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EDUCATIONAL DEPARTMENT.
Organ of the Georgia Teachers Association-
Organ of the State School Commissioner, G. J, Orr.
W B. W.EOliNELL, Editor.
The Use of Apparatus.
An Essay read before the Georgia
Teacher’s Association
August 1st. 1878.
BY JOHN F. BONNELL, A. M.
That natural science is entitled to a place in
cur schemes ot education, has been long since
pretty definitely settled. And the extent to
which it should enter into a course of liberal
education, our institutions for themselves, and
for the time at least, have also practically deter
mined. I cannot, however, regard the place and
limits of science in our curricula as accurately
fixed on its comparative merits. And public
opinion even on the former question, is not so
decidedly ripe, as that arguments on the claims
of natural science are out of date. For notwith
standing the public mind, for the past decade
or more, has been kept in a condition of pro
gressive astonishment at her recent flashes, there
seems to be yet lingering on it the involuntari-
nessof conviction. It presents the case of a man
convinced against his will, which usually means
that he is not quite prepared to compromise.
It was years ago, that a rather bold customer
who hailed from the rural distiicts, with great
assurance and vaunted skepticism in presence
of a learned doctor in science, denied outright
the existence and power of electricity. In re
sponse to his rash and irreverent challenge, the
bolt trem a Leyden Battery placed him at a dis
tance of some feet in the attitude of an inverted
quadruped—that is with heels and hands up
ward and flying. As soon as he recovered suffi
ciently to speak, as bis penitent conviction ut
tered itself, it was no matter how many lies the
doctor told him after that, he was bound to be
lieve them. It would be hardly just to assert
that the illustration everywhere fits the ease
Knocked down we surely are. Spectroscope
and telephone and phonograph and microphone
—and the last almost at a birth—were overwhel
ming things. Yet we must not affirm that the
enlightened public mind compromises with the
imputation of lies and at the same time the for
mation of a penitent resolve on this matter of
science. It is a reasonable thing, and physical
force,as has always been its boast, never yet al
tered one true conviction.
But we do not wish to open the original ques
tion in this paper designed to be practical. With
whatever interest we may await the rational ad
justment of the well-determined place of science
culture, in the general make-up of a liberal ed
ucation, we submit this, let what shall now and
ever be done, be well done. I plead earnestly
for thoroughness, and in my plea, shall speak
for one side of science-teaching. For our teach
ing in natural science,both for mankind in gen
eral and properly for every individual pupil, is
from two sources, each source giving one of the
two phases of this kind of knowledge. The ex
pression itself ‘natural science,’ will suggest to
ns by a short analysis tUese two different sources
of our learning. ‘Natural, first—from nature:
next‘Science, implying as the scholar knows,
the operation of mind, and hence from man.
Plainly stated, nature furnishes the facts, the
first knowledge, and man makes the science.
This statement contains the epitome of the his
tory of what wo call natural science. Mankind
got the underlying facts origiually from nature;
and men raised upon them a superstructure—
science. I am about to maintain that this is nrfc,
only the historical method.bat likewise the nec
essary and logical one; and that in actual teach
ing for thoroughness of work, by how many de
grees we depart from this original method, by
so much do we leave, or as it may sometimes
turn out, invert the true logical order in science
teaching.
Man has not only constructed the part called
science; but for so long a time the statements of
men have been substituted for the original ut
terances of nature, in our ways of teaching
science. Books have been relied on where ap
paratus was the truly necessary thiDg. And
even where apparatus has been employed, it has
almost always played a secondary part. It is as
if some dogmatic savant had solemnly pronoun
ced a truth, and then called on nature to say
amen.
Then I say here in distinct terms that the
method followed in history is only the great an
alogue of the logically true method proper to be
adopted in teaching science in our institutions
oi learning. And I hold that on this method,
•Knowledge,’as one has well said, ‘must pre
cede science; for science is nothing else but
systematized experience and knowledge.’ Here
let me say for well direction, that with too great
frequency, as we conceive, cur instruction in
the class-room is prepared and administered to
the class »s such, as if the individuals that make
up the class were somewhat ignored. It should
be an < xpression constantly foremost in teach
ing that the unit of education is the individual,
and the subject of our instruction the individ
ual mind. I have no sympathy and little toler
ation for that loose style, common with some
teachers, of dealing out their teaching to masses,
that those who can may take on a modicum. In
the matter before us then, I propose that it is to
each individual pupil's mind that we design to
give what the world itself nas learned, a con
ception of science, and by the same process
adapted to the ct se by the uso of appliances and
guide-books. In accordance, therefore, with the
truth just announced, a logical conception of
science in a student’s education mnst be laid
primarily in a knowledge of its facts. The ques
tion then is narrowed down to this, what is the
best course for securing this primary knowl
edge ? To every one my answer is obvious, by
the proper use of apparatus.
The design of a piece of apparatus is an ex
periment, as we call ii: the design of an experi
ment is to Bhow a natural truth. ‘An experi
ment,’ as some one has said, ‘is a question put
to nature. The disciplinary office of experi
ment immediately is to prepare a student rightly
to question nature. And (he educational value of
this disciplinary preparation is to be seen in the
fact that he who is trained rightly to qnestion
nature, so as to adduce satisfactory responses,
will be found to have learned the better thereby
te frame logical inquiries in other fields of learn
ing and to estimate evidence.
Now that one may receive true, first-hand rev
elations from Nature, he mnst stand personally
face to Lee with her. This is the fundamental
conception, and will constitute the thread of
this argument. What do we mean precisely by
ttis attitude, face to face with nature? Noth
ing more, and certainly nothing less than that
to secure permanent knowledge of the facts of
natural science, every learner must be led to
employ practical methods by the use of appar
atus. I plead then for a practical knowledge of
the methods ot science, this to be secured only
by the systematic manipulation of apparatus of
some description. Hence, the hands and senses
generally of the student should be frequently
employed and trained in the making of experi
ments for himself.
I argue for this great advantage for the young
learner cn the ground, first, that knowledge
acquired is knowledge at first hand; and
that 'facts, look oil at directly,’ as Prof. Tyndall
says, ‘are vital; when they pass into words, half
the sap is taken out of them.’ This considera
tion may be strengthened and enlarged by the
addition also of the statement that ‘every fact
has numerous radiations which are shown off by
the man who describes it,* as Tyndall also beau
tifully puts it The lumioons beams of a truth
fresh from Nature are polarized by every aot of
reflection.
It is, futhermore, significant testimony on the
poiDt that no true lover of science was ever con
tent with a verbal account of natural truths. To
say nothing of the devotees of scienc , properly
so recognized, in yonng students in whom this
predilection for scientific study was seen to be
budding, there has also been always observed
an accompanying desire to have to do with the
practical work of experimenting. They see as
bv a sort of foresight, that vitality with which
the facts and phenomena of nature are preg
nant. They see the glow of those radiations that
start from truths fresh-born of Nature.
But in view of this very fact that the lover of
science de ires practical wotk, it is pertinent if
not suggestive to ask—and the qnestion is put
in the collection of numerous deplored facts—if
science-study is not taken up generally now by
the yonng from the love of it, are we to enforce
it by every summary method that the personal
convenience of the teacher may snggust, in ut
ter indifference of the fact that it may be receiv
ed with repugnance and submitted to with dis
gust
The common use of apparatus iu our institu
tions of learning is owiug to what every educa
tor concedes and knows,that without experiment,
wiibout the sense-demonstration of natural
truths, there is really little substantial instruction
afforded in the department of natural science.
But, carried out in the common way of using ap
paratns, how partial is this doctrine, implying,
as it does, that by merely placing before a pa
pil’s eyes a set of instruments, the mechanism
ofrwhich is a mystery, and manipulating them
utader his inspection, he is thoroughly taught
alt that they can demonstrate to him. If we
take the pains at any time to test the average pa
pil on scientific principles so taught him and
on the method of illustrating and demonstrating
them we shall be surprised to find only strange
vagueness, or it may be, want of knowledge. Des
timony on this point has been found both vol
untary and incidental. Students of good stand
tog and maturity have confessed to obscurity
and lack of thoroughness in their science cul
ture. And the examination papers of undergrad
uates have with signileant, frequency yielded
the same evid^ice. These things have obsti
nately come out when there were not lacking
approved study, simplified explanation and com
mon style experimenting.
But it should not be inferred from this point
and statements nnder the preceding that there
is no inherent attraction about science, or that
scientific knowledge is beset with uncommon
difficulties. The truth is, that were attractive
ness an aim, there is no knowledge which can
be made more interesting than scientific know!
edge taught by proper methods and begun at
the right season, aDd this being true it were
sufficient of itself to dissipate the suspicion of
unusual difficulties. But even otherwise con
sidered, the difficulties in learning natural sci
ence are intrinsically no greater than these which
lie about every pathway of learning. Herbert
Spencer has indeed clearly shown that scienti
fic knowledge dues not differ in nature from or
dinary knowledge; and so striking was Prof.
Huxley’s conception of this truth that he pro
posed, as the proper time for the beginning of
one's scientific education, ‘the 'lawn of intelli
gence.’ Were it necessary, in fact, plentiful tes
timony might be brought to the point iu the fa
vor of science study. But to turn this caution
ary paragraph on the d'ffioulties and attractions
of science to account on the argument we may
here point to the fact that the very plan of teach
ing it which we advocate on independent grounds
is the plan par excellence by which its attractive
ness may be increased, an interest in it duply
excited, and even an enthusiasm created.
One of the most valuable {fleets on the growti.
of the mind of scientific study is derived from
the habitual contemplation of the connections
between natural phenomena. ‘Every occurrence
in Nature,’ says Tyndall, ‘is proceeded by other
occurrences which are its causes, and succeeded
by others which are its effects. The human
mind is not satisfied with observing and study
ing any natural occnmnces alone, but takes
pleasure in connecting every natural fact with
what has gone before it and with w hat is to come
after it.’ The characteristic influence exerted
upon the mind by the exercise here suggested
is never so fresh and educating as when deriv
ed by the practical methods that we are com
mending. A deeper logical insigut into these
relations of phenomenas invariably yields to the
more thorough experience in the use of appara
tus. And not the most valuable training influ
ence comes of the mere ability to look at things
as Nature offers them to our inspection; but of
that mastery in manipulation and desigu by
which she is forced to show herself under con
ditions prescribed by the experimenter himself.
Under what processes, indeed, can the mind be
more forcibly impressed with the operation of
the laws of Nature—those very thoughs of God,
as Ocosted beautifully conceived them—than
when one train or chain ot phenomena is sing
led ent for contemplation by means of such ap
paratus-designs under intelligent control as
eliminates for the time all elements foreign to
the logical sequence of the phenomena under
investigation. It is true that under the constraint
~ shortness of time the argument at this place
becomes somewhat abstract. We cannot duly
expand into what might itself become a lengthy
thesis, the snbstance of this short passage. But
to show a failing in this direction by a practical
illustration, it is a frequent thing that the pu
pil is so unaccustomed to the olose inspection
of apparatus that he never learns the general con
nection of its parts, even after it has been ope
rated in the teacher’s hands, and consequently
never recognizes its complete design.
Let ns suggest here a thought that springs
from the concern that teachers feel for the gen
eral intellectual character of their pupils, whioh
it is their aim to develop. These praotioal pro
cesses with appliances, whioh I would fain have
time more fully to say are not necessarily con-
finable to the natural science department, are a
type of those educational methods that may be
used to counteract the influence on independ
ent thought of mere book authorities, and con
fer upon the unfolding mind a healthy, vigor
ous, fearless tone. Learners are more or less
timid. Their timidity is not more curious than
obstructive. Aotive learning is almost always a
qnestion of courage; and our dullest boys are
hence the greatest moral cowards. If we can
place the brand on any one thing in character
distinctively for capital defect, it is the lack or
failing of courage at the right season. And if
any methods of instruction can bring assurance
to a learner’s mind in the subjects of his study,
they are the methods to be emphasized. It is
the independence and the certainty of knowl
edge that accompany the use of methods like
these under consideration, which stroDgly im
press them upon our attention.
Of oourse it will hardly be supposed that the
methods we set forth and advooate would super
sede the use of ttxt-books and labor of teachers,
since it will be remembered that we made by
division or analysis, two faotors in complete sci
ence culture: first, experimental work, and next
ayaematizing of facta into theoretical teaohing.
In our text- booka, as sometimes happens,a course
for the former may be laid out ..accompanied with
the latter—a systematic treatise Some books
in science lately published, while incorporating
these two distinct things, make no actual divis
ion or separation of them by the arrangment.
While with proper management there is no very
great objection to this, it should, nevertheless,
be not forgotten that on the principle before
stated, which calls for a division in substance,
an amount of real knowledge should always pre
cede and underlie any systematic statement of
scientific philosonhv.'
Not only should pupils be taught the personal
use of apparatus by their own hands and senses,
but I would propose furthermore that they
should be encouraged and prompted to impro
vise practical illustrations when practicable, and
induced (if possible under skillful teaching) to
design them. It may be, indeed, they will fre
quently design what they cannot make. They
may suggest originally what they are not me
chanically skillful enough to carry out. The
power is extremely valuable whenever found.
It is a feature of invention. Does any one doubt
that it may be developed in young pupils ? Why
not here as in other fields of study ? It is the
same faculty brought into play and exercised in
the practice of inventive drawing, and is closely
analogous to the mental process of original dem
onstration and solution in the study of geome
try.
Now as to schemes for parctically working
these methods into our courses, it may be merely
remarked that they are not inelastic and would
vary in application with teachers and their places.
It may be suggested that such schemes of in
struction iu science would involve modifica
tions of many present plans. Yet this may
start no great apprehension, since no distructive
changes are necessary to inaugurate the method.
One may propose that our appliances may not
be snfficent for such a plan. Wherever there is
any sort of apparatus the plan may be used with
success; and in lack of this we suggest there
aro instances exceedingly numerous when ap
paratus of great simplicity, may be employed
with good results. But in those c 'ses where the
greatest completeness of work and fullness of
appliances are desired, the want cf these will
be a deep misfortune more or less until the
true place and value of science is practically
established and its thorough cultivation ade
quately rewarded in our institutions.
And here we may as well close with the state
ment of a qnestion of some general importance
and one that appeals to our public interest
and concern for progre°s. We are that our
institntions should turn out schools in litera
ture, generally and specially: generally, as our
present curricala show; especially, as the in
creasing premiums on exhibitions of purely
literary excellence evince. But by what mani
festations do we show any desire for the devel
opment of superior scientific scholarship ? Or
by what special encouragements do we evince
the hope tbat our educational systems may ever
turn out an' thing of scientific industry ? Or if
these questions are one style ahead of their
place—for what reasons—seeing that practical
science is so valuable, and science-education so
developing, does literature pure monopolize the
the premiums ? I submit the inquiry.
The Dible in the Schools.
Tile Curious Compact Made by a. Connecti
cut Clerical Committee,
(Special Correspondence N. Y. Herald.)
New Havrn, Och 2G.—So many mistakes have
crept into the published accounts of the New
Haven school agitation that a brief review of the
entire qne.-tiou is necessary for its proper un
derstanding. Up to within a few months the
simple religions exercises which are usually
practiced iu public schools were in vogue here.
The Catholics, however, maintained several pa
rochial schools of their owo, and in one build
ing, which was owned by a Catholic parish and
leased by the schookauthorities, Catholic Sisters
were employed as ju^rs, although the exer
cises were uniform with those in the other
schools. There had been no particular agitation
of the subject, wheu suddenly three or four
months ago the school board voted to dispense
with religious exercises in the schools. The
board was nearly equally divided on the ques
tion. The only C ithoiic member voted with the
minority, and Ptofessor Francis A. Walker, of
the scientific school, with the majority. A fierce
agitation at once arose and the whole city was
divided into the ‘Bible’and ‘anti-Bible’ factions,
the former being led by that eminent ward pol
itician and wire-puller, PostmasterN. D. Sperry,
the John Kelly of this congressional district,
while Prof. Wm. G. Sumner, whoisalsoanepis
copal clergyman, was prominent in the councils
of the ‘anti-Bibie party.’ In the midst of the
discussion the board increased the feeling of the
Catholics by enlarging some of the other school
buildings and closing that which had been con
ducted by the sisters. The Catholic clergymen
denounced this action as inspired by religious
bigotry, and the board replied tbat it was its pol
icy to use the buildings owned by the city rath
er than those leased from outside parties. By
the time the day for the annual school election
came around the excitement was intense, and a
spirited canvass had been made. The ‘Bible’
party was composed of the Catholics and the
more aotively religious portion of the Protes
tants, and the pulpits of both seots echoed with
appeals in favor of the ‘Bible’ candidates, who
were finally successful at the polls by large ma
jorities.
Thereupon ex-President Woolsev, of Yale, the
Rev. Dr. Bacon and the Rev. John E. Todd
(who, by the way, is a son of the famous Dr.
John Todd, of Pittsfield) all Congrsgationalists,
and the Rev. Dr. Harwood, rector of Trinity
Church, were invited to meet the Rev. Messrs.
Fitzpatrick and Murphy, Catholics, in order te
draw up a form of religious exercises whioh
should suit everybody and which might be of
fered to the sohool board for adoption. The
Jewish rabbi was not asked, as the Hebrews and
Germans generally had been ardent ‘anti-Bible’
people. Dr. Woolsey was ill, and did not at
tend. The others held two meetings, found it
was impossible to prepare a form to whioh both
Catholics and Protestants could give assent, and
agreed upon the following plan: In case the
Catholic children numbered less than thirty per
cent, of the member of any school, the teacher
or one of the pupils should read one of about
thirty selections of Scripture, the Lord’s Prayer
and the ten commandments, the sohool main
taining a respeotful silence; but in case the
Catholio children numbered thirty per cent.,
they were to be permitted to withdraw to anoth
er room and by themselves use the ‘liturgy’
which was published in to-day’s World, includ
ing the Lord's Prayer, the Augelio Salutation
(‘Hail, Mary,’ etc.,) and the Apostles’ Creed, the
remainder of the school holding the other exer-
oises. In the committee the Protestant clergy
men endeavored to have the Angelic Salntation
omitted, and the Catholio priests tried to get the
percentage limit reduced from 30 to 20. and both
parties only yielded for the sake of arriving at
an agreement.
It was not the intention of these gentlemen
that the result of their conference should be
made known until it had been submitted to the
school board, and Dr. Harwood and Messrs.
Todd and Fitzpatrick denounce its publication
at this time a gross breach of faith. It has ef
fected a sensation here, especially among the
Protestant members of the ‘Bible’ party, who
had expected that the only effect of their votes
would be to restore the old system, and have
now got more than they bargained for. To a
World reporter to-day, Dr. Harwood, of the coir-
mittee, said that the present exercises—tbat ip,
the oid system restored—were obj< oted to only
by the Catholics, and that there had been an un
derstanding that if the different clergymen could
come to au agreement upon a form, the school
board would accept. In the committee the two
Catholic clergymen had offered this published
‘liturgy’ as the embodiment of what would be
satisfactory to their people, and he had agreed
to it as the only way to meet an admitted diffi
culty and in order that the committee might be
unanimous. He could not see why the new de
votional exercises, if undertaken in good faith,
should fail or encourage dissatisfaction between
pupil and pupil, or pupil and teacher.
The reporter next talked with the members of
the school board. H. D. Bushnell thought the
plan of aseperate room in which certain scholars
should receive religious instruction was not
practicable. He believed earnestly in some sort
of devotional exercises, and thought some plan
could be devised by whioh all the children could
recite together, and that the simplest form was
the best. A. D. Osborne had no opinion to express
as present exercises suited him well enough. He
could not say what he would do in case the
manual printed in the papers was submitted to
the board. Samuel Hemingway thought the
manual was rather strong and that the present
plan onght to do well enough. A business
friend had told him that a committee of busi
ness men could devise something better than
the clergymen had. He thought their plan
hardly feasible. H. M. Welch thought the
clergymen had ‘put their foot in it.’ He held
that the vote settled it that a return should be
made to the old ways and forms, and that was
the best thing that could be done. John E.
Earle preferred not to say how he should act if
the manual should come before the board. Ho
smiled when he said that five worthy gentle
men had got up an admirable production, and
h believed in letting them have all they wanted
of it They were a self-constituted committee,
Mr. Znnder, the Hebrew member of the board,
said the clergymen had taken this responsibili
ty upon themselves. He thought both Catho
lics and Protestants would look upon the plan
as ridiculous, and that there was no more prob
ability of its beiDg adopted than of the adoption
of the Talmud, The Jewish children would
not be hurt by hearing the exercises. In some
of the schools there were no rooms to which the
children could withdraw for their devotions. To
be practicable there must be one service for all.
The Jews had no objection to the Proverbs,
little to the Lord's Prayer, none to most of
the hymns, except those of Moody and Sankey
The committee's plan would be disastrous to the
republic, for the children would be taught by
it to distinguish each other by their religious
faith. Mr. Sweeney thought a plan of worship
might be adopted which the children might
comply with without the withdrawal of any.
Professor Walker, who, as has been already
said, voted to discontinue the religious exercises
in schools in the first place, declared that the
subject could be treated only in two ways, by
obliging the pnplis to conform by law to the
form prescribed or by making thf schools purely
secular. It was impossible that any form of
worship could be prepared which should be
satisfactory to all faiths. There were no apart
ments for those of different beliefs to worship
in and the form proposed was inconvenient, if not
wholly impracticable. Major Malley, the Catho
lic member, thougbt a much simpler form could
be devised, and was in favor of the repeating of
the Lord’s prayer and the ten commandments
and singing of a hymn.
Industrial Education.
Tennessee.
Proceedings East Tenu. Institute.
The Eastern Division Institute of Tennessee
met at Greenville, Tennessee, on Wednesday,
October the 30, 1878. Prayer by Rev. R. G.
Pierson. Dr. W. S. Doak was elected Vice Pres
ident, and Profs. C. L. Patton, of Mississippi
and H. M. Sherwood of Morristown elected Sjp-
retaries. ™
The Address of Welcome was delivered by
Prof. J. C. Park, of Greenville, and cordially
and gracefully responded to by Hon. Leon Trous
dale, State Snpt., of Nashville.
Dr. W. S. Doak, of Tusculnm, made a forcible
addrets on ‘The Force and Power of Language.”
Other Addresses aud Papers as follows:—
‘How to Make our Schools Successful,’ by Supt,
H. M. Sherwood. 'Order the First Law,’ by
Prof. L Smith, of Bulls’ Gap, ‘Mathematics,’ by
Prof. W. A. Kite, of Tusculnm, ‘The Unappreci
ated Infiueuoe of the Teacher,’ by Prof. J. K. P.
Sayler, of Romeo, ‘History of Mathematics,’ by
Prof. S- H. Lockett, of Knoxville.
The Exercises on Thursday: ‘Intelligence the
Foundation of Prosperity;’ by R?v. S. V. M>
Corkle, Greenville; ‘Phonetics;’ by Prof. S. C
Hanson, of Greenville; ‘Preperation in Life, by
Prof. J. C. Miller, ofCaney Branch; Qualification
of a Good Teacher,’ by Rev. J. C. Barb, of Mo-
sheim; ‘Getlogy,’ by M»j. J. H. Robinson, of
Greenville; ‘No Present Time !’ by H. M. Sher
wood, of MorristowD; ‘Our Mother Tongue,’by
by Prof. E. S. Joynes. of Knoxville. On the
third day: ‘Advantages of Normal School,’ by
Prof. S. C. Hanson; ‘Our School Buildings,’ by
Dr. D. Sullins, of Bristol; ‘How to Teach An
cient Languages,’ by Dr. Joynes.
There were several interesting discussion and
in promptu addresses.
A permanent Institute was organized.
All were well pleased with tb.e proceedings.
The music on the occasion was of the very best
kind, and enraptured the hearts of the audience.
The citizens of Greenville very hospitably en-
etrtained all present.
May its influence be felt in all coming time !
Very respectfully,
J. K. Sayi.eb,
Romeo, Tenn.
Children’s Books.
It is probable tbat many of our readers have
remarked the tone now adopted in books for
the young; books written not merely for amuse
ment, but instruction; books not addressed to
the parents, but their children; ridiculing old
restraints; assuming that the raoe has been op
pressed long enongh by absurd restrictions;
that children have come into the world to make
a noise; that it is the part of good parents to
put up with it, and to make every household
arrangement with a view to their sole pleasure
and convenience. We give a short extract: ‘My
house is a bear-garden,' says papa, from a ba-
ble of sounds. ‘Wife, cannot you control those
ohildren?’ Mamma only smiles; she is the gen
tlest, sweetest, best little mother in the world.
You know what a good mother means? It
means, among other things, ‘no nerves,’ ‘no
headaches,’ ‘no fancies, ‘no thought of self;’and
so she only smiles at the racket going on. Is
not this as much as to say that the ohildren of
the house are masters of the house; that if the
father complains that his house is turned into a
bear-garden, he is a grumbler; that the real,
true and admirable mother prefers her children’s
pleasure to her husband’s comfort; that if the
mother has ‘nerves’ and ‘headaches,’ it is her
duty to suppress them, rather than they shall
be inconvenienced? Some may think that we
are turning a joke into a serious matter; but it
is not a joke to instill into children’s minds
that this is a pleasant state of things, and that
those boys and girls are fortunate who can set
at defiance all rules of domestio law and order.
Books whioh teach lessons like these are posi
tively injurious to the young.
* Whet’s that man yelling at?’ asked an Illi
nois farmer of a boy. ‘Why,’ chuckled the
boy, ‘ he’s yelling at the top of his voice.’
The following is an extract from the fifth an
nual report of the Commissioner of Agriculture
of Georgia for the year 1878.
The time has come in Georgia for the educa
tion of our youth to be directed into more prac
tical channels, and especially directed to impart
ing instruction which will peculiarly fit our
young men for greater efficiency and useful
ness in the productive industries of the State.
For this purpose we need schools of agricul
ture, mining auu uieoLaiiics, so distributed ns
to be accessible at nominal cost to the boys and
young men in every section of the State, where,
besides the usual studies of the grammar school,
a course of instruction adapted to the pecnliar
wants of prospective producers shall be provid
ed, where the student can learn things as well
as words; where the industrial pursuits will bo
dignified by intellectual training, specially fit
ted to promote not only the mental development
of those who are to take the important position
in society as producers, but the future wealth,
prosperity and independence of the whole State.
Much of practical utility, also, may be engraft
ed upon the course of instruction now pursued
in our female schools, which would add useful
accomplishments to the flippant refinements
which tend more to produce costly ornaments
to society than useful members of the home-circle.
It is not proposed to lessen the refined accom
plishments of female education, but rather to
add to them such useful instruction as will fit
our young ladies for the responsible positions
of life, which both the laws of Nature and the
conventionalities of society destine them to fid.
The education of our young should, in fnture,
be directed not only to training the miDd for
systematic intellectual labor, but that training
should look to the development of useful men and
women; to laying the foundation not only for the
gymnasium ot professional exercise and the are
na of non-productive consumers, but for the
active, inviting fields of the productive indus
tries.
Besides the local industrial schools, the uni
versity, with its college of agriculture and the
mechanic arts, will furuish the means of higher
classical education, as well as a technological
school, where those who wish to acquire a thor
ough scientific training will find the means of
gratifying their ambition.
The technological college will supply instruc
tors for the schools, or valuable investigators of
truth in the natural sciences.
With a thorough system of industrial schools
and colleges once inaugurated, and well patron
ized, in Georgia, the next generation would find
our productive industries crowded and our State
prosperous.
Too long have our educational systems been
devoted to the refinements of mental develop
ment resulting in filling the professions and oth
er non-productive occupations to ov6r-flowing.
A wise statesmanship demands the introduction
of such training as will make fnture generations
intelligent, skillful producers.
Such agencies as industrial schools and col
leges, the State should foster for the education
of the young.
When agriculture prospers in Georgia, all
classes of her citizens participate in her pros
perity. When it suffers, those engaged in every
other occupation, however apparently discon
nected, feel a corresponding depression.
It is the great hsart of the State, from which
the life-blood which sustains every department
of business flows. If it is crushed, the State
suffers financial death. If it is prosperous, eve
ry other branch of business is filled with life.
In view of these facts, it behooves the State to
look to her own advancement through the in
creased knowledge and skill of her producers,
and the resulting development of her material
resources. A wise statesmanship will foster the
sources from which the financial life-blood of
the Commonwealth is derived.
To the farmers generally, for their moral sup
port to the Department and kind words of ap
probation of its adminis ration, my thanks are
due and hereby tendered.
In conclusion, allow me to thank your Excel
lency for co-operation in farthering the great
productive Interests of the State, and for court
esies extended to me personally and officially.
Georgia.
Prof. Owens, well known as a leading educa
tor in Virginia, has charge of the Summerville
academy near Augusta. He is assisted by Miss
Breden a highly educated Virginia lady. The
trustees ot this school have recently come into
possession of a legacy of $50,000 in Georgia
Rail Road stock, bequeathed by Mr. Robinson
a former resident of the village. The location
is a fine one; and Prof. Owens and his accom
plished assistant have opened under flattering
auspices.
An election was held on Saturday the 21, inst.
for one member of the Board of Education in
each ward in the city of Augusta, and each dis
trict in the county of Richmond.
The old members were reelected Mr. Martin
V‘Calvin, member from the 1st, ward, declined
a reelection, but the people voted him in any
way. He will serve; as his interest in educa
tional matters has not diminished.
Hon. J. S. Davidson is now President of the
Board of Education of Richmond county. No
man in the county has done more in the cause
of public education than he.
Mrs. Emily H. Tubman donated some months
since to the Board of Education of Richmond
county a fine building and lot, valued at $13,-
000, for the purpose of sustaining the Girl3
High School.
Dignity of Manners.
The dignity of manners, says a distinguished
French writer, consists in always taking one’s
proper station, neither too high or too low; and
this is as much within the reach of the peasant
as the prince.
This is quite true. But in democracies, es
pecially when unrestrained by an enlightened
and virtnous public sentiment, all stations ap
pear doubtful. They are always transitory and
uncertain. The peasant of yesterday is the
landlord of to-morrow. The butcher and the
baker of one decade, is the legislator and the
magistrate of th9 next. The magistrate of last
year, is the private citizen of this. And so far
as it lies in the power of money to create an ar
istocracy, the aristocracy of one generation shifts
position with the commonality of the next;and
the sons and daughters of cobblers and tipler3
take their station among the leaders of fashion.
Every one is constantly endeavoring to shift po
sition ; nobody is quite satisfied, and nothing
and nobody seems settled or secure in a given
position.
Hence it happens that in a democracy, unat
tended by a high intellectual aud moral stand
ard, there is little or no true dignity in man
ners. The manners cf such a people, though
seldom wanting in arrogance and vulgar dis
play, are usually wanting in dignity; it is equal
ly true that they are seldom either well dis
ciplined or accomplished. And, if in excep
tional cases, very high bred manners are found
in union with very low bred feelings, it must
be attributed to the same general cause.—Ob-
8EBVEE.
The youngster who was sent away from the
table just as the pastry came on went sadly up
stairs Binging ‘ Good-by sweet tart, good-bye.’