OL HYMN-BOOK; for Normal, High, and Grammar ok has been introduced into the Normal Schools tate, and into many others of a different charEverywhere it has given perfect satisfaction. No 1 of Hymns speaks more for the poetic taste of the han this. It was necessary to exclude Hymns of a character, but it abounds in those which are expreswarm and grateful emotions of the heart, numbering e purest poetic utterances in our language. There a poor Hymn in the whole collection. We learn occasionally been used in one of our State Normal sa Reading Book. We would commend it as such to for there is no class of writings, as a general thing, read as Hymns, as many of our religious congregaestify. Teachers in want of a book of this descripind this all they can desire. Published by Crosby Co., Boston. ting the above notice, we feel that we are conferring à such teachers, school trustees, and committees as rexamined this excellent collection. The compiler, years connected with public schools as a committee intimately acquainted with their condition and wants, ed to prepare this choice collection at the suggestion our teachers, who had long felt the need of such a and who knew the high reputation he enjoyed in our -, for extensive attainments in belles lettres, a delicate ste, and a truly catholic spirit. olishers deserve much credit for the extremely neat iful style in which it is "got up," and the low price hey afford it. We venture to predict that no teacher gly set it aside after having once introduced it into -Ed. Formal, High, and Grammar d into the Normal Schools thers of a different charn perfect satisfaction. No for the poetic taste of the sary to exclude Hymns of a in those which are expres tions of the heart, numbering We learn es in our language. There whole collection. in one of our State Normal would commend it as such to writings, as a general thing, of our religious congrega at of a book of this descripPublished by Crosby sire. › feel that we are conferring trustees, and committees as t collection. The compiler, lic schools as a committee h their condition and wants, collection at the suggestion ng felt the need of such a utation he enjoyed in our s in belles lettres, a delicate pirit. dit for the extremely neat got up," and the low price to predict that no teacher ing once introduced it into Vol. VII, No. 2.] F. N. BLAKE, EDITOR OF 1 TEACHING TO THE theme just named has been c of the educator's duty. However imm or unripe the more primary processe pil must be taught to think. The import of a proposition like th comparing, inferring, and deducing, of instruction at as early a stage of career as possible. There is doubtle dom in a suggestion of this kind, prov for thought. It should be borne in mind that wh ing, is more the spontaneous effort of it is the fruits of direct professional la of the instructor's field of toil is to i present inducements to energy, suppl elevated course of acquisition, and to aids of demonstration and explanatio thought, he can do neither. - A primary fact is often overlooked the student making rapid advanceme human mind are in the direction of server of the various mental phenome though it is often very difficult to dist from those which are purely sensitive fact, and, perhaps, have also made it career of instruction. Facts and in memory by ceaseless efforts both of p ing implies that the mind manages a 3 gs and principies in ne apstract. Dut abstraction e an easy exercise of the mind at a later period of he antecedent experience of years has gone before. g can never be taught or conducted without this theory of educating the youthful mind to think is to a vigorous and continued exercise of memory. But 3 much. It must have facts, forms of speech, modes tration, processes of incipient analysis and combinaed, it must have a share of what makes the bulk of dge of mankind. The purposes of ordinary speech, ich mind cannot think, require it to have laid up a - Computation requires a fund of arithmetical lore, all, yet indispensable. Food is what the mind at first 3. Give it ratiocination enough to exercise and deoung strength, but no more. tive memory is the result of attention, a productive ve to childish incapacity But abstraction abstract. emind at a later period of of years has gone before. or conducted without this youthful mind to think is to exercise of memory. But ts, forms of speech, modes ent analysis and combinaof what makes the bulk of rposes of ordinary speech, quire it to have laid up a fund of arithmetical lore, od is what the mind at first nough to exercise and de e. of attention, a productive possible expedient of auployed to stimulaté a desire apability sustains the same hunger does to the body quite young students, this cidents and facts of narraand Elisha, the three Hery of Joseph, the call of oliath, furnish some of the indeed we may apply such mble attempts at mental his period of life are precolong to later development. young mind in simple but look on the student in the A fund of and wise sayings should eet his ear. hand of the instructor as copy literatim, the following quain the 24th v. 3d chap. of Paul's Epis The schoolemaster is appointed f to bring him up, and to keepe him what ende, and how long? Is it to and sharpe dealing of the schoolmast Or that the childe should remaine in so, but onely for a time, that this correction might tourne to the pr time, hee might be heire and Prince will, that his sonne should alwaies be ter, and alwaies beaten with roddes and discipline, he may be made able successour. Even so the lawe (sai a schoolmaister, not forever, but Christ: as in other wordes he said given for transgressions, untill the Also the scripture hath all under kept under and shut up unto fai revealed, wherefore the law is not of is a schoolemaister to bring us unt maister were he, which would alw childe, and teach him nothing at al maisters were there in time past, v els but a prison and a very hell tyraunts and very butchers. The c they learned with continuall paine them came to any proofe. The maister, for it doth not onely terrifie schoolmaister beateth his scholers but with his rods he driveth us to Ch maister instructeth and exerciseth writing, to the ende they may com letters and other profitable things, t a delight in dooing of that, which strained therunto, they did against community, nis conscience, and is σou, on une one on the other, a much larger stipend than is usually in the towns and cities of this favored Common these duties must be performed. As teachers we portance of a kind, judicious, and faithful supervision. ounsel and support in our arduous work of teaching. ntendency of our public schools is an important, nay, st said, an indispensable part of the machinery which cors have so wisely put in requisition for the training nious development of the energies of the children of our State. And while, as teachers, we even court prize the aid we derive from this source, may we not to say a word, through our own organ, with regard deem THE MOST EFFECTUAL METHOD of accomplishrk in question? ice, in this case, lies between the old and still more practised method-that by school committees, chosen eral towns and cities, and that by the agency of a erintendent. Quite a number of the towns and cities te have adopted the latter method for the practical f school supervision, although they still choose their mittees for objects required by law to be provided for. committees, in such cases, I believe, usually, have to them the power of selecting the individual who is e principal management and oversight. Perhaps this arrangement. Be this as it may, the unanimous tesspecting the single superintendent method, so far as ad the means of knowing it, from places where it has , is decidedly in its favor. I know not what may be ns of teachers and committees generally upon this ut for myself I am in favor of this method, and that lowing, among many reasons: re one individual has the care of all the schools in a city, he usually receives a compensation sufficient to and |