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of love, of kindness, of patience, of cheerfulness, of charity. Teach them to speak pure words, to think pure thoughts, to perform pure acts. Cause them to feel that the eye of God is ever upon them, and that they are dependent upon Him for life and all of life's blessings and privileges.

7. Do what you can to interest parents, and induce them to visit your, school. As often as may be convenient, visit the parents at their homes, and invite them to call at the school. No school can be, in the highest degree, successful, unless the three great parties, -teacher, pupils and parents, feel and manifest the right spirit. Therefore feel that it is a part, and an important part, of the mission of the true teacher, to labor for the promotion of a right feeling and right action on the part of pupils and parents. Labor constantly, labor earnestly, labor judiciously, labor cheerfully, and in due time “if you faint not,” you will reap your reward.-Connecticut School Journal.

C.

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In our own experience hitherto, we have not found increase of salary, however desirable for every man of whatever business, to be productive of a more plethoric state of the pocket, except when certain principles of laying out money have been adopted. If men choose to spend their funds for whatever the impulse of the moment may dictate, it matters little whether their salary be $400 or $800; for in every position of life, the higher the rewards, the greater the opportunity to disburse without reference to the future. · If strict rules be laid down at the outset, and lived up to through the year, then the greater the salary, the greater is the amount available for the future. Teachers are proverbially a poverty-stricken set; they start poor, they continue poor, and so far as we know, they die poor. Indeed, a teacher who should have cleared five thousand dollars by long industry in his profession, would be a standing marvel—especially from our public schools. But is five thousand dollars too much for an educated professional inan to hope for as the result of twenty or twenty-five years of devoted attention to his business?

If we can hint at any means by which so desirable an amount may be secured, whether by showing directly how it may be acquired, or indirectly by giving causes why it is not acquired, our intention will have been accomplished.

But before we open upon this, let us offer one word to a class of teachers whom we have purposely avoided in our former papers on this subject. There are many working in our broad state for the means of obtaining that of which poverty, hitherto, has prevented the enjoyment-a complete mindculture, so far as the schools can give it. There is many a maiden working ( 'in the wayside school-house for little reward, who purposes from her savings

to collect enough for a course at the Normal Halls, that then she may go forth on her life-mission of doing good, prepared for its duties as an intelligent, noble-hearted woman. We honor all of them; and on these Teacher pages would bid them “God speed.” May the change from the lowest rank

-at one dollar per week and board around — to the highest, at $800 per annum, which we believe is near the limit for female teachers, be speedy ; for we need them, disciplined by just such toil, to help us along.

There is many a youth, too, struggling on in doubt and in darkness, with a firm resolve to become a man, equal in scholarship to the best in the land. We would grasp the brave hands and acknowledge even the brave hearts of such teachers, laboring with Christ-like ardor for their charge, and striving daily to become more full of the power for effecting good in the world, either as teachers of youth or teachers of men. We need not tell them to save their dimes, for amid the scorn and reproach of the present they can see in the misty future a time when these shall be changed to words of trust and confidence. All honor, we say, to the youth or maiden, thus working in our profession, and developing in themselves and in others that noble thing which men call character. Gentle words come not often to them now, but they shall come hereafter.

And now, why don't teachers as a class, succeed in laying up a little money, or how can they do it? That's the question before us, interesting to all, unprofitable to none.

1. Teachers change their places too often. If a storm is imagined in the distance, they are ready to run before it, as if they could find a place where no storms shall come. Brother pedagogue, you can't do that in this world ; and this world is where your services are more peculiarly needed just row. If your place is a “hard” one, so much the more need exists of a true-hearted, resolute man to make it easy. If your salary is small, make yourself a necessity to the place, and it will be made larger. Teachers should never despair, while one supporter remains firm. Storms do not last forever, and there is glory in overcoming all the obstacles of ignorance and superstition, rather than in turning from the way dismayed, downcast, cowardly. Heed Carlyle's rough words: “Who is he that says there is a lion in the way? Sluggard ! thou must slay the lion then; the way has to be traveled.”

Besides, if a small salary won't sustain life, how will it be with none at all? We believe that teachers are more likely to be called to good posts from poor ones, than from idleness. Trustees, have found it better to get those who have a heart which compels them to work, rather than those having hearts indifferent to labor. Above all, we think that too many teachers keep poor by just.working long enough in a place to obtain enough funds for carrying themselves away, and then spend that little amount in finding another spot for another toiling hour. We appeal to the experience of half the teachers who read these pages to sustain this position. One great remedy then is stick to your work. The tradesman must do it for success; the lawyer must do it; the physician must do it; the farmer, the clergyman,

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the teacher-all must stick to their work in order to succeed in making & living, and in saving for the coming years.

2. Teachers are too fond of traveling. We know that the breadth of vision which traveling secures is eminently desirable for those whose very profession is apt to make small things appear great, and we would join most heartily in securing such a sum as would satisfy the desire of the eye for. seeing, and of the ear for hearing. But as things are in our times it is impracticable. Is it not true, as we have charged, that teachers like traveling too well for their pocket's interest? Do we not always hear the question as soon as vacation begins, “Where are you going this vacation ?” But railroads are not saving banks, except for stockholders; and first class hotelsprofessional teachers will use no others—are expensive not only to their proprietors for the mirrors and the furnishings, but to the guests for the enjoyment thereof. If teachers would make money they must be keepers at home. They must believe in Chicago, and the prairies; they must exercise more faith in the Geography and in Bayard Taylor's travels. Young teachers must remember that the fifty dollars of a vacation trip, if put at interest will be fifty dollars still, but if invested in railroad tickets will cease to be their own forever. It is hard to cut off this great joy of traveling, but it must be cut off for the first few years of life, if the last would be made comfortable from the teacher's stipend.

3. Aroid all accounts at dry goods or at book stores. If you must have them, cast them up every week, to be certain they are not growing too rapidly. We suppose that most teachers will call that parsimony which Dr. Franklin would call economy; but it may be remembered that Dr. Franklin made

money and teachers don't. Speaking of books--the question occurs as to the library of the teacher. We suspect that our professional brethren are not usually, as a class, quite select enough in their books. It is 80 pleasant at the close of a hard day's work to take some light book and content one's self with its prettily turned phrases, instead of turning to some of the world's master spirits, whose thoughts in rough garb demand an effort of the weary mind. Yet, because we believe that teacher is useless, who has ceased himself to grow in mental strength, we would lift up our voice against the cessation of toil when school hours are past. The teacher's library need not for the first five years grow fast, but it should grow well. A few dollars rightly expended will secure many great thoughts, and thus the mind and the pocket become “harmoniously developed.” Our modern wiseacres will pardon the desecration of their favorite phrase, but it expresses an idea in this connection worthy of their attention.

In conclusion, let us say, if teachers can not be economical without being miserly, they ought to prefer remaining in poverty. A stingy old schoolmaster is the meanest object in Christendom, as a provident, broad-souled, heaven-working schoolmaster is one of the noblest; but the thought of the great Dr. Arnold—that big-hearted teacher and earnest man-is not an unnatural one: “Depend upon it, the comfort of an income already secured is great, when a man feels at all unwell."

VOL. II.

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Gibbon, at the close of his great work, informs the reader thereof that it was first conceived "among the ruins of the capital.” Although it may appear presumptuous, yet we would fain shelter ourself under his great example for stating that the idea of these articles was first conceived “

amongthe ruins of our capital.” It chanced that we counted the cost of living,, the other day, for the ensuing year, being surprised at the limited stock of "the ready" on hand as the result of the present; and having carefully concluded every probable expense to which we shall be subjected, and having subtracted the sum from the salary we expect in due time to give our receipt for, we were overjoyed to find a balance in our favor of_$6.81. Determined on securing such an unprecedented result, we also proceeded to strengthen our position by writing an article on the propriety of economy in all teachers, hoping thereby to induce sundry others of our cloth” to commence getting rich at the same time. Brothers, let's try it three years., and see what comes of it!

Superintendent's Department.

DISTRIBUTION OF DICTIONARIES.

For a few months past, I have been subjected to harsh and severe criticism from certain sources, for what has been termed official neglect and delinquency, with respect to the distribution of Dictionaries, purchased by the State. At one time, report even went so far as to say, that in some strange manner five or six hundred of said Dictionaries had disappeared, which would account for non-distribution to certain localities.

The following correspondence is respectfully submitted as furnishing all the explanation that is required:

Milwaukee, May 11, 1857. 8. M. Booth, Esq. :

Dear Sir :-On arriving in your city this evening, my attention was called to an editorial in your daily issue of this date, reflecting upon my fidelity, if not my integrity, 1 as a public officer. I grant that the work of distribution of Dictionaries, to which your : article refers, may have seemed tardy-unreasonably 80; but a simple statement of facts will show that my duty has been faithfully performed so far as circumstances would permit.

Immediately on the arrival of the Dictionaries in Milwaukee, the distribution of them was commenced through Messrs. Gardiner & Ilibbard, who promptly forwarded as fast and as far as they could find conveyance. This done, they addressed letters to the Registers of counties not supplied, requesting information as to the manner in which the Dictionaries should be sent them; and in every case an order in reply received immediate attention.

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This was done, and charges pre-paid, though the Legislature had neglected to make provision for such purpose.

In relation to the balance of Dictionaries, remaining on band in one of the Warehouses of this city—they were promptly ordered to be forwarded to Madison on the receipt of the Resolation of request from the Senate. And I am assured by Messrs. Elmore Bro. & Co., that they were sent forward at the earliest practicable period after receiving my order.

One other explanation,--the order to the warehouseman in Madison was, not to deliver two certain boxes of Dictionaries—the only ones then in store at that place— as the county for which they were sought to be obtained by an angentlemanly demand, had already been supplied,

My long absence from the State by reason of the protracted and dangerous illness of my wife, must be my excuse for not correcting the misapprehension above alluded to, and availing myself of the presence of members of the Legislature for further distribution.

A. CONSTANTINE BARRY.

Milwaukee, May 11, 1857. Hos. A. . BARRY

Dear Sir :-My attention has been called to an article in the Free Democrat of yesterday's date, reflecting somewhut upon your fidelity and promptness in the distribution of Dictionaries for the several districts throughout the State. In justice to yourself, I will state that the Dictionaries were received by Gardiner & Hibbard, from Messrs. Merriam, of Massachusetts, some time during the early fall of 1855. Previous to the receipt of them, we had made arrangements with you for their distribution. On their arrival, we at once commenced distributing them to the several counties so far as we were able. Many of the counties were so far removed from any steamboat or railroad communication, that we were unable to forward to them. In every instance where this was the case, we wrote to the Register of the County, requesting him to advise us, as to the best method of sending the books, or to send an order by some team that might be coming to Milwaukee, and we would forward them at once. So far as your duty was concerned in the distribution, I believe it to have been faithfully performed, and that no blame whatever can be attached to you, as all was done that could be, and the Dictionaries were sent forward as fast as was possible. Respectfully, your obedient servant,

E. L. H. GARDINER,

It may be well to state here, by way of further explanation, that of the nearly three thousand districts reported to the Department, all, save two hundred and twenty-six, had Dictionaries forwarded them between the first days of October, 1855, and of February, 1856. Why these were not furnished has been explained.

A second distribution will be made, and all unsupplied districts furnished with Dictionaries as soon as full returns have been received from the several counties.

A. CONSTANTINE BARRY,

Supt. of Public Instruction.

· BUILD good school houses, employ competent teachers, and we may inscribe on our prison doors, "For rent."

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