-A JDcuoteu to fpoiitics, literature, Agriculture, Science, iHoralitn, anD (Sencral intelligence. VOL 15. STROUDSBURG, MONROE COUNTY, PA. DECEMBER 7, 5854. NO. 3. 7w i I If IS I 5 Published by Theodore Schocll TEUMS-Tivo dollars rERMS-Two dollars per annum in advance Two Sthccndo?iaprtfe ibr No papers discontinued umil all arrearages are paid, except at the option of the Editor. Jinc.) win be inserted three wreks lor one dollar, mid ID Advertisements not exceeding one square (ten uiciu-mctiiiuiui ctvrr feuiibuijucm insertion, me rharge for one and three insertion? the same, a liber- XLJrmMvo paid. ir ik nir: JOB PBISTIitG. lming a general assortment of large, elepant, plain and ornamental Type, we are prepared toexecuteevcrydesciiptkmof S&TiSS' IP21WIE&T(&r3 crdiVfcireaiw. Bill Heads Notes, niank Receipts Jufilrfs, Legal and other Ulsmtvs, i ampnlcts, Ac. rrinte4 w5i neatness and despatch, on reasonable terms, AT Ot-I'IC-E OF onc, und be able to compare each with combined, he can seize the result and use jwrJliJSJIL every preceding one. Such thoroughness it. Anything less than this is insufficient. -vr t,. v" ii r is essential to all true progress, and a j This power over numbers is ensily ac Mr. Lditor : I ou would confer . r.. . r . i. r i .! ii i r,i want of it is the cause of a greater part of quired as the power over the letters ol the a favor on me, and I think on the public. difficulties which so often beset the alphabet, to which I have referred. And by publishing this lecture. The author path of the student in this department of how is that obtained! The child first is one of the best Massachusetts Teachers, science. If the teacher will seo to it that learns some of tho letters. Then the which is as much praise as I can bestow cac,h steP Is taken at he right time, and teacher combines them in a word, as CAT. t i understood when taken; that each process I he teacher calls the word; lets the child upon any one. For some time I have fo,jows naturaljr from a preceding one, call it after him; points out the letters scp becn teaching Arithmetic, essentially upon -and is mastered when it is introduced; arately and lets the child distinguish each; the same system, and if an one wishes that the mind of the pupil is ever kept ac- points out the word in another place to to ecc it in practice, I shall be glad to tlxc ani n's attention fixed; tho pupil see if the child can recognize it; requires have him call at the school. I would ask wiH never from the beginning of his the child to point it out and call it, now , . , , course to the end encounter any insur- by itself, now to select it from other your readers to give it a careful perusal, mountablo or formidable difficulty. The ; words; and so he goes over it again and as they will find it interesting as well as questions in abstract numbers should be! again, day after day if need be, till the instructive. 1 civen very rapidl v. to secure promptness. ; word is learned. We h ave all been taucht By the by. I should like to read the rapidity, and accuracy of thought, and m some such way as this, and what a speech of my ild" teacher, Mr. TINGES. , ""ention- : power do we possess in the art of reading! r . our.pie practical problems, (stories, We take a book which we have never be- Uan anv one inform me whether it is pr.n- i ted and where it can be obtaiued LEWIS D. VAIL ME. COLBTJUN'S BEHAEKS. Before tlie American Institute of Librae- tion, on Arithmetic. At the close of Mr. Hedge's remarks before the American Institute of Instruc- tion on the subject of Arithmetic, Mr. Dana P. Colburn, Principal of the State Normal School, Providence, K. I., eontin- ued the discussion as follows : Mr. President and Ladies and Gentle- ,uen a3 i is probably the wish of all ureent that the discussions before this In-! stitute slrall be of as practical a character a" Do-ible I shall avoid all mere theo-' rics, and endeavor to offer such sugges- tions as nsv experience and observation i,nrA nnnrimW mo m.'iv hp of vsilnp i The .subject of Arithmetic, as I under- i cry scholar who solves it as it is given, ; countants often acquire it. An account stand it is included within these limits : inust give his individual attention to it; j ant once told me that in adding up long To bp a perfect arithmetician a person must follow through a continuous train of jleger columns, he had often been sur- must, in the Srt place, have a knowledge ' thought; must note each condition; deter-.prised to find his eye at the top of the of the nature aud uses of numbers and of niine what operation it requires, perform J column, the result of the addition at his the various methods of representing them, the operation, and determine what use to! tongue's end, while, as far as ho knew. In the second place, be must have" a,n,akeof the result; in short, must con-j his mind was engaged on numbers ex knowlede of the nature and uses of nu-'centrate h'B entire mental energies, for'pressed between the bottom and top. merical operations and the methods of in-; tho- time being, on the work he is por- In passing to operations involving high-dicatin"- and performing them. These j forming. How can such work be other ier numbers, they should be so presented operations are four in number, viz : ad-! than valuable to him? How can it dojas to exhibit their dependence on the dition subtraction, multiplication, and otherwise than discipline his mind and primitive ones, and to secure at once ac division. Thirdly and lastly, be needs, ! give him intellectual strength and vigor? curacy, confidence and rapidity. A thor in addition to these such mental di?cip- And what more profitable work can he be ough drill should be given upon the me line ae shall enable him to determine, called on to perform? What work will jchanical processes, and to insure the best from the conditions of anv given problem, J as surely lay a foundation for real or rap-'possible results, the exercises should bo the operations nccestary "for its solution, 'lid after-progress? j given in a great variety of forms. I will A norson with these Qualifications I' The other numbers should be intro-! suggest a few of them. bold to be a perfect arithmetician; such as a teacher should strive to make of his , exercises should be given m each, till the pupils. And iu trying to accomplish this, ' Srst tcn numbers are learned and mas he should endeavor so to shape his course tered ia aI1 tbeir various combinations. as to secure the greatest posMble amount' This donc the foundation is laid; the most of mental discipline, the be.-t possible "imcuit wort accomplished. Ail else con-j en, minus eigut, nncu3 nve, plus seven, habits of thought, and the bet prepara- nected with the mechanical operations of ' plus nine, plus eight, minus lour, minus tion possible for 'the active duties of life. ' addition and substraction, the basis of ev- six, plus two? The first thin" to be done in teaching ei7 other is but an application and ex- How many arc five times seven, plus this department fs, to make the scholars tension of operations on the numbers from one, divided by six, multiplied by nine, acquainted with the nature and use of 0I1C t0 len- 'ue child who knows that 4 'minus six, divided by six, multiplied by numbers. The idea of number is of itself, au' " are nas nut to know the decimal eight, plus nine, plus six, plus five, divid an abstraction. Wo have then to make ' formation of the higher numbers, to know led by seven? our pupils acquainted with an abstract. tljt 40 aud 30 are. 7.; tliat 400 and 300 1 Multiply three-fourths of twelve, by idea and, as we were told in the lecture are tnat trillions and 3 trillions two-sevenths of twenty eight, add one veEterday. we can only impart abstract arc trillions, &c, &c: So with 5 and 4, 'eighth of forty, divide by one-seventh of ideas by first presenting a representation 15 aucl 4j 25 an(1 4 85 and 4,35,000 and forty-nine, multiply by three-eighths of of them in the concrete. The fint idea 4000i &c- &c- Again 4 from 7, 40 from ' sixteen, and add four-ninths of eighteen. of nnmhf-r thrn must bp Tiven hv refer- ence to visible obiects. as marbles, neb- bles, pens, books, &c.; no matter what penUence. Again, 4 times 6, 4 times questions should be given as rapidly as they are, if thry are such as can be easi- 3; 4 times 30,000, 4000 times 3, &c, !the condition of the class will allow, and ly exhibited to the pupil or readily hand- & Drc further illustrations of it. i scholars may be profitably exercised upon led by him. He should apply the term! Such being the case.it is of the utmost, them, in connection with other work, at (one' to each of these, and to a variety of importance that here, in the primitive op- j all stages of their progress. No very other objecta, absent as well as present, orations, we should be especially thorough, great amount of practice is necessary to and to wowls and actions as well as , and tuat whatever amount of time is ne-!give pupils a power of performing such ihiugs. jcessary to give the pupil a mastery of this operations as rapidly as the tongue can This might perhaps be the Sr-t lesson : fundamental york should be given to it. .indicate them. I have to-day given these j I would give this great variety of illustra- These operations, which we call addition, examples no more rapidly than I am in tions, because it seems important to leave substraction. multiplication, and division, the habit of giving them to my own pupils, j in the mind a clear idea of unit', the ab- are all of like nature, all dependent onr than they are given daily in some of J stract number one, as applicable to any 'the memory. For instance, the child the Public Schools of this city. j object, and vet independent of all. More- knows that 4 and 3 are 7. How does ho By such exercises, pupils not only gain j over unity is the baso of all numbers, and know it? He once saw 4 things, then 3 an almost perfect command over numeri uuless its nature is understood, no higher things, then the two collections combined, cal operations, but they acquire great number can be comprehended. ' DJ counting he found that the united mental activity and quickness of thought, j The pupil is now prepared to pass to collection contained 7 things. This is and a power of concentrating their undi ffco nort nnmW. tico. To teach this I true whatever are the objects, and it only vided energies on the process they are -would exhibit anv obiect and let the pu- pil apply the term one to its name, as 'one &rst ifc maJ be difficult to call up the idea from their mind, during the operation, ev booVx then exhibit another 'one book,1 then f 7 whenever 4 and 3 are to be added; erything which does not belong to it, or both toother Thev mav be called lone pooh ----- j j union and always. These illustrations should be ox- tenM and varied till two is as familiar as one. Instruction should now bn rnmmmrprl and one booK for the present or we uu,uco ow mmuiui iuot mc mguura v. -x cmic uumuui ui oitj) ui iuu upuauuu i may ac once give the name mco il mat- --oo - . -- - . ' .c o i t ters not which, for it is the idea of the conscious effort. So with ad other of any time to rectify errors. Such work, . i l nnrl a snrrnrpsfs to the mmd. wituout osr. it cannot be recal eo. nor is tliere ot one and ono which is to be taught. tri'.' ' ; , . v yi Wnr,is m.ut. u fiw,lSnf wa to you of 8 and y, the idea ot 17 flashes cannot tan to give much valuable mental in the various numerical operations, al- taught at each step of his progress. He difficult and complicated, but may always ways presenting them first in the concrete should be drilled now on ouc form, now be reduced to very simple elements. and illustrating each to the eye. Thus' on another, till these combinations arc as Those involved in Multiplication and Di sking a book 'How many books have I?' familiar with him as with you, and as vision can be the most easily exhibited in If I should get another how many should firmly impressed on his mind as they are such a discussion as this; and I will ask I havo? Taking another 4How many in yours. your attention to them for a few moments, havo I?' How many more than before I1 These mechanical operations on the ten Suppose that the question, 'How much took the last? If I should put one away, ' primitive numbers, however dry subjects will four apples cost at three cents a ho.vr many should 1 then have? &c, kc. of discourse tlfoy may be; and'howe-vcr piece?' should be proposed to a class. J Then without exhibiting the objects, now many poas are i pea an.u i peat i froni 2 Pea9 leaves ll0W lnanJ' Peas! i pea ana now many peas are peasr J-iiey are just wliat the letters or tue ai &c, &c. And Gnally such abstract qucs- phabct are to reading. We expect to have tions as 'How many are 1 end 1? 1 and n. , bow many are 21 z are how many more than 1? 1 is how many less than 2? 1 from 1 2 are how many? 1 from how many leaves j1- 2 less 1! 2 less how many are 1? how 'many from 2 ioave n &c, &c. . T ' , , . .,. . , P j would present this great variety of i questions and exercises to insure bat the i pupils shall have, at tho outset, a true i- dea of the nature and use of numbers and , . , , ., numerical operations; that tbcy shall mas- if, nnftU niimlinr hrfnvr nicuitiff tn n Inrrrfir jest,) should now be given; as John had 1 'cent, bis father gave 1 more; after which j he lost 1. He soon after found 1 by the, road side, and speut one for candy, and 1 I for raisins. His mother then gave him ; utter them. So skilled may we become 1 for beinj a good boy, and again he in the mere mechanical art of reading found one. lie now gave 2 to a poor old that we may read pages aloud, calling 'woman; and did an errand for which he 'every word correctly, and yet not note'a received 2 cents. He spent a cent for j single thought which ha-j been expressed. nuts, and received one for doing an erIn reading, the eye is usually in advance rand. He then had the misfortune to lose of the tongue. Who that reads much a- 1 cent, how many did he havo left? load, has not at some time or other found This question involves only the num-!his eye glancing at words printed in one bcrs one and tico, and is so simple that ' place, his tongue pronouncing words print- i"C smaneM pupil can compreucuueu una perform it, yet it requires for its solution a continuous traiu of thought and investi-, gauon, ana reasoning processes as com- plctc as any required in arithmetic. Lv- duced in the same manner, and similar TO, 4000 from 7000. 24,000.000 from 27,- 000,000, &c, &c, exhibit the same de-, remains to commit it to memory. At out Dy continued repetitions tuc tuing oe- into your minds as instantaneously and as certainly as though I had presented it' by its more abbreviated representative, name, seventeen, bo the child should he .... .. nrimitiia flftinhinnhnna If I cnont- then ncinf fvritT! lfu nrit Ii mrfifVl 1 lltllirv. trifling and unworthy of attention they may appear, are ot the utmost importance in the science and arfc of Arithmetic. all our pupils acquire such a power over . , . r , i , , , . , i ti the letters of the alphabet as to be able to call each printed word the moment their cyc fall upon it. No one is a tol- erablo reader who canuot do this readily ; and easily, and no amount of labor He .J ., . . , , cessar' to givo this power is regarded as too much to devote to the .pnwwy les- sons in reading. So the child should be drilled in this department of numbers, till , , he has such a power over them that the insf nnl lna ovn f'nllc nn tlm nnmlinro t n lin miliar sabject, yet we can call the printed words as rapidly as we can speak. Xay, more; the eye and the mind can recognize them more rapidly th - m U an the toncue can ,eu ni anoiuer, auu uis minu uweiung on ' thoughts expressed by words printed in still another? a trimuar course wouiu give our pupus as great a power over numbers. Ac- How many arc five, nine, eight, seven, four, nine, six, eight, seven, tix, eight, five, nine, three and sixl .1 1 at How manj- are twentj'-four, plus eight, plus six, minus nine, minus four, plus sev- 'lhese are but a few of the forms in which such exercises may be given. The required to follow. They must shut out iney cannot outain ine result; lor u a discipline. The reasoning processes of Arithmetic should receive the careful attention of the teacher. They are sometimes apparently The answer promptly given will be 12 cents. 'But how do you know?' says the teacher. Because 4 times 3 are 12,' re- plies the scholar Mary. But this is not enough. The scholar should trace clearly and state theconncc - tion between the problem and the result, I What will 1-fourth of a barrel of flour , to abide by it and stake his reputation 4 times 3; but he should first bo led to ' cost at 8 dollars per barrel. upon it. And the subject should always see the deficiency of his former answer. J If 4-sevenths of a yard of cloth cost 12 ! be so presented that the pupil will bo To show him this, the teacher may reply, ' cents, what will 1-seventh of a yard cost? ! forced to apply such test, and to deter 'Yes, I know that 4 times 3 cents are 12 ' The processes thus hastily sketched are ! mine for himsalf the truth and accuracy cents, and so 4 times 4 cents are 10 cents, all which can occur in Multiplication and j of his procosses, and thus be led to form Why do you not say 16 cents then?' 'Be- Division, except when we come into the ' a habit of patient investigation and just cause the apples cost 3 cents a piece; not province of Algebra and Geometry. They ! self-reliance. 4.' 'Then why not say 15 cents, because will not always assume precisely tho forma With these views, then, I would do a- 5 times 3 cents are 15 cents?' 'Because which have been given, but in spirit and j way with everything like an answer in tho there wero only 4 apples, and they cost essence they will be the same. And they . text-book, and with everything like a key. 3 cents apiece.' The pupil will now see are the key to all operations in Multipli- J I would from the first throw the scholars that to make his reasoning perfect, he cation and Division. Equally simple and ; on their own resources, and hold them must take into account the number of ap- general are the processes required in Ad- j strictly responsible for the accuracy of pies and the price of each, and will after ditionind Subtraction. We would not be 1 their work. Such a course, faithfully a little effort be able to give a perfectly understood to say that no problem re- ' followed, would almost entirely prevent rigid demonstration, similar to the follow- quiries the application of more than one the formation of those careless habit3 of ing. 'If one apple cost 3 cents, 4 apples of these processes; far from it. A prob- work which scholars so usually form. will cost 4 times 3 cents, which are 12 lem may require several of them, or that j How often may we sec a scholar studying cents. Therefore 4 apples at 3 cents a the same process shall be many times re- ; with book and slate before him in a man piece cost 12 cents.' j peated; but each process shall of itself be : ner something like the following. Tho It is much better that tho scholar should ' simple, and in all such cases the original i book is open perhaps at simple addition, thus discover this process for himself, than problem can be resolved into a series of ; Every problem on the page is one in ad that the teacher should give him an ar- ; simple ones, each as simple and easy of Edition, and usually all tho numbers in bitrary form for it, for he will better un- j solution as those we have given. We each problem arc to be added together, derstand and appreciate his nature. ' say, then, that these processes, are the ! The pupfl knows this, and so, without M orcover he will be thrown more fully , key to all arithmetical operation?, and t reading the problem he is to solve, or not ion his own resources, and will do moro ! submit the question, Is it not better, is ing ita conditions, he writes all the num- up of the work for himself. It should bo al ways borne in mind that it is work which the scholar does for himself which edu cates him. The work done by the teach er cannot do it. Ho is the best teacher who throws the most work on his pupils, and docs the least direct work for them. Indeed, were it possible for a teacher to stand beforo his school and do nothing himself, yet keep every scholar profitably and constantly employed in performing the appropriate work of the school-room, he should do it; and ho who could do it, would best deserve the title of Model Teacher. The reasoning process now given, sim ple a3 it is, is the key to all processes in -Multiplication which arc required in A rithmetic, even those which depend di rectly on Algebraical or Geometrical prin ciples. There is not in Arithmetic, from beginning to end, a question requiring a multiplication not depending directly on Algebra or Geometry, which does not re quire essentially this process. By fully masteriug it, then, in its simplest form, we are preparing to refer to the same simple principles, questions apparently entirely unlike. Thus 4 yards equal how many feet? This question is, in works on Written A- rithmetic, classed with questions m 'Be duction Descending, and a special rule is given for their solution. But it requires (the Tables being learned) no new prin-! ciplc, reasoning process, or operation. Thus since one yard equals 3 feet, 4 yards must equal 4 times 3 feet, which are 12 ty . , , . ,m i j Reduce 4 to thirds This is classed with questions in the 'Reduction of Whole Numbers to improper Fractions,' and is honored with a new rule. The simple solution, however, is 'Since one equals three-thirds, 4 must equal 4 times three- thirds, which are 12 thirds.' vi.of ;n a Tn-Aa nf il, o n II ii it U niii -X VUIUO Ui -UJ U UU u- costs 3-twentieths of a dollar, 4 yards will : cost 4 times 3-twentieths of a dollar, which are 12-twcntieths of a dollar.' The list might be extended indefinitely, but cases enough have been given to show tho ab- surdity of the common classification, or rathcr the absurdity of requiring scholars to burden their memories with formal ar- bitrary rules. I have given four ques- tious, all, as we have seen, alike in prin- ciplc, and all involving tho same reason- ing process; yet by tho system of rules, the pupil is required to learn them as though they had nothing to do with each other. He first learns his rule for Sim- pie Multiplication, then, after turning o- ver a few pages, he comes to Reduction Descending, when he must learn a new rule, and how to work by it; a little forth- twentieths of a dollar per yard?' This : Mental and "Written Arithmetic, to le again is thrown into a new class, viz : j quire so wide a difference in our methods 'To multiply a Fraction by a Whole Num- ' of teaching them? The only real differ ber,' and has its peculiar rules. The so- : ence in their nature is that in Mental A lution is however as beforo. 'If one yard ! rithmetic we must retain in the mind the er on is Iteduction ot Wholo iNumbers to oetwecu the debit and credit sides oi an Fractions, with a new rule to be learned, ; account, or made a mistake in finding the and a process presented as new to be amount of a bill? mastered; as so on again to Multiplication I When a pupil, having left the school of a Fraction by a Whole Number, when ' room, performs a problem of real life, how tho same process is to be repeated. Now anxious he is to know whether his rosult is not this unpbilosophical? Docs it not be correct! Neither text-book nor key render the subject altogether too compli- can aid him now, and ho is forced to rely cated, and impose a great amount of need- , on himself and his own investigations to less labor on the pupil? j determine the truth or fals ty of his work. In Division, there are two forms of rcas- If he must always do this in real life, and oning process corresponding to two dis- if his school course in to be a preparation tiuct classes of questions. Ono of them for the duties of real life, ought he not to will be required in tho solution of the do it as a learner in school? I3 it right question. 'How many apples at 3 cents to lead him to rely on such false tests? apiece can be bought for 12 cents?' The But the labor of proving un operation reasoning process required is in bpirit as is usually as valuable arithmetical work follows : 'If for 3 cents one apple can as was the labor of performing it; and it be bought, for 12 cents as many apples - will oftentimes make a process or solution can be bought as there are times 3 cents appear perfectly timple and clear, when in 12 cents, which are 4 times. There- it would otherwise have seemed obscure fore 4 apples at 3 cents apiece can be and complicated. bought for 12 cents.' Again, the science of Mathematics, of Tho following questions rcquirie this ' w,jch Arithmetic is a branch; is an exact procoss : j science; it dwells in no uncertainties, its 12 yards equal how many feet? : reasonings arc always accurate, and, if 12 thirds equal how many ones? j ri!IK(1(i mf,riio T.mmfeRs. must always lead How many yards of cloth at 3-twcn- 1 0 true result. In Arithmetic, the pupil j cr, pretty employment for the -on of pious tieths of a dollar per yard, can be bought may always knoio that a certain step, is a j parents, to be sawing boards on Sunday for 12-tweutieths of a dollar. true ono an( on0 whioh he has a right to morning, loud enough to be heard by the To illustrate the other form of reason- take. He may kuow whether ho has ta- neighbors, Sit down and ake tyour bookV ing process, let us consider the question, ' ken it correctly and thus be certain of j Tho young man was excused from sing If 4 apples cost 12 cents, what, will 1 ap- the truth of hia firrt result. He may bo ing the proponed foug. , pie cost? Tho reasoning process is, If 4 apples cost 12 cents; ono apple will cost one fourth of 12 cents, which U 3 cents, The following questions require the ! same process, which, as will bo perceived, i recognizes the principle of Fractions. lt not more philosophical to require our ; berg menttonod in it, adU3 tue nrst, col pupils perfectly to master these, and to ! umn, comparer the unit's figure of the base their work upon them, and learn ev- 1 result with that of the answer in the book, ery where to apply them, than to burden j if alike, right; and the second column is their memory with so many arbitraryrules ! added; if unlike, wrong, and the wholeisre and useless distinctions? In the one case j moved, only to be re-written as carelessly Ve are teaching principles, developing j as before, or to prepare the way for the the reasoning powers, and cultivating the call,' Please to show me how to do this whole mind; while in the other we are teaching forms and cultivating the memo ry only. In Mental Arithmetic we take such a course as has b.een recommended. We do teach principles, we do require our pu pils to follow out rigid reasoning process es. What teacher in using Warren Col- burn's First Lessons ever tho.ught of giv- ing his pupils a rule? Yet every one praises that book as the best ever wrtten; everyone who ever studied it speaks of it as the one from which he derived hia a -.i t- ! i , j most valued arithmetical knowledge and discipline. M hy is this? Simply, I fan- cy, because it has no rulers, because it ! throws the pupils so much upon their own ii? ,i , i resources, compelling mem to learn pnu- ciples, to follow out rigid reasoning pro- cesses, and connected trains ot thought, to examine and know for themselves the necessity and reason of the steps they take and the operations they perform. When the scholar has been through Mental Arithmetic and take up Written, he seems to have entered on an entirely different field, where all that he has form- ! erly learned is to be thrown away. At the very outset he is required to learn an arbitrary rule, then another, then anolh- f v i i i j or , f c, ice., learning each as a new and distinct thing, having nothing to do with j any other principle or process, or with . anything previously learned; when per- haps precisely tho samo operations may i be required, and tho same principles in- volved in all of them. Is this philosophi- 1 nn? Wi..,t ri;fTr,-n,.t i, u ' i II lliiu VI I ll v. 1 U ii I, u i o Lucie ucmcuu numbers we use and the results we obtain, ! while m W ritten Arithmetic wo write ! them, and thus relieve the menory. ! Another point which I would suggest t is, that scholars ought always to prove ! their work for themselves, instead of ver- i nying it by comparison with the work or 1 answer of another 1 believe that the practice of placing the answers to arith- metical problems within roach of the pu- pil, either in the text-booh or key, is al- : ways injurious. Iu the first place such tests arc unprac- tical, for they can never be resorted to iu the problems of real life. What mer- chant ever thinks of looking in a toxt- book or key, or of relying on his neigh- bor to learn whether he has added a col- umn correctly, drawn a correct balance as sure of tho truth of hia second ptop and second result, and of his third and his fourth. And when ho reaches tho cud, and obtains his fiual .result, ho may j be as sure of the truth of that as of any j preceding; so sure that he will be willing 1 sum. I la not this a true representation of what has taken place again, and again, and again j in our schools, and is called the study of arith metic! But tt is no study, it is caricature on aiudy. And can we wonder that pupils who pass through our schools, subject in a greater j or less degree to such influences, fail to be : come fitted for business pursuits and duties? Go to the Counting-room and ask the mer- chant if the bovs who come to him from tho ! school with the reputation of being good a - nthn.eticmn are prepared tor an accountant a i duties and he will ;e! you that he would i scarcely trust one o! them to add up n leger coIumn Qr m&kc Mt a simp!e bUL fcm . Egajn if he f00W3 the processes he learned at school, and he will reply that he never ; uses them, and has entirely forgotten them ; i -ii . i i i , yei ne nui vui our tcnooi-coye to sname ay rapidity and accuracy vith which he per- forms his work; and he has acquired this power by being thrown on his own resources, ( by being forced to throw away all arbitrary I rules, by learning to consider each example ; by itself, by learning to seize it in its most . vulnerable point, and perform it in the read iest manner possible. So it should be in our echnols. i Is it asked, 'Would. you have no rules1.' I l,link llem ueelesf, unless for the operations depending directly on Algebra and Genmet- r for 50 lon& as,lhe fcho .a;.fin.ds u dlfficult to reason out and explain tully Ins processep. lhc ubor of d(jj u wiH be u!e whjch j)e can perform; and when it be- Concs perfectly easy, the whole thing will be understood, and no rule will be needed, other than that which the scholar himself will give in describing his processes, 1 IlaVe thrown out these sentiments. Fel- low Teachers, for your consideration. I have - .... spoken very freely and frankly, and have en deavored to give my honest opinions and views, aasured that they will receive Buch treatment ut your hands as they may deserve. Escape of a Nun. Miss Josephine Blankley, a novice of the Roman Catho lic Convent at Emmctsburg, Md.. has ef fected her escape from the establishment, and tho stories connected therewith have caused much excitement. It is reported that, some months since, she wished to dissolve her connection with the bister- hood, and expressed a desire to return home. She then wrote her father a let- ter, which was destroyed before her eves, and she was compelled to write another, in a dilierent strain, declaring tho satis- faction she felt in being where she was. This letter deceived her father as to the true facts in tho case, and ail his letters jn return to his daughter were conno- ' quently handed to her unopened. A- ', waro at length that she was a prisoner, ; Miss B. determined to escape, and final ly succeeded in doing so by climbing through a sash over the door of her placo of confinement. She then walked ten miles, to Crcagcrstown, where she com muuicated with her father, who came to her aid. These facts have been fully re lated by horsclf, and therefore perfectly reliable . North Am erica n. EST An old lady entirely out of the hearing of the preacher s voice, at n camp meeting, being found sobbing, was axkod why she wept since she could not hear tho woros of tho nrinfcter. "O," said she "I can see the holy wag of his head:' m 1 -11 A Young Max at a social party wag urged to sing a song. He replied that he would first tell a story, and then if they persisted in their dumands, he would ex ecute a song. When a boy, he said, he took lessons in singing, and on Sundaj morning he went into his father's attic to practice by him self. When in full play, he was sudden ly sent for by the old gentleman. ''Pine is rrtHv rrmd Uft " Knid tllf fflt.K- rt . jaws- ,
Significant historical Pennsylvania newspapers