should arrive, the clouds would disperse, and all Nature rejoice in the cheerful sunlight. The hours of the morning rolled away, but the storm instead of aba, ting, increased in violence; and some of us, poor timid creatures, were about to consider all our hopes blasted and give up in despair. But just at this crisis, one of our teachers arose and gave us some words of encouragement, which inspired us with more zeal and courage to battle with the storms of life, and go to Hartford "rain or shine." Accor, dingly, at 1 o'clock, there were at the New Britain depot, about one hundred of the Normal pupils with their teachers, in readiness for any adventure. The whistle of the locomotive was soon heard, and the cars advanced toward us with becoming speed and dignity. They were quickly filled and moved on, slowly and cautiously, as if • they felt the worth of the burden they bore. But they went none too slowly for our accommodation, for we were enjoying a very merry, pleas ant ride, and were soon enough in the city. But now what is to be done? It is some distance to our place of meeting, and it is still rain, ing powerfully, Some who had put their hands to the plough, were almost inclined to turn back; but the voice of one of our teachers was heard saying "Who is going to walk with me?" Surely, any of us would be glad to walk with him, or follow in his footsteps; and the response "I," “I,” and “I,” was heard from various quarters; and soon he was seen heading quite a regiment of ladies, while the sick and wounded staid behind to be brought in carriages, I don't know but the gentlemen would have taken carriages, had they not been shamed by the example of the ladies; but following this example, they formed themselves into a battalion, and ere we were aware, were in advance of us. But we endeavored to be resigned to our fate, and be the faithful followers of our illustrious predecessors, It must have been a very amusing sight to the lookers on, to have seen us marching with all the dignity of an army, with dresses wet and muddy, umbrellas turning inside out, &c. However, we enjoyed it nicely, and soon had reached our place of destination. After listening to an exceedingly interesting lecture delivered by Pro, Goodrich of Yale College, we were distributed among the families of the Reverends, Doctors, Professors, Judges, Poets, School Committees, &c., where we found kind friends, pleasant homes, and hospitable entertainment. On the evening of Tuesday, a lecture was delivered by the Hon. J. P. Philbrick, upon the important subject of the establishment of Common School Libraries; which from its peculiarly happy and effective style, was fitted to carry conviction to the mind of every attentive hearer. During the Sessions of the Association on Wednesday, animated discussions were conducted, by members of the Association and others, miscellaneous business transacted, &c. In the evening, a lecture was delivered by Rev. E. B. Huntington, after which followed remarks that were of especial interest to the female portion of the assembly. The exercises were then closed by singing. Thursday morning, the sky was clear, the sun shining brightly, and the birds singing sweetly, and we so happy, that we might well have joined in their merry songs. At an early hour, we repaired to the Deaf and Dumb Asylum, where we witnessed the devotional exercises and the method of recitation. The sight of more than two hundred who were unable to hear a sound, or speak a word-of one, not only deaf and dumb, but blind, was one which was full of interest, but exceedingly sad. At ten, we were obliged to leave, in order to be at the depot in time to take the cars for home. After a delightful ride, we reached New Britain depot in safety; and at 2 o'clock, P. M., found all, with one exception, in their seats in the school room, ready for work. During our absence we have prepared our machinery for working well, and raised a sufficient amount of steam to keep it in motion during the term. THE TRUE PANACEA. MR. EDITOR: Countless are the moral ills which are prevalent in our whole world; every day presents to our view startling records of growing vices, and gross deeds of wickedness. The alarming facts of deliberate murders, daring robberies and reckless frauds being so often perpetrated in the midst of this enlightened land, should arouse the sentinels of the public peace to action and vigilance. Prompt and decisive measures should be taken in reply to the queries, how shall these enormities be checked-what remedy can be applied? True, there are already numerous jails, prisons and instruments of death for the punishment of criminals; but, with no other cures, these will not have the desired effect on moral evils, any more than the thousands of quack medicines can remedy physical ills, when pure air and sunshine are excluded, and nature's laws continually disregarded. Poverty and wretchedness tempt many to commit crime; then wellbestowed charity would sometimes check vice. Ignorance often leads to wickedness; then the diffusion of light, that the right way may be distinguished from the wrong, would be another preventive. Here we find a powerful plea for popular education, for giving knowledge to the masses. This would be a better, less expensive, and more sure remedy than alms-houses, or penitentiaries or Reform Schools. "Very well," some one says, "it is a fine thing to talk of all these poor, ignorant masses being educated; it is easy to lay out plans for enlightening the minds of those degraded criminals; all very pleasant to think of as you sit in your easy chair at home; but how will it be when you try to do it?" We know the work will be difficult. There are superstitions, and prejudices, and bad influences of years to be encountered, and all hinder the extension of light. But the children are the mediums. They can have power over their parents' minds, and impart to them more instruction than others can, at first. Here is a work for teachers, to check and put away vice from our land by educating the children. But will mere world-knowledge always and completely accomplish the desired object? Are all the vicious also ignorant? By no means? There are many highly educated, who end their days in prison or on the gallows; many, as forgers and swindlers, who, by aid of their education commit great crimes, proving that a "little knowledge is a dan, gerous thing." The infidel German philosophers lack not world-wisdom, neither did the brilliant Voltaire, Paine, or Hume; but how deplorable their influence, how sad the state of morals where their blighting power prevailed! No; mere worldly knowledge is not the catholicon-"what profiteth a man if he gain the whole world and lose his own soul?" Some ruling motive is needed to guide in the use of knowledge. Bible wisdom should be more taught; every heart should be filled with love to God and man; then would come the wished for moral renovation. How dif ferently would our country appear! Religion Religion is the key to the trea sures of purity, peace and happiness. "Seek first the kingdom of God and all these things shall be added unto you." While teachers train minds, let the Bible not be excluded from any of our schools. Give freely of its pure and living waters to the soul, for they will thoroughly cleanse from iniquity. Thus will be raised a strong and irresistible power against evil. Always disseminate the re ligion of Christ, for that is the True Panacea. WATERTOWN, Ct., April 28, 1855. M. E. B. TEACHING. MR. EDITOR: There is no occupation in which a person can be engaged, where there lies spread before him a more extended field for usefulness than that of teaching. The time has come when the teacher is considered as being something more than a mere machine, and teaching of more importance than the mere source from which to gain dollars and cents; and the person who engages in the work more for the pecuniary benefit arising therefrom than from the love of it, ought not to be considered as being a fit person to engage in the education of youth. I do not, by any means, claim that the teacher ought not to receive any compensation for his labor, for the laborer is always worthy of his hire." The dollars and cents should be a secondary object in the teacher's mind. The teacher's work is a glorious work, and as great and noble as any work on earth. Well may he tremble, as he enters upon the high, the noble calling of teaching. He is called to deal with mind, immortal mind; and the impressions which he may make upon the minds of his pupils may be as lasting as eternity itself. How often is the faithful teacher led to exclaim, as he looks about him and views the little group that spend the precious hours of youth with him; "who is sufficient for these things?" It sometimes seems a heartless, I had almost said a hopeless task, to attempt to teach; to guide these youthful minds in wisdom's ways, those ways of pleasantness and peace. How often, when the labors of the day are o'er, and the teacher is left alone to meditate upon the past, how often does the heart ache with sorrow on account of the trials and vexations he is called to encounter. Yet if he does sometimes feel disheartened, if the clouds do gather thick and heavy about his head, there are many sun-beams to cheer and gladden his heart. Fellow teacher, did you ever think how great an influence it lies in your power to exert, surrounded as you are, by a circle of little ones, whose minds are as plastic as the clay in the potter's hands? If kind, the teacher will soon gain the confidence and affections of his pupils. Kind words cost nothing. Even a kind look from the teacher will often dispel the tears and shadows from a child's face and light up every feature with joy and love. Take, for instance, the child who meets with nothing at home but cross looks and angry words, and is often beaten for the most trifling offences and let him but feel that in his teacher he has a friend, a firm and faithful friend, and his little heart will leap for joy, and every feature of his countenance will glow with plea room. sure, as with satchel in hand he wends his way to the cheerful school If, however, the teacher pursues an opposite course with the child, and frets and frowns at every trifling wrong the child may do, it may but be adding fuel, to the pent up fires already raging in his bosom, that will one day burst forth to blight and blacken the fair prospects of the youth. O fellow teacher! deal gently with the darling youth committed to your care; encourage them both by precept and example to press forward diligently and faithfully, until they shall become fitted to occupy stations of respect and usefulness among their fellows, and to act well their parts in the great drama of life. "Speak gently to the little child, Who, with a trustful, loving heart, Puts confidence in thee. If on that brow there rests a cloud, However light it be, Speak loving words, and let him feel, He has a friend in thee.” NEWTOWN, Ct. E. L. J. EXTRACT. At what Age should Instruction in Vocal Music commence ? A child should be trained to tones, or musical sounds, as he is to words, from early infancy. He should be taught, first, to listen to tones, either vocal or instrumental, or both, and afterwards to produce tones. The most simple little melodies, chaste and beautiful, united to pure and appropriate words in poetic form, should be taught by the pat tern of the mother's or teacher's voice; or, as we often express it, by rote. If this is successfully continued until the child is eight years old, he will by that time sing as readily, as easily, and with as much accuracy, as he speaks; and then he may commence learning to read music, or may acquire a practical knowledge of the musical signs, or of notation. In the mean time, much attention should be given to taste, both in respect to the delivery of tones and of words. That which is usually called expression should receive careful attention from the first lessons of childhood. Care must be taken to treat the voice according to the physical strength of the pupil, but there should be a regular daily prac tice. The child should never sing when fatigued, or immediately after |