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should be directed, in order that the Meetia, the Christian white man, in behalf of my may express its judgment thereon.
countrymen. I am alone, standing before my The Committee have received a number of dying countrymen. I stavd here and there, letters o affecting interest from the lodians (ihey are so scattered.) I ain doing all I can, west of the Mississippi, and the principal to tell them about the Saviour of the worid, contents of one of tliese from Eomegah bowh, who came to save that which was lost. Sabof Minnesota, an Indian, and a Missionary bath after Sabbath, I stand before them, and among his people, we think it right to append point them to the Lamb of God, who takech to the present report, as being calculated, by away the sins of the world. I am happy to say, its touching eloquence, and stirring appeals to that many of our people are now turning their our race, to keep alive a feeling in favor of the attention to the Christian religion; and many poor Indian--the Red Van of the forest-ig are now earnest, praying Christiaus. But I the hearts of our precious young people : cannot reach them more than few in puuiber,
" WASHINGTON, D. C., Hib. 24th, 1867. they are so scattered in Minnesota. I am the “Dear Sir: I was very sorry to have so only missionary now living to sach past num. short'a talk with you in the Indian Department.bers of my people. I have no one to assist me There are many things that I wanted to say, in the work. and inake knuwn to you. It always interesis “I now come to explain one reason which us (Indians) whenever we meet with the friends brought me down to the white man's country. of the Red Man;-especially wish the people I brought three of my own children into the of him who Erst shook hauds with the lidiaos State of Minnesota, to go to school among the on this continent--Wm. Penn, the great and whites, and be educated for usefulness in the noble man, the Red Man's friend. We know future for their own pe ple. I left them iu the that his descendants are yet living, scattered | hands of good teachers, but without any means, throughout this great country, who have yet trusting the Great Spirit to hear my prayersthe same mind and the same heart to do ibe that the Great Spirit would give good winds, Red Man good.
and good hearts, to those who bare the means “I came here with this delegation of my to help the poor Red Man. poor people, parily, to assist them in making a “My desires and wishes also are, and I treaty with this great Gorernment, and partly, wanted to speak to the proper authorities for —which concerns me most dearly,- to forward my Christian Indian Brethren, to this effect: my mission work amongst my own prople, on That some means may be adopted so that those the bead waters of the Great Mississippi. To Indians who have become Christians, and the day, we feel the pressure and the rapid march will opes, may not be obliged to live together. of civilization towards us. The white man, The Christian Indians vaturally work hard, till with his rapid speed, is crowding us out of our the soil, and provide for their family comforts, oun country, and pointing us towards-appro- pursuing industry, in the hope of gathering the priate words--the Setting Sun.
harvest of their labor. The wild ones destroy " As I sit in my poor wigwam, with broken the property of the industrious Indians. Our heart, I meditate over the past, and the future tences are destroyed and burned by them. Our Thea t!! Oh! I cannot recall the happy little crops are destroyed before they are ripe days! They are gon' : gone, forever and ever!! for harvest. To sum up the whole, we cannot The future! all is dark before me? My path is live with them ; it is impossible. obscure; my destiny inevitable. I refuse to be “When I started from my Christian Brethcomforted, because I ain unpitied and unloved. ren, what I intended to do further, was to ask 6 And now
we turn our weeping hearts the Government to give us a tract of land, say towards the Christian white man, to wipe away one or two townships, exclusively for the Christhe lears from our eyes, to make strong our cian Indians, or those who may follow in the broken hearts, and to lighten our paths. Our way of Christianity and civilization. But everyodly hope of salvation in the future, is (to be thing looks dark before us. I do not think I come civilized.) to embrace the Christian re. shall venture to do anything of the kind. ligion in hand and in heart, and to pray to the “ As I return to my country west of the God of the white man.
Mississippi, I may veuture to stay a few days “ Fifty years ago our pumbers were many. in Baltiinore, but I should feel more at home in Once we covered this great country. From the city of Philadelphia; I know there lies East to West, and from North to South, was the hearth-stone of the great and noble man, the red man's country and the red mau's home. Wm. Penn, the Red Man's friend. To-dny we are few in number! We are fast
Your unworthy brother, dwindling away: falling like the leaves of the
John Johnson forest, io rise no more.
Whose name among his own people is Eymegabbowh.
BENJ. HALLOWELL. My hand trembles, and my
heart aches with in me, while I stretch my feeble bands towards The Committee sent the writer of this letter
$100 from the Indian fund, to assist in the
Signed by direction and on behalf of the creed into a religious lite before he feels the
spirit which alone can give creeds their life BENJ. HALLOWELL, Secretary,
and glory? Faith in our own powers becomes Baltimore, 10th mo. 31st, 1867.
the staircase by which we climb to knowledge.
Destroy the student's faith in his own abilities, To the Elitors of Friends' Intelligencer :
and you cut away the ladder by which he I am pleased to see an increasing desire of ascends; so not backward but forward moves giving place in your columns to more freedom our religiou in the only true path to educate of thought and expression in maintenance of the intellect and beart; but not faith in our the principles we advocate; and for myself, I selves so much as in God, for faith in God would like to see a continuance of what you gives faith in self in that now the source of our have begun. I am well aware of the intricate supply is no longer human and hence fallible, position in which as Editors you are placed, but divine, and so infallible. Our faith expands and koow that it is almost impossible for you the intellect, enlarges the heart, and constantly to please all men in all things; but I trust you keeps alive in us the m-st intense and sublime will be stimulated to press onward. Our So. aspirations after the holy, the pure and the ciety being bound by no creed, and led by no good. You may not be able to pbilosophive forms, has an individual right to think and upon your profession or locally trace out all its let tbiuk; and in submitting the fruits of our bearings, but your feeling heart will be more more serious thoughts to others of our persua- than a match for the cold intellect of the skepsion, we sbould vot feel bound to receive them tic, and the consciousness of a religious life by on the one band, por hastily to renounce them faith will become the most blessed truth you on the other, and not at all censure the Edi- ever knew. That religious life does not begin tors who publish them, but rather prove what and end in, faith; it has its commencement is the good and acceptable will of God concern- there; and under it the life develops as the ing them; for in thus duing, we may preserve plant in the sunshine, and the young vine will that which is good and cast the bad away. The soon hang with rich clusters of fruit ready for concerns of the Society's outward state and in the gathering hands of God. ward purity should be equally examined and regulated, for buth have a considerable influence in advancing or retarding the things
Each mother is a historian. She writes not which belong unto its peace; and to do so, the history of empires or of nations on paper, such a public medium, through which its mem- but she writes her own history on the imperish. bers can freely speak, is certainly necessary; able mind of her child. That tablet and that and I think if the Intelligencer were more de- history will remain indelible when time shall be voted to this thing it would be of lasting good.
That history each mother shall meet Not for strife, contention and vain arguments, again, and read with eternal joy or unutterable or even questionings and answerings, am I in grief in the coming ages of eternity. The any way favorable to, but only for the thoughts thought should weigh on the mind of every of those who submit them in the spirit of love mother, and render her deeply circumspect, and of meekness, desiring only the growth of the mother, and render her deeply circumspect,
prayerful and faithful in her solemn work of body in the knowledge of the Lord, and the training up her children fur heaven and immorwisdom of his ways. This is the wish of
The minds of children are very susceptible
and easily impressed. A word, a look, a frown Great virtues are rare, the occasions for may engrave an impression on the mind of a them are very rare, and when they do occur, child which no lapse of time can efface or wash we are prepared for them; we are excited by out. You walk along the seashore when the the grandeur of the sacrifice; we are supported tide is out, and you forn characters, or write either by the splendor of the deed in the eyes words or names in the smooth white sand wbich of the world, or by the self-complacency that is spead out so clear and beautiful at your feet, we experience from the performance of an un according as your fancy may diciate; but the common action. Little chings are udforseen; returpiog tide shall in a few hours wash out they return every momeni : they come in con-1 and efface all that you have writien. Not so tact with our pride, our indolence, our haughti- the lives and characters of truth and error ness, our readiness to take offence; they contra- which your conduct imprints on the miod of dict our inclinations perpetually. It is, however, your child. There you write impressions for only by fidelity in little things that a true and the everlasting good or ill of your child, which consistent love to God can be distinguished neither the foods por the storms of earth can from a passing fervor of spirit.---Fenclon. wash out, nor death's cold fingers erase, nor the
A WORD TO MOTIERS.
slow.moving ages of eternity obliterate. How all
, keep them in school ooly so long as you can careful, then, should each mother be in her keep them happy. Still, friends, we cannot treatment of her child! How prayerful, and dispense with the spelling book; there is no how serious, and how earnest to write the eter- substitute for words in columns, where the puval truths of God on his mind-those truths pils see words as units. Again, in your large which shall be his guide and teacher when her schools, you can avail yourselves of the aid of voice shall be silent in death, and her lips no your more advanced pupils to drill the rest in longer move in prayer in his behalf, in com- squads. Another method is by writing words mending her dear child to her covenant God.- for dictation. The Professor then illus:rated a Phrenological Journal.
method of his own by taking a class of the
teachers, and having them spell some words, FRIENDS' INTELLIGENCER. each one giving rapidly one letter of the word
in turn; a good plan to command attention PHILADELPHIA, ELEVENTH MONTH 23, 1867. from the class.
He proceeded to name a great many little Teachers' INSTITUTE. — (Continued from plans of interesting the pupils, illustrating each page 586.)--For the information of Teachers of them by forming a “ model class” among the who reside in remote districts, and who may
teachers. wish to obtain information in relation to the
If he had time he would like to speak of the most approved methods of imparting iostruction, said in a previous exercise, he had intended to
cultivation of the memory. In wbat had been the different plans are given.
convey the idea that in childhood the memory Prof. Northrop said nature was the great grasped and retained details; in after years it teacher. Observation should precede reflection. changes its powers, increases its capacity to Not books alone educate, but everything which take cognizance of philosophical principles, the child sees, bears, and, still more, does. The grand and comprehensive truths. training of the senses is most important in early The Professor suggested the plan of interestlife. It quickens curiosity, awakens love of ing his spelling class, and at the same time knowledge, fondness for study, and interest in cultivating their memory, by baving them school. Give the child things before names- name all the articles that enter into the strucnature before books. I wish to urge, first, the ture of a house, the teacher writing the initial importance of training the senses, and, second, letter of the words upon the board. He im. some of the methods of doing this. The im- provised a class from the Institute members; portance of the subject was illustrated from the as a result, they pamed some forty articles. As nature of the mind, the perceptive powers most a second exercise, he had them nam
me all the active in childhood; and, secondly, brief sketch- names of sounds made by the avional world; es of eminent educators—Agassiz, Hugh Miller, they named about fifty. This was also an exPresident Dwight, Bacon, Ruskin, and others. cellent exercise in natural history. This proved The study of nature, with the babit of observ. a very interesting lesson, and it was evident ing it, was presented in its linguistic bearing, that it was a good and practical plan for the its relation to description, to composition, to school-room. The words might be subsequent the poet, orator and writer in every department ly spelled by the class. of literature. Professor Northrop, in allusion to spelling ject of Arithmetic, remarked that in order for
Professor Harding, in introducing the sub, and reading, said that these were the studics
a person to be a proficient teacher in any scifor young pupils. There are two ways to study spelling: to
ence, he or she must possess such a knowledge spell it over and over, and to look at the word of it as would enable them to write out a until it is impressed upon the mind. Of course, perfect abstract of the same, were all text-books the latter is the true method. The deaf learn destroyed. 10 spell much easier than the blind, proving that 'spelling is acquired by sight. He would few simple heads. Addition may be called syn
He classified arithmetical knowledge under a only give a pupil one trial to spell a word. He would not teach definitions in connection with thesis, and subtraction is really analysis. Mulspelling; the former necessitates logic, spell. tiplication belongs to the former and division ing does not.
to the latter. He had found more difficulty in lo regard to methods, first and most import-teaching proportion than any other part of this just as necessary in the primary school as in science. He placed a simple problem upon the more advanced. Let them draw anything they blackboard in the form of a proportion, and please--when they tire of printing, and above I proceeded to show that by the principles o
ratio such questions could be better solved than fied with a partial developnient of a few faculby analysis. He then applied it to problems ties in your students, but remember it is only of a compound character, in which his plan by the harmonious culture and growth of all
their seemed to be more acceptable. Professor
powers that they are to become truly edu.
cated men and women. Northrop thought that the elements of Geome- Remember that, when you are teaching, the try should not only precede the study of Arith- subject to be studied is as a dark cloud to the metic, but that at least a few of the simpler pupil at first; you are above, in the sunshine geometrical forms should be taught before the of knowledge, and be below, in the darkness;
you must place yourself beside him, and accomalphabet.
pany him in each onward step, clearing away It is a knowledge of practical utility from the mists and difficulties as you go. the very beginning of student life. The Pro The Professor then gave a good illustration fessor in provised a class of the Institute, and of the value of “ object teaching” in imparting proceeded to show them, by practical instruc a knowledge of grammar to beginners, which tion, how he would teach a primary class the could not but commend itself to all the teachers definitious of vertical and horizontal lines, an- present. Sight is a sense easily appealed to in gles, &c., by the lives and corners of the school children, and thus they are more easily interroom walls.
It was evident to all that such an ested: exercise for a juvenile class would be highly He wrote upon the board the following senbeneficial. It would lay the foundation for a tence: "A man of ingenuity might offer a future superstructure of knowledge that would thousand objections." Then, by questioning ever serve them in the practical duties of fe. the Institute, he had it analyzed. First, the
He had them name all the things they could word “man" was underscoreu, as the most see in the room, or think of, that were square, important one (the subject); nest, "might pentagon, hexagon (best example in nature, offer" (the verb or predicate); then, “ objechoney bee's cell), and octagon.' The hexagon tions” (the object). After which those words gives the greatest economy of space, the circle which qualified the subject and predicate reof strength. The angle marked by any quad- spectively, were appropriateły marked, and rant is equal to that of any other quadrant, no connected therewith. IIe took this simple matter what the size; this would be easily analysis as a text for some most interesting shown to the class on the blackboard. The remarks upon the use of the black board in class were called upon to name all the articles teaching grammar, as well as in nearly all in Nature which approximated to the shape of school exercises. a perfect sphere which the instructor held in The Professor also wrote upon the board bis hand. These he would write on the board, the following combinations : 3 plus t equuls 7, for the purpose of impressing upon his pupils' 3 minus 2 equals 1, 6 by 2 equals 12, and then minds the relatious between them and the questioned the Institute as to whether these exbook definition of a sphere; in this wise they pressions were sentences, in regard to which would never forget what a sphere is like. In there were two opinions among the teachers.
the speaker showed how he would He had those who thought them sentences teach them what a hemisphere was like. If chil. parse them; the result was simply a demondren were taught from visible, natural forms, stration that the teachers were unable to dethe shapes of squares, spheres, ovals, cubes, cide the matter. The speaker left the matter circles, cones, cylinders, etc. Teachers need with them for thought. His object evidently dot pay a hundred dollarg for a set of geometri- was to show the teachers that they must think cal forius. They can improvise them in a few more closely and logically in regard to those moments from the summer fruits, the pear tree, subjects which they undertake to teach their apples, the potato, turnip, and beet bios, with pupils. The stream cannot rise above its source. the aid of a jack knife. Try it !
He said he had written the arithmetical comProfessor Hoose, of Albion, N. Y., took bination, 3+1=7,” because teachers should be up the subject of grammar. He dwelt particu. able to apply their grammatical knowledge to larly upon the necessity of teaching this, as all all kinds and forms of expressions, whether in other studies, in such a way as to interest the alphabetical type or not. The class on being studet; teach one thing at a time. He said questioned again in regard to the expression that to study etymology requires menory; to did not agree: some said it was a simple senstudy syntax calls upon the reason. He ap- tence, some that it was compound. The pealed to the teachers to cultivate both facul. Profesor then diagrammed the sentence, from ties in their pupils by the best means they could which it appeared that the sign (+) is equiva. command, in imparting instructions upon these lent to the words "added to.” 6 Added” is branches of study.
the participle-adjective-modifying the nomi. Take a wide view of education ; be not satis- | native (3) in the sentence; “to” governs 4.
the same way
Before being able to diagram correctly, the proper means to secure the end. It is not sentence must be thoroughly understood." This necessary to relax your discipline; only to insist is no more general with a sentence than with / upon the observance of your rules in a kind, problems or examples, in the principle of firm, and reasonable manner. The case of writing results. To iilustrate, the Professor William Marcy was referred to as illustrative asked for the product of 8.5 by 7.5, and was of the power of kindness in overcoming the given 56 10, and also 56 5. The answer is as stubborn and unruly, and converting them into the thought. In this case, is either correct? tractable, teachable, and even loving pupils. Close and exact scholarship is the absolute es- Love of happiness in the children's bearts, and sential; the diagrams—figures-are, when writ. the approval of conscience, should be appealed ten, nothing but thought visille.
to as motives for good behaviour. Mr. Northrop having previously urged the importance of forming early habits of observa- Tue Young Friend's MANUAL.- This little tion, now dwelt on the methods of this training. book, “ containing a statement of some of the Simple lessons should be given to children in color, form, size, measure--linear, superficial, doctrines and tes'imonies of Friends, and of the
· and 'cubic. While there may be some rare principles of Truth professed by that Society," instances of color blindness in all ordinary cases, by Benjamin Hallowell, has been recently pubthe eye may be, and onght to be trained in the lished-price, 75 cents per copy. We can wide variety and beauty of color. The child's !
commend it to the notice of Friends as a work enjoyment of nature, the accuracy of his observations, and his power of description, depend calculated to meet a want which has been felt larrely on his early discrimination of color. in many places. And we take this occasion to
Our education ought to be more practical.' again express gratification at the increasing inChildren should be taught that which they will terest manifested, particularly by our young have occasion to use in the business of life. Lessons in linear, superficial and cubic measure .
Friends, to acquaint themselves more fully with will take very little time, will deeply interest the tenets of our Society. From the subeven the youngest, and be of great practical scription paper we make the following extract : utility. He then gave some lessons in compari. «« Those into whose hands the subscription pason, designed to train children in accurate discrimination. The power to observe points of like pers may come will confer a favor by giving pess and unlikeness is the secret of higher culture Friends in their respective neighborhoods an in language or logic. Taking a common chair and opportunity to subscribe, and forwarding the a table, he called on the Institute, as if a class subscription list at an early day to T. Ellwood of children, to name first all the points of likeness, Zell, Nos. 17 and 19 South Sixth Street, Pbilaand then of unlikeness; so with a willow stick and a wheat straw, and also a lump of sugar and delphia, or Eli M. Lamb, Lombard Street, near rock salt. The habit of discrimination formed Eūtaw, Baltimore, Md. A person who obtains carly in comparing such common things will subscriptions for six copies will receive an ad. apply to all the higher relations of thought. ditional copy for his kind attention to the matIn relation to School Discipline," he
“ spoke of the different motives which must be appealed to in order to govern children. Be careful how you use reproof and ridicule the 141h of Eleventh mon'b, with the approbation of
MARRIED, at New Rochelle, N. Y., on Fifth-day, where they may wound, and then harden the Purchase Monthly Mee ing. William T. Cvek, of sensibilities of your pupils. He named many Westbury, L. 1.. to Hannah F., daughter of the la e ivstances, among them Walter Scott, who, as Benjamin F. Burling, of tbr former place. students, were backward and dull. It was this
on tbe 14th of Eleventh mouth, 1867, un class that teachers need to magnetize into a
der the care of Philadelphia Monthly Meeting, of
which the bride is a member, WATSON M., son of live of their study. Teachers should first strive Daniel Trump, a member of Green street Monthly to infuse into their children a consciousuess of Meeting, and MARGARET L., daughter of David and power, ability to master the difficulties that Mary P. Furian. they may mect in their studies. Love of
on the 23d of Tenth month, 1867, st knowledge or “ curiosity," love of society, love Chattam, N.Y., bg Friends' ceremony, JONATHAN R.
Phelps, of Pleasant Thill, Mo., to SARAH M. COFFIN, of friends, love of possession, and love of esteem, only daughter of Abigail Cuffin, of the former were named as elements of power in the hands place. of teachers, if rightly directed and used, for -, on the 14 h of Eleventh month, according the government of pupils.
to the order of the Society of Friends, at the resiHe dwelt particularly upon the necessity of ind. Jou SAUNDERS, Jr., son of the late Macpherson
dence of the bride's parents, Harford County, Mary.
lard, JuuN , teachers securing the affections of their pupils. Saunders, of Pbiludelphia, to Ellie, daughter of This can be done by all teachers who takel Henry Janney.