EF The following, though intended for a local purpose, offers many useful hints that 
 may be found greatly beneticial to Common Schools. To the general reader the matter 
 may not be altogether new, bat to many the plan will be entirely so. It is therefore sub- 
 mitted to your consideration : 
 
 A 
 
 PLAN OF INSTRUCTION 
 
 NE YORK PUBLIC SCHOOLS. 
 
 The annexed resolution, passed May, 18'44, having resulted in 
 an improved condition of the Schools, the Board of Trustees wee 
 induced to submit to a Committee the following interesting com- 
 munication from Mr. Holbrook. Their report thereon was adopted. 
 Both the communication and report are given in full : 
 
 Resolved, That one hour, weekly, be appropriated by as many 
 of the pupils of the Public Schools as may meet the approbation 
 of the section, in preparing specimens of Mapping and Drawing 
 for circulation among other Schools, to aid in their improvement, 
 and to be presented to public bodies engaged in the general cause 
 of Education. 
 
 To the Executive Committee of the New York Public Schools : 
 
 GENTLEMEN, I have substantial reasons for believing, that a 
 slight modification of your beautiful school system would produce 
 the following results : 
 
 First. It would remove the necessity of sending for truants ; as 
 few, if any, would exist. 
 
 Second. It would draw from the streets, for useful instruction, 
 idle boys, who are in the habit of annoying schools, mutilating, and 
 probably robbing school houses. 
 
 Third. It would change some of the worst, to the very best 
 scholars. 
 
 Fourth. It would induce pupils, after leaving school, 1o continue 
 the improvement there commenced ; and thus keep them from 
 bad company and dissolute habits. 
 
 Fifth. It would promote self-respect, and impress the minds of 
 the pupils with the duty, as it would open to them facilities, for 
 becoming good republican citizens, and that, too, by doing good 
 to the republic.
 
 2 PLAN OP INSTRUCTION FOR THE 
 
 Sixth. It would render more rapid and more thorough, the 
 improvement of scholars in all the elementary branches of com- 
 mon education. 
 
 Seventh. It would set an effective example for other schools, in 
 this and other states, for rendering their systems more natural, 
 practical, and moral, in their operations, and thus render American 
 Education more adequate to the purposes of a Republican 
 Government. 
 
 On each position here taken, facts can be adduced, of such a 
 character, and in such abundance, as to convince any candid mind, 
 that their soundness and feasibility, are no less evident than 
 their importance. Though it would trespass much too largely 
 upon your time to go into an exposition of the measures referred 
 to, two or three facts among thousands of a similar character, 
 showing that provisions may easily be made for employing use- 
 fully the physical, intellectual, and moral energies of children, 
 WjMch, to a fearful extent, are now running to waste, or to abso- 
 lute and alarming evil, may be admissible. 
 
 A joint circular, by Dr. Reese and Mr. Seton, sent to the 
 teachers of the schools, about three weeks before their late recess, 
 resulted, before they closed, in not less than ten thousand elemen- 
 tary Cabinets of Geology, for nearly the same number of families, 
 collected, assorted, and labelled by the pupils ; securing, in very 
 many instances, a hearty interest and essential aid from their 
 parents and other friends. Public School No. 15, collected, pre- 
 pared, labelled, and distributed, not less than four hundred such 
 cabinets in one day. They then prepared some specimens of 
 Geology and Geomety for sending to Syracuse, to be exhibked to 
 a convention of teachers, and presented to the schools of that vil- 
 lage. In return for those specimens, just received from Syracuse, 
 are a collection of plants and a small cabinet of minerals, princi- 
 pally collected from the salt-works, accompanied by two appro- 
 priate and well written letters ; one directed to the girls, and the 
 other to the boys, of New York Public School No. 15, which col- 
 lections I send for your examination. 
 
 With that I send a box prepared during the vacation, by a 
 small boy in No 1 6, and some specimens of wood prepared by a 
 former pupil of No. 17, now learning carriage making on Long 
 Island, and sent to his brothers, still members of that school. The 
 box was made by the father of the first boy named, who collected 
 and labelled the minerals, who is a piano-maker. He has promised 
 his little son, that he will polish .the box, and make another for his 
 little sister. 
 
 I also send a small " Geological Cabinet" containing twenty- 
 five specimens, which illustrate all the great formations composing 
 our gk>be ; asking each of you, gentlemen, to accept of a copy of
 
 NEW YORK PUBLIC SCHOOLS. d 
 
 a small manual describing each specimen contained in the box last 
 named. A. Cabinet like this could, with great ease, be furnished 
 by your pupils for e'very family connected with the New York 
 Public Schools; and that, too, within a month at most. 
 
 I will only add to this communication, already much longer than 
 I intended, that I submit, with much deference and entire sin- 
 cerity, the whole for your consideration ; believing that you will 
 refer the subject to a committee ; or, in your wisdom and kindness, 
 in some other way dispose of it, in a manner which its importance 
 deserves. 
 
 Submitted by your often obliged friend, 
 
 JOSIAH HOLBROOK. 
 
 The Committee, to whom was referred the communication of 
 Josiah Holbrook, report that, from the interviews they have had 
 with Mr. H., they find his views confined principally to the intro- 
 duction of a systematic attention to the simplest elements of Natu- 
 ral Science, as a part of Public School instruction. The reasons 
 he gives for this addition to the present course, have been already 
 set forth in his communication to the Executive Committee, and 
 are found to be amply sustained by the many instances of improve- 
 ment in character and conduct, cited by him as taken place with 
 young persons apparently hopeless, whose attention had been at- 
 tracted to these objects. The recitals furnished would occupy too 
 much space for the present report ; but several of the cases are 
 within the knowledge of some members of the Committee. 
 
 The principal subjects of instruction in contemplation, are 
 
 First. Drawing as relates to diagrams or figures already in use 
 in the Schools, and others of the kind, together with lines of per- 
 spective and some of the simplest forms of useful instruments, 
 animals, &c. This occupation to be accompanied with instruc- 
 tions by the teacher or assistant in the elements of mensuration, 
 assisted by models and forms of the kind introduced into the pri- 
 maries, with explanations showing the relation of these forms to 
 various crystals, and their adaptation to mechanical and manufac- 
 turing machinery. 
 
 Second. The other studies to consist mainly in the exhibition 
 and description of specimens of earths, minerals, plants, &c. The 
 pupils to be encouraged to make small collections for interchange, 
 and for the supply of their friends prompting them to apply their 
 leisure hours at home to these objects, 'in this study, the teacher 
 is to explain the use of the objects exhibited, at any time in its 
 application to the arts, and occasionally out of school hours to 
 take the more diligent pupils upon an excursion in search of mine- 
 rals, plants, &c,, as also to visit some neighboring factory or work 
 shop, where they may witness the operation of principles before
 
 4 PLAN OP INSTRUCTION FOR THE 
 
 explained to them. It is also proposed that committees of the 
 most attentive pupils from the several Schools, be allowed, at pro- 
 per intervals, on the last day of the week, to meet each other at a 
 convenient place, for the interchange of remarks, the exchange of 
 specimens, and for hearing an address or elementary, concise lec- 
 ture, from some scientific friend of public instruction, to be gratui- 
 tously given. 
 
 As to the studies in question, it is apprehended, no possible 
 objections can be made to them. As to their utility, the views of 
 your Committee will be found in a plan, with some remarks at 
 length, submitted herewith ; drawn up by a member, whose office 
 in the society affords him the best means of acquaintance with the 
 capabilities of all the Schools of the institution, as well as with the 
 dispositions and abilities of the teachers. 
 
 The principal question arising appears to be, whether the pro- 
 jects entertained would inierfere with the instruction now neces- 
 sarily given, and not to be dispensed with. 
 
 Your Committee find from inquiries made by them, as well as 
 from their previous knowledge, that the subjects above alluded to 
 have already been partially brought before a portion of our pupils 
 in many of the Schools ; that so far as this has been done, it has 
 not proved prejudicial to other studies ; and that it only remains 
 to give extension, system, and uniformity to what has been already 
 happily commenced. The hour now allotted for the preparation 
 of specimens of maps, drawings, &c., once a week for exhibition, 
 would be sufficient for the objects embraced under the first head 
 of this report. It is only requested to authorize the extension of 
 the privileges of the same hour for the employments proposed, to 
 the whole School. /., 
 
 The objects embraced under the second head, have been also 
 already partially introduced into many of the Schools in connec- 
 tion with other studies ; as in the case of the hour now devoted to 
 their Lyceum, as the children term it, on a certain day of the 
 wee k which, however, had hitherto been considered only in the 
 light of a reward although the privilege is sometimes enjoyed by 
 fifty or one hundred of the pupils. 
 
 From these experiments, your Committee are persuaded that a 
 more general attention to this sort of instruction, under proper 
 regulations, may be safely allowed ; and that its advantages are 
 such as to entitle it to sanction and encouragement. They, there-- 
 fore, recommend the adoption of the following resolutions : 
 
 First. Resolved, That the hour now appropriated, one day in 
 the week, to the preparation of specimens for exhibition by some 
 of the pupils, be appropriated by the whole School to drawing,
 
 NEW YORK PUBLIC SCHOOLS. 5 
 
 either on slates or paper, and to the instruction incident thereto, 
 as proposed in the foregoing report. 
 
 Second. Resolved, That a portion of time not exceeding one 
 hour in the week, be appropriated to employments incident to ele- 
 mentary instruction in subjects of Natural Science ; such instruc- 
 tion to be given at times when it may appear most connected with 
 other studies, or when the time can be best so occupied. 
 
 Third. Resolved, That the use of one of the school-rooms of 
 the Society be allowed, not oftener than once a month, for the 
 meetings of committees of pupils, as above proposed ; and that 
 the supply committee be authorized to expend, annually, a sum 
 not exceeding five dollars for each Public School House, in pro- 
 curing such materials as may be requisite for carrying into effect 
 the objects of the foregoing resolution. 
 
 Fourth. Resolved, That the Agent, together with two or three 
 of the most experienced male teachers selected by him, be directed 
 to prepare and circulate a plan, with remarks of the character of 
 the draft submitted with this report, to all the teachers less expe- 
 rienced in carrying into effect the views above put forth. 
 
 Your Committee, in conclusion, are of opinion that it is" highly 
 desirable to encourage a laudable curiosity on the part of the 
 pupils of our Schools, by enabling them, 'whenever it is conve- 
 nient, out of school hours, to witness operations of different 
 mechanical and manufacturing establishments, accompanied by 
 some one competent to take charge of them, as also to make excur- 
 sions for the collection of minerals, plants, &c., as alluded to in the 
 foregoing remarks ; but this portion of the subject had better, per- 
 haps, be left to the discretion and kind feelings of the teachers, 
 together with the judgment and good will of the members of sec- 
 tions who may have it in their power to favor in this way such 
 pupils as appear particularly deserving of the gratification. 
 All which is respectfully submitted. 
 
 J. R. HURD, } 
 B. SHERWOOD, > Committee. 
 S. W. SETON, ) 
 September 10, 1845. 
 
 In presenting the following subject to your consideration, 
 nothing more is intended than to mature and systematize \vhat 
 has already been done, more or less, in most, or all of the schools, 
 without any precise plans of operation. You will therefore con- 
 sider, that the views of the Trustees, as presented in the forego- 
 ing resolutions, are, that due effect be now given to similar efforts 
 already made, with intention to advance the pupils of your 
 Schools in the useful exercises of drawing, writing, and mapping ;
 
 PLAN OF INSTRUCTION FOR THE 
 
 and the elementary principles of the natural sciences, by means of 
 sensible objects, and oral instruction, with the forming of cabinets 
 for that purpose ; and to stimulate them to improvement by the 
 understanding, that their products are to be presented to public 
 bodies, and circulated among other Schools, for mutual benefit 
 By inculcating, as a stimulus or motive to action, the obtaining o/ 
 knowledge, not solely for our own benefit, but also for that of 
 others, will doubtless render children more happy and contentedf 
 amidst the toils and tasks incident to their School hours ; which, 
 if not rendered altogether delightful thereby, will at least be 
 relieved from much of their weariness. Abundant encou- 
 ragement has been already offered, by the admirable results pro- 
 duced from the partial and limited application of the very useful 
 and practical plans herewith recommended to the Schools. 
 
 The propositions embraced in the resolutions appended, are as 
 
 f 11 
 
 follow : 
 
 First. One hour of the week, on the same day in all the Schools, 
 to be appropriated by the upper classes in preparing specimens of 
 writing, drawing, and mapping, with such other efforts of taste and 
 skill, as the teachers may direct ; and that all the scholars employ 
 the same hour in writing and drawing on slates as a preparatory 
 means. 
 
 Second. That brief oral lessons of from ten to fifteen 
 minutes a day, comprising one hour a week, be given collectively, 
 or otherwise, illustrated, by sensible objects ; and that the scholars 
 be encouraged to form cabinets of natural objects, and also to 
 furnish them with specimens of their own artistical skill. 
 
 Third. That meetings of the scholars be held occasionally for 
 mutual inspection and comparison of their products ; for making 
 exchanges among themselves, and through committees, with 
 other schools ; and directing a portion of them to be presented to 
 public bodies engaged in general education. 
 
 In presenting the plans of operation as required by the fore- 
 going resolutions, I have been directed by the Board of Trustees 
 to accompany the communication of the same, with such plain 
 suggestions as might more clearly present the subject to all the 
 teachers, and at the same time afford an auxiliary means for car- 
 rying them out, to the less practised in intellectual systems. I 
 would, therefore, with deference ask your consideration of the 
 following entirely practical suggestions : 
 
 THOUGHTS ON SOME PRACTICAL PLANS OF MENTAL AND MORAL 
 DEVELOPMENT. 
 
 A distinguishing feature of our system of instruction is, that of 
 teaching children to form and to read the manuscript, or writing
 
 NEW YORK PUBLIC SHHOOLS. 7 
 
 characters, as fast as they learn to read and form the characters of 
 the Roman or printed text. Now, the intention of one of the resolu- 
 tions is, to carry out more effectually this basis of the system of 
 learning to read and spell, by rendering drawing an aid in learning 
 to write: so that, if not preceding it, (as it naturally should,) it 
 may at least be exercised collaterally with it, first, in its simple 
 linear principles, and gradually advancing to practical perspective 
 and shading. Now, it requires but a single glance to perceive 
 that both writing and drawing are analogous, or kindred arts, and 
 dependent one on the other ; and that Geometry, of course, is the 
 basis of both. For, it will be perceived, that the analysis of the 
 Roman capitals, as well as of the small text, presents a classifica- 
 tion into straight lines, angles, and circles, with a few irregular 
 curves. The basis of the forms of the capitals, are the letters 
 V I O, and of the small letters, In v o ; and both consist of straight 
 lines, angles, circles, and the upward and downward curves, with 
 a few irregular exceptions. The writing characters also may 
 be classed into straight lines, angles, and curves the loop- 
 letters being formed by straight lines and curves, and the body 
 letters by ellipses and curves : so that, practice in the drawing of 
 the ellipse, straight and oblique lines, and the curve, is a most 
 appropriate exercise for learning to write. An evidence that 
 drawing will be found a very efficient means for this end, is the 
 gratification it seems to afford the pupil, thus to vary his exer- 
 cises. Indeed, it seems the very prompting of nature, as may be 
 observed, by the constant movements in that direction ; for pupils 
 are not unfrequently found, substituting the drawing of figures and 
 scribbling, during the exercise of writing on slates; which erratic 
 movement, instead of being followed by a penalty, as is the cus- 
 tom, should induce the rational teacher to adopt this exercise in 
 connection with writing, and thus more effectually gratify and 
 advance the pupil. 
 
 These elementary geometrical exercises are also a proper prelimi- 
 nary course to mapping : for, an attentive observer cannot but notice 
 the varied curved lines and indentures of bays, gulfs, and every 
 other estuary, and especially the projecting points and capes, that 
 form the more distinguishing features of a map. From these may 
 be stretched diagonal lines, presenting a series of quadrilaterals 
 and triangles, by which the work will be better conceived and 
 drawn ; for, by assuming the more distant points, as the angles 
 within which the out-line map is to be sketched, it is rendered 
 easier, mentally to locate every principal point of the region pro- 
 posed to be drawn, and the whole is better impressed upon the 
 mind during the progress of the work. Therefore, the off-hand 
 exercise of drawing on slates, of oblique, parallel, and horizontal
 
 8 FLAN OF INSTRUCTION FOR THE 
 
 lines, with circles, ellipses, and irregular curves, may be considered 
 a very proper preparatory exercise to mapping and writing. 
 
 You have herewith, copies of such slate exercises ; and for the 
 more advanced pupils, a greater variety of patterns for exercises 
 on paper. These geometrical combinations will afford useful and 
 pleasing exercises for the pen or pencil ; and are designed, also, 
 to be colored, as a means both of cultivating the taste, and ren- 
 dering the exercise more agreeable and attractive. The varied 
 examples presented, will also furnish sensible objects, to be used 
 in brief oral lectures. They illustrate some of the most interesting 
 wonders of the natural sciences those connected with Crystal- 
 lography. The linear representation of these forms, or the repre- 
 sentation of them in their solid forms, in the varieties of rhomboi- 
 dal, cubic, and truncated Crystals, affords a pleasing, ingenious, and 
 useful employment for the hands. Accordingly, exemplifications 
 are added, of the various geometrical solids, presenting the nume- 
 rous varieties of Crystallization, which form an important and use- 
 ful part in the study of Chemistry and Metallurgy. 
 
 These will be appliances, for carrying out more extensively the 
 designs of the second resolution. A set of these, made for the 
 use of the School, by the scholars themselves, may be always at 
 hand to illustrate such facts as are occasionally occurring in the 
 reading lessons, where metals, spars, and other minerals, are 
 spoken of the crystallization of which may be exactly presented 
 to the eye and touch, by one or other of these patterns. It may 
 be advised that, after having been well practised, in forming hori- 
 zontal, perpendicular, and oblique lines, and triangles, and in 
 forming the various quadrilaterals and polygons, both within a 
 circle, and outside of it, together with ellipses, and concentric 
 circles with radii from the centre, (illustrating that circles of all 
 dimensions have 360 parts), so as to give accuracy to the eye and 
 hand, the pupils may then be indulged in scribbling, or drawing 
 at pleasure on the slate, or on waste paper. This would soon give 
 them correct, graceful, and rapid movements, with great com- 
 mand of hand, and train the muscles for any necessary move- 
 ments required for deiineating^any object of nature or art. Thus 
 prepared, they would be enabled to draw maps correctly, and to 
 letter them neatly, which should always be done with their own 
 hands. 
 
 It will doubtless be found, that these exercises will prove, not 
 only ornamental branches, but highly useful in after life. 
 They enter into almost all the mechanic arts, and are eminently 
 Useful in architecture and engineering; neither of which can dis- 
 pense with an accurate habit of writing and drawing well : and 
 such as are thus fitted, and such only, are prepared to enter on
 
 NEW YORK PUBLIC SCHOOLS. 
 
 these pursuits so that, besides being a pleasing accomplishment, 
 drawing is a proper outfit, not only for the architect, but the mer- 
 chant, naval officer, and civil engineer. The rudest mechanic, 
 while he will often find use for it, will more ordinarily rise in his 
 profession, when possessed of the knowledge of this art. It should 
 therefore be an allowed, or prescribed study, in all Common 
 Schools. Through the operations of the proposed plans, our 
 Schools will, in some degree, possess these benefits. 
 
 In regard to the general bearing of the subject embraced in the 
 resolutions, it may be further observed, that as the study of nature 
 may be pursued, to some extent, and with great success, by the 
 use of the eye sight only, it is, therefore, adapted to the capacities 
 of very young children; and will afford them an endless and 
 pleasing variety, amidst the toilsome and monotonous rounds of 
 learning to read and spell. It should, very properly, find a place 
 in systems of primary education. To carry this into effect, there 
 is every where at hand, the means of collecting a variety of natu- 
 ral objects, which, when placed in the school room, become not 
 only pleasing ornaments, to render it a more agreeable place to 
 the pupil, but also abundantly useful as instruments of instruction. 
 
 Calling the attention of children to these objects, learning their 
 names, and arranging them in classes, are preparatory and neces- 
 sary steps to an inquiry into their nature, and an investigation 
 into their economy and uses, as connected with the benevolent 
 plans of their great Creator. The study of His works is doubt- 
 less designed by Him as the first course for his creature man ; 
 before whom, therefore, he has outspread this Volume of Nature ; 
 and He has given him hands and eyes, as means and instruments 
 for acquiring this useful knowledge, as a solid foundation of every 
 other. 
 
 Such investigations, instead of being irksome and difficult, are 
 both easy and agreeable; and if rightly pursued, l.hey cultivate and 
 develop the human faculties in the best possible manner. It is, 
 indeed, following out the very instincts of our nature. It is incon- 
 ceivable how many things children are capable of learning, when 
 we improve every possible opportunity of instruction, which they 
 themselves furnish, by their continual readiness to inquire concerning 
 every new object that comes in their way ; especially, when, from 
 its shape or appearance, it is attractive or striking as things that 
 shine, and such as are of a peculiar color, form, &c. Let this, 
 then, be systematically followed out by the teacher, only at those 
 available opportunities, that are too often wasted, in the loitering, 
 lagging course of the operations of a school : then, though the 
 pupil of the common school should fail to finish even the most 
 limited course of education, he has implanted within him, a taste 
 for the natural sciences, somewhat cultivated, and with the spirit
 
 10 PLAN OP INSTRUCTION FOR THE 
 
 of inquiry which belong to his being, he possesses very largely the 
 means of self instruction, to which such a taste will naturally 
 prompt him. But, should he be so happy, during his school-boy 
 age, (for that is the very nick of time,) as to have the full 
 influence of such rational means of instruction, he has a sort of 
 second sight, and graduates from the primary school-room, to find 
 every field a book, and every object of nature the pages of its 
 instruction. They become to him the source of continual intel- 
 lectual enjoyment, as well as the means of new acquisitions of 
 knowledge. To be sure, every common school cannot exactly 
 embrace in its range of studies, a course of physics. Yet, it may 
 always be extended far enough greatly to advance the future hap- 
 piness and usefulness of the man ; and this, without at all inter- 
 fering with what are generally called the solid or useful branches 
 of education all of which may be so mechanically acquired, as to 
 fail of reaching what ought to be the high aims of education. 
 
 These inklings of knowledge, moreover, may be made to give 
 fragrance and flavor to instructions, which otherwise might be dull 
 and insipid. For, inasmuch as the kind of study proposed, pre- 
 sents a continual and increasing variety that great charm of 
 life especially in youth, it will always be pursued with an ardor 
 that prevents it from being a burden ; while, it may become a 
 happy means of stimulating to exertion, in every other study. 
 Then, too, it will become a source of their moral improvement, 
 disposing them to behave with more propriety, and adding to the 
 dignity of their nature, by continual benevolent efforts to be useful 
 among their fellow men. 
 
 To present this subject in its simplest form, what objects are 
 more common in a civilized community, than bread, iron, paper, 
 wool, cotton, &c. ? Yet, how many a scholar has passed from 
 the school room for ever, without any other knowledge of them, 
 than their bare names and uses; when a. few minutes a week of 
 right instruction, for one school term only, would have pos- 
 sessed them of a full knowledge of their nature, production, and 
 fabric ; and, at the same time, have inspired them with the senti- 
 ments of reverence and love toward the beneficent Creator who 
 has presented these materials for their comfort and blessing. For 
 instance, shall not the teacher lead his pupil to compare the raw 
 material with the finished product, and to perceive why the divine 
 Householder has stored it in the closets of the earth ? Shall he 
 not be taught once to think, that the bread, and the knife that cuts 
 it, have gone through manifold processes, by manual labor and 
 toils, which have, each, afforded healthful and profitable employ- 
 ment to many, who by the influence of the social compact have 
 thus finished and furnished it for his convenience and good ? , And 
 shall he not be aided in discovering that this is the design of his
 
 NEW YORK PUBLIC SCHOOLS. 1 1 
 
 beneficent Creator, who has thus constituted the economy of 
 human life ? or, shall the child himself remain a RAW MATERIAL 
 as ore, dug up and thrown on the surface of the earth, only to 
 encumber it ! 
 
 With these views, it is proposed, that the regular course of stu- 
 dies in our Schools be interspersed with the occasional introduc- 
 tion of short lessons or lectures on the natural sciences, using for 
 the purpose such sensible objects as may be easily procured 
 through the pupils themselves, and from other sources that every 
 school house have a few shelves, or a cabinet, as a depository for 
 such a collection and that a suitable portion of time, daily, be 
 appropriated to these brief exercises in oral instruction. 
 
 As the study of the natural sciences, above all others, ennobles 
 our nature, and promotes our happiness, Schools should be sup- 
 plied liberally with such instruments and apparatus as ^shall con- 
 tribute to carry such plans into effect, viz : globes, orreries, geo- 
 metrical solids, diagrams, maps, &c., and an abundant store of 
 natural objects ; and a microscope, if possible, should be added. 
 But, effectually to fulfil these great designs, there should be, in the 
 more populous districts, an electrical machine, air pump, and tele- 
 scope, to be accessible occasionally to all. By the use of these at 
 stated times, for classes from all the Schools, at some central and 
 convenient place, the teachers themselves successively being the 
 lecturers, the scholars might be accustomed to see frequent, sim- 
 ple, and interesting experiments in natural philosophy ; and by 
 the aid of their ordinary school apparatus, they might be presented 
 with the most important facts of astronomy, optics, and mecha- 
 nics. Would not the child, thus instructed, be happily directed, 
 in after life, to intellectual improvement ? would he not seek, and 
 find resources of the purer kind, to supplant that vicious want and 
 morbid desire after excitement, that leads to the play house and 
 tavern, to gambling, prodigality, and excess ? Should not, then, 
 the responsibility of the teacher prompt him to throw around his 
 pupils those preventive checks, as a hopeful guardianship of their 
 future destinies, when sent out into a world so full of snares at 
 every onward step ? No age, then, is too early to begin to lay up 
 these necessary stores for the travel of life. Let even infancy be 
 trained in the delightful task, of learning the names and nature of 
 the thousand beautiful things, with which our Creator has filled 
 this magnificent store house of creation, which he has so benefi- 
 cently made to be our dwelling place. For these desirable ends, 
 doubtless, he has implanted in the mind that watchful and ever 
 active curiosity, that impels to such useful inquiries ; and, if not 
 unwisely checked, will tend, when rightly directed, in a mea- 
 sure, to purify the mind of youth, and urge them to seek out the
 
 12 PLAN OP INSTRUCTION FOR THE 
 
 paths of virtue, rather than of vice, and thereby lessen to them the 
 possible moral hazards of life. 
 
 If expense should be objectionable, for the more liberal appro- 
 priation referred to in the foregoing remarks, let not the Schools 
 oe deprived of the more elementary apparatus ; yet do not 
 despair of effecting something in this great work, even when 
 wanting these ; for, with a trifling addition to the most ordinary 
 school appliances, how easily might every teacher carry out the 
 spirit of these plans on a more limited scale. Slates, pencils, and 
 paper ; with a collection of natural objects, procured through the 
 exertions of the pupils and teachers, without an item of expense, 
 "Would, if the measure were systematically carried out, soon pro- 
 duce such fruits of improvement, as would call for more extensive 
 operations, and secure a more favorable attention to their support, 
 from the .patrons of education. 
 
 In natural history, how many objects might be thus procured 
 for almost every School ? Here, exchanges would be found to be 
 useful. Our streets, marble yards, and market places, among 
 their refuse, would supply shells, minerals, and products, not pro- 
 curable in the interior. These would bring returns, not to be found 
 in cities. The various specimens of forest woods and their products 
 of curious variety every one of which would afford a new les- 
 son ; the cedar berry, pine cone, cotton pod, pitch knot,&c., m;my 
 of them entirely new to the pupils of city schools. Among the 
 thousands of primary scholars, how few may be supposed to hive 
 seen and handled a. bird's nest, an acorn, a chestnut burr, the shell 
 of a land tortoise, and the curious nursery-home of the wasp ! and 
 yet, what impressive and interesting lessons might be given from 
 each of them ! With what facility might not the more skJful 
 scholars prepare various models, needed for the purposes of 
 instruction. For example : what correct ideas of natural history 
 might be obtained from cards of drawings prepared by themselves, 
 and which should represent animals in their comparative sizes, and 
 their classification ; for instance, one card or sheet might contain the 
 mammalia, &c. A correct scale might be easily procured. The hip- 
 popotamus, elephant, horse, man, &c. some of which mighi be 
 painted to nature, and entirely cut out to their forms ; these, too, 
 might be ingeniously covered with hair, wool, or feathers. The 
 seasons of vacation, and weekly holydays, would present abundant 
 opportunities for this. Such pleasing employments would culti- 
 vate their taste, while they inculcated habits of industry, diligence, 
 and patience. The scholars of the higher schools could supply the 
 primary schools with patterns for drawing, &c. Every primary 
 school should have a good specimen of the animal, vegetable, and 
 mineral kingdoms conspicuously in view, and refer every new object
 
 NEW YORK PUBLIC SCHOOLS. 13 
 
 to such standard, while at the same time, they might be taught to 
 class them more scientifically as for example, into organic, and 
 inorganic. 
 
 Both Arithmetic and Geometry teach the art of reasoning, and 
 both should be early taught, by simple illustration, and sensible 
 objects, as well as by figuring and drawing. Teach them thus, 
 the meaning of Perpendicular, Vertical, Horizontal, Parallel, 
 Oblique, &c., by the use of small rods, or their hands, fingers, and 
 arms, and by drawing them on the slate, or on paper, 
 without a rule, by which the eye a^d the hand are trained to the 
 greatest accuracy. Let them thus attempt a perfect square, 
 oblong a circle an ellipse ; then, concentric circles, then, the 
 various combinations of angles comprised in tetraedrons, poly- 
 gons, and rhombuses with the spelling and learning of their 
 names. They might, at leisure, exercise their ingenuity in the 
 handicraft of cutting these with a penknife or scissors, out of 
 colored paper, and combining them into new shapes. This is not 
 merely an exercise in mechanical skill. It cultivates a taste for 
 symmetry, exactness, and the regular and beautiful in forms, 
 which is not without its influence on the moral tastes and prefer- 
 ences, : while a more decided moral benefit arises from an active, 
 pleasing, and useful employment of time. Sei the girls, at their 
 leisure time at home, to the drawing of new modifications of works 
 of taste and art, of their own designing. The boys might make 
 model forms of every variety as, for example, the miniature form 
 of a house, and label the beams, the rafters, and every other part, 
 with the appropriate name. leaving them to acquire the means of 
 obtaining this knowledge, which they would not fail to do, if stimu- 
 lated aiid encouraged. 
 
 In Astronomy, the pupils may sometimes personate the sun, 
 moon, and earth, so as to represent, by their own positions and 
 movements, many of its important phenomena ; and, at the same 
 time, give the derivation of the scientific terms, such as solstice, 
 tropic, and equinoctial : while the teacher will often, in the midst 
 of these illustrations, repeat the requisition of " Spell it" " De- 
 fine it." 
 
 In Chemistry how much might be done by very small means, 
 and trifling expense ? Neither time nor money would be required 
 to show a class, (and allow them also to experiment,) how vegetable 
 blue is turned red by an acid, and green by an alkali ; or, that an 
 acid on an alkaline will cause it to effervesce, the definition of which 
 term, would thus be precisely- understood, and by association, its or- 
 thography taught and both impressed permanently on the mind. 
 The very youngest may be taught to spell cylinder, as easily as cat, 
 and remember it as long, when illustrated pleasingly by the geo- 
 metrical solid that represents it, or by tracing its form on the slate.
 
 14 PLAN OF INSTRUCTION FOR THE 
 
 What life and energy are in such methods of instruction ! And how 
 efficacious to break up the hum-drum, monotonous course, that too 
 often represses all mental development. With the microscope, 
 (and how desirable to have one,) the works of nature and of art 
 might be examined and compared ; and by such investigations, 
 what lessons might not be taught, of the glories and perfections of 
 Deity, and the littleness of man's highest attainments in his present 
 sphere of being ! Would not the tendency of such a mode of 
 education be, to elevate and purify the moral feelings, while it 
 cultivated the intellectual powefl ? And would not the scholar thus 
 acquire an aptitude for close observation, with excellent habits of 
 diligence, industry, and active benevolence ? Must he not grow 
 in knowledge and in virtue, when the mind has thus continually 
 presented to it, food that it can easily digest, and which has been 
 proved, a thousand times over, in every age of the world, (when 
 intellect has advanced,) to be the spiritual man's natural aliment ? 
 By no other provision or training, can he fulfil the true destiny of 
 his moral and intellectual being. 
 
 Let it, in conclusion, be urged upon teachers, to try these plans, 
 ai)d prove their efficacy for advancing knowledge, and learning to 
 do good. Let, then, the teacher and the taught enter upon this in- 
 tellectual course, with ennobling strife, and with firm resolves to 
 overcome whatever difficulties may oppose ; and attempt it in the 
 spirit of one of the earliest fathers of chemistry, whose humble 
 ambition prompted him to say f * " It contenteth me that I have 
 written the truth, and lighted a candle for my neighbor." Should 
 such be the spirit of the passing age, knowledge shall increase, 
 with virtue : for, such sentiments are the divine impress on our be- 
 ing, to perpetuate that first fiat of the Creator, " Let there be light !" 
 
 S. W. SETON, Agent. 
 
 The undersigned. Principals of Public Schools of the New York Public School So- 
 ciety, having conferred with S. W. Seton, on the subject above referred to, do cor- 
 dially recommend the foregoing paper to the notice of all engaged in the important 
 subject of Primary Education. The suggestions contained therein, entirely accord 
 with our own practical views. 
 
 JOSEPH M'KEEN, 
 J. W. KETCHAM, 
 DAVID PATTERSON, 
 ASA SMITH. 
 Nov. 14, 1845. 
 
 The undermgped takes pleasure in concurring with Mr. Seton, in recommending 
 the subject matter of the foregoing circular, having observed, during the past year, the 
 excellent practical fruits of the efforts made in this department, in promoting both 
 mental and moral improvement. 
 
 D. MEREDITH REESE, M. D., 
 Superintendent of Common Schools in the City and County of N. York. 
 
 Glauber.
 
 NEW YORK PUBLIC SCHOOLS. 
 
 15 
 
 DRAWING EXERCISES. 
 
 Halves of a. sqr. inch. 
 2. 
 
 Circumscribed and inscribed figures. 
 5. 6. 
 
 Circumference and Equator. 
 
 Parallels. 
 
 Meridians. 
 
 These figures famish exercises in drawing, arithmetic, geometry, 
 and geography. In drawing, are parallel, horizontal, vertical, ob- 
 lique, straight and curved lines. In arithmetic are the elements 
 of square measure ; showing the difference between the half of a 
 square inch, and the square of half an inch or often square miles, 
 and ten miles square. In geometry, figure 3, are circumscribed 
 and inscribed figures a circle in a square, a hexagon in a circle, 
 a triangle in a hexagon, a triangular and rhombic hexagon, seven 
 equilateral and twenty rightangfed triangles, six segments and six 
 sectors of a circle, &c. In geography, figures 4, 5, and 6, are 
 shown the circumference, equator, parallels of latitude, and meri- 
 dians of the earth ; furnishing appropriate " First Lessons" in the 
 drawing of maps.
 
 16 
 
 PLAN OP INSTRUCTION, &C. 
 
 After frequent exercise in the offhand drawing of circles, squares, 
 and angles, with parallel, vertical, oblique, and horizontal lines, 
 the following objects would be drawn with ease, as it would be 
 encouraging to pupils to bring their geometry into practical use, 
 in sketching the simple outlines of natural and artificial objects.
 
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