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the whole paper to be ruled out of court. is of little moment, then, to the teachers, but sincerity compels us to say, that on several of the topics discussed we think they are in the right, and have the best of the argu

ment.

The first portion of the "Remarks," which extends over thirty-eight pages of the pamphlet, is captious, vulgar, and abusive. It abounds with glaring misrepresentations of Mr. Mann's opinions, and with remarks calculated to throw odium upon him and the Board of Education, and to excite the prejudices of the ignorant. The writer has not even any professed object in view, except this illiberal and odious purpose. He discusses no question about plans of discipline and instruction; he brings forward no theory in opposition to the views of Mr. Mann; he seems hardly aware that there are any topics connected with the management of schools, which require close examination and sober argument. But he multiplies authorities to prove the high character of the Boston schools, which Mr. Mann never denied, and he manifests a foolish jealousy of the Normal schools, lest some of the pupils educated in them should hereafter obtain situations as instructers by displacing himself and his associates. He may well be left, therefore, to the severe castigation inflicted upon him by Mr. Mann in the "Reply."

Of the other three portions of the "Remarks," if it were not for the consideration already mentioned, we should speak with mildness, and even with respect. They contain some forced constructions of Mr. Mann's language, a few inaccuracies of statement, and some harsh criticisms. But these faults are among the almost necessary evils of controversy. Generally, each writer attaches himself to his particular theme, and reasons upon it with at least an ordinary share of candor and ability. The examination of the Prussian modes of instruction is the feeblest portion of the three, and contains the most objectionable matter. It is very imperfect, but few of the peculiarities of the Prussian system being considered at all, and these without any clear conception of their character and tendency. But much that is said in defence of the proper use of text-books in school, in opposition to the Prussian fashion of lecturing at great length without book, appears to be sound, and ought to be duly weighed by instructers and committees who have charge of the subject.

We have great confidence in the power of a voluble lecturer to amuse his class, but not so much faith in the accuracy of the ideas thus obtained, or in their hold upon the memory of the pupils.

The next part, on the proper mode of teaching children to read, is much better. The writer holds to the old method of teaching first the letters of the alphabet, and then their combination into words; Mr. Mann advocates the comparatively novel plan of making the child familiar at first with the appearance of a number of words in writing or print, and then teaching him to resolve these compounds into their elements, and thus to acquire a knowledge of the alphabet. We agree with the writer of the "Remarks," on the general principle that it is best to teach elementary things first, or to know the parts of which a thing is composed, before we study the whole. Belier, mon ami, commencez par le commencement. In learning to read, there seems to be the same reason for acquiring first a knowledge of the alphabet, that there is, in the study of mathematics, for placing the multiplication table before instruction in algebra, or, in building a house, for beginning with the foundation rather than the ridgepole. Doubtless, the child is more amused at first by learning the appearance in print of words already familiar to his ear, than by studying that abstruse problem, the alphabet; but sooner or later, this task, also, must be accomplished, and it is not very apparent how the prefatory work or amusement will materially lessen the difficulties of the unbreeched philosopher. At any rate, as children may unquestionably be taught to read on either plan, the only question between them seems to relate to the saving of time; and in all the instances that have fallen under our notice, the child has been enabled to take this first great step in knowledge quite as soon as was at all desirable. The matter, then, may properly be left to the judgment or the fancy of each in

structer.

Respecting the last portion of the "Remarks," on school discipline, we gladly borrow the language of Mr. G. B. Emerson, the powerful and hearty friend and coadjutor of Mr. Mann, by saying, that it is a very able, well considered, temperate, and thorough examination of that subject." It seems strange, at first sight, that there should be any discussion on this point between the teachers and the Secretary,

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for their general views certainly coincide. Mr. Mann has "always defended the resort to physical coercion, after moral means had been tried and failed"; and he emphatically rejects the doctrine, that, "in the present state of society, punishment, and even corporal punishment, can be dispensed with, by all teachers, in all schools, and with regard to all scholars." The opinion of the Teacher is, that, when "the spirit of opposition is too strong to be overruled by those higher and more refined motives, upon which we should always rely when they are active, we are left without resource unless we appeal to fear." When both parties admit so much, it is difficult to see any ground which remains to be contested between them. The disputed territory" is evidently of quite small size and very trifling value. But the mischief and the sin of controversy, when personal feeling is once excited, is to make mountains out of molehills. Agreeing substantially in opinion, Mr. Mann and the Teacher still look at the subject from different sides, and are marching in opposite directions. The latter, harassed and fatigued, probably, by the necessity of preserving order and submission among four or five hundred rude boys, collected from the streets and alleys of a great city, over whom he has no control except during six or seven hours of the day, looks with uneasiness and alarm upon any effort to discredit that ancient symbol of his office, the rod, and thus to deprive him of his last resort the ultima ratio of the schoolmaster. He says with some pathos, "We complain of this disposition to render necessary but irksome measures more irksome, and even odious, by thus dwelling upon and exaggerating their abuses." On the other hand, the fine humanity and enthusiasm of the Secretary, regarding affection, the sense of duty, the love of knowledge, and the love of truth, as the only proper motives of conduct, lead him to plead earnestly against the practice of compelling submission by stripes, though, with a generous. inconsequence, he thereby falsifies his own admissions. Whatever error there may be in either of these courses, we cannot find it in our hearts to censure it with great severity. It is a case for mutual explanation and concession; for the exercise of that charity, which seeks to enter into the feelings of an opponent, and to understand the difficulties of his situation, and especially to refrain from the use of language which will embitter the one or increase the other.

We have already alluded to Mr. Emerson's pamphlet, and would here express our deep regret, that all the parts of this lamentable controversy have not been conducted with the admirable temper and discretion which dictated his excellent Observations." No person has a better right to be heard with attention and respect upon all the questions here at issue. He has long enjoyed well merited fame as the head of one of the best institutions for education in the United States. But the numerous cares of such an office have not absorbed his time, or exhausted his zeal for the cause of learning and sound morals. From the outset, he has been a most active and efficient adviser and assistant of the Board of Education and its Secretary, and has spared neither time nor toil, neither his pen nor his person, for the advancement of the great purpose which they have in view. Whenever the work or the agents in it have been attacked from motives of self-interest, fanaticism, or prejudice, he has stood forward as a strong champion in their defence. In the pamphlet now before us, he has rebuked, even with warmth and sternness, the unjustifiable joint attack of the Boston teachers upon Mr. Mann. But he has also spoken the truth in love, with candor, prudence, and good taste. Though some of the coarse insinuations of the teachers were directed against himself, there is no bitterness in the "Observations," no unwise aggravation of the matters in dispute. Yet no person of right feelings and sound judgment can read his remarks, and not be disposed to cast strong censure upon the conduct of the schoolmasters, and to do whatever in him lies for the support and encouragement of Mr. Mann in his noble enterprise. Mr. Emerson's eloquent vindication of the measures of the Secretary, and his noble appeal to all parties to forget their differences and unite with each other in helping forward the great cause, we trust, will be heard and answered by every true-hearted man in the State.

If Mr. Mann has not written his "Reply" with equal prudence, the fault must be attributed to the ardor of his attachment to the cause, and to the magnitude of the provocation he had received. He has not only amply vindicated himself, but has retorted upon his assailants with terrible severity. Though he dislikes the use of the rod for children, he evidently has no objection to whipping schoolmasters, and in this case, he has certainly plied the birch with remarkable

dexterity and strength of arm. If the reader does not constantly keep in mind the unprovoked nature of the attack, and the importance of the interests which it was meant to injure, he is tempted to pity the unhappy persons exposed to such a merciless punishment. The "Reply" is nervous and eloquent; but it is written, perhaps, with too much vehemence, and with rhetoric that is rather flowing and brilliant, than tasteful or correct. As a justification of the writer's own course, and of the measures of the Board of Education, it is unanswerable; no person, we think, will be hardy enough again to assail either. Here Mr. Mann stands on firm ground, the purity of his intentions being unquestionable, and the works which he has accomplished bearing witness both to the wisdom and the energy of his conduct. His opponents are silenced, at any rate, if they are not convinced.

With respect to the discussion into which he has entered, of the several plans of instruction and discipline in the schools, it is necessary to speak more doubtfully. He had a perfect right, as we have shown, to put aside these questions altogether on the present occasion; on the ground, that his opinions had been assailed, not in order to elicit or defend the truth, but to excite odium against him as a public officer, and to prejudice the cause in which he was engaged. This, we think, would have been the wisest course. But having consented to waive this privilege, and to meet his opponents on their own ground, he was bound to reason with candor, good temper, and good faith, not to blend argument with invective, nor to attempt to damage the reasoning of his adversaries by charging upon it the impropriety of their conduct, or the baseness of their motives. Argument is always to be answered as such, or else not answered at all. Having once stepped into the ring with his opponents, Mr. Mann was bound to forego all the advantages of the position he occupied while out of it, to reason, not as an injured and provoked person, but as an ingenuous and dispassionate seeker after the truth, with sober language and sound logic. We would not intimate, by any means, that he intended to transgress this obvious rule. His honesty of purpose shines out through the whole "Reply," with a light that cannot be mistaken. But he was troubled and excited, not more by the aggravated assault upon his character and

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