a valuable feature for although you may not be able to begin with more than ten pounds you will soon bear twenty or thirty. The skull cap which comes in immediate contact with the head, is made of strong cotton and is drawn into the centre, sliding on a strong cord, with which the crown may be made to fall or rise on the head.

Besides, while it is so arranged that you must balance the crown with much care and skill, still in case it does tip, the sides of the crown will catch and prevent its falling.

I think in common with many scientific men who have examined this contrivance, that it lacks nothing. But as I have intimated, this iron crown is by no means necessary. A book, a bag of beans or corn, a padded board with a weight upon it, and a hundred other things will do just about as well.

MANAGEMENT OF ACADEMIES.

HINT NUMBER TWO.

One of the evils from which our Academies suffer, is the great number of classes permitted, and the great number of subjects attempted, to be taught each term.

This would be a great evil were all our teachers experienced and learned men; for the reason that no man can do well so many things at one time. But when we consider that the teachers in our academies are generally young men whose experience is very limited, and whose learning is neither very wide nor very deep; we shall more fully realize the impossibility of their teaching well so many branches in a single term as our academies frequently try to teach. Not that the teachers of our academies are really incompetent; with proper arrangements they are not so. A young man of fair ability who has diligently applied himself during his preparatory and collegiate

course, is qualified to teach the branches commonly pursued at an academy, if he has not too many branches at once and has time for further study. But when the number of subjects is multiplied, the time devoted to teaching is likely to be increased so that the hours at the teacher's command for study are not long enough for him, already overwearied, to make a suitable preparation for his lessons. Inferior instruction is not the only evil which results to the schools because of too great a number of studies.— The classes will often in consequence, be so smail that a proper class spirit is not generated and listlessness usurps the place of life. Again the bringing of so many studies before the pupil, and all optional, leads him to random and wrong choices, so that his studies follow no proper order; but at best, constitute a miscellaneous patchwork began at various points, rounded off and finished at few or possibly none.

What is the remedy? In schools that are strong enough to adopt and enforce it, a course of study carefully arranged and strictly adhered to, is undoubtedly the best. But in most cases the best that can be done is to fix upon particular terms for the study of particular subjects so far as practicable; publish such an arrangement and adhere to it. This, if carefully done will help pupils to systematize their studies; will lesson the number of classes; increase their size, and secure better instruction.

Just how far this plan can be carried, must be determined by actual trial; but it is practicable to a much greater extent than most teachers would at first suppose. People would soon become accustomed to the arrangement and act in harmony with it. Persons wishing to attend to particular studies would mark the time for such branches and attend school at such times.

WARD.

Few rules should be given to children; but these

should be strictly adhered to.

A STORY WITH A MORAL

What say you dear Editors now to a song,
Provided, I promise, it shall not be long?
Provided moreover, a story I tell,

Containing a moral which all will do well

To take heed to, who stand in the sacred relation

Of parents or friends to the next generation.

My story relates to a couple of calves,

And the manner which some people do things by halves.
There lived up in Richmond, a Doctor of note,

Whom the people, by almost unanimous vote,
Which showed most conclusively they were no fools
Had appointed as superintendent of schools.
Now the Doctor knew well how to prize Education;
And moreover he knew 'twas the hope of the nation.
And so he resolved on the faithful discharge
Of the duty he owed to the country at large.
One fine Summer morning he'd noted it down

That he'd start out and visit the schools of the town;
Would take half a day to examine each one,
And see if the school ma'ams their duty had done.
As he journeyed along on his laudable mission,

To examine the schools and observe their condition;
A neighbor he soon overtook by the way
And something like this was their talk on that day.
"Good Morning, Good Morning," the Doctor began,
Addressing his neighbor a plain farmer man;
"Your school I am going to visit to-day-
Now come get in here and go with me I say."
"O no" said the farmer, "that never will do,"
To visit our teacher and scholars with you;
I've a couple of calves in my pasture up here,
It's so dry that they're suffering for water I fear."

With a look which compelled him to hang down his head,
The Doctor turned full on the farmer and said
"Allow me to ask you a question my friend
Ere you go to the pasture you calves to attend ;
Haven't you got a couple of calves down this way,
At the school house, that need your attention to-day "

The farmer looked puzzled, he said not a word,
But he faithfully treasured the lesson he heard,
And though he took care of his stock as before,
His children henceforth were neglected no more.
And now let all farmers who do things by halves,
Take care of their children as well as their calves.

C. A. S.

SCHOOL HOUSES.

1. CHOICE OF LOCATION.

Having been repeatedly requested to furnish something for the School Journal, I will endeavor to comply. To this request I cordially respond, that I may not only do my part in sustaining the Journal, but also be able to contribute a mite towards the further advancement of the interests of education among the great mass of the people.

I propose, in what I may have to say, to limit myself to a few hints on school-houses. This subject is chosen for a two-fold reason,-both because of its primary importance, and as its consideration has been far too much neglected in Vermont.

In proceeding to make some statements on the topic suggested, it may be well, in the first place, to notice the importance of securing a proper location for the school house; indeed the present paper will be entirely confined to this single point.

Scarcely too much care can be exercised in making choice of a location for the edifice, in which the young are to receive much of their early training in the rudiments of knowledge, as well as of that nurture, by which character is formed. One of the first things, consequently, to strike the attention, when we think of common schools, is the desirableness of their being within the reach of all. They should be not only accessible, but so

situated as to promote the comfort of the pupil-so located as not to subject the child to excessive fatigue, and thus to the degree of weariness which will render the exercises of the school irksome and unprofitable. Having these points in view, we cannot reasonably overlook the importance of fixing upon a more or less central place, which shall be at the same time suited to secure the various other ends for which it is chosen. In the erection of almost any building, a dwelling-house, or a barn, for instance, a proper and convenient position is of no slight moment. This point is deserving of regard, not only that the edifice may be so located as to be readily reached, but. also from the fact that the situation very closely affects its structure, and must to a considerable extent, determine the character of manifold modifications, which need to be made in its arrangements, if it be adapted to the purpose intended. Especially is this true in respect to our school houses, in the construction of which weight should be given to various considerations, which may be left out of account, in erecting a granary, or stables for our horses and sheds for our sheep. If now it be proper for us to be thus careful in respect to our stock, it should be evident that we may be still more considerate, without any loss of propriety, when our aim is the convenience and encouragement of our children in obtaining an education.

But while the selection of a suitable site for the district school-house merits prominent regard for the reason already given, it too frequently receives little, or next to none, particularly so far as pleasantness of locality is concerned. Beauty of scenery has a great influence on the opening mind of youth. In its absence powers remain unaffected, which might else have been called into lively play. It makes a vast difference, whether one in his early years be brought into contact with that which is calculated to dampen and discourage, or with that which is suited to animate and cheer. We might accordingly suppose, that the pleasantest locality, or one of the sunniest and