On that same spot, 't was played with knives, by throwing so and so;
The leader had a task to do there twenty years ago.

The river's running just as still, the willows on its side,

Are larger than they were, Tom; the stream appears less wide;
But the grape-vine swing is ruined now, where once we played the beau,
And swung our sweet-hearts-'pretty girls '-just twenty years ago.

The spring that bubbled 'neath the hill, close by the spreading beech,
Is very low- 'twas once so high, that we could almost reach;
And kneeling down to get a drink, dear Tom, I startled so,
To see how much I have changed, since twenty years ago.

Near by the spring, upon an elm, you know I cut your name,
Your sweet-heart's just beneath it, Tom, and you did mine the same;
Some heartless wretch has peeled the bark, 't was dying sure but slow,
Just as that one, whose name you cut, died twenty years ago.

My lids have long been dry, Tom, but tears come in my eyes;
I thought of her I loved so well, those early broken ties;
I visited the old church yard, and took some flowers to strew
Upon the graves of those we loved some twenty years ago.

Some are in the church-yard laid - some sleep beneath the sea;
But few are left of our old class, excepting you and me;
And when our time shall come, Tom, and we are called to go,
I hope they'll lay us where we played just twenty years ago.

b, d, f, g, h, j, i, k, l, m, n, p, r, s, t, v, w, y, z,

8R PREZENT

as usually employed.

OREOGRAFI α PRAKTIKAL FLYÜR.

Ɑ sistem ov ritiŋ hwig prosedz akordiŋ tu no rol, and darfor sesez tu be a sistem ov alfabetik ritin eltugeder, (yuzin de term in its proper sens,) iz, in fakt, a sistem bị hwig eg wurd haz a separat, independent simbol, hwig must be individyчali komited tu memori so atat de send fud rekel đe sin, and đe sin de sʊnd, and de onli advantaj ov haviŋ đez simbolz

kompozd ov porfonz ov a seriez ov 26 non and namd fermz, iz đɛ gráter redines wid hwig de į diskriminats dem, and de parts ov eg simbol ma be deskribd in wurdz. In pont ov fakt el de ordinari sistemz ov tegin tu red and spel prosed upon dis fundamental fakt. Wun sistem non az “đɛ luk and sa" metod, duz so widst disgiz; de tecer ponts tu a wurd and uterz de sand, and prosedz in dis wa wić everi nų wurd until de çild rekognizez it hwen fon agen. In uder sistemz de fakt iz mor or les disgįzd bị tegiŋ ferst de namz ov de several konstityчent parts. But in el sistemz de mod in hwig spelin iz tet displaz de prinsipl in its naked uglines. Kolum after kolum ov dul simbolz hav tu bɛ komited tu memori bį namiŋ đɛ leterz ov hwig te wurdz qr kompozd, đɛ most tedius, most ęrksum, most irafonal eksersiz ov a gildz memori hwig it iz wel posibl tu konsev.

If we den konsev speliŋ az a kontrivans fer renderiŋ de komunikafon ov įdeaz and dar prezervason ezi and rapid, we must kondem de prezent ertografi az a praktikal falyчr.

8R PREZENT OREOGRAFI α MORAL FOLYUR.

Tu giv man

But dar iz a hjer sens stil in hwig or spelin iz a falyчr. kind dɛ benefit ov de eksperiens ov past ájez, hwig, az we hav stated, manli distingwifez man from brot, it iz nesesári dat wun ov de fêrst diŋz a cild iz tot hwen hɛ iz edyųkated, fud be te qrt ov rediŋ, tu be klosli folod bi de art ov rįtiŋ. He haz tu lern ho tu resev and hs tu komunikat. Nerli de ferst tin, đen, on hwig hiz mind iz eksersizd under de prezent serkumstansez iz tu komit tu memori de stranj and konfuzd sistem ov spelin hwig disgrasez är langwaj. He iz darfor praktikali tet tu rɛgard de subjekts on hwig he iz eksersįzd az subordinated tu no rol. Hε meniŋ ov le, er de konstant relafonz ov fenomena az respekts similariti and suksefon, iz not onli widheld from him, but iz renderd elmost absurd.

Ho wud teg đɛ įdɛa ov fizikal le from đɛ ganjez ov de weđér. Hoz ov or spelin qr onli les numerus bɛkez dɛ number ov sr wurdz iz limited. Te gild lernz, darfor praktikali, in its fęrst lesonz, tu yeld tu oboriti blindli, tu sakrifiz el rezon, el komon sens, el nolej, at de frin ov kustom and roten,-tu tak hiz masterz wurd and ask no kwestyonz. de mind iz krampt, konfind, sent bak tu its polip sel, insted ov evokt (e-ducatus.) a grat moral and lojikal injuri iz dun tu de gildz mind, hwig it rekwirz méni yɛrz ov uđer edyчkason, yerz ov instrukson in fizikal nolej tu eradikat, if it inded ever be eradikáted. Hens, vud in konekfon wid edyчka

fon, or spelin iz a grat moral falyur.

THE WEATHER is always a proper subject for remarks. Till Christmas it was the mildest ever known in this region. Since then it has been the most severe. If all the thermometers in creation had formed a conspiracy to see how low they could run the mercury, it could not have been colder. If Dr. Kane had brought the North Pole home with him, it could not have been colder. The colored boy who makes our fire says, "It beats all for this longitude!" So it does.

EDITORIAL.

RELIGIOUS PRINCIPLE AS AN EDUCATIONAL POWER.

Much is said of the various qualities which tend to success in teaching; and the Teacher who possesses these several characteristics in the highest degree, will be the most successful. Among these educational powers are the Will, Judgment, Industry, Knowledge, Elocution, Politeness and Affection. But we believe that there is a far higher and more influential power than these, though of it we hear little. We mean true Religion,—a heart under the power of divine influence, —a spirit which ever responds to the Savior's declaration, "My meat is to do the will of Him that sent me, and to finish His work.'

Dinter, whose efforts resulted so gloriously for popular learning, commenced and continued his labors with this pious purpose; "I will look upon every child in Prussia, as one who will, on the Day of Judgment, testify against me, if I do not all that I can for its education." Engraven upon the tomb-stone of Mary Lyon, are the words she once uttered,—“ There is nothing in all the universe which I so much fear, as that I shall not know and perform my whole duty.” And it was this deep feeling of responsibility, that impelled her to her blessed achievements.

This principle presents to the Teacher the true nature or character of the pupil, as nothing else can. It impresses on the mind vast considerations, solemn and weighty, of the child's immortality,—its future and eternal destiny. It gives constant remembrance of that young child's relations to those around him, and his relations to God. It urges upon the Teacher the moral, as well as the intellectual and physical, nature and necessities of those whose characters he molds, and whose destinies, to a great extent, he shapes.

This principle awakens in the Teacher true ideas of his responsibilities. It forbids that he should be actuated by motives of selfishness, vanity and ambition, but requires that he live and move among his pupils under the apprehension of the strict accountability to which his God will hold him.

And nothing like this religious principle, can bring him into such intimate sympathy with the experiences of his pupils. For while it will nerve him to strictness, and to the practice of needful correctives, it will render him more kind, more gentle, more affectionate. More read

ily will he joy in their joys, more deeply pity their sorrows. And the exercise of this Christian spirit will gain for him the utmost confidence of his pupils. Even the unruly and vicious of his school, will regard his wishes, and obey his rules, where they would utterly defy the authority of one whose conduct is not governed by religious principle.

And what like this is there to encourage and cheer the Teacher, amid the hindrances and disheartening facts that often meet him in his school? He is engaged in the service of Him whose cause shall at last prevail and triumph. He relies for strength and success on One whose promised presence and blessing is a support under all discouragements, -a joy in his deepest grief,-a light in his densest darkness.

From what we have said on this subject, we must not be understood as taking the ground that a pious Teacher will pursue the same course, in imparting religious instruction in schools organized as are ours, that he would in Sunday schools, and in many other places. Far from it. But after every allowance is made on account of the un-denominational nature of the teaching admissible in these schools, does it not remain true, that of all educational powers, religious principle is the most influential?

AN INTERESTING EXHIBITION.

By means of our various Benevolent Institutions, the blind are made to see, the deaf hear, and the dumb speak. To be blind, deaf, or dumb, has almost ceased to be a misfortune. But that idiots can be made over into Solons and Solomons, is still to us a strange and wonderful thing; though every year the operation is performed. Now-adays a child can very well afford to be born without a tongue, or eyes, or ears, or brains even, for benevolence will be sure to take him in hand, supply his defects, make him all right, and before he is forty years old he will be Governor, or Congressman.

A previous engagement prevented our remaining through the exercises mentioned below, and we therefore borrow from the State Journal the following. It can not fail to interest the readers of our own Journal:

EDUCATION OF IDIOTS.-The members of both branches of the General Assembly, and a large number of citizens and strangers, assembled in the Hall of Representatives last evening, to witness an illustration of the mode of educating Idiots so successfully practiced by Dr. Wilbur in the State institution of New

89

York, at Syracuse. Dr. W. is returning from a visit to the capital of Kentucky, made on invitation of the members of the Legislature, and has with him two pupils, Natty Meakin and Willie McCabe, lads near 12 years of age, taken four years ago from the Alms House on Randall's Island. They were selected on account of their age, both partially paralyzed and idiots from birth, and both dumb. Dr. W. stated that they entered the institution in December, 1851. They had little knowledge, not even of the most familiar things, scarcely knowing the head from the foot, and were in physical and mental powers far below the class of persons usually regarded as idiots. First learned them familiar objects in the room, next by blocks of wood fitting to places in boards, then distinction of colors and the meaning of pictures. Pupils were then taught to read words on cards, to spell, outline geography, writing, arithmetic and grammar. The dawning and progress of mind were slow but astonishing, and the illustrations given by the pupils of Dr. W. were deeply interesting. They articulated words with great difficulty and indistinctly, but were quite expert and correct in writing words and sentences on the black-board. In geography they were good scholars of their age, and in arithmetic such proficients as to challenge most pupils of our public schools, even to the reduction of compound fractions. The examination in grammar was also very satisfactory, and notwithstanding their general imbecile appearance, evidenced that they comprehended what they had learned. They went to their lessons with alacrity, and their countenances lightened up as correct answers were given. Dr. Wilbur exhibited numerous specimens of fancy needle work by the pupils of the institution, both by boys and girls, the pupils selecting and arranging, the colors. Also patchwork and quilts by them, all very creditable, and showing what can be effected by human patience and skill in re-creating matter and mind.

Dr. Wilbur stated that there are 85 pupils in the institution at Syracuse, 35 of whom could not speak a word when admitted. Many were more advanced than the lads exhibited, but he did not think it advisable to take them to Kentucky, as people might suppose from their present appearance that they had never been Idiots.

There are about 500 Idiots supported at the public expense in the State of Kentucky, and the number in Ohio must be much larger. Probably there are nearly that number who are fit subjects for an educational Asylum similar to the one of which Dr. Wilbur is the successful Superintendent.

QUESTION AND ANSWER.

MR. EDITOR: To whom does the title Professor, properly belong? An answer to this inquiry will much oblige many of your readers, and especially your friend,

ANSWER.

THE SUBSCRIBER.

Says Webster, the term Professor signifies "an officer in a university, college or other seminary, whose business is to read lectures, or