for the defects of their classes, nor use low and degrading epithets, nor wound the sensibilities of a dull scholar by dispar aging comparisons.

16. They are required to see that their pupils move to and from the recitation room in a particular order, and always occupy the same place on the recitation seat, that if any one be absent, it can be detected at once, and the cause, if necessary, be immediately inquired into, and the proper entry made in the class register, without calling the entire roll.

17. To avoid those dull and dragging recitations, which always abate the interest of a class, and sooner or later create a disrelish for study, they are not to allow the pupils to prompt each other, nor help the class themselves by unseasonable suggestions or continual hints, or by what is termed the "drawing out process," which always reproduces the very dullness which they seek to remedy, the very imperfection which they desire. to remove; but they must refuse to proceed until the recitation can go alone, progressing briskly from pupil to pupil, passing by those who hesitate and falter, until the whole lesson is finished; for it is as easy to have good lessons as poor, if Teachers have the energy to insist upon it, and it is a great saving of time to have the lessons promptly recited.

18. They are enjoined to make themselves thoroughly acquainted with some work on mental philosophy; because education, more than any thing else, demands not only a scientific acquaintance with mental laws, but the nicest art in the detail and application of means for its successful prosecution; because there is a natural order and progression in the development of the faculties, a principle running through every mental operation, without a knowledge of which, and how to apply it, the Teacher cannot know beforehand how to touch the right spring, with the right pressure, and at the right time; because it is indispensable that every Teacher should know by what means, by virtue of what natural laws, the human faculties and powers are strengthened or enfeebled should know that each faculty has its related objects, and grows by being excited to action through the stimulus or instrumentality of its appropriate objects, and is thereby strengthened so as to perform its office with facility, precision and despatch; and because the Teacher, like every other workman, should understand the natural propensities, qualities, and power of the subject matter of his work, and the means of modifying and regulating them with a view to improvement, otherwise, he would be continually liable to excite and strengthen the wrong faculty, to touch the wrong spring of action, and to promote animal and selfish propensities, instead of social and moral sentiments. "No unskilful hand should ever play upon a harp, where the tones are left forever in the strings."

ONE of the greatest obstacles to success in keeping a good school, arises from the irregular attendance of many of the pupils. The recitations in our large schools are for the most part conducted in classes; consequently every absence is not only a hindrance to the individual absent, but it retards the progress of the whole class. All teaching to be effective must be thorough. The steps that are taken must be gradual and certain. Our text-books are so arranged, and the course of instruction is such that no recitation can be omitted without serious injury to the pupil, who will experience the want of it in all his future progress. The connecting link in his chain will be broken; and the class must therefore wait for him to go over the ground, or his education will be imperfect. Most of the absences that occur in the schools, may be traced to the carelessness or indifference of the parents; and this arises from a want of knowledge of the magnitude of the evil. Some are influenced by their affections, and yield readily to the wishes of their children, granting them permission to be absent for trivial causes whenever they desire it. Others have not sufficient control over them to compel their attendance. Many plans have been adopted to remedy this evil, but we have seen nothing which pleases us so much as the following Circular issued by the teachers of the public schools of Providence, and sent by them to the parents of absent children. From a recent conversation with the teachers we learn that it has been productive of much good. The teachers in Providence have long stood in the front rank, and we have taken the liberty to copy their circular, that it may be used in other places.

Mr.

"PROVIDENCE,

1850.

As the results of the relation which a scholar sustains to his school, are determined in a good measure by himself and by the influences exerted upon him at home, permit me, in view of your power and interest in promoting the education of your children in connection with this school, to invite your attention to the following considerations and suggestions:

THE EVILS OF ABSENCE.

1. TO THE SCHOLAR.-The scholar, who occasionally absents himself from school, thereby fails to enjoy all his privileges, and to secure to himself all the benefits of his relation as a scholar he neither receives systematic instruction nor acquires correct mental discipline: he fails to form habits of thorough

ness, accuracy and continuous effort for want of the requisite practice he fails to acquire a good knowledge of Arithmetic and other elementary branches by not pursuing them in their proper order and connection: he fails to acquire preparation for the duties of life by failing to perform the duties of school.

But the evils which result to the scholar from absence do not consist alone nor chiefly in his loss of advantages; they rather consist in injuries done to his character. Irregular attendance injures his moral habits and feelings; it chills his interest in study, disappoints his hopes, tries his patience, wounds his pride and checks the genial flow of his spirits; it lowers his estimate of school privileges, and consequently produces carelessness, and indifference to school duties and obligations; it causes idleness, and is a prolific source of mischief and trouble in school; and it not only retards the pupil's progress while there, but extends its influence to his maturer years: discouraging all efforts to enlighten and improve his mind. The evils of absence are best illustrated by an example.

A scholar, belonging to a large class, has been absent from school some time, during which important principles in Arithmetic, and other studies have been taken up in course, and illustrated. To day he is present, conscious of his loss and unable to solve his problems and understand his lessons. He has, at times, been interested in his studies and ambitious to maintain a respectable rank in his class. But now, having lost his standing, and acquired a lively interest in pursuits disconnected with school, he has no inclination for study, nor resolution to encounter difficulties in his lessons. He attempts, for a while, to pass along with his class, and is strongly tempted to make up in deception what he lacks in knowledge; but often failing to recite, and, at length, entirely disheartened, he sinks, into the next lower class, and there, with little ambition "but to get rid of study," he becomes a burden and a trouble to the school. He was at first reluctant, then willing, but now heartily desires, to be absent. Excuses are easily framed, and, by parental indulgence, he is gratified. Passing by his truancy and other kindred vices, which he learns to practise unscrupulously only by taking lessons in the high-ways and by-ways of our city, he advances, step by step, in his downward course, led and controlled by a spirit, distinct from school, until, too late for help, his parents open their eyes and wonder at the result; wonder, forsooth, that, instead of turning aside to seek the refined pleasures of moral and intellectual culture, he has yielded to the out-door influences prevailing around him, and acquired corresponding bad tastes and habits. As reasonably might they wonder that the laws of God are not suspended, and a miracle wrought for their special benefit.

This example is adduced in no fault-finding spirit. Many parents make great efforts and sacrifices to send their children regularly and punctually to school, and many children are never absent from their scbool, unless constrained by duty or necessity. Some of the legitimate consequences of absence upon the scholar, are here stated, and others are to be observed, particularly at our quarterly examinations, where failures not unfrequently occur, mortifying alike to the scholar, the parent, and the teacher. The suggestion is here respectfully offered that no thoughtlessness or indiscretion shall be allowed to contribute to results, which are thus unpleasant and injurious.

II. TO THE SCHOOL.-The evils of absence extend far beyond him who occasions them. The school suffers as well as the scholar. Thus, in a large class, some of the scholars are absent to-day, and some to-morrow, until in the course of a few days, half of the class have passed over some lessons unlearned, and some principles uncomprehended. What shall be done? 'Let the evils fall on those alone who occasion them.' But this is impossible: the classification of the school must be preserved, or its usefulness and efficiency are at an end. The only course to be adopted under these circumstances, is to allow the evils to fall on the class at large: weighing, of course, particularly heavy on the irregular members. The more regular and advanced scholars must conform their movements to the lagging pace of their irregular and inconstant classmates. Those present must be hindered by those absent. The time of the former must be taken up in listening to explanations, repeated for the sake of the latter: their ardor in study is consequently cooled, and their progress checked.

Scholars are sometimes unavoidably detained from school; and then they are not responsible for the consequences of their absence. They can then only render their excuses in accordance with the regulations. But absence cannot always be accounted for in so satisfactory a way. Seats are vacated, because it is warm or cold weather; because it rains, or may rain; because lessons are hard, or easy, because scholars wish to visit, or be visited; to attend an excursion, or prepare for an exhibition; to work, or to play; to take music or a dancing lesson; or to engage in some other pursuit aside from their regular duties in school. Such scholars are the bane of any school for they send forth their influence, poisoning its spirit, and seriously injuring its character.

PARENTAL CO-OPERATION.

The school and the home bear an intimate relation to each other. Each sustaining the other, gives and receives important influences. Each has its peculiar work. The school is

designed to help parents "train up" their children. Yet in order to do this, it must have their active co-operation. If they withhold this, their children cannot receive its full benefits. Parents should strive to shield the school from the injuries to which it is exposed by irregular and disorderly members, and lend it that kind of influence, which they wish to have brought into their families. If they would not feel

"How sharper than a serpent's tooth, it is

To have a thankless child,"

they must give their children good advice and instruction in relation to their conduct in school, and thus show them that they are deeply interested in their improvement and good character. They should check the exhibition of a fault-finding spirit, and encourage them to discharge their duties in school with a hearty good will. They should teach them to prize a good education above rubies, so that they may use the means to acquire it. In this way they will do them unspeakable good, and secure their lasting respect and gratitude. Thus inspired with a right spirit at home, and sent regularly to school, their children will improve their privileges as scholars, and prepare themselves for a more worthy discharge of their duties as moral and accountable beings.

A responsibility rests upon parents and guardians in relation to the character and usefulness of their school, from which they cannot escape. They can act with, or against the teacher: can prepare their children to receive or reject instruction: can cause or obviate the evils of unnecessary absence: can teach obedience, or disobedience; industry or idleness; honesty or dishonesty; truth or falsehood; can prepare their children to become good scholars or bad scholars; good citizens or bad citizens. May they realize their responsibility, and exercise their power for the welfare of their children, the prosperity of their schools, and the honor and blessing of society.

Very respectfully, yours, &c."

But there is a large class of children who frequent the streets, wharves, and Railroad Depots of our large towns and cities, that cannot be influenced by such means. They are principally the children of our foreign population, who are, for the most part, ignorant of the character of our institutions, and of the importance of education. The records of our Courts bear testimony to the fearful increase of crime among this class of children; and unless some efficient measures are soon adopted, they will corrupt the morals of all the youth in the land. Upwards of 200,000 men, women, and children landed upon our shores during the last year; and there is reason to believe that the number will hereafter be annually increased rather than