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ITEMS FROM REPORTS,

ADAMS. At twelve out of twenty public examinations of teachers, addresses were delivered to large audiences of teachers, directors and others.

BEAVER.-Three-fifths of the schools were in session on the 1st of October. All the others will be open on or before November

Ist.

CAMBRIA. An improvement in the qualifications of teachers and an advance in wages. CENTRE. The standard being raised; teach

ers are scarce.

CHESTER. The subject of district graded schools is attracting general attention. Kennet Square and Honeybrook are erecting suitable buildings.

CLINTON. On the 1st of October the schools of Lock Haven were all in operation with a corps of good teachers.

LANCASTER. The school-house at Manheim Borough, was dedicated on the evening of the 10th of Sept. with speeches, by State Supt. Hon. J. P. Wickersham, Prof. Beck, County Supt. Evans and others, A fine double house in West Hempfield was also dedicated on the evening of Sept. 17th. Speeches were made by Profs. Wickersham and S. G. Behmer, the County Supt. and others.

NORTHAMPTON.-Nearly all the directors attended the teachers' examination this year. The monthly salaries of teachers have been increased from five to twelve per cent.

PIKE. The directors of Delaware School District have furnished each school with large outline maps, and each member of the Board with a copy of the SCHOOL JOURNAL.

SCRANTON CITY.-Two school rooms were added during the summer vacation, and three additional teachers are now employed. The high school building is enlarged at a cost of seven thousand dollars, affording three new recitation rooms. Whole number of pupils enrolled, 1870.

WAYNE.-Berlin, Damascus, Salem and Scott, have each a new school-house completed.

YORK.-There is a strong probability that Manheim (heretofore non-accepting) will now accept the school law. With a full Board of directors duly elected, nothing remains to be done but to employ careful teachers, and put the schools in operation.

PITTSBURGH CITY.-The Central High School has worked itself into popularity to such an extent that the applications for admission to its privileges became too numerous for the accommodations provided. When necessity called for enlargement liberal things were devised. A large and suitable High School building was determined upon. A beautiful situation was secured overlooking the cities of Pittsburg and Allegheny and the three rivers, the Monongahela, the Allegheny and the Ohio.

On Thursday Sept. the corner stone was laid by the Prin. Prof. Dean under circumstances of peculiar interest. The estimated cost of the building is about $200,000. The ceremonies commenced by the formation of an immense procession of city officials, professional men, friends of education-teachers from all the schools from Pittsburgh and Allegheny and some seven thousand pupils from the several schools of these cities; each school bearing a beautiful banner; along the procession were distributed six bands of music, contributing much to the great gala day of the autumn of 1869 in Pittsburg. When the procession reached the site, all things were in readiness by the gentlemanly contractor who had an eye to the comfort of the multitude. After the various deposits were made and the corner stone laid in its place-an ode of high poetic merit was read and addresses made by Prof. Dean, Prof. Monroe, Mr Kerr member of the legislature-the State Superintendent, and several others. These orations were well conceived and happily delivered.

ORIGINAL COMMUNICATIONS.

NATURAL HISTORY.

A BRANCH OF SCHOOL STUDY.

The time has passed in which important studies will be excluded from public schools merely because they are not named in a teacher's certificate. The increased liberality and

intelligence of the age apply the question Cui bono? to every study-and there are many reasons why different branches of natural history should be studied—no less on account of their forming a delightful recreation and exercise of the youthful mind, than from the fact that such knowledge is now forced upon us as a means

of self-defence from the daily increasing evils, arising from the preponderance of what is generally regarded as the most insignificant portion of the animal creation! These facts have allusion to the insect world, and particularly to that portion of it justly estimated as noxious, and which from the indolence and ignorance of man has been allowed to transcend the bounds prescribed by the Creator, and lay waste the fairest fields of the farmer and horticulturist.

To prevent the ravages of these was the duty of man, as the head and governor of animated nature, but it could never have been intended by Omnipotent Wisdom that man should have allotted to himself, unaided and alone, this great task. He had commissioned and sent to his aid an intermediate class of agents which are specially qualified and constituted, to perform the work of keeping up the true balance in this department of animated nature, by obtaining their daily food, their very subsistence, from that class of insects to which allusion has been made. It will readily be inferred that among these co-laborers with man, has been included the whole order of insectivorous birds, which, if protected, would have greatly increased in numbers.

Many birds that feed on insects are very domestic in their habits, and seem to enjoy the haunts and the society of man by fixing their nests in orchards and about our buildings. The wren, the blue-bird, swallows of different kinds, and martins, are all of this class, and wherever facilities for domiciles are extended to them, it has been remarked that their numbers in such locations have greatly multiplied.

It is well-known that all birds of this class obey the law of their nature which directs them to return annually from warm climates, (their winter abodes,) to the place they first began their being. I must not omit to mention other species of birds, which are characteristically domestic in their nature. Such are the chippingbird, robin, one species of the black-bird, peewee, ring-dove and hanging-bird-not to mention divers others of the sparrow kind, several of which enliven our gardens, orchards and yards, and repay by their sweet songs, the protection that they seem to ask at our hands.

Many persons of observation have employed their leisure in watching several species of these birds while rearing their young. The number of moths, butterflies, grubs, and various other insects, in different states of development, which a single bird has carried to its nest in a day, is almost incredible.

It was said that the vast increase of the enemies of the farm and garden has at last drawn the minds of thinking men to the subject of re

storing this balance of nature by calling the attention of legislators to the means of preventing their desolating encroachments, by protecting that very description of birds whose assistance in the work of the farmer and gardener is so much needed; for these have either been been frightened from our abodes by the inhumanity of thoughtless boys, or suffered to be destroyed in wanton sport. Wholesome enactments have been framed by our Legisla ture which have already made a sensible impression on the increased class of birds of the kinds above designated.

Besides the above-named co-workers in aid of the farmer, gardener and horticulturist, we might also procure an efficient aid, in one of the humble reptiles that are daily and nightly seeking subsistence in our gardens and fields, where, for their efficient services, they are humbly craving our care and protection. There is the poor, defamed, and persecuted toad, that ought to claim protection among our gardeners for his nightly services in freeing the premises from noxious invaders of the life and growth of those vegetables which contribute so essentially to the health and comfort of man, by supplying him with wholesome and delicious food.

We should teach the children to observe the habits of these inoffensive and useful animals— by showing how they may investigate the important facts of their lives, viz., their means of obtaining subsistence. And when we meet with a passage in a book, in which this animal is shamefully maligned, by classing it with the poisonous serpent,

"Do not we just abhorrence find,
Against the toad and serpent kind;
Yet envy, calumny and spite,
Bear stronger venom in their bite."

we should show them that this harmless reptile has none of the organs adapted to infuse poison, which are attributed to it-and that it does not even possess the means of defending itself from injury, often inflicted by the wanton cruelty of thoughtless persecutors! In this we shall find, that our young folks are most apt students, and have none of those "innate prejudices" that have been attributed to them; but that they will take more pleasure in watching a toad, in his attempts to gain an honest livelihood, than in many of the most eagerlysought amusements of childhood! Take an illustration at hand:

A few nights ago, during the lingering twilight, a bright little fellow of some eight years, came running to the door, almost out of breath, and exclaiming, "I've got him!" "I've got him!" "Got what?" said I. "Why-got a toad!—and I've counted the toes; both on

his fore and hind legs! He has four on the fore feet, and five on the hind feet!" I had lately given to him the problem of making this discovery, and here it was ready solved to my hand. He could not have shown greater interest had he been a navigator, and found at that moment a new island or continent. I could not forbear laughing aloud at his enthusiasm. We had a superb subject for a lecture before us. So, beginning with the egg laid in the water, we traced the tadpole, through all his various transformations, to the curiouscreature that he held in his hand. Do you think there was any want of attention in my student, or that he had heard a lesson about the toad which he could forget?

NEWTOWN, Bucks Co., Pa.

CRUELTY.

HUMANITAS.

For examples of cruelty we need not refer to tyrant Nero, the fires of Smithfield or the manner in which the savage tribes torture their prisoners. In our own enlightened country at the present time, numerous instances may be readily found. The boy that throws sand in another's eyes, and then laughs at his pain, is certainly cruel. Children too often amuse themselves by torturing the lower animals, as setting dogs on cats and pigs, striking animals with whips, throwing them down steep banks, and the like; and appear to enjoy the sport just in proportion as the animal seems to suffer either fear or bodily pain. "Might makes right," ought never to be tolerated in the school-room, or at the home fireside; for if we consult the world's past history we shall find that very frequently, "on the side of the oppressors was power."

We believe it to be the duty of teachers to warn their pupils against all kinds of cruelty, therefore we present for the consideration of

teachers, a few thoughts of certain acts which we consider cruel. Undoubtedly many persons perform frequent acts of cruelty who have no thought of producing pain, but merely from lack of sober, candid thought upon the subject. We have special reference to that class of persons called sportsmen. Such persons frequently roam about killing or wounding, from mere sport, nearly all sorts of things that have animal life, (except those domesticated), whether noxious or useful. We once knew an individual who during evenings taught sacred music, but spent the greater part of the daytime in catching trout with a hook and line, asserting that he thought it perfectly innocent sport. Now we are not disposed to dispute the right of man to take the life of animals with any good reason for so doing; but in doing so we think it should be performed in the most merciful manner possible. A great moral poet says: "I would not enter on my list of friends,-though graced with polished manners and fine sense, yet wanting sensibility,the man who needlessly sets foot upon a worm."

Those kindred spirits, Arrogance and Insolence, are perhaps but little better. It is said of the poet Cowper that he was so dispirited by the arrogant and boisterous behavior of some of his school-fellows, that he did not dare raise his eyes above the shoe-buckles of the elder boys. Politicians are often guilty in this respect, the victorious party frequently using arrogant or insolent boastings, whether the victory be obtained by honorable or dishonorable means. In talking to childrer in the school-room it would be well frequently to present this thought: That they will, if spared, soon become men and women, and take an active part in the affairs of life; and that they should especially endeavor to avoid the evils so prevalent in the world, which have just been named, but above all this the monster evil, cruelty. PHILOM.

REPORTS AND ADDRESSES.

STATE NORMAL SCHOOLS.*

PROF. I. O. BEST.

Generations reproduce themselves. Each, as it passes away, leaves the impress of itself upon the following, determines its character and destiny. This impress, however, may be

*Read at the late meeting of the State Teachers' Association.

| modified. There must be advancement or degeneracy-the latter, when the masses are left to themselves; the former, when earnest minds press forward to a higher personal and social development. A single glance at history convinces us that the natural tendency of nations is to degenerate, unless some noble aim, some grand national destiny urge the people onward. That aim attained, that destiny accomplished,

and the nation becomes a dying tree, putting forth generation after generation of leaves, but each less luxuriant, less vigorous than its predecessor.

And more, the work of urging forward the people to a higher development, has ever been the work of the few-never has a whole generation united in securing social reforms. The masses have ever been conservative, clinging tenaciously to old customs, traveling stubbornly in the ruts which the feet of their fathers have worn, wearing them deeper by their own ceaseless, aspiringless tramp.

In their blind march they trample under foot those who would turn them into better ways; and, alas! how often has it been that they would not turn until their time-worn ruts were choked with the bones of martyred reformers! Reformers in science as well as in politics and religion, of every age and nation, have stood alone, combatting the ignorance and prejudice of the many, and elevating them against their will.

Coupling this fact of history with the no less patent fact of experience, that education is the only agency by which the people can be elevated and ennobled; we claim that the teacher leads the rank of reformers. He is not only the pioneer before whose sturdy blows the giant trees of long-established customs and prejudices must fall; but the husbandman, who must cultivate the soil, thus rescued from the shadows and poisoned depths of ignorance; and the architect whose skillful hand must erect the school house, the factory, the palace, where once stood the unbroken wilderness. Into his hands are committed the prosperity, the happiness, the virtue, the destiny of the coming generation, and through it of all generations to come-for he stands where his influence is most powerfully felt. Other professional men deal with characters already formed, natures developed by experience and fixed by long continued habits; but the teacher deals with youth, the clay of humanity. It is his to mould and fashion it into such forms as circumstances shall harden into men and women. As he shapes it, so will the vessel remain till death shatter it and it perish from the earth.

The mighty responsibility, therefore, of determining the character of the next generation rests upon the teachers of this. As they are true to this responsibility, as they are qualified for their work, so will it be accomplished well or ill. So will eternity receive and complete it. The consciousness of this fact, and the realization of the importance to our people, of a higher educational development, in order to render our national institutions secure, and reap

the full benefit of their benignity, led to the organization of the American School System.

The establishment of the school system of the United States is an outgrowth of the purest patriotism. Those, who have engaged in the work, have never won self-aggrandizement by it. On the contrary, they have encountered opposition, bitter as it was senseless, and obloquy, when praise was due. But with that unselfish devotion to the public good which marks the noblest patriotism, they labored perseveringly and successfully. Careful study of history and of the laws of man's social organism, had convinced them that popular intelligence is the only safeguard of republican institutions. The masses must be educated, else America's light would go out. First the Common School was organized. By establishing schools in every neighborhood, free to all, it was designed to reach every boy and girl in the land. They were to be fountains of knowledge at which all might drink and be refreshed. All honor to the noble minds and nobler hearts which labored so fathfully to establish an institution so beneficient in its aims, so comprehensive in its provisions and so effective in its operations.

But the common school has not accomplished all that was expected of it. Several causes have combined to destroy its efficiency and limit its usefulness. The people stood aloof. To them it meant taxes, and selfishness blinded them to its merits. Instead of testing its efficiency to the uttermost, they limited its capacity and prevented its benignity, by employing incompetent teachers, because they were cheap. Thus the common schools too often became fountains of false instruction, Good teachers, in many localities, could not be obtained, for there were none.

Hired they

From these causes the system was not only failing of its ultimate purpose, the education of the people; but was actually becoming an evil. Men saw the danger, and the necessity. Good teachers must be obtained. could not be; they must be made. Necessity was upon the State; either to see its cherished institutions fail, or provide competent instructors for its youth. The child of this necessity is the Normal School.

It may be well to premise the discussion of the character and aims of the Normal School, by considering for a few moments, the present condition of education in our country.

It is a sad office to speak gloomily of a subject of such vital interest to the public welfare; yet the picture must be viewed in its unloveliness before it can be improved. The last census revealed the startling fact, that nearly 3,000,000 of the adult population of

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