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'/^, ^.^^i'-^ PRIZE ESSAY.
THE TEACHER'S MANUAL:
BEING
AN EXPOSITION
OF
AN EFFICIENT AND ECONOMICAL SYSTEM OF EDUCATION.
THE "WANTS OF A FREE PEOPLE.
BY THOMAS H. PALMER, A. M.
" First, must the dead-Utter of ' Education' own itself dead, and drop, piece-
meal, into dust, if the living spirit of ' Education,' freed from this, its charnel
house, is to arise on us, and with new healing on its wings." — Carlvle.
<..
BOSTON:
MARSH, CAPEN, LYON, AND WEBB.
1840.
Entered according to Act of Congress, in the year 1840, by
Marsh, Capen, Lyon, and Webb,
in the Clerk's Office of the District Court of Massachusetts.
4 J
EDUCATION PRESS.
^O PREFACE.
f
My main objects, in the present Treatise, are fourfold :
I. To show the inequality, inefficiency, and wasteful-
ness of our present system of education : or, to use the
words of the motto to the title, to show that it is a mere
*' dead letter," and cause it to ^^ own itself dead, and
drop, piecemeal, into dust," so as to enable its "living
spirit, freed from this, its charnel-house, to arise on us,
with new healing on its wings."
II. To show that an equal, complete, and efficient,
system would be productive of an immense saving, both
of time, and money :
First, by dividing the schools into two classes, so as to
have all the primary schools kept permanently ^ in place
of for short terms, and the central, or high schools, during
the Winter.
Secondly, by thus providing situations for a body of
permanent, experienced, femaie teachers, looking solely to
their profession for a support, who should take the place
of the inexperienced, young girls, who now have recourse
to teaching, for mere temporary purposes.
Thirdly, by the establishment of Normal Schools, the
time and resources of which should not be squandered in
teaching what can readily be acquired elsewhere ; but
which should confine their attention to real desiderata, and
1*
PREFACE.
be discontinued, as totally unnecessary, as soon as good
models should be spread over the land.
Fourthly, by providing libraries of school-books as
well as of books for circulation, and by establishing a
system of exchanges among the districts.
III. To examine, thoroughly, the whole system of
education, going into the most minute details, wherever
it is found defective or injurious, and passing, more rapid-
ly, over such parts as require little or no amendment.
IV. To make a commencement on the hitherto-neglec-
ted subject of Morals, for primary schools, and to place
Discipline on its proper foundation, the Conscience.
Many other topics are treated of, incidentally, such
as the division of towns into Districts, the laying out
of School lots, erecting, lighting, warming, &c., of
Schoolhouses, town and county Conventions of Teach-
ers, &c. ; the whole being designed to present a complete
and liberal System of Education, suited to the wants of
a Free People, in whose hands the whole system of gov-
ernment may be safely entrusted.
For many years, I have been in the habit of entering,
in a commonplace book, my own thoughts, as well as
extracts from the publications of the day, on the subject
of Education. As this was commenced, long before I
had any intention of writing on the subject, I have sel-
dom used any discriminative marks, between my own
ideas and those of others. It is not improbable, there-
fore, that, in this Essay, in which, of course, I made free
use of my commonplace book, I may sometimes uncon-
sciously have used the words or ideas of others, without
giving them proper credit. Should this prove to be the
case, in a few instances, I trust the writers and the public
will accept of this apology.
CONTENTS.
CHAPTER I.
Page
Introductory, 9
CHAPTER II.
Who are our Schoolmasters ? 12
CHAPTER III.
Physical Education, 20
CHAPTER IV.
Intellectual Education, 24
CHAPTER V.
Intellectual Education, Continued, 31
CHAPTER VI.
Moral Education, 50
CHAPTER VII.
Recapitulation, 54
PART II.
CHAPTER I.
Introductory, 57
CHAPTER II.
Physical Education, 59
8 CONTENTS.
CHAPTER III.
Page
Physical Education, Continued, 70
CHAPTER IV.
Physical Education, Continued, 92
CHAPTER V.
Intellectual Education, 94
CHAPTER VI.
Intellectual Education, Continued, . . . . . 100
CHAPTER VII.
Intellectual Education, Continued, 112
CHAPTER VIII.
Intellectual Education, Continued, 140
CHAPTER IX.
Intellectual Education, Continued, 182
CHAPTER X.
Intellectual Education, Concluded, 190
CHAPTER XI.
Moral Education, 193
CHAPTER XII.
Moral Education, Continued, 258
CHAPTER XIII.
Conclusion, 259
THE TEACHER'S MANUAL
CHAPTER I.
INTROD UC TORY.
•' I call, therefore, a complete and generous education, that which fits
a man to perform, justly, skilfully, and magnanimously, all the offices,
both private and public, of peace and war." — Milton.
In the following pages, it is proposed to inquire, what
are the requisites for a good education for the whole peo-
ple, and what are the best means of attaining them ; in
other words, to present the picture of a good district and
town school ; or, as they are sometimes called, a primary
and high school. It is also proposed to inquire into the
best means of equalizing the benefits of education ; or,
more properly speaking, of bringing the means of a thor-
ough education within the reach of every child in the
community. As having an important bearing on these
subjects, the local situation and internal arrangement of
schoolhouses will also be taken into consideration. The
J^ormal School, or Seminary for Teachers, will also claim
its due share of attention.
All this, however, will not be sufficient for the attain-
ment of the great object, which at present occupies so
much of the attention of many modern philanthropists, —
the physical, intellectual, and moral, improvement of the
community, through the medium of schools. The great
body of society, particularly in New England, are per-
fectly satisfied with their present system. It is generally
10
supposed, that the people owe all that shrewdness and
intelligence for which they are so remarkable, and all
their industrious and moral habits, to the District School.
Hence, it is a very natural inference, that the system can-
not be so faulty and imperfect, as is frequently represent-
ed ; and that, in fact, it would be rather a hazardous ex-
periment, in any way to meddle with it. Before, therefore,
we can expect to succeed in producing any beneficial
changes, especially where these changes are of a radical
nature, it is necessary, clearly and explicitly to show the
fallacy of these views. One of the most important ob-
jects of this treatise, then, will be, an exposition of the
deficiencies and defects of the system now in use, and a
demonstration of the fallacy, which would refer all, or
even most, of our moral and intellectual worth to School
Education.
Let it, however, be distinctly understood, that all the
deficiencies, defects, and evils, which will be pointed out,
do not exist in every public school. Our system of in-
struction is at present in a state of transition. Ten years
ago, the primary schools were conducted in a uniform
routine. In discipline, books, arrangement of studies,
and mode of tuition, all were aHke. But, so far is this
from being the case now, that it would probably be diffi-
cult to find two schools conducted on exactly similar prin-
ciples, on any one of these points. Hence, no descrip-
tion can possibly suit every case. The only practicable
method of tracing out and eradicating all the defects of
our present system of education, then, is to present a
complete and correct picture of the schools in their worst
state ^ and to call upon each teacher or parent to apply
such features only, as are strictly applicable to his mode
of tuition.
For instance, if there be any school in which reading
is taught intellectually rather than mechanically ; where
the child has learnt to read in an easy, unaffected man-
ner ; his tones all natural, and his delivery exactly as if he
were talking on the same subject with his brothers and
sisters ; if, from first to last, he has understood every
word he has uttered, before his lesson was finished ; if he
INTRODUCTORY. 11
has never read any thing, without being able to close his
book, and give a clear, intelligible statement of it ; then,
the remarks on readings in this treatise, have no reference
whatever to that school. But, let them not, therefore,
be condemned, as inapphcable. There are schools, where
the pupils are not so favored ; where they have been
taught to read in a stiff, unnatural manner, without any
attention to the sense ; to utter, like parrots, mere sounds,
without bestowing a thought on the ideas they are intended
to convey. It is only to such schools, that all the remarks
on reading are meant to apply.
Between these two kinds of schools, there are various
grades. And it is to be hoped, that no teacher, because
every remark on any one subject is not appHcable to him,
will, therefore, reject the whole. As was remarked in
speaking of the more perfect school, if the whole be not
applicable, let that only be used, which will suit the case.
Nothing more was meant to be apphed to that school.
Similar remarks apply to all the branches treated of,
whether they relate to physical, intellectual, or moral cul-
ture. In the case of morals, for instance, if the pupils
have been trained to feel , distinctly, the happiness of vir-
tue, the misery of vice ; the delights arising from general
sympathy and the social affections, and the sordid nature
of selfishness ; to see, clearly, the beauty of placability,
forbearance, kindness, and good temper ; the hatefulness
of moroseness, malevolence, and cruelty ; the advantages
of industry, perseverance, economy, and temperance ; the
disadvantages of indolence, instability, extravagance, and
intemperance ; the complacency arising from love to God,
obedience to his commands, and resignation to his will ;
it is probable, that the teacher of such a school may not
derive much personal advantage from the remarks on the
deficiencies of the moral department of the schools. Such
a teacher, however, loill not think them unnecessary.
He will know, that, however happy may be the excep-
tions, the field of morality generally lies almost wholly
untilled ; full of little else than poisonous plants and foul
weeds ; and he will prize them, even though they may not
apply to his own highly-favored school.
12 THE teacher's MANUAL.
CHAPTER 11.
WHO ARE OUR SCHOOLMASTERS ?
It is very important, especially at the present moment,
that we should have a clear, distinct idea of the real value
of our primary schools. Let us, then, carefully and can-
didly inquire, what knowledge they do impart to the mass
of the people, to those who have no further advantages of
school education, leaving, of course, entirely out of view
those gifted minds which are scattered sparsely over
every country, who, rise, in spite of every impediment,
and to whom, in fact, mankind are chiefly indebted, for
their steady progress from barbarism to civilization.
1st. They teach Reading. This art may be consid-
ered in two points of view : 1 . Reading for others, or
reading aloud. Many years are commonly spent in the
attempt to gain this accomplishment ; and very few make
any progress, worthy of the name. For where shall we
find a reader, who can keep up an interest in an audience
for half an hour ? It would appear, then, that the time,
labor, and money, expended in learning to read alo'ud. is
little better than thrown away. 2. Reading for ourselves,
or silent reading. Have the pupils of the district school
acquired this, to any good purpose ? Has it opened to
them the door of science ? Do they make any practical
use of it .'' Are we a reading people ? Alas ! I fear
these questions must be answered in the negative. The
boundless stores of knowledge, instead of being at the
command of every member of the community, remain as
completely a sealed book, as if still shut up in the learned
languages. Some, it is true, do contrive to spell out a
little in the newspaper, and others regularly read their
Bible. But is it to any good purpose ? Is their reading
more than a form ? Have we not reason to fear, that an
accurate examination would show, that it is little else than
a muttering or enunciation of mere sounds, and that, under
the heavy labor of bringing them forth, the sense generally
escapes ?
WHO ARE OUR SCHOOLMASTERS ? 13
2d. They teach Orthography. Spelling has nothing
to do with our present purpose, which relates only to the
heart and intellect. It will be fully noticed, in another
chapter.
3d. They teach t^n^/imeiic. The/orm of this science
is taught in our schools, but its true principles, buried
under a multiplicity of mechanical rules, escape the search
of the scholar. He generally forgets the rules a short
time after leaving school, though a sufficient knowledge is
generally retained for the common business-transactions
of the farmer and mechanic. Should more than this be
necessary, it must be learned elsewhere. What wonder-
ful returns for the labor of years ! more might be acquired
in three months, under an intelligent instructor who should
pursue a rational course. The great advantage, also, which
might be derived from the study of this science, the ac-
quisition of habits of reasoning and patient investigation,
is entirely lost.
4th. They teach Geography. But for what purpose ?
A knowledge of geography is of exceedingly little use to
any but readers, to whom, indeed, it is indispensable.
Those who do not read will forget almost the whole in a
very short time.
5th. They teach English Grammar , which claims the
high merit of enabling its students to speak and write the
English language with purity and propriety. But do those
who have studied it speak whh propriety ? Is their lan-
guage, in any respect, different from that of those around
them, who have never opened a book on grammar ? As
to writing, the critical eye of a grammarian may, it is
true, detect an error of syntax ; but other sources must
be resorted to, for the art of composition.^ For this, the
structure of sentences, not the mere relations of words,
must be understood, and the mind must be stored with
ideas. Neither of these can be derived from grammar.
Such are the studies that occupy the chief part of the
time in the primary schools, with, sometimes, in addition,
a little writing, and a smattering of natural history. And
can it be possible, that the intelligence and sterling worth,
for which the community are distinguished, are derived
2
14 THE teacher's MANUAL.
from such scanty sources as these ? The idea is prepos-
terous. Whence, then, are they derived ? An attentive
observation of the progress of a child, from birth to matu-
rity, will, it is beheved, solve the problem. Let us make
the attempt.
Man's true nature is spiritual. He is " a living soul^^^
clothed, FOR THE PURPOSES OF EDUCATION, With a
fleshly garment.
At birth, he possesses, along with the seeds of every
virtue, and its opposite vice, a capacity for the most un-
bounded knowledge : but all these, as yet, lie dormant,
undeveloped. There is one exception, however, which
is, as it were, the germ, or rather the foundation, of all his
future acquisitions. By instinct, which is nothing less than
God working within him,* he has the power of moving
certain muscles. He can cry, suck, swallow, open his
eyes. Hunger, which has been denominated the sixth
sense, is the main cause of all these motions.
By imperceptible degrees, his muscular powers are
extended. In some three or four months, by the exer-
cise of his hands, he acquires faint notions of form and
distance : in other words, he has learned to see ; and
now begins to recognise the affectionate being, whose
unremitting tenderness watches over his safety, and hourly
nourishes him from her own bosom. Delighted with his
acquisitions, his thirst for knowledge is continually on the
increase. Every object, within his reach, is eagerly seized
and examined. His eyes, his ears, his hands, his mouth,
are in constant requisition. During his waking hours, he
cannot be kept still a moment. To the unobservant, he
seems as if inspired with an intense spirit of mischief, an
ardent love of destruction. But nothing can be more
contrary to the fact. All these movements are caused
by the divine love of knowledge, as yet neither broken
* " The bee works most geometrically, without any knowledge of
geometry ; somewhat like a child, who, by turning the hand of an
organ, makes good music, without any knowledge of music. The art
is not in the child, but in him who made the organ. In like manner,
when the bee makes its comb so geometrically, the geometry is not in
the bee, but in that great Geometrician, who made the bee, and made
all things, in number, weight, and measure." — Reid.
WHO ARE OUR SCHOOLMASTERS ? 15
by disappointment, nor nnisled by the false philosophy that
deals in nothing but empty sounds. In the strange world
in which he finds himself, every thing is a marvel ; the
most common object to us is, to him, full of interest.
Hence, not satisfied with skimming the mere surface of
things, he tears them apart, or dashes them in pieces, in
search of more complete information. It signifies not,
that these actions may be partly or wholly instinctive.
This is the way, the only way, in which knowledge can be
acquired.
For the next nme or twelve months, his education pro-
ceeds with the most surprising rapidity. In addition to
the immense number of objects, with whose quahties he
has made himself familiar, he has learnt to balance and
support his body, to walk, and, wonderful to relate, he
can perform the miracle of, — speech ! What an increase
of interest does this last give to his studies ! To the
knowledge of qualities, he now adds that of names, not
mere dead vocables, but living language, the materials of
thought. Our little philosopher now begins to trace re-
semblances, to distinguish differences, to generalize, to
form his classifications, his theories. To one class of ob-
jects, he gives the name of mart, to another, tree, to a third,
stone. And all this, without even the slightest offer of
instruction from others. His store of knowledge is all of
his own collecting. If he has assistance, it is from Na-
ture alone.
From the age of one year, to that of four or five, the
child, under the tuition of his first instructress. Nature, con-
tinues steadily and rapidly to advance in the knowledge
of his vernacular language. But how does he contrive to
add new words to his stock ^ Deals he in theory, or in
practice ? Is it by means of the elements of words, or
definitions^ or grammars ? Must he know the names of
letters and syllables, before he can acquire a word ; and
must he rely, for a knowledge of its meaning, on dictiona-
ries, or oral definitions ? No, truly. Nature's method
is directly the reverse of that of man. By observation he
learns a few names, in constant use ; and he acquires the
knowledge of verbs, qualities, and particles, by observing
16 THE teacher's MANUAL.
their connexion with those known names : in other words,
by the context. Who ever thought of explaining to a
child the meaning of the words, good, bad, love, this, he,
from, to, for, &c. Only let the attempt be made, and its
utter futility will quickly appear.
Meanwhile, his knowledge of things increases as fast as
his stock of wordsr His sphere of observation is rapidly
extended, and all his senses are engaged in philosophical
investigations into the nature of the objects around him ;
the minerals, vegetables, animals, and works of art, which
adorn the earth ; the sun, moon, and stars, which embel-
lish the heavens.
While the intellectual powers of the child are thus in a
state of progressive developement, his physical education
is by no means at a stand. If he have received a moder-
ately healthy constitution from his parents, he delights to
spend his time in the open air, where his lungs can have
full play, and where his limbs may expand and gain
strength, by unrestricted exercise. The children of the
poor have here a decided advantage over those of the
rich ; for such, unfortunately, are the weakness and folly
of the latter, that the health of their offspring is too fre-
quently sacrificed, at the shrine of their vanity and love of
display. Fashion, that insatiable Moloch, is not content
with the consecration, by its devotee, of his own soul,
purse, and person. It demands, that his child shall pass
through the fire ; that, at whatever risk to his health and
intellect, his body shall be converted into a mere clothes-
screen for the display of the frivolous fancies of the tailor
and milliner. Where such a sacrifice has been consum-
mated, it is vain to look, either for strength of body or
vigor of intellect. The unfortunate little victim must
neither run, chmb, wade, roll, nor play. The clothes
must neither be torn nor soiled. Every thing must give
way to the clothes. And, finally, the child, if he survive,
grows up a mere dandy ; " a clothes-w^earing man ; a man
whose trade, office, and existence, consists in the wearing
of clothes." When shall this base idolatry come to an
end ? When shall the Moloch of Christendom be pulled
from his throne, and cast into that fire, wherein so many
WHO ARE OUR SCHOOLMASTERS ? 17
of his victims have perished. This can be accomplished
only by a radical change in female education. Female
influence is, here, all in all.
But to return. During this portion of his life, too, the
moral sense of the child begins to be developed. He
perceives, that there are many other beings in the world
besides himself, some of whom have the same claims that
he has, on the attention of his parents. He finds out, that
he cannot have his own way in every thing ; that to at-
tempt it is only to subject himself to suffering ; that it is
necessary that he should, in some degree, respect the rights
of others. Should his parents, at this period, have suffi-
cient tact, to notice and encourage the first appearance
of sympathy with the joys and sorrows of others^ an an-
tagonist to the selfish principle will soon be more or less
developed, that may neutralize many of its evil effects ;
while, on the contrary, should this be neglected, and his
selfish views and actions be encouraged, as is too fre-
quently the case, it may probably attain a degree of
strength, that may tinge his maturer age with the darkest
colors, seriously affecting both his future usefulness and
happiness. For no truth in morals is more certain, than
that no one can be happy who fives for himself alone ;
and that the stronger the affections, the greater the chance
for felicity.
But who is the great, moral schoolmaster, at this
critical period of the child's life ? It is public opin-
ion, acting through the conversation and example of his
parents, of his brothers and sisters, and of his other play-
fellows. It is the combined power of the whole human
race^ which may correctly be denominated custom, or
TRADITION. Through this medium, Moses and the Proph-
ets, Christ and his Apostles, Luther, Calvin, Faust, his
pilgrim forefathers, Penn, Washington, Franklin, and
even Watt, Fulton, and McAdam, combine, in mould-
ing this precious germ of immortality. Among this host
of worthies, however, many evil influences throw their
quota into the formation of what may be considered tra-
dition. The folfies and vices of the surrounding world ;
the superstitions of our Saxon and Norman ancestors ;
2*
18 THE teacher's MANUAL.
nay, the dark blot of slavery, which stains so large a por-
tion of our country, contributes its share in the formation
of character, even where it has never existed.
The child has now arrived at the age, at which it is
usual for his school education to commence, the results of
which have already been noticed. Let us continue to
observe the results of his education from other sources.
His childish associates now continually increase in
number, and, with their extension, his ideas proportion-
ally expand. Nature, hkewise, is beheld on a larger
scale. He begins to discover, without the aid of books,
that the world is not all contained within the narrow cir-