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VOL. VII.] WINNSBORO, S. C., WEDNESDAY MORNING, SEPTEMBER 6,1871. [NO.12
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EDUCTION AL INSTITUTE
MSo~t~ka. C am.*ol~1.2..
FIRST DAY-AUGUST 23, 1871.
The Educational Institute of South
Carolina met in Greenville, in pursu
ance of notice, In the Court House, at
eight o'clock P. M.. The President
Hugh S. Thomson, Esq., being neces
sarily absent, the Vice President, J.
B. Patrick, Esq , took the chair, and
announced that the annual orator,
General Eauley, had been unexpected
ly called away by sickness in his
family, on the day before, and that
the Institute would, therefore, pro
ceed to its regular business. Some
twenty or thirty gentlemen were
then admitted, by a unanimous vote,
to membership, and the following offi -
vers were nominated and unanimous
ly elected : President, Prof. J. H1.
Carlisle ; Vice Presidents, M essrs.
Judson, Patrick, Bonner and Pifer;
Corresponding Secretary, Rev. B. F.
Miller ; Recoiding Secretary and
Treasurer, Ml. Ml. Farrow. The Insti
tute thou adjourned, to meet at 9
e'clock A. .., at the Baptist Lecture
SECOND DIV, AUGUST 2d'T1.
Vice President Bonner took the
chair, and for two hours Professor C.
H. Judson kept the attention of his
audience by a bruliant criticism upon
"Geometrical Text Books and Meth
ads," illustrating iany of his strict
ures upon the black board. The
more glariug defects of most of our
text books were pointed out in so com
plete a way, that when the learned
Professor closed, Dr. Broadus rose
and humorously stated his delight.
He thought more of himself, more of
sohool-boys, and more of mathemat
ices, after hearing it, seid Dr. B.
More of himself, that he had under
stood Professor Judson ; more of
school-boys, because their non com
prehension had been proven to be
duo at times to their text-books and
their teachers, and more of matbe
matics, that, with books so full of
faults, it had done so much for stu.
dents and for the world.
Professor Babbit was reminded by
that part of the essay that trented of
de6nitions, of the school-boy's diffioul
ty in finding the meaning of the word
oyster. He looked into his dictiona
ry and found it to mean a ruoluscous
bi-valve. Looking out for bi, he
found it to mean two, and for valve, a
part of a steam engine, and conelud
0 I at last, that an oyster was a dread
ful animal armed with two parts of a
Mr. B. R. Stuart said, by way of
caution, that a science or study wIas
capable of conveying much instruc
tion and much truth to the mind, no
matter how defeosive its definitions
might be, when oritically analyrzed.
1st. Because the miud caught at the
.fact intended, and especially in
mathematics, though the definition or
symbol did not exactly convey it, and
secondly, because much of our knowl
cage consisted in the perception of
the relations of things in themselves
incomprehensible. In moralI science,
for example, in which thme distin
guished gentleman, Dr. Broadusi, is
versed, it is well known how difficult
it is to define God or man, bumt the
duties springing from the relations of
man to God, were much plainer, if
not, indeed, perfectly clear. And so,
if the definitions in common use in Ge.
ometry were as defective as Professor
Judson held them to ho, still the stu
dent would see the thing intended
through theocloud of words, and rea
son accurately upon the relations of
one mathematical quantity to another.
Mr. Benet expressed his satisrac
tion at the criticism of Professor Jud
son on Davies' Geometry, amnd said
that one of his pupils, of but sixteen
years of age, had pointed cut the ao
surdity of the idea of a circle being a
regular polygon with an infinitely
great number of sides. It was time
to look for textbooks that should be
at least above the criticism of school
boys. As to what Mr. Stuart had
Isaid about loose definitions serving
the purpose, be could not consent to
it. A mathematical text-book should
be accurate. If there was any exact
branch of study at all, it was Matho
bates. d ywy fcuin
Mr. Stuart stated that the law of
called attention to, was both true and
any further to illustrate it. lie pre
ferred, on this occasion, to be a learn
er, tLnd would ask Professor Judson's
opiniorn upon Presidlent Hill's (of
Harvard University) views as to
teaching the elements of- Geometry to
ohildren of senn years of agn ?
Prof. Judson replied that sinceeven
students of an advanced age some
times found it difficult to conceive
the relations of space, he thought
tl.at President Hill's recommendation
that children of even a very few years
of age be familiarized by means of
blocks and otherwise with mathemiat
ical forms and the relations of space,
a very good suggestion. But it
mustn't be all blocks, for then the
pupil would never be able to leave
them. In that case the Professor im
plied, though he doesn't indulge in
that sort of way of expressing him.
self, that blocks might make block.
beads, and not Geometricians.
QMr. Stuart, then offered a resolu
tion to print the essay, to which Pro
forsor Judson objected, and suggested
that the resolution be simply referred I
to the standing Executive Commitee
on publication, or to a Committee ap
pointed to report what matter had
better be published. The Rev. Dr.
Furman said, that for many years he a
had regarded Professor Judson as I
eminently filled to supply the want of
a text-book in Geometry which he bad
to-day so clearly pointed out., and
suggested that he be requested to
After further debate Mr. Stuart
rose and said that he had tested the
sense of the house and begged leave
to offer the following resolution :
Resolved unanimously, that the
assay of Professor Judson on Geomot
rical Text Books and Methods is emi.
aently worthy of dissemination and
perusal,and that the Sccretary be in
Atroted to request him to furnish it
in a proper shape for publication.
The resolution was passed without a
rlis enting voice, and the Professor
blushing down to his cravat, promised
to comply with the flattering wish of
Mr. M. V. Calvin of Augusta, Ga.,
having been invited to be present and
iddress the Institute, now took the
Olor, and in a well written speech ad
vanced the thought that science is the
rnotive-power of modern progress.
Air. 0. concluded by giving all present
& oordial invitation to attend the
meeting of the Georgia Educational
[Istitute, on the first Tuesday in
Way next, in Augusta.
The Institute having adjourned at
Z o'clock, met again at 4, and Mr. B. c
R. Stuart, appointed to introduce the 4
addressed the institute, speaking to
and elaborating the seven following r
suggestions : 6
1st. That good Primary Schools 1
are of the fitst importance, but that f
P'rimary Sbools should be kept sev- I
arully diztinct from Secondary or i
High Schio.d, and that Teachers of C
Primary Schoihshould con'rfinke them
se:lves exciusively to grsunding their
pupils tho.rughly in reading, writing,
and the clements of Arithmetic, Ge
ography ian1d History.
2nd. That the course of High
School or Secondary education should
cover a period of six years, and the
school should be divided into six I
classes taught "y three teachers (a I
Principal and two assistants) and that 4
each class should have five daily reci
tations of thirty minutes duration.<
This will require a daily session of
five hours, exclusive of recess, and
gives time for study (the teachers as<
sistant) in school hours.
3d. That in schools taught by two]
teachers (a Principal and one assist.
ant) the same six classes and the
same daily recitations of thirty nin-1
utes each are desirable, but that each
class should thea recite but four reci
tations a 'lay. This will require a1
session of six hours, excluisive of re
cess, and gives more time for studyi
(the teacher assisting) in sohool
hours. Exceptionable pupils can be
fitted to both of these schiemes, by re
citing with different einsues, but this
should very seidom be allowed. Th'lat
the favorable attention of teachers is
earnestly called to the schedule of
studies printed up on page 367 of the.
September number (1870) of the'
Educational Journal of Virginia, the
merits of which sohedule are there
vindioated in one of the ablest papers
ever preparop in our country. The
following is the scheds'e referred to:
Suly'ects of Study. Les'ns per week
for eOa class.
VI. V. iv. 1i1. 1i. 1.
English, 5 5 6 3 2 2
[,aiin, 6 6 5 6 6 6,
GIreek, 6 5 6 5
Moedern Languages, 4 4
Geography, 5 5
IHistory, 5 6 8 8
Mathemaities, 6 6 6 6 6 6
Natuiral Science, 8 8 8
Perna anship, 6 6
80 80 28 24 24 24
5th. That the too frequent prac
tice of some of onr teachers under.
taking to teach studies properly be
longing to the Freshman and Sopho
more Clauses of a College or Univer
sity, takes up much valuable time
that had much better be exclusively
devoted to a judiciously selected
course of High School instrnction,
Iand is therefore to be emphatically
Icondemned and earnestly depreca
Qth. That it it'highly dosirable that
the Legislature should establish i1
suitable buildigs to be erected by
the State at each county s'at, a well
graded Public High 8hool, under
three competent teachers, whose sal'
rios should be paid, in part, out of
the State Treasury. in part by a
special loan levied upon the town cor.
poration, and in part, if necessary, by
a moderate tuition fee of ten or twen
ty dollars charged, as in Prussia, upon
the pupils of the school.
7th That it would add greatly to the
3ffioienoy of the above recommende4
3tate Public High Schools for the
University-of South Carolina to offer
ror competition to the first pupil in
3aoh of them every year a scholarship
in the University and that by this
lourse, in a few years, the University
tself will soon be restored to its for.
ner prosperit7 and influenee.
Mr. Stuart, in explaining anO Il
ustrating the above seven points,
aid, that he wasnot discoura ged by
thoro not being a great many present
or he would rather talk to one earnest
nan than to five hundred into whote
iar his words might sink as a pleas.
!nt song, and then die, like an elo,
tway. Whether his plan was a good
me or not, it was high time to reflect
upon the matter and make an effort
6t something like systetm and order
n our schools, for he was persuaded
hat any plan, even the worst possi.
>le, was far better than the no plan
rhatever which now too often pro
ailed in the schools of the State.
hat it was impossible for a teacher
o do equal justice to primary and
ecindary classes in the same school
hat he had tried it faithfully and
ound that th3 one class of pupils in
'ariably usurped the time of the
ther class. hlow was it possible to
each from A, B, C, up to the Ju
ior course of a college, as is often
ttempted to be done in some of our
chools. That primary, secondary
Ind collegiate instruction were in
heir natire distinct, and ought to
te kept reverally apart, if the highest
xcellence in each was aired at.
lut now -the entrance of a pupil who
Fihod to study some special College
tudy, and this often happens during
he year, caused a squeezing up to
,ether of the whole programme of the
chool, so 'as to got fifteen or twenty
ninutesroum for the special benefit
If the new comer's hobby or his par.
ints desire. The organization or
lie school was thus capriciously
hanged from term to term, and even,
n some cases from month to month.
Pbe teacher was ever pressed or
.ather -tortured to do what he never
hiould have undertaken at the start,
and is sadly discouraged at the little
iuit of all his toil. After further
emarks illustrated by ;specific ex.
maples of the evil lie was striking
t, drawn from his own memory
nrid experionoe, Mr. Stuart then call
d atreution to Hi4 6th point recom
uending graded public high schools
Lt the county seats, atid said, that the
state wis the, only power that could
iot with efficiency in bringing about
lirectly, or by reason of competition
>etwecu private and public schoofs,
he much desired retorm that
ie advocatod, the only authority that
,ould impose method and system,
ry them fairly and let them vindi
antc themselves by results. He urg.
d the importance of High Schools as
link in system of State education so
tarnestly, that when he sat down, Mr.
Arcbar forgetting the very first point
MIr. Stuart had made, felt called
Ipon to reply.
M r. A rcher said, that lie had beent de.
'ight ed in listening to the speech jnst
nade arnd especially with all that had
teen urged ins favor of claseificaton.
lie represented the public rehools of
JDharleston on this floor, and the lead.
ring feature of those schools was cia.
tifloation. But his friend, Mr. Stuart
ltad built a house commencing at
te top and conie downwards. High
Schools and the higher instruction
and the classics senmed to be his
rriends hob~by. lie was persuaded
that a proper system of State educa
tion must begin at the bottom with
the primary school. This too was
the opinion of Mr. Memminger. If
the tenchers or the State would come
down to Charleston next spring, he
was certain that he could show them
somethtin g in the way of organization
that would both please and instruct
While Mr. Archer had been speak.
iug Mr. Bennett then said that
his friend Mr. Stuart, had come ever
and whispered in his ear, "let us hear
from Scotland." He rose to comply.
The system of instruction there wat
based upon the thorough teaching oi
Latin, and that every thing was see
ondlary to it. The teacher was assist
ed by what were called pnpil.teach
ers. These were pupils who upon
standing an examination were giver
to theproper authorities certificates
to eac te primary pupils of the
school, at the same time that they re
ceived higher instruotion themselve
from the Principal. A pupil-teache
was .paid not a great deal, and ye
enough to encourage hint for his sorvi
cos. After five years he went to th,
High School, an d thehee to the Univer
sity. Mr. B. then said that he believe<
that the cause of the confusion in on
school shore wea i. nat that teakin
was not pursudi as Q6 profoesion, but
. was an asylum for the hilt, the maima
ed, thp blind.4nd the AQ'af, or a wore
stepping stone to some other buoineso.
He gave a humorous piettarc of a
young man who aspired . sueceed
im in the Cokepbury School :gvhich
he had just resigned, and oonoluded by
saying, that education must coat inue
in an unsatisfactory condtion, as long
as our sChools were at the tuoroy of
THIRD DAY AUG. 25T11.
The subject of school organization
was resumed, and Prof. B bbit of the
South Carolina University occupied
the attention of the audience for over
an hour, descrihing the working of
the public schools in Massachusetts.
He said they were graded in five
grades the infant, the primary, the
intermediatj, th grammar, and the
high schools. Asa general thing, the
teacher had forty pupils, twenty in
each .4t two 6laesse, so that when a
dull boy "smarted up," he jimpe'd
inetothe upper division, and whe a
smart boy "dulled down," Ie fell into
the second class. The Buard of su
pervisors served without pay, and em
ployed a paid superintendent to exe
cute their plans. This was an adni
rable system, economical and effi.
cient. MIr. B. said very few pupils
ever entered the high schools. In
our town of 5,000 inhabitants, but
thirty pupils were in the high sohool,
and very few went to college. If
called on to state the worst fault of
the system, he would say it was (he
tremendou< pressure brought to hear
upon the pupils. No excuse for tar
diness or absence ever preveate d loss
of marks. He had known childrin
to get out of bed to attend school, and
to go back to bed, as soon as they got
back home. T' hb strain upon a doli
cate child wals s'trying, that parents
were obflged (0 send their feeble
children to .pi teachers. He
considered the puplis as prepared by
the system for teaching, but asnot fitted
for house-keeping, or for the chari
ties of life. The joint education of
the sexes, too, he thought hatched out
quite a numerous brood of crowing
hens. The Professor was listened to
with unflagging interest to the
The Rev. Dr. Furman then, took
the floor, and said, lie feared he was
too old to change, and might be de
nominated an old fogy. He feared
to trutt the State with the business of
education, which lie regarded as the
heaven-givon prerogative of parents
to attend t9. He did not believe in
separating religious iustruction from
education, and would be obliged to
vote against Mr. Stuart's suggestions,
if it oeme to a vote. That he feared
to trust the present legislative au
thoritie: % ith such a power as the
control of educiatiun. He preferred to
let the matter be left to present agen.
.as. We were apt to forget that the
war had interrupted our plans and
prevented the full benefiial efforts
of the excellent systemi we had previ.
ou to 1860. Edu-3ation was not even
now in as bad a atate as Mr. Stuart
seemed to believe. Let us trust a
little to time. As to the South Care.
lina U iversity it had once fallen under
a malignant influence, and might do
so again. Let us be cautious, lie
thought that the Institute had better
con~ne itself to the improvemient of
'its own members, and believed it was
already doing a g reat deal of good.
The entire speech of the venerable
speaker was exceedingly pleasing, be.
oause so sincere.
Mr. B3. R. Stuart said that he per
ceived that Mr. Archer had just come
in and that he would reply to him,
and then to Dr. Furman. There was
no difference of opinion between Mr.
A. and himself, as he might see by
reading his first suggestion. Hlow
to make the rotten things throughout
the State called primary schools effi
cient, and how to stop the present plain
wastefulness and robbery existing
under the garb of education, was the
question, and he knew of no better
way than to have a high school near
at hand, to reject and send back all
applIcants from primary schools that
had been imperfectly taught. The
poelle wouldl then Boon discover
hwieoient those so called pri
mary schools really are.
As to the remarks of Dr. Furman, the
question of education by the State
Ihad now got beyond debate. It was set
tied in all civilized countries that the
IState should educate, the State con,.
stitution settled it in South Corolina.
IMoney was being spent for the put.
pose, but spent in5 aiie a w*af that it
was down-right robbery. It becamo
the education of the State to suggest
a reform. Hie was persuaded their
opinions would cary weight. Almost
amtost any plan proposed by the
educated whites would be better than
the present waoteful inefficient sys.
tern. Mr. Stuart himself believed In
State education as an unmixed goodl.
- ut he would call the attention of Pr.
Furman and' others like .him to the
r ftact that they could not debate this
t matter ab, initio, and that the oplb
practical question was shall we have
a a rotten ag~4 wasteful expeniditure of
- the public money (now amount'og 4
I Over 43001000 in all) or shall we gei
r as much benefit ont of the expendi
g ture a~ posnible I Tn cncluaion, b
did not deSlre a vote upou his sug.
geations, but had made them d :licot.
debate and -refletion upon the. sub.
,-;Dr IVurman said that he must be
pardoned for 'his doubts. Suppose,
saId W, thi authorities should 're
soribo a mixture of the races in the
sohiols. .1t. Would be &'very serious
thing to cot"mit.lomrselves to anything
Mr. Bunner said that tho debate.
was takinig that eiaet prictikal direc.
don which hb desired. Of" odtrve
the claims of the blacks should be
equitably met., and he - would -move
that a ?oieto of five be appointed
to attend the next Legislature, aid
suggest imprbvoene to, in the present
syotem of public education.
Messrs. Benet and 1ifer spoke in
oppostep, . Nr.. IHe4nr'4 .motion,
and Mr, P. expressed the opinion
that the high schools 5ugested by
Mr. Stuart would not mWeet the favor
of the presebt party in r'owe,, for
'there was co political espital in
them. ' .
Mr. Aroher desired to no In reply
to the reuarks of Dr. F'armnan, tbt
he agreed with all'he said abunt re.
ligious instruction going along with
education, and he believed that to
educate the people was one of the
Brst duties of the church. But the
Church had failed to do its duty,
and the State was the only organiza
tion left capable of performing
the work. That Mr. Stuart had
stated the actual fact very clearly op
that point. As to the races, that
they had given the largest school.
building in Charleston to the blacks,
and a fne corps of ladies for teachers,
and that the blacks were sati-fied.
Mr. Stuart deprecated the intro.
duction of the question of polities and
the races into the discussion. It was
altogether untecessary, and feither
politics nor the existence of tyro
races presented any insuperable dif- I
Bcuity to the early reform of the I
whole system of public education. I
Persuaded, howev6r, from tIe direc- I
tion the debate was taking,7that the I
discussion would be interiniiiable, he I
would move to lay the resolution of I
Mr. Bonner and the -entire subject 1
upon the table, and proceed to other I
Mr. Benet said that. the gentleman
had anticipated him for he had just
written out, and begged to offer the
folluwing resolution :
Resolved, that the suggestions. on :
School organisation offered by Mr.
Stuart be published with the minutes I
of the Institute ; and that the discus
sion thereon be resumed at the next f
wmIting of the Institute.
The resolution passed unanimously. I
bMr. Stuart moved to take up the i
subject of the "The Proper position i
of the modern Languages in our
Sehools," and hoped Dr. Broadus I
would open the discussion. The mo
tion was carried, and at the request 4
of the chair, Dr. Broadus said, that
of course the effort to teach pupils in
our schools to speak German and I
French was a futile one. Of all the
humbugs in this ago- of shams he 1
regarded Boarding school French
convorsation as the greatest hum- I
bug of all. But that the diffihulty
one well versed in the French and
German Literature experience in
understanding those languages when
he heard them spoken in France or
Germany was so great, that the first
suggestion he would make was wheth
er the car might not be trainedi as well
as the eye, so that the student would
understand the language when he
heard it spoken, as well as when he
read it ini print. To lea to speak
it at school he thought next to jun.
possible, but to understand it when
spoken, would be a valuable acquire.
ment. in this cannetion therefore,
he would, ini the sec ,nd place, sug
gest that native foreigners ahould be
emiployed if at all, in the begin
ning of the course of study, but lie
preferred our own *'oshers, whopi
really good scholars, to tarry on the
study to its higher departments.
Because the foreigners who come
here to teh are many of them iflit
erate adventurers, and have picked
up their English by waiting around
hotel tables In Etrepe. They could
not introduce their pupils to the gran
der French or German Literature, be.
eause they knew nothing about it
themselves. That even eminent
scholars in both English and French.
could not enter into the difficulties of
the English studient, for when he was
at the Virginia University, he re
members that Professor Schele De
Vero often elaborated a point that
was clear, and passed over as if pee
seating no dificulty a point that was
really very obscure w~ an English
In the third place Dr. Broadus
said that'the impression which pre
vaIled that Gorman in itsj more narra
rativo style, and as far a c. boy
usually pursues it in school, was more
diglioult than~ French. be regarded a.
an erroneous one. It was not a bit
nioro digioult. And be tehought it
would always be better, when both
languages were to be studied, to study
German first. It would throw much
light upon the English language, to
do so, becauce it was of the same
stock as the English, whersas F'renct
isimply further ilnntrued the Lat
work, or is at least to be regarded as
- a secondary nod subordinate school
aim. If this be concealed, the only
i position left us is to admit, them to
- a share of the regular sohool business
i as literature and as opening fresh
I roads to knowledge. Now, while it
I would be essential to begin the study
a of these languages at the earliest prac
ticable moment, where they taught
with a View to being spoken, under
this other aspect of the question, with
the circumstances so entirely changed
necessity does not exist for their in
troduotion at so early a stage. Ac
cordingly, in justice to the urgent
claims of subjects which cannot be
postponed, this study has been defer
red, in the schedule about to be pro
sented, until the last two years of the
school course, with four lessons a
week assigned to it. At this stage of
his progress, with his previous linguis
tio training in Latin and Greek the im
mense auxiliary to acquiring the vo
onbulary afforded in his knowoledgo of
Euglish and Latin, with the light of
their experi6nee as teachers, your
Committee feel authorized to express
the belief, that in the time allotted to
its study, the pupil will be able to
make such progrees, in French at
least, as to be able to read with easy
fluency the usual standard authors in
the language, and be amply prepared
to receive the higher instruction by
which his krowlod go is to be broad
ened and deepened in the college or
The discussion continued till half
past one o'clock, when the following
resolutions were offered and passed.
Resolved, That Messrs. Archer and
Judson be appointed a committee of
two to draft a set of by-laws to be
presented at the next meeting of the
Instituto for the guidance of its pro.
Resolved, That three delegates be
appointed to meet the Teachers' Asso.
ciation of Georgia, at their next meet
ing in Augusta on the 1st Tuesday of
The Chair appointed Mossrs. Bon
ner, Stuart and Farrow.
Mr. Stuart ir-ved, That the com
mittee of three required by article
VIII. of the Constitution be now ap
The chair appointed Messrs. Bab.
bit, Patrick and J. H. Carlisle.
Resolved, That the Corresponding
Secretary be requested to continue
his efforts to gather statistics for the
coming year, and report at the next
Rose ved, That the thanks of the
INstitute be returned to Mr. M. M.
Farrow for the signal efficiency with
which he has discharged the duties of
Secretary and Treasurer.
Resolved, That the thanks of the
Institute be returned to the Corres
ponding Secretary for his valuable
Resolved, That the thanks of the
Institute be returned to the citizens
of Greenville for their hospitable
entertainment of the members of the
Resolved, That the thanks of the
Institute be returned to the several
Rail Road Compaqies for passing
members over their road for one
Resolved, That the next meeting of
the Institute be held in Charleston on
the third Tuesday of next May, at 10
o'clock A. Md.
The Institute moot again at 8
o'clock in the Court House, to listen
to an address by Dr. Manly upon
"Southern Colleges an theird claims
upon the liberality of the people."
Dr. M. showed, by an elaborate com
p arisen of statistics, that the South
had always contributed as much to.
wards the support of education, man
to man, in proportion to population,
as any other section of the country.
This address was very eloquent, in
some of its passages, and at its con
clusion Mr. Bienot moved that the
Secretary request it for publication.
The motion was unanimously carried,
and the Institute adjourned sine die.
liens as Corcullo Catchers.
Recently we saw at a farm house
near this city a thus far successful
trial of preserving plums from the at
tacks of the ourcullo by keeping hens
under the trees. Under each of half
a dozen, trees loaded with an unusual
ly large number of pluns, a hen was
tied ; several of them having broods
of young ohiokens, the others having
been selected from shewing a desire
to set, which it was wished to check.
Each morning the trees were jarredi
and the hens and chickens were ex
pected to do the rest. Examination
failed to show a single plum stung by
a the curculio. Such a plan involves
1 seome trouble and would not be prac.
a tical in large orchards, but by those
f having but few trees it is worthy- of
t trial.- Western Farmer.
Happy Bridogroom-'Mnre money
I4 meduem I more money I Have you
o forgotten that my money has boubht
0 everything you posess-the very
r dress you stand in I' Fair Bide
'No, air I Nor have I forgotten that
0 your money has bought iibas atanda
'C in it l'
al A general uprising- of Indians is
il ernpsted'in Sonthern (kl'ifornia.
element in our language, which th,
study of Latin had already made fa
Mr..Benet wa delighted with th,
remarks of the distinguished gentle
man. That he found it necessary t<
train the eat In teaching Latin, an<
did so-by reading a paragraph ani
making the elass take it down frou
his lips upon their slates, and then ex
change slates for correction. Mr. B,
also related from personal knowledge
several aniusing anecdotes upon pre
tentloss fdreigners undertaking t<
teauh other languages.
M1r. Stuart begged. permission t<
read from the same remarkably able
essay he had previously quoted (at
page 862 of the Sept.'number 1870 of
the Ed. Jour. Va.,) the following in.
"The question as to the place, which
one-or more of the .inodern European
languages should occupy in our school
ourrioulurq,has not boen se definitively
petlod as the fact that they must be
admitted.' No educatlon without
them, is at present deemed worthy to
be called complete or liberal-no one
ean be eskeemed a well instructed
person who is not familiar with at
least one of these languages, so as to
have ready . and profitable access to
its literature. This settled, the next
question that meetsue is, how many
of theso languages can consistently
with the claims of other subjects be
admitted into our scheme of general
,tudy. The deliberate conclusion of
your committee upon this point is,
that there is room for but one.
Whether that shall be Fruech or Ger
man, for theae are the claimants that
3ommended themselves most highly
to our favor, we hardly feel prepared
,o pronounce upon. .The prestige of
,he French in our schools, its a most
ibsolute necessity for highersoientifio
itudy, and its having become the
>ommon speech of polite society on
;he continent, would incline us In
its fator--while the-growingirppreoia
ion of German among all cultivated
)eople, its being actually the only lan.
,uagd spken by many citizens of this
5ute and country, and its consequent
iratical utility in various professions,
t4.. kinship to our own tongue, and
be consequent light and interest it
hrows upon the btudy of English, its
unore philosophic structure, its litera
ure, unsurpassed in modirn times,
and now the exponent of the most ad.
ranced thought of the present century,
ill seen to demand that its claims be
)ost poned to no other. Your committee
iave up to this time uttered no un.
:ertain sound, and, coTn'inetd tlnt
,be Reports presented Il C.i., b AVl
ire useful in propuitiun ., Lusey UrdO
>ointed and definite, they beg leave
with due diffidence and becoming
nodesty, holding their judgment
ornewbat in abeyance for a more au
*horitative announcement, to give
heir voice in favor of the tongue of
leothe and Schiller.
"At the last meeting of this associa
ion, one of its members, whoadorns by
uis learning and scholarship the chair
)f Modern lianguages in one of our
nostinfluential colleges, read a paper
,rhich ended by propounding the
bree following questions:
'-. The place which the modern
languages should hold in our schools
"2. The object with which they
should be taugh t and studied there.
'3. The method of instruction, and
:haracter of text books to the preferr
'-Theso question., which your Corn
mittec could have wished that instead
nf simply proposing, the same gentle
man migh have answercd by the
light of his superior wisdom and ex
perience, are so intiinately connected
that one involves the others. It
would seem that the second in order
logically the firsb; for if the object
for which they arc taught and studied
be clearly ascertained, the answers to
the others follow, as a natural se
quence. Accordingly, to this ques
tion as far as it concerns secondary
instruction, we now address our
"The usual notion seems to be that
they are to be taught for speaking
purposes-a notion which is evident
ly the fruit of what may be called the
eommeroial theory of education, as
opposed to the liberal. If this be the
proper view, then its attainment, ae
cording to any possible school sys
tern which we may devise, is utterlj
hoapeless-the cad is simoply unattain
able, except for those parents wh<
have means sufficient and deem i twortl
the sacrifiee- to send their chil'dre,
abroad to reside at the schools or Ii
the soqiety of those countries, of which
they desire themn to acquire the Ian
guage. And therefore, we find thi
practice not an unusual one in E~nglan4
anid on thie continent, where it doe
not involve the same expenditure o
timo or of money. There are no
wanting authorities Indeed of no lit
tie weight, who declare that this at
complishment, showy as it always I
and useful as it sometimes is, tends I
strain the mind and make it avers
to going deeper in anything. You
Committee are not prepared to al
oept, this proposition, either in who
or in part, but they do urge that i
pwer ot speaking fluently a forei4
anusge cannot be acquired a6.soho
and eitle, form no part af the -ach