welfare, his voice will command their attention incomparably more than any printed volume.

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We shall not attempt to give an analysis of the remainder of the publication before us; trusting that the specimens which we have already presented will be sufficient to recommend it to those who are concerned in the subject of which it treats. The author mentions as another defect in education, that it has not been made a definite object with teachers to prepare their pupils to instruct others; and expresses an opinion, that many of the defects in the present system of education arise from the fact, that the public have no standard by which to test the character of schools.' She also urges very strongly the importance of introducing a greater division of labor into school education. Her own seminary, she thinks, affords a proof that this is the true principle both of success and economy in education.' This she illustrates by a comparison of the present state of the school with what it had previously been. The account of the state of things, before the principle of a division of labor was introduced, is as follows.

The school increased for two or three years, till gradually the number had risen from fifteen to nearly one hundred; thus indicating that the public, at least, considered it as good as ordinary schools of that character. Being accommodated with

only one room, not more than two teachers could be employed at the same time, and it generally was the case that from eight to twelve branches were taught every day, beside the exercises in writing, reading, spelling, and upon the slate. In several of these branches, owing to difference in age and capacities, one, two, or three classes were necessarily instituted, making the number of recitations so great, that not more than eight, ten, or, at most, fifteen minutes could be allowed, even to the most difficult and important recitations.

"The teachers spent their time in the following manner. Upon entering the school they commenced in the first place the business of keeping in order and quietness an assembly of youth, full of life and spirits, and many of them ready to evade every rule, were not the eye of authority continually upon the watch. To this distracting employment (enough sometimes to employ a dozen minds) was added the labor of hearing a succession of classes, at the rate of one for every eight, ten, or fifteen minutes. In attending to this, no time could be allowed to explain or illustrate. The teacher must endeavor to discover as quick as possible, if the pupil could repeat a certain set of words; if so, nothing more could be expected; if not, some extra stimulus, in the form of

reproof or inducement, must be applied, and then all that the teacher could do was accomplished; the next class must come, and thus through the day.

By the time the duties of the day were over, the care of gov erning, the vexations of irregularities and mischief, the labor of hearing such a number and variety of lessons, and the sickness of heart occasioned by feeling that nothing was done well, were sufficient to exhaust the animal strength and spirits, and nothing more could be attempted, till the next day arose to witness the same round of duties. While attempting to teach in this manner, the writer felt that no single duty of a teacher could possibly be performed. The pupils could not be taught to read, or write, or spell, though many of them came most imperfectly prepared, even in these very first parts of education. No study could be understood by the pupil, nor in a single branch could the teacher prepare herself to instruct. All was a round of haste, imperfection, irregularity, and the mere mechanical commitment of words to memory, without any chance of obtaining a clear and definite idea of a single branch of knowledge.' pp. 21-23.

We have only room for a part of the account of the improvements since adopted.

The accommodations consist of one large hall, where the pupils assemble for all the general exercises of the school, and where they are expected to study when not engaged in other school duties. Beside this, there are ten other rooms employed for the other purposes of instruction, such as a Library, Lecture Room, and Recitation Rooms. Most of these are furnished with black boards, and in some cases all the sides of the rooms are devoted to this purpose. Eight teachers are employed, and to each one the care of not more than one or two branches is committed. Beside these, there is a class of eight or ten assistant pupils employed, who are preparing to become teachers, and who have the care of instructing one class an hour each day, in some particular branch. Each teacher receives her classes at regular hours, in a recitation room devoted exclusively to her use, and is allowed an hour for the purpose of hearing and explaining each lesson. Each teacher is considered as responsible for the improvement of all who attend to the study in which she instructs. It is expected that, by reading and study, she will qualify herself to teach it thoroughly, and, at the close of the term, that she conduct the public examination of her classes in this particular branch.

'Beside the division of labor in the communication of knowledge, one other arrangement has greatly contributed to the best interest of the school. One teacher is exclusively occupied, as governess, in enforcing the rules of neatness, order, and propriety, and in administering the government of the school. She sits in VOL. XXX.-No. 67.

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the hall which is devoted to study, to see that perfect quiet is preserved; she is the person from whom all permissions are sought; she attends to the regular departure and return of the classes to and from the recitation rooms; and in short relieves the other teachers from all care except that of communicating knowledge. No arrangement has more effectually contributed to the comfort and prosperity of the institution than this.' pp. 24, 25.

The author afterwards gives an account of the mode of instruction pursued in different branches of science, and what she considers necessary to be taught in each of them. Many of her observations are valuable. The mode pursued in teaching the art of composition, for instance, shows a careful attention to the subject; and we are not at all surprised at the success which the author represents to have attended it. We doubt, however, the expediency of requiring pupils to imitate or parody particular sentences from good writers. Such a course must tend to produce servile imitation and

mannerism.

Connected with the division of labor, the author urges very strongly the necessity of having one person devoted to the formation of the moral character of the pupils.

'We have yet to learn,' she says, 'what could be effected, were the cultivation of the social feelings, and the formation and correction of the moral character and habits, the distinct department of one person, who should by talents and experience be suitably qualified. To fill such a station, it would indeed task to their utmost limit all the powers of intellect, the resources of knowledge, and the affections of the heart.

The writer holds that it ought to be a maxim in education, that THERE IS NO DEFECT IN CHARACTER, HABITS, OR MANNERS, BUT IS SUSCEPTIBLE OF REMEDY. Heretofore it has too often been the case, that teachers and guardians of youth, when they have found bad habits and bad dispositions existing in their pupils, have felt that these were evils that they must learn to bear with and control, rather than peculiarities which must be cured and eradicated. But this is not so. Let a teacher have sufficient time and facilities afforded, let her make this a definite and express object, let her seek to learn from the experience of others the various operations of the human mind, let her study the various methods of controlling the understanding, the conscience, and the natural affections, and there is scarce anything she may not hope to effect. A selfish disposition can be made generous; a morose temper can be made kind; a reserved character can be made open and frank; an indolent mind can be stimulated to activity; pettishness and ill-humor can be changed to patient cheer

fulness; a stubborn and unsubdued spirit can be made docile and tractable; vanity and heedless levity can be subdued; negligence in dress and personal habits can be remedied; uncouth or disagreeable manners or habits can be cured; anything can be effected in a mind endued with reason, conscience, and affection, if proper efforts are made, and proper facilities afforded.' pp. 43, 44. Let us suppose an institution where the pupils are all members of the same family, and in this establishment one teacher of suitable qualifications devoted to the formation and regulation of the moral character and the social feelings. Let it then become a prominent object with this teacher to gain the confidence and affection of the pupils. In accomplishing this it would be indispensable, that all the benevolent and generous affections of her own heart should be cultivated and in active exercise. Let her endeavor to discover all the good and interesting traits in the character of her pupils, that she may become really interested in them, and thus regulated by affection in all her efforts for them. This is the only way to secure their confidence, and to make them feel that all that is said and done is the offspring of kindness, and intended for their happiness. Let her also endeavor to make them acquainted with her own peculiar characteristics and feelings, and thus gain their esteem and affection; let her come to them with all the authority of a teacher, the affability of a companion, and the affection of a friend, and what might she not accomplish in correcting bad habits and forming good ones?

In addition to this, let her be able to command the aid and coöperation of all the other teachers of the institution. From them she can learn their failings and their improvement, and to them communicate her views, and direct those efforts and that moral suasion, which can be used by others as well as herself in restraining and correcting faults.' pp. 46, 47.

The following remarks seem to us deserving of attention. 'Another defect in education has arisen from the fact, that teachers have depended too much upon authority, and too little upon the affections, in guiding the objects of their care. It is not uncommon to see teachers, in their intercourse with pupils, feeling it necessary to maintain a dignity and reserve, which keeps their scholars at such a distance as prevents all assimilation of feeling and interest.

'But if teachers possess such a character as, when known, entitles to respect; if they are firm and decided in making and enforcing the regulations that are necessary; if they take sufficient pains to show their pupils, that every regulation has their comfort and improvement as the primary object; if they can gain their confidence and affection, the decided and dictatorial voice of authority is seldom required. A request is the most

effectual command; a kind and affectionate remonstrance the most severe reproof. Teachers can mingle with pupils as companions, and gain a thousand times more respect and influence than could be gained at the most elevated and imposing distance. And they can cause the principles of assimilation and imitation, which are so powerful in forming the young mind, to act only in familiar contact with those committed to their care; and for this very reason every teacher of youth needs to make the cultivation of easy, affectionate, and affable manners, an object of especial attention. But while alluding to this defect, it ought to be remembered, that oftentimes teachers are so oppressed with care and responsibility, and their efforts are so constantly needed in discharging other duties, that it is impossible to seek a frequent and familiar intercourse with their pupils. Yet still it is believed, that if teachers generally would make this a definite object of attention and effort, more than double the influence could be exerted over the minds of their charge; for the wishes of a beloved teacher have unspeakably more influence, than the authority of one who is always beheld only at a respectful distance.

For these and other reasons, it seems of great importance that the formation of the female character should be committed to the female hand. It will be long, if ever, before the female mind can boast of the accurate knowledge, the sound judgment, and ready discrimination, which the other sex may claim. But if the mind is to be guided chiefly by means of the affections; if the regulation of the disposition, the manners, the social habits, and the moral feelings are to be regarded before the mere acquisition of knowledge, is not woman best fitted to accomplish these important objects? Beside this, in order to secure the correction and formation of intellectual and moral character, which is deemed so important, it is necessary that a degree of familiarity of intercourse, at all times and places, an intimate knowledge of feelings, affections, and weaknesses be sought by a teacher, which is not practicable or proper for one of the other sex to attain.

It may be said, and said truly, that women are not prepared by sufficient knowledge to become teachers in many branches. But they can be prepared, and where they are not so well qual ified as one of the other sex, they so often excel in patience and persevering interest, as to more than counterbalance the deficiency.

'The writer cannot but believe, that all female institutions, for these and many other reasons, ought to be conducted exclusively by females, so soon as suitable teachers of their own sex can be prepared.' pp. 49-51.

Some disadvantages undoubtedly attend on all places of