and yet we may be satisfied that they are doing a good work. Our duty to them is to add every needed improvement; and if they do not teach morals as we think they ought; if they do not induce the practice of virtue as we think they should, then let us seek to make them accomplish these things by adding to them, and not by destroying them, nor by attempting radically to change them and their modes of operating.

Questions-More Still.

What Course should a Teacher pursue in regard to the Government of Children whose rents are Opposed to their being Governed?

bring these children to obey you because your plans art reasonable and just.

But above all do not go around complaining about the hard fate to which you are subjected. Be especially cheerful and good-natured. Be helpful and loving. But do insist that the rules shall be obeyed by these children while they are in school. Here we might enlarge on the method of government, but we prefer to stop, and may resume the topic at another time.

Which should be the Teacher's Aim on Commencing School-to secure Good Order, or Good Recitations?

We answer that both are absolutely indispenpa-sable to the progress of the school. Good recitations can never be had, for a long time in succession, without good order. And good order cannot long be maintained unless sufficient interest can be aroused to secure good recitations. Order and work go together in the school-room. But the question is, which is first? Now we cannot pretend to decide. In some cases the first attention should be given to order; in others the first attention should be directed to recitations.

THIS question alludes to a case of very frequent occurrence. Many parents do really dislike to have their children governed by others. They might possibly be glad to govern them at home; but to have these dear children governed by others-this is what they do not desire. Government is an excellent thing, but it makes all the difference in the world who administers it. So they do not want any teacher to interfere with their plans and domineer over their children. This is a case of common occurrence, we say. But one quite as common is found among teachers, who fancy that they know the wishes of parents in this matter of school government much better, or at least much different, from what they themselves know. Such teachers find parents who do not want their scholars governed, who object to their scholars being governed, and who always oppose and hinder a judicious teach-order and recitations, and give his attention to er's efforts to command order and discipline in his school. Some are really famous for having a very striking number of such cases-indeed, bad scholars and hard cases of government and discipline, are about all that these teachers are noted for. But here they are singularly noto

rious.

But when cases do actually occur where parents are unwilling to have their children governed at school, what is to be done?

First, let the teacher remember that such children really need more governing than any others, or rather require more actual restraint than others; and they must have it, or the school will be a failure. For let even one recollect that the school must be governed-no matter whether the people want their children governed or not. And now we say that no system of harsh measures will answer. It is a case where firmness is peculiarly called for, and where that firmness is to be tempered, most especially, with kindness, equanimity and love. Have good plan and

If the teacher undertakes to give exclusive attention to order, he will be apt to make his scholars morbidly sensitive and restive; while if he seeks also to give them instruction and information, he may prepare them to labor for themselves with ardor. And this love of employment is the grand specific for producing order, discipline and improvement. Let the teacher, then, dispense with a good deal of this talk about

the work of instruction.

A good rule-the very best ever invented-for securing good order is to keep the scholars busy and good-natured. Let them have enough to do and endeavor to get them to do it very quietly, as well as very thoroughly, and there will be little trouble about things going wrong. Let good manners, quiet behavior, industrious habits, steady employment, loving dispositions be particularly exemplified-not talked about too often nor too much-by the teacher himself, and thus be induced-as we say of some manifestations of electricity-in the souls of the scholars, and good recitations will be found to keep pace with the best of order and discipline.

Has a Teacher Lawfully any Control of his Scholars as they go to and return from School? And what is his Duty in cases of Improper conduct at such times?

and one on which It is by no means not be for a long

Here is a large question much discussion has been had. settled as yet, and will probably

time to come. In fact, it is hardly susceptible of definite and uncontroverted solution. We incline to answer it only so far as practical use is concerned.

And to answer it in this way, we say it is probably best for the teacher to assume that legally, or by right of positive statute law, he has no control over his scholars, except on the school-house premises, and during the times devoted to school hours, including intermissions, recesses, and the usual fifteen minutes, which it is expected he will spend in the school-room before and after school. We say it is better to assume no legal right to control the scholars, except at these times. But we do not mean to say that when this legal control is denied, or rather not assumed, that the teacher has no duty to perform. By no means. For very often the higher form of duty commences just where the legal right to perform, or to claim the performance, of a noble duty ends. When, therefore, we deny the legal right to control scholars going to and returning from school, we mean to insist that the teacher has a moral right, and that it is morally his duty, to exert a powerful influence over them wherever they are.

the restraining influence of seen authority is withdrawn.

Scholars are to be taught to do right when alone, and when there is no immediate prospect of harm to come from wrong doing. There is no great credit due to him who does what is right under the eye of one who will either praise or blame him; and still less is there when there is a reward before his eye ready to crown him for the right act. But to do right and to think right when alone and when no prospect of gain or applause is seen, this is the hard work. And this disposition and the power and habit to do this rightly is what the teacher wishes to beget in his pupils. He will do this best by moral advice, and by his own moral spirit, without recurrence to law or to threats. Try this way.

Removal of the State Normal School.

MANY of our readers already know that the General Assembly voted at their last session to instruct the Commissioner of Public Schools to remove the State Normal School from its present location, on certain conditions. It is found that, while the present rooms are very convenient, they are not quite large enough nor arranged in the way best fitted for the readiest use. The place on Weybosset Street is also very noisy, and the school is more or less annoyed every day from this source. Then it would be far better if there could be more open space around the building for fresh air, and for the growth of trees and shrubs.

But the main consideration inducing the thought of removal was the very liberal offer of Edward Harris, of Woonsocket, to the school, if it could be located in that village. Mr. Harris very generously proposes to give the school the use of five rooms, beautifully located on the banks of the Blackstone, overlooking Woonsocket Falls, and the lovely village of Bernon in Smithfield; he offers to warm and care for these rooms. four years, entirely free of cost to the State. Such an offer was not to be despised, and the Legislature was at first disposed to accept the offer of Mr. Harris, without hesitation.

He will do this best by advice, by carefully inquiring into acts of carelessness, or mischief, or malice, done on the way to or from school; by inquiring into these, not for the purpose of punishment, but in order that he may simply advise, or exert influence. We are to remember that our moral influence and our duty to exert that moral influence, are by no means limited by the narrow circle of our legal duties. We are obliged to exert this wherever we are, and in cases where we could not be punished-not even lawfully blamed-if we should neglect it altogether. And therefore a teacher should never forget that his moral, restraining influence should meet the children as soon as they are out of the door of home, and abide with them every step of their way, and every moment of the time till they are once more sheltered under the parental roof. This is his duty, to know how or in what spirit they meet and accost travelers on the road; how and in what manner they behave to each other; how they treat property by the roadside, and how But it was found soon that if the school was to they hasten or loiter on the way. And he need be removed, that other places would be glad to not do this for the sake of punishing delinquen-compete for it. So the Resolution was made cies or offenders, nor yet for the purpose of general, and now an offer has been made from scolding them—which is worst of all, if possible— but simply that he may tell the scholars what is right and their duty, and of begetting in them a thoughtful attention to duty and right everywhere, but more especially of making them to feel the force and propriety of moral law when

Bristol, which we hesitate not to say is the most lovely and rural village in the State. These offers are made in good faith, and if no other place makes a proposition soon, one or the other of them must be accepted.

If we did not know how proverbially slow

to it. Providence has men as wealthy as any inday, April 6th. There is not so full an attend

This offer might be accepted by the larger boys ARCTIC ADVENTURES BY SEA AND LAND, by of a school district, and the school-house grounds Epes Sargent; Boston: Phillips, Sampson & might thus be ornamented while the boys were Co., 1857, is a very entertaining account of the learning to plant trees, and making the acquaint-men, from the Cabots down to Sir John Franklin ance of this society. Write to Judge Staples, and he will send you a circular with full informa

15. By whom were they conquered or expelled, and the country occupied?

16. By what names were ancient Greece and the Greeks designated by the Greek poets and historians.

17. Relate the origin of the Greek nation according to tradition-the names of the tribes and whence derived-and the portions of Greece settled by them as they gradually occupied the country prior to the Trojan war.

18. Describe, briefly, the Argonautic expedition.

19. When was Athens founded? Sparta? gos? Corinth? Thebes? Olympia?

36. Where and under what circumstances did the first resistance to the Persian army occur?

37. Describe, briefly, the principal events of the war in Greece, and mention the dates of the important battles and the names of the principal generals who commanded the Grecian forces.

38. How long did the war continue after the retreat of the Persian army from Greece? In whose reign and upon what terms was peace made?

39. What were the principal causes of the supremacy of Athens during and after the Persian Ar-wars?

40. State briefly, the history of Pericles and 20. What was the original form of the Grecian the principal features of his administration of cities?

21. Relate the cause, date and principal events of the Trogan war?

22. When did Homer flourish? Name the productions of his genius, how they were preserved, and their principal effects upon the Greek nation? 23. What was the religion of ancient Greece? Name the twelve principal divinities in the Greek mythology?

24. Name the two principal oracles of ancient Greece and the design of the institution.

25. Name the principal national festivals or games of the Ancient Greeks, when and where they were celebrated and who were entitled to participate in them.

public affairs.

41. What were the causes, remote and immediate, of the Peloponnesian war?

42. State the dates of the commencement of the Peloponnesian war, the peace of Nicias, and the termination of the war.

43. Describe briefly, the Athenian expedition against Sicily and its results.

44. When, where, and by whom was the supremacy of Sparta finally destroyed.

45. Who was the father of History, so called? Name in addition, the leading historians of Greece.

46. Name the founders of the principal schools of philosophy among the Greeks, and their lead

26. What change occurred in the occupationing doctrines or tenets. of Greece by the Hellenic tribes in the century succeeding the Trojan war?

27. Name the principal divisions of Greece, and the countries or districts contained in each. 28. Name the principal islands in the vicinity of Greece.

47. Indicate the general characteristics of Egyptian, Persian and Grecian architecture. 48. Describe the three orders of Grecian architecture and name the principal architects, sculptors and painters of Greece.

49. Name the principal poets of Greece, epic,

29. Describe briefly the early wars of Sparta tragic, comic, and lyric. and their results.

30. Describe the principal changes in the constitution of Athens from the period of the kingly government to the year B. C. 594.

31. Name the principal lawgivers of Sparta and Athens and the prominent features of their legislation.

50. Name the principal statesmen and orators of Greece from the commencement of the Pesian wars to the destruction of Thebes.

51. What were the principal causes of the decline and fall of the Grecian States?

52. Bound Macedonia.

53. Name the principal rivers in Macedonia

32. What was the origin of the Persian wars proper, and describe the general features of the with Greece?

33. When did the first invasion of Greece by the Persians take place, under what leaders and with what results?

34. What monarch reigned over the Persian empire at the period of the first invasion of Greece by the Persians? What monarch, at the period of the second invasion?

35. When did the second invasion take place, by what route did the Persian army march into Greece, and what was the number and description of the Persian forces?

country.

54. What was the origin of the people who inhabited Macedonia prior to the establishment of the monarchy?

55. By whom was the Macedonian monarchy founded, and when, and under what monarch did Pella become the capital?

56. When and at what age did Philip the son of Amyntas II. assume the government of Macedonia?

57. Describe briefly the origin, progress and termination of the sacred war in Greece.