Do not, however, follow the example of a brother cler gyman. "I have complied with your rule, already," he remarked, as I was commending this method of discipline. "I have sent my children away for bad behavior. But I find they like nothing better; for they have then a capital time in the kitchen with the maids." "Did you send them into the kitchen?" I asked in reply. "O, yes; where else should they go ?" "Not there, I rejoined; for while you and the mother are eating the pudding, they will there be eating the pie, or the cake, or whatever nice bit the good-humored girls can hunt up to tickle their palates, and gain their favor. Oh no; that is not the way. Put each in a corner by himself, with no fellowship from anybody, or anything but his own memory, and heart and conscience. Let him feel how very lonely and how very cold it is to be shut away from the genial table, and the warm, loving hearts around, and such dis cipline will not often need to be repeated."

Why should there not be perfect propriety of manners at home, and in all its unguarded privacy, as well as any where else? There should certainly be respectful manners and language to parents there, and particularly at the table. There should be courtesy, also, to brothers and sisters; and here is a very special opportunity there. for, which ought not to be neglected. Indeed, the table is about the best possible schooling-place for manners. Every day, regularly, it presents opportunity for theory and practice. The table is the place where the sweetest family affections may be cultivated, and the heart flow around from one to another, as nowhere else. Every meal should present something new of intelligence brought by those who come from abroad. With a little effort, with a little regard for the great ends of existence, certainly this might be realized to an extent far beyond what has ever been before in the majority of families. Let the meal be the simplest,-should necessity compel, it may be nothing but bread and fruits; and yet there may be as

rich a pastime to the intellect and heart as the most abundant wealth, or even royal revenues, could afford. The table is the special place and scene of what is called hospitality. This word generally has reference to those who come in from without, but it may have a higher meaning, and be applied to those who abide together within. Each family, and loving and beloved soul in it, may have at the table, and at every meal, another and new occasion for fresh hospitality to the dear souls around. This consists in utterance, with the common desire to entertain, or in listening, with a desire to be entertained, for it is as hospitable, as well as courteous, to listen, inasmuch when one thinks he can do good by speech,. he likes to be heard. How beautiful might these table-manners be, in all they comprehend as to the inner as well as outer

as,

man.

Thus a family would be prepared for propriety, grace,. kind feeling, anywhere. They might sit down in the humblest abode, and with the rudest people, and still put them at perfect ease, and this without at all participating in their rudeness. They might sit in the highest circles of our country, indeed with nobles and princes, and make themselves agreeable and respected, by their charming gracefulness, joined with their pure Christian simplicity. Finally. Do not forget the rule. Send them instantly WARREN BURTON.

uway.

SALEM, March 25, 1861.

"There is nothing in God's green earth more pleasant to behold than the face and form of a frank, ingenuous and honorable boy or girl, whose tongue is free from guile, whose actions show no prevarication, and whose whole spirit shines out in rays of purity."

The household is the gate of Heaven both ways-by it men walk into life and out of it.- Beecher.

GIVE THE BOYS A CHANCE.

Ye adult-erated boys, step asisde a moment, and give the simou-pure boys a chance.

Now, boys, you who still go about in roundabouts, pay attention! We have something to tell you. What is it? Well, keep cool and don't crowd so, and we'll tell you right off. Now listen! One of your brother boys has become a great man! Hold, that won't do. He is not a man yet. He has become a great boy! No, that won't answer; for he is yet a little boy. Never mind. Big or little himself, he has done a great thing. What? Just this. He, a little fellow nine years old, has composed a book, set up the type for the book, and printed the book, all with his own hands! What do you think of that, boys! Dont believe it, eh? Here it is. See. The title is " Trav els by Land and Water." It is written by Master H. D. Barnard, of Hartford. It is a little book measuring about four inches in length and three in width, and contains thirty pages. The young author gives a pretty account of his early years, and of his travels, which have been quite extensive. You think he didn't write it, do you? Hear what his father, the Hon. Henry Barnard, one of the first men in the country, says: "The composition as it stands is all his. It took him many weeks, but, to my gratification, he persevered."

Think of that, boys! Think of writing a composition long enough to fill some thirty small pages! and then of spending the spare time of many weeks putting it in type! Bold enterprise, wasn't it, boys?

Where did he get his printing press? His father bought him one of Lowe's presses, which can be obtained at prices. from twenty to sixty dollars, and can be readily managed by young lads.

Now, boys, many of you have fathers who are able, aud who doubtless will be willing, to buy you such a press if you want one. But don't you ask for one unless you mean to use it perseveringly. We haven't time to tell you the various uses of this press; but they are many.

We can't stop to talk longer with you now. But, before we adjourn, let us give three hearty cheers for Master Barnard. Now, One! Two! Three! There, there, boys; that will do. Don't take off our editorial head.-Mass. Teacher.

SOCIAL RELATION OF TEACHER AND PUPIL.

In no other way can the teacher exert an influence upon his pupils so controlling as that he may exert by kind and considerate intercourse with them out of the school-room. In the hours of study there is a restraint upon the freedom of both parties. The teacher must as sume, to some degree, the appearance and manner of one having authority. The pupils, on the other hand, feel that they are acting under authority. Every act of theirs is subject to the scrutiny of the one who stands to them, as the law has it, in loco parentis. He may correct or reprove at his own pleasure. He is judge and jury, and executioner too. He is a man, or, as is more frequently the case, a half-bearded youth, yesterday a schoolboy like them, now just elevated to the teacher's chair. They are boys, full of animal spirit, restless and active as the squir rel they love to chase.

But out of the school-room the teacher can do much to counteract the tendency to distance of feeling that is often induced in it. Let him meet his pupils with a friendly smile, in the street, on the playground, wherever he crosses their pathway, and he will not lose his reward.

Many a teacher, though faithful in imparting instruction and earnestly desirous to secure the improvement of his pupils, has utterly failed because he did not recognize the simple fact that children and youth are eminently social beings. With a heart naturally kind and sympathetic, he assumes the office of teacher with the impression that its kindly feelings must be buried out of sight and that he must assume the solemn and stately air of one whose wisdom is not to be questioned by his pupils, and in whose presence they must demean themselves with that deferential awe and meekness which he thinks due his exalted position!

Few young teachers enter upon the duties of their of fice without something of this feeling. We remember

one young man who, as he said to us, thought that the teacher must not stoop to the level of the atmosphere breathed by his pupils, but that he must put on the dignity of one superior to them in every respect. With this feeling he went into what we considered a desirable school. It embraced about thirty scholars in a quiet and well-to-do neighborhood. Among them were six or eight girls nearly as old as the teacher and in some respects nearly as good scholars. How we envied his class in grammar, as we contrasted it with our own in a mountain district with a school of eighty different scholars. What an opportunity was placed within his reach to spend a useful and pleasant winter, for his scholars were really desirous to learn. Some of them had taught, and others were looking forward to the same calling the coming summer. But his dignity must be sustained! If at noon they ventured to laugh heartily or make a jovial remark in a tone a little above the ordinary conversation, they were rebuked by the stern command to silence, accompa nied by the remark that they made more noise than a pack of savages. The consequence was that he lost all influence over his school as a teacher and became in their eyes a master only.

Again, we knew a teacher who went into his school a stranger on the morning of the first day, took his station at the desk, rapped loudly to call the school to order, and introduced himself nearly as follows: "My name is Smith, and Smith must be obeyed," with other words of like import. In a few weeks those scholars were snowballing said Smith as he passed along the street, and otherwise rebelling against his authority.

We believe that teachers, and parents as well, often fail of success in training the children and youth under their care, because they try to make them act like fullgrown men. They forget that they were once young like them. They would have them sedate and sober at all times, and quiet and faithful in the discharge of every