and thirty thousand dollars to build churches with in destitute places; he has established a new Teachers' Seminary for my poor Polanders, and he has so fulfilled my every wish for the good of posterity, that I can myself hope to live to see the time when there shall be no schoolmaster in Prussia more poorly paid than a common laborer. He has never hesitated, during the whole term of my office, to grant me any reasonable request for the helping forward of the schoolsystem. God bless him! I am with all my heart a Prussian. And now, my friends, when ye hear that old Dinter is dead, say, 'May he rest in peace; he was a laborious, good-hearted, religious man; he was a Christian.'"

A few such men in the United States would effect a wonderful change in the general tone of our educational efforts.

(D.)

IMPROVEMENT OF SCHOOL-TEACHERS.

At the commencement of the late school efforts in Prussia, for the benefit of teachers already in the profession who had not possessed the advantages of a regular training, it was the custom for them to assemble during the weeks of vacation in their schools, and, under the care of a competent teacher, go through a regular course of lessons for their improvement. Of the entire course a careful and minute journal was kept and transmitted to the government. The following is from the journal of a four weeks' course of this kind, which was held at Regenwald in 1821, under the charge of School-Counselor Bernhardt. The King gave his special approbation of this journal, and caused a large number of copies to be printed and circulated throughout the kingdom. The Minister of Public Instruction expresses himself respecting it in the following terms:—

"The view presented and acted upon by School-Counselor Bernhardt, that the important point is not the quantity and variety of knowledge communicated, but its solidity and accuracy; and that the foundation of all true culture consists in the education to piety, the fear of God, and Christian humility; and, accordingly, that those dispositions, before all things else, must be awakened and confirmed in teachers, that thereby they may exercise love, long-suffering, and cheerfulness, in their difficult and laborious calling-these principles are the only correct ones, according to which the education of teachers every where, and in all cases, can and ought to be conducted, notwithstanding the regard which must be had to the peculiar circumstances and the intellectual condition of particular provinces and communities. The Ministry hereby enjoin it anew upon the Regency, not only to make these principles their guide in their own labors in the common schools and Teachers' Seminaries, but also to commend and urge them in the most emphatic manner on all teachers and pupils in their jurisdiction. That this will be faithfully done, the Ministry expect with so much the more confidence, because in this way alone can the supreme will of his Majesty the King, repeatedly and earnestly expressed, be fulfilled. Of the manner in which the Regency execute this order, the Ministry expect a Report, and only remark further, that as many copies of the journal as may be needed will be supplied." The strongly religious character of the instructions in the following journal will be noticed; but will any Christian find fault with this characteristic, or with the King and Ministry for commending it?

The journal gives an account of the employment of every hour in the day, from half past six in the morning to a quarter before nine in the evening. Instead of making extracts from different parts of it, I here present the entire journal for the last week of the course, that the reader may have the better opportunity of forming his own judgment on the real merits of the system.

FOURTH WEEK.

Monday, Oct. 22.—A. M. 64-7. Meditation. Teachers and parents, forget not that your children are men, and that, as such, they have the ability to become reasonable. God will have all men to come to the knowledge of the truth. As men, our children have the dignity of men, and a right to life, cultivation, honor, and truth. This is a holy, inalienable right, that is, no man can divest himself of

it without ceasing to be a man. 7-8. Bible instruction. Reading the Bible, and verbal analysis of what is read. Jesus in the wilderness. 9-12. Writing. Exercise in small letters. P. M. 2-5. Writing as before. 5-7. Singing. 8-81. Meditation. Our schools should be Christian schools for Christian children, and Jesus Christ should be daily the chief teacher. One thing is needful. Jesus Christ, the same yesterday, to-day, and forever. The great end of our schools, therefore, is the instruction of children in Christianity; or the knowledge of heavenly truths in hope of eternal life; and to answer the question, What must I do to be saved? Our children, as they grow up, must be able to say, from the conviction of their hearts, We know and are sure that thou art the Christ, the Son of the living God. Beloved teachers, teach no Christianity without Christ, and know that there cannot be a living faith without knowledge and love.

Tuesday, Oct. 23.—A. M. 6–7. Meditation. Christian schools are the gardens of God's Spirit, and the plantations of humanity, and, therefore, holy places. How dreadful is this place! This is none other than the house of God. Teachers, venerate your schools-regard the sacred as sacred. 7-8. Bible instruction. Reading of the Bible and verbal analysis of what is read. Luke xv. 1-10. 84-9. Catechism. Repeating the second article with proper emphasis, and the necessary explanation of terms. 10-12. Writing. Exercise in German capitals, with the writing of syllables and words. P. M. 1-4. General repetition of the instructions for school-teachers given during the month. 4-5. Brief instruction respecting school discipline and school laws. 5-7. Singing. 8-84. Meditation. Teachers, you should make your school a house of prayer, not a den of murderers. Thou shalt not kill-that is, thou shalt do no injury to the souls of thy children. This you will do if you are an ungodly teacher, if you neglect your duty, if you keep no order or discipline in your school, if you instruct the children badly, or not at all, and set before them an injurious example. The children will be injured also by hurrying through the school-prayers, the texts, and catechism, and by all thoughtless reading and committing to memory. May God help you!

Wednesday, Oct. 24.-6-63. Meditation. Dear teachers, you labor for the good of mankind and the kingdom of God; be, therefore, God's instruments and coworkers. Thy kingdom come. In all things approving ourselves as the ministers of God. 61-8. Bible instruction as before, John iv. 1-15. 8-9. Catechism. The correct and emphatic reading and repeating of the first section, with brief explanation of terms. 10-12. Instruction in school discipline and school laws. P. M. 1-3. Instruction in the cultivation of fruit-trees. For instruction in this branch of economy, the school is arranged in six divisions, each under the care of a teacher acquainted with the business, with whom they go into an orchard, and under his inspection perform all the necessary work. General principles and directions are written in a book, of which each student has a copy. More cooling is the shade, and more sweet the fruit, of the tree which thine own hands have planted and cherished. 3-5. Instruction in school discipline and school laws. 5. Singing. 8-9. Meditation. The Christian school-teacher is also a good husband and father. Blameless, the husband of one wife, vigilant, sober, of good behavior, apt to teach, not given to wine, no striker, not greedy of filthy lucre, patient, not a brawler, not covetous, one that ruleth well his own house, having his children in subjection, with all gravity. He that readeth, let him understand.

Thursday, Oct. 25.-A. M. 6–63. Meditation. Dear teachers, do all in your power to live in harmony and peace with your districts, that you may be a helper of the parents in the bringing up of their children. Endeavor to maintain the unity of the Spirit in the bond of peace. As much as in you lies, live peaceably with all men. 6-9. Bible instruction as before, Luke vii. 11-17. Reading by sentences, by words, by syllables, by letters. Reading according to the sense, with questions as to the meaning. Understandest thou what thou readest 10-11. Instructions as to prayer in schools. Forms of prayer suitable for teachers and children are copied and committed to memory. Lord, teach us to pray. 11-12. Writing. Exercise in capitals and writing words. P. M. 2-3. Instruction respecting prayer in the family and in the school. Forms of prayer for morning and evening, and at the table, are copied, with instructions that school children should commit them to memory, that they may aid their parents to an edifying performance of the duty of family worship; that, as the school

thus helps the family, so the family also may help the school. Use not vain repetitions, 3-5. Bible instruction. General views of the contents of the Bible, and how the teacher may communicate, analyze, and explain them to his children, yearly, at the commencement of the winter and summer terms. 5-7. Singing. 8-9. Meditation. Teachers, acquire the confidence and love of your districts, but never forsake the direct path of duty. Fear God, do right, and be afraid of no man. The world, with its lusts, passeth away, but he that doeth the

will of God shall abide forever.

Friday, Oct. 26.-Meditation. Teachers, hearken to the preacher, and labor into his hands; for he is placed over the Church of God, who will have the school be an aid to the Church. Remember them that labor among you, and are over you in the Lord, and esteem them highly in love for their works' sake. Neither is he that planteth any thing, nor he that watereth any thing, but God who giveth the increase. 7-9. Bible instruction. Summary of the contents of the Bible, to be committed to memory by children from ten to fifteen years of age. 10-12. Bible instruction. Brief statement of the contents of the historical books of the New Testament. P. M. 1-5. Bible instruction. Contents of the doctrinal and prophetical books of the New Testament. Selection of the passages of the New Testament proper to be read in a country school. A guide for teachers to the use of the Bible in schools. 5-7. Singing. 8-9. Meditation. Honor and love, as a good teacher, thy King and thy father-land; and awake the same feelings and sentiments in the hearts of thy children. Fear God, honor the King, seek the good of the country in which you dwell, for when it goes well with it, it goes well with thee.

Saturday, Oct. 27.-6-63. Meditation. By the life in the family, the school, and the church, our heavenly Father would educate us and our children for our earthly and heavenly home; therefore parents, teachers, and preachers, should labor hand in hand. One soweth and another reapeth. I have laid the foundation, another buildeth thereon; and let every man take heed how he buildeth thereon. Means of education: 1. In the family--the parents, domestic life, habits; 2. In the school-the teacher, the instruction, the discipline; 3. In the church -the preaching, the word, the sacraments. 64-94. Bible instruction. Rules which the teacher should observe in reading the Bible. In analyzing it. In respect to the contents of the Old Testament books, and selections from them for reading, written instructions are given and copied, on account of the shortness of the time which is here given to this topic. 10-12. Bible instruction. General repetition. P. M. 1-4. Bible instruction. General repetition. 4-5. Reading. Knowledge of the German language, with written exercises. 7-104. Review of the course of instruction and the journal. 104-12. Meditation. The prayer of Jesus (John xvii.), with particular reference to our approaching separation. Sunday, Oct. 28.-64-9. Morning prayer. Catechism. Close of the term. (In the open air on a hill at sunset) singing and prayer. Address by the head teacher. Subject. What our teacher would say to us when we separate from him. 1. What you have learned apply well, and follow it faithfully. If ye know these things, happy are ye if ye do them. 2. Learn to see more and more clearly that you know but little. We know in part. 3. Be continually learning, and never get weary. The man has never lived who has learned all that he might. 4. Ee yourself what you would have your children become. Become as little children. 5. Let God's grace be your highest good, and let it strengthen you in the difficulties which you must encounter. My grace is sufficient for thee-my strength is perfect in thy weakness. 6. Keep constantly in mind the Lord Jesus Christ. He has left us an example that we should follow his steps. Hymn-Lord Jesus Christ, hearken thou to us. Prayer. Benediction.

Review of the hours spent in different studies during the four weeks. Arithmetic, sixty-seven; writing, fifty-six; Bible, twenty-five; meditation, thirty-six; other subjects, twenty-six; singing, twenty-eight. Total, two hundred and thirty-eight. From nine to ten, in the morning, was generally spent in walking together, and one hour in the afternoon was sometimes spent in the same manner. Familiar lectures were given on the following topics: 1. Directions to teachers as to the knowledge and right use of the Bible in schools. 2. Directions to teachers respecting instruction in writing. 3. Directions for exercises in mental arithmetic. 4. Instructions respecting school discipline and school laws. 5. A col

lection of prayers for the school and family, with directions to teachers. 6. The German parts of speech, and how they may be best taught in a country school. 7. The day-book.

Printed books were the following: 1. Dinter's Arithmetic. 2. Dinter on Guarding against Fires. 3. Brief Biography of Luther. 4. On the Cultivation of Fruit-Trees. 5. German Grammar. 6. Baumgarten's Letter-Writer for Country Schools. 7. Luther's Catechism.

That which can be learned and practiced in the short space of a few weeks, is only a little-a very little. But it is not of so much importance that we have more knowledge than others; but most depends on this, that I have the right disposition; and that I thoroughly understand and faithfully follow out the little which I do know.

God help me, that I may give all which I have to my school; and that I, with my dear children, may, above all things, strive after that which is from above. Father in heaven, grant us strength and love for this.

BERNARD OVERBERG.

Among the many devoted teachers and educators, whose example and teachings breathed a new spirit into the schools of Germany, we have been particularly impressed with the character and views of Bernard Overberg, who for thirty years was in the habit of meeting the teachers of the neighborhood of Munster, twice a year during their vacations, and instructing them in the best modes of conducting their schools, and especially in imparting religious instruction. We make the following extracts mainly from a memoir of Bernard Overberg, by Professor Schubert, of Munster.

In 1780, he became officiating vicar of Everswinkel, and many even yet can remember his powers as a spiritual guide and teacher, and the blessings which attended him. His chief anxiety was for the religious education of the children of the parish, and this at his request was wholly given up to him by the rector. In three years his manner of teaching became so perfect, that the minister Prince Furstenberg was induced to think of appointing him to the normal school* at Munster. But first he determined to hear the teaching himself, and getting into his carriage on Sunday, when he knew Overberg would catechise, he told the post boys to bring him to Everswinkel exactly at two o'clock. He thus got into the church unobserved, and listening unseen, found his expectation exceeded, and therefore offered the situation immediately. Overberg's disposition and humility inclined him to remain amongst the countrymen who were attached to him, but the offer was really a command from his vicar-general, (which Furstenberg then was,) and he had only to comply. On being desired to name his own salary, his modesty asked only for 200 thalers, (about $150,) with board and lodging in the episcopal seminary at Munster. He entered this, March, 1783, and here he died as principal, in 1826.

The leading object of his intercourse with all, both old and young, with whom he came in contact, was to implant and cultivate a spiritual principle; a principle coming from God's spirit and continually nourished by it alone, whilst he believed the means for obtaining this to be clear and impressive views of the truth and power of the Christian religion laid deeply in the character during childhood. The relation and intercourse between God and man either by natural or revealed means was the great object of his instruction, and being so pervaded by this godliness himself, his pupils became in some degree warmed by it. Only that which comes from the heart can reach the heart," was a favorite saying of his; and all who have heard him, agree in stating that a tone of cheerful piety seemed to

• Not a regular normal school, but a gathering of teachers for special instruction in methods similar to our teachers' institutes.

accompany the studies, even the common reading, writing, arithmetic, mensuration, &c., whilst the intellectual faculties thus developed were more easily brought under the power of the will, when the moral faculties were in healthy exercise. Catechetical as his instruction generally was, he avoided the extreme in which it is now used and its attendant error of cultivating the memory of children at the expense of their reflecting, and still more, their moral powers. He never began with abstract truths of religion, &c., but with the imagination and actual experience of the children; so that the answer was not mere words or notions of the memory, but the enlargement of existing ideas. His object was not so much to give information, as to give such information and such views of things, as would draw out all the good and amiable points of the character, and repress the

contrary.

The office of schoolmaster in the district of Munster, was at that time performed in the more populous parishes by men who, intending to be clergymen, had gone through a part of the studies at the gymnasium, and then stopped for want of money, talents, or other causes; but in the smaller parishes and scattered country places, it was performed by laborers, who, teaching in winter, returned to their work in summer. By far the greatest number of them were, of course, very ignorant and unfit for any intelligent teaching; but their pay was poor in proportion, and many, having no room, made use of some bakehouse, or even an old chapel without a stove, in the cold nights of winter. To tempt them to an internal improvement, Furstenberg began with an external one; and for this, commissioned Overberg to visit all the village schools of the district. Some of the bad, superfluous, and unlicensed were closed, and instead of two or three inconvenient, one more convenient erected; then every schoolmaster who offered himself for examination, and passed it creditably, had a yearly salary secured him of twenty, thirty, or even forty thalers, (each about 75 cents,) according to the population of his parish. The examination was to be repeated every three years, and they who wished to improve themselves were advised to attend the normal school at Munster. The expenses of this attendance were all to be paid for them; and in order that there might be no material omission of their school duties, the attendance at the normal school was restricted to the usual time of their vacation, from August 21, to the beginning of November. On this being settled, from twenty to thirty old schoolmasters attended Overberg, and most thoroughly exercised his patience and charity, by their indescribable helplessness and incapacity for learning; from nine to twelve, and from two to five, he instructed them in the principles of teaching, in religion, in Scripture history, in reading, writing, and arithmetic. He carefully prepared himself for this, by one and a half hour's study; and he spent the rest of the day in reading with the most backward. Hopeless as all this trouble seemed at first, in a few years the result was rich in blessings.

As was mentioned in the introduction, Overberg's zeal for the welfare of the ignorant poor produced in many others a similar feeling. Pupils soon came to his lectures whose fervent wish was to become efficient Christian teachers. The example of these influenced some of the more indolent; and many of the schoolmasters attended him, not only as long as government paid their expenses, but for many years afterwards. Ignorant and unpolished as were the greatest number of them at first, they scarcely ever required a reproof from him, feeling respect and affection when they saw his estimable character shine forth in its simplicity and friendliness. Their studies commenced with prayer; and the dullest heart must have been, in some degree, moved when Overberg entered and began, "Come, Holy Ghost;" whilst his simplicity of manner, his want of all appearance of study or learning, with his power and fervor, struck even those most accustomed to preaching. The source from whence he obtained all this may be seen from a rule in his diary.

"Let in every thing, 1st, the love of God be the moving principle; 2d, the will of God the guiding clue; 3d, the glory of God the end. When this is done, then wilt thou walk before God and be perfect." Or more conscisely, "Do and suffer every thing from love to God, according to God's will and God's glory." Again, November 6, 1791, at the end of the course, having thanked God for his support, &c., he adds, "In previous years I felt more ashamed, having more reliance on my own powers, and more inclination to the vanity of pleasing men. This year