Let those ladies among our teachers who have not finished their education, throw aside with contempt the superficial and inferior course of study which is so generally provided for them, and demand one that with labor and struggle they can accomplish, and which when accomplished will leave its impress of mental growth. Such practical demands will outweigh all the theories in the world in its influence in redressing these great evils, and it is only when these are redressed, that we with confidence can look forward for a perfected system of education in a beneficial and glorious future. Syracuse, 1854. J. J.

COURSE OF STUDIES.

The following list and arrangement of studies was adopted by the New York Academic and Collegiate Association, at their last annual meeting, and recommended to the teachers of that State. The time requisite for the completion of this course was not speci fied, but as it is evidently designed to embrace the entire range of studies necessary to a liberal education, it is probably expected to occupy the whole time usually allotted to the acquisition of such an education.

10th Class-Spelling, Reading, Writing, Mental Arith., Pr. Natural History.

9th Class-Spelling, Reading, Writing, Mental Arithmetic, Juv. Physiology.

8th Class-Spelling, Reading, Writing, Slate Arith., Pr. Geog. and Hist. combined.

7th Class-Geography, Readiag with Spelling and Definitions, Eng. Gram., Slate Arith., United States History.

6th Class-Geography, Reading with Spelling and Definitions, Eng. Gram., Slate Arith., General History.

5th Class-General Hist., Eng. Gram. or Latin, Arith., Physiology and Book-keeping.

4th Class Nat. Hist., Botany or Greek, Rhetoric, Grammar or Latin, Algebra, Nat. Philosophy or Mod. Languages.

3d Class-Geology, Mineralogy or Greek-Logic, Grammar or Latin-Algebra and Geometry-Chemistry or Modern Languages. 2d Class Intellectual Philosophy or Greek; Criticism, Taste, &c., or Latin; Trigonometry and Surveying, Astronomy or Modern Languages.

1st Class-Moral Philosophy and Natural Theology or Greek; Civil Polity or Latin; Civil Engineering, Technology or Modern Languages.

Composition and Declamation, commencing with the 7th Class, and continued through the course, once in two weeks, alternately.

From the Ohio Journal of Education.

SCHOOL GOVERNMENT.

Government, or good order in schools, is a consideration of the first importance, as it is one upon which are based all the benefi cial results to be derived therefrom. Then "order," should be the teacher's "first law." Heaven withont order, would not less befit the spirits of the harmonious. than would the disorderly school room the presence of good feeling. But, desirable as is this "first law," it is one that is very seldom enforced. True, the mass of teachers do manage to control and restrain their pupils, so that the exercises of school are allowed to progress tolerably well; but the order thus attained is seldom that which befits the school room; benefiting all alike. Now this lack of order in our schools, I think, is attributable, mainly, to one fact, viz: but few, comparatively, understand what good order is. This is a question we should settle at the threshold of this subject; that we may know when we have, or have not attained the desired object. The young teacher, especially, should have a correct view of this point; as it may save him many an unpleasant day. Public opinion is unquestion ably wrong upon this subject. Stillness appears to be the maximum. And, as an illustration, I have frequently heard a teacher, of considerable repute for his governing powers, say that he never considered his order good, unless he could hear distinctly the tick of his watch. Now, multitudes of teachers regard this as the highest attainable standard, and, really, it is one that but few have nerve enough to reach. But, I ask again, is this the order that be fits the school room? Here, if there is any darger, there is none greater than enforcing too great a stillness. Such an example as the above can never be attained only by unlawful restraints, that tie the nimble hands and feet-a fear, perhaps, that chills the warm blood of youth. And when we have succeeded here, is the condition a healthy one? Is it possible that mental activity can long exist in such a sepulchral silence? Can the mind, engaged attentively in search of new truths, in the wide field spread out be fore it, be, at the same time, so cognizant of external objects, as to keep its bodily members under a rigid rule? No; there must occasionally be, where the quiet of diligence reigns, a lively stir, to distinguish it from the "palsy of fear." There is a wide difference between order attained by constant restraint and compulsion, and that which is the spontaneous fruit of diligence. The former is secured only by perpetual effort upon the part of the teacher, and paralyzes mental activity; and is also unhealthy to the physical system the latter is the very element of diligence, and is, almost, self-existent. A quiet school, indeed, is indispensable; but it should be the result of cheerful devotion to study, and the careful discharge of duty, Like the faithful bee, each should quietly pur sue his labors, without molestation or disturbance of his neighbor. To secure the order described above, does not really require any

great natural" tact." The only difficulty is that we do not always allow it to exist. This, as I have said, naturally follows as the effect of diligence. But in our efforts to attain the order sanctioned by the false standard of public opinion, we frequently deprive ourselves of the effect by destroyingt he cause. And this must invariably be done by the rigor necessary to produce this unwholesome stillness.

The first thing, then, in this matter, is not an array of rods and ferrules; but to see that each one has something to do- sufficient to employ his time, and to keep him out of mischief. This is the experience of every teacher. Which are your troublesome days? All will say the idle.

Again, the pursuits of one scholar should ever be so regulated as never to come into collision with those of his fellow, and he should be required to consider them as belonging exclusively to himself, as his own peculiar business. And here, as elsewhere, it should be the cardinal object to teach children to "mind their own business." This done, and our end is in a great measure accom. plished: this one rule will do more than any conceivable amount of "brute force " in securing a healthy stillness in school. Powhattan, Ohio.

D. H. WILLIAMS.

ON VOCAL MUSIC IN SCHOOLS.

A Report read before the Michigan State Teachers' Association, by

L. J. MARCY, DETROIT.

Your committee, on vocal music in schools, feel themselves incompetent to bring the subject before you as it deserves to be presented, or in a manner satisfactory to the Association. But its tendency to develop the physical, moral and intellectual faculties is so well known-its tranquilizing, refining and happy influence is so generally appreciated, and its advocates are so numerous and earnest, that it seems in little danger of receiving other than your hearty approbation, although the report may be very imperfect and faulty.

Luther found sacred song to be a most efficient instrument in advancing the reformation. He says it had a mighty control over the movement of the human heart. Wherefore I recommend it to every one, particularly to youth, to love, honor, and esteem this precious, useful and cheering gift of God, the knowledge and dili gent use of which will at all times drive off evil thoughts, and dimin. ish the effects of evil society and vices. "It is necessary," he adds, "that this art be taught in schools. A school teacher must be able to sing, or I will not look at him."

The physiologist argues the cultivation of vocal music, because it is a most healthful exercise, strengthening and expanding the lungs, and consequently giving a better circulation to the blood, and so improving the whole system. The good flow of spirits which accompanies its exercise, is also very conducive to health. It serves to strengthen the vocal organs, and to improve the voice. How rich and varied are the tones of the human voice, when cultivated in a proper manner! No sentiment, no feeling, no passion of the heart, but can be expressed by it, and that more effectually than is possible by any other means. The influence of the voice is no where more efficient, or its effects more apparent than in the school room. The old prevailing opinion that singing can be learned by only a few individuals, favored by nature with an extraordinary gift, is passing away. It is found that where children are frequently hearing the songs of the school room, and permitted to join in them as they naturally will, they almost all become singers. It comes much more readily and pleasantly, than when sent to a regular singing school, as most of us were, and obliged to make an effort to chord with the teacher in sounding do, in order to have it decided whether or not we had an ear for music. It is well known that in Germany and Switzerland, persons are rarely found unable to sing. If a child were brought up with those unable to talk, he would never learn; and if he associates only with those unable to sing, it by no means proves that he has no ability to learn under more favorable circumstances.

Who, accustomed to witness it, has not admired the happy influence of a morning hymn, in giving a right turn to the thoughts and feelings of the school. At the time of changing classes, there is often an unpleasant break in the order of the school. Let the teacher commence a familiar song at that point of time, and in the second word, he will be joined heartily by all the singers in the room-it affords a most pleasing relaxation. How beautiful is the image brought to mind by that story of Mr. Page, where, at the breaking up of a shower at the close of school, all joined in singing the hymn,

Lo! the heavens are breaking,

Pure and bright above,

Life and light awaking,

Whisper-God is love-God is love.

Then how cheering to the teacher, in passing the dwelling of his pupils, to hear the song they are accustomed to sing at school, giving sunshine and joy into the bosom of many a family, greatly in need of refining influences.

It has been argued by some, that the knowledge of the rules of singing should precede singing by rote; but as well might we say that learning to read should come before learning to talk. This, and further advantages of singing in schools, might be profitably pur. sued at a much greater length, but this may serve to introduce the subjeet for discussion, and is therefore respectfully submitted.

THE FIRST STUDIES.

The first studies form an epoch in the history of genius, and unquestionably have sensibly influenced its productions. Often have the first impressions stamped a character on the mind adapted to receive one, as often the first step into life has determined its walk. To ourselves, this is a distant period lost in the horizon of our own recollection, and so unobserved by others, that it passes away in neglect.

Many of those peculiarities of men of genius which are not fortunate, and some which have hardened the character in its mould,. may be traced to this period. Physicians tell us that there is a certain point in youth at which the constitution is formed, and on which the sanity of life revolves; the character of genius experiences a similar dangerous period. Early bad tastes, early particular habits, early defective instructions, all the egotistical pride of an untamed intellect, are those evil spirits which will dog Genius, to its grave. An early attachment to the works of Sir Thomas Browne produced in Johnson an excessive admiration of that latinised English, which violated the native graces of the language. The first studies of Rembrandt affected his after labors; that peculiarity of shadow which marks all his pictures originated in the circumstance of his father's mill receiving light from an aperture at the top, which habituated that artist afterwards to view all objects as if seen in that magical light. When Pope was a child, he found in his mother's closet a smali library of mystical devotion; but it was not suspected till the fact was discovered, that the effusions of love and religion poured forth in his Eloisa were derived from the seraphic raptures of those erotic mystics, who to the last retained a place in his library among the classical bards of antiquity. The accidental perusal of Quintus Curtius first made Boyle "in love with other than pedantic books, and conjured up in him," as he expresses it, "an unsatisfied appetite of knowledge; so that he thought he owed more to Quintus Curtius than did Alexander." From the perusal of Rycaut's folio of Turkish history in childhood, the noble and impassioned bard of our times retained those indeli ble impressions, which gave life and motion to the "Giaour," the "Corsair," and "Alp." A voyage to the country produced the scenery. Rycaut only communicated the impulse to a mind susceptible of the poetical character; and without this Turkish history we should still have had our poet.

The influence of first studies, in the formation of the character of genius, is a moral phenomenon, which has not sufficiently attracted our notice. Dr. Franklin acquaints us that when young and wanting books, he accidentally found De Foe's "Essay on Projects," from which work impressions were derived which afterwards influenced some of the principal events of his life. Rousseau, in early youth, full of his Plutarch, while he was also devouring the trash of romances, could only conceive human nature

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