gion. We obtained 26 new subscribers to the Journal for 1856, and about 40 for 1857.

Not only the Teachers, but the citizens generally in Tuscarawas county, are manifesting a deep and growing interest in their Schools. In New Philadelphia, in Dover, in New Comerstown, and other villages, Schools have attained a high character, and still “Excelsior” is their motto. A noble tribe are the Tuscarawas.

Some months since we received the following notice of the Union School at Newcomerstown:

"This School was opened last October, under the superintendence of Mr. Emerson, lately connected with the Union School at Lancaster, Ohio, and is now in most successful operation, with flattering prospects of future usefulness.

"The population of the town is by no means large, yet the work accomplished by the people, if its end and object are steadily kept in view, is destined to exert an important influence. With a devotion worthy of all commendation, the people of the town have taken the matter in hand, and erected a convenient, tasteful and sufficient edifice, and furnished the same with a band of well qualified and zealous Teachers, and now people and Teachers seem harmoniously engaged in carrying forward an enterprise commenced under most favorable auspices. May harmony in council and effort ever characterize a work so auspiciously commenced.”

C. S.

SALARIES OF BOSTON TEACHERS.At a recent meeting of the Boston School Committee, it was ordered that the Salaries of the Principals of the Latin, English High, and Girls' High and Normal Schools, be $2400 for the first year's service, with an increase of $100 for each additional year, till the salary reaches $2800; and that the masters now connected with the Latin and English High Schools be paid $2800; that the salaries of the sub-masters of the Latin and English High Schools, and of the masters of the Grammar Schools, be $1600 for the first years' service, with an increase of $100 each succeeding year till they amount to $2000; that those of the ushers of the High Schools, and of the sub-masters of the Grammar Schools, be $1200 for the first year, with an annual increase of $100 till they amount to $1800; that those of the ushers of the Grammar Schools be $800 the first year, with an annual increase till they amount to $1000; that those of the Primary School Teachers, and of the female assistants in the Grammar Schools, be $300 the first year, with an annual increase of $50 till they amount to $450; that the first head assistant in the Normal School be paid $600; other assistants $500, and the head assistants in the Grammar Schools $500.

POPULAR EDUCATION IN EUROPE.

On Monday evening, Nov. 17th, Mr. George Sumner, of Boston, lectured in this city. He is a gentleman of high literary acquisitions, and scholarly accomplishments. Having spent many years in Europe, he is qualified to speak with confidence of its condition. We have seldom listened to a lecture with greater interest, though his oratory is far inferior to that of his brother, the eloquent Charles Sumner.

The subject, as announced, was, “Old Europe and Young America;" but a more appropriate title would be, Popular Education in Europe. Mr. Sumner thought that the Prussian school system has a higher reputation than it deserves. It is perverted to governmental and church purposes. In both Austria and Prussia, there is a constant effort on the part of the authorities, to render all educational forces subservient to the purposes of despotism. They will not tolerate a Teacher whose proclivities are towards political liberality, and democratic institutions. Such a Teacher would, in Austria, fare as ungraciously as did Prof. Hedrick in North Carolina. This overshadowing despotism. cripples and crushes the true purposes of learning, rendering the Teachers mere hewers of wood and drawers of water to William Frederick and Francis Joseph.

Of Holland and her schoools, the lecturer spoke in terms of admiration. The struggle with Spain, the establishment of the Dutch Republic, the heroism, the intelligence, and the hospitality of the people, were all well described. Thither fled our pilgrim sires, when oppression drove them from their English home. From the Dutch, Robinson, Brewster, Bradford and Winslow, gained the idea of popular learning, of common schools, an idea whose developments have made New England so great and happy. The schools and universities of Holland received the testimonial of highest praise from the lecturer.

Mr. Sumner next gave an exceedingly interesting account of the condition and prospects of common schools in Ireland. Poor Erin has long been a land of darkness and semi-barbarism. It was long the policy of England to keep the Irish in ignorance, that they might more surely keep them in bondage. A Catholic was forbidden to teach a school upon pain of transportation. In 1731 a society was established for promoting English Protestant Schools in Ireland. To these schools Parliament appropriated millions of dollars. But their object was to proselyte the children of Catholics to the faith of the Church of Eng

land, rather than to furnish the means of mental culture. Of course these schools failed of accomplishing good for Ireland. In 1824 the Kildare Society was formed, to aid the persecuted Teachers of the "Hedge Schools," so called from the fact that Catholic Teachers would gather children together beside hedges, and there teach them to read.

Through the efforts of that noble and learned Prelate of the Church of England, Dr. Whateley, Arch-Bishop of Dublin, of Dr. Murray, the Catholic Arch-Bishop of Ireland, and the Presbyterian Synod of Ulster, a most excellent system of national education was devised and put in operation. This system has been bitterly opposed by parties and individuals, both Catholic and Protestant. Distinguished among the opponents of "the godless schools," were Daniel O'Connell and Dr. MeHale, Catholic Bishop of Tuam. These Schools are under a national Board of Education. Though the principles and precepts of Christianity are inculcated, all sectarian dogmas are excluded from them. They have gained public favor and have made rapid progress in training the children of the Green Isle. There are now 5,000 schools, and 540,

000 children in attendance upon them. These schools are rapidly attaining a high character for excellence, and they promise to accomplish great and lasting good. They are Ireland's last hope. They. if any thing, will raise her from her deep and chronic degredation.

From Ireland the lecturer passed to Greece. This land, so long the home of learning and art, for long centuries, has been sunk in deepest ignorance. While groaning under Moslem oppression, Halicon, and all her fountains of learning, dried up. But since her successful revolution, and her recognition as a distinct power among the nations of the earth, Greece has bestowed most liberal patronage upon her institutions of learning. Her Primary Schools, her [Gymnasia, and her University, in their courses of study, and in thorough discipline, are far in advance of American institutions of like grade. That a nation of but thirty years of age, and comprising but 800,000 inhabitants, should have made such provision for popular education, is a fact as surprising as it is admirable.

Much of educational interests in France was said. The downfall of Louis Phillippe was ascribed to his disregard of the demands of the French people for the establishment of schools.

In closing, the lecturer appealed to his hearers to cherish the public schools of our country. They are the nation's hope. Republican institutions can exist only when they have for their basis enlightened popular sentiment. The man who pays a school-tax, invests his capital

where it will yield the highest interest to himself and to the world. Our schools demand more liberal patronage. They should be more comprehensive, extending to all the higher branches of learning. Especially should social and moral culture be made a more prominent feature in our schools. Young America is prone to various disgraceful and wicked practices; among which are swaggering, fillibustering, whisky drinking and tobacco chewing. He will bespatter ladies' dresses with the vile juice, but take exceeding care that not one drop shall stain his own striped trowsers." It should be the aim of our schools to promote mental culture, no more than social and moral elevation.

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We never have heard an appeal in behalf of public schools, which gave us such high satisfaction as did this noble lecture of Mr. Sumner's. We wish that the members of our Legislature could have heard it. We wish that every parent and Teacher in Ohio could have heard it.

We took no notes, and our report of this address is brief and imperfect. We give but the outlines. Many most instructive and amusing anecdotes, illustrative of various points, were related in admirable style. We sincerely hope that Mr. Sumner will live to give this lecture in every city in the nation.

TAR-CHIVALRY.

There are four things for which the State of North Carolina is famous. 1st. It produces vast quantities of tar. 2d. It embraces most of that classic ground which rejoices in the sweet name of the Great Dismal Swamp. 3d. It has a larger proportion of population who can not read, a greater degree of popular ignorance, than any other State in the Union. 4th. It has a most admirable way of working off its surplus ehivalry. A single fact will illustrate this feature of Rip Van Winkle's character.

Among the Faculty of the University of North Carolina, was a Mr. Hedrick, Professor of Chemistry,—a gentleman of high scientific attainments, and most excellent character. A few weeks ago he had occasion to write a letter, in which the following idea was, in substance, expressed. “All men are born free and equal, and endowed by their Creator with certain inalienable rights and priveleges, among which are life, liberty, and the pursuit of happiness." Well, upon reflection, the

other members of the faculty concluded to express their disapproval of such a sentiment. Then the Trustees of the University met and dismissed Mr. Hedrick from his professorship. Soon afterwards the State Teachers' Association met at Salsbury, and a large number of the Teachers of the old Commonwealth came together; and Professor Hedrick "come also among them." Most of the Teachers present gave the Professor the eut direct, and treated him to a specimen of Dismal Swamp contempt. In the evening, the people of Salsbury burnt him in effigy before the Church in which the Sessions of the Association were held, and then warned him to leave the State, to return thereto no more forever.

All this was done, and not one of the Teachers there assembled interposed to protect Professor Hedrick. O magnanimous and chivalrous schoolmasters! Each one of you merits a bran new coat of the staple production of your enlightened State. The plumage of the turkeybuzzards, which dwell around your poetic swamp, would add an appropriate grace to such a robe.

There is a difference between the Teachers of North Carolina and those of Ohio. Let the most humble Teacher in all our State come to a meeting of our Association. Let him be a Democrat of the first water-a Republican of the "black"-est shade-or an American of the most pungent sort, and we would like to see the mob that would touch one hair of his head. Five hundred men, however they might disagree in politics, philosophy, and theology, would shield him from insult and injury. And Col. Medary, Col. Schouler, and Col. Geary, and every other decent Editor in all the Buckeye State, would proclaim our praise.

O Brother Willey, Reverend and Honorable Commissioner, Heaven aid you in your efforts for the improvement of the schools and the Schoolmasters of the Old North State.

"BY HOOK OR BY CROOK."-I have often heard that Hook and Crook were two famous surveyors of the city of London; and, that after the city had been desolated by the plague and the great fire, about the year 1666, it was by the aid of Hook or Crook most of the titles to property were established and the old land marks renewed, Every claim was settled either "by Hook or by Crook;" and this became a proverb in England.