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ELEMENTARY PUBLIC INSTRUCTION.

carried forward to a glorious result. I should hardly have ventured to take such liberty, had not my commission expressly authorized me to "make such practical observations as I might think proper, " as well as to report facts. I know that I am addressing enlightened and patriotic men, who have discernment to perceive, and good feeling to appreciate, every sincere attempt, however humble it may be, for the country's good; and I have therefore spoken out plainly and directly the honest convictions of my heart; feeling assured that what is honestly meant will, by high-minded men, be kindly received. All which is respectfully submitted,

Columbus, Dec. 18th, 1837.

C. E. STOWE.

NOTE.

I CANNOT close my report without acknowledging my special obligations to some gentlemen whose names do not occur in it. To Professor Dorner, of the University of Tuebingen, I am particularly indebted for his unwearied kindness and assiduity in directing me to the best schools, and introducing me to the teachers. To Dr. Bowring of London, and Professors Pryme and Henslow of the University of Cambridge, I am under particular obligations. Dr. Drake of Cincinnati, and Hon. W. C. Rives and Hon. Henry Clay of the United States Senate, also rendered me timely aid. Hundreds of teachers, and other gentlemen interested in education, whose sympathies I enjoyed, I shall always remember with pleasure and gratitude.

APPENDIX.

(A.)

PRUSSIAN SCHOOL-LAWS.

In establishing a uniform school system in Prussia, great difficulty has been encountered from the local usages and privileges of different sections, of which the inhabitants have been extremely tenacious. Great care has been taken to avoid all needless offence, and to prevent local jealousies. Old usages and privileges, so far as possible, have been respected, and prejudices have not been rashly attacked, but left to be gradually undermined by the growing advantages of the system. This course has certainly been a wise one; but one that has required great patience and perseverance on the part of the government, and a great amount of special legislation. In examining the Prussian laws pertaining to the schools for elementary instruction, and teachers' seminaries alone, exclusive of the high schools, gymnasia, universities, &c., I find that there are no less than two hundred and thirty-nine different edicts now in force, of which two hundred and twenty-six have been issued by Frederick William III. The earliest date is July 30th, 1736, and the latest, July, 1834.

The subjects and the number of the different edicts are as follows: I. General organization of the school system. Eleven edicts, from July, 1736, to August, 1831.

II. Duty of parents to send their children to the elementary schools. Nine edicts, from January, 1769, to January, 1831, namely: 1. Seven on the general duties of parents; and,

2. Two having particular reference to the manufacturing districts. III. Instruction and education in the schools. Thirty-two edicts, from December, 1794, to September, 1832, namely:

1. Seven on religious instruction.

2. Seven on the general subjects of instruction, and their order.

3. Four on instruction in agriculture and the arts.

4. Two on vacations and dismissions from school,

5. Twelve on the regulation of scholars out of school-hours.

IV. Duty of districts to maintain schools and teachers.

from June, 1790, to December, 1830,

Nine edicts,

V. The right of appointing teachers. Seven edicts, from September, 1812, to January, 1831.

VI. Teachers of the schools. Sixty-five edicts, from November, 1738, to December, 1833, namely:

1. Ten on the calling and examination of teachers.

2. Eight on the personal rights and duties of teachers.
3. Five on the salaries of teachers.

4. Twelve on teachers engaging in other employments.
5. Two on the dismissing and pensioning of teachers.

6. Twelve on the deposing of teachers.

7. Four on providing for the families of deceased teachers.

VII. Duties of magistrates in respect to the schools. Twelve edicts, from December, 1810, to March, 1828.

VIII. School property. Thirty-seven edicts, from January, 1801, to October, 1833, namely:

1. Fourteen on school funds and their management.

2. Twenty-one on school-houses.

3. Two on settlement of accounts.

IX. Regulations peculiar to schools in large cities. Four edicts, from June, 1811, to November, 1827.

X. Institutions for special purposes. Thirty-four edicts, from September, 1811, to January, 1834, namely:

1. Four on schools for the deaf mutes.

2. One on orphan-houses.

3. Four on ecclesiastical instruction.

4. Nine on private schools.
5. One on infant schools.

6. Two on girls' schools.

7. Thirteen on schools for the Jews.

XI. Education of teachers. Twenty edicts, from September, 1818, to August, 1833, namely:

1. Seven on instruction in and out of the seminary.

2. Five on the personal rights and obligations of the students. 3. Six on the military duties of the students.

4. Two on associations of teachers.

It is by a persevering, steady, determined series of efforts, carried through a long course of years, that the Prussian government has attained to a school system of such excellence and perfection. When Frederick William III. ascended the throne, in 1797, the Prussian system was no better than the Scotch system, or the New England system, if it were not indeed altogether inferior to these ; and it only by forty years of hard work, forty years of intense labor, directed to this very point, that this noble system has been completed, which is now attracting the admiration and provoking the emulous zeal of the whole civilized world. Nor do the Prussians yet consider their system as perfect, but are still laboring as zealously for improvement as they were thirty years ago. Let not the government of Ohio, then, be discouraged, because the very slight degree of attention which they have for a very short time given to this subject, has not set them at once on the pinnacle of perfection. I hope the Legislature will continue, at least for a half century to come, to make this one of their chief objects of attention.

(B.)

QUERIES ON EDUCATION.

THE following inquiries, with some others not here included, were made out by a committee of the Association of Teachers in Hamilton county. I obtained the answers during my tour in Europe, from Mr. Wood of the Sessional School, in Edinburgh, Scotland, Rev. Mr. Kunze of the Frederick Orphan-House, in Berlin, Prussia, and Professor Schwartz of the University of Heidelberg, in Baden. As I received the answers orally, and in different languages, I cannot pretend to give them with verbal accuracy; but I have endeavored in every instance to make a faithful representation of the sentiment.

1. What is the best method of inculcating moral and religious duty in schools?

Mr. Wood. Every morning I have recitations in the Bible, accompanied with such brief and pertinent remarks as naturally occur in connexion with the recitation.

Mr. Kunze. In Prussia the scholars are all taught Luther's Smaller Catechism; they have a daily recitation in the Bible, beginning with the historical portions; the schools are always opened and closed with prayer, and the singing of some religious hymns. The Bible and Psalmbook are the first books which are put into the hands of the child, and they are his constant companions through the whole course of his education, and required to be such through life.

Professor Schwartz. Every teacher should have a religious spirit, and, by his personal influence, diffuse it among his pupils. The religious and moral instruction in the schools of Baden is similar to that in Prussia, as stated by Mr. Kunze.

2. What is the best mode of using the Bible in schools?

Mr. W. Take the whole Bible, just as it is in our translation; for the younger children, select the easier historical portions, and go through with it as the scholars advance.

Mr. K. In Prussia we have tried all sorts of ways, by extracts, by new translations, by commentaries, written expressly for schools; but, after all these trials, there is now but one opinion among all acquainted with the subject; and that is, that the whole Bible, just as it stands in the translations in common use, should be a reading and recitation book in all the schools. In the Protestant schools, Luther's translation is used; and in the Catholic schools, the translations approved by that church. The children are required not merely to repeat the words of the translation by rote, but to give a good exhibition of the real sentiment in their own language.

Prof. S. Answer similar to Mr. Kunze's, above.

3. Method of governing schools-moral influence-rewards of merit -emulation-corporal punishment?

Mr. W. I use all the purely moral influence I can; but rewards for the meritorious are highly necessary; and as to the principle of emulation, I appeal to it more and more the longer I teach. The evils of emulation, such as producing discouragement or exciting envy in the less successful scholars, I avoid by equalising the classes as much as possible, so that all the scholars of each class may, as to their capabili ties of improvement, be nearly on a level. I know no successful school for young scholars where corporal punishment is disused. The teacher must retain it as a last resort.

Mr. K. The Bible, prayers, and singing, are most essential helps to the consistent teacher in governing his scholars; but premiums, emulation, and corporal punishment, have hitherto been found indispensable auxiliaries. In our schools we have premiums of books, and in the orphan-house there is a prize of fifty dollars annually awarded to each of the most meritorious scholars, which is allowed to accumulate in the savings bank till the pupil comes of age, when it is given to him to aid in establishing him in business. Each teacher keeps a journal, divided under different heads, of all the delinquencies of his scholars, and if any one has six in a month, he must suffer corporal punishment. The instrument of punishment is a cow-skin; but no teacher is allowed to inflict more than four blows at any one time, or for any offence. This kind of punishment is not often needed. Of the three hundred and eighty boys in the orphan-house, not more than two in a month render themselves liable to it. After the scholar enters the gymnasium, he is no longer liable to corporal punishment; but in all the schools below this, it is held in reserve as the last resort.

Prof. S. I do not approve of rewards as a means of discipline. Emulation may be appealed to a little; but much of it is not good, it is so liable to call forth bitter and unholy feeling. The skilful teacher, who gains the confidence and affection of his scholars, can govern without emulation or rewards, and with very little of corporal punishment. In a school in Heidelberg of one hundred and fifty children under ten years of age, not two in a year suffer this kind of punishment. In Baden the teacher is not allowed to strike a scholar without obtaining permission of the school-inspector, and in this way all hasty and vindictive punishments are prevented. The daily singing of religious hymns is one of the most efficient means of bringing a school under a perfect discipline by moral influence.

4. What is generally the best method of teaching?

Mr. W. As much as possible by conversation; as little as may be by mere book recitation. The pupil must always learn from the book. Mr. K. Lively conversation. Very few teachers in Prussia ever use a book in recitation. The pupils study from books, and recite without them.

Prof. S. The living word in preference to the dead letter. 5. Employment of female teachers ?

Mr. W. For young children they do well; and if good female teachers could be obtained, they might, perhaps, carry female education through, without the help of male teachers.

Mr. K. Female teachers have not been much employed in Prussia; they are not generally successful. In a few instances they have done well.