manners; they are not ashamed to be civil, nor do they dread the appearance of derogating.

The inhabitants of the fields, in our happy country, are fully equal to the citizens, in good manners, and in some respects their superiors. It is true that they enjoy the same advantages of education with the inhabitants of our cities, and being freer from mental anxiety, they read more than we do. Many young ladies may be found in the country better versed in English literature than some of our belles, who know a little of French and Italian. The gentlemen and ladies of the country never pass each other on the road without some sign of recognition, if they know each other, and of civility, if they do not. In the city, it is true, we cannot notice all who pass us, although we may know them; but when eye meets eye, between those who do know each other, then some demonstration of civility is necessary- and he or she who makes the first advance, shows the best manners. The one who is shy, and fearful of making this advance, discovers a distrust of his own standing, and a dread of being thought to yield something not due. Civility is always due to inferiors as well as to equals and superiors-and a want of it, alone, is the greatest mark of inferiority.

F.

Let a = x.

=

ALGEBRAIC PARADOX.

Then multiplying both sides of the equation by x, we have ax = x2. Then adding-a2 to each side of this equation ax-a2x2-a2, that is, separating into factors a X (x + a) x (xa). Then dividing this equation by (x a) we have a - x + a. But xa, and therefore a = a + a, i. e. a = 2a and 1 2. = Where is the fallacy?

(x

a)

=

Again, Let a = 2. Then multiplying by 2, 2a = 4, adding —a2, 2a — a2 = 4a2. Resolving into factors, (2a) a = (2— a) × (2 + a), divide by 2-a, a 2+ a, 2= 2+2=4!!

Cunning men, like jugglers, are only versed in two or three little tricks, while wisdom excels in the whole circle of action. N. Y. Observer.

The real wants of man are few, but his imaginary, innumerable.

Vol. III. No. 2.] P. W. BARTLETT, EDITOR OF THIS NUMBER.

[February, 1850.

THIRTEENTH ANNUAL REPORT OF THE SECRETARY OF THE BOARD OF EDUCATION.

This document deserves the careful attention of all the friends of education in the State. The brief space occupied by the remarks of the Secretary, and at the same time the large number of important facts and suggestions which it embraces, lead us to suppose that it was not the design of its author to swell his report into a cumbersome volume, but to condense it into a compass that will render it practically useful. From the statement of the year's labors, it is plainly apparent that the Secretary has not been idle; that he has been industriously and successfully employed in acquainting himself with the actual condition and necessities of the schools in the Commonwealth; and that his observations have already led him to just and legitimate conclusions. Some of these, containing suggestions of general application, we shall transfer to our columns.

The mode of prosecuting his investigations is clearly indicated by the Secretary in the following extract:

"I made a beginning in the school-room, and directed my observation to the following, among other particulars, namely: the number of pupils in the school, and the regularity of their attendance; the number of pupils and of classes under the charge of the same teacher; the variety and character of the studies introduced, the extent to which they were respectively pursued, and the order in which they were arranged; the class-books used, and their adaptation to the age and attainments of the pupil; the capacities, literary attainments, general intelligence, manners, morals, and professional ardor of the teacher, his knowledge of the human mind in general, and of the peculiarities of the juvenile mind in particular; the order pursued in developing the mental faculties, and the means

employed; the mode of instruction adopted, the kind of task imposed, the rate of progress required, and the manner and proportions in which study and instruction were combined. Special pains have been taken to ascertain whether the teacher's mind kept even pace with that of his pupil, or whether it was in advance of it; whether too much was undertaken or too little; whether the mere words and abstract definitions of the author were read, learned, or recited without the corresponding ideas, or the ideas themselves with a definite and clear outline were imprinted on the imagination; whether the mind was invigorated by the exercise so as to find fresh delight in it, or was perplexed, weakened, and discouraged; whether the habits formed in the school were, in all respects, such as would be useful in subsequent life, or whether many of them would need to be changed on entering into business, or going into society; and finally, whether the discipline was exercised with a genial power, or was defective, either from lenity or from too great severity."

From his remarks on "Attendance," we quote the following:

“But, after all these and other similar allowances, which candor requires us to make, there is certainly among parents, in different parts of the State, a culpable neglect in regard to the education of their children. If, as is highly probable, a more careful examination will reduce the number of parents and guardians, reported as being recreant to their trust, it is quite certain that the case of the remainder will appear in a worse light than before. Were we to seek them out in their homes, we should have before us the revolting sight of many abodes of poverty and vice, and wretchedness, where the children of the household are in a state worse than orphanage. "The first thing to be done is, by a more exact scrutiny to reduce the evil from a vague apprehension to a tangible form, and then to devise means for abating, and, if possible, removing it. If the towns or their committees would, after ascertaining the number of children not in the schools, institute a particular inquiry into the causes of their absence, an important step would be taken towards finding the remedy. In some instances, there would seem to be no better means of obviating the difficulty than the faithful use of that moral influence which it is in the power of every town, or of its enlightened citizens, to exert; and there would be no happier sign of the approach of a better day than to see the people themselves, of their own accord, taking up this matter in earnest. As to the treatment required in other cases, I forbear to enter into any discussion until further information shall be obtained. For a similar reason, I postpone the particular consideration of the subject of irregular attendance. Parents, teachers and committees have in this regard yet a great work to perform."

"The Appointment of Teachers," occupies several pages of the Report. This is a subject which, though hitherto neglected, has long demanded the serious consideration of the legislature. The misuse, or the abuse of the appointing power, has in too many instances been the fruitful source of irreparable mischiefs.

There is no one, whose capacities and qualifications should be so cautiously examined and clearly determined, as those of the applicant for a teacher's office. A father who is about to select a tutor for his son avails himself of every means within his reach to ascertain the mental and moral character of those from whom he is to choose. Yet they to whom is committed the appointment of a teacher of a public school, select for all the fathers and mothers in the district. That the responsibility of this trust has not been in many instances fully felt, and that the obligations which it imposes have been frequently but carelessly or worse than carelessly discharged, is beyond question true. The suggestions of the Secretary on this topic will, we are convinced, be cordially responded to from every section of the State. The abstracts from the reports of the school committees in the different counties, show that such a response has been in many quarters anticipated. Would our limits permit, we should gladly transfer all that the Secretary has said on this point. We must, however, content ourselves with a few short passages.

"The highest success of a school depends on the concurrence of a variety of causes. Among these, none are more important than high qualifications in the teacher. We may with as much truth affirm that the teacher is the vital organ of the school, as the Athenian poet did that "men are the bulwark of a city." All the other provisions of a school are subordinated to this. Neither large appropriations of money, nor well-constructed and well-furnished houses, nor regularity of attendance, nor spirit and zeal on the part of parents, nor careful supervision by committees, will be of any avail, if, to crown the whole, the teacher be not qualified for his task. His mind, and heart, and will, give tone and character to the entire school. By his penetration are the capacities and intellectual state of the pupils to be discovered. By him are the plumb-lines to be applied with nice observation, and the frame-work of a solid education adjusted, at the same time adapted to its position, and symmetrical in its parts. He should know the principles on which the mind is to be trained, as well as the subjects on which instruction is to be given. From him, too, must emanate the influence which shall produce a well-organized little community, inspiring a love of improvement, a sense of propriety, and an enthusiasm, extending to all the appropriate duties of the school-room. Nothing is more certain than that the schools themselves vary with the varying character of their teachers. Indeed, these are to the schools what generals are to an army. It is very plain, then, that the selection and appointment of teachers is a matter of such paramount importance as to require the utmost caution in adjusting the appointing power."

The Secretary proposes that the appointing power shall be vested in the school committees only.

"Precisely those qualifications which fit men for the office of superintending committee, fit them for seeking out the best teachers.

The duty of examining and recommending school books, for example, requires a knowledge of the processes of education, and the adaptation of means to ends in conducting them, possessed by few. One must have a knowledge of all the qualities which enter into a good text-book in each of the branches of study pursued in the schools. The number of studies, their selection, the order in which they are to be pursued, and the adaptation of books, both to the subjects of which they treat and to the age, mental habits and attainments of the pupils, are all subjects for his consideration. He who can form a good judgment on these points, is already in a situation to tell what kind of teacher is needed. And if this knowledge is ever required, it is required as a guide in the selection of a suitable candidate for the office of teacher. It will afterwards appear that, however it may be in theory, in practice the nominating act is more influential in deciding the appointment, than is the examination, or act of confirmation."

The evil results of selecting a teacher from the number of those who happen to apply, with reference rather to his terms than to his abilities and fitness, are thus described:

"The effect upon the standing and respectability of the profession is truly disastrous. Valuable teachers cannot compete with them in cheapness in the public market. The latter are, therefore, often preferred for their easy terms, while the former are passed by, as supercilious in their feelings and exorbitant in their demands. That good teachers, finding themselves put upon a level with such men, should at length abandon the occupation for one more honorable and lucrative, is almost a matter of course. Must not the policy which attracts mediocrity to the school-room, necessarily banish from it whatever is above mediocrity? Persons of the latter description will never consent to go about habitually, like vagrants, seeking employment and changing their places of labor with the fluctuating policy of different district agents. It is only persons of abject minds that will long endure such humiliations. In such a state of things, -and it exists in some parts of the state, there can never be a body of teachers worthy of being considered as a profession. Those who might be an honor to it, will generally make it nothing but a stepping-stone to something higher and better. There are by this system, no encouragements held out to teachers, to make the improvement necessary to give respectability to the profession. The frequent changes of place, moreover, leave them no time to carry out a method of instruction, and test it by its results. A teacher's life becomes a perpetual series of beginnings, without the means of continued progress. Were he to remain in this calling, he would be obliged to resign himself to his lot, and teach in that ineffectual and unsatisfactory way which the policy of his employers forces upon him. If he do not sink ultimately to a mere man of routine, and give up all hope of advancement, he will show more perseverance than can ordinarily be expected under such circumstances.

A few pages of the Report are devoted to Teachers' Insti