The American Journal of Education

of parents as well as children. God will reward such labors, even if they are not rewarded on earth. The God who feeds the ravens and clothes the lilies, will never forsake the faithful guardians of his children.'

Among the evils suggested at this meeting of the society, as requiring a remedy, were some familiar to our own schools:-the want of faithful visitation, for which responsible and paid officers were considered the only remedy; neglect and difficulties in obtaining suitable teachers; imperfect school-books and means of instruction; the want of a periodical for teachers; the unhappy difficulties arising from the dependence of the teacher on the caprice or convenience of individuals for his scanty pay, and claims of parental dictation often founded upon it.

After the meeting was closed the band of music of the farm pupils of Hofwyl called the assembly to a repast prepared for 360 persons by the liberal founder of Hofwyl. It was opened by him with prayer, acknowledging the favor of God to their association, and intreating his blessing upon their future efforts. A scene of social enjoyment and familiar intercourse then followed, suited to cheer the hearts of these fellow-laborers in an arduous and too often thankless office. Occasional songs, of that elevated and heart-stirring character which we have formerly described. were sung by the farm pupils, and united in by the chorus of teachers. We translate one sentiment given by a teacher, as a specimen of those offered on this occasion:

'There is one means of making the happiness, and the delight, which we feel to-day, universal! There is one unfailing means to convert ruined families into families of joy-to dry up the sources of poverty and misery-and to stem the torrent of overwhelming vice-to secure our liberties, and those of our children, against all the power of treachery,in short, to secure the purity and the happiness of the people. And this unfailing means is, CHRISTIAN RATIONAL EDUCATION OF THE PEOPLE, and especially of the poor. To all, then, who understand this mighty cry, and put their hands to the holy work, LONG LIFE! HEALTH to all the friends and promoters of rational education of the people, and the poor-far and near! LONG LIFE TO THEM!

Such animating sentiments were followed and impressed by some of the noble 'männencheren,' or hymns for male voices, which the Swiss music furnishes to cherish social, and benevolent, and patriotic, and devotional feeling, in place of the bacchanalian and amatory songs which so often disgrace our social meetings.

During the summer of 1833, a course of instruction was given to teachers, under the immediate direction of Fellenberg. It was closed by an examination, at which a considerable number of persons were present; and the Cantonal Society of Teachers held its third meeting immediately after. It was attended by 200 teachers and friends of education, or schoolmen, as they are all styled in simple German, many of whom were new members.

Would that we could witness such a movement in any considerable portion of our own country. Could we see some individual who had the faith to invite, and the influence necessary to collect such a body of teachers to listen to instruction, and consult for the good of their schools, for three months, in any State in the Union, we should expect more benefit to the cause of education than from any amount of school funds; for, important as they are, under proper regulation, they can never supply the place of an intelligent and well-trained body of teachers.

Since the above letter was written, State, County and Town Associations of Teachers have been formed; Teachers' Institutes have been held; and Normal courses of instruction and Normal Schools, established.

NORMAL SCHOOL

KUSSNACHT, IN THE CANTON OF ZURICH.

THE Normal School at Kussnacht is about a league from the town of Zurich, and the buildings are prettily situated on the borders of the lake of the same name. This institution was re-organized in 1836, though the modifications made have been rather in the details than in the general principles. It now consists of a school for teachers, a preparatory school for this seminary, and three primary model schools. It is intended to supply teachers for the different grades of primary schools of the canton, and during a portion of the year lectures are also delivered in the seminary to the older teachers, who are assembled for the purpose in their

vacations.

The superintendence and control of the Normal School is vested by the legislative council in the council of education, who appoint a committee of superintendence from their own body. This committee visits the school at least once a month, attends its examinations, and, in general, inspects its management. The executive power is delegated to a director, who has the immediate charge of the school, and arranges the plan of instruction, in subordination to the council of education. He examines the candidates for admission, inspects the classes of the seminary, and of the schools attached to it, and lectures in the school of repetition for the older teachers. He is also responsible for the discipline, and reports half-yearly the state of the institution to the council of education. He is moreover present at the meeting of the committee of superintendence. There are three other teachers, besides a variable number of assistants. These teachers in turn have charge of the pupils of the Normal School in and out of school-hours. There are conferences of all the teachers, at which the director presides. The manners of the people and the purpose of the seminary render the discipline of very trifling amount. The pupils of the Normal School reside in the village of Kussnacht, but spend the greater part of their time at the school, under the direction of its masters. All the time devoted to study, recitation or lecture, and regular exercise, is passed there.

To be admitted as a candidate for the Normal School, a youth must be sixteen years of age, and of suitable morals, intellectual, and physical qualities for the profession of a teacher. He must have spent two years in the higher division of primary instruction (called here secondary) in the model school, or some equivalent one, or have passed through the preparatory department of the Normal School, which gives a preference to the candidate, other qualifications being equal. The examination of candidates takes place once a year, and in presence of the committee of superintendence, or of a deputation from their body. The formal right of admitting to the school is, however, vested alone in the council of education. The subjects of examination are Bible history, speaking and reading, grammar, the elements of history, geography and natural philosophy, arithmetic and the elements of geometry, writing, drawing, and vocal music. The council of education fixes the number of pupils who may be admitted, and the most proficient of the candidates are selected. There are forty stipendiary places, ten of the value of one hundred and sixty Swiss francs, (forty-eight dollars,) and thirty of half that sum.

Natives who are admitted all receive their instruction gratis. If there is room in the school, foreigners may be received, paying twelve dollars per annum for their instruction. The number of pupils at the date of my visit, in the autumn of 1837, was one hundred and ten. The stipendiaries are bound to serve as teachers in the canton two years; a very moderate return for the education received.

There are two grades of courses in the Normal School, one of two years for pupils intending to become teachers in the lower primary schools, the other of three years for the higher primary schools. The courses begin in April, and continue, with seven weeks of vacation, throughout the year. The subjects of instruction are: Religious instruction, German, French, mathematics, history, geography, natural history and philosophy, pedagogy, writing, drawing, and vocal and instrumental French is only obligatory upon the students of the three years' course. Gymnastic exercises and swimming are regularly taught and practised.

music.

There is, besides, a lecture of an hour and a half on the art of building, once a week, attended by all the students. Those who learn instrumental music have lessons two hours and a half every week, and two hours or Sunday are occupied with singing in concert. One of the teachers devotes two extra hours every week to the assistance of some of the pupils in their studies, or to repetitions.

At the close of each year there is a public examination, and the pupils are classed according to its results. On leaving the institution, they are arranged in three grades; the first, of those who have gone very satisfactorily through the school, the second, of those who have passed satisfactorily, and the third, of those who have not come up to the standard. Certificates of the first two grades entitle their holders to compete for any vacant primary school.

The courses of practice begin in the second year, when the pupils take regular part in the exercises of the schools attached to the seminary. These are, first, two model schools for children from the ages of six to nine, and from nine to twelve, at which latter age the legal obligation to attend the school ceases. The third, called a secondary school, contains pupils from twelve to sixteen years of age. The system of instruction used in the lower schools is attended with very striking results. The lessons are not divided into distinct branches, studiously kept separate, as in most elementary schools, but are connected, as far as possible, so as to keep the different subjects constantly before the mind. Thus, a lesson of geography is, at the same time, one of history, and incidentally of grammar, natural history, of reading and writing, and so on through the circle of elementary instruction. The Pestalozzian lessons on form are made the basis of writing, and with good success. The lowest class is taught to speak correctly, and to spell by the phonic method, to divide words into syllables, and thus to count. To number the lessons. To make forms and combine them, and thus to write, and through writing to read. The second passes to practical grammar, continues its reading and writing, the lessons in which are made exercises of natural history and grammar. Reading and speaking are combined to produce accuracy in the latter, which is a difficulty where the language has been corrupted into a dialect, as the German has in northern Switzerland. Movable letters are used to give exercises in spelling and reading. The plan of the Pestalozzian exercises in grammar is followed, and when the pupils have learned to write, a whole class, or even two classes, may be kept employed intellectually, as well as mechanically, by one teacher. In reading, the understanding of every thing read is insisted upon, and the classbooks are graduated accordingly. I never saw more intelligence and readiness displayed by children than in all these exercises; it affords a

strong contrast to the dullness of schools in which they are taught mechanically. The same principles are carried into the upper classes, and are transplanted into the schools by the young teachers, who act here as assistants. The examination of the second school in Bible history, with its connected geography and grammar lessons; in composition, with special reference to orthography and to the hand-writing; and the music lesson, at all of which the director was so kind as to enable me to be present, were highly creditable.

There are three classes in each of these schools, and the pupils of the Normal Seminary practice as assistant teachers in them at certain periods; the director also gives lessons, which the pupils of the seminary repeat in his presence.

In the highest, or secondary school, the elementary courses are extended, and mathematics and French are added.

The pupils of the preparatory department of the seminary spend two years in teaching in the two model schools, and in receiving instruction in the "secondary school" under the special charge of the director of the seminary. This establishment has furnished, during three years of full activity, two hundred teachers to the cantonal primary schools. These young teachers replace the older ones, who are found by the courses of repetition not able to come up to the present state of instruction, and who receive a retiring pension. The schools must thus be rapidly regener ated throughout the canton, and the education of the people raised to the standard of their wants as republicans.

HOURS.

MONDAY.

PLAN OF INSTRUCTION

PURSUED IN THE THREE COURSES, AT THE NORMAL SEMINARY AT LUCERN, SWITZERLAND.

TUESDAY.

WEDNESDAY.

THURSDAY.

FRIDAY.

SATURDAY.

3d course, 1st course, 2d and 3d
course,
Writing, Geometry, Composi- Religious
tion, instruction, Writing,
Religious Composi- Geometry, Writing,
instruction, tion,

1st and 2d 3d course,

course,

Same as Monday,

instruction,

Religious
instruction,