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teacher's profession, and the increased compensation consequent thereupon, and not share the labor necessary to secure such elevation. Come to the Association.
ILLINOIS STATE NORMAL SCHOOL-Emery's Journal of Agriculture of July 8th, contains a very favorable report of the condition of the Normal School, and an extended account of the annual examination, which took place June 3d and July 1st. Prof. Hovey and his assistants are bighly commended, and the institution pronounced a decided success. When shall we have a similar establishment in Wisconsin !
Dear Sir: At a meeting of the Teachers of Racine, the following preamble and resolutions were unanimously adopted, expressive of their regard for Mrs. M.MYNN:
Whereas, God, "wh, doeth all things well," ia his inscratable wisdom, has removed Mrs. ELLA W. M'Myxn from our band by death;
Therefore Resolo, d, I hat while we bow in submission to His will, we feel deeply grieved at the loss of one in whose character was such a beautifui combination of gentleness with firm. ness, meekness, and an earnest Christian devotion to her life-work, as has rendered her an ornament to ber profession, and endeared her to the hearts of all wbo knew her.
Resolved, That we will listen to the voice of God's providence speaking to us in this admoni. tory event, and quiet y yield our saddened hearts to the discipline designed to be given: and although we sha!l miss her cheering counsel as a friend, and see no more of her living excellence as a teacher, yet will we keep the bright picture of her example in our minds, and bind her lovely, ennobling virtues to our hearts.
Resolved, that we tender our warmest and kindest sympathies to the companion of the deceased, who is stricken down like a strong ook by the powerful blast, and whose heart is now bleeding with the wound which death has made by tearing from its very center the most loved treasure of earth.
Resolved, That copies of these resolutions be sent to the press of this city, and to the Wisconsin Journal of Educr ion, for publication; also, that a copy of the same be sent to Mr. McMyns, and to the relatives of the deceased.
A. C. LYJN, Secretary
KENOSHA HIGH SCHOOL.-Mr. Leander Stone has been chosen temporary principal of Keposha Public High School, to fill the vacancy occasioned by the resignation of Mr. Conant. If Mr. Stone should be continued in this position, we believe no one would complain.-Kenosha Times.
Racine Public Schools, Report of the Board of Education.
A neat looking, well-get up pamphlet, of between eighty and ninety pages, comprising the report of the late City Superintendent, Rev. 0. O. Stearns, the report of the Principal of the High School, Mr. J. G. M'Mynn, and an Appendix containing the course of study pursued in the schools, a list of teacher's employed since 1852, By-Laws and Regulations of the Board, etc. We shall make copious extracts from its interesting pages hereafter.
The Atlantic for August is on our table, and from a hasty glance at its contents, we judge it to be a very inter sting Number.
Emerson and Putnam for Jaly has a new face, and is filled with valuable and interesting matter,
In arging the importance of education to the teacher, there is a too common tendency to look simply at the wants of the popil, and hence to regard the teacher too exclusively as an instructor. Yet that success of the pupil, at which you aim in providing for his wants, is not properly the object of the first consideration. Make it as important as you will, there must ever stand before it, the success of the teacher himself. For unless
our teachers are successful, there can be no true or solid prosperity for our al of in schools, or for those dependent on them for their education.
The best success of the teacher, however, does not rest solely upon his education; that is upon his proficiency in science, or his skill in his immediate art. It depends, in a by no means unimportant part, on his talents and acquirements in quite another direction. It depends—and the multitude wholly overlook this—not only upon what he is as an instructor, but apon what he is as a member of society, as a man. Hence, in whatever you propose for hiin, you are to look to the teacher, not only as an instructor, but as a man.
The requisites to the best success of the teacher as a man, while involving a variety of details, may be included under one general maxim. Said a gifted, but-uafortunately for himself and the world—not a great man, when speaking of himself and his kind,
Among them, but not of them."
frigid, and false, and fonl negation, and let it read as the utterance of the teacher,
The general maxim then, taken in its parts, embraces, first, this injunction, “Be above them," But beware of confounding this with what seems to be the maxim of some, namely, “feel yourself above them.” The difference between them is just this, in the latter the fact sinks as the feeling rises, while in the former the conscious feeling grows more and more subdued, as the actual superiority becomes dominant. Guarding yourself against this most fatal of errors, steadfastly labor to obey the true injunction, “Be above them.” You owe it to yourself, both as a man and & teacher, to be, in all that pertains to the truest taste and breeding, in advance of those around you. You should always, as you move onward in either the isolation of personal matters, or the contacts of business, or the blendings of society, discover yourself-without yourself discovering it, to be in cultivation, as a man, something more and better than others. Never, through either an inward groveling or an outward scheming, sink yourself, or allow yourself to remain sunk, to the ordinary level of society. It will add nothing either to your influence, or to the regard of others for you.
The general maxim embraces, second, the injunction, “Be among them." This injunction, as you will see, attacks every thing like a scholastic or sensitive seclusion from society. It is sometimes the case, that from an undue devotion to books—for it is rarely a true and proper studiousnessthe teacher is led to withdraw himself from a just and genial intercourse with men. The same result may grow out of a blameless, but yet excessive sensibility, which, from the pain of past abrasions, and the fear of fature ones, occasions an involuntary shrinking and recoiling from the rough contact of society. And yet to neither of these secluding influences should the teacher yield. You owe it to your position as an instructor, and to your very nature as a man, to seek, enjoy, and improve society, as far as you can, without neglecting your business; and if you are systematic and resolute, you can, within the limit of this last restriction, accomplish much more in the direction of an intelligent, genial, and well-regulated mingling among men, than you may at first suppose practicable. Besides owing it to yourself, remember also that you can do little with men, or for men, except as you are recognized and regarded as among them.
The general maxim embraces, last, the injunction, “Be one of them.” This, however, must not be understood as demanding your connection and co-operation in that, which among men, is either false or frivolous. It is only opposed to a phlegmatic or morose lack of sympathy for the affairs of others. It bids you guard against a cold or sour withdrawment from the things which concern, interest, or agitate your fellows. You yourself
have your need of a foreign interest and sympathy; your own perfect growth requires both the reception of its genial influences, and the active exercise of its life-giving and life-blessing virtae; your own prosperity and power among men depend upon the living evidence you give the world, that it has a true, and generous, and genial hold upon your sym
pathies. It becomes you, therefore, to judiciously yet sedulously cultivate 1 & fellow-feeling for your kind.
The general maxim which is to govern you as a man, may then be given in fall, thus, “Be above them, and yet both among them and of them."New York Teacher.
F. S. J.
THE SCHOOL SYSTEM OF BASLE, IN SWITZERLAND.-No I.
That education in this utilitarian and progressive age, in a free and growing country, where the young generation are expected to take in time their different and truly important places as citizens of an enlightened community, must necessarily be extended not only to a few elect, but to the masses, to the people in general, is an incontestable fact. A goodly number of the older States of this Union have gone forward with energetic zeal in the cause of education so as to shine as commendable examples in the sphere of school systems and various methods of instruction. The younger States follow their footsteps with evergrowing interest, and try to adapt their educational principles to the actual requirements of a fast increasing population, and to the wants of the times.
In all ages the wants for the education of the youthful members of any community have been more or less felt, but only in more modern times the all-powerful cry has pervaded the enlightened nations to offer to the rising generation such advantages for their mental and moral cultivation as would enable them to take their stations in any of the branches of homan occupation. Different ways for obtaining a happy result in this great question have been taken in different countries, and thus it may be interesting to some of the readers of the Journal to read a few remarks concerning the educational systems of other lands and places. I will therefore try to delineate, in a few sketches, the school system of the old City of Basle in Switzerland; but treating upon the proposed subject, I feel necessitated to make a few preliminary remarks about the town itself.
Basle is situated on the extreme northwest corner of Switzerland; the river Rhine divides the city into two parts. It was founded by the Romans, who built there a fort to defend their conquests against the Ger
man tribes. It changed masters a number of times, till in the mediæval ages the warlike bishops ruled it, and retained the reins of the government in their hands in spite of the endeavors of a seditious nobility, not willing to yield to any supremacy either spiritual or secular. As in antiquity among the Eastern nations, learning and erudition were found almost exclusively among the priesthood, so in the Middle Ages you find the same principle followed, because the clergy kept the key of knowledge hidden within their own corporation, in order that the people might be prevented from opening that sacred shrine, from gaining wisdom, and from awaken. ing to the consciousness of their own power to shake off the yoke of absolutism and mental servitude.
The bishops of Basle, and their suborninate clergy, took the first step in laying the foundation stone for the educational system of the city. With the Reformation the absolute power in matters of education was wrung from the hands of the priesthood, and the people seeing in the public schools a mighty interest at stake, took the reins of government in their own hands, and the democratic principle in education, was still confirmed by the accession of Basle and its district to the Swiss Republican Confederation. Without stopping to enumerate the details of the progression in school matters, I will discuss the present system of education of the city.
The prevailing principle is that of universal education; there is no distinction between rich and poor, high and low; the children of the poor wood-cutter may sit on the same seat with those of the millionaire; the children of all citizens stand on the same level at school, and so all are offered the same privileges.
The schools are arranged according to the system of gradation, and education begins in the earliest stages of infancy. At the tender age of three years children of both sexes are sent to the primary schools, which do not stand under the control of any other persons than the good and kindhearted school-mistress, who instructs the little ones in spelling, reading, writing, and the first principle of arithmetic and geography. A great importance also is attached to committing to memory short verses and small pieces of poetry with rhymes, since a child's conception is stronger than his discerning and reasoning faculties. There are many of these schools scattered over the city, and they enjoy a good patronage from rich and poor, as the fees are trifling. In this way the children become impregnated with the first ideas of discipline, are kept out of mischief at home, and have a good opportunity for spending their time profitably. Many parents in this country would have serious objections against submitting their children so early in life to the influence of a teacher, and taking away from them, in some degree, the care of a tender parent. Yet it is certainly & great truth, that the earlier in youth the mind of man is occupied with useful things, the better will it be for the formation of his future character, and perhaps of his whole career in life. At the same time it may be said, that though perfect order reigns in the school-room, severe disci