small a part of the education even of a child is comprehended in this, if successfully accomplished? Suppose with the increasing strength, mental and physical, the passions become rampant, -the desires become uncontrollable,-taste perverted,-judg ment distorted or paralyzed, and the will with despotic sway urges each to extremes,-of what service will it be that the mind has become more enlightened? Better would it be that such a beast of prey should be enshrouded in midnight darkness, that his victim might escape the notice of his malignant eye.

One of the very highest qualifications, then, of a primary teacher, consists in an ability to cultivate right affections, regulate the desires,-form proper habits of action,-to associate in a proper manner with companions, and manifest becoming respect to superiors ;-in short, to teach the child how to think and act right under all possible circumstances. Then, how easy to ingraft on anything, desirable to such a character, whatever of an intellectual nature may be required. The farmer who should sow his grain on ground unprepared for its reception, would scarcely expect an abundant crop from the sickly blades, struggling amidst the luxuriant weeds overshadowing them.

Experience seems to prove more and more clearly every day, that dulness in learning, disinclination to mental effort and improvement, spring, in most cases, from injudicious management of the child in its earliest stages of life, by parents first, and next by its first teachers.

At the outset care is not taken to present proper objects in a suitable manner so as to preoccupy the mind, and give it bent in a right direction. What a vast majority of minds of children are left to be formed at hazard, by the thousand occurrences of each day, just as they may chance to meet the desires of the child? Is it a matter of wonder, then, after being accustomed for a time to receive or reject external influences at pleasure, that he should reject the influences of his teacher when they fail to correspond with his wishes?

The parent is first to give right impressions, and as the teacher stands for the time "in loco parentis," must receive the charge from the parents' hands with all due care, and feeling of responsibility. Farther than this, if it is not the teacher's duty to make amends, so far as may be, for the neglect, ignorance or incompetency of parents, upon whom may or can it fall?

Allusion has been made, thus far more particularly, to the formation of character of the child. The first instructions given, and their influence in after life, are of no small importance, and may receive attention hereafter.

Springfield, Feb. 1851.

P.

TEACHING PHYSIOLOGY.

[We commend to the attention of the public school teacher especially, the following article, written by a distinguished female teacher who has been long connected with the public schools of Massachusetts.]

THE following Act, requiring Physiology and Hygiene to be taught in the public schools, was passed by the General Court, on the 24th of April, 1850.

"SECT. 1. Physiology and Hygiene shall hereafter be taught in all the public schools of this Commonwealth, in all cases in which the School Committee shall deem it expedient.

"SECT. 2. All school teachers shall hereafter be examined in their knowledge of the elementary principles of Physiology and Hygiene, and their ability to give instruction in the same.

"SECT. 3. This Act shall take effect on and after the first day of October, one thousand eight hundred and fifty-one."

In the practical application of the above enactment, I will attempt to enumerate some of the many points which may receive more or less attention.

1. That part of the human system which has been termed "its frame-work," namely, the bones, may be described in its general structure and uses. In this connection, those means and practices that have a tendency to cause deformities of the bones of the extremities, and distortion of the spinal column, may be profitably pointed out.

2. After a consideration of the bones, the muscles (lean meat,) may be considered. The general structure and action of a muscle may be detailed to a pupil, and then the conditions. upon which their development, energy, and health depend, may form profitable topics of instruction. These would include the action of muscles with their alternate rest, the effects of compression upon their size and energy, the influence of different states of mental and moral feelings, together with the varying condition of the blood with which they are supplied, upon their tone and action.

The appropriate methods of training or educating the muscles in reading, singing, writing, drawing, and in the practical mechanical pursuits and other vocations, would be useful topics of attention in this connection. The consideration of the above named points would embrace the examination of the proper and improper position while sitting, standing, and walking, together with the adaptation of the seats and benches in school-houses, halls, churches, and shops, to the imperative requirements of organic law in the locomotive apparatus of man.

3. The general conformation of the teeth, their uses, and the conditions upon the observance of which their health and beau

ty depend, would highly interest and profit pupils of almost any age and station in society.

4. The position, structure, and uses of the salivary glands and other parts in and around the mouth, together with the structure and functions of the stomach, liver, and other organs associated with these to form the digestive apparatus, would present subjects for the school-room and family of great interest. The consideration of the anatomy and physiology of the digestive canal, would naturally be followed by the consideration of its hygiene. This would lead to an examination and discussion of those articles of food most appropriate to promote the growth and repair the waste of the system. Not only the quality of the food, but its quantity, the proper manner of taking it, the condition of the system when food should be taken, would be included in this hygienic examination. These are topics of practical interest to all; hence their discussion is proper both for schools and families.

5. The circulatory apparatus composed of the heart, arteries, and veins; its structure, the use of the several parts, and their relation to each other and to the several parts of the system, would be of intense interest to the young, as well as the old.

In connection with the circulatory vessels, the blood, its composition, its formation, the conditions upon which its pure or healthy, as well as its impure or unhealthy character more or less depends, may be fully and understandingly discussed.

6. The form of the thorax (chest), normal and abnormal, the position of the organs within its cavity, the structure of the lungs, the position and movement of the ribs and diaphragm, and the function of the several portions of the respiratory apparatus may be examined seriatim.

In connection with the anatomy and physiology of the respiratory apparatus, the effects of contracted chests, restricted movements of the ribs and diaphragm, and the influence of the air both pure and vitiated, could be examined physiologically and understandingly. In this way, principles and facts could be impressed upon the mind of all degrees of development, that would profit individuals and the community.

7. The skin, or cutaneous tissue, from its intrinsic importance, claims attention. In connection with its simple and beautiful structure, the function, or use of its several curious parts would command the attention and admiration of inquiring minds. In this examination would be read the physiological warrant for cleanliness of person and apparel, by frequent ablution of the skin and due change of clothing. This would have a powerful tendency to promote not only constitutional vigor and freedom from disease, but the appearance of schools, families, and communities would be improved.

*6

8. And last, though not least of the organs that constitute man, I would name the nervous system. Here we find the brain, that wonderful organ through which the mind acts; the spinal cord which extends the entire length of the vertebral column, (back bone,) by the arrangement of which this portion of the nervous system is securely protected. In this connection, the relation of the nerves to the brain and spinal cord, and several apparatuses of the body may be considered.

The functions of the several parts of the nervous system, the conditions upon which the health and integrity of not only these organs, but the operations of the mind depend, would be subjects of legitimate examination. Such investigation would be not only proper, but of great interest to all.

9. In addition to the topics before enumerated, the special senses, as touch, taste, smelling, seeing, and hearing, together with the function of absorption, secretion, excretion, and the generation of animal heat, would be subjects worthy the attention of the pupils of any school-room.

When any new thing is proposed, many will ask, " cui bono?" what good will come of it? Some may say-Our schools are for the development and discipline of the mind, and for the acquisition of useful knowledge. True-and these are leading reasons for the introduction of Physiology and Hygiene into the common schools.

In mechanical contrivance, beauty of structure, and harmony of parts, the anatomy of man exceeds all contrivances. It is this that renders the study of Physiology so admirably fitted for the development, elevation, and discipline of the youthful mind. When man was created, he was pronounced by his Creator not only good, but very good. In this affirmation of the Deity we find a safe warrant for this study by all persons.

Again, the acquisition of the hygienic principles to which reference has been made, must be information of a highly useful character. The knowledge of useful principles is speedily followed by their practical application among the utilitarian American people. This would be attended by modification and improvement in the warming, ventilation, lighting, and seating of our school-rooms, public halls, and private dwellings. This would conduce to the comfort, happiness, and health of all classes in the community. In those towns of this Commonwealth where Physiology has been taught in our common schools for several years, there is a marked improvement in the appearance and construction of school-houses, compared with those in towns where this subject has received but little if any attention.

Admitting the utility of this department of knowledge, in what manner shall instruction be given? A few veteran and excellent instructors give as their opinion, that as some knowl

edge of the rules of health may be beneficial, therefore a few oral lessons may and should be given, but without particular reference to the structure and functions of the organs whose hygiene is discussed. Others would give instruction in the physiology, or functions of the different apparatuses of man, and to this would add the hygiene of the parts. This is all they deem necessary, neglecting the anatomy, or structure of those organs whose physiology and hygiene form topics of useful in

struction.

Would it not be easier, more natural, and likewise more profitable for instructor as well as pupil, to commence by giving the structure of the organ which is the subject of consideration? Though the anatomical knowledge were but elementary, a mere outline, still it would essentially aid in comprehending the func tions of the parts. The physiology may then succeed the anatomy. This may be simple, elementary, or more minute and varied; after which, the hygienic condition, or the laws upon the observance of which the free functional action of the organs depends, should be fully and understandingly discussed.

A similar method is adopted in teaching Botany, so in Mechanical Philosophy. The expert teacher or engineer examines or points out the structure, then the use of the different parts of the machine. Can any good and sufficient reason be given for departing from this order when studying man physically? If no sound reason can be given for deviation, why not pursue this study in the same way as other branches of the natural sciences are taught?

In the November number of "The Massachusetts Teacher," there is a valuable article signed "E." upon " Physical Education." In discussing the method of teaching Physiology, the following remarks are made. "Some prefer to teach Anatomy more minutely, and for this purpose their books describe individual muscles, and the blood-vessels, and nerves in their multiplied ramifications, and have numerous engravings to correspond.' "There is something very taking in this method of teaching this science."

If we study the muscles, blood-vessels, or nerves, why not investigate them separately, as we do the bones? Are not these parts of as much practical interest as the bones? What objection to the use of engravings? We use them advantageously in the study of Botany, Philosophy, and Geography -why not in studying Anatomy? To test this matter, I will make an extract from a text-book on this subject.

"The heart is divided into two parts, the right and the left, which have no direct communication with each other, for they are separated by an impervious wall. Each of these divisions is subdivided into two smaller apartments- the upper, called