Primary Beading.

The course of reading in our schools is commonly limited to a single series of five books. The two highest books of the series abound in pieces of which the sentiment requires, for its clear apprehension, a developement of mind which is not usually attained under the age of fifteen. For, understanding the style of the selections of which these two books consist, the scanty exercises afforded by the first three books of the series afford no adequate preparation. The third, or middle book of some of the more popular series, is quite difficult enough to be put into the hands of children at the age of twelve. Now the remaining two little volumes, whose aggregate pages could be scanned by the eye of a practical reader in three hours, are not sufficient to occupy a child for the first six or seven years of his attendance at school. It therefore happens that the fourth and the fifth books are often used by children to whose age and attainments books of the grade of the second and the third would be better adapted.

The following are some of the advantages that would result from a liberal supply of easy, progressive, instructive and interesting reading books in our schools:

1. Children would learn to read much faster by using books that they could understand, and in which they could interest themselves, than by reading unintelligible extracts from Milton, Young and other kindred authors.

2. If children were never permitted to touch a book that was not properly suited to their capacity they would be less liable to fall into the bad habits that are so common among young readers. If a child understands what he is reading, and is interested in the subject, he will be sensible of the injury done to the sense by the miscalling or omission of a word, and will probably be able to correct his own mistake; but if the subject is unintelligible, it is alike nonsense to the child whether he calls the words right or wrong. If none but suitable books were put into the hands of children, they would almost without effort on the part of the teacher become natural and graceful readers. But if they are required habitually to read pieces which they do not understand, it is impossible that they should ever acquire the habit of employing the proper inflections, emphasis and tones.

3. With a plentiful supply of suitable reading books, children would early treasure up a large fund of useful information, and several years of precious time that are too frequently wasted in conning over lessons that to the pupil are dull and meaningless would be redeemed.

4. By the use of such books children would acquire an acquaintance with the force of language, and become gradually prepared to understand and appreciate the higher styles of composition. No array of dictiona ries and definitions will enable the pupil to understand some of the more difficult of our English authors without the preparation derived from the perusal of writers whose style is more simple and familiar.

5. The acquaintance with language thus gained by the pupil would prepare him for the readier understanding of his text-books in other studies, and a much more rapid progress in those studies would be the consequence.

The reading books used at present in the Public Schools of Lancaster are, one "Fourth,' and one 66 Fifth Reader," the "First," the “Second" and the "Third Readers," of three different series, together with Each child is expected to take up all these books

two small histories.

in succession.

LANCASTER, O.

JOHN WILLIAMS.

REQUISITES FOR AN INSTRUCTOR.-Probably those characters which have been, in a great degree, self-educated, are best prepared to educate others—they have worked out things for themselves, and have therefore detected the stumbling-blocks which beset the avenues to knowledge, and have learned experimentally how to remove them. The chief requisites in an instructor are good natural abilities, great patience and perseverance, cheerfulness and sweetness of temper, as well as firmness, and prudence; above all, that enthusiastic love of the young which confers the power of adapting everything, till their feelings are touched, and their comprehension reached. The mind of the teacher ought also to be of a very shrewd observing nature capable of detecting every character. It is the character of the mind and feelings, the nature of the dispositions and tastes, more than any actual amount of knowledge, which are the important points. A very learned man often has not the slightest power of communicating instruction.-Tuchfield's Education.

An illiterate Arab was once asked how he was assured of the exist ence of God. "In the same manner," he replied, 66 as I know, by the foot-prints on the sand, that a man or a beast has there passed by."

Thoughts on Education.

TRANSLATED FROM THE GERMAN BY C. PAPE.

Before the child is sent to school, there is a sixennium, which is far more important than a whole academical course and a triennial circumnavigation of the earth taken together; for in these six years the child learns more from its mother, nurse, guardians and playmates, than a student from his professors, and a circumnavigator of the world from all the nations of the earth; because, on its first intellectual emigration upon things, pictures, words and actions it has conquered the whole.-Dr. F. Kapp.

It is a great fault to fill and stuff out an entire day with nothing but lessons-hours and teaching. What else is it than continually sowing on the same acre seed upon seed? Out of this there may become at last a dead granary, but not a living fruit-field. Or, to use another likeness, a clock stops as long as you wind it up ;-you eternally wind up your children and never let them "run."-F. Richter.

There is only one building which is to be continued-the most simple and yet the greatest-a building which extends through all centuries. and all nations, and which consists in an eternal progress and endeavor, in which mankind, physically as well as morally, is engaged. Perfectibility of man is not an illusion, it is a means and end to the developement of all that which the characteristic of our race-Humanity-demands and guarantees.-Herder.

Our first instructors in philosophy are our feet, our hands and -J. J. Rousseau, (Emile.)

eyes.

Teachers' Meetings.

It is now becoming a practice very general, for the Superintendent and teachers of Union Schools, to devote some time each week for mutual improvement, not only in the branches of study that they are required to teach, but in the manner of teaching, methods of government, and means to be made use of to obtain the highest degree of success, in their profession.

No Superintendent or Board of Education can fail to see the importance of such an arrangement. Besides the professional advantages, it brings teachers together in a social capacity, where their difficulties and successes are related, kindly greetings cheer all, and the encouraging word from the Superintendent disperses gloom, discouragement and doubt, and all are ready to return to their work with renewed energy and zeal the next week.

We learn that Saturday a. m. is often devoted to these exercises. We see no reason why the teacher, after a week of toil and care, should not be allowed to have that time which the law says he may have, and physiology decides he should have for relaxation.

The teacher needs that day for physical relaxation, often for domestic duties, especially if his family has entered the "dual or plural number."

We, therefore, with the approbation of our Board of Education, dismiss our school on Friday, at 3 o'clock, P. M., and devote the remainder of the day to Teachers' Meeting.

LEBANON.

J. H.

"A MERRY heart doeth good like medicine," anywhere—but especially in the school room. Hoarhound candy, and wormwood tea, have been found very beneficial in cases of coughs, whispering, etc., but a "merry heart" is a great specific: at least it is an excellent preparation in which to administer the sterner medicines. For instance, a reproof or a command, ever so decided, accompanied by a smile, the index of a "merry heart," is more effectual then if enveloped in all the logic of Plato, or all the reproaches which a nervous temperament can invent.

It is not always easy to meet all those cases of stupidity, of carelessness, of obstinacy, even which we must believe must occur in every school, with perfect calmness; but what teacher of any experience does not feel this to be most desirable?

To the maintenance of cheerfulness, two things are almost indispensable: good health and a clear conscience; at least a clear professional conscience. The teacher should be fully persuaded in her own mind that she is in the way of duty in teaching, and in teaching her particular school; then she should each day endeavor to accomplish all in her power for the benefit of her pupils. And this done, why should the brow be clouded and anxious? No good can ever result from it; but

who has not been astonished at the magic influence of a smile? Teacher, try it. Whatever else you do, retain your serenity-your sunshine-in the presence of your pupils. Never indulge in reproaches or repinings. When released from the school room, dismiss its cares and recreate mind and body: then let your ingenuity invent means to meet every emergency, and cheerful perseverance, carry them out. AKRON, February, 1854.

ANNA A. CARTER.

Etymology--No. II.

It is of primary importance for both teacher and scholar to be thoroughly acquainted with the meaning of the terms employed in etymology. A simple word is a single, primitive, or radical word; as home, house. A compound word is composed of two or more separate words, either primitive or derivative; as store-house, sober-mindedness.

A primitive word is one which is not formed from any other word in our language; as life, health.

A derivative word is one which is formed from a primitive or radical by the use of prefixes or suffixes; as lifeless, unhealthy.

A separable radical is one which may be used without a prefix; as

act, press.

An inseparable radical is one which is not used in the language without a prefix or suffix: as duce, in the words adduce, conduce, etc.; ject, in the words deject, reject, etc.

A prefix is a letter or syllable placed before a radical to change or modify its signification; as enact, repress, induce, etc.

A suffix is a letter or syllable annexed to a radical to change or modify its signification; as actor, pressure.

A compound prefix or suffix is composed of two or more simple ones;

re-enact, unfixedness.

After scholars have thoroughly learned the foregoing definitions, our method has been to arrange together the prefixes of similar signification, from whatever language they may be derived, to give some two or three of their more common meanings, and have them committed to memory, and their use illustrated by a number of words containing each: