment, and convince them that an education is worthy of their
strenuous and persevering exertions.
Public inspectors have generally been selected from intelligent men
of business; and experience has proved that, amidst their other
numerous avocations, this is very likely to be neglected. Perhaps a
different arrangement of this business would be more effectual. Let
a thoroughly competent person, a man of large views, and general
knowledge, be selected and appointed an inspector, and receive a
sufficient compensation to devote a considerable portion of his time
to this subject; let him have under his charge the schools of a
sufficiently extensive district; let him spend a considerable time
in these schools in rotation, inspect the manner in which they are
instructed, suggest to the teachers any improvements in the method
of instruction and government, and be, in fact, a kind of regimental
school-master. In some of the states, it has been found difficult
to procure men of sufficient legal attainments for judges of the
county courts. To remedy the evil, a chief judge has been appointed,
of extensive legal science, to travel from county to county, and to
preside, with associate judges, in these courts; and the arrangement
has been found eminently beneficial. The course just proposed would
equally contribute to raise the character and promote the interests
of common schools.