A GENEROUS CRIMINAL.

A young man recently made his escape from the galleys at Toulouse. He was strong and vigorous, and soon made his way across the country, and escaped pursuit. He arrived next morning before a cottage in an open field, and stopped to beg something to eat, and for concealment while he reposed a little. But he found the inmates of the cottage in the greatest distress. Four little children sat trembling in a corner; the mother was weeping and tearing her hair, and the father walked the floor in agony.

The galley-slave asked what was the matter, and the father eplied that they were that morning to be turned out of doors because they could not pay the rent.

"You see me driven to despair;" said the father, "my wife and little children without food or shelter, aud I without means to provide any for them."

The convict listened to this tale with tears of sympathy and then said,

"I will give you the means. I have but just escaped from the galleys; whoever secures and takes back an escaped prisoner, is entitled to a reward of fifty francs. How much does your rent amount to?"

Forty francs," answered the father.

"Well," said the other, "put a cord around my body; I will follow you to the city; they will recognize me, and you will get fifty francs for bringing me back."

"No, never!" exclaimed the astonished listener; "my children should starve a dozen times, before I would do so base a thing."

The generous young man insisted, and declared, at last that he would go and give himself up, if the father would not consent to take him. After a long struggle, the latter yielded, and taking his preserver by the arm, led him to the city, and to the mayor's office.

Everybody was surprised that a little man like the father had been able to capture such a strong young man ;

but the proof was before them. The fifty francs were paid, and the prisoner sent back to the galleys. But after he was gone, the father asked a private interview of the mayor, to whom he told the whole story.

The mayor was so much affected, that he not only ad ded fifty francs more to the father's purse, but wrote immediately to the minister of justice, begging the noble young prisoner's release. The minister examined into the affair, and finding that it was comparatively a small offense which had condemned the young man to the galleys, and that he had already served out half his time, ordered his release. Is not the whole incident beautiful?-Student and Schoolmate.

THE TEACHER CROWNED.

The relative importance of the teacher's profession, is clearly set forth by the following fable. Though drawn from mythology, the illustration is complete.

0.

"When Jupiter offered the prize of immortality to him who was the most useful to mankind, the court of Olympus was crowded with competitors. The warrior boasted of his patriotism, but Jupiter thundered; the rich man boasted of his munificence, and Jupiter showed him the widow's mite; the pontiff held up the keys of heaven, and Jupiter pushed the doors wide open; the painter boasted of his power to give life to inanimate canvas, and Jupiter breathed aloud in derision; the Sculptor boasted of mak ing gods that contended with the immortals for human homage, Jupiter frowned; the orator boasted of his pow er to sway the nation with his voice, and Jupiter marshaled the obedient host of heaven with a word; the poet spoke of his power to move even the gods by praise, Jupiter blushed; the musician claimed to practice the only human science that had been transplanted to heaven, Jupiter hesitated; when seeing a venerable man looking with intense interest upon the group of competitors but presenting no claims, 'What art thou ? said the benig

nant monarch. 'Only a spectator,' replied the gray headed sage; all these were my pupils.' 'Crown him, crown him," said Jupiter; 'crown the faithful Teacher with immortality, and make room for him at my right hand!'"

TO THE COMMON SCHOOL TEACHERS OF

VERMONT.

Having assumed the business of teaching, you have not merely entered upon an important field of labor, but you have assumed a responsibility for results, which will overleap the bounds of time, and sweep the great cycles of an interminable future. To educate the immortal mind, so far as your appliances may affect it, is to leave your impress upon it forever.

The youth whom you are daily instructing and guiding, you are molding and training, not only for the duties and changes of this short earthly career, but for the sol emn destinies of another world. You have assumed the fearful work of developing and cultivating the powers of body, mind and soul with which the God of Nature has invested every intelligent human being. The character and office of your work are among the highest, the most dignified and useful employments in human society. For, "if we may measure importance, power and dignity by the nature of a service, and the end to be attained, then the work of a Christian teacher stands eminent "among the allotments of human labor. To become a teacher, an educator, is a matter of no ordinary importance, and no one should assume such a relation, unless he is fully prepared to dignify his profession, by labors abundant, efficient and faithful.

"By their fruits shall ye know them," was the important instruction of the Great Teacher to His disciples; and by this test all men of all professions, in all ages, are known. By this criterion all are judged, to this standard

all must come.

Every teacher should be careful to guard and preserve

the dignity of his profession, by a thorough preparation, so as to avoid the liability of being branded a pedagogical empyric. We can endure empiricism anywhere else better than in the education of immortal beings. But 1 am aware that there are multitudes who take up "schoolkeeping" as a temporary business, very many of whom are sadly deficient in many of the essential requisites for successful teaching. I know, too, that there are many motives and inducements which prompt young ladies and gentlemen to do so, who in all other respects may be very worthy. On the other hand, there are scores of both sexes, who, every year, graduate from our higher schools. and colleges, whose characters, talents and scholastic attainments eminently qualify them for the profession of teaching, but who are drawn away by ignoble motives from a profession in which they might have rendered honorable and efficient service.

The love of wealth, the charms and excitements of commercial life, ambition for a brief career of political distinction and honor among men, have often so completely blinded the eyes of young men that they have lost sight of the higher, holier, nobler objects and aims of life.

Let not, then, the love of your own ease and personal gratification, nor the impulses of an unchastened ambition, nor the love of riches, nor the pride of life, nor the daz zling splendor of place and power among men, draw you away from your chosen profession. If you have not already fully settled this matter, delay not to do so; and when you have clearly determined what is duty, reverence it, obey it, give yourself up to be led and guided by it, as the sacred talisman of your life; from which let no temptation, interest or circumstance cause you to swerve. Wisely has it been said, that "the voice of duty is the voice of God." And there is really little hope of that person who will not obey her voice.

At the very beginning of your life-work, then, pause un

til you fully comprehend the importance connected with the great objects and ends of living. Ascend some lofty mount of vision, far above the blinding mists and clouds of earthly follies; some Pisgah, from whose towering top you may view with undimmed eye the whole land promised to you for a possession; and there and then, with the fear of God and eternal consequences before you, choose your portion. From that consecrated time and place, let your hearts throb with the vital pulsations of a life in earnest.

The last signal of the British Admiral, on the morning of the battle of Trafalgar, was in words which have become at once historical and immortal:-" England expects every man to do his duty." Let this noble sentiment of Lord Nelson be indelibly written upon your hearts:Vermont expects every teacher to do his duty. Earth and Heaven challenge you to be faithful to your trust; to be honest, earnest and skillful in your labor. Society has the greatest possible interest in your skill and success, for its highest responsibilities and trusts will soon devolve upon those whom you are now training and fitting for life's duties. Our common country has a claim upon you for efficient service. The next generation of men, who are now your pupils, will bear the burdens and control the destinies of this great nation. Upon them, under God, will depend all our social happiness, commercial prosperity and political greatness. To them it will belong to promote the onward progress and secure the triumphant success of our free institutions. In view of such responsibilities, so great and glorious in their most desirable results, well may you exclaim, "Who is sufficient for these things?"

If, guided by the light of these few observations, you may be led to inquire, "What lack I yet?" and you feel conscious that, in some respects at least you are lacking, allow me to urge upon you the importance of immediately making use of the appointed means, by which you may