I. Modern Systems of Education and their Founders-No. 2. Pestalozzi,... II. SCHOOL ARCHITECTURE-Six illustrations, III. MISCELLANEOUS. 1. Love, Hope and Patience in Education. 2. A Beautiful Thought-(Poetry). 3. Moral Training of Pupils. 4. Opening of the Great Industrial Exhibition in London, May 1st, 1851. 5. Milton. 6. Statistics relating to the North West Passage,

IV. EDITORIAL. 1. Objections to the Free School System in England, 2. Progress of Education in Nova Scotia. 3. Extracts from Local Superintendents Reports (concluded)...

V. Apportionment of the Legislative School Grant to the Townships, Cities, Towns, and Incorporated Villages in Upper Canada, for the year 1851-** 1. Circular to Clerks of Counties. 2. Circular to Clerks of Cities, Towns, and Villages, notifying the above,

VI. EDUCATIONAL INTELLIGENCE. 1. Canada. 2. New Brunswick. 3. British and Foreign. 4. United States,

VH. LITERARY AND SCIENTIFIC INTELLIGENCE,

VIII. EDITORIAL AND OFFICIAL NOTICES. 2. Advertisements,

MODERN SYSTEMS OF EDUCATION AND THEIR

FOUNDERS.

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HENRY PESTALOZZI, OR PESTA LUZ.-BORN 1745, DIED 1827, ETAS 82.

No. II.

Henry Pestalozzi was born at Zurich, in the German part of Switzerland, on the 12th of January, 1745. His family, we are informed by his biographer, Dr. Biber, belonged to the "honoratiores;" that is, to what we would call, in this country, to the gentry. His parents, however, were far from being opulent; and by the premature death of his father, a physician by profession, he was left an orphan at the early age of five years. Such a misfortune was doubly disadvantageous to young Pestalozzi. His remaining parent, however, nobly performed her part-nor were his father's family

and friends neglectful of their duty; advice and assistance were cheerfully given, and young Pestalozzi was prepared in due time for entering into a profession suitable to the rank held by his father. His early and constant companions were a fond and devoted mother, and an old, faithful, and attached female domestic, called Barbara, To these circumstances he owed, perhaps, much of that gentle, and almost feminine disposition, which distinguished him through life. His secluded education naturally led him into peculiarities of habit and character, which his youthful associates soon discovered, and not unfrequently ridiculed. But while they distinguished and addressed him by the name of Harry Oddity, they always found something about him which repressed their ridicule, and awakened in them sentiments of regard and respect,

His feminine turn of mind, and a want of dexterity and physioal energy, unfitted him for joining in the active games, the eager pursuits, and the wild and boisterous sports in which schoolboys delight; nor had he any desire even for distinction in such exercises. But though he felt indifferent, and even disinclined to participate in their pursuits, yet he was often known to undertake cheerfully, and perform resolutely, what the boldest of them all would have feared to attempt. One instance of this may suffice. In the great earthquake of 1755, which was so severely felt in Switzerland, the house in which little Pestalozzi and his school-fellows were assembled shook so terribly, that the teachers ran out almost over the heads of their pupils. After their first terror had subsided, they ventured to return for their hats, books, and other articles, which they had, abandoned in their flight; but the only one who had courage to re-enter the building for the purpose, was our youthful hero-Harry Oddity.

It does not appear that Pestalozzi was distinguished in his schoolboy days by any decided mark of intellectual superiority; nor was the dull drudgery of a grammar school calculated to arouse his latent energies. His taste and his talents inclined him to philology, and the acquisition of languages; and these studies, combined with the

religious feelings which maternal piety had early and effectually impressed upon his mind, naturally led him to select the church as a profession.

Among other speculations, the subject of education did not escape him; and his ingenious and discerning mind soon led him to discover the defects and errors of the prevailing systems. He held, and held truly, that the end of all education is, to prepare and adapt mankind for their respective duties and peculiar pursuits in life: and comparing this principle with the facts around him, he could not avoid concluding that the prevailing systems of education, not only of the people, but of their guides and rulers also, were radically erroneous. His views on this subject he published in a pamphlet on the bearing which education ought to have upon our respective callings in life.

After qualifying himself under the direction of Tschiffeli for conducting an agricultural establishment, he expended the small patrimony which his father had left him in the purchase of a tract of waste land in the neighbourhood of Lenzburg, in the Canton of Berne, on which he erected a dwelling-house with the necessary out-buildings. To this establishment he gave the name of Newhof -that is, the new farm. With all the vigour and energy of a young man of twenty-two, Pestalozzi applied himself to the cultivation of his estate-which indeed to deserve that name required years of persevering industry and prudent management.

This may be regarded as the happiest period of his life. His agricultural enterprise succeeded to his entire satisfaction; and his happiness was completed by his marriage with Anne Schulthess, a young lady as distinguished for her beauty as she was for her accomplishments and talents.

This marriage put Pestalozzi into possession of a large share of an extensive cotton manufactory, of which the father of his wife had been the principal partner. Pestalozzi, as might be expected, applied himself with diligence and zeal to the management of a business which was expected to prove a source of national prosperity. This connexion brought him into contact with the manufacturing classes; and this led his active and inquiring mind to compare their condition with that of the agricultural portion of society, with which his previous occupation had made him perfectly acquainted. The errors of the prevailing systems of education he had previously pointed out in the essay which he had given to the public and now that his means enabled him, he determined to put into practice the reforms he had recommended. With this view he converted his establishment into an asylum for the reception of fifty destitute children; and to enhance the value of the results which he hoped to obtain, he selected them from the very dregs of the people. His object was to lay the foundation of a reform in the education, and consequently in the character and condition of the people at large. Such was his benevolent intention; but he unfortunately failed to carry it into execution.

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But even this failure was productive of much good. More than one hundred children were rescued by it from ignorance, degradation, and vice. It also supplied Pestalozzi with a rich store of experience, which was of the greatest service to him in his future plans and operations.

During his residence at Newhof, he published several interesting works on popular education. The first, "Leonarde and Gertrude," a kind of novel for the people, was written with a view to deposit in it the knowledge he had acquired of the condition of the lower classes, and the experience he had gained in attempting their improvement. As a novel this book was very generally read and admired, but the moral of it was disregarded. Even those who entered most into the author's meaning, said "Indeed, if there were many mothers like Gertrude, many schoolmasters like Gluelphi, and many magistrates like Arnheim, the world would be in far better case !”—and there the matter ended..

As this work exemplifies the system of Pestalozzi, we take from it copious and interesting extracts. Gluelphi, a reduced officer, under the patronage of Arnheim, the lord of the manor, undertakes the re-organization of the village-school; and having been introduced to the villagers as their new schoolmaster by Arnheim and the pastor on Sur Sunday, after sermon, he announced his intention of opening the school on the following morning.

"The minister had sent on Sunday evening to all the houses, to say that all the children were to be at the school-room precisely at eight o'clock; yet at half-past nine there were still a great many

wanting, from the disorderly families, and from the houses of some of the magistrates. With the exception of those whom their parents accompanied from curiosity, the children of Gertrude, and those of another orderly family who came with her, were the only ones that arrived quite in time. Meanwhile, the whole village was in the greatest suspense, till they should know what new fashions Gluelphi was going to introduce into the school, and for several days past this had been the great topic of their discussions. This was the reason, too, why the brawlers were so unwilling to leave the schoolroom. There was nothing extraordinary, however, in this general excitement, considering that a lathe, a carpenter's bench, a small forge with an anvil, a great number of work-boxes, and a variety of other articles of the same kind, intended for the school, had been sent from the 'castle and the parsonage house. Indeed, it had been Gluelphi's plan to connect, at the very outset, all his instruction with different sorts of manual employment; but Gertrude soon convinced him that it was impossible, at first, to take anything in hand, except what the children had been accustomed to, however little it might be, and however badly learned. The lathe, bench, work-boxes, &c., had accordingly been left, for the present, in the parsonage house, and Gluelphi began his operations by examining the children in what they knew already. In giving him this advice, Gertrude added, that such a proceeding would afford him at the same time the best opportunity of finding out what they knew, and how they knew it, and thereby of forming an estimate of their capacities, their acquirements, and their dispositions. This he found actually

to be the case.

"Such absence of all feeling among the children was more than Gluelphi could endure; particularly, as he saw that some of them were instigated to behave with insolence. But even from those who were not, it was impossible to elicit one idea or feeling on the subjects contained in their books. There was not even the slightest glimmer of a wish to understand what they repeated, and the greater and more sacred the import of what ran from their lips, the more unfeeling and stupid were their looks. It was in Gertrude's children only that he discovered a corresponding impression of the mind in the recital of their texts. They were the only children in the school that possessed the power of expressing their thoughts. All these observations together began to ruffle his temper, in spite of all the resolutions he had formed. After the first half-hour of the examination, he stood before the children with a wry face and a cross look, and he began himself to have ill bodings of his success. To say one word in that spirit of maternal solicitude and kindness by which Gertrude encouraged her children, seemed with such a mass almost impossible, and yet he knew that without this he could never produce any effect. He felt not at all at home in the schoolroom, and began to be fidgety and uneasy; and the more he saw that the children had been set against him, the more unpleasant did his feelings become. Gertrude too felt more uncomfortable that morning than she had ever felt in her own room. She was pained to see Gluelphi so bewildered, but she was herself at a loss what to do; and when the clock struck twelve, they both left the school, evidently vexed at the ill success of their first morning.

"The afternoon was less trying; for Gluelphi had collected himself in the interval, and finding that by giving way to the impressions he had received, he had incapacitated himself for the right performance of his duty in the morning, he made a serious effort to arm himself better against any unpleasant occurrences that might await him. He had some conversation too with Gertrude, the result of which was that she proposed the introduction of another volunteer assistant, whose presence, even for a few days, she thought would be of great service. The person whom Gertrude had in view was 'Cotton Mary,' the daughter of a master-spinner in Bonnal.

The point being settled, Mary seated herself behind a desk, and said, 'What should you say, children, if I were to stop a few days, and help the lieutenant to keep school?

"All the children knowing her, exclaimed- Oh, that would be very nice indeed!'

Mary. But how is it? Will you promise to be obedient. ?" "Oh yes! Oh yes!' exclaimed the children; and some added, 'Oh, we know you, and you need only make us a sign, we shall understand at once what you mean.'

“Mary.— But don't you understand the master as well, if he makes you a sign?'

it;

"The lieutenant took the hint, and began to ask now one child, and then another, all manner of questions, just as they happened to come into his head; and if any child was backward in answering, Mary went and took him laughing by the hand, or by the hair, or by the ears, and said 'Come, come, be quick, say what you think about never mind! Only be free and cheerful! It lasted not a quarter of an hour, before several of the children felt quite easy, and began to give lively answers; and they thought it very funny that Mary should thus take them by their ears, or by their hair, and oblige them to look up and to speak out. Some of them soon became merry; their answers grew shrewd and witty, to the great delight of Mary and of the lieutenant, who made them repeat some of the quaintest answers aloud, so that all should hear them. This sot the whole school laughing; all reluctance soon disappeared; and those who had been the most timid were now most ready to answer. Gluelphi was very much struck to see that those who from insolence had been most forward to speak, became more considerate and retired, in proportion as the better children became more free and easy.

"Gluelphi saw that Mary owed much of her influence over the children to the familiarity and kindness of her manner and address, and he endeavoured to profit by the example. He succeeded beyond his expectations, and having once established a fellow-feeling between himself and his pupils, he found it much easier to preserve that evenness of temper which he felt to be so essential in his position. "Gertrude and Gluelphi did, from morning to night, all in their power to preserve the confidence and affection of the children. They were constantly assisting them with kindness and forbearance. They knew that confidence can only be attained by an union of power and love, and by deeds which claim gratitude in every human bosom; and accordingly they endeavoured daily more and more to attach the hearts of the children to them, by conferring upon them numberless obligations in a spirit of active charity.

"Gluelphi was deeply impressed with the truth, that education is not imparted by words but by facts. For kindling the flame of love and devotion in their souls, he trusted not to the hearing and learning by heart of passages, setting forth the beauties of love and its blessings, but he endeavoured to manifest to them a spirit of genuine charity, and to encourage them to the practice of it both by example and precept."

These extracts present a true picture of the Pestalozzian plan of instruction, drawn by the author himself. Nor does this picture contain either embellishment or high colouring. All that Gluelphi is represented to have done, Pestalozzi himself performed.

But we pass on to his next and great experiment in education. Stanz, the capital of Underwald, was, in the month of September, '98, laid in ashes, because the patriotic inhabitants of the land of Tell had refused to bow before the fierce democracy of France. They had refused to incorporate their canton with the Helvetic republic established by the armies of France, and the consequence was, that their towns were laid in ashes, and their valleys left desolate. It was under these circumstances that Pestalozzi was sent by the government, on the recommenation of his friend Legrand, one of the directors, to open an asylum for the reception and education of orphan and other destitute children.

The following is his own account of the opening of the asylum at Stantz, as given in a letter to his friend Gesner :

Through Legrand I had some interest with the first Directoire for the promotion of popular education; and I was prepared to open an extensive establishment for that purpose in Argovie, when Stantz was burned down; and Legrand requested me to make the scene of misery the first scene of my operations. I went I would have gone into the remotest cleft of the mountain to come nearer to my aim, and now I really did come nearer. But imagine my position. Alone, destitute of all means of instruction, and of all other assistance,

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I united in my person the offices of superintendent, paymaster, steward, and sometimes chambermaid, in a half-ruined house. I was surrounded with ignorance, disease, and with every kind of novelty. The number of children rose by degrees; all of different ages; some full of pretensions; others trained to open beggary; and all, with a few solitary exceptions, entirely ignorant. What a task! to educate, to develop these children--what a task!

"I ventured upon it. I stood in the midst of these children, pronouncing various sounds, and asking them to imitate them: whosoever saw it, was struck with the effect. It was true it was a meteor which vanishes in the air as soon as it appears. No one understood its nature: I did not understand it myself. It was the result of a simple idea, or rather of a fact of human nature which was revealed to my feelings, but of which I was far from having a clear consciousness." In the midst of his pupils, Pestalozzi forgot that there was any world besides the asylum. And as their circle was a universe to him, so he was to them all in all. From morning to night he was the centre of their existence. To him they owed every comfort and every enjoyment; and whatever hardships they had to endure, he was their fellow-sufferer. Ho partook of their meals, and slept among them. In the evening he prayed with them, and from his conversation they dropped into the arms of slumber. At the first dawn of day, it was his voice that called them to the light of the rising sun, and to the praise of their Heavenly Father. All day he stood amongst them, teaching the ignorant and assisting the helpless, encouraging the weak and admonishing the transgressor. His hand was daily with them joined in theirs; his eye, beaming with benevolence, rested on them. He wept when they wept, and rejoiced when they rejoiced. He was to them a father, and they were to him as children. Love, then, parental love, is the foundation of the Pestalozzian system of education; and to this he owed almost all his success.

Before a twelvemonth had elapsed, this interesting experiment was abruptly terminated, by the entrance into and possession of Stantz by the Austrians.

Disappointed and repressed by the failure of his hopes, when he had all but realized them, Pestalozzi withdrew into the solitude of his native Alps. But he did not long indulge in contemplation. His mind was too active for this. He therefore again determined to resume his twice-interrupted experiment. In 'consideration of his former services, and with a view to enable him to prosecute his plans and enquiries, the Helvetic government gave him a pension of £30 per annum, which they afterwards increased to £100.

Shortly after this he was employed by the Helvetic government to re-organize the school of Burgdorf, and the castle of that place was assigned to him for a teacher's seminary, by means of which it was proposed to put the public instruction of the whole country upon a uniform plan.

The next place we find Pestalozzi is in the castle of Yoerdon,

which is in the Canton de Vaud, on the south side of the lake of Neufchatel. This castle was given him by the Canton de Vaud, under whose patronage he opened his seminary. The plan laid down for his establishment here, embraced languages, ancient and modern; geography, natural history, physical science, mathematics, singing, history, and religion.

Here, at the castle of Yoerdon, he had nothing but bare walls and beautiful scenery. Yet even this soon became a busy and a happy spot, for he made his school a Christian family, in which persons of all ages, of all ranks, and of the opposite character, were united by the unaffected love of Pestalozzi. But he was more fitted to theorise and originate than to work out his own ideas: his last establishment fell to pieces for want of a proper director. He died February 27th, 1827, at the age of 82 years, after having reaped no other reward for his labours than his own inward satisfaction.

School Architecture.

As the Board of school trustees in several of the cities and towns in Upper Canada are about making arrangements for the erection of a superior class of school houses, we select the illustrations which appear in this number. The appearance and arrangements of the building are excellent.

The Academy, of which a perspective will be found on page 65, was recently erected in the town of Rome, N. Y., by Edward Huntington, Esq. It is designed for both boys and girls. The plans and descriptions are taken from Barnard's School Architecture.

The building was erected in 1848, on a lot 198 by 170 feet, on the corner of Court and James streets, fronting the public square, and is of brick, 70 by 44 feet on the ground. The basement wall, up to the water table, is of stone, laid in hydraulic cement. The roof is covered with tin, laid in white lead.

The basement, 10 feet high in the clear, contains a lectureroom, (which serves also as a chapel,) 26 by 40 feet, with comfortable seats to accommodate conveniently 200 pupils. The floor descends 2 feet from the rear of the room to the platform, giving 12 feet height immediately in front of it. A laboratory, 12 by 151 feet, adjoins the lecture-room, with which it communicates by a door at the end of a platform. The remainder of the basement floor is occupied by the furnaces for warming the building, and by the rooms of the Janitor.

The First Floor is occupied by the male department, and consists of a school-room about 30 by 54 feet, and nearly 15 feet high in the clear, with two recitation-rooms, entries, &c. There are 62 desks, each 4 feet long and accomodating two pupils.

On the second floor are the girls' school-room, about 28 by 40 feet, with seats for 76 pupils, 2 recitation-rooms, library, hall, and room occupied by primary department. There is a large skylight in the centre of the girls' school-room, and another in the library. The rooms are 15 feet in height.

The building is thoroughly and uniformly warmed by two furnaces in the basement, and a change of air is secured by ventilators at the top of the rooms, and also near the floor, opening into flues which are carried up in the chimneys. The warmth imparted by the smoke which passes up in the adjoining flues secures a good draft. In the upper story additional means of ventilation are furnished by the skylights, which can be partially opened.

The desks are of varnished cherry, similar in form to Ross's school desk.

Miscellaneous.

LOVE, HOPE, AND PATIENCE IN EDUCATION.
O'er wayward childhood wouldst thou hold firm rule,
And sun thee in the light of happy faces;

Love, Hope, and Patience, these must be thy graces,
And in thine heart let them first keep school.
For as old Atlas on his broad neck places
Heaven's starry globe, and there sustains it, so
Do these upbear the little world below

Of Education-Patience, Love, and Hope.
Methinks I see them grouped in seemly show;
The straightened arms upraised, the palms aslope,
And robes that touching as adown they flow,
Distinctly blend, like snow embossed in snow;
Oh, part them never! If Hope prostrate lie,
Love too will sink and die.

But Love is subtle, and doth proof derive
From her own life that Hope is yet alive :
And bending o'er, with soul-transfusing eyes,

And the soft murmurs of the mother dove,"

Woos back the fleeting spirit, and half supplies;

Thus Love repays to Hope what Hope first gave to Love. Yet, haply, there will come a weary day,

When overtasked at length Both Love and Hope beneath the load give way. Then with a statue's smile, a statue's strength, Stands the mute sister, Patience, nothing loath, And both supporting, does the work of both!

Samuel Taylor Coleridge.

A BEAUTIFUL THOUGHT.

BY BISHOP DOANE.

Chisel in hand stood a sculptor boy,
With his marble block before him,
And his face lit up with a smile of joy,
As an angel dream passed o'er him.

He carved the dream on that shapeless stone
With many a sharp incision:

With heaven's own light the sculptor shone-
He had caught that angel vision,
Sculptors of life are we as we stand

With our soul uncarved, before us; Waiting the hour, when at God's command, Our life-dream passes o'er us.

If we carve it then, on the yielding stone,
With many a sharp incision,

Its heavenly beauty shall be our own,
Our lives that angel vision.

MORAL TRAINING OF PUPILS.

"Is it well with thy child?"

Our nature is several fold. We have bodies as well as spirits. The outward frame must be cared for as well as the invisible tenant that inhabits and animates it. The good teacher will look to this; he will at least feel anxious that the bodily nature is cared for and governed in accordance with the laws of life and health.

A still higher duty he owes to the intellect of his pupil. That must be trained; what is found in weakness must be raised in power; every day it should be subjected to a vigorous exercise; the pupil must be taught to think, to analyse, to reason; we are not. to be satisfied with simply inculcating truth, as it were, by outward pressure and talking to pupils, and with making them repeat, or reply to questions; this is little better than child's play, and it is more unworthy, of the teacher than of the taught, for he is older and should know better than they. Our claim to consideration as teachers lies in our ability to create an internal activity and warmth while the truth is presented. Let us remember that we are to invigorate our pupils intellectually, and make them more vigorous thinkers.

But, teacher, we have another duty to perform; our pupils have souls as well as intellects. We are to lead them down from the hills of pleasure to the arena of mental conflict; but if I mistake not, we are also to take them by the hand and seek to lead them down by

"Siloa's brook that flowed Fast by the oracles of God."

In a word, we are always to remember that over the pupils of our adoption we have, almost by the necessity of the case, acquired great influence, and are bound to employ that influence so as to promote their best interest. But as their best interest is involved mainly, not in a healthy frame, or a well-disciplined mind, but in a heart right before God, we are certainly to employ every attraction to win them early to His service.'

This is one of the great pleasures of teaching; it affords such rare opportunities for approaching the heart, and winning it, while yet tender, to the fold of Him whose kindest invitations are to the lambs of his flock. If we are conscious that we ourselves are yet. wanderers from the fold of the Good Shepherd, alas for us and alas for our influence over the members of our school! and hard will it be for us to justify our neglect on that great day for which all other days were made. But if otherwise with us, do we realize as we ought how rich are our opportunities for doing good? Do we make it a part of every day's care to speak to the little company of disciples before us of heavenly things, and of the necessity of a preparation here for happiness hereafter? Or do we esteem it a duty to mark every day with one kind, earnest, personal appeal to the thoughtlessness of childhood, to remember now the Creator in the days of youth? Whatever be our own private views, if we acknowledge the truth of the Scriptures, and the necessity of preparation for the world to come, our obligation to do this for our pupils a is obvious; but this appeal may, perhaps, with most propriety, be made to those who look upon themselves as already disciples of the o Great Teacher. Shall we not, then, in all our teaching, have more reference to the world to come, and not do all for earth, but some thing for heaven?

If the question were proposed as in the sentiment of the Hebrew prophet, Is it well with the child? several considerations must be weighed before we could unhesitatingly reply. Be it of future senators, or kings even, it would be rash for the kind teacher to reply in the affirmative, if they had not yet begun to rest upon Him, who is our Advocate and Support. It is a wise suggestion of the ancients, that it is not safe to call any man happy till the day of his death. There are many counter currents and cross winds on the sea of life; and we cannot tell whether the barks which we are now launching upon the deep, will drift safely to a quiet haven at last, or not.

We certainly know that if our pupils rise to eminence, and even sit on thrones here, but fail of seats in Paradise hereafter, it cannot in any sense be "well" with them.

Under the pressure of this consideration we ask you, Fellow Teachers, to labor. It may oppress you at times; but the thought that under God you may be the means of implanting principles of right, and conferring on your pupils more than worldly sceptres and crowns, will also animate you. Let these thoughts cheer you as you go to your daily task; let them animate you in your hours of despondency, and above all, let them prompt you to faithfulness in Christian duty, and make you "speak to that young man" of those higher interests which he has in his care and keeping. And when you commend the cares and responsibilities and successes of your business to the Source of Perfect Wisdom, oh! never forget that there is no favor you can ask for your pupils so valuable, none that the Author of Mercy is so willing to bestow, as "redemption through his Son."

Your opportunities of usefulness are better than those of most men. The minister of the Gospel enjoys no better; he sheds his influence on a larger field, but it is not so direct; he cannot approach so near to those he would benefit.

The parent occupies, perhaps, in some respects, a more favoured position; but his field of peculiar influence is only in the circle only in lighted and warmed by his own fire. But every day there come thronging up to your desk groups of young inquirers, with minds ready for the seal; they seem to ask that your influence may fall upon their expanding characters as the holy water of baptism falls upon the infant face, with a blessing and a prayer. They are ready to be directed by you; they are precious jewels put into your hands to be cut and polished in shapes of wondrous beauty. They wait your directing hand, your "modifying clauses," ere they go forth into the storm and battle of life and make a solemn and decisive throw in the game of destiny. They are before you to be fashioned for time and for eternity.

Then too as the sup finds successive meridians and districts of frosty and dark earth passing beneath him to be lighted and warmed by his smile, so you in most stations of labor find successive groups of learners passing under your influence, on all of whom you can shed your light, and impress your character, and carve images of beauty, that neither the stormy waters of life, or the waves of the River of Death can efface. Is not your opportunity.. for doing good a rich one?