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TEACHING AND LEARNING.

The terms placed at the head of this article are reciprocal, but not convertible. They both denote the same relation; but each implies a distinct related object, and indicates the peculiar action of this object or person in its appropriate relation. To teach is one thing; to learn is another; and although related to the former act, is entirely distinct from it, and performed by a different agent. It is true, the verb, to learn, is often vulgarly used interchangeably with the correlative term, to teach; and this usage has sometimes been carelessly sanctioned by high literary authority. But it is time that this anomaly should be excluded as well from our colloquial as from our written language. To teach, is to communicate knowledge to give instruction; to learn, is to acquire knowledge-to be instructed. The teacher gives; the learner receives. The teacher imparts; the learner acquires. The teacher (truly, without diminishing his acquired stock, which actually increases, in his own mind, while it is thus diffused into the minds of others) communicates what he has previously learned; and the learner makes what is thus communicated to him his own. The teacher, therefore, in the appropriate functions of his office, performs an act depending on his own will, over which no other mind has control; while the learner, by the exercise of mental powers equally his own, makes an acquisition corresponding with the strength of those powers, and the energy with which they are exercised

[No. VII

racy, as for the purpose of establishing a general
principle for the guidance of practical teachers, and
the benefit and highest improvement of their pupils.
For, as far as the term to learn is used to denote the
act of him who communicates knowledge, it implies
a state of passivity in him to whom the communication
is made; and thus, as the necessity of active exertion.
on his part, seems to be superceded, all voluntary ef
fort is discouraged, and he becomes indolent and in-
active of course. Indeed, the consequences of such
an impression, naturally made by the careless
use of this term (though that impression be but a
floating opinion,) must be everywhere, and on all
minds, pernicious and unfavorable, if not fatal, to high
attainments in literature and science. Such an im-
pression on the public mind must lead to the adoption
of injudicious expedients to promote the cause of ge-
neral education-expedients which may be of tempo-
rary apparent utility, but such as must ultimately
depress the standard of learning, enervate the mental
powers of the rising generation, make smatterers and
socialists, and produce a race of superficial thinkers,
instead of ripe scholars of vigorous intellects and high
attainments. Such an impression, or rather sentiment,
however indistinct, must produce in the mind of the
pupil, indolence and stupid inaction-in that of the
teacher, discouragement and a spirit of formality-in
that of the pareni, and even the friend and patron of
learning, a disposition to complain and find fault with
the most laborious and faithful teachers.

Let it never be forgotten, then, that the act of learning belongs to the pupil, and not to the teacher. Indeed, activity of mind is as requisite in the one as it is in the other, in order to secure the happy results of education, and especially of intellectual education. The pupil, as we said, must learn for himself. This is his own appropriate work-a work which must be performed by himself; it cannot be done by another. In order to acquire knowledge, he must put forth personal effort. He must seek if he would find; he must strive if he would ascend the hill and enter the temple Nor is this analysis of the relation between teacher of science. In other words, his mind must be in a and learner, or this proposed definite and precise use recipient state wakeful, active putting forth its of the term learn, embarrassed by the fact that men powers and pushing forward its susceptibilities, before are said to be self-taught. For, in cases in which this he can participate in the benefits of the best instrucepithet is used with propriety, the learners make to tion. Without this preparation in the pupil, and conthemselves teachers. The very instruments and means sequent reciprocal action with the teacher, all the by which they acquire knowledge, are their teachers. labors of the latter will be lost. The knowledge imThey hear the voice of Nature; they listen to the in- parted by the teacher will find no reception, certainly, structions of Revelation. They learn by observation no permanent lodgment, in the sluggish mind of the and experience. The word and the works of God are pupil. Instruction, to constitute education, must be their teachers; and, as truly as in any case, they sus received as well as given, and so received as to exertain the subjective relation of pupils, recipients; put-cise and discipline the faculties of the mind which it ting torth their powers to reach the coming knowledge, and to mold and fashion it to their own capacities and habits of association; and thus making it their own, and preparing it for future use.

These critical remarks, however, are here introduced, not so much for the sake of grammatical accu

enters; so received as to be permanently held; so received and held as to become incorporated with the mental powers themselves and ready for appropriate use. It must, indeed, become the absolute property of the mind receiving it; and be retained by that mind, not as a thing of arbitrary association and mem

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ory merely, but must so interpenetrate this recipient mind, diffuse itself through it, and become assimilated to it, as substantially to constitute a part of the mind itself.

This doctrine of mental activity in the learner as here stated, if true, is obviously a highly important and practical doctrine; important to teacher ef and pupit, to parents, and the friends and patrons of education. Many practical lessons may be found in it, and many valuable inferences drawn from it, adapted to the circumstances of the age and the condition of our schools. The space allotted to this article, however, will not allow a full statement and particular illustra tion of them in this connection. It will, therefore, be closed with a few hints, thrown out without much order, and designed principally for the consideration of professional teachers.

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Let us trace a tear to its source. The eye is the most attractive organ of animal bodies. It is placed in a bony socket, by which it is protected, and wherein it finds room to perform the motion requisite to its uses. The rays of light which transmit the images of external objects enter the pupil through the chrystalline lens, and fall upon the retina, upon which, within the space represented by a sixpence, is formed, in all beauty and perfection, an exact image of many miles of landscape, every object displaying its proper 2. He should then endeavor to fix their attention, color and true proportions-trees and lakes, hills and and concentrate their awakened energies, on the pre-valleys, insects and flowers, all in true keeping, are scribed subject of inquiry and instruction. there shown at once, and the impression produced thereby upon the filaments of the optic nerve causes a sensation which communicates to the mind the apparant qualities of the varied objects we behold.

1. The teacher should devise means, and adopt expedients, to excite the curiosity and rouse the energies of his pupils.

3. He should connect with his instructions, as far as possible, what is interesting and attractive; so that the associations, formed in the minds of his pupils, will leave them in love with the subject of investigation, and in proper time, bring them back to the pursuit with readiness and alacrity.

4. He should carefully prescribe for each scholar in his school a proper number of branches, to be pursued in a given time; so as not to distract attention by variety, nor weary and exhaust it by dull uniformity. 5. He should exclude from his illustrations, as far as practicable, everything calculated to divert the minds of his pupils from the principal subject of investigation.

6. He should be careful that awakened curiosity be not gratified too soon, by unnecessary and superabundant aid, leaving no motive and no opportunity for effort, on the part of his pupils; nor, on the other hand, be suffered to evaporate, and end in despair, for the want of timely and necessary aid, to enable them to overcome appalling difficulties. With this view, he should intermingle with text-book instruction a due proportion of familiar lecturing; enough of the one with the other to guard against the pernicious effects of excess in either.

That this wonderful faculty of vision may be uninterrupted, it is necessary that the transparent membrane which forms the external covering of the eye shall be kept moist and free from the contact of opaque substances. To supply the fluid which shall moisten and cleanse the eye, there is placed at the outer and upper part of the ball, a small gland, which secretes the lachrymal fluid, and puts it out at the corner of the eye, whence by the motion of the lids, it is equally spread over the surface, and thus moisture and clearness are at once secured..

When we incline to sleep, the eye becomes comparatively bloodless and dull The eye-lids drop to shut out everything which might tend to arouse the slumbering senses. The secretion of the lachrymal glands is probably all but suspended, and the organs of sight participate in the general rest. When, after a long night's sleep, the eyelids open, there is, therefore, a dullness of vision, arising probably from the dryness of the corner; then occur the rapid motions of the eye-lids, familiarly termed "winking"-son.etimes instinctively aided by rubbing with the hands—and after a few moments the "windows" of the body have been properly cleansed and set in order, the eye adjusted to the quantity of light it must receive, and we are awake" for the day, and may go forth to renew our acquaintance with the beauties of nature.

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7. He should prepare, select, or adapt his text-books, with a due regard to the capacities of his pupils, and with reference to the development and exercise of their various powers of mind, as well as to the immediate acquisition of knowledge. If text books are too plain and simple, they will either enervate or disgust; It is from the glands which supply this moisture that if too concise, abstruse, and deficient in illustration, tears flow. Among physiologists it is well known that they will vex and discourage; and in both cases pro-emotions-impressions upon the nervous system-exduce mental inaction. The pupil must be made to work; but he must work voluntarily, cheerfully, with hope. Aided too much, his energies remain dormant; too little, they are soon exhausted, and he sinks into a state of despair, and thus both excess and deficiency produce the same pernicious result.

8. The teacher, in all his plans of government and instruction, should keep in view the principal business assigned him. This, according to the doctrine of this communication, and as far as intellectual education is involved, is to rouse the curiosity of his pupils, and keep it awake; to furnish, in a sufficient quantity, wholesome food for their minds, and suitable materials for the active, vigorous employment of all their mental powers

Other hints might be given, and these more amply illustrated. But enough for the present. Massachusetts Teachrs.

ercise a powerful and immediate influence upon the secretions. As, for instance, the mere thought of some savory dish, or delicious fruit, or something acid-of the juice of the lemon-will excite an instant flow of the salivary fluid into the mouth. An emotion of the mind influences the lachrymal glands, which copiously secrete and pour forth the chrystal drops, and these, as they appear upon the surface of the eye, we denoininate tears.

A similar action, called forth by another kind of excitement, when dust or other irritating substance comes in contact with the eye; the glands instantly secrete abundantly, and pouring the chrystal fluid out upon the surface, the eye is protected from injury, and the offending substance is washed away. The feeling which excite excessive laughter or joy also stimulate this secretion-the eyes are said to "water." only when the chrystal drops come forth under the im

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OF THE STATE OF NEW-YORK.

pulse of sorrow-thus speaking the anguish of the mind—that it properly can be called a tear. Hence its sacred character, and the sympthy which it seldom fails

to create.

Every tear represents some indwelling sorrow preying upon the mind and eating out its peace. The tear comes forth to declare the inward struggle, and to plead a truce against further strife. How meet that the eye should be the seat of tears where they cannot occur unobserved, but blending with the speaking beauty of the eye itself, must command attention and sympathy. Whenever we behold a tear, let our kindliest sympathies awake-let it have a sacred claim upon all that we can do to succour and comfort under affliction.What rivers of tears have flown, excited by the cruel and perverse ways of man! War has spread its carnage and desolation, and the eyes of widows and orphans have been suffused with tears! Intemperance has benighted the homes of millions, and weeping and wailing have been incessant! A thousand other evils which we may conquer have given birth to tears enough to constitute a flood-a great tide of grief. Suppose we prize this little philosophy, and each one determine never to excite a tear in another—how pleasantly will fare mankind! Watching the eyes as the telegraph of the mind within, let us observe it with anxious regard; and whether we are moved to complaint by the existence of supposed or real wrongs, let the indication of the coming tear be held as a sacred truce to unkindly feeling, and all our efforts be devoted to the substitution of mercy for tears!-R. Kemp.

THE POWER OF AMERICA. Men tell us it [the war] shows the strength of the nation, and some writers quote the opinion of Euro pean Kings, who, when hearing of the battles of Monterey, Buena Vista, and Vera Cruz, became convinced that we were a great people." Remembering the character of these Kings, one can easily believe that such was their judgment, and will not sigh many times at their fate, but will hope to see the day when the last King who can estimate a nation's strength only by its battles, has passed on to impotence and oblivion. The power of America-do we need proof of that? I see it in the streets of Boston and New York; in Lowell and in Lawrence; I see it in our mills and our ships; I see it in those letters of Iron written al! over the North where he may read that runs; I see it in the unconquered energy which tames the forest, the rivers, and the ocean; in that school-house which lift its modest oof in every village of the North; in the churches that rise a'l over the Free man's landwould to God that they rose higher-pointing down to man and to human duties, and up to God and immortal life. I see the strength of America in that tide of population which spreads over the prairies of the West and, beating on the Rocky Mountains, dashing its peaceful spray to the very shores of the Pacific sea. Had we taken 150,000 men and $200,000,000, and built two Rail Roads across the continent, that would have been a worthy sign of a nation's strength. Per haps Kings could not see it; but sensible men could see it and be glad Now this waste of treasure and this waste of blood is only a proof of weakness. War is a transient weakness of the nation, but slavery a permanent imbecility.Theo. Parker's Sermon on the Mexican War.

BOOKS In this so hollow, but solid seeming world, zood books are almost the only friends we can safely rust the only friends that are such simply because hey have the power to make us wiser, and better, and happier by their society.

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OUR WONDROUS ATMOSPHERE. The atmosphere rises above us with its cathedral dome, arching towards the heaven, of which it is the most familiar synonyme and symbol. It floats around us like that grand object which the apostle John saw in his vision-'a sea of glass like unto crystal. So massive is it, that when it begins to stir, it tosses about great ships like playthings, and sweeps cities and forests, like snowflakes, to destruction before it. And yet it is so mobile, that we have lived years in it before we can be persuaded that it exists at all, and the great bulk of mankind never realize the truth that they are bathed in an ocean of air. Its weight is so enormous, that iron shivers before it like glass; yet a soap-ball sails through it with impunity, and the tiniest insect waves it aside with its wing. It ministers lavishly to all the senses. We touch it not, but it touches us. Its warm south winds bring back color to the pale face of the invalid; its cool west winds refresh the fevered brow, and make the blood mantle in our cheeks; even its north blasts brace into new vigor the hardened children of our rugged clime.The eye is indebted to it for all the magnificence of sunrise, the full brightness of mid-day, the chasened audiance of gloaming, and the clouds that cradle near the setting-sun. But for it the rainbow would want its 'triumphal arch,' and the winds would not send their fleecy messengers on errands round the heavens, the cold ether would not shed its snow-feathers on the earth, nor would drops of dew gather themselves on the flowers. The kindly rain would never fall, nor hail-storm nor fog diversify the face of the sky.Our naked globe would turn its tanned and unshadowed forehead to the sun, and one dreary, monotonous blaze of light and heat dazzle and burn up all things. Were there no atmosphere, the evening sun would in a moment set, and without marning, plunge the earth in darkness. But the air keeps in her hand a sheaf of his rays, and lets them slip but slowly through her fingers; so that the shadows of evening gather by degrees, and the flowers have time to bow their heads, and each creature space to find a place of rest, and to nestle to repose. In the morning, the garnish'd sun would at one bound burst from the bosom of night, and blaze above the horizon; but the air watches for his coming, and sends at first but one little ray to announce his approach, and then another, and by and by a handful, and so gently draws aside the curtain of night, and slowly lets the light fall on the face of the sleeping earth, till her eyelids open, and, like man, she goeth forth again to her labor in the evening.-Quarterly Review.

LETTER FROM HON. SALEM TOWN.

AURORA, August 8th, 1848.. Hon. Ira Mayhew: Dear Sir.-It was my intention to be present at your meeting on the 16th. As an individual, it would have afforded me great pleasure. As a Delegate from the New York Association, I should consider it still more desirable. Circumstances, however, are such as to deprive me, at this time, of the happiness I had in view.

The object contemplated by your Society is one of vast interest, not only to the western States, but the entire Union. The relations of an enlightened and virtuous community to National freedom and prosperity, are neither fancy nor fiction; and I cannot but feel the deepest solicitude in behalf of popular education. It is the birth right of every child of our country, and the main channel through which the very life blood of a Republic flows. Each present generation must educate each succeeding one, and each succeeding one, will, in the main, be what th

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former has made it. Here then is a responsible with the fertility of the soil our western brethren culagency from which there is no escape, and infidelity tivate, and the resources of the country in which on the part of this generation, may bring down on they dwell. our memories, the most withering reproaches of posterity, our country and the world.

We are evidently now standing between the past history of our country, and her future destiny, as yet to be recorded; and the exigency of the times on which we have fallen, demand action, speedy, effi. cient, unremitting action, as individuals, as commu nities, as a Nation. The safety of our Institutions requires it. The rapid improvements of the age in which we live; the resources of a vast domain, yet to be developed by Art and Science, require it. The commanding position we occupy on this western hemisphere, the relations we sustain to other coun tries, and above all, the influence this Nation is, in the providence of God, most manifestly destined to exert on the ietellectual and moral, the political and religious condition of the world even, demand such efforts as no former age has yet called for.

You will accept. dear sir, my kind regards, and pre sent the same to the society. You are also at liberty to read this hasty sketch of miscellaneous thoughts to them if you think it worth your while, and believe me Yours, &c., HON. I. MAYHEW. S. TOWN.

CULTIVATE ENERGY.

Many of the physical evils, the want of vigor, the inaction of system, the langor and hysterical affections women of the present day, may be traced to a want which are so prevalent among the delicate young of well-trained mental power and well exercised selfcontrol, and to an absence of fixed habits of employ ment. Real cultivation of the intellec, earnest exercise of the moral powers, the enlargement of the mind. by the acquirement of knowledge and the strengthenI entertain no doubt, we are now educating that ing of its capabilities for effort, the firmness, the endurance of inevitable evils, and for energy in combatting very generation, during whose life time the great such as may be overcome, are the ends which educaquestions, as to our future National character, moral tion has to attain; weakness, if met by indulgence, and intellectual, is to be decided; and whatever the will not only remain weaknes, but become infirmity result may be, the present generation will, to a great The power of the mind over the body is immense.extent, be held responsible. The children of these Let that power be called forth; let it be trained and United States are now coming up under that course exercised, and vigor, both of mind and body will be of training with which they are to meet this momen- the result. There is a homely, unpolished saying, tous crisis. As a Nation, we are now demonstrating that "it is better to wear out than rust out;" but it the great problem of universal suffrage, before the tells a plain truth, rust consumes faster than use. Betworld. We are, therefore, called upon as men, as ter, a million times better, to work hard, even to the itizens, as christian philanthropists, to make this Na- shortening of existence, than to sleep and eat away ion the leading power of Earth, in knowledge, in the precious gift of life, giving no other cognizance of virtue, and in the science of the human government, its possession. By work, or industry, of whatever is a model worthy of mitation, and adoption of other kind it may be, we give a practical acknowledgement ountries. Never, before, was a work of such mag- of the value of life, if its high intentions, of its manitude committed to human agency. Never was ifold duties. Earnest, active industry is a living hyma there a people in whose hands providence had placed of praise, a never failing source of happiness; it is such ample means for its accomplishment. Never obedience, for it is God's great law for moral exwas a Nation planted on the globe with a more hope-istance. ful opportunity to become the universal benefactor of all mankind. We may, as a people, we may as a Nation even, disregard such considerations; but dis. regarded, distinguished, or evaded as they may be, we cannot, as a Nation, escape that tremendous responsibility, created by our own natural relationship to those countless millions yet to succeed us in this broad Empire Whatever, therefore, is done for those of the next generation, now coming up to manhood, must be done quickly There is a tide in human affairs that waits not-moments even, on A watch-maker told me that a gentleman had put which the destiny of Nations may balance. Such, I an exquisite watch into his hands that went irregularly. am constrained to believe, in view of the unprece- He took it to pieces and put it together again twenty It was as perfect a piece of work as was ever made. dented increase of the western population, is the point which we are rapidly approaching. As the times. No manner of defect was to be discovered, western States, as the great valley of the Mississippi and yet the watch went intolerably. At last it struck is one half century hence, so will this nation be. Give him that, possibly, the balance-wheel might have been her then, the puritan stamp of New England charac near a magnet. On applying a needle to it he found ter now, and she will give the world the Bible, intelli- his suspicions true. Here was all the mischief. The gence, freedom and morals too, in all coming time. steel work in the other parts of the watch had a per

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SOUND MIND. A perfectly just and sound mind is rare and invaluable gift. But it is still much more unusual to see such a mind unbiased in all its actings. God has given this soundness of mind to but few; and a very small number of those few escape the bias of some predilection, perhaps habitually operating; and none are at all times perfectly free. I once saw this subject forcibly illustrated.

I doubt not the members of the Northwestern Edu-petual influence on its motions, and the watch went cational Society, are actuated by a deep solicitude to mind be magnetized by any predilection, it must act as well as possible with a new wheel. If the soundest advance the noble cause in which they are engaged; and as one who aided, in some small degree, in its irregularly.—Cecil. formation, my sympathies have been wedded to its EFFECTS OF AN AMERICAN EDUCATION.-Among the prosperity. I ardently hope the steady efforts of its persons arrests by the Cuban Government on suspimembers will be crowned with triumphant success, cion of favoring the insurrection, there are several n arousing the public mind of the great west, to dis-young Cubans who were educated at the American el the gathering clouds of ignorance, and let in the colleges. We naturally find these young men among war sun light of science, to that swelling Empire of the votaries of liberty, and we just as naturally find and, That our nation may witness a development that their American education is viewed as a source of intellectual ability, and moral power, that comports suspicion by the Government.-Phil. N. American.

1..

OFFICE

DEAR SIR:

From the Monroe Advocate.

Monroe, Mich., Sept. 12th., 1848.)

In your letter of August 25th, you inquire whether the practice of Sabbath-breaking morally disqualifies a person for teaching school, provided his qualifications in other respects are good. You allude particularly "to the practice of mingling with parties of pleasure and riding about the country for recreation on the Sabbath "

The Statutes are very specific. The following is from the 88th section of the Revised School Law. "No certificate shall be given by the inspectors, unless they are satisfied that the applicant possesses a good moral character."

In my opinion, neither the Sabbath-breaker, nor the profane person, nor the inebriate, nor he who frequents the gambling table, nor persons openly and habitually guilty of any immorality, can, with any propriety, be considered as "qualified, in regard to moral character * * * to teach school." Respectfully and truly yours,

*

Whether the question be viewed abstractly, as a matter of sound policy and of right, or whether it be considered as under the Statutes merely, I have no hesitation in saying that in my opinion the Sabbath- RICHARD KENT, Esq., breaker is morally disqualified for the proper disSchool Inspector, charge of the duties of a teacher of youth. The wel-Adrian, Mich. fare of the rising generation and of our country, as well as the statutes of our state, requires that no Sabbath-breaker be licensed to teach school. And I may add, it would be well if none were so employed with

out a license.

IRA MAYHEW, Sup't. of Public Instruction.

THE TONGUE.

There are but ten precepts of the law of God, says Leighton, and two of them, so far as concerns the outward organ and vent of the sins there forbidden are bestowed on the tongue; one in the first table, The statutes of our state make it the duty of school and the other in the second; as though it were ready inspectors "to examine, annually, all persons offering to fly out both against God and man if not thus brithemselves as candidates for teachers of primary schools in their township, in regard to moral character, learning and ability to teach school," and to "deliver to each person so examined and found qualified, a certificate signed by them, in such form as shall be prescribed by the Superintendant of Public Instruction."

It will be seen the law contemplates three distinct requisites to constitute a "qualified reacher." These

are,

1st, A good moral character, 2d, Sufficient learning, 3d, Ability (or aptness) to teach.

dled.

Pythagoras used to say that a wound from the tongue is worse than a wound from the sword, for the latter affects only the body, the former the spiritsthe soul.

It was a remark of Anacharsis, that the tongue was at the same time the best part of man and his worst: that with good government, none is more useful, and without it none more mischievous.

Boerhave, says Dr. Johnson, was never soured by calumny and detraction; nor ever thought it necessary to confute them; "For," said he "they are sparks which, if you do not blow them, will go out them

We cannot, says Cato, control the evil tongues of others, but a good life enables us to despise them. either better or worse. It may represent us in a false Slander, says Lacon, cannot make the subjects of it light, or place a likeness of us in a bad one. are the same. Not so the slanderer; the slander that' he utters makes him worse, the slandered never.

But we

All of these combined are necessary to constitute a good teacher. The necessity of the second qualifica-selves." tion specified, every one will admit. But without the third, the teacher's labors will be unavailing. And, however perfectly he may combine these two qualifications, his services will be worse than useless, inless he possesses a good moral character. This is the crowning excellence of a good teacher, and, in our Statutes it is wisely placed first among the teacher's qualifications. "As is the teacher, so will be the No one, says Jerome, loves to tell a tale of scandal school," has become a proverb. While no teacher except to him who loves to hear it. Learn then to reshould be employed whose intellectual and social buke and check the detracting tongue, by showing habits are not such as we would have our children that you do not listen to it with pleasure. form, I may add, none should receive the inspector's certificate, whose moral character may not be safely CONNECTICUT COMMISSIONER.-Gurdon Trumbul copied. The teacher's influence for weal or wo, is Esq., of Stonington, has been elected by the Legisla immense. The law contemplates that it shall be un-ture of Connecticut, Assistant School Commissioner, dividedly on the side of virtue.

In the 43d chapter of the Revised Statutes of this state, it is expressly provided that, on the first day of the week, "no person shall be present at any game, sport, play, or public diversion, or resort to any pub. lic assembly, excepting meetings for religious worship, or moral instruction," under penalty of a "fine not exceeding five dollars for each offence."

From this language we see that Sabbath-breaking, even in its milder forms, is made a penal offence. It would then be mockery, for the same statutes to require school officers to examine "candidates for teachers" in regard to "moral character," under instructions to grant certificates to such only as are "found qualified," and yet allow Sabbath-breakers to receive such certificates.

to become sole Commissioner at the close of the present fiscal year, or on the resignation of the present incumbent. Dr. Beers, the present Commissioner, has ably filled the office for about twenty-five years, during which, he remarks, in a recent letter, his duties. have compelled him to travel an average of three v thousand miles per annum,in the five States in which the fund is invested. Mr. Trumbull is very widely, known as a gentleman of eminant literary ability, whose business talent and experience render him fully competent to take charge of the office, which is the most responsible and laborious one in the State.Jour. of Commerce.

M. Guizot is reported to be in Scotland, spending a few weeks at the ancient city of St. Andrews. His object is to consult some rare valuable historic treasThe fact is, the teacher's office is a responsible one,ures that exis: in the University library. This would and is so regarded by the Statutes. The teacher should show that the ex-minister has resumed those profound be a pattern of excellence in all things-and especially historical investigations which first raised him to Eushould this be true of him socially and morally. orpean celebrity.

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