teacher, friend, and counsellor he was regarded by t sented Mr. Philbrick with a valuable silver vase an The presentation was made in their behalf by Rev. Geo dall, Chairman of the Sub-Committee of the school, in of great beauty and power, and an appropriate and response was made by Mr. Philbrick.

We cannot close this short notice without bearing t to the valuable services which Mr. Philbrick has rend of the immediate sphere of his school labors. For th past years he has labored zealously in the cause of e and has done much in the "Massachusetts Teachers' tion" to make its influence respected. Under his super 1esident editor of the "Massachusetts Teacher," a foste the "Association," it has increased in strength and useful has become clothed with an influence which its most ard wishers had not anticipated for it. The value of the "T as an educational work depends, of course, upon the value of the contributions from those who are so kind a it but its success depends much upon its punctual appe and for this its Resident editors are responsible. Mr. I has ably edited several numbers, and for the past two y been the main assurance of its promptness, and its mos sive contributor. For these services, as teachers, we o debt which we cannot repay. But we may add that if sciousness of services well-directed and bestowed is ple proportion to their magnitude, then may he experie pleasure and content. May success attend him.

:

Mr. J. W. Hunt, for many years the successful Pri the High School in Plymouth, has received and accepte to take charge of the High School in Newton Centr taking leave of his pupils was characterized by an similar to one which we have recorded above: he was pi by them with a beautifully wrought silver pitcher.

Roxbury, we believe, next to Boston, appreciates the of its teachers more highly than any city or town in th The salary of Mr. Long, Principal of one of the G Schools in that city, has lately been raised to $1200.

Mr. C. E. Valentine, late Sub-Master of the Quincy Boston, has been appointed Principal of the school, in Mr. J. D. Philbrick, resigned. His salary is $1500.

fied with no present attainments, this is a teacher's d It has been said that a skilful artist sees the statue of marble, and by vigorous strokes of the hammer a he causes the form of beauty to stand before him, like life. In like manner, the teacher sees in the youth b the elements of a character, fitted, it may be, to re affairs of nations, and he makes every exertion to statesman out. And there is as much persevering to devotion, and all-absorbing love for the work, in the or in the other, and a joy at the result as much greater a man is better than a senseless stone.

In accomplishing this, a judicious teacher will not mind of the pupil to be distracted by a multiplicity o nor discouraged by being too severely tasked. It may that such is the natural indolence of many, and such t sion to study, that there is but little danger that any v themselves by too close application. But that such is we have the most painful evidence, and many a talent too much encouraged by the vanity of the parent and has fallen a victim to his own ambition and desire to ex

But whilst the physical education belongs to the pa intellectual, to the teacher, there remains the traini moral nature, the cultivation of the heart, which, equally to both, receives too little attention from either

Thou shalt love the Lord thy God with all thy heart neighbor as thyself, is the sum and substance of reli teaching this, we are not required to teach any particu doctrines, or system of theology. The religion that is that which will give the young enlarged and correct God as our Father; that will make them better sons ar ters, better brothers and sisters, and that will make the citizens when they go out from home to act for themsel

How can such a religion be taught in school? In place, the teacher must himself be a man of refineme larged benevolence, and ardent piety. Here, as in the he must himself know what he would teach. The B be his text-book. We are aware that some parents this. They do not believe it themselves, and they ha sire that their children should be taught its truths. ing such, we have nothing to say. Bet whilst we only blindness, and indulge the deepest sorrow for their chil will continue to regard the Bible as the best, the only true happiness.

In using the Bible as a text-book. it is not necessai

t allow the of studies, ay be said, their aver ▾ will injure is the fact nted youth, nd teacher, excel. parent, the ining of the › 1, belonging her. eart, and thy religion. In ticular set of hat we want rect views of is and daugh > them better mselves. In the first ement, of enthe sciences, e Bible must ents object to have no deConcern

7

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nly pity their

· children, we
ly guide to

or a young cha as a reading book, as soon as në letters together; neither does it require the teac] extended lecture once a week on religious subjec may be done, and the end not attained.

A teacher, wishing to discharge his duty in t was in the habit of spending one hour every Sat in enforcing some religious truth on the minds Besides this, they learned a passage of scripture recite at the opening of the school. These verses with particular reference to a system of theolo teacher had adopted. But one day he departed system as to give the following passage to be lear

"Lo, the winter is past, the rain is over and gor appear on the earth, the time of the singing of and the voice of the turtle is heard in our land."

After giving a word of explanation, alluding long winter rain of a tropical climate, the teacher poetry more beautiful could not be found in any c

A little thoughtful girl, who had in her own c the poetry of feeling, though she had not languag in measured verse, listened in silence, but with t tention. The weekly lectures had been heard wit indifference; the passages of scripture had been 1 cited like any other task, and the system of theol understood, but the sweet melody of Israel's il touched a chord that produced the most deligh Since that time, the birds, the flowers, and the ch of a returning spring, fill her heart with a gladn known; and she can scarcely refrain from uniting the joyous carol of the birds, as she wanders in walks by the way-side, for she can sing with mo ing than they, "Lo, the winter is past, the ra gone."

Another teacher had before him a class of boys reciting a lesson in Ancient History, the topic for the entrance of the Israelites into Canaan, under

The teacher alluding to the stratagem of the G is recorded in the Bible, one of the class inquir was to be found, and said that he had never read told, as soon as the recitation was over, he found read it with as much avidity as he had ever peruse tales which constituted his library.

At another time, the lesson for the day was t

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who said quietly, "He that ruleth his own spirit is b he that taketh a city," giving his authority for the ass was said for the purpose of giving a lesson to the you of the class, whose flushed countenance, flashing eye a words, whenever his actions were restrained or his plans plainly showed that he had not yet learned to contro spirit. The lesson was understood, and the meekness it was received equalled the kindness with which it v Others of the class understood its application, and t wards went of their own accord to their teacher, r him to give them a motto or verse applicable to them. the opportunity thus to convey counsel or encourage willingly complied. To one who frequently boasted of with which he acquired a lesson, how little explanation h how much more rapidly he could advance than some ol ber of his class, was given, "Let another man praise not thine own mouth ;" another, whose persevering dilig won approbation, was encouraged by the truth, that " of the diligent maketh rich;" to another, whose natura were of a high order, but whose recklessness of cond caused his teachers and friends much anxiety, wa "Whatsoever a man soweth, that shall he also reap."

This last afterward went to the teacher, frankly co that the selection of that verse had given him pain. The encouraged him by telling him that the verse referred to the misery which is sure to follow an evil course, th prosperity and happiness that are the reward of well-doi

Shortly after they all left school, and are now engag tive business. The teacher does not know that the bo violent temper has become more meek; the self-conceited more humble; the diligent boy, rich; or if the reckles continues to "sow the wind to reap only the whirlwind ;' does know that in giving such instruction, he was obey wiser than himself, who says, "In the morning sow thy s in the evening withhold not thine hand: for thou kno whether shall prosper, either this or that, or whether th shall be alike good."

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Imagine such a teacher as has been described; one w intellectual attainments that fit him to be an instructor, a heart warm with love to God and love to man. to the school-room. The clock has struck nine. Every is in his seat, with a Bible in his hand. The teacher me portion of scripture to be read, adding a few words in