intercourse with books than that which his daily tasks render necessary. If there be such an inclination it should be resisted. Not that we would have a teacher always tied to some book; but he should, if possible, be well posted in the better literature of the day. The rules already laid down, as to what and how we should read, will apply in this case without essential modification. Here the useful and the practical should be prominently sought, for it is the moulding of useful lives with which the teacher has to do. By that we do not mean that it is desirable for him to confine himself to plain fact and dry argument. A man may learn of the processes of nature as truly and as well by plucking flowers from the garden as by blasting fossils from the rocks; so may we learn of man and of mind by snuffing the perfume and enjoying the delicate and varied colorings of his imagination, as well and as truly as by searching out his discoveries or laboring through with his reasonings. There will, perhaps, be an inclination on the part of the reader to confine his readings to the department of which he is a professor, and that would be allowable here more than in almost any other occupation. Yet such is the relation and the dependence of all branches of learning to and upon each other, that he will be the best qualified to teach who, while he excels in his own department, keeps himself well informed in other branches. The effect of our literature meets the teacher in another shape, either to render him invaluable assistance or sadly to defeat his efforts. We refer to the effect that his reading has upon the student, either to increase or destroy his power of application. These results may be seen especially in our higher schools and universities. Too often it is the case, that youth have indulged so much in a kind of reading which has so weakened their mental energies, and acquired habits of reading so superficially, that when they come to grapple with the more difficult studies of the higher branches, they are entirely inadequate for the labor. In this view of it our educational interests are greatly affected by the literature of the day; and the conservators of these interests may well feel a deep interest in what is read, and how. TOLEDO, MARCH, 1856.

Consider whether we ought not to be more in the habit of seeking honor for our descendants than our ancestors; thinking it better to be nobly remembered than nobly born, and striving so to live that our son's sons, for ages to come, might still lead their children reverentially to the doors out of which we have been carried to the grave, saying, 'Look, this was his house; this was his chamber."

TASTE AND REFINEMENT IN THE SCHOOL ROOM.

Let us have taste and refinement in the school-room, as well as science and professional skill. Let us have grace and beauty of proportion, as well as solidity and strength, in whatever is wrought out in school duties and school life. Let us, at least, pay our respects to the ideal and spiritual, as well as to the material and tangible. But must we not necessarily neglect something highly, more highly important, if we do this? Not in the least, my dear friend. In this pleasant labor, you polish the shaft without diminishing its strength. The truly useful will be useful still, with ornament and beauty substituted for what is unsightly and repulsive.

Do your pupils shut the doors of your school-room carelessly, and greatly to your own and others' annoyance? Suppose you have a special exercise in opening and shutting doors as often as may be necessary, until every pupil will be certain to open and shut a door properly and noiselessly.

Do your pupils wear heavy boots, and tread heavily and clumsily upon the floor, or do they walk affectedly across the room? Why not have a special exercise in walking the room, in which your own ideal of propriety shall be exactly represented?

Do your pupils rush to their several classes and exercises, like a crowd after a fire-engine? What harm will there be in special training to fix habits of propriety, from which they will never dare or desire to depart?

Perhaps many, or most of your pupils, are kind and respectful in their intercourse with their associates and others, who visit them at their own houses, and yet throw off the restraints of propriety and politeness in the school-room. Possibly, you do a little of the same thing yourself. Will your labor be lost if you try to keep up as good a standard of propriety and respect in the school-room, as prevails among the best families of your patrons? Are you not ashamed to be content with any lower standard? Oh, but you have a great deal to do-many recitations to hear-haven't been in this school but a little whileyour predecessor did not keep much order. Well, because you have very much to do, you must take the hardest possible method of doing your work; because you have just commenced in your school, you can not be expected to do any thing right; because your predecessor was

incompetent, what right has any one to expect ability in you: Shame on your pitiable excuses! If you are really fit for your duties as teacher, let it be manifest at once. If not, resign your position.

It is, of course, to be remembered that many school-rooms are very inconvenient and unpleasant, that many pupils are ignorant and uncultivated; but a poor man's home need not, necessarily, be a receptacle of filth, nor a poor man's fireside the abode of coarseness and vulgarity. So a plain, cheap school-room may be pleasant, and even attractive. A school of very humble pretensions to proficiency in science, may be hallowed by pure associations, and loved, respected, reverenced for its culture and practice of purity and refinement.

In a future communication something more specific and in detail may be offered upon this topic.

C.

MODES OF CORPORAL PUNISHMENT IN SCHOOLS.

We e are aware, that a large portion of our modern teachers have exploded King Solomon's plan of driving foolishness from the heart of a child by the rod of correction, and not believing that as things now are, "He that spareth the rod hateth his son," think that children should be controlled entirely by moral suasion. We do not wish to discuss this matter now; but would simply ask those who believe that corporal punishment is sometimes necessary, how it can be best administered?

One teacher seizes a little fellow by the collar, shoulders or arms no matter where jerks him through the house to the no small peril of stoves and desks, and then shakes him until he is frightened out of two years' growth; the teacher himself appearing more like one intoxicated, or like some lunatic, than like a sane man, cool and decided. This mode has the advantage of being convenient, and of ready and informal application; moreover, it allows the teacher the privilege of saying that he can govern without whipping. Of course it would be well to have the school-room furniture, and perhaps the necks of the children, insured.

Another carries a switch with which he periodically brightens the countenances of his pupils without calling them from their seats. This he does, not only because it is, in his opinion, necessary, but also because habit has made it easy. This mode is indeed open to some un

important objection; such as personal indignity, endangering the eyes and the like, but aside from these, it is highly commendable.

We cannot stop to enumerate all the approved modes of punishment; such as boxing the ears, pulling the hair, throwing ferules and even knives, and various kinds of prolonged torture; such as standing on one foot, or holding a stick in the mouth, but must leave each teacher to exercise his ingenuity for himself.

But to speak seriously, if corporal punishment must be inflicted, how should it be administered? We are glad that the use of the ferule is now almost unknown. We believe that such inflictions are not only cruel, but physiologically objectionable, as liable to produce permanent injury. The same might be said of large rods. Some have even ventured to use a thong or raw-hide, but this, public opinion will not endure. Happy is he who can dispense with all of these modes, and yet keep his pupils under rigid control. We reverence the teacher who has so gained the affections and respect of his pupils, that his slightest wish will be their law.

DENISON UNIVERSITY, MARCH, 1856.

NEANIAS.

CIRCULAR OF FEMALE EDUCATION COMMITTEE

OF THE DIOCESE OF OHIO.

To the Clergy and Laity of the same:

At the Diocesan Convention, in June last, the following resolution was adopted, to wit:

"That a committee of five be appointed by this Convention, of which the Bishop of the Diocese shall be chairman, to receive donations for the purpose of aiding in the Education of Females within this Diocese, and to expend the same as they shall deem proper to carry out the object of the donors, and to make report of their doings from time to time to the Convention."

In pursuance of the above resolution, the following were appointed the committee, viz:- The Bishop of the Diocese, the Rev. J. McElroy, the Rev. C. Reynolds, J. W. Andrews, Esq., and S. N. Sanford, Esq.

The committee have appointed S. N. Sanford, Esq., (the efficient and zealous head of the Episcopal Female Seminary at Granville,) their agent for the furtherance of the end in view, and have requested their chairman, the undersigned, to address this circular to the Clergy and Laity of the Diocese, explaining the views of the Committee and the object of the Agency.

Mr. Sanford, as far as his other occupations may permit, will visit the various sections of the Diocese; and in preparation for his work, we do not think it necessary, in this paper, to enter into an exhibition of the importance of a sound, religious education for the daughters of Episcopalians in Ohio; meaning by

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such education, not only education in Christian truth and life, so far as human means can give it, but also education in all such branches of knowledge and mental training as properly belong to the culture of women, and that under the guards and guides and motives of Christian principle. It would be a profitable theme in the right place. But our circular has no room for it.

Nor does it belong to our present purpose to say what measures may be wisest for our Diocese to adopt for the most permanent and satisfactory promotion of such education; or to consider the previous question whether as a Diocese, it would be wise to proceed any further than the carrying out of the measure now on hand. Time and effort may teach us for the future.

The present object of the Committee is simply, through the efforts of an Agent, who after long experience in the practical work of educating the female mind, possesses a high and merited reputation for efficiency and wisdom therein, and who is earnest to extend far and wide the benefit of a sound, Christian education, First, to draw the attention of Episcopalians in Ohio to the serious consideration of what is due from them, as parents, and as professing Christians, in regard to the promotion of such education as we have described, among the daughters of this Diocese; and, secondly, to obtain, by donation, such pecuniary means as will enable the Committee to place and sustain at approved Episcopal Female Schools, such young persons of our Church as are properly qualified in mind and character, and who cannot otherwise provide for the expense of such education. It is very important that our Church should furnish its full proportion of well qualified female teachers. There are in this State, about seven thousand females engaged in teaching. How many of them are furnished from our congregations? It is now proposed, should the efforts of the Agent be sufficiently successful, to establish a fund by which the Committee may defray the expenses, at certain institutions, to be selected by them, of such young persons as are of suitable character and qualifications, and can not meet the expenses out of their own means, or those of their friends. The principles and rules governing the Committee in such benefactions, to be in general such as the following:

1st. A good repute in the beneficiary for exemplary deportment, and for soundness and soberness of mind.

2d. An earnest desire to be qualified by education for active usefulness in life. 3d. Readiness to learn, diligence in study, and a habit of strict economy. 4th. Preference giving to such as aim at being qualified for the office of teachers and give promise of usefulness in that line; and especially if they be daughters of clergymen of the Episcopal Church in Ohio and in need of such aid.

5th. The assistance rendered to be considered as a loan to be returned to the fund when the beneficiary is really able to restore it.

For more detail, the Committee must refer to the Agent; whose cause they desire affectionately to commend to the kindest consideration and regard of all who desire that the great natural power, ordained of God, for influence over the welfare of mankind, in this world and the next-the mind and heart of woman, may be well furnished with the lights of knowledge and the strength of Christian principle and motive, so that it may be, among us, every where, what it was designed to be, "the mother of our peace and joy"-the good leaven of all social being the mightiest human power to preserve from corruption and to lead in the way of truth and purity and eternal life.

In behalf of the Committee,

Cincinnati, Jan. 11, 1856.

CHAS. P. McILVAINE, Chairman.