BOOKS AND LIBRARIES.

Before our connection with the schools is dissolved, it is highly desirable to introduce our colored teachers and pupils to a knowledge of the best literature, and for this reason we desire greatly to see the nucleus of a library, and especially good text books and books of reference, in every school. We will gladly receive contributions for this object, either in books or money, and will forward them by freight to those points where we suppose them to be most needed. The young native teachers In South Carolina ask for books for their own use, that they may acquire that general knowledge which we wish them to impart to their pupils. We ask for popular books of science, encyclopaedias, dictionaries, histories, biographies, first-class novels, poetry, and travels. We are glad to send standard religious books of any denomination, but we do not wish controversial pamphlets or exciting tracts. The writings of FENELON, WESLEY, JOHN BUNYAN, RICHARD BAXTER, CHANNING, WARE, or EMERSON, will be all welcome. Some minds will be fed by one and some by another, but all will be stimulated to thought and life. Maps, if not of too ancient date, and pictures will also be very welcome as helping the work of the teacher and establishing a love of order and beauty.

We have said nothing of the financial reason for diminishing our work, because, though it exists as a fact, it would not decide us, did we believe that we ought to carry on our schools as largely as heretofore. We believe that New England, now as ever, is good for the work which you show her to be of primary importance. It is because the reasons we have given are influencing other minds as well as our own, that we find it harder to raise money than heretofore. We think them a little premature in supposing the work to be already accomplished; others may think the same of us in proposing a change now. We must all act according to our best judgment. But whatever we do, we must not feel that our tremendous debt to the black man is yet paid, or that we have any right to withhold our friendly aid from him in some form or other until the last vestige of political distinction and social prejudice is utterly destroyed.

 

THE SCHOOL-HOUSE AT CHARLOTTESVILLE.

THIS new building was dedicated with appropriate services. Rev. R. M. Manley presided, and Mr. and Mrs. Pratt and Miss Lucy Chase were present. A poem, by Mrs. Howe, was read by a pupil. An original ode, by Miss Gardner, was sung; and Mr. Taylor, a graduate of the Normal School, made some appropriate remarks. We are happy to say that the school is full, and is going on very prosperously.

 

 

REPORT OF TEACHERS’ MEETING.

A LARGE number of teachers responded to the call of the committee; and though the expression of opinions was not as free and general as could have been desired, — many wise suggestions doubtless being offered so modestly as only to benefit those nearest the speakers, — there was yet abundant evidence that the meeting will have a good influence upon the schools of this year.

It will be the object of this report to include not only the hints offered and views expressed by those who participated in the discussions; but also the suggestions of absent teachers, who compiled with the request of the committee for written remarks upon the topics proposed to the meeting. As the discussion was somewhat informal and without much method, the report will perhaps be more available if given according to the order in which the questions were printed in the last Record.

 

1. Means used to secure good discipline, and create a high moral tone in a school.

Miss Canedy believes that much is gained by cultivating an “esprit de corps” In a school; by having good surroundings in the school-room, and by self-discipline in the teacher. “It is important to tell scholars what to do, but undesirable to remind them what they must not do, and best to have as few rules as possible. Teachers must try to be what they teach their scholars to be.” She disapproves of corporal punishment. “In taking a rough school, a teacher may not obtain good order, at first, without it, but time and patience will bring it.” She has seen many times when she wished she felt It right to whip; “but, once principled against whipping, other means can be found, better for the Individual and for the scholar.” As a last resource, she would claim the right of expulsion from the school.

Miss Botume suggested that, by whipping, a teacher was countenancing the ordinary mode of punishment in the families of the freedmen. She once “stood a child up in a corner,” and the mother objected,— was willing she should give the child “a licking,” but couldn’t have her feelings hurt.

Miss Gardner added that affection for the teacher should be a large element in discipline; she would give scholars plenty to do, and pleasant, attractive schoolrooms as aids in this direction.

Miss Gibbons writes, “I have found positiveness the key to discipline.” Mr. Lewis “would practise a kind, firm, judicious discipline, avoiding all indiscreet haste and corporal punishment.” Mr. Whitehouse writes thus: “Firmness coupled with kindness will usually secure good discipline; and great carefulness on the part of the teacher to correct little misdemeanors at the outset, and to make what we call little faults appear fully as serious as they really are, will generally secure a high moral tone. Many rules are only obstacles to a school’s progress. A few good regulations, well carried out, are what we need. A punishment should be given, it seems to me, only when a scholar has been guilty of a wilful violation of these rules.” Punishment should, whenever possible, have a relation to offences committed. Children will thus begin early to perceive that natural penalties follow broken laws, and later to recognize the importance of self-discipline.

 

2. Methods of exciting an enthusiasm for study, and teaching pupils to think.

Miss Gardner would excite curiosity and interest in her scholars by illustrations and object lessons; would teach them to reason, and explain to them that there is a cause for everything, and they must try to trace the cause from the effect, and vice versa. Mr. Woolfolk points toward the Normal School, and tells his little children that their school is the first step leading to it. Miss Chase tells her scholars there is an impression at the North that they cannot learn, and she wishes to say that they learn quickly and well.

The teachers at Florence, S. C., write thus: “It is thought by some that the rod is the only method by which to quicken the ideas of children; but we have found it otherwise. The great secret of success in teaching is to secure the love of pupils, and to throw off the incubus of routine. Let the teacher collect from every accessible source a fund of interesting anecdote, pleasing illustrations, and useful facts, So as to interest his pupils. Then will they be willing to make any sacrifice rather than Incur his displeasure, and will consider their school-hours not only their most profitable but their happiest, and scholars will cry to come to school rather than cry to stay away.”

 

3. Arrangement of daily programme. What studies should come early in the session? Why?

There was a general agreement among the teachers that the fresh morning hours should be given to the severer studies, those requiring closest mental attention. Miss Hosley once tried arithmetic the last hour of the session, but found the pupils did not progress well. Miss Gardner has her scholars come prepared to spell ten words of their own selection (names of flowers, animals, &c.) each morning before beginning the regular lessons; then takes mathematics and geography; reading later in the day, because more attractive and requiring less application. She teaches spelling, defining, and grammar In connection with reading; considers the definitions prefixed to the reading lessons usually very unsatisfactory. Mr. Whitehouse wisely suggests that “writing ought to come just before recess, or near the close of the session, because the hand is much steadier after the play excitement is over.”

 

4. Best time for attending to the business of a school, giving general directions, roll call, &c.

Here the teachers differed in opinion, —some would dispose of all the school business immediately after the opening exercises; others objected to using this time when the pupils were fresh and ready for hard study, and would postpone roll-call and general directions till just before recess or at close of school. Miss Canedy thinks the roll-call has a moral effect. “If fifty scholars are present, they feel well when answering to their names, and consider it important to know why one is absent.” Several teachers were of the opinion that it was not well to admit tardy pupils: they would insist upon punctuality at a certain hour, and all not in their seats then must be excluded from that session. These teachers would grant

special standing excuses for those whose home duties absolutely require them to come in after the opening of school, but they must be punctual to the time assigned them. Several teachers stated that those pupils who walked from three to five miles were first at school.

 

5. How often should the mental tension and physical weariness of pupils be relieved, and in what way?

Various suggestions were made for relieving the mental tension, the frequency of which must depend very much upon the age of the pupils. All agreed that there should be little respites in the schoolroom besides the general out-of-door recess. Miss Poster gives her pupils a whispering recess. Miss Alfred allows whispering to seat-mates, at definite intervals, for three minutes. Here a discussion arose about “borrowing.” Mr. Pratt and Miss Gardner object to it entirely. Miss Hosley said all her pupils did provide themselves with pencils, &c., after she prohibited borrowing. Miss Stewart lets her children rise together and sit down again as quickly as possible, for an occasional relief. Other teachers suggested singing for a few minutes, as a pleasant change, or the putting aside of lessons and listening to a little story or anecdote told or read by the teacher. Still others thought an “object lesson,” by the teacher, came in properly for this purpose. Mr. Whitehouse writes, “Relief from mental tension can be had from frequent change in the mental activity. The brain of a child is easily wearied with too much thought in one direction. Short lessons, therefore, are preferable to long ones, and give a little time, too, for imparting general information; which time, if used with discretion, is not thrown away.”

 

6. What simple physical exercises can be introduced?

Mr. Pratt thinks the freedmen do not need as much exercise as white people. They work and play hard, and their muscular powers are well developed. In school they need relief from steady application, otherwise he does not think gymnastics necessary. Several of the teachers practice simple calisthenics in their schools, accompanied by singing. Miss Fowler has just bought the “Golden Robin” and "Fitz's Gymnastic Song Book,” to use thus. Mr. Lewis writes, “Let the pupils stand upright, heels together, toes outwards, turn the head from right to left, raise the shoulders, make various motions with the arms, feet, &c”

 

7. Is the time allowed for recess to be considered a gain or loss?

Recess should be counted as a “gain” to both teachers and pupils.

 

8. How do you secure good ventilation? This question was rather slightly touched upon, the teachers generally reporting their school-houses to be “so open as to require no attention to ventilation.” The committee hope, however, that no teacher will forget that pure air is essential to energetic work of mind and body; that drafts upon pupils are dangerous; and also that children will become restless in body, and dull in intellect, as soon as they do not breathe freely.

 

9. Does the teacher do the greatest good to the greatest number, by insisting upon regular attendance and good classification of the irregular elements that make up the Southern schools, or by considering largely the special wants of individual pupils?

The teachers all agreed that regular attendance and good classification are as necessary and as possible at the South as elsewhere, and indispensable in securing the greatest good to the greatest number. Miss Gardner said that “a little latitude might be necessary for the first year of a school; after that no tardiness should be allowed, except in special cases where standing excuses are accepted.” Miss Botume related her experience in bringing order on a plantation, where at first there was little cognizance of time. She told the scholars to “come directly after breakfast,” but found they eat none before school. Then she said, “Come as soon as you get up.” They appeared in throngs before she was up herself. Finally Northern friends provided a bell for the schoolhouse, which is heard over the plantation, and rung every hour. Certain classes come promptly at certain hours, — the children in the morning; the adults at noon, when they can best leave their fieldwork for two hours or more. Thus she keeps thorough organization, and yet accommodates her school to plantation life.

 

10. How secure promptness, accuracy, and attention during recitations?

Avoid routine in asking questions; let each pupil feel that he may be called upon at any moment, and that he must be responsible for the correct answers of others. Encourage keen but kindly criticism, and intersperse remarks and illustrations, so that recitation shall mean more than a mere test of how a book lesson has been learned.

 

11. Is raising of hands in classes objectionable or desirable?

Teachers may often wish to call for raised hands; but should not allow the right arms of a whole class to be thrust out violently the moment a pupil hesitates, causing such confusion that he cannot recover himself, even if he knows the correct answer. “There are many slow tongues with quick brains,” which are thus kept silent. It may be well often to ask all who can answer a question to indicate it, but the teacher must make sure that only such do raise their hands.

 

12. Can elementary schools aim at imparting general information without sacrificing thorough and constant drill in the elements? If so, how?

All the teachers seemed to agree that elementary instruction and imparting general information should go hand in hand, especially in Southern schools, where so little culture is found in the homes. By teaching children to observe and think about the common things that surround them, their perceptive faculties, so early developed, are rightly educated, and their little minds brought to inquire why and how so naturally, that they will train themselves to be good observers and thinkers. This training of their faculties must make them more accurate in the necessary drill. Good text-books for Primary schools are, with few exceptions, yet to be written; but teachers must encourage the spirit of inquiry. When little children bring all their eager questions, who will be wise enough to teach a Primary school? Much general information can be given in connection with the reading lessons, which are now too often vocal exercises merely, not reading to understand and enjoy.

 

13. Suggest varied and useful occupations for primary classes when not reciting.

Miss Alfred considers children very apt at drawing, and would cultivate that taste in primary classes. Mrs. Clarke had a boy in school during the war who drew likenesses of generals upon the fences, which were recognized by the armies passing through. Miss Chase thinks the freedmen have great talent for imitation; lets her boys exercise it by cutting little things out of wood. Sewing, writing, and drawing on slates and blackboards, from copies given by teacher or from the Primary-school Tablets, which should hang on the walls of schoolrooms whenever they can be obtained, were suggested as occupations for the moments when young scholars are left to themselves.

 

14. Best methods of teaching reading to obtain clear articulation and good expression.

Mr. Whitehouse writes thus; “This question properly answered would require many pages. First, the teacher should be a good reader. So many children are excellent imitators that it is not difficult to teach them to read correctly and distinctly, if care is taken not to let little errors pass unnoticed. One of the hardest things I have found in teaching reading is securing the proper inflection; many small children, whether white or black, might be told the definition of that word twenty times a day and yet have a vague idea as to what it signifies.

“I have sometimes spent several minutes in trying to get the rising inflection in a sentence while the pupil would persist in reading with the falling; not wilfully, but because he or she could not understand the difference. In such Instances I now resort to an expedient, somewhat like the following, and seldom fail to get a correct reading. We will suppose the sentence is ‘Will John come home to-day?’ The pupil reads slowly, perhaps, and gives the falling inflection. I read it correctly, but the scholar tries in vain to do it. I remark, ‘you wouldn’t say that so if you asked me that question, and expected to hear yes or no. You would not simply say it, you would ask it, holding your voice up as If waiting for an answer.’ This interests the child; I again repeat the question and am imitated. When another case of the kind occurs with the same pupil, I have only to say, ‘you didn’t ask it, you only said it,’ and the scholar gives a correct reading. Some such method is necessary with pupils too small to understand the rules.”

Miss Stewart suggested that the voices of little children could be brought out when they fail to read clearly by letting them count from 1 to 10, spell their names, &c. Mr. Lucas thinks the reason that the children read in low tone is that they were taught in slavery to speak low. Occasional reading in concert was recommended, and placing the class at a distance from the teacher; also great attention to enunciation of final letters and syllables. Reading of the same sentence by different• pupils, with free criticisms by the class, is useful. Teachers should never give reading lessons beyond the comprehension of the class. A thorough understanding of what is read is the key to right expression, without which reading is merely mechanical.

 

15. Best methods of teaching spelling, and a correct use of language. How far does the study of the dictionary, as speller and definer, promote this?

Mr. Pratt expressed the opinion that spelling is best taught by having the words written. His method of combining spelling with a correct use of language, is as follows: Call a class and give out the words of the spelling lesson, to be written on the slates; have the slates passed and errors noted; then have the words spelt orally. Lastly have these words put into sentences which are to be read and criticized, thus giving opportunity for showing the definitions of the words. While this little exercise in composition is in progress, he calls a second spelling class, and proceeds in the same manner. Sometimes a third class is employed in a composition exercise before the sentences of the one first called are examined. Miss Lawton occasionally allows her pupils to give words of their own selection to the class, to be spelt without previous study. Mr. Lucas gives words to be studied at home, then spelt orally in the morning, and written out from memory in the afternoon. Miss Gardner thinks it very important always to learn the meaning of words by illustration, written or oral. Miss Alfred gives twenty words to be spelt, and then lets each pupil select one and write a sentence containing it upon the blackboard. Various methods were mentioned by which the fundamentals of grammar and composition can be taught. Miss Chase thinks it useful to call attention frequently to common grammatical errors, and have them corrected by the school. Miss Peirce writes a sentence in the singular, and has it correctly changed to the plural number. Miss Hosley gives sentences with words omitted, and has proper words selected to fill the blanks. Writing of letters as exercises in composition was another suggestion. The reading of an interesting story, or bit of Natural History, by the teacher, to be afterward written down from memory by the class, combines many advantages. Questions requiring some thought, but upon subjects within the comprehension of the class, may be given and written answers received, after allowing sufficient time for preparation. The frequent mistake in “teaching composition” is in giving subjects upon which the children have neither knowledge nor opinions.

The teachers generally objected to the use of the dictionary, in course, as speller and definer; wished it to be only a book of reference. Miss Canedy, however, stated that as it is universally studied in Southern schools she used it sparingly, as a conciliatory measure.

 

16. What does the study of geography include beside a brilliant recitation of “map questions?”

Miss Smith remarked that with the outline maps before her she gave any interesting facts she knew, whether political, historical, or physical, concerning the localities pointed out, and reviewed her class upon this oral instruction. She endeavored to keep them interested in present political changes and conditions; thus in treating of Spain, the past year, she had told them of Queen Isabella and the Revolution. She taught the peculiarities of climate, their effects upon vegetable and animal life, and the uses of commerce.

Several teachers advocated map-drawing on slates or blackboard; as, beside its geographical value, it cultivates a taste for drawing, and furnishes interesting occupation.

The teachers at Florence, S. C., write thus: “Geography includes the study of the different races of men, the nature and design of governments, a general knowledge of the form of the earth, and the effects of climate. It also inspires sympathy with other nations, and enables us to look out upon the face of nature with a clearer eye, and ponder over the wisdom and power of God.”

 

17. When are exercises in mental arithmetic to be discontinued?

A unanimous never was the response. The quickness and accuracy acquired by mental exercises are lost if these are abandoned when written arithmetic is introduced. Yet constant practice in difficult “combinations,” with advanced pupils, while it gives brilliant results, may take time which could be better spent in imparting general information upon practical subjects.

 

18. Is the rapid and correct solution of problems in mathematics sufficient test of the thoroughness of pupils?

Another unanimous answer, “No.” Mr. Pratt added: “There is a routine in many arithmetical processes which can be gone through without understanding the reasons.” Miss Smith requires every step in the solution of a problem to be fully explained.

Mr. Whitehouse writes: “This is a pretty good test if the problems are not taken from the text book; but a pupil may perform all the examples in his book and still know very little of the important principles. He may work a problem in multiplication, if told beforehand that he is to have one under that rule, while be might be at a loss to know how to proceed were he asked what four spellers would cost, at twenty cents each?”

 

19. How teach notation, numeration, addition, subtraction, multiplication, division, and fractions?

The teachers were of the opinion that much time and practice are necessary to get pupils well grounded in our simple system of decimal notation and numeration; but that both should be given ungrudgingly. To secure a good basis, it must be shown clearly that place determines value, that five is five units, or five tens, and so on, according to its place. When the relative value of the first three places is thoroughly understood, it is easy to take the next three, and show how these make a new family or order, having the same first names with a new surname. As there are units, tens, and hundreds of units, so there may be units, tens, and hundreds of thousands; and again there may be units, tens, and hundreds of millions: thus the natural pointing is in periods of three figures each. There is little use for higher denominations than millions, and three periods suffice to show the system; therefore, the teaching of the hard names of larger numbers, which can neither be conceived or used, may be deferred, at least till children can employ three periods unhesitatingly. It will be easy, later, to show that the decimal point is the starting point, and that the ten-fold ratio is kept on each side of it; that as at the left of units they find tens, hundreds &c., so at the right they find tenths, hundredths, &c., taking in decimals, naturally, at the proper time.

Miss Upton illustrated on the blackboard her mode of teaching addition and subtraction. She took, for addition, several columns with several figures in each column, and exemplified her first statement, that “it is very desirable to add rapidly, running up and down the columns and giving only results.” A very simple example will show her method: 578.

Add aloud, quickly, thus: 9, 15, ~86 23 units, which = 2 tens and 3 units. Write 3 units under 1803 units’ column, and add the 2 tens to column of tens. 2, 5, 13, 20 tens, which 2 hundreds and no tens. Write a cipher under tens’ column, and add the two hundreds to column of hundreds. 2, 6, 13, Write down both. The correctness of the work may be tested by adding each column from top to bottom. Example in 3 units from 7 units leave 4 Subtraction units. Write the remainder 8,027 in the place for units. I can 5,643 not take 4 tens from 2 tens, 2,384 therefore I would take one from the next higher denomination and reduce it to tens. As there are no hundreds I look still higher, and take one from the 8 thousands, leaving 7 thousands. The one thousand 10 hundreds. Take one of these 10 hundreds, leaving 9 hundreds, and reduce it to tens. The one hundred = 10 tens, which I add to the 2 tens making 12 tens. 4 tens from 12 tens leave 8 tens; which I write in the place for tens. 6 hundreds from 9 hundreds leave 3 hundreds, &c. 5 thousands from 7 thousands leave 2 thousands, &c. Test, by adding the remainder to the smaller number, and see if their sum equals the larger number. Miss Upton indicated, briefly, how multiplication and division should be taught by keeping in mind the denominations.

Miss Thompson said that she began to teach fractions by cutting apples into equal parts, and showing that many small parts, or few large parts, may make a whole. She also made lines on the board, and divided them into equal parts. She then taught that the denominator names the pieces or parts (larger or smaller parts of the unit) while the numerator numbers the parts used. To show how 1/2 = 3/6 she takes two apples, of equal size, and cuts one into halves, the other into sixths, &c.

Mr. Sumner writes thus: “As regards the Teachers’ Meeting, I would say, that the point I had intended to dwell most upon, was the teaching of arithmetic; since there is great danger of superficial teaching. I have seen pupils performing on the slate immense examples in addition, and getting a correct answer, yet unable to tell, without counting, what the sum of two of the digits was. I have seen scholars performing and scientifically explaining an elaborate example in subtraction, but unable to tell without counting, or without frequent blunders, what was the remainder in ‘9 from 16,’ ‘5 from 12,’ ‘8 from 17,’ or some such examples. It would not be more absurd to see a scholar covering the slate with an example in multiplication, while he carried the table in his hand. When I see a class going through a brilliant show in combinations, I generally observe that correct answers come from a very small proportion of the scholars, and that a great many of the scholars have no answer at all. A strict examination of each pupil then shows a degree of ignorance which often astonishes the teacher.

“This superficial training (which I would not dare to say belongs to every school) comes from a want of attention to each individual, and too great a reliance upon concert recitations and a show of hands. Teachers pay more attention to written arithmetic, and less to mental, than they ought. It is, to my mind, ridiculous to see scholars covering a blackboard with figures, and reading numbers as high as trillions, when they are neither quick nor sure in the simplest mental operations of small numbers.

“Unless children are severely drilled, and sharply watched — made to give quick answers - they will count on their fingers, or, which is the same thing, in their beads. I mean, for example, instead of answering immediately, and without any calculation, that 18 and 9 are 27, they will count up from 18 to 27. And so with subtraction. How often have I seen schools, in which, at the end of the term, about half of the scholars had learned almost nothing; and simply because the teacher had devoted her time to concert recitations, or had passed over with Impatience, the dull ones.

“These remarks are made chiefly with reference to classes which have not passed beyond the four rudimentary processes. But, for my part, I would keep a class on those four rules until, with or without the slate, they were no more likely to answer wrong than a bank teller; and I would not have them fool their time away in square root, while I could trip them in simple addition.”

Mr. Henley, of Culpepper, writes as follows: “I adopted a plan with the scholars of the night school at this place, which worked well. It was this: Supposing

money into a store, and to purchase several articles — naming the price of each - I asked how much they would amount to, which was addition. Then naming the amount the scholar was supposed to give the storekeeper, I inquired how much change he would receive, which was subtraction. In the same way I took multiplication, division, and fractions, and I found the plan so useful that I followed it through the whole session. I assure you that it was, and Is, a great pleasure to me to see those who are not out of their second reader, go into a store and trade as I have taught them. They very seldom make mistakes.”

 

20. How teach writing?

Miss Alfred stated that she followed somewhat the plan of Payson, Dunton, & Scribner's Teachers’ Manual; giving her scholars general exercises in writing, during which they all make the same strokes together as she gives the signals. They are much interested, and improve rapidly.

 

21. How and when introduce singing?

Singing was considered appropriate with opening or closing exercises. For primary classes, frequent exercises accompanied by singing, such as songs with motions, may he desirable; but neither these, nor any other exercises should be screamed out at the top of their voices. Five or ten minutes of good singing are restful, while a half-hour’s screaming is a loss of valuable time. Miss Botume said that she allowed her pupils to sing “whenever they became discordant.”

 

22. Has the teacher, as teacher, a right to disregard physical or mental laws? If not, why?

This question purposely set aside the moral responsibility of perfect obedience to God’s laws, physical or mental. It was the general opinion, however, that a teacher cannot fulfil her duty to pupils unless the laws that regulate health of body and mind are carefully observed. Improper digestion and undue nervous susceptibility on the part of a teacher, arising from neglect of her duty to herself, will sooner or later lessen her power for good over her pupils; and since by force of circumstances, and devotion to work, teachers at the South are strongly tempted to disregard their own needs, the committee were glad to find this general recognition of the duty of faithfulness in all things.

This report, although lengthy, does not include many brief but pertinent remarks offered incidentally during the discussions. The committee are greatly obliged to the teachers for their interest in the meeting, and hope this full account may be of value to those who were unable to attend.

 

 

NOTICE TO TEACHERS.

WE have sent out no teachers, this year, without what we considered a fair prospect of being able to pay their promised salaries through the school-year. Still, as our means are largely dependent upon the contributions of Branch societies, some of whom are in arrears, while others have not yet notified us how much they shall be able to do this year, we may be deceived in our calculations. We therefore repeat the notice which has been given to the teachers, individually, that we 8hall feel authorized to recall any teacher whose support is not entirely provided for by a Branch society, by giving a month’s notice. We shall not do this unless compelled by actual want of funds, and trust confidently that the friends, who have sustained our work so long, will not suffer us to withdraw any useful teacher.

 

 

CHRISTMAS BOXES.

 

WE trust the pleasant anniversary will not be forgotten. We repeat a hint, given in our last number, as to some desirable things to send in the boxes. “We wish each of the Christmas boxes sent out this year might contain a copy of Hooker’s Child’s Book of Nature, Mace’s History of a Mouthful of Bread, Mrs. Tenney’s Pictures and Stories of Animals, one of the little books of Songs with Motions for Primary Classes, or a book of directions for such simple gymnastics as are practiced in our public schools.”

A teacher writes: “I like the Book of Nature; the children are greatly interested in it. I find they can tell me a good deal about the plants here, — one surprised me, to-day, by telling me that he counted the seeds in a big water-melon, and there were 365!”

 

 

BOOKS.

We will gladly receive presents of books, maps, and pictures for the different schools, and forward them from this office.

 

 

RICHMOND INDUSTRIAL SCHOOLS.

 

WE would remind our readers, that our faithful teachers are already at their posts, and would be very glad to receive orders for work. They make a variety of useful articles, as dressing sacks, slippers, aprons, shoe bags, straw hats, baskets, common underclothing, and rag mats. The poor of Richmond still suffer severely from want of food, fire, and clothing, and this school is doing its utmost to teach them to work well and to obtain an honest livelihood. Those who are disposed to give clothing to the poor can do a double good by letting Miss Francis have the cloth to make into garments, paying the women a moderate price for the work.

A word from a former teacher, Miss Carter, comes in season to enforce our words.

RICHMOND, Va. Oct. 26, 1869.

 

Can you not arouse some interest in the Industrial School, which shall bring some orders for goods, so the women may be employed, and Misses Francis and flea-cock encouraged? People interested in Christmas fairs might buy articles from the school here to donate to the fairs, and so do a double charity. The withdrawal of all aid to the infirm and half-sick makes the Industrial School, in good working order, with plenty of orders, a greater necessity than ever before.

Affectionately yours,

HARRIETTE CARTER.