North Carolina Newspapers

pi 'la. ' 'V-yg 'nf',r,.TC V Mi-mu iV,, vt, jfc ii i ft ra d - k a ft.ii aw lkrn & m. era . J . ' W-J.''Jl"Ji. .n. . VOL.' XXX. RALEIGH, N CT WEDNESDAY, APRIL 3, 1S39 '.. 1 ' . , . . ;'.. -; v';'Xo. is.- ... ; - - ," I I The fullowinir, Correspondence wuich, his a direct reference ( he subject of ihe Maine Boundary tmuble,. iacon. taina in the 'New York papers ami.; will l wad wUluifiterest. Hew Fork, Mureh 9, 1839. , Mr Dkab Sir I find our c'immu- ! jjily in a verv excited temper Willi r-a. pect Mi the bor'ler controversy, w hicli. in die opinion of many,' tl)iienn in rviialile and ally hosiilitirs littwem England and the" United -State. Such nil event sterna lo.me an" improbable, that I take c"fy Ciu to express my dikbelief of if; but i am constant y iinsvvert'd that vou have .yturi'll (.lunicnanced liit-ie alarum, pnd ailec Imatiiih on the-floor i)f,th Senate is crbeil to vou, that if England did not n-tt till 'flatter br the 4th of julv uv4llhe rJwpuf-'d ''territory'- Whould be rXaR bv Ihv United .State This Rtatenunt.is ao much unlike nil ,tU;l I li- ard from, vou while we - vrm tojj'-tliei' recent Ijr in Washington, an J is jiu entirely ht tarianre with the '- Hii .aialr sutauliLi! .view a which xhar '''VtTerVe'yu'r'j)'(ti1'ic careVry (liat PrutY tu'u believe in in Houracy. 1 tlierc -fore, lake the liberty of inquiring what wttie the opinion expressed by you on the occasion referred, to, and what are your view in respects to ihe termination -of our present difficulties . w ith rvigi.iril. With great iPTecU yotira, JTYVll) H.'OGDF.N. II n, Daniel Webster, Washington Cuv, IJ. C. PROrtSSOK STOH E'S IlEPOItT. CQXTISI'KU. . What parent is there, loving his cliildren and wishing to have'i them respected nnd happy, who wonldv not desire that they should be educated under such a kind of moral and religious 2. Knowlethre of the world and of mankind, ineludino- civ- ii society, constitutional law, nsrriculture. mechanic arts, man- influence as has been described Whether a believer in reve- ufartiires, &c. lation or not, docs he, not , know that, without sound, morals Tliis is a continuation and completion in a more sv'stematic there -can be no happiness, and that there is no morality ) ike j lorjhi of t!ie instruction commenced in III. 5. The course be- the nipralty of the INew I estatnent? Does he not know that : mns with t'ie-f.unilv, aiidlhe first obiect is. to construct n liabi- without reliirion, the human heart can never be at rest, and i lario:i. The minil tells what ni-itoi ials arc nocess;irvr for t i purpose, wlierc they are to he found, how brought totrcther and feH informed man knows that, as a general fact, it p inipos- jsaine variety of tempting employment for females, as for meaj ? j lilted iiitolhe sevend parts of the building. The house must s'hlc to impress the obligations of morality, with' any clHcicn-j they, can le supported cheaper; and the Creator has given. ' now I luraishrtl.-,Tlie ditlerent nrtiqles of furniture and their cv' 011 tp heart ot a child, or even on that fan adult, with-1 them necuruur qualitications tor the education or he young, iises nit' iftutiixlin systematic 6rder,"ifie materials of which they 011 tm nplal td solne ?ode which is sustained by -the nuthoi-i tYmaievihiir,- wight i6 be employed extensively in all our even of district schools men who, in this country, wou!d as pire to the" highest places in our colleges, or even our lrali? of legislation and courjtg'pf 'juti Pw- rauch more rlecesbary,, then, here, that the profession of teaching should afford a competent support! " - - ; . Indeed, such is the state of things in this country, that cannot expect to find male teachers for all our schools.' The business of educating, especially young children, . must fall, to a exeat extent, on female teachers. "There is not th Jf'a'i'iitp;lon, AJarch It, 18j9. My Dar Sir 1 should be very sor- l Vi indeeli o ue innught to nave De cuiiie hented oii thia important subject of llitt Noi theaa.Urn boundaryj or to hare used expressions either leatl- -wg.ti't oar, .theiinM'li;s(.Qr manifUag- a conviction, on my part, that war was inevUalelYuu know what : I have aaid on jhi ubiecjt, at different time, through the winter, I have never seen ate, to which joti refer. 1 a ui-certain - lj of opinioii that, the, controversy. tdiould be lettled; but I have never contemplated U a a probbale .event ;r"Thaf twtr great -'tiatntna I d :-g-te to the inevitable sacrince oi so on tuch a question, ' I1iave oeveixpected nch a result, and do hot eipect it now. What 1 meant to say, on the occasion referred tohy you, . and J .say strongly, was war, thi. that it was hr'Hi tunc for the two Giivernme nts to adjust this controversy that it had been too Ion; bandied be tween them, as the subject of formal and procrastinating diplomacy; that its condition was every day growing worse, and more anil more dangerous t2 the peace of both nations; that Maine, having expJoreiU the country by conimusioners, and having ascer tained, as she thought, the perfect prac ticability o! finding and marking the true original treaty line, was naturally becoming more and more uissatisheil, atTtre jbtttm sHtmltl Bw-lie-44 with something of a more earnest spir it; and if, unlortunately, all amicable attempts should Ultimately fail if the two Governments, muclt as it was to be disiretl and hoped, should be able t do nothing, jointly, to ascertain or fix the boundary a time must come, ol necessity, when the United States oust perform .that duty fjr I'lfmselveai that they wight, in that case, to explore the country and to eTcamine the ques tion cjirefully, and if it should turn out. as I believe it would, that the treaty line could be easily and certain ly rjfud, then the United btates, ui theviMit above mentioned," might to make if "airj assume it, as the true line, and to take possrsinn according ly; nnd in this connection I mentioned tiie fourth day pf July,, as a day in the yeurof which we often speiik as suited imioi taut pulutcal . de.iUinns. But , cetUinly I could, not tiave intended to say, that our government ought to take possession of the disputed terri ory'oFtTreTofirtTt iTaij-iif July, as I w at the time, favoring a proposition for sending aspecial.minisler to Kng- ,.Jt"flfl..w.!l(.w,M!,.fU,?X ..'itpfcted, t. racri London mucii before that time. 11 It may be liojieil, my dear Sir, that what has occurred anl Is still occur ring, majr have the effect if bringing about an eaily. aatisfictory andlfirmt oljusiment of the (lillicutty a result winch no one can desire mure sincerely than myself. Your, with constant rega.l. 'm "TJ VN1ETTW R8TERr Ma. tui. There are lomo triiti jn the lwpnitinn of this man, anil some pamagea in' hiatorr of hi paat life, which woohl, in ton tiection with almaM any othar public charac ter, cxeil tfur atrong dinlikab tiut thff high and daring quatitie whiek aa peculiarly fit him ' forth prewnl. etttia in fwblie affairs, ara noggh uieoer a multitude of aina Oppm- 'rl with hia fiery ardor and iron ncrva, ' th unlled and paid hoota of prdud, ovarbearina - 'I'vjrraB'iKinliaeai m tliaif Coit ha - rHea on admintfatn. Ko!htrt.Wil)iail hia ithffri m and . drr ailfuilinJliMnldjKgc lorad from a powarfal administration lha pwutfn ( rnotiiaUng iia dubioai nleea. when tha privilege waa granladiona other . "'sa hi laarloaa baad could with to gnd a " de.awllh tha "waited walla" of thM "T'lcbwn, anil eipoaa lha "ravening and oo- are ui.tiii1, ana the various trades employed m making them are enumerated. TJieu comes the garden, its tools and products, and whatever else is necessary lor the subsistence and physical .comfort ol'a lnmily.- Then the family duties and virtues", pa rtita) andfilitd obligation and .atTection; rights of property, du ties of neiguljorhopds: Ihe civil relations of .society tlie religious relations of-soeiety; the state, the fatherland,fc.; iinally geogra phy, history mid travels. Booksof trnvclsare compilcfexpress ly lor the use of schools, and are found to o of the highest 7ri tere'st and utility. - 3. Iuignagc and exercises in composition. Tlieofiject 'here, Is to give the pupils a perfect command 6T tlk'ir native tongue and ability to use it on all 'occasions with readiness and jxnver. The first exercises are on simple ques tions, such as ' Wiry ought children to love and oley their pareuts" or they mv short descriptions of visible objects, such as it house, a room, a garden, etc. Therfure also exercises on the Various forms of c.j)rcssiiig the.same idea, nS "The sun en liglitens the earth." "The earth is eiil lightened by the sun." "The sun gives light to the earth," The earth receives right from the sun." "The sun is the source ot, light to the earth." '"The sun sends out his rays to enlighten the earth." "The earth is enlightened by rays sent out from the snn,"&c". There are exercises also of the same sort, or metaphors and other figures of sjteech familiar letters are then written and short essays' on tlieines,.su(h as niay Ire .furnished by texts from fh book of Proverbs and othrrcntrnccs oftlie kind; and thus -trFadtKI .4dv4uiceiuei(t.is.ruiide to-all tUo higher aud graver modes oi "Ouij,xsition. ir "Application of arithmetic Tmd-TOrthrmatirtathc-kwst--" ness oflife, including surveying, civil .ejigineeringj. tkc. The utility pf this branch of instruction and the mode -of it, after what has already been, saia, are pyobably too obvious to need njiY , .... .. .5. Elements of drawing. ; -; f-:. For this, the pupils have already been prepared by tlie exer cises in ornamental writing, in tjie previous part of the courso. They have already acqurred t ' -at accuracy of sight and stcadi ws.of Jiaaul Miid!.mam drawing well. The first ex!'reises" nreln dravTng lihes, arid iiii-nwtmMtl.SaVjevM9,:mk. souare; the nu'xlels nlaccd at some ihtlelisUmee on a'shelfj before the class From this they prpcdod to architectural figures, such as doors, windows, columns, and facades. Then the figures of animals, such as a horse, a cow, an elephant first from other pictures, ajvd then from nature.-- A plant, a roseror someflower is placed upon a shelf, and the class make a picture of it. From this tliey proceed to landscape painting, historical painting, and the higher branches of the art. according to their time and capa city. All learn enough of drawing1 to use it m the common bu siness of life,.such as plotting a field, laying out a canal, or drawing tne plan ot a DuiMing; ana many attain to a nign ue gree of excellence. G. Exercises in singiiig and .the science of music. The instructions of the previous parts are extended as far as possible, and include singing nnd playing at sight, and the more abstruse and difficult branches of the science and art of music. ty of God; and for what code will it 'be' possible to claim this i elementary schools, and they should be encouraged and aid- authority, il not for the code of the Bible? ed in obtaining the qualifications necessary for. this work. But perhaps some will be ready "to say, this scheme is indeed I Tlrere is no eountry. in the wold when? yomari holds so higk an excellentone, provided 'only' it were practicable; but the 'a rank, or exerts so jgreat an influence, as here; wherefere, idea of imriicin;. so extensive, and complete a cptirse of stu-1 her responsibilities are the greater, anaN she is under obliga dy into, our common schools, is entirely visionary, and can ! ti.6'ns To render herself the rrairo actiA'el ttful-" I think our never Ije realized. I answer, that it is no theory which 1 hove j fair countrywomen, notwithstanding the exhortations of Har been exhibiting, but a matter of facts a copy of actual practice. I riet Martineait, Fanny W right, and some other laditt and The' above system is no visionary scheme, emanating from the ffK)itlemert. will never seek distinction inour public assem closet of a recluse; but a sketch of thecourjeofinstruction nowiblies forpoIitical discussion, or id our halls of legislation actually pursued, by thousands ol school-masters, in the best but in their appropriate work of educatngithc young, ol form district schools that 'have ever been organized. It can be; ing the oiening mind to all' that is good and great, the more doiie; iur:uhas-lw done. If it can be done in Ftirope, I believe it can be done! 4. The children must be made comfortable jn their school;' in the United States; if it can be done in Prussia. I know it they must 'be punctual, and attend the whale course. Thor- can be done in Ohio. The people lmve but to say the .word can 1 no profitable study without personal comfort; and th and provide the means, and the thing is accomplished; for the inconvenience and miserable arrangements W some of OUT ' word of the people here, is even more powerful than the word, school-houses are enough to annihilate all that can be doh of the King there and, the means of the people here, are nl- by the est of teachers." No instructor can teach, unless the together morq abundant for such on object, than the means of pupils are present to be tnughtyand no plan of systematic in- the sovereign there. Shall this object, then, so desirable in it- instruction can lie carried steadily through, tiniest the pupils self, so entirely practicable, so easily within our reach, fail of attend punctually and through the whole course; f' accomplishment) For the honor and welfare of our State, for The children must be given up implicitly to thb dis-: the safety of our whole nation, I trust it will not fail; but that' ciplirie of the school. Nothing Can bo done linless the teach- -wc shall soon witness, in this Commonwealth, the introduc- er has the entire control of his pupils in school hours, and tion of a system of common school instruction, fully adequate out of school too, so far as the rules of the srmool are con-s to all the wants of our population. j concerned. If tbe.parent in any way Cntefereswith, or over But the question- oeeui Iiow ean this. he done? -f, -1 will give ' rules: the arragmftents of.theleacherj he : may att ribute it- td -a few brief hints, asTo some things" wnfch 1 stipjwse to- bo et- feinisel f if the school is not . suecessful;- No teacher- ev-er-fentiol to the attainment of so" desirable 'ah' end. 's 1 ought to be employed, to bm (hd::cntire"maria , ' '. ' j the cliildren cannot he. safely cntrutted; ' nd hottet 'hi Uny- me a ns op sustaining! the system. timo dismiss the teacher than counteract his disciplirie - -I. Teachers- must be skilful,- and trained to their busmcss.aLet parents hut take the-priins, -nd-spehd theinoepBftjgT It will at once be perceived, that the nlan above sketched out. saryto provide a comfortable school-house and a competent " proceeds on the supposition that the teacher has fully and teacher for their children, and they never need apprehend that t'H Alt ACTEH fii'vTHE SYiSTEM. Tlie striking features of this system, even in the hasty and imperfect sketch which my limits allow me to give are obvious even to suoerficial observation. No one can fail to observe its great completeness, both as to the number and kind of sub jects embraced in it, and as to "its ndaptedness to develops every power of every kind, and give it a useful direction. ..What topic in all that is necessary for a sound business education. is here omitted--. I can think of nothing, unless it be ..one ox two of the modem languages, and these are introduced wherever it Ls necessary, as has already been seen in the study sheet of Dr. Uiesterweg's mnunaryr insairtod on a preceding page of tlus re port. I have not taken the course precisely as it exists in any one school, but have combined, from an investigation of many institutions, the features which I supposed would most lairly retwesent thewlroleftystem. In- tl re-KhifHsh-prpvinces of Prns-: sia, in a considerable part of Bavaria, Baden, and Wirtemburg, French is taught as well as Oerrnan; in the schools ot rrussian Poland, German and Polish are taught; and even English, in the Russian schools of Cronstadt and Arehangel, where so many IJnglish and. Amejican inerchatits resort, for the purposes of' trnuc. Two languages can be ..-tajjgl'tilh jtt'-sclfQblqriUflMT:1 sily as one, provided the teacher Ik; perfectly familiar with both, a any one may fee by visiting "Mr. Solomon's school, in Cin- distinctlv in his BMrid.-he-triide course' of instmctitWtiot -6e dMldiftf:he twhoolvill -lie -unreasqiiablrt tievere. only as it respects the irtntter to be taught, but also as" to ' till No inconsiderable part of the corporate iwnishment that ha ' the best modes of teaching, that he may be able, readily and 1)epn inflicted in schools, has been made necessary : by the " u decidedly, to vary his method, according to the -peculiarities discomfort of school-houses and the unskilfulness of teach of each individual mind which maf 'come nnclcr his care? ers- A lively, sensative boy is stuck upon a bench full of ' Thk i th nniy inn, arfef f M.nfi.i to.hin7f Tilfl Imbt-holeg and-slihfp Hdgea, trithoct a support for-hfa foet or-- meciiamcai memou'in wmcn me teacner reues entirely on ""vm MmAPiunnj wc Vu mrwranrnita r to meet the wants of our people. It may do in Asiatic Tur-:y8tiu with nothing tp employ his lhind or his body:' till it I key, where the -whole object of the school' is to -leani to-pto-iA ' Tluw confined Jar houra,uwhstv cari ihv M no'unce the words of the Koran, in one dull, monotonous so- JPT ,iwle fellw do but begin to wriggle like a fish out of r ' ries of sounds; it may do m China, -where men must ncvei wtUer op W a fryinz pan? For this irropressibla ef- spealt ot" thinkfout ofthe old beaten trade of adncse initecfr- fo'1 nt rcli heoceiwkva-box ity: but it will never do in the United States, where the object' ttsndan him still more uneasy, and next- come tho merciless; 1 y of education ought to be, to make immediately . available for cr,,le nnd t!,10 poor child is finally burnt and frozen, cuffed the highest and best purposes, every particle of real jalent nnd beaten into heardened reguery or incurable stupidity that exists in the nation. To effect such a purpose, the teach- i'lst becaused the avartcc of his parents denied him s com er must posses astrong and independent mind, well disciplined, fortable school-house and a competent taclieiv-fOn tlie sub--- -and well stored with every thing pertaining to his profession. Jcct of sc,iao1 discipline, I solicit attention particularly to tha , : and ready to adapt his instructions to every degree of ihtellec- an8we ,0 question 3, in Appendix B, to this report ' : tual capacity, and every kind of acquired hubit. But how! - A beginning must be made at certain points, and tha can we expect to find such teachers, unless they are trained to advance towards completeness must 1- be gradual. EterT their business? -A very few of extraordinary powers may oc- th,n? cannot be done at once, and such a system as is needed , cur, as we sometimes find able mechanics, and great mathema- cannot ls generall introduced, till its benefits are first demon- ticians, who had no early training in their favorite pursuits; Crated by actual experiment. Certain great points, then, mh hnt-these few evrentions to n o-eneml biI: win ivrr mnttinW where, the people are ready to co-operate, and to make the most t:l fast enotigh to siipjily our schools vTtli able teachers. The bbtal udvaiiceit iirprerjorlfon to their. niea'as, to tnaintiiin.'ttia management of the human mind, is the most delicate task ever conn and slinll it lie lelt tn nvPi insttnet- ters have at least as careful a training as our lawyers and phw mPc- . Ml xpeiricns has sliown that governmental -pat- y sicians? ronagc is most prontauiy employed, not to do the entire work, 2. Teachers, then, must have the means of acquiring lh XT1 ' ' ' mcncmm 10 P cessary quaiihcations; m other words, there must be mstutions particularly youthful mind ;Ecnools. siiotua ucsciectea, ana no pains otxpenso spared, uu''.- nitted to the hand of man; tn lUl benetits ot tne best system are realized; and as the good v ' ,y or hnl our whnn .mn.. n't-t ts inj wu, umiT pmccs w in vtry ruuuuy jonow me ex- ' y i of attention tutions. inhieh tlwlHisinef teadiitrgis made asystmatic pbject i .... . j,:f.. .mnilQ.fjhoeofaa!dpermteiuentwiiosaumm ii. i nin noi mi auvocaie ior muiu ntying our nisu-: j- :tt, , ... ;;- . -7". r, :z We already have more in number than we support: ! . . T1) 1 V""?' V"1 n?Src" P--. audit would le wise to give power and efficiency to those wr" w S ; yfnaurceupenn now possess, before we proiect new ones. But the science and tendent is to have opportunity to do what is nessary, and w . u- i.. . i i i. i. r . i preserve inai muepenaencc anu energy c art of teaching ought o be a regular branch of study in some ,ph thtt mcni A&u cinnati, where all the instruction is given both in German and English. , AVhat faculty of mind is there, that is not developed in the scheme of instruction sketched .above? I knoAy , of ifope. The perceptive and reflective faculties, the memory and the judg ment, the imagination and the taste, the moral and religious faculty, and even the various kinds V)f physical and manual dexterity, all have opportunity for .development and exercise. inueea, i tinnlc the system, m its great outlines, as nearly coim plete as human ingenuity aniU skill can make it; though, un doubtedly, some of its arrangements and details admit of im-. proverneut;'and : some ehnnn-es will of course be necessarv.la adajiting it to the ci rettmstances-of diligent Comitiies. . The entirely practical character of the system, is obvious thfouglirtut . It views every subject on the practical side, and in reference to its adaptedness to use. ' The dif technical ab stract parts of science, are not. those.first presented; but the sys tem proceedsi in the only way, which nature everpomtcd out, iroin pracuce w tneory, irom parts W demonstrations. It has often been a complaint, in respect to some systems of educa tipn that Jt1i0 piore h,.rmri studied, :;thp iess he Jjcnetf of the aci tual business of life. Such a complaint cannof he made hi ial character I I . i ofour Academies and high schools, that those who arc looking 1 V , T "MC' W 01 oatm 119 wt-1 . thi .WrLinn mni i,nv nnHi h.;should hold his office for Uie Mine teiTOnd on. the same con- studying its principlrs. In addition to this, m our populous towns, where there is opportunity for it, there should I large model schools, under the care of the, most able and experienc ed teachers that can lie obtained; , and the c'andida.tes for the profes.sion,.wjio have already completed the theoretic course of the acauymy, shmild bo employed in the school a s nwnitors or assistants','"' thus" testirig'Till their theories by practice, and ac- quiring skilljuidilexifjitndtf .'thgtiiilance f-tlmr-lteadli master. 'I bus, while learning, they would be teaching, and 'no time or effort would be lost. To give c fficiency to the whole system to present a general standard and a prominent point of u n ion -r-there shu Id be a t ; least one model, teacher's seminary, at some central pointas at Columbus, which shall be amply provided with all the means of study and in struction, and have connected with it schools of every grade, for the practice of the students, under tlie immediate superin tendence of tiieir teaphers. 3. Theicachers must be competently supported, and devote cd to their business. Few men attain any great degree of ex cellence in a profession, unless they love it, and place all tiieir hopes in 4tfe upon it.-A duty to himself, engage in a business, which does not afford him a competent support, unless he has other means - of liv ing, which is not the case "with many who engage in teaching. In this country especially, where there are such vast fields of profitable employment open to. every enterprising man, it is Dpt possible ..tqat the best of teachers can he obtained, to any considerable extetiQbr bur district schools, at the present; rate of wages. We have already seen what encouragement is held oariibleiachlri ItfiwiaTTwia, ahdrbmcpEuropean actual business of lile, this -ooiect is never lor a sight of moment ttherr-tftmiuqtit not cnly-wluio tiiigaiat in the work, nut w. having been worn out in the public service, t they are no long ef able to labor. . In those countries where every profession Another striking feature of the system is, its moral and rell-1 and walk of life is crowded, and where one of the most com- nous character. Its morality is pure and elevated; its religion rmon and oppressive evils is want of employment, men of high entirely removed from the irarrowneas trfsec glad to- becoma-' teafiheja, ditions as the Judges of the Supreme Lvery officer engaged m this, or in . every other public work, should receive a suitable compensation for his servi ces. Phis justice requires andit is the only way to secure ft-Xt dclity.ana etticiency. J, There is one class of our population for whom same special.: provwibn seems are now very numerous ainongus, ana it is essential that they .-, fecefve a goodExcLisii tDuctoNi "But they are not pre- -pared to avail themselves of the advantages of ear cMmo9.AVt,"Z''"' Enlish schools, their imperfect acquaintance with- the Ian- '' ' guage l)eing all insuperable bar to their entering on the cpursa , :i of spxly. It is necessaryytliereforej that there be - acmepres,(iif! paratory schools, in-which instruction shall 1 communicated both in English and their native tongue; ; The" English fs, " v ; :f 'm ilium iuiiuac vi wii vjuxiii y IUH& iiio uigiicsi in terest df our State demand it of (lie Legislature to i-equiro that iu. f...u i : i.-i . j ': ' . uitj Eiiiusu language oe uiuruujr'Hy ,iaugni in- every Scnooi which they patronize. Still, the exigencies of the 'case make it necessary that there should bo some schools.expressly filtcd, iff :m to tho condition ;o'f bur foreign immigrants, to introduce tfie?-T?? to a Jiiowledge; of ou t Jwgiiage arf institutions. - A -school 'j'' of this kind, has been established in Cincinnati bv1rnevolent2"'"'t" indiTiduala. - It has been in operation abbiit ayeAf, ttndahreadr' nearly threohundred children have deceived its advantages. Mr. Solomon, the head teacher, was educated for his profession in one loLlhe best institu tions of Prussia, and in this school, be has tie- monstratett the excellencies of uus sjrstem, TImj instructions are all givcrlr both : in German and aynglishVahd this use of two lariguages does not at" all interrupt the progress of thei children In their " respective Bftidi raenaf t ot wio lm"s umure. - - . i '- In neighborhbbds where there is a .mixed population, it is desirable, if possible; to employ teachers who understand both ; ."-' languages, and tliat the exercises of : the school be conducted' ' in both, with the rule, however that all tho reviews and ea-: -:' aminationa aecn Kngli$h eayr- - ""'.- ai. -V- Tfli's ... . v-.,... - . m. . , v,-tt!, nrr;r . i . . ii,.,;..., 1- mm. i.i' ) iir.nr-r MfcgaJ.W ; j .... j- ' f-.-r. -J- ..J.M-X.r. .ytwh...."'!1" ' 1""-. steiC -s. ,.. i' - f , 1w;w((Se.f;?,K.'.- . I ' i ."-'Vr-::--";-;