lating the observing powers of the mind-thus giving to the whole man and woman a broader, as also a happier range of being. As parents, the husband and wife have added to the circle of their loves the last completeting link. That which was impossible has been made possible, and is as the cup already full receives the more, baptizing their souls into a yet Ligher life, and holier love. How pure and how deep is the happiness of well-mated parents! Measured only by the care that is ceaseless, co-equal with the value of the treasure it would guard. Yet is the burden light; and care, and toil, aye the veriest drudgery of life is sweet when the parent's heart is full of love and hope. Fatherhood and motherhood? O how "sweeter than life and stronger than death" is the gush of that joy when the blossom of a heaven made union becomes immortal fruit; when first unto the clasping arms and closer clinging heart is revealed the mystery in which its love believed— the new-born baby soul! What a world of hopes, and fears, and loves come rushing up, as the consciousness, at first shadowy and dim, begins to to apprehend, and with adorning clearness takes at length upon itself this new reality. So human-so divine-so self-related, yet so individual the life, that, from its first pulse-beat and tiny form, defies the comprehension of those to whose compassion it so tenderly appeals. Now, those who were twain are indeed one in "a deeper care and a higher joy," since unto them it has been given to be Father and Mother of an existence that is heir to a development, evermore approximating the Infinite in beauty, goodness, and power. To have been Parents. Wonderful and beautiful relationship! Unrivalled in its purity and wealth of affection, let the heart be holy that would taste all its sweetness and depth; unequalled in its demands for self-knowledge and control, let the thought be wise that would contemplate its needs, or assume its responsibilities.-MRS. HOYT.- Wisconsin Farmer. 1 MILITARY PUNISHMENTS.-In 1856 the total number of punishments in the navy amounted to 1,397, total number of lashes inflicted 44,492; highest number of lashes, 50; lowest number of lashes, 1. The prevailing offenses were desertion, drunkenness, theft, insubordination. A similar return for the army states that the number of persons flogged at 64, and the number of lashes inflicted at 2,751. The offenses were insubordination, theft, disgraceful conduct, violence to supers. The highest punishment was fifty lashes. The majority of regiments a ree from the stain. HARD TIMES. WE hear all about us the cry of hard times, and it is weighing heavily upon our Common Schools. There will be shorter terms this winter in most of our schools. It is much to be regretted. What the tobacco used in a single school district would cost for the winter, would lengthen out the school, at the least calculation, one month for every three. When will men be wise and curb appetite, instead of robbing the minds of their children. It may be of interest to some to make a calculation to corroborate the above. No cigar smoker will deny the justice of charging to him an average of two cigars a-day, at five cents each, which in three months would amount to $9,10. Any man who smokes a pipe may not use up, in the same time, the same value of smoking tobacco, but will use nearly the same amount in both smoking and chewing. It will be fair, at any rate, to charge, as an average charge, $25 a-year to each person using tobacco, or $6,25 for three months. Observation has taught me that there are as many tobacco-users in any district as there are families. Each family sends, on an average three pupils to school. For a school of fifty-one pupils there are seventeen families. Such a district will use up, then, during three months, tobacco to the amount of $106,25. The expense of keeping up a school of fifty-one pupils will be much less than $100 per month!! Said I not wisely, then, that money used for tobacco in any district, would keep up a school one month additional for every three ? P. LETTERS TO LITTLE FOLKS.-No. 3. MY LITTLE FRIENDS:-It is now 1858. The year 1857 brought to you many joys and many sorrows. You had nice presents a year ago. You have had fine times playing with your skates, your tops and your dolls. Perhaps your toys were broken, and then you felt very badly for a time. You have had kind playmates, and dear little friends whom you loved to associate with. Perhaps some of these have been taken from you, and you have felt your little hearts swell with grief on account of their loss. These are but samples of your joys and sorrows. These same feelings will continue for years to come. As long as you live on this earth you will have at times joys and pleasures, and at times pains and sorrows. Your joys will be made doubly sweet, and your sorrows less severe, if you have You all love to hear of George Wash a mind well-stored with useful knowledge, and a heart full of love to God and man. This love to God will teach you to do many things that are right and to avoid many things that are wrong. One of these many things which, perhaps, many of you are liable to indulge in, is that of SWEARING. Little boys sometimes swear. I hardly believe that any boy who swears, thinks of what he is doing. He hears men swear, and thinks it will make him a man to swear. He thus forms a habit, and can not always avoid it when he wishes to. ington. When he heard of the habit of swearing that some of his soldiers indulged in, he said, "We can have little hope of the blessing of Heaven on our arms if we insult it by our impiety and folly; added to this, it is a vice so mean and low, without any temptation, that every man of sense and character detests and despises it." George Washington is good authority, and one whom every one of my little friends should strive to imitate in his regard for truth, as well as his hatred of swearing. When you hear any person swear again, think of what George Washington said, and show that you are possessed of sense and character by detesting the habit. In this way you may secure to yourself the respect of others, and add to your happiness for the year 1858. January, 1858. ONE WHO LOVES LITTLE CHILDREN. AWAY! AWAY TO SCHOOL! HARK! the bell is ringing, ringing Away! away to school! Always prompt and always early, Is the scholars' rule. Pick up your marbles and your ball, Put all your toys away— I love my books as well as my play, I will not be a fool; The bell is ringing, ringing, ringing— When school is out we'll be about, Well jump and run, and have good fun, As happy children may.-Merry's Museum. THE above cut is a view of the Waukesha Public School Building, erected in 1854. It is a substantial and beautiful stone edifice, two stories in hight, and 40 by 60 feet in size, inside the walls. The lower story is divided by a cross partition into two main rooms, the one in the rear occupied by the primary, and the other by the intermediate department, the entrances to which are at the sides of the building. The space in front of the intermediate department is occupied by the entrances to the second floor, and a recitation room between them. The whole of the second floor is devoted to the principal department, excepting 16 feet in width across the front, which is occupied by the stairways, and two recitation rooms, 12 by 16 each. The pupils are seated with their faces toward the rear of the building, and the teachers desk is placed upon a rostrum six feet wide, and extending entirely across the room Surmounting the rostrum is the black board, which also extends the whole width of the room, One hundred and sixty Pupils can be seated in the principal department, and the whole building will accommodate over three hundred. The upper room is seated with double desks and seats, the frames being of cast iron, which are screwed to the floor. Mr. Ira Colby is Principal, assisted in the higher department by Miss Dorr and Miss C. M. Willie. Miss A. Sickles, Principal, and Miss Foster, Assistant in the intermediate, and Miss Proctor, Teacher in the primary department. The house and ot are valued at $8000. We are indebted to Mr. A. A. Griffith, who was the first principal of the school, for the cut and description of the building. Editorial Department. TEACHERS FOR OUR SCHOOLS. THE greatest hindrance to the successful operation of our common school system, is the want of a sufficient number of properly qualified teachers. We have on our files communications from nearly every part of the State corroborative cf the statement in the letter from Superintendent Chase, of Wausau, published in the January Number of the Journal, "The greatest difficulty under which we labor is to obtain competent teachers." As a general thing the people are willing to pay for the education of their children, but an increase in teachers' wages does not always secure better qualifications, and we ought not to be surprised if tax-payers refuse to give liberally for the support of schools when they see so little good resulting from increased expenditures. We need more efficient and better disciplined teachers, who realizing the responsibility of their position, shall devote all their energies to their work, and make it the business of their lives. We do not wish to be understood as underrating the teachers of Wisconsin-far from it. On the contrary, we believe that, as a class, they are as intelligent and capable as those of any Western State, and that there are among them many who would take a prominent place in a collection of teachers gathered from the whole country Still there are in many of them manifest deficiences the consequence of isolated posi ions, and the absence of agencies fitted to develop a higher order of talent, and greater efficiency in teaching. They are striving to improve, and are willing to learn, but in a majority of instances the means of improvement are not within their reach, and this accounts, in a great measure, for the existence of schools arranged, governed and taught on the same plan as were the schools twenty years since. And this state of things will continue so long as the Legislature shall neglect to provide for the establishment of institutions for the training of teachers. The school fund subject to appropriation next month amounts to nearly a quarter of a million of dollars, yet not a dollar of it is devoted to the sup port of teachers' institutes or normal schools. How can we expect our free school system to work harmoniously or effectively so long as we make no provision for the proper training of those who are to guide and control it? Teaching is an art as well as a science, and those who engage in it should be thoroughly trained and disciplined, not by the active performance of the duties of the profession alone, but by competent instructors, before they assume the position of teachers. It is not so much schools to teach the sciences that we need, as it is those in |