Wherever the Institutes have been held, the people have generally thrown open their doors for the free entertainment of the members and lecturers, and not only by their warm-hearted hospitality, but by their cordial sympathy, and their attendance upon the sessions, especially those held in the evenings, contributed very-materially to the interest and success of the meetings.

The effects of the Institutes upon the particular localities in which they have been held, is highly gratifying. In almost every case, the meeting has been followed by a marked improvement in the policy of conducting the common schools.

For a list of the towns in which Institutes have been held, I beg leave to refer you to the Appendix.

I conclude my remarks under this head, by the following extract from the report of the Secretary of the Board of Education of Massachusetts, for the year 1854.

The general interest taken in the subject of education, has created a more urgent demand for competent teachers, the consequence of which, is an increased attendance of the Teachers' Institutes. While the main reliance of the State for teachers specially trained for their office, is on the Normal Schools, the most successful means yet devised for elevating the professional character of teachers, after they have entered upon actual service, is the regular recurrence of those organized semi-annual meetings of the teachers, held about the time of the opening of the summer and winter schools, for the purpose of receiving a brief course of professional instruction from men of eminent ability, and large experience as instructors. Seldom has one of them been held in a place without exciting a fresh feeling of interest and professional ardor in the minds of teachers, and of producing an immediate improvement in the schools under their charge. The number of those who attend the teachers' Institutes as members, is rapidly increasing in all parts of the State. The popular mind is imbued with the same spirit. Such occasions are regarded not merely as a scene of profes sional interest, but as an intellectual and moral festival, in the neighborhood where they occur."

HOLBROOK'S COMMON SCHOOL APPARATUS.

This apparatus is designed to illustrate branches taught in our district schools. A full set comprises a Numeral Frame for the instruction of beginners in arithmetic; Geometrical Solids, for the use of pupils more advanced in arithmetic and mensuration, to give them clearer ideas of cubes, cones, prisms, pyramids, spheres, spheroids, &c., than can be conveyed by verbal descriptions or drawings; the Sectional Block, for the illustration of the cube root; a Globe, of which no school-room should be destitute; a Hemisphere Globe, which opens through the centre, showing on the plane surfaces of the section the natural divisions of the earth, and thus explaining to pupils how the convex surface of a sphere is represented on the flat surface of a map; the Tellurian, representing the sun, earth and moon in their respective positions and with their various motions; a Planetarium illustrating the entire solar system, an indispensable aid in the attainment of a correct understanding of the relative situations and motions of the planetary spheres.

These articles of apparatus, in the hands of a competent teacher, may be applied to manifold uses in the school-room. On many points which would otherwise remain involved in doubt and obscurity, they enable the pupil to acquire clear ideas almost at a glance. As to their utility, there is no question in the mind of any intelligent teacher or educator who has used or examined them. No school-house in the State should be without a complete set.

This apparatus is manufactured at the State Prison under a resolution of the Legislature, passed in 1851, whereby the labor of twenty convicts for several years was set apart for this purpose. A resolution passed in 1853, authorizes the warden of the State Prison to sell this apparatus to the several towns and school districts in this State, at a discount, below the actual cost to the State,-to a town purchasing a full set for all the districts in such town, at a discount of fifty per cent., and to a district, of twenty-five per cent.

Under the operation of these provisions but a small number of sets of this apparatus has been sold, while a large number has been manafactured, and now remains at the Prison unsold. In the State of Ohio, provision has been made for supplying school districts with such apparatus, out of the public funds. If a similar course of policy should not be deemed advisable by the Legislature, I would suggest that if the same discount were allowed to school districts as is now granted to towns, it is probable that many districts would be encouraged to pro

cure this useful means of improving the character of instruction given in our schools.

THE SCHOOL LAWS.

By a résolution of the last Legislature, O. H. Perry, Henry B. Harrison and John D. Philbrick, were appointed a committee to compile and publish in pamphlet form, all the laws of the State pertaining to public schools. This duty has been performed by the committee, and an edition of 2,500 copies of the School Laws have been printed and distributed to all the school societies and the school districts in the State, besides an edition in the Common School Journal. The Circular accompanying the copies sent to school visitors may be found in Appendix D.

It has been suggested that it would be well to appoint a committee to make a thorough revision of the School Laws, and consolidate the several provisions into a single code, with all the necessary instructions, explanations and forms for its administration. This matter I leave to the wisdom of the Legislature.

MESSRS. EDITORS:

THE TEACHER'S VOCATION.

I beg leave to address a few lines to my fellow teachers; (using the Journal as the medium through which to convey my thoughts,) upon the great importance of the work in which they are engaged, The question is often asked those who engage in the occupation of teaching, "Why do you prepare to teach? What is your object? Is it because you think it will be an easy task, and will afford you the means of support, without much labor?" Fellow teachers! to you Į wish to make the appeal, and I entreat that you will consider well the motives that prompt you to engage in the work. Let the question come home to the heart of every teacher whose eye may chance to rest upon these pages; why, of all the different professions and occupations, followed by the mass of mankind, do you choose the teacher's lot above all others? Do you engage in the work for the reason that you like it, and feel that above all others, this spreads before you a field in which you can be useful, not only to your fellow-men, but to your Maker? If this is the first motive, then happy are you, You are engaged in a work that is second to no other. You are placed in circum

stances where much good may be accomplished, and if you hope to be useful, you must learn to labor patiently and to wait, and in due time "ye shall reap if ye faint not." What employment is there in which we can do more good to the young, than to endeavor to instil into their tender minds those principles which should guide them through life, and fit them to fill responsible stations among their fellows, and to discharge faithfully the various duties that may devolve upon them.

Teachers! the influence you exert, is great. You are dealing with mind, immortal mind, and though the seed you may now be sowing may lie long ere it vegetate, yet it doubtless will spring up and bear fruit. We find in the garden of nature, many seeds that must lie planted long years before they will vegetate; so also is it in the moral and mental soil which you are now cultivating. How many a kind word of friendly warning, of earnest entreaty you have an opportunity of speaking to your pupils; which though perhaps may seem like words uselessly spoken; at some future time, when perhaps the voice of that faithful teacher is silently sleeping, or rather is singing sweeter songs before the throne in Heaven than ever fell on mortal ear, when the youth has become a man, those words addressed to him when a mere child, may perhaps awaken tones on the harp of mind that will be heard in future ages-tones that will be tuned to angel harmonies. There are many opportunities in which a teacher may make a favorable impres sion.

Suppose for instance, a beautiful day in summer. The sun has risen in all his splendor, the birds are warbling among the branches of the trees, and all nature seems joyous and happy. Suddenly the sky is beclouded. The wind rises and whistles among the trees, the clouds grow thicker and blacker, the roar of the distant thunder breaks upon the ear, and the vivid flash of lightning is seen darting from the clouds. Soon the rain pours down in torrents upon the roof, and the children, some of them, show by their anxious looks that they are in fear. In a little time the rain ceases, the clouds break away, the sun again shines forth beautifully, and the rainbow, the "beautiful bow of promise" may be seen in the east. When all is quiet, the teacher may call the attention of the pupils for a few moments, and talk with them of the benefit of rain to vegetation, and that if it did not rain nothing could grow; everything would die. Tell them of God, our kind protector, that it is He who causes the gentle showers to fall upon the earth, and causeth the earth to " 'bring forth its fruit in due season." Tell them, that God watches over them in the storm as well as in the sun-shine, that he will not hurt them if they are good; and how they ought to

love him and learn to trust in him, who "doeth all things well," as confidently in the terrific storm, as in the clear warm sunshine. Tell them of the uncertainty of human life, that they can not always live here, but if they are good and virtuous, they will one day go to dwell with Jesus in Heaven. The teacher will find many opportunities similar to that just presented, which if he will improve, may indeed prove as "words fitly spoken." These caskets which are placed in the teacher's hands, contain gems of brighter lustre, of greater value, than all the diamonds of Golconda's mines. It is true, many of them present a very forbidding exterior, but under the care of a faithful instructor, they may throw off the rough garb that envelopes them, and shine forth bright examples of virtue, goodness and purity. Press onward fellowteachers, in your noble work. Continue sowing the good seed, be faithful even unto death, and when your work is completed here, there will be found in heaven a never fading crown of glory for you.

NEWTOWN, (Ct.) May 18th, 1855.

E. L. J.

(For the Journal.)

"LEARN TO LABOR AND TO WAIT.”

Sower of the seed of Truth,

In a hard and stubborn soil,

Faint not, fear not, though it seem
To be unrequited toil.

Underneath the barren sands

Many a bubbling spring may hide;

And in mountain passes see

Flowers and snowbanks side by side.

There's a fount in every heart,
Sealed though its waters be;
Who shall say that words of thine,
May not prove the master key.

And as 'mid the mountain snows,
Little flowrets find a home,
So beneath the roughest garb,
Gentle feelings often come.

Cease not, then, thy arduous work,

Sneers or praises never heed;

Daily, hourly, constantly,

Cast thou in the precious seed.