regards of all citizens of the United States. Would that Chili had thousands of such schoolmasters now in the field, and elevating not only themselves, but their countrymen, into the notice of the other nations of the earth."-N. Y. Tribune. A CURIOUS ACROSTIC. [The following is sufficiently curious. The initials spell, "My Boast is in the Glorious Cross of Christ." The words in Italics from top to bottom, and the small capitals from the bottom to top, compose the Lord's Prayer.] MAKE known the Gospel truth, our Father King; In earth, from sins DELIVER-ed, and forgiven; Presbyterian Magazine. THE MORAVIANS AND MR. BECK'S SCHOOL. Mr. BECK, of Lititz, Pa., is one of the most remarkable men of the age. He is a type, and his history is not less interesting than instructive. To understand it, a brief notice must be made of the Moravians. In that portion of Germany where this people took its rise the law prohibits any couple from marrying except they can show good proof that they can support a family. This caused the establishment of what are called the "Single Sisters' House" and the "Single Brothers' House." These are large buildings, with the upper story furnished as a dormitory, and the lower one as a dining hall, while the intermediate ones are divided into small rooms. Around the Brothers' House are found shops for the carrying on of various trades. In these houses those who had no other homes found one, either hiring a room, or dwelling in common with others, as economy or inclination impelled them. This mode of doing things, with other peculiar customs, the Moravians brought to this country, and it was continued till a comparatively recent date. Indeed, in one case at least, the Sisters' House is yet devoted to the hospitality for which it was erected. But not only the laws, but the abundant productions of our country, with its economical expenditures, permit the happiness of married life to all who wish to enjoy it, and thus the necessity for such houses was not continued, and they have been devoted to educational purposes. Having learned the trade of a shoemaker, Mr. Beck made his home in the Brothers' House, and in one of the rooms prosecuted his avocation. The boys soon found that he had a fund of knowledge and could delight them by communicating it, and they frequented his shop and gathered round him as he took his evening strolls through the village. After he had worked. at his trade for ten years and reached the age of twenty-four, he was, to his surprise, waited upon by several villagers, and desired to take charge of their children, as the schoolmaster had become old and wished to relinquish his charge, and the children wished to have Mr. B. for a teacher. He absolutely refused, thinking himself altogether unfit for the position. But they returned with the name of every man and woman in the village upon a paper soliciting him to undertake the task. He could not decline, and undertook for three months, supposing that his employers would be desirous of having other services by the close of that time. The old blacksmith's shop was fitted up with benches, and he was installed in his post. Swiftly passed the time, and another quarter was entered upon, and before its close the parents were so much pleased, and he had gained so much confidence, that he undertook for the rest of the year; by the end of which he had acquired such an interest in the children that "nothing could have separated" him from them; and he made up his mind to drop all thought of returning to his trade, and devote himself to teaching, or, to use his own words in a letter not written for the public eye, but in answer to inquiries: "I became so much attached to the children that nothing could have induced me to leave them, and I determined to devote my life and all my energies to the welfare of youth, and at once commenced improving myself. I labored very hard to obtain more knowledge, as well as for the welfare of my pupils, and every cent I could realize was invested for the benefit of the school, and my patrons frequently spoke to me about it, saying they could not compensate me for what I was doing, but I cared not, provided I could improve myself and the scholars." That extract is enough, if nothing more was said, to assure any one that success was certain to such a man. The time when these things transpired was in 1815, and for five years his time was spent with the children of that pleasant village. But in 1850 a new life dawned upon him. One pleasant Saturday afternoon as he came out in his every-day garments from a shop where he had been painting a sign in order to turn an extra penny into his scanty coffers, a finely clad gentleman addressed him, inquiring for the village schoolmaster. He answered that he was the man. The gentleman replied that he was from Baltimore, and wished to put his boy to school with Mr. Beck, and as the schoolmaster refused, giving one reason and another, they were removed by the gentleman, who insisted and would not be put off. He was taken to the old blacksmith's shop and shown the accommodations, and though persistently refused, left with the assertion he should bring his boy, and within a week brought and left him. "I consented to receive him at last, cherishing the hope that as this was the first, so it would be the last I should receive from abroad, for I yet distrusted my ability to teach. In this I was disappointed; for shortly after five more were brought from Baltimore, owing to the recommendation of the father of the first. No previous application had been made, and the parents insisted on their remaining. Several others were added from time to time, and in 1822 the old shop was removed, and a new house built on the spot where it stood. Having now a fine house and more scholars, I became still more enthusiastic." He was Of course his scholars became still more numerous. obliged to employ assistants and enlarge his borders. He took the Brothers' House" partly for a boarding house and partly for school rooms; made by taking down the partitions, so that now his former shop is included in the room where he daily gives instructions, and on occasions lectures to large audiences composed of the public as well as his own scholars. The prophet has honor in his own country, and he showed me with just pride a map of his own making hanging where he formerly hung his finished work. Eighteen hundred and ninety-six scholars from abroad have enjoyed his instructions since 1820, and he remarks: "I pride myself as being able to say, that an advertisement of mine has never been inserted in any paper in the United States; I have never employed a travelling agent, nor have asked a parent to send a son to me; my pupils have been my advertisements, and my solicitors, and I really do believe that of the seventy-four who are now here, there is not one who did not come through the influence of some former pupil." Mr. Beck is now sixty-four years of age, but would not be taken for over forty-five. The same enthusiastic interest in his scholars, in his avocations, and in all matters pertaining thereto, which has made him so successful, has also made his labors light, and preserved the elasticity of his body as well as mind. Like Mr. Hodges, of New Jersey, Friend Jenner, of New York, and Father Pierce, of Mass., he is one of the few examples of an old teacher, in whom the buoyant fervor of youth is combined with the energy of middle life and the experiencee of age, proving it is not the profession, but the mode of teaching, and the motive for doing it, which makes the unsavory drone. His position in society and as a teacher being most flatteringly acknowledged, and a reasonable competence for the future provided, his children having already marked out their own paths to distinction, he has no ambitions to gratify, no cause of envy, jealousy or cupidity. Most cheerfully, therefore, does he communicate the results of his experience, and most interestingly give the history of his numerous experiments, his failures, successes and their causes. There are few men from whom the teacher who wishes to be successful can learn so much. The chief reasons for his success seem to be, 1st. A sincere interest in the welfare of every student placed under his charge. This secures the confidence of his pupils and makes them love him. 2d. He has the greatest enthusiasm in every thing of a scientific character-always on hand to learn anything new, and equally desirious of communicating. 3d. But the most important thing of all is, he desires and intends that his pupils shall really know what is brought before them, and appreciates the importance of pleasing in order to instruct. No expense is spared for apparatus, drawings and every kind of illustration, especially such as will entertain as well as sow the seeds of science. For example, three magic lanterns and six hundred dollars' worth of slides are made sources of instruction and delight during his lectures on history, geography, &c. Thus does he, and thus may others, pass a happy life in active usefulness, and generations yet unborn shall enjoy and bless the results of such labors; and when the close of life shall come, it will be looked back upon with satisfaction, and the profession of a true teacher will be considered neither as laborious, thankless or bootless.-N. Y. Teacher. ROMANISM ADVERSE TO EDUCATION. THE whole history of the Romish Church abroad shows its determined hostility to the education and enlightenment of the lower classes. The reason is evident. The priests of that ignoble superstition, the idolatrous worship of Mary, can have more influence over a degraded and ignorant population than over an enlightened and educated one. It is true that the external pressure of the educated masses in this country has compelled the Romish clergy to take a step in advance. But the education granted here to their benighted followers is entirely of an exclusive and sectarian character, which never teaches them to think independently. When the British Government attempted to introduce schools into Ireland, and to diffuse information there, they were met with the most determined hostility, and they were not successsful in thus doing good to the rising generation. The priests made the same opposition there that they have elsewhere to any measure that will teach the people to think. Not long since the British Government ordered that all the children of the soldiers in a garrison at Madras, who were over four years of age, should attend school, thus supplying means of information to a neglected class. To this requisition the Romish priests made a bitter outcry, falsely asserting that it was designed to make the children Protestants, but really fearing the evils that would result to their power if education were allowed. The Irish members of Parliament declaimed violently against the measure, and even went so far as to threaten England with the resentment of the Roman Catholic soldiers in the Crimea. The Morning Advertiser says: "The Madras authorities are told that if the regulation be carried into effect it will cause discontent and dissatisfaction in the Indian army.' Such language is not always without a deeper meaning than is seen on the surface. Here it tells the Madras government, that if it persists in obstructing the amiable efforts of the agents of Rome to keep the children of soldiers in total ignorance, they will do all they can to excite insubordination, and, perhaps, mutiny in the |