1832.

Notices.

SCHOOLS AMONG THE CHOCTAW INDIANS.

71.

The reports of the schools connected with the Choctaw mission for the year ending July 1, 1831, made by the teachers at the several stations, furnish the particulars for the following summary view given in the annual report.

At Elliot the whole number of scholars is 44, at Mayhew, 64, at Hebron, 37, at Hikashubala, 10, at Yoknokchaya, 28, at Goshen, 29, at Emmaus, 23, amounting to 235, in all. Of these, 144 were boys; and 91 girls; 112 full Choctaws and 109 mixed; 154 were boarded at the expense of the mission; 39 were new scholars; 86 read in the New Testament; 75 others in any English book; 37 in Choctaw only, 165 in English and Choctaw; 74 studied geography, 63 arithmetic; 148 wrote; 16 composed in Choctaw, 49 in English, and 24 in both languages. If the school at Juzon's, from which no report was received, were added, the whole number of scholars in the mission schools would probably be about 250.

Besides these, schools have been taught to some extent among the adult Choctaws, considerable numbers of whom have learned to read the Choctaw books with ease. Some of these have been taught by the missionaries, and others by Choctaws previously instructed; but no detailed report of them has been received. Both the proficiency and the conduct of the scholars have been good.

Sabbath schools have been taught at all the stations, and in some instances attended by adults from the neighborhood. Fifteen of the scholars at Mayhew belong to a Bible class, in connection with the Mission family. At Goshen, 5,055 verses of Scriptures in English, 1614 in Choctaw, with 208 verses of English hymns, and 187 of Choctaw, besides numerous lessons in catechisms were committed to memory by the scholars in the Sabbath school.

NOTICES.

The Child's Instructor, or Lessons on Common Things. By S. R. HALL. Andover, Flagg & Gould. 1832. 18mo. pp. 140.

The Child's Assistant to a knowledge of the Geography and His tory of Vermont. BY S. R. HALL. Montpelier. J. S. Walton. 1831.

The Essays on School Keeping,' the first American work of this kind one universally adopted as a text book; and, in' one instance, provided by a whole State for its schools, has rendered Mr. Hall a public man, and we therefore feel bound to examine with peculiar care, the illustrations he may give us of his own system.

The Child's Instructor is a series of supposed conversations between a teacher and his pupil, in which the pupil's reply is not always given. It is introduced by such a familiar dialogue between them as ought to precede a course of study. It serves the same purpose as an agreeable introduction to a stranger.

The First Part comprises a course of simple and interesting lessons in mental arithmetic.

The Second Part commences with a familiar account of the most commor trades, and the materials employed, and proceeds to describe, first animals; then man; and after these, to give a few brief notices of geography, history, and astronomy. In a sequel to this part, the author endeavors, and we think generally with success, to give descriptions rather than definitions of the technical terms in most common use, but still in a . series of catechetical conversations.

The Third Part presents moral subjects in a new light, so far as chil

1832.] JOURNAL OF EDUCATION. [MARCH 1.

THE CAUSES OF IDLENESS AND INATTENTION;

In a letter from the Editor to a Parent.

DEAR SIR.—It is a task of no small difficulty, to advise concerning the management of a child in any case; and especially without a personal examination of his character. In answer to your inquiries, therefore, I can only suggest general principles, which may lead you to form a decision for yourself; and as they may be equally applicable to many other cases, I trust you will excuse my replying through the pages of the Annals.

You observe, that your son, although he has been constantly at school, is of a heedless disposition; has a bad memory; and cannot be induced to reflect;' that he goes through the regular duties of a school, and has been employed some time in learning Latin, but cannot construe a sentence.'

In accordance with the maxim that 'a sound mind can exist only in a sound body,' I am persuaded, that in all cases of this kind, the first inquiry should be, whether the body is in a healthy state. I have seen children who were incapable of fixing their attention for five minutes, or even of sitting still, in whom this defect was entirely the result of an unsound state of health induced in part by improper modes of living, and in part by pernicious habits, which had enfeebled the constitution. I have seen others, whose very excess of health gave to the body a predominance over the mind, and produced such vivid action of the senses, such prevailing influence to the animal passions, that the intellect and the heart were overpowered.

The evidence that this was the fact, was found in the means of recovery. Both needed-not new excitements to study-not rewards-not merely admonitions-and still less reproaches and punishments;-but, a suitable physical treatment. It was necessary to regulate their diet and sleep with great care, in accordance with their condition, and sometimes even to employ medical treatment; to watch over all their habits, to regulate the distribution of time, and, especially, to provide ample means for active labor and exercise in the open air. In some cases, it became necessary, to place a pupil for some time under constant inspection, by day and by night, in order to break up his evil habits. In others, it was requisite to stop entirely the course of study, and devote almost the whole time to active occupations, proportioned to the strength . of the individual. In others still, it was only requisite to devote several hours daily to active labor, with a diminution of the amount of mental occupation. In all these cases, there was an

72

Notices!

[Feb. 15,

dren's books are concerned. Instead of beginning with the prescription and the penalty, and then endeavoring to persuade the child that it is best to follow the course marked out, the first inquiry is; 'How shall we be happy?' The inefficacy of mere employment or circumstances to produce happiness is proved; and a simple, but irresistible course of inductive inquiry is employed to show the child, that our happiness depends upon our character; and that the only perfect rule of morals, requires and forbids in such a manner as to promote our ultimate happiness. The author concludes with directing him to the Bible as his guide to happiness.

Those of our readers who are familiar with the young mind, need not be told how well such a course is adapted to its wants. The two first parts we think are generally well executed. The style of the sequel and third parts, seem to us less happy. It is observed, indeed by the author, that it is likely to fall into the hands of older pupils. Still, we think the same simple style which is found in other parts, would have been more appropriate; and we cannot perceive the propriety of leaving such terms as are used in this, as well as in other parts of the work, unexplained. The following questions, and answers are examples of this kind.

Teacher. What is meant by Mental Education?

Child. It implies the influence which is exerted on the powers and faculties of the mind. It includes the effects of study, and of those kinds of instruction which are given as literary subjects in schools, or acquired by reading and reflection.

T. Is not elevated station a certain foundation for great enjoyment? C. A few only can ever occupy those stations, &c.

We think indeed that there is need of improvement in the style of Mr Hall's books generally. There is sometimes a negligence both in regard to simplicity and accuracy, which cught not to exist in books, which like these, are received among the models. Thus for example, on the first page of the present work, we find acquire knowledge' used, where, learn, would be appropriate and more intelligible; and in the next sentence the word without in its provincial meaning of unless—'We cannot learn without we try to learn.'

We adduce these passagés, as exceptions and not as specimens of the work. We cordially recommend it on the whole both as an assistant to the teacher and a guide to the pupil, supplying in some respects, a place which no other will fill.

The Geography and History of Vermont,' should be studied, by setting: out in every instance from the pupil's own neighborhood. If thus used, we believe it would be a valuable and interesting work in the state for which it is designed, and the historical portions of it, to every child.

We are sorry that we cannot agree with the Publishers' Preface,' in calling the drawings 'beautiful. Some of them present sad caricatures of the human face and form divine,' and should not be left to deform so useful a work.

1832.] JOURNAL OF EDUCATION. [MARCH 1.

THE CAUSES OF IDLENESS AND INATTENTION;

In a letter from the Editor to a Parent.

DEAR SIR. It is a task of no small difficulty, to advise concerning the management of a child in any case; and especially without a personal examination of his character. In answer to your inquiries, therefore, I can only suggest general principles, which may lead you to form a decision for yourself; and as they may be equally applicable to many other cases, I trust you will excuse my replying through the pages of the Annals.

You observe, that your son, although he has been constantly at school, is of a heedless disposition; has a bad memory; and cannot be induced to reflect;' that he goes through the regular duties of a school, and has been employed some time in learning Latin, but cannot construe a sentence.'

In accordance with the maxim that 'a sound mind can exist only in a sound body,' I am persuaded, that in all cases of this kind, the first inquiry should be, whether the body is in a healthy state. I have seen children who were incapable of fixing their attention for five minutes, or even of sitting still, in whom this defect was entirely the result of an unsound state of health induced in part by improper modes of living, and in part by pernicious habits, which had enfeebled the constitution. I have seen others, whose very excess of health gave to the body a predominance over the mind, and produced such vivid action of the senses, such prevailing influence to the animal passions, that the intellect and the heart were overpowered.

The evidence that this was the fact, was found in the means of recovery. Both needed-not new excitements to study—not rewards-not merely admonitions-and still less reproaches and punishments;-but, a suitable physical treatment. It was necessary to regulate their diet and sleep with great care, in accordance with their condition, and sometimes even to employ medical treatment; to watch over all their habits, to regulate the distribution of time, and, especially, to provide ample means for active labor and exercise in the open air. In some cases, it became necessary, to place a pupil for some time under constant inspection, by day and by night, in order to break up his evil habits. In others, it was requisite to stop entirely the course of study, and devote almost the whole time to active occupations, proportioned to the strength of the individual. In others still, it was only requisite to devote several hours daily to active labor, with a diminution of the amount of mental occupation. In all these cases, there was an