Popular Education

hool-house and apparatus, with a convenient dwelling-house for the teacher, be furnished by the state for each district; and that

, and let its details be managed by proper officers, acc

s and communities, to states and nations, and that in proportion as it receives attention in any community, will that community become prosperous and happy. We may then very properly inquire after the

ation, not only as it respects their own families, but, to a great extent, in schools and seminaries of learning. If, then, the people were fully a

fear than from all other causes combined. Opposition elicits discussion; and discussion, judiciously conducted, evolves truth; and educational truths brought clearly before the mind of any community will ultimately induce right action. Men may at first be influenced by a compara

its blessings universal. Good laws are important as a means of improving our systems of public instruction; but good laws, unsustained by a correct public opinion, will be of no avail. Before any considerable advance can be made either in improving our schools or in causing

many instances, however, they have been composed too exclusively of teachers. These should, indeed, be in attendance; but to increase the usefulness of such conventions, and heighten the effect they may be made to produce upon the popular mind, there should also be in

r was the importance of national or universal education in a free government as the interest which underlies all others, and as constituting the only means of perfecting and perpetuating to the latest generations the institutions we have received from our fathers, and "a demonstration that our existing means for the promotion of intelligence and virtue are wholly inadequate to the support of a republican government." Such celebrations should be held in every state of this Union, at every recurring anniversary of our national independence, until

ts to improve the common schools of the land, when we consider the import of that portion of the Farewell Address of him, the anniversary of whose birth we celebrate, which relates to popular education. "Promote, as an o

the occasion of our national anniversaries, but it should be frequently presented by the civilian and the divine, as well as by the legislator and the journalist, until men generally

or the support of schools may be reduced to three kinds: first, by means of

ars are not in consequence of any increase in her school fund, but because the importance of the subject has been so frequently and impressively presented before the public mind, by means of lectures, public discussions, educational tracts, school journals, and in various other ways, as to overcome that popular indifference which had well-nigh precluded all advance. The late improvements in that state have taken place in spite of the school fund rather than

d from the income of the surplus revenue for the purpose of increasing the educational advantages of the children; not to be subtracted from, but to be added to, what the towns would otherwise grant. We may, then, consider the school fund of this state as embracing the entire

e provision with which I am acquainted is that of Maine. They have no fund whatever, but oblige every district to raise for education a

principle that the property of the state should educate the children of the state being practically recognized. It not only appears, then, that large funds are not required for the successful administration of systems of public instruction, but that ac

o pay in proportion to the number of days their children have attended school. This feature is objectionable even where provision is made for the children of poor parents to attend without charge, for it offers a pecuniary inducement, although the schools be nearly free, to withdraw scholars from attendance upon them for the slightest causes. This plan has obtained very generally in the states northwest of the Ohio River, which have received from the General Confederacy a grant of one section, or six hundred and forty acres of land in each township for the support of sc

d almost any system will be attended with eminent success. If, then, one system is superior to all others, it is that which is best calculated to beget in the popular mind a realizing sense of the necessity of educating all our youth in good schools. If this can be done in a state which has a large school fund, without diminishing the interest of the people in education, or relaxing their efforts to

, set apart exclusively for the purposes of education, or regards the entire taxable property of the commonwealth, personal and real, as a general fund from which there shall be drawn annually a sufficient per centage to provide for universal education in free schools. This only do I insist upon, that the people be brought so fully to realize the advantages of a good common education as to place it high on the list of indispensables; then will they provide for rendering its blessings universal. The mode of doing this in any one state may, in view of the peculiar circumstances of a peo

to acquaint himself with the current literature belonging to his department as it emanates from the press; to examine new school-books, and new kinds of school apparatus which claim to possess advantages, that he may be prepared to give to school teachers, school committee-men, and others whose opportunities for examination and investigation are less extended, and many of whom must be inexperienced, such advice as shall enable them judiciously to expend their means for their personal improvement or the improvement of their schools. He should likewise have time and opportunity to become so conversant with the practical operations of different school systems as to be qualified to give such suggestio

essings of education universal, we shall introduce leading to

HOUSES SHOUL

ll come, and in which they will remain with pleasure; to

ed, better warmed, more inviting in its general appearance, and more elevating in its inf

past, and as they now generally are out of those states in which public attention has of late been more especially directed to improvements in education; for, before any people will attempt a reform in this particular, they must see and feel the need of it. Even in the more favored states, comparatively few in number, the improvements in school architecture have been confined mostly to

er public sentiment has not been earnestly, perseveringly, and judiciously called to their improvement, I will present a few extracts from the official reports of Massachusetts and

classes of buildings, general dilapidation was the fate of these. Industry, and the increasing pecuniary ability which it creates, had given comfort, neatness, and even elegance to private dwellings. Public spirit had erected commodious and costly churches. Counties, though largely taxed, had yet uncomplainingly paid for handsome and spacious court-houses and public offices. Humanity had been at work, and had made generous and noble provision for the pauper, the blind, the deaf and dumb, the insane. Even jails and houses of correction-the receptacles of felons and other offenders

overed with carved work, but they were the gross and obscene carvings of impure hands; whose vestibule, after the Oriental fashion, was converted into a veranda, but the metamorphosis which changed its architectural style consisted in laying it bare of its outer covering. The modesty and chastity of the sexes, at their tenderest age, were to be cultivated and ch

tate; and if there be any one who thinks this expression too strong, he may satisfy hims

ious, but even those whose virtue of frugality, by the force of habit, had been imperceptibly sliding into the vice of parsimony, felt the alarm. Men of fortune without children, and men who had reared a family of children

n and repair of this class of buildings fell but little short of seven hundred thousand dollars. Since that time, from the best information obtained, I suppose the sum expen

rather, they have begun it; it is not yet done. Their annual reports, read in open town meeting, or printed and circulated among the inhabitants, afterwar

The most respectable citizens, without distinction of party, were selected to discharge this duty; and the result of their labors is contained in two reports, made, the one in April, 1840, the other in February, 1841. "It may be remarked, generally," say the visitors of one

ded for the ventilation of the room. In many of the districts, the school-rooms are too small for the number of scholars. The location of the school-houses is generally pleasant. There are, however, but few instances where play-

of the visitors that only five out of twenty-two school-houses are respectable or comfortable; none h

vided, or a good supply of any; or to have a wood-house or shelter to keep it from the storm." This neglect is very common. Another neglect, noticed by many of th

reat care-the Hon. Samuel Young, then state superintendent, after making a minute statement of the number of school-houses constructed of st

elaxation; no convenience for prosecuting their studies; crowded together on benches not admitting of a moment's rest in any position, and debarred the possibility of yielding to the ordinary calls of nature without violent inroads upon modesty and shame, that upward of two hundred thousand children, scattered over various parts of the state, are compelled to spend an average period of eight months during each year of their pupilage! Here the first lessons of human life, the incipient principles of morality, and the rules of social intercourse are to be impressed upon the plastic mind. The boy is here to receive the model

ool-house forms part of the fence of a hog-yard, into which, during the summer, the calves of an extensive dairy establishment have been thrown from time to time (disgusting and revolting spectacle!), to be rent and devoured before the eyes of teacher and pupils, except such portions of the mutilated and mangled carcasses as were left by the animals to go to decay, as they lay exposed to the sun and storm. It is true, the windows on the side of the building adjoining the yard were generally observed t

, what need must there be for the dissemination of information on this vitally important subject, especially in those states where education has heretofore received less at

xposed to the noise, dust, and danger of the highway; unattractive, if not absolutely repulsive in their external appearance, and built at the least possible expense of material and labor. They are generally on one corner of public roads, and sometimes adjacent to a cooper's

n are thus sacrificed to the parsimony of their parents. Scholars very generally step from the school-house directly into the highway. Indeed, school-houses are frequently situated one half in the highway and the oth

bleak winds and the inclemency of the weather one portion of the year, and to the scorching rays of the meridian sun another portion. Moreover, their recreations must be conducted in the street, or they trespass u

that when the general government has appropriated sixty-four acres to create a fund for the encouragement of the schools of a township, that each district might set apart one acre as a site for a school-house. Once more: school districts usually contain not less than twenty-fi

d overlook a delightful country, and be surrounded by picturesque scenery. The school yard, at least, should be inclosed not only, but set out with shade trees, unless provided with those of Nature's own planting. It should also be ornamented with beautiful shrubbery, and be made the park of the neighborhood-the pleasantest place for resort within the boundaries of the district. This would contribu

stimated at forty-five scholars in the winter. It was also stated that the medium quantity of air that enters the lungs at each inspiration is thirty-six cubic inches, and that respiration is repeated once in three seconds, or twenty times a minute. Now, to say nothing of the inconvenience which so many persons must experience in occupying a house of so narrow dimen

Barnard, in his School Architecture,[69] very justly says should be furnished with a scraper, mat, hooks or shelves-both are needed-sink, basin, and towels.

itable quantity of pure air, which should be at least twice the common amount, or not less than one hundred and fifty cubic feet. There should als

teacher to pass at all times to any part of the room, and to approach each scholar in his seat whenever it may be desirable to do so for purposes of instruction or otherwise. Such an arrang

ing circumstances of country and city, as well as to the number of scholars that may be expected in attendance, t

m is to be occupied by children of all ages, for summer and winter schools, and for the secular, but more especially for the religious meetings of the neighborhood. But in its construction primary reference should be had to the convenience of the scholars in school, for it will be used by them more, ten to one, than for all other purposes. Every child, then, even the youngest in school, shoul

olars, and four smaller ones, p p p p, for the younger children. The central school might be taught by a male teacher, with female assistants, if needed; but the primary schools, with this arrangement, could be more economically and successfully instructed by females. In several of the states legal provisions are already made for such a consolidation of districts. This would invite a more perfect classification of scholars, and would allow the central school-house to be so constructed, and to

for the accommodation of the grade of scholars that are to occupy it. In cities, and even in villages with a population of three or four thousand, it is desirable to establish at least three grades of schools, viz., first, the primary, for the smallest children; second, the intermediate, for those more advanced; and, third, a central high school, for scholars that have passed through the primary and intermediate schools. While this arrangement is favorable t

and the annual expense for the salaries of professors and teachers is about $10,000. Out of twenty-four thousand votes cast, twenty thousand were for the establishment of this institution, in which essentially a complete collegiate education may be obtained. No students are admitted to it who have not attended the public schools of the city for at least one full year, nor these until they have undergone a thorough e

nded a system of public schools; but they can accomplish essentially the same thing more perfectly, though on a small

l-house for fif

feet.Scale, 10

owing plan. S S, stoves with air-tubes beneath. K K, aisles four feet wide-the remaining aisles are each two feet wide. c v, chimneys and ventilators. I I, recitation seats. B B, black-board, made by giving the wall a colored hard finish. G H, seats and desks, four feet

mediate Departmen

feet.Scale, 12

o the same. D D, doors. W W, windows. T, teacher's platform and desk. G H, desk and seat for two scholars, a section of which is represented at X, in the Primary Department

Third Department

nd ventilator. T, teacher's platform. R, recitation-room. I I, recitation seats in principal room. B B, black-board: as a substitute for the common painted board, a portion of the wall, c

he atmosphere of the room, proportionably deteriorate the whole mass; that the air of crowded school-rooms thus soon becomes entirely unfit for respiration, and that, as the necessary result, the health of both teacher and scholars is endangered; t

ng the outer door as the scholars enter and pass out of the school-house, before school, during the recesses, and at noon. Ventilation, as such, I may safely say, has not, until within a few years, been practiced in one school in fifty; nor is it at the present time in

er, a ventilator in the ceiling may be opened, so as to allow the vitiated air to escape into the attic, in which case there should be a free communication between the attic and the outer air by means of a lattice in the

this may not be readily conceived, especially when we consider that carbonic acid, the vitiating product of respiration, is specifically heavier than common air. Three considerations, however, will make it apparent. 1. Gases of different specific gravity mix uniformly, under favorable circumstances. 2. The carbonic acid which is exhaled from the lungs at about blood heat is hence rarefied, and specifically light

g them a purer air to breathe, while the comfort of the body and lower extremities will remain undisturbed. This is as it should be; for warm feet and cool heads contribute alike to physical comfort and clearness of mind. Raising the lower sash of the windows endangers the health of scholars, exposing those who sit near them to colds,

ng exist, are comparatively few. It is much more common to see cracked and broken stoves, the doors without either hinges or latch, with rusty pipe of various sizes. Green wood, also, and that which is old and partially decayed, either drenched with rain or covered with snow during inclement weather, is much more frequently used for fuel than sound, seasoned wood, protected from the weather by a suitable wood-house. With this state of things, it is exceedingly difficult to kindle a fi

ion of several thousand schools in different states, and from reliable information in relation to the subject from various portions of the country. I have myself many times heard trustees and patrons, who have visited their school with me for the first time in several years, say, "We o

t of wood. A considerable portion of the otherwise sensible heat becomes latent, in the conversion of ice, snow, and moisture into steam. 2. The steam thus generated cracks the stove and rusts the pipe, so that they will not last one half as long as though dry wood from a wood-house were used. 3. It is impossible to preserve an even temperature. Sometimes it is too cold, and at other times it is too warm; and this, with such means of

il;" "Stoves are unhealthy in our school-houses, or in any other houses," etc. This idea being somewhat prevalent, and

the combustible part of the wood or coal used for fuel. Carbonic acid, the vitiating product of combustion, does not, howeve

one tenth, or, according to Rumford and Franklin, only one fifteenth, is radiated from the front of the fire into the room. Four-fold more fuel is required to warm a room by a fire-place than when a stove is used

o supply combustion at the other end. Hence the scholars in one part of the room suffer from cold, while those in the opposite part are oppressed with heat. The stove may be set in a central part of the room, whence the heat will radiate, not in one direction merely, but in all d

e atmosphere in its natural and healthful state is dispersed, and the air of the room becomes too dry. The evil being seen, the remedy is apparent. Reduce the temperature of the room to its proper point, and supply the deficiency of aqueous vapor by an evaporating dish partially filled with pure water. If this is not done, the dry and over-heated air, which is highly absorbent of moisture in every thing with which it comes in contact, not only creates a disagreeable sens

sixty-two or sixty-five degrees, or even a summer temperature, it would not unfrequently rise above blood heat. The system is thus not only enfeebled and deranged by breathing an infectious atmosphere, but the debility thence arising is considerably increased in conseq

n the latter it can not be. A great amount of air enters into combustion even where a stove is used. A greater quantity enters into the combustion where a fire-place is used, in proportion to the increased amount of wood consumed. Much of the heated air, also, where a

oom than in the central portions and about the stove. The evil is the same in kind as that already referred to in speaking of fire-places, but less in degree. This evil, however, may be almost entir

reverse the ordinary currents of air in a school-room. The cold air, instead of entering at the crevices in the outer part of the room, where it is coldest, enters directly beneath the stove, where it is warmest. It thus moderates the heat immediately about the stove, and being warmed as it enters, and mingling with the heated air, establishes currents toward the walls, and gradually finds its way out at the numerous crevices through which the cold air previously entered. If these are not sufficient for the purpose, several ventilators should be prov

of the case. The best mode, however, of warming and ventilating large school-houses is by pure air heated in a furnace placed in the basement. The whole house can in this way be warmed without any inconvenience to the school from

s where but one teacher is employed in a school, it will perhaps generally be found convenient to conduct the majority of the recitations in the p

aries has been adopted, which, on some accounts, is better adapted to a sparse population with limited means. These, in the State of Michigan, already contain one hundred thousand volumes. The director of each school district draws from the t

when the library will be open, the librarian or his assistant 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 w

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 ough

acher 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

isted, 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 schoo

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 accumulate 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 delic

nt 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 assigned exclusively for the use of boy

om, 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

ecially 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, w

ng the chest and improving the health. I would refer any who question the fitness of such exercises to what has been

thers 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 weigh

s make a gallon," etc., month in and month out, without any distinct idea of what constitutes 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-

philosophy, and to nearly every branch of study pursued in the common schools of our country

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

m, 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 off

glected 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 t

tions 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 multiplyin

t 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 fo

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 God. Were our

atter. 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 cultiv

vails 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,

ly located, more comfortably constructed, better warmed, and more inviting in its general appear

TEACHERS SHOU

the public school thus constituted an able master, and worthy of the high vocation of instructing

ducation until it calls into exercise

ciety will be the elevation of the art of teachin

f 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

ning 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 father

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

l charge for respectability, usefulness, and happiness in this life, and for everlasting felicity in that whic

d 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 a

r 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

ase 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 impo

erstand 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 l

t 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

, 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 circumstances 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 God. 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

s teachers come to direct their attention chiefly to the correct early education of the young in the Sabbath-schools, bu

r motto be Perseverando vinces-by perseverance thou wilt overcome. Practice upon it, and you will be convinced of its value by the distinguished pre-eminence to which it will lead you." Especially will this

for all others, teachers whose intellectual, social, and moral habits are, in all respects, what they are willing their children should form. They should, at least, be wel

en were crowded together, without any occupation. He inquired for the master. "There he is," said one, as soon as silence could be obtained, pointing to a withered old man, who lay on a little bed in one corner. "Are you the master, my friend?" asked Stouber. "Yes, sir." "And what do you teach the children?" "Nothin

hers as we ought to be. Unworthy teachers frequently find employment. I refer not to teachers whose literary qualifications are insufficient, although, as

even teach the despicable habit to their children during school hours! Several emperors have prohibited the use of this filthy weed in their respective kingdoms, under the severest penalties. The pope has made a bull to excommunicate all those who use tobacco

idely-circulating periodicals, from which it appears that a large annual conference of divines of the same order, among other resolutions

, whose duty it is to recommend purity, and whose example should be cleanliness, can need conference resolutions to dissuade him from a practice so filthy and disgusting? And do they eve

smoke, snuff, or chew; but that, when his man Friday came, "a decent regard for the opinions of mankin

are the temple of God, and that the spirit of God dwelleth in you? If any man defile the temple of God, him will God destroy; for the temple of God is holy, which temple ye are.' He commands them to glorify God in their body as well as in their spirit; for 'know ye not,' says he, 'that your body is the temple of the Holy Ghost? What sort of a 'temple of the Holy Ghost' is he, every atom and molecule of whose physical system is saturated and stenched with the vile fetor of tobacco; whose every vesicle is distended by its foul gases; whose brai

Education in some of our cities have already wisely adopted the rule of employing no teachers who use tobacco in any form. Let this rule become universal among us, and the next generation will be comparatively free from the use of that repulsive weed, which only one of all created beings takes to naturally. Wherever else the filthy practice may be allowed, it ought never to be permitt

inion that there is no station in life-no, not excepting even the clerical office, that, in order to be well filled, so much demands purity of heart, simplicity of life, Christian courtesy, and every thing that will ennoble man, and beautify and give dignity to the human character, as that of the primary school-teacher. He influences his pupils in the formation of habit

igher grade of teachers may be trained up and qualified to take the charge of the next generation of scholars. These institutions have been established in several of the European states, in New England and New York, and more recently in Michigan, by the several State Legislatures, and to some extent in other states. "Those seminaries for training masters," says Lord Brougham, "are an invaluable gift to mankind, and lead to the indefinite improvement of education." In remarking upon

arent to any one at all competent to judge, when he considers the early age at which young persons of both sexes generally enter upon the business of

e. The author, at the time referred to, exercised a general supervision over more than twenty thousand children, aided in the examination of the teachers of twenty large townships, and visited and inspected their schools. Nine years' additional experience-four of which have been devoted to the supervision of the schools of a large state, and a considerable portion of the remaining time t

study. There is in our common schools, and indeed in our higher schools, an undue anxiety to advance rapidly. A score of persons may be heard speaking of the number of their recitations, of their rapid progress, and perhaps of skipping difficulties, w

vice have sometimes mistaken the note of interrogation for a parenthesis, and made other as gross errors. In answer to the question "What is arithmetic?" I have several times received the following reply: "It is the art of science," etc. Sometimes this constitutes the entire reply. In one instance four fifths of the class united in this answer. The terms sum, remainder, product, and quotient are frequently applied indiscriminately in the four ground rules of arithmetic. There are, hence, three chances for them to be used erroneously where there is one chance for them to be correctly applied. The following expressions are common: Add up and set down the remainder; subtract and set

e branches usually taught in our common schools. They have not, h

mmon English branches, but they have made respectable attainments in philosophy, astronomy, chem

elves to government, but are totally unacquainted with the principles upon which it should be administered. About one third of our schools are tolerably well governed. A portion of them are under a wise and parental supervision, the government being uniformly mild, and at the same time efficient. But indecision, rashness, and inefficiency are far more common. Sometimes teachers resolve to have no whispering, le

ence of such a teacher, "We have a good teacher, who gives us all the good advice we need, and then lets us do as we please;" and then I have witnessed whispering, talking, chewing gum and throwing it about the house, passing from seat to seat, playing with tops and whirls, tossing wads of wet paper about the house and to the ceiling, cutting images upo

ear to disobey such a teacher, but will, at the same time, respect, and even love him. This is not only good theory, but is susceptible of being reduced to practice. It is, indeed, exemplified in ma

and understand, and are able to explain, all that they pass over. But this is the case in comparatively few schools. Scholars ge

weeks in succession, without making a single acquaintance. They occasionally become so familiar with their name

fter him, I should hardly expect to form a single acquaintance with twenty-six introductions. But were he to introduce me to one, and give me an opportunity of shaking hands with him, of conversing with him, of observing his features, etc.; and were he then

e shall have become acquainted with one letter so as to know it any where, introduce him to another. After he becomes acquainted with the second, let him again point out the first. As he learns new letters, he will thus retain a knowledge of those he has previously learned. It is immaterial where we commence, provide

ose we next take X, which may be represented by crossing the fore-fingers, or two little sticks. We can now teach the child that these two letters, combined, spell ox. We might then tell him a familiar story about oxen; that we put a yoke on them; that they draw the cart, etc.; and that cart-wheels are great O's. Suppose we take B next. We might tell the child that it is a straight line with two bows on the right side of it, and that it is shaped some like the ox-yoke. We might then instruct

ed, the class went through the entire table, without making another mistake. The thought occurred to me that they did not know their lesson, though they had recited it, making but one mistake. With the permission of the teacher, I inquired of the class, "What does IV. stand for?" None of them could tell. I then inquired, "What do VII. stand for?" They all shook their heads. I next inquired, "What

resenting a less number is placed after one representing a greater, its value is to be added; thus, VII. represent seven; LX., sixty, etc.; that when a letter representing a less number is placed before one representing a greater, its value is to be subtracted; thus, IV. represents four; IX., nine; XL., forty, etc. When the child understands what is here presented, he has the key to the whole matter. He is acquainted with the principle upon which the tables are constructed, and a

imes say their scholars are poor readers, and it takes all their attention to pronounce their words correctly. They therefore do not wish to have them try to understand what they read, thinking it would be a hinderance to them. They occasionally justify themselves in the course they pursue, saying, "I don't have time to question my classes on their reading, nor hardly time to look over and correct mistakes." At the same time they will read three or four times around, twice a day or oftener. The idea prevails extensively, judging from the practice of teachers, that the value of their services depends upon the extent of the various exercises of the school. If the classes can read several times around, twice a day, and spell two or three pages, teachers frequently think they have done well, even thou

llustration. The reader will please observe that it relate

m before him, and a sudden tempest gathered around his head;' when, it is said, 'he beheld through the brambles the glimmer of a taper.' I inquired of the class, 'What is a taper?' No one replied. I added, 'It is either the sun, a light, a house, or a man,' whereupon one replied, 'the sun;' another, 'a house;' another still, 'a house;' and still another, 'a man.' I next inquired, 'What does glimmer mean?' No reply being

ng illustrations than the one introduced, which is selected because it occurred in the f

tutes their only reading-book (at least in school) when but seven years of age. The English Reader is an excellent book, and would grace the library of any gentleman. But it requires a better knowledge of language, and more maturity of mind than is often possessed by children ten years old, to understand it, and to be interested in it

resting, or be otherwise than well read. Children should read less in school than they ordinarily do, and greater pains should be taken to have them understand every sentence, and word ev

he four cardinal points of the compass. Still more: some of them say that "geography is a description of the earth," but they do not know as they ever saw the earth. They have no idea that they live upon it. Scholars in grammar frequently think that t

heir reply is, "That isn't in the arithmetic." Some one more courageous may say, "If you'll tell me what rule it is in, I'll try it!" Practical questions should be added by the teacher, till the class can readily apply the pri

plicable to those states of the Union whose provisions for general education are not equal to what hers then were, nothing can be plainer than that there exists an imperati

ally the relation of apprenticed teachers, to be promoted or discontinued according as they shall prove themselves worthy or otherwise. In the public schools of the city of New York there are about two hundred teachers of this description. These and all the less experienced

cal. The suggestion in the note on the 428th page, in relation to teaching the alphabet, will admit of general application. As fast as principles are learned, they should be applied. Practical questions for the ex

quarter of an inch, the force transmitted to the other piston, if three feet in diameter, would be upward of forty thousand tons." The teacher inquired of the class, How much upward of forty thousand tons would the pressure be? Not one in a large class was prepared to answer the question. Some of the scholars laughed outright at the idea of asking such a question. After a few familiar remarks by

seconds? How far will it fall the next three seconds? How much further will it fall during the ninth second than in the fifth? If this paragraph should be read by any teacher or student of natural p

d bear in mind that man is susceptible of progression in his moral and religious nature as well as in his physical and intellectual. "Cease to do evil; learn to do well," is the Divine command. He who does only the former has but a negative goodness. The practice of the latter is essential to the healthful condition of the soul. It is imp

," can we regard it any thing less than consummate folly to enter upon the work of education in the open neglect of these precepts? Should we not rather cheerfully comply with them, and do what we can to encourage all teachers, and all who receive instruction, to regard th

the highest motives, he must show them that he himself cheerfully and habitually complies, in heart and in life, with all the precepts of the Great Teacher, with whom is lodged all authority, and from whom he derives his. When the members of a school become convinced that th

nt is becoming acquainted with the science of numbers, it may be rendered an efficient instrumentality in showing the advantages of knowledge and virtue, and the expense and burden to the

at ￡54,190. If this was 24 per cent. of the entire loss, resulting from the waste of money, ill health, loss of labor, and the other evils attendant upon i

than a month's study of physiology and moral science: "It has been estimated that a man, in a properly ventilated room, can work twelve hours a day with no greater inconvenience than would be occasioned by ten hours' work in a room badly ventilated; and that, where there is proper ventilation, a man may gain ten years' good labor on account o

nable to read and write-and it must accrue to a much greater number of persons-and one fourth of the annual loss

ed and faithful school-teacher earns, and of right ought to receive, a salary equal to that paid to the clergyman, or received by the members of the other learned professions. He who can teach a good school can ordinarily engage with proportionate success in more lucrative pursuits. So true is this remark, that scarcely a man can be found that has attained to any considerable eminence as a teacher, who has not been rep

county, or state, a high order of teachers is called for, and that an adequate remuneration will be given, and the demand will be supplied. Well-qualified teach

they can have no pecuniary inducement to change their employment. Let this be generally done, and teaching will soon be raised, in public estimation, to the rank of a learned profession; and the fourth learned profession-th

D CONTINUE TH

the year; in other words, the entire year, with the usual

n are habituated to industry, to close application, to hard study, and to good personal, social, and moral habits during the period of their attendance upon school, these habits will be favorably felt in after life, in the development of characters whose possessors will be at once respectable and useful members of society, and a blessing to t

by the evil influences that surround them during the half of the year they devote to play and idleness. We can not reasonably expect that children brought up under s

for the time being, the place of the parent. But what kind of government and discipline should we expect in a family where a new step-father or step-mother is introduced and invested with parental authority every six months, and where the children are left in orphanage half of the year! Much more may we inquire, what kind of instruction and educational training may we reasonably expect in a large school whose wants are no better provid

power of intelligence and a moral purpose among the infant minds of the community, can stop the flood of vice and crime at its source, by repressing in childhood those wild passions which are its springs. Na

SHOULD ATT

n raise up who shall be distinguished, but to see how high, by free schools an

uld complain of me before God if I did not provide for him the best education, as a

ess those schools are patronized; patronized, not by a few persons, not by one half, or three fourths even of a community, but by the whole community. As was said in a former chapter, ther

hey are sent to good schools, public or private, where their education is well looked after. Unfortunately, those children whose ed

arouse the public mind to an appreciation of the importance and necessity of universal attendance. This will go far toward remedying the evil. It should be made every where unpopular, and be regarded as dishonor

ver the free school principle is adopted, their tuition is of course provided for. This provision in some instances extends further. The statutes of Michigan relating to primary schools make it the duty of the district board to exempt from the payment of teachers' wages not only, but from providing fuel for the use of the district, all such persons residing therein as in their opinion ought to be exempted, and

dren. Provision-yes, generous provision, though but just-has been made to meet the expense of tuition and books for the children of indigent parents. Still, they may not sufficiently appreciate an education to send their children; or, if this be not so, they may keep them at home from motives of delicacy, being unable to

on education shall be better appreciated by the community at large, and be ranked, as it ought to be, among the necessaries of lif

g the innocent, administering to the wants of the necessitous, and reclaiming the wanderer from the paths of vice-have felt the claims of thi

than by the same expenditure of time and means in any other way. They have long and very generally been accustomed to clothe the children of the destitute, and accompany them to the Sunday-school, and there teach them those things which pertain to their present and

for, and led to the common school, that fountain of intellectual life, and of social and moral culture, which is alike open to all. Gentlemen should everywhere encourage the formation of such associations, and, when form

ir children such an education as we have been contemplating. These are, first, men in comfortable circumstances, who have so much blindness of mind, and such an utter disregard for the welfare of their offspring, as to deprive them of the advantages of even a common school educati

into the world uneducated, and without skill in any art or science, does a great injury to mankind as well as to his own family, for he defrauds the community of a useful citizen, and bequeaths to it a nuisance." How true is it that "the mobs, the riots, the burnings, the lynchi

civil codes in the Old World not only, but in the New. In Prussia, when a parent refuses, without satisfactory excuse, to send his child to school the time r

ks upon ignorance and crime. Said the Honorable Josiah Quincy, Jr., late mayor of the city of Boston, in his inaugural address, "I hold that the state has a right to compel parents to take advantage of the means of educating their children. If it can punish them for crime, it should surely have the power of preventing them from committing it, by giving them the habits and the education

es and towns in that commonwealth is "authorized and empowered to make all needful provisions and arrangements concerning habitual truants, and children not attending school, without any regular and lawful occupation, growing up in ignorance, between the ages of six and fifteen years;

s, three or more persons, who alone shall be authorized to make the complaints, in every case of violation of said ordinances or by-laws, to the justice of the peace, or other judicial officer, who, by sai

proved before them to be growing up in truancy, and without the benefit of the education provided for them by law, to be placed, for such periods of time as they may judge expedient, in such i

tablishing the State Reform School, male convicts under sixteen years of age may be sent to this school from any part of the commonwealth, to be there "instructed in piety and morality, and in such branches of useful knowledge as shall be adapted to their age and capacity." The inmates may be bound out; but, in executing this part of their duty, the trustees "s

age, "convicted of any offense punishable by imprisonment other than for life," may be sentenced to this school. Here he may be kept during the term of his sentence; or

completed and furnished, and the farm stocked and provided with agricultural implements, it is estimated will be about one hundred thousand dollars. A citizen of

tenth part of its cost would have done more in the way of prevention than its whole amount can accomplish in the way of reclaiming, and would, besides, have saved a thousand pangs that have torn parental hearts, and a thousand more wounds in the hearts of the children themselves, wh

nce of correct early instruction, and the corrupting influences to which the children sent to these institutions have been exposed, becoming generally criminals before any effort has been made by the humane for their correct educational training, one may well wonder at the success which has crowned the eff

shade-trees, the green grass-plats, the sparkling fountains, the ornamental flower-garden, all conspire to render the place delightful. It is, indeed, a prison in one sense, but the children seem hardly to know it. Then, again, well-qualified teachers and superintendents are employed. The spirit which actuates them is that of love. By proving themselves the friends of the children, the children become their friends, and are hence easily governed, considering their former neglect. Being well instructed, they love study, and generally make

s practically conform to this fundamental law, "that if any man would not work, neither should he eat." The other conditions that have been stated as essential to success a

dren here acquire will be of incalculable benefit to them through life. Yet we look upon the School Department as the greatest of all the means employed to save our youth

tain it. But our principal aim is to fan into life the almost dying spark of virtue, and kindle anew the moral feelings, that they may glow with fresh ardor, and shine forth again in the beauty of innocence. Our object is not to store the memory with fac

but our hearts are cheered and animated, and our eyes are gladdened at the sight of those whom we taught in by-gone years, who bid no fairer then to cheer us than those with whom we labor now. Yet they are saved-sa

her children. When this confidence is begotten, and when a good common education comes to be generally regarded as the birth-right of every child in the community, then may the friends of free institutions and of indefinite human advancement look for the more speedy realization of their long-cherished hopes. For one generation the community must be doubly taxed-once in the reformatio

G POWER OF C

ildren of the community were brought under the influence of these schools for ten months in the year, I think that the work of training up the whol

d common schools as we have been contemplating for ten months during the year, from the age of four to that of sixteen years, they would prove competent to the removal of

arge number of the most experienced and reputable teachers in the Northern and Middle States, all of whom were pleased to reply to it. Each reply corroborates the position here stated; and, taken

ttendants upon my instruction for a succession of years; where all my fellow-teachers should be such as you suppose; and where all the favorable influences described in your circular should surround me a

he pleasantest and most cheering incidents of my life. So uniform have been the results, when I have had a fair trial and time enough, that I have unhesitatingly adopted the motto, Never despair. Parents and teachers are apt to look for too speedy results from the labors of the latter. The moral nature, like the intellectual and physical, is long and slow in reaching the full maturity of its strength. I was told a few years since by a person who knew the history of nearly all my pupils for the first five years of my labo

on the subject, I confidently expect that ninety-nine in a hundred, and I think even more, with such means of education as you have supposed, and with such Div

, has expressed in a long letter the sentiment placed at the head of this section. "If all our schools were under the charge of teachers possessing what I regard as the right intellectual and moral qualifications, and if all the children of the commun

e scholars could be as universal, constant, and long-continued as you have stated; if the teachers were men and women of those high intellectual and moral qualities-apt to teach, and devoted to their work, and favored with that blessing which the word and prov

en at the age of four shall be placed six hours a day, for twelve years, under the care of teachers having the same views that I have, and having received that course of training for their office that any state in this Union can secure to the teachers of its children. Let it be so arranged that all these children shall remain till sixteen under these teachers, and also that they shall spend their lives in this city, and I have no hesitation in saying I do not believe that one, no, not a single one, would fail of proving a

ey should go, and that, when so trained, they will not depart from it. Nor does it imply that education alone will sec

see that they now have in their hands the power of securing to every child in the coming generation a life of virtue and usefulness here, and an eternity of perfected bliss hereafter. How, then, can I express, or imagine, the awful responsibility which rests up

etency of this world's goods, with the ability and disposition so to enjoy them as most to augment human happiness. Yes, education, and nothing short of it, will dissipate the evils of ignorance; it will greatly increase the productiveness of labor, and make men more moral, industrious, and skillful, and thus diminish pauperism and crime, while at the same time it will indefinitely augment the sum total of human happiness. By diminishing the number of fatal accidents th

differences, composed of about fifteen hundred members, picked men from every Christian nation, Victor Hugo, the President of t

ibited as an old instrument of torture, and wonder expressed how such a thing could have been used. A day, I say, will come when the United States of America and the United States of Eu

the necessary means. So glorious a result as this, that has become an object of universal desire throughout Christendom, must follow when the conditions upon which it depends

of carrying forward that particular reform to which he is devoted. In whatever department of philanthropy he may be engaged, he will find that department to be only a segment of the great circle of beneficence of which Universa

DE

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E

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TNO

iology applied to the

of the New England Institution fo

an Institute o

in the institution from Andover fifty six

have deteriorated by their habits of living, and the restriction of intermarriages to their own rank, to a race of dwarfs

Andrew Combe's treatise on the "Physiology of Digestion." From the "Principles of Physiology," by the same author, I have already

as serviceable, to wash in soft water as usual, and excite a reaction i

ulpit and the press, those mighty conservators of the public weal. Since the text was prepared for the press, the following remarks and pertinent inquiry have a

arked modes of rebuking intemperance, physical uncleanness, and social degradation-evils which result from perverted appetite, wrong

dence of the Society for the Diffusion of Useful Knowledge) from a lecture delive

re before the American Inst

alterations, from the de

Rensselaer Van Rensselaer, of that city, from breathing "the fumes of charcoal" burned in a "portable furnace." This, it should be remembered, is but o

large and commodious union school house, which constitutes at on

able work on the "Effects of Employments

id gas is in the atmosphere constitutionally, or acci

privies or vaults, which have been so fatal, at times, to night me

, relates, in one of his essays, the following anecdote, for the purpose, doubtl

ad lived five hundred years, an angel said to him, Arise, Methusalem, and build thee a house, for thou shalt live yet five hundred years longer. But Methusalem ans

m A. Alcott's Tract

M.D., author of "C

lectual Education of Children, written by requ

ual Labor, by Theo

reat weight to all his well-considered opinions, quoted, also, and confirmed by the Physician Extr

hild. A pregnant woman, otherwise healthy, was greatly alarmed and terrified by the threats of her husband when in a state of intoxication. She was afterward delivered, at the proper time

riters in this and other countries. The author might also

a man who is born deaf, dumb, and blind, is looked upon by the law as in the same state with an idiot, he being supposed incapable

proverb, having never been known to take any thing belonging to another. That she is a Christian there can be no doubt. It is said in the report of her case for 1846, that "on the last occa

Institute of Instruction, on the Mor

uld conduct devotional exercises in school; but I would respectfully inquire whether any who do not delight in such exercises, and who do not esteem it a privilege to lead the devotions of those under their cha

st number of one of our excellent series of reading books, the story of "the honest boy" who never told a lie, for perhaps the twentieth time, the little girl said to her mother, "Mother, I like to read this story, for it always makes me feel very happy." Similar instances I have wi

can Institute of Instruction, on t

ventful life, was accustomed to read daily po

since been organized in

dress delivered in Bos

o Dick's Improvemen

ches, by one inquisitor alone. Under this accusation, it is reckoned that upward of thirty thousand

'at sundry times and in divers manners' made their appearance to men. But there is the most marked difference between vulgar apparitions and the celestial messengers to which the records of revelation refer. They appeared not to old women and clowns, but to patriarchs, prophets, and apostles. They appeared not to frighten the timid and to create unnecessary alarm, but to declare 'tidings of great joy.' They

es, published by Greele

on Science and Art

id., p.

inions in different countries disagree

specially made to his Fifth Annual Report, bearing date January 1, 1842, from wh

g passage occurs, inculcating the same sentiment: "Property is deeply interested in the Education of All. There is no farm, no bank, no mill, no shop-unless it be a grog-shop-which is not more valuable and more p

lified to instruct in orthography, reading, writing, English grammar, geography, and arithmetic, at least three months of the twelve months next preceding any and every year in which such child shall be so employed. And the owner, agent, or superintendent of any manufacturing establishment who shall emp

years ago. More such patents may ha

ry of State for the Home Department, on th

al Education, whose testimony is

., Secretary to the Poor-Law Commissioners, a

ake of abridging, he has often, as in this case, left out parts of a paragraph, but never so as to mod

the rural districts, they contrive to make money, and many of them rise from this humble office to much higher places in the state. Their wretched appointments are, consequently, objects of competition. I witnessed the execution of one at Seville by accidentally entering the Plaza,

lying pure air to the new-born child. Before birth, the blood of the fetus is purified in the materna

ted by the governor to the Legislature of the Commonwealth of Massachusetts. The author visited the Institution in S

bodily ills which flesh is now heir to, it must be by a clear understanding of, and a willing obedience to, the law which makes the parents the blessing or the curse of the children; the givers of strength, and vigor, and beauty, or

rget it; hence they conclude that the brain is soft, and can not retain impressions, and then they cover the head with cold poultices of oak-bark in order to tan or harden the fibers. Others, finding that it is exceedingly difficult to make any impression upon the mind, conclude that the brain is

ffusing correct physiological information more widely among the

fe; they encouraged the violation of Nature's laws, which are not to be broken in vain; they infringed the condition of conjoint moral and physical existence; they imprisoned him in a vicious circle, where the overworked brain injured the stomach, which reacted to the injury of the brain. They watched the slightest deviation from the rules of logic, and neglected those of dietetics, to which the former are a farce

especially from the

ed by the thermometer. This principle is of vast importance to the world, and particularly to the inhabitants of cold countries, where the ground is covered with snow and ice a part or the whole of the year. The transition from the cold of winter to the heat of summer, in some of the northern climates, takes place within a few days. In these climates, also, the

by sprinkling floors or hanging up moistened cloths. The heat of even a whole city is in like manner greatly moderated by

d for the year 1834, this beautiful passage occurs: "The expression of one of the pupils, 'that she ha

s of the City of Boston, July 4th, 1842, by Horace Ma

fore the American Ins

those of the last census, remains to be seen. Some of the states during the last ten years have done nobly; others have evidently retrograded. We have als

d Chippewa counties there is one white person over twenty years of age to every five of the entire population that is unable to read and write. In Ottawa, one in fourteen; in Cass, one in twenty-two; in Wayne and Saginaw, each, one in thirty-six. On the other hand, there were eight organized counties in the state in which, according to the census referred to, there w

school year 1840-41 was but 155,041, and the average attendance was, in the winter, 116,398, and in the summer, 96,802; while the number given in the census is 158,351, which

845 and the school returns for that year were the data used. In the

t, Editor and Publisher. This journal is ably conducted, and has now reached its third volume. This certainly is a very encouraging omen, especially when we consider that it has so long

Kentucky, as follows: "It is the most important document which has been submitted to that body during the present session, and reflects great credit upon the energy, fidelity, and comprehensive aims of the superintendent in the discharge of his high duties. It is now but two years since Dr. Breckenrid

ounties is only five months. The average attendance upon the schools for the time they are kept open is sixty-two per cent. of the number between the ages of four

f charity schools as a new-invented scheme, and therefore to be looked upon wit

prepared by request of the National Division of the So

were made entirely free by law. See the

ndent (Hon. Horace Eaton) of Common Schools, ma

83. This excellent treatise embodies a mass of most valuable information in relation to school-houses and apparatus. It contains the plans of a great number of the best scho

etal, of the shape indicated by the figure, and should weigh from two

neral lassitude 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 passages, in addition to the evils here referred to, sometimes leads to the most driveling idiocy, and to insanit

her'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; Confes

addressed the following inquiry through the col

reak them of the filthy habit of spitting upon the floor. I have often told them gentlemen never do it. But at a recent visit of the committee, an individual, who has been elected by

y his influence? or shall I pass it over in silence, and thus leave them to draw

ere quoted part of a paragraph. He closes by offering a prize of the "eternal gr

owels first, and then to teach such consonants as combine with the long sound of the vowel; as, for example, first o; then g, h, l, n, and s, when the child can read go, ho, lo, no, and so. After this, e may be learned, and then

s sometimes urged against their use, were duly considered. I wish here simply to add, that their exclusion from our schools would be even more sectarian than their perverted use; for the atheistical plan, which forbids the entrance o

y in that kind, it is ordered that the select-men of every town in the several precincts and quarters, where they dwell, shall have a vigilant eye over their brethren and neighbors, to see, first, that none of them shall suffer so much barbarism in any of