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1864.]

What Shall be my Angel Name?

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The English language will be searched in vain for a more beautiful and truly touching sentiment than is embodied in this poetic gem. It is heart speaking to heart: mortality communing with the immortal; the weary spirit piercing the veil of flesh to take a loving glance at Heaven's eternal mansions.—Editor.

WHAT SHALL BE MY ANGEL NAME?

IN

N the land where I am going,

When my earthly life is o'er,
Where the tired hands cease their striving,

And the tired heart aches no more;
In that land of life and beauty,

Where exists no earthly pain
To o'ercloud the perfect glory,

What shall be my angel name ?
When the spirits who await me,

Meet me at my entering in,
With what name of love and music

Will tender welcoming begin ?
Not the one so dimmed with earth-strains,

Linked with thoughts of grief and pain !
No; the name that mortals gave me

Will not be my angel name!
I have heard it all too often,

Uttered by unloving lips ;
Earthly care and sin and sorrow

Dim it with their deep eclipse :
I shall change it like a garment,

When I leave this mortal frame,
And at life's immortal baptism,

I shall have another name !
For the angels will not call me

By the name I bear on earth ;
They will speak a holier language

Where I have my holier birth :
Syllabled in heavenly music,

Sweeter far than earth may claim,
Very gentle, pure, and tender,

Such shall be my angel name.
It has thrilled my spirit often,

In the holiest of my dreams,
But its beauty lingers near me,

Only like the morning beams :
Weary of the jarring discord

Which the lips of mortals frame,
When shall I with joy and rapture

Answer to my angel name? Florence Peroy.

"THE

must be instilled into the masses through AMERICAN

the potent agency of its schools.

The strength of every nation is vested EDUCATIONAL MONTHLY.

in the steadfast loyalty and patriotism of

its sons and daughters. It is therefore an FEBRUARY, 1864.

object of primary importance, that the ele

ments of stability should universally preNATIONAL EDUCATION AND

National vail, for with the nation, as with the indiUNITY.

vidual, self-preservation is the first law of VHE most effective way of preserv

nature. Hence, the relations between na

tional education and national unity-which ing a State,” says Aristotle, “is to

is but another name for national strength bring up its citizens in the spirit of the

-are at once obvious. government; to fashion, and, as it were, to

But what is national education? Ariscast them in the mould of the Constitu

totle has answered this question. So have tion." And the Prussians affirm, that

the Prussians. It is not the culture of the “ whatever you would have appear in the

favored few by individual or partial effort; life of a nation you must first put into its

but it is rather the lifting up of the many schools.” These propositions scarcely need proof. the whole. National education is an edu

by the united moral and material power of They ought to be self-evident to every

cation through which the national spirit mind. For,

breathes. It is not restricted to the nar16 What constitutes a State ?

row confines of State influence and State Not high-raised battlements or labored mound,

boundaries; and hence, it does not genThick wall or moated gate ; Not cities proud, with spires and turrets

erate in the minds of the people the palpacrowned,

ble absurdity that a part is superior to the Not bays and broad-armed ports,

whole, or that the rights of a State are parWhere, langbing at the storm, rich navies ride; Not starred and spangled courts,

amount to those of the nation at large. It Where low-browed baseness watts perfume to

is an education which seeks “to bring up pride-

its citizens in the spirit of the government; No! Men, high-minded MEN.

to fashion, and, as it were, to cast them in Men who their duties know,

the mould of the Constitution." But know their rights, and knowing, dare main- It is manifest that to realize this ideal, tain,

the nation itself must be aroused to a Prevent the long-aimed blow, And crush the tyrant, while they rend the chain.

sense of its great duty. It must, through These constitute a State."

its appropriate agencies and in its proper A nation, then, is the aggregate of the sphere, address itself more directly than it

ever has done to the mighty task of selfindividuals that compose it. The charac

elevation. That this will be done there ter of the individual is determined by the influences which are brought to bear upon

can be little doubt. In what way it may

be done these columns will, from time to him in early life-in childhood. The character of a nation is in like manner de- time, venture to suggest. Meanwhile, let

this subject receive the candid considerapendent mainly upon the training which

tion of the thoughtful, the loyal, and the its individual citizens receive. Whatever

patriotic everywhere. of intelligence, virtue, wisdom, knowledge, patriotism, heroisın you would have reflected in the life of the man, you must provide for in and through the education

A DEARTA-Its Causes—Its REMEDY. of the boy.

T is not of food, not of the meat that qualities is to enter into the national life, perisheth; for does not the land groan

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1864]

The Science of Education.

51

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with the fatness thereof? It is not of rai- blessings whereby it is itself rendered posment, not of the wherewithal shall we be sible. clothed; for is not this the age of shoes The prime cause of this unnatural pheand shoddy? It is not of lucre, not of the nomenon must undoubtedly be found in the root of all evil; for are not green backs stinted and almost niggardly compensation flowing into the purses of our people in paid to this important class of public funcplenteous profusion ? It is not of soldiers; tionaries. The salaries of teachers are for are not the ranks of our war-scarred ruinously low. A soldier enlisting in the veterans filling up to the point of repletion? ranks receives as bounty, setting aside his

No; the dearth is of another sort. The yearly allowance, a much larger sum than famine is in another field. The cry of want the majority of teachers are paid for a comes up from a different direction. The whole year's service. Indeed, we know of harvest truly is great and ripe, but the instances in which men receive as much for laborers are few.

driving express-wagons as the principals of From nearly every part of the country public schools in the same city, numbering there is an urgent demand for teachers who twenty thousand inhabitants ! are "able masters, and worthy of the high Another cause of this deficiency of comvocation of instructing the people.” Never petent teachers is, that the standard of within the limits of our observation, per qualification has been greatly elevated haps never in the history of the country, within a few years past. This has driven was this demand so palpable and so press- large numbers who were formerly employ. ing. Multitudes of our schools are seriously ed, out of the field entirely, or into inferior embarrassed from this cause. Nor is the positions. The community begins to perdifficulty contined to any particular class. ceive that in education, as in other interInstitutions of almost every grade, private ests of lesser magnitude, there is such a and public, primary and higher, professional thing as value received ; that, whereas a and non-professional, experience more or poor teacher is dear at any price, so, too, less the pressure of the great necessity. a good one is cheap at any price-is in fact

It becomes us, therefore, to inquire into beyond all price. This view of the case is the causes of this state of facts. Why is rapidly spreading, and candidates for this it that in a land where a school-house forms important, this sacred office, will do well the vertex of almost every street corner, in the future to recognize the pregnant fact and where an academy or one of the higher in the calculation of their chances of sucseminaries crowns the summit of every hill, cess. Other causes there are, which we the law of demand, in this particular, is shall consider hereafter, together with the not met by its appropriate supply?

rernedy for the growing evil. Why is it, that while every other profession has within it men enough and to spare, that of the teacher is afflicted with THE SCIENCE OF EDUCATION. an apparently hopeless depletion?

DUCATION is, undoubtedly, an experIt is true there are candidates enough for almost every place. It is true that there Its principles and laws are to be gradually are legions of masters and misses who evolved through a long series of exare anxious to serve their country by periences, accompanied by the alternate keeping school. But it is of men and successes and failures which are incident women of sterling qualities as teachers that all human undertakings. Theories and we write; of men and women who rise to systems must, in the ordinary course of the full measure of the greatness of that events, rise, culminate, and endure, or denoble calling which upholds States and cline and fall, according as they do or do which confers upon civilized society those not withstand the severe ordeal of actual

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trial. If we can garner up these ex- put it in the power of each State to know periences and their multifarious results, if what every other State has done and is dowe can analyze, compare, and generalize ing in this glorious work of self-elevation. them, we shall, in process of time, be en- We are anxious that each community and abled to deduce those immutable truths each commonwealth should enjoy the benwhich are to become the guides of human- efit of the experience and the wisdom of ity from age to age through all the far- every other community and coming future, and which are destined to wealth, to the end that they may thus help give form, direction, precision, and cer- each other, profiting each by the thought tainty to all practical measures for the de- and labor of the other. velopment of a symmetrical and perfect And we want our nation, too, to know manhood as appertaining alike to the indi- what other nations have accomplished and vidual and to the race at large.

are accomplishing, that the light of all And these experiments are now going lands may shine upon us who just begin to on among the different communities, States, be conscious of our influence, our power, and nations of the civilized world. Some and the splendid destiny that awaits us. of them are wisely and some of them are This journal is ambitious to become the unwisely conducted, as it would not be willing organ of such a policy as this. And difficult to show. The educational systems in the execution of it, we feel that we may of some nations seem to have brought challenge the co-operation of all true them, as it were, to a positive halt in their friends of intelligence and of social and march through the ages, and arresting moral progress among the nations; for their progress toward a higher Christian there can be no selfishness and no particivilization for hundreds, perhaps for thou- sanship in such a work as this. sands of years. China and Japan may be We are making arrangements to carry summoned to the bar as witnesses to this out these suggestions as a part of our plan, truth,

by securing correspondents in every State But coming nearer home, and circum- and in foreign lands, wherever education is scribing our observation to narrower limits, recognized as the motive power of modern both of time and space, we shall find dif- civilization. Is not this object worthy the ferent States, different communities, and highest aspirations of an honorable ambidifferent cities even, in which there is a tion? Is it not worthy of the hour in remarkable coincidence between their ed- which we live? ucational movements and the intensity of their material, civil, and social life. And why not? A vigorous and just system of

The Facts OF THE CASE. education stimulates, nay, creates intellect- S considerable comment has been ual activity and moral power; and these in turn, when rightly directed, are the prime only in this city, but throughout the counsource of progress, prosperity, and of civ- try, upon the recent case of the child which ilization itself. We would like to particu- died suddenly in one of the New York larize here. We would like to draw a few Ward Schools, we have taken some pains parallels between different States and be- to ascertain from a reliable source, the exact tween different cities within the sphere of facts in reference to the matter.

We give our knowledge, by way of illustration, these facts to the public in justice to all But we do not like to be deemed invidious parties, and with a view to correct the flaor personal. And, moreover, we have a grant misrepresentations made by some better object in view. We desire to make journals, which have little regard for the it possible for our readers to compare and truth when a sensation is to be created. to generalize for themselves. We wish to Louisa Snyder was a child nine years of

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1864.]
Educational Intelligence.

53 age, and not four, as has been erroneously the illustrations that purport to show “how stated. She had been sick with the mea- children are murdered in Gotham.” sles, had been absent from school for some Nevertheless, we are among those who time, had recovered, and had again at- believe and know that children are sent to tended school about two months. On the school by scores and hundreds too young, day of her death she went home at noon and are pressed into the inhuman work of cheerful and happy as usual, so far as was learning book-lessons, when every law of observed, returned in the afternoon, missed their natures is violated thereby, and comher spelling lesson, and was detained after mon sense itself is defied.' three o'clock. The invariable rule in this If Cobbett deserves to live in the memory ward, the sixteenth, for years, has been to of future ages, it will be more for the imdetain pupils no longer than fifteen minutes portant truths which he proclaimed in reafter three o'clock.

gard to the education of children, than for The teacher of this little girl, a young any of his other teachings. It was his lady of amiable disposition, sat down by maxim that the age of ten was early enough her side to hear her lesson. The child was to send a child to school, as up to that time endeavoring to spell the word Hedge, when the whole care of the parents should be her head fell backward as if in a swoon, devoted to its physical development. The and she gasped. This occurred at ten experience of all who have been engaged minutes past three o'clock. Another in educational pursuits bears out this theory. teacher was immediately called in, and re- We have, besides, the fate of infant prodistoratives applied. Ladies in the vicinity gies to sustain it. They never come to were immediately on the spot, and soon any thing in mature age, either mentally or two physicians were in attendance, one of physically, and in the majority of instances whom was Dr. Rosenmiller, of 112 Eighth pay for their precocity by premature decay. Avenue, but before this she was dead. The idea of inflicting punishment of any The corpse was taken in a carriage to her kind upon infants of tender years is as home, arriving there at ten minutes before absurd as it is barbarous. Not having four o'clock.

arrived at the age of reason, it is not to be The coroner's inquest exonerated all expected that it will have any effect upon persons from blame, and pronounced it a their minds. One result it may be attended case of syncope. These facts furnish the with, and what that is, we have a melansole foundation for all the sensation para- choly example of in the death of this poor graphs that have appeared, as well as for child.

EDUCATIONAL INTELLIGENCE.

The following eloquent paragraphs we next generation into the symmetry of modfind in a speech made by John Swett, ern civilization, I can not think that our Esq., State Superintendent of Public In- country is to be included in the long list struction, Cal., before the State Teachers' " of nations scattered like the chaif Institute, lately held at San Francisco:

Blown from the threshing-floor of God.'

“I hold nothing in common with those “When I consider the power of the faint-hearted patriots who are beginning to Public Schools, how they have dissemina- despair of the future of our country. The ted intelligence in every village, and ham- latent powers of the nation are just coming let, and log-house in the nation-how they into healthful and energetic action, and, in are moulding the plastic elements of the spite of treason, are moving the Republic

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