teacher who understands his business, will see to it, that the popular sentiment in his school, is on the side of order and integrity. So long as it is so, his dominion is safe. from anarchy and confusion.

To remove all temptation to irregularities in school, the teacher should have a special time for whispering, leaving seats, &c. Let there be a recess of fifteen minutes, at equal intervals, in the morning and afternoon sessions, which may be spent in some proper way in the open air. Besides, there should be several recesses during the day, (say for two minutes, by the watch.) During this time, whispering, and all such irregularities should be allowed. I would not have the pupils leave the house, nor indulge in unnecessary noise in the school room, but let them change their position, attend to their special wants, and give vent to their "pent up" fun. Such recesses serve as safety valves in a well regulated school, and will prevent much evil. Every, teacher's suc cess depends in a great measure upon management in little things.

0.

"I have elsewhere recorded my own deep obligations to literature-that a natural turn for reading and intellec. tual pursuits probably preserved me from the moral shipwreck so apt to befall those who are deprived in early life of the parental pilotage. Later experience enables me to depose to the comfort and blessing that literature can prove in sickness and sorrow-how powerfully it can help in keeping the head from crazing and the heart from breaking-nay, how generous mental food can even atone for a meagre diet-rich fare on the paper for short commons on the cloth. Providence has allotted me a full share of the evils which try the head, the heart, and the temper-bowls that will not roll right, well laid schemes that will 'gang aglee,' and ill winds that blow with the pertinacity of a monsoon; but, still, paradoxical as it may seem, my burden has been greatly lightened by a load of books! Thanks and honor to the glorious masters of the pen and the great inventors of the press !"-HOOD.

THE RIVER OF SPEECH.

There flows a river through the earth,
From hills of heaven it hath its birth;
Through all the lands that speech hath gone,
For men to float their thoughts upon.

Long years ago, past ships and stars,

A fleet sailed through the Eastern bars,
And on the wave a heavenly spell,

A silent consecration fell;

The stream grew holy as it bore

Christ's spoken thoughts from shore to shore.

-R. I. Schoolmaster.

GOOD EXCUSE.-At a hotel in Miledgeville, Georgia, the day on which the ordinance of secession was passed, some of the delegation who were shouting for the independent State of Georgia, reproached the cook for not having supper ready earlier.

"Well, gemman," he replied, "I hear you say dis morning you'd be out ob de 'Nited States 'fore tree o'clock to-day, and I thought 'twould be late 'fore you got back to supper."

BOARDING ROUND.-REJOINDER.

Messrs. Editors:-In the May No. of your excellent Journal, I find a reply to my article upon this subject, signed D. M. C.

Allow me to answer briefly this communication. I am happy to notice the gentleman's admission that the phrase, "relic of barbarism," might appear objectionable, although he still claims that it approaches near the confines of barbarism. Just how near the custom must come, to approach near the confines of barbarism, I am in doubt; could the gentleman inform me? He says many will uphold and defend this custom, because of its antiquity; and while I am not charged as being one of this kind, I would remind him, I am not one of those who think every innovation is a reformation. He says, "I consider the teacher's work the noblest and most important of all.” Now it seems to me, that he may be mistaken on this point. Is not the parent's work as noble and important as the teacher's? Is not the rearing and educating of children at home, as noble and important as to teach them at school? Most certainly, very much more of the future greatness or goodness of the child, depends upon the parent than upon the teacher. And so much the more, since it devolves upon the parent to select, from all that motley group of pretended "living teachers," some one who is neither too ignorant to understand, nor too selfish or indolent to discharge a teacher's duty to his children. What, I ask, of all the duties assigned to mortal man, is more difficult or important than this? Your correspondent next "asserts as a fact, that no person is so humbly reduced in the matter of living as the teacher" when "boarding round." And he asks, "where will you find one who fares like him?" Now it occurs to me, that his assertion is not founded in truth; that on the contrary, the teacher, even when "boarding round," fares better than either the parents or scholars with whom he lives. He sleeps in the best bed, has

a fire in the best room, the best chair at the table, and a share of the best food the family can command; in fact, there is usually quite a stir about boarding the master, and if there is anything in the way of doing him ample justice at a particular time, perchance he is notified, and requested to come at another time. Is it not safe to assert, then, that the teacher is not so reduced in his living as claimed? Does he not fare us well, or better, than his employers? Another proof of this is, that very many of our teachers come out of school in good health and condition. The next important idea is, that the teacher requires time to prepare himself for to-morrow's duties, for no teacher should fail, "as a general rule, to prepare him. self for every recitation before the time appointed." Now I submit, that as a general rule, the teacher should be prepared to teach before he begins his school, and I am happy to know that of law also takes this view of the case, since it provides that the superintendent shall examine teachers before they are allowed to commence, instead of examining them every night at bed time. The teacher of common schools who is dependent upon his evening study to enable him to prepare for to-morrow's duties, is not qualified to teach. The labors of the day reasona bly disqualify him for study, and so much depends upon government, the time out of school should be spent in forming the acquaintance, and securing the respect, love, and co-operation of parents, guardians, and pupils.

Again D. M. C. says, "the true, living teacher is not addicted to idleness or apathy," neither is he "either penny selfish, or pound foolish," because he desires a steady home.

You will notice in the April, (not March,) No. that I said, the teacher who is unwilling to "board round,” under ordinary circumstances, is, in fact, either a "penny selfish, or a pound lazy." I did not say, as the above quotation would infer, that he is a pound foolish. The folly of allowing the teacher to spend half his time in

*preparing for college, or in promoting some other selfish end, lies with the parent, and I believe, the united testimony of a world of common school teachers, will sustain me in the assertion, that to govern and teach successfully a common school, require the undivided energy and industry, of even the "true and living teacher." And I submit, too, that the teacher should not be too desirous to avoid "half spoiled children, or anxious and inquiring parents."

Again he asks, "where is the teacher, possessed of average common sense, who cannot, by daily intercourse with the scholar, learn more of his character, than by a two days' acquaintance at home?" I am surprised, that D. M. C. should suppose, that if he boards around, he will not have just as much daily intercourse, as though he did not. And where, I ask, is the teacher of average or ex traordinary, common or uncommon sense, that cannot learn more fully, the dispositions, habits, proficiency, and wants, of his pupils, by the opportunities offered him-in "boarding round," in addition to all his other opportunities, than without them? It is said, "the child feels a restraint at home, in the presence of the teacher, and does not act out his true character."

I am surprised, that he should pretend, that the child feels more restraint at home, than in the school room, in the presence of the teacher. This is not the fact. Again, it is said, the teacher should become acquainted with the people of the district, in the school room, and it is alleged, that "not only the law of etiquette, but every sense of justice, propriety, and decency," demands this. But does this law of etiquette, that requires parents to visit the teacher, allow him to refuse to visit the parents and pupils? What kind of "justice," "propriety," or "decency" is there in compelling a district to furnish a better house, and give a better living, to their servant, the teacher, than they give themselves and their children? Down with your white gloved aristocracy. Teachers,