first manifestation of wilful disobedience. This disposition will exhibit itself in every child which has common sense and spirit enough to do any hurt or good in the world. No doubt it will appear earlier in some children than in others, but when it does appear it must be checked; and it must be checked and subdued as often as it appears. Too many parents seem not to know or feel the importance of strict attention to this particular. Often when they see wilful and determined resistance to their wishes, their misguided affection influences them to pass it over with the common excuse that the child is too young to be punished. As this is the most critical period of the child's life, the parent needs much wisdom and discretion to know when and how to exercise authority. The seeds of disobedience are sown broadcast in human nature; and they will germinate and grow; but just as soon as they can be readily discovered, as soon as the will of the child becomes opposed to the parent, then true affection and regard for the child require a course of thorough and unrelaxed discipline. If this is neglected too long, the child will get beyond control - his will gains strength, becomes unyielding, and though apparently subdued, yet, by its own native elasticity, it resumes its former position, when restraint is removed. DISCRIMINATION. In developing the character of our children, let us ever keep in view their distinct departments-sentient, social, intellectual, accountable; and give nutriment and exercise to each. Let us make them industrious as a means of happiness and a safeguard from temptation. The value of time should be taught them, even of its smallest particles. As Dr. Franklin said, "time is money," and "when we change a guinea, the shillings escape as things of small account; so when we break a day by idleness in the morning, the rest of the hours lose their importance in our eyes." But from the highest of all motives,—that for our days, hours and moments, we must give an account to God,-should we warn our children to improve their time and dread to waste it. N. C., Sept., 1851. B. D. J. THE DUTIES OF SCHOOL CHILDREN. Quintilian says that he has included all the duties of scholars in the following piece of advice: "Love those who teach you, as you love the sciences you learn from them; and look on those as fathers, from whom you derive the life of the body, and that instruction which is in a manner the life of the soul." Oft unknowingly the tongue Many a beauteous flower decays, Which no human aid can touch; Lies some canker grief concealed, Time to me this truth has taught, ('Tis a truth that 's worth revealing) More offend from want thought Than from want of feeling. TO THE MOTHER. Mothers, whatever you wish your children to learn, strive to exhibit in your own lives and conversation. Do not send them into an unexplored country without a guide. Put yourselves at their head. Lead the way, like Moses, through the wilderness. The most certain mode for you to fix habits, is the silent ministry of example. Thus impressed on the young mind, amid the genial atmosphere of a happy fireside, they become incorporated with established trains of thought, and with the elements of being. They have their hold upon the soul, till, through the grave and gate of death, it goes forth the life to come. N. C., Sept., 1851. B. D. J. Resident Editors' Cable. Resident Editors. JOSHUA BATES, JR. WILLIAM D. SWAN, of Boston. Fifth Annual Report upon the Common Schools of New Hampshire; the same being the First Annual Report of the Board of Education. June Session, 1851. THE Board of Education of the State of New Hampshire, is constituted in such a manner as to give it a high degree of efficiency and usefulness. The Governor and Council are authorized to appoint annually, a commissioner of common schools for each county. These commissioners in their associated capacity constitute the Board, and elect their own Chairman and Secretary. Each commissioner is required by law to "spend not less than one day in each town of his county each year, for the purpose of promoting, by addresses, inquiries and other means, the cause of Common School Education, and to report his doings to the Secretary of the Board of Education. " The Document before us consists of these reports of the County Commissioners, together with a general report by the Secretary, and a body of Tables and Abstracts from reports of superintending committees. We have read this pamphlet with much satisfaction, and we trust not without profit. It proves beyond a doubt that the great cause of popular education is making progress in the Granite State. She did not put her hand to this work so soon as some of her sister States, but she is now reaping the fruit of their experience. In the constitution of her Board of Education, she has improved upon Massachusetts. The only improvement which it occurs to me to suggest is, to require the commissioners to devote their whole time to the work, with a suitable compensation. The Secretary of the Board for the year ending July 15, 1851, was Professor John S. Woodman, of Dartmouth College, a gentleman admirably qualified for such an office, as his report shows. It is a plain, straightforward, practical paper. It sets forth the defects and means of improving the schools, with clearness and ability. He thinks it would be an improvement to have one person instead of several in each town to superintend the common schools. He favors the employment of female teachers for winter schools, where the school is small, or chiefly composed of small scholars, and wisely urges an increase of their compensation. He shows the need of earnest teachers, of better school houses, and of a higher style of instruction and discipline. These suggestions with respect to the formation of associations in the towns and counties, for the purpose of creating an interest in the cause, are excellent and deserve especial attention. Under his superintendence, such associations were organized very generally in the towns of Strafford County, and their operations produced very satisfactory results. We give the outline of the plan in his own words : "A Common School Association has been formed, designed to aid the commissioner, and help the cause of education. Its chief officers are a Town Commissioner in each town. For the past winter it was resolved that one part of their duties should be, to have a meeting in each district, at some time during the session of the winter school; and the subject, What makes a good school?' presented and discussed. The prompt manner in which this resolution has been carried out, is one of the best evidences of growing interest. This Society also publishes an annual Catalogue, designed to answer the purpose, as far as it may, of an interesting paper or periodical, on the subject of Common Schools, to be circulated as widely as possible. The Catalogue for 1850 was large, and is already doubled for 1851." The Reports of the Commissioners contain many valuable suggestions, and afford ample proof of the fidelity, zeal, and efficiency of their authors. The whole amount raised in the State for the District Schools during the year, is $179,065.46, being an increase above the previous year of $4,547.80. In the graduated table, exhibiting the comparative amount of money appropriated by the various towns in the State for the education of each scholar, the town of Dublin, in Cheshire County, stands at the head. The remarks of the County Commissioner in relation to this town, which we subjoin, ought to be read by every citizen of the State. Dublin-valuation, $170,000. For schools, $320.85; divided, $300 equally, and the balance according to the number of scholars. School fund, $11,319.77. Income, $679.15, which added to $320.85, makes $1,000 appropriated for schools. Within the last seven years, one schoolhouse has been built of wood, with single seats, and completely finished, with a good cellar. Four in all with single seats; all in good repair, with one solitary exception. Some seven or eight clocks, rooms kept neat and clean. With scarcely an exception, there is no vestige of Goth, Vandal, or Hun, in any of the premises. The school philosophers of Dublin do not believe that the school is an automaton, self-moving, and accomplishing its destiny independently of the sympathy, the over-shadowing influence, and irresistible will of the people. In accordance with this fundamental principle, has been the action of the leading minds in Dublin, for some thirty years; convincing and converting the masses to their faith, and thus bringing the moral power of the whole community to bear upon the probity of their schools. Their leading motto is, "As is the district, so is the school." The constitution of the schools of Dublin, like the constitution of England, is generally an unwritten one, and is drawn from family precept, and from public acts and resolves, and teaching of the people in convention, from time to time, in every district in town; in connection with the principles which should govern the action of parents, teachers and children, as taught by the Town Common School Association, and reiterated until they become as familiar as household words to all concerned. In the schools which were visited, there was a dignity of deportment, a nice sense of propriety, and a cheerful compliance with the requisitions of the teacher, which could result only from training in the family, and public assembly-a constitution written upon the heart and conscience of the children-still a constitution, and as binding upon the teachers, as upon the pupils. We set down Dublin for a model town, as far as education is concerned. But let us not forget to "render honor to whom honor is due." This result has been brought about by the persevering efforts of benevolent and public-spirited individuals; and the person to whom the honor is chiefly due, we believe to be the Rev. Dr. Leonard, who has been an efficient and judicious laborer in the cause of Common Schools for many years. J. D. P. THE MISSION OF A GENTLE WORD. Who can estimate the influence of a word spoken in kindness? More potent than an oration-more powerful than a volume in its deep and lasting power upon the heart, may be a kind word spoken in season. Like a ray of sunlight on a gloomy sky-like a dewdrop on a flower parched by the sun's hot beams-like the flirting shadow of a rainbow on a desert's bosom-it comes to the heart in its loneliness and its grief. Such an accent is never lost-it lives forever-dwelling in the memory, a sweet note of music mid the discord of life, "Like the remembered tones of a mute lyre." Its mission is not alone for a day or a year-not alone for earth or for time-but it may affect the destiny hereafter in that world where the brightest gems are gentle words.-Selected. |