It is central. It is the property of the district. During term-time it is visited daily by members from perhaps every family in the district.

There may, and should be, a time fixed, at least once a week, when the library will be open, the librarian or his a.s.sistant being in attendance, at which time books may be returned and drawn anew. For this purpose, and on all accounts, no place can be so appropriate and free from objection as the school-house. The library may also be opened one or more evenings in the week, and especially during the winter, when evenings are long, as a district reading-room. Moreover, should a District Lyceum be established, the use of a well-selected library, which will always be at hand, and of appropriate apparatus for the ill.u.s.tration of scientific lectures, will contribute greatly to increase both the popularity and the usefulness of the inst.i.tution.

With such an arrangement, the children of the district would most a.s.suredly be much more benefited by the instructions they would receive.

The school would also possess many attractions for adults of both s.e.xes, and by the co-operation of the wise and the good, its refining, purifying, and regenerating influences may be brought effectually to bear upon every family and every individual within the boundaries of the district. Then will the idea of Cousin be realized, who says, "A school ought to be a n.o.ble asylum, to which children will come, and in which they will remain with pleasure; to which their parents will send them with good will;" and, I will add, one whose uplifting influence both children and parents will constantly feel.

Such a room as I have described will also be found important for various other purposes, as a commodious place for retirement in case of sudden indisposition, a place where a teacher may see a patron or a friend in private, should it be at any time desirable, or a parent his child. It would also be of great service in giving the teacher an opportunity to see scholars in private, for various purposes, as well as in affording a convenient room for scholars to retire to, with the permission of the teacher, for mutual instruction.

That able and judicious advocate of popular enlightenment, and eminently successful school officer, the Honorable Henry Barnard, does not over-estimate the importance of district libraries. In speaking of the benefits they confer upon a community, he says, "Wherever such libraries have existed, especially in connection with the advantages of superior schools and an educated ministry, they have called forth talent and virtue, which would otherwise have been buried in poverty and ignorance, to elevate, bless, and purify society. The establishment of a library in every school-house will bring the mighty instrument of good books to act more directly and more broadly on the entire population of a state than it has ever yet done; for it will open the fountains of knowledge, without money and without price, to the humble and the elevated, the poor and the rich."

APPURTENANCES TO SCHOOL-HOUSES.--There are, perhaps, in the majority of school-houses, a pail for water, a cup, a broom, and a chair for the teacher. Some one or more of these are frequently wanting. I need hardly say, every school-house should be supplied with them all. In addition to these, every school-house should be furnished with the following articles: 1. An evaporating dish for the stove, which should be supplied with clean pure water. 2. A thermometer, by which the temperature of the room may be regulated. 3. A clock, by which the time of beginning and closing school, and conducting all its exercises, may be governed. 4. A shovel and tongs. 5. An ash-pail and an ash-house. For want of these, much filth is frequently suffered to acc.u.mulate in and about the school-house, and not unfrequently the house itself takes fire and burns down. 6. A wood-house, well supplied with seasoned wood. 7. A well, with provisions not only for drinking, but for the cleanliness of pupils. 8.

And last, though not least, in this connection, two privies, in the rear of the school-house, separated by a high close fence, one for the boys and the other for the girls. For want of these indispensable appendages of civilization, the delicacy of children is frequently offended, and their morals corrupted. Nay, more, the unnatural detention of the _faeces_, when nature calls for an evacuation, is frequently the foundation for chronic diseases, and the princ.i.p.al cause of permanent ill health, resulting not unfrequently in premature death. The accommodations in this respect provided by a district in a country village of the Northwest, whose schools have become celebrated, are none too ample. Two octagonal privies are provided--one for each s.e.x--each of which has seven apartments. These are cleansed every two weeks, regularly, and oftener, if necessary.

Mr. Barnard, in treating upon the external arrangements of school-houses, has the following sensible remarks: "The building should not only be located on a dry, healthy, and pleasant site, but be surrounded by a yard, of never less than half an acre, protected by a neat and substantial inclosure. This yard should be large enough in front for all to occupy in common for recreation and sport, and planted with oaks, elms, maples, and other shady trees, tastefully arranged in groups and around the sides. In the rear of the building, it should be divided by a high and close fence, and one portion, appropriately fitted up, should be a.s.signed exclusively for the use of boys, and the other for girls. Over this entire arrangement the most perfect neatness, seclusion, order, and propriety should be enforced, and every thing calculated to defile the mind, or wound the delicacy or the modesty of the most sensitive, should receive attention in private, and be made a matter of parental advice and co-operation.

"In cities and populous districts, particular attention should be paid to the play-ground, as connected with the physical education of children. In the best-conducted schools, the play-ground is now regarded as the _uncovered_ school-room, where the real dispositions and habits of the pupils are more palpably developed, and can be more wisely trained, than under the restraint of an ordinary school-room. These grounds are provided with circular swings, and are large enough for various athletic games. To protect the children in their sports in inclement weather, in some places, the school-house is built on piers; in others, the bas.e.m.e.nt story is properly fitted up, and thrown open as a play-ground."

A good and substantial room, well fitted up, and properly warmed in cold weather, in which children may conduct their sports, under the supervision of a teacher or monitor, is of the utmost importance; and especially is this true of all schools for small children. Such a room is, indeed, for these, hardly less important than the school-room. Among other things, it should be supplied with dumb-bells,[70] see-saws, weights and measures of various kinds, etc., etc. These are important for both boys and girls; but, as they are uncommon, it may be well to suggest the proper mode of using them, and the advantages they confer.

[70] Dumb-bells are usually made of cast iron, and sometimes of bell-metal, of the shape indicated by the figure, and should weigh from two to ten pounds each, according to the strength of the person using them. [Ill.u.s.tration]

_Dumb-bells_ may be used, in connection with the sports enumerated in the third chapter, for developing and strengthening the chest and improving the health. I would refer any who question the fitness of such exercises to what has been said on the subject at the 77th and following pages, and especially to the testimony of Dr. Caldwell there introduced.

_See-saws_, in addition to the benefits that result from the exercise, are attractive, and may be rendered highly instructive. For this purpose, the plank or board used should be well hung and properly balanced. The distance from the fulcrum or point of support should be accurately graduated, and marked in feet and inches. Then, knowing the weight of one scholar, the weights of all the others may be ascertained by their relative distances from the fulcrum when they exactly balance.

These interesting experiments may be tried by any child as soon as he understands the ground rules of arithmetic, and the simple fact that, for two children to balance, the product of the weight of one multiplied into his distance from the fulcrum will exactly equal the product of the weight of the other into his distance from the fulcrum. Such simple experiments, when thus mingled with sports, and made interesting to young children, serve the double purpose of attaching them to the school, and of fixing in their minds the habit of observation and experiment, and of understanding the why and wherefore, which will be of incalculable service to them all the way through life.

_Weights and measures_ serve the same general purpose, and may be rendered well-nigh as useful as slates and black-boards. Thousands of children recite every year the table, "four gills make a pint, two pints make a quart, four quarts make a gallon," etc., month in and month out, without any distinct idea of what const.i.tutes a gill or a quart, or even knowing which of the two is the greater. But let these measures be once introduced into the experimental play-room, and let the child, under the supervision of the teacher or monitor, actually _see_ that four gills make a pint, etc., and he will learn the table with ten-fold greater pleasure than he otherwise would, and in one tenth the time.

The same general remark will apply to the other tables of weight and measure, to experimental philosophy, and to nearly every branch of study pursued in the common schools of our country. I have but one other general remark to make on this subject, and that is in relation to the

INFLUENCE OF SCHOOL-HOUSES.--Cicero observes that the face of a man will be tinged by the sun, for whatever purpose he walks abroad; so, by daily a.s.sociations, the minds of all persons are influenced, and their characters permanently affected, by scenes with which they are familiar; and especially is this true during the impressive periods of childhood and youth. Many persons seem to think that schoolmasters and school-mistresses do all the teaching in our schools. But it is not so.

Fellow-students, neighbors, and citizens teach by precept and by example; and especially do _school-houses teach_. And oh! what lessons of degradation, pollution, and ruin they sometimes impart! as he can not fail to be convinced who remembers the testimony already introduced in relation to their condition.

I have seen the fond parent accompany his lovely child of four summers to the school the first day of its attendance. The child had seen pictures of school-houses in books. Pictures, if not always pretty, usually please children. It was so in this case. The child, anxious to go to school, talked of the school-house on the way. There arrived, the parent pa.s.sed his innocent little one into the care of the teacher, with a few remarks, and was about to retire, when the child, clinging to him, said, pathetically and energetically, "Pa! pa!! I don't want to stay in this ugly old house; I am afraid it will fall down on me: I want to go home to our own pretty parlor." But the parent, breaking away from his child, leaves it in tears, with a sad heart. How cruel to do such violence to the tender feelings of innocent children! And how baneful the influence! The school, instead of being a comfortable, pleasant, and delightful place, as it should be, is to the child positively offensive, and the school-house a dreary prison. "Just as the twig is bent, the tree's inclined." The child learns to hate school, to hate instruction, and all that is good. He soon becomes the practiced truant.

In a few years he arrives at manhood; but, instead of being a blessing to his family and a useful member of society, he too frequently drags out a wretched life, in ignorance and penury, dividing it between the poor-house and jail, and terminating it, peradventure, upon the gallows.

It needs the pen of a ready writer duly to portray the influence of neglected school-houses. Parents seem to have forgotten that, _while men sleep, the enemy comes and sows tares_; that if good school-houses do not _elevate_, neglected ones will _pollute_ their children. I have already alluded, in the language of others, to the representations of vulgarity and obscenity that meet the eye in every direction. But I am constrained to add, that, during the intermissions, and before school, "certain lewd fellows of the baser sort" sometimes lecture in the hearing of the school generally, boys and girls, large and small, ill.u.s.trating their subject by these vulgar delineations.

But why are these things so? And how may they be remedied? Different persons will answer these questions variously. But when we bear in mind that, in architectural appearance, school-houses have very generally more resembled barns, sheds for cattle, or mechanic shops, than Temples of Science; that windows are broken; that benches are mutilated; that desks are cut up; that wood is unprovided; that out-buildings are neglected; that obscene images and vulgar delineations meet the eye within and without; that, in fine, their very appearance is so contemptible, that scholars feel themselves degraded in being obliged to occupy them; when we bear in mind all these things, and then consider that the impressive minds of children are necessarily and permanently affected by scenes with which they become familiar, we can not wonder that they yield themselves to such influences, and consent to increase their degradation by multiplying the abominations with which they are surrounded. And especially shall we cease to wonder at the existence of these things, when we consider that scholars are very often unfurnished with suitable employment; that the younger scholars are frequently urged on by the example and influence of the older ones; and that teachers are sometimes employed who are so far lost to shame as to countenance these disgusting and corrupting practices by engaging in them themselves!

A knowledge of the cause suggests the remedy. Let, then, the school-house be commodious and cleanly; inviting in its appearance, and elevating in its influence. Let every member of the school, at all times, be furnished with entertaining and profitable employment. Let the corrupting influence of bad example be at once and forever removed. And, finally, let the services of a well-qualified teacher, of good morals, correct example, and who is scrupulously watchful, be invariably secured.

But if the mean appearance of our school-houses is one reason why they are so defaced, it may be asked, why do not our _churches_, which are frequently among the most elegant specimens of architecture, escape the pollution? The reason is evident. The foul _habit_ is contracted in the unseemly school-house, and it becomes so established that it is very difficult to suspend its exercise even in the Temple of G.o.d. Were our school-houses, in point of neatness and architecture, equal to our churches, the evil in question would soon become less prevalent, and, with judicious supervision, we might safely predict its early extinction.

I would not suggest that too much pains are taken to make our churches pleasant and comfortable, but I do protest that there is a great and unwise disproportion in the appearance of our churches and school-houses. It is frequently the case in villages and country neighborhoods, that the expense of the former is from fifty to eighty times the value of the latter. The _appearance_ of our school-houses is an important consideration. If we would cultivate the _beastly_ propensities of our youth, we have but to provide them places of instruction resembling the _hovels_ which our cattle occupy, and the work is well begun. On the contrary, if we would take into the account the whole duration of our being, and the cultivation and right development of the n.o.bler faculties of our nature, while the animal propensities are allowed to remain in a quiescent state, and _adapt means to ends_, our school-houses should be pleasant and tasteful. Every thing offensive should be separated from them, and no pains should be spared to give them an inviting aspect and an elevating influence.

It is easier to make children good than to reform wicked men. It is cheaper to construct commodious school-houses, with pleasant yards and suitable appurtenances, than to erect numerous jails and extensive prisons. George B. Emerson, in a lecture on moral education, speaks to the point. "In regard to the lower animal propensities," says he, "the only safe principle is, that nothing should be allowed which has a tendency, directly or indirectly, to excite them. In many places there prevails an alarming and criminal indifference upon this point. It is one toward which the attention of the teacher should be carefully directed. No sound should be suffered from the lips; no word, or figure, or mark should be allowed to reach the eyes, to deface the wall of the house or out-house, which could give offense to the most sensitive delicacy. This is the teacher's business. He must not be indifferent to it. He has no right to neglect it. He can not transfer it to another. He, and he only, is responsible.[71] It is impossible to be over-scrupulous in this matter. And the committee should see that the teacher does his duty; otherwise all his lessons in duty are of no avail, and the school, instead of being a source of purity, delicacy, and refinement, becomes a fountain of corruption, throwing out poisonous waters, and rendering the moral influence more pestiferous than that fabled fountain of old, over which no creature of heaven could fly and escape death."

[71] I would by no means free parents from responsibility in this matter. They, if any cla.s.s, may be said to be "alone responsible;" but, in fact, all who are intrusted with the care of children share in the responsibility. _Secret vice_, in the opinion of those who have had occasion to remark the extent to which it is practiced, from colleges and the higher seminaries of learning down to the common school, and even in the nursery before the child is sent to school, prevails to an alarming extent. It is often the princ.i.p.al, and, in many instances, the sole cause of a host of evils that are commonly attributed to hard study, among which are impaired nutrition, and general la.s.situde and weakness, especially of the loins and back; loss of memory, dullness of apprehension, and both indisposition and incapacity for study; dizziness, affections of the eyes, headaches, etc., etc. Secret vice in childhood and youth is also a fruitful source of _social vice_ later in life, and of excesses even within the pale of wedlock, ruinous alike to the parties themselves and to their offspring. Licentiousness in some of its forms, as we have frequently had occasion to see, from the highest testimony introduced into the text in various pa.s.sages, in addition to the evils here referred to, sometimes leads to the most driveling idiocy, and to insanity in its worst forms. All, then, who have the charge of children, and especially parents and teachers, should exercise a rational familiarity with them on this delicate but important subject.

They should give them timely counsel in relation to the temptations to which they may be exposed, apprise them of the evils that follow in the train of disobedience, and endeavor, by kindly advice and friendly admonition, to infix in their minds a delicate sense of honor, an abhorrence for this whole cla.s.s of vice, and a determination never to entertain a thought of indulging the appet.i.te for s.e.x except within the pale of wedlock, and in accordance with G.o.d's own appointment.

In conclusion, on this subject, I would say, if there is one house in the district more pleasantly located, more comfortably constructed, better warmed, and more inviting in its general appearance, and more elevating in its influence than any other, that house should be the school-house.

WELL-QUALIFIED TEACHERS SHOULD BE EMPLOYED.

All the provisions heretofore described would be of none effect if we took no pains to procure for the public school thus const.i.tuted an able master, and worthy of the high vocation of instructing the people. It can not be too often repeated, that it is the master that makes the school.--GUIZOT.

Society can never feel the power of education until it calls into exercise a cla.s.s of effective educators.--LALOR.

One of the surest signs of the regeneration of society will be the elevation of the art of teaching to the highest rank in the community.--CHANNING.

We come next to the consideration of _school teachers_; for, in order to have good schools, we want not merely good school-houses. These, as already seen, are of the utmost importance; but, to insure success, _we must have good teachers in those houses_. And here, were I addressing myself exclusively to the members of this profession, it would be appropriate to dwell in detail upon the requisite qualifications of teachers. But this would be foreign from my present design.[72]

[72] Among the many excellent works already before the public, I would name the following, which the practical teacher may profitably consult: THE SCHOOL AND THE SCHOOLMASTER, by Dr. Potter and G. B. Emerson; THEORY AND PRACTICE OF TEACHING, by D. P. Page; THE SCHOOL TEACHER'S MANUAL, by Henry Dunn; THE TEACHER, by Jacob Abbott; THE TEACHER'S MANUAL, by Thomas H. Palmer; THE TEACHER TAUGHT, by Emerson Davis; SLATE AND BLACK-BOARD EXERCISES, by Wm. A. Alcott; LECTURES ON EDUCATION, by Horace Mann; CORPORAL PUNISHMENT, by Lyman Cobb; CONFESSIONS OF A SCHOOLMASTER, by Wm. A. Alcott; THE TEACHER'S INSt.i.tUTE, by Wm. B.

Fowle; THE TRUE RELATION OF THE s.e.xES, by John Ware. These are also useful to parents. A more extended list, with tables of contents, may be found in Barnard's School Architecture, p. 279 to 288.

It has not been my intention in any thing I have yet said, nor will it be in any thing I may hereafter urge, to overlook the importance of domestic education. Napoleon once said to an accomplished French lady that the old systems of education were good for nothing, and inquired what was wanting for the proper training of young persons in France.

With keen discernment and great truth, she replied, in one word--Mothers. This reply forcibly impressed the emperor, and he exclaimed, "Behold an entire system of education! You must make _mothers_ that know how to train their children." I may add, we want mothers not only, but _fathers_ too, qualified for the great work of training their offspring aright; for parents are readily admitted to be the natural educators of their children. But the literary training of children has always been accomplished chiefly by delegation; and not only the literary, but, to a great extent, the moral and religious.

This course has been adopted on account of the situation of families; many parents being unable to teach their children themselves, and others lacking the necessary leisure to carry forward a systematic and thorough course of instruction. This course is dictated by policy; for the children of a whole neighborhood may be better taught, and at less expense, in good schools, than in their respective families. This course has also been adopted as a matter of necessity; for the greatness of the work of education requires, in order to carry it forward successfully, that it should be studied as a profession. The teacher then engages jointly with the parent in the work of education, and with him shares its toils, its responsibilities, and its delights.

From the greatness of the teacher's work, as we have already considered it--training, as he should, his youthful charge for respectability, usefulness, and happiness in this life, and for everlasting felicity in that which is to come--we may infer what should be his qualifications.

And we remark, in the general, that the business of

_School teaching should rank among the learned professions._ The teacher should well understand the nature of the subjects of education, as physical, intellectual, and moral beings. The education of children can not safely be intrusted to persons who are not practically acquainted with human physiology, and with mental science as based thereon. The most serious physical evils frequently result from allowing incompetent persons to exercise the functions of this high and responsible vocation.

In addition to a thorough knowledge of all the branches in which a teacher is expected to give instruction, and an acquaintance with those collateral branches that have a bearing upon them, the instructor of youth should possess the rare attainment of _aptness to teach_. It will be of little avail if the teacher has become familiar with all wisdom, unless he can readily communicate instruction to others. Paul, in speaking of the qualifications of bishops, says, among other things, they should be "apt to teach." This attainment is no less important for schoolmasters than for bishops. It is especially important that the teacher should be well acquainted with intellectual philosophy and moral science. This is necessary, in order to enable him to judge correctly of character, and to teach, and govern, and train his charge aright. But these attainments can never be made until teaching is elevated to the rank of a profession.

The lawyer is required to devote a series of years to a regular course of cla.s.sical study and professional reading before he can find employment in a case in which a few dollars only are pending. With this we find no fault. But it should not be forgotten that the teacher's calling is as much more important than the ordinary exercise of the legal profession, as the imperishable riches of mind are more valuable than the corruptible treasures of earth.

We seek out from among us men of sound discretion and good report to enact laws for the government of the state and nation. And with this, too, we find no fault. It is right and proper that we should do so. But it should be borne in mind that it is the teacher's high prerogative not only so to instruct and train the rising generation that they shall rightly understand law, but to infix in their minds the principles of justice and equity, the attainment of which is the high aim of legislation. While our legislators enact laws for the government of the people, the well-qualified and faithful schoolmaster prepares those under his charge to govern themselves. Without the teacher's conservative influence, under the best legislation, the great ma.s.s of the people will be lawless; while the tendency of his labors is to qualify the rising generation, who const.i.tute our future freemen and our country's hope, to render an enlightened, a cheerful, and a ready obedience to the high claims of civil law. The well-qualified, faithful teacher, then, becomes the right arm of the legislator.

The physician is required to become thoroughly acquainted with the anatomy and physiology of the human body; in a word, to become acquainted with "the house I live in;" to understand the diseases to which we are subject, and their proper treatment, before he is allowed to extract a tooth, to open a vein, or administer the simplest medicine.

Nor with this do we find fault, for we justly prize the body. It is the habitation of the immortal mind. When in health, it is the mind's servant, and ready to do its biddings; but darken its windows by disease, and it becomes the mind's prison-house. But while the physician, whom we honor and love, is required to make these attainments before he is permitted _even to repair_ "the house I live in," should not he who teaches the MASTER of the house be ent.i.tled to a respectable rank in society?

It is common, in the various branches of the Church universal, for men who feel themselves called of G.o.d to preach the Gospel to obtain a collegiate education, and then devote several years to professional study, before exercising the functions of the sacred office; and this has been required by popular opinion. And heretofore, I may add, the efforts of the minister have been directed chiefly to the _reformation of adults_ whose early training has been imperfectly attended to, and to the building up of a religious character where no correct early foundation has been laid, when the time and energies of a people upon whom labor is bestowed are devoted chiefly to absorbing secular pursuits. The competent and faithful teacher, on the contrary, enters upon the discharge of his duties under circ.u.mstances widely different, and with infinitely better prospects of success. Jesus said, _Suffer the little children to come unto me, and forbid them not; for of such is the kingdom of G.o.d_. These are they upon whom the teacher is called to bestow labor. He remembers that Solomon the wise has said, _Train up a child in the way he should go, and when he is old he will not depart from it_; and he confidently expects that, with proper parental co-operation, if he faithfully discharges his duty, and directs his efforts in accordance with the will of the Great Teacher, his youthful charge, when arrived at the years of accountability, and in all future life, will be like "the child Samuel, who grew on, and was in favor both with the Lord and also with men." No wonder, then, that Channing should say, "One of the surest signs of the regeneration of society will be _the elevation of teaching to the highest rank in the community_."

The clerical profession can never equal that of the teacher in moral sublimity and prospective usefulness until religious teachers come to direct their attention chiefly to the correct early education of the young in the Sabbath-schools, but more especially in the common schools of our country. Then, and not till then, will it be ent.i.tled to the pre-eminence.

Should any teacher, in view of the immense responsibilities of his calling, be disposed to inquire, as all well may, _Who is sufficient for these things?_ we would say to him, in the language of Wirt, "Let your motto be _Perseverando vinces_--by perseverance thou wilt overcome.