MISTAKES OF EDUCATED MEN. By John S. Hart, LL. D., Editor of the Sunday School Times, and late Principal of the Philadelphia High School. 12mo., muslin, gilt. Price 50 cents; paper covers, 25 cents. Published by J. C. Garrigues, 148 South Fourth street, Philadelphia. We have read this very sensible address with a great deal of satisfaction. It is full of good advice, well expressed, and its typographical execution is unusually attractive. An extract may be found on another page. THE GRAMMAR OF ENGLISH GRAMMARS. By Goold Brown. This admirable work, of nearly 1100 pages, should be in every teacher's library, and indeed in every family. To the scholar it is an indispensable volume. It was the life work of the lamented author to prepare this volume, and he has left a rich legacy to the scholars of our land. Teacher, if you have not this work obtain it and you will feel well satisfied with your investment. We shall be happy to procure it for any of our subscribers, at the lowest possible rate. LECTURES ON MENTAL AND MORAL CULTURE. By Samuel P. Bates, A. M., Deputy Superintendent of Schools of Pennsylvania. New York: A. S. Barnes & Burr. 12mo., 319 pp. This volume is composed of lectures originally prepared for Teachers' Institutes. The subjects are as follows: "Dignity of the Teacher's Profession;" "Boyhood of Napoleon;" "The Power of Spoken Thought;""Vocal Culture;" "The Study of Language; " "The Means and Ends of Education;" "Popular Education;" ""The Education of the Moral Susceptibilities; ""Education and Democracy the True Basis of Liberty." These lectures are well written and exceedingly interesting, giving the clearest evidence that their author has enlarged and practical views, and a heart devoted to the great work of Education. No Teacher or Educator should consider his library complete without a copy of this work. METHOD OF TEACHERS' INSTITUTES and the Theory of Education. This is another valuable work from the same author and publishers. It abounds in useful suggestions and directions, and must prove an important aid in the Institute work. The several topics are: Value of Institute Instruction; Object of an Institute; Organization of an Institute; Township or District Institutes; Method of Conducting the Exercises; Form of a Constitution; Subjects for discussion at an Institute; The Theory of Intellectual Education. We have examined this work of 75 pages with much satisfaction and feel that the author has done a good service in its preparation. Both this and the preceding volume are well printed and done up in attractive style. Educational Meeting at Oswego, 106 Words of Encouragement and Truth,-Family Courtesy, 108 109 Book Notices, 111 WE recently listened to some very sensible remarks made by a very sensible man from the text,-"Don't pitch your tune too high." He did not tell us where the text was to be found. Though it may not be contained in the Bible, we are certain that the speaker deduced truths from it which were as "true as the gospel." It is undoubtedly the case that many persons utterly fail of accomplishing anything of importance simply because "they pitch their tune too high.” Let us not be understood to mean that there is any danger of "aiming too high." It is the duty of all to aim high and by all proper means to seek the accomplishment of their aims. That we may not be misunderstood, we will take two cases to illustrate our position. A. & B. decided to pursue the business of teaching, and that they might be fitted for the noble work before them they pursued a preparatory course of training. So far as literary attainments were concerned, they were both well qualified. But they were actuated by different motives. A's heart VOL. IX. 8 was full of love for the work before him and noble motives inspired him. His desire was to do good and he was ready to work in any field that might open to him. His aims were high; his wish was to prove useful. While his aspirations were such as to make him willing to occupy a high position for the sake of enlarging his sphere of usefulness, he had good sense enough to see that "experience" was the schoolmaster under whose training he could truly rise. He accordingly was willing to work wherever work offered. He needed the strength and confidence which practice alone could give; he felt that actual service in his chosen work was what would do him most good. The compensation was a secondary matter. He commenced labor in an humble sphere and for very moderate pay. His heart was in his work, his energie were given to it. He "let his light shine," and it was seen; he was devoted to his work, and it was felt; he was successful, and it was known. It was not necessary for him to seek a higher position,—but higher positions awaited him and beckoned him onward and upward. Walking in the path of duty and doing "with his might" whatever he felt called to do, he could not avoid promotion. It followed as a matter of course. He was always in demand and constantly rising. Not esteemning himself better than others e ever found pleasure in working wherever duty called, and passed his days "in doing good" and honoring his profession. His aims were high and his motives noble and unselfish. He found a rich reward in the consciousness of doing his duty, and never complained that his labors were unappreciated or unrewarded. On the contrary he constantly felt that he was unworthy of the confidence reposed in him, or of the compensation given to him. He learned "to labor and to wait." With B. a different course was pursued. He felt strong in his own conceit. He had high notions, whatever his aims, might be. He early decided in his own mind, that his services were indispensable, but the community did not so regard it. He felt that he was "somebody" while in the eyes of the public he was "nobody," simply because he had not shown what he could do. He was in the public eye a mere cipher, and he was yet to show whether his position should be such as to give value to some other figure and, if so, what. He pitched his tune high "-yes too high. He assumed that the world must have his services and pay his price. But he soon discovered,—or might have done if he had used common sense, that he couldn't do what he would, and well would it have been if he had determined to do what he could. But not so. If he could not receive his own estimate be would do nothing,—and acting on that plan he has been a "do-nothing" to this day. He feels that the community is unreasonable,-blind to its own interest; but the real trouble has been that he has started on the wrong track. His trouble has been that he over estimated himself and then berated others for not coming up to his standard. But we will not enlarge, though we might easily do so. We will simply say to young teachers a few words. "Be sure not to pitch your tune too high." Be willing to labor earnestly and faithfully. Let your works speak your praise and you will in due time. find your proper place and your due reward. If you can not, at once, secure a position that in all respects meets your wishes take such an one as offers. Any proper work is bet ter than idleness. You must creep before you can walk, and walk before you can run. by aiming to do the last first you will never do either properly and well. Again we say commence where you can and let your works speak for you and elevate you. An humble position is better than no position and a small compensation better than no compensation. Don't flatter yourself that the world's progress must cease without your valuable aid. "DON'T PITCH YOUR TUNE TOO HIGH." TEARS. Say not all tears are weak. Some tears are blest, And to the sad, repentant soul restore Its early spotless robe of innocence. May not the angels hov'ring breathless near Tears are the language of true Charity, Jesus, descending Olive's sacred mount, Read how at Laz'rus' rock-bound tomb, the Lord And, ere He prov'd His wondrous power o'er Death, Sweet, precious promise! "They that sow in tears, Shall bid the dead in Christ rise and come forth. |