ally with those who appear to have no minds at all. Sometimes, unfortunately, the teacher, in addition to his other duties, is expected to furnish brains. Where this is the case,

he will have a fruitless and thankless work. Sometimes doting parents imagine that the very dullness of their child, as in the case of Adam Clarke and others, is a favorable omen of future eminence. Some itinerant phrenologist or fortune-teller, it may be, has examined his head or the palms of his hands, or else some literary astrologer, having glanced at his mental horoscope, predicts a brilliant future for an inveterate blockhead.

A certain person once introduced his son to Rowland Hill as a youth of great promise, who would doubtless be an honor to the university, but, unfortunately, he had buried his talents in a napkin. The eccentric divine, after giving the youth a fair trial, sent back word to the fond father, that he had shaken the napkin at all the corners, and had found nothing in it.

And yet, it is not safe to be too hasty in this matter, and pronounce a pupil devoid of intellect, who is only dull. Xenocrates compared himself to a vessel with a narro » orifice, which receives with difficulty, but retains firmly whatever is put within it. Some minds, like soft iron, acquire magnetic power readily, and lose it immediately. Others, like steel, acquire it with difficulty, but retain it permanently. In the latter case, the teacher is often amply repaid for the expenditure of extra pains, whilst in the former, his task will prove an endless one. Like Penelope's web, that which has been woven during the day will be unraveled during the night. Modern science has ascertained that all bodies, at a certain temperature, become luminous; and so it may be with all classes of mind, if the teacher's intellect, like a pow. erful sun-glass, will but converge the rays of thought to a focus, until it burns into his very soul, fusing every thing in its pathway.-Iowa Instructor.

MOTIVES IN SCHOOL.

We have often thought that unworthy motives were sometimes held out by teachers to secure proper attention to study and deportment in schools. Of these we can now only allude to two or three, and that very briefly.

1. Prizes. We have no doubt that the hope of gaining a prize may temporarily stimulate a pupil to greater exertion; but too often in his strife for the prize he overlooks or forgets the true object of study, and not unfrequently the gaining of a prize is regarded as an end, rather than as a mere incitement. We have always doubted the expediency of giving prizes, and at a future time may give reasons. Now we merely say that we do not regard it as one of the highest and best motives to study.

2. The love of approbation.-This may be used to a cer tain extent. It may be regarded as a worthy motive within certain limits, but should never be held up as the true end, either for good scholarship or deportment; and yet it may, very properly, be used as an incidental motive. If made too prominent, it may tend to promote a spirit of vanity. The desire to merit approbation of teachers and friends is very laudable, and only objectionable when it is made an end for all effort.

3. The fear of punishment.-This is more unworthy than either of the preceding. It may prove effectual in securing present attention to study and deportment, but will not, in itself, prove permanently salutary. A boy who is compelled by fear of punishment to learn certain lessons, or to refrain from bad habits, will not thereby be made either truly studious or truly good,—and will only do what is required of him because compelled to do so; and when the pressure of this compulsion is removed, he will be prone to yield to reactive influences.

4. Another unworthy motive is the desire to be at the head of the class, or the best scholar in school. A desire to excel in scholarship may be laudable if such desire is connected with right motives; but if it comes simply from a

desire to outdo others, it is wrong. A desire to excel for purposes of good would be different,-but a mere desire to be a good scholar, or to be correct in deportment, for the of excelling others, is an unworthy and selfish

sole purpose

motive.

We have thus briefly alluded to the above because we feel that such motives are too often used in the school-room as ends rather than as aids. Teachers should aim constantly and earnestly to impress upon the minds of their pupils. the great object for which they are obtaining an education. It is that they may be taught how to live, and so to perform their several parts in life that the world may be made the better through their influences. The true motive should be a desire to gain knowledge in order to do more good,—to fill up the measure of life usefully; and any motives which fail to impress upon the minds of the young the true object of life, will prove unworthy and insufficient. Let teachers, therefore, strive so to influence their pupils as to make their highest motive a desire to become true men and true women, and to inspire them with a determination to answer life's great end by acting "well their part" in all the rela

tions of life.

OFFICIAL DEPARTMENT.

QUESTION. What constitutes a legal tuition or rate-bill in common schools?

ANSWER. By the laws of the State, "Any district may fix or authorize its district committee to fix a rate of tuition to be paid by the persons attending school, or by their parents, guardians or employers, towards the expenses of instruction, fuel, books, and other expenses over and above the money received from the town or state appropriations," under the following regulations: The rate of tuition must not exceed six dollars per scholar for each school year, and in proportion for a term or part of the year, except in the higher departinents of graded schools, where it must not exceed twelve dollars. It must be fixed during the school year, or

within three weeks after the close, and must be assessed on all the persons who have attended the school during the year. Any person attending school a part of a term is required to pay tuition for the whole term, "except in case of absence from school on account of sickness, death, removal froin the district, or other good reason, when the district committee may make a reasonable deduction from the sum to be paid for such person," but no deduction can be made except for a continuous absence of not less than four weeks.

The school laws require district committees, unless otherwise directed by the district, to employ qualified teachers, provide school-rooms, furnish the same with fuel, provide books for the children of indigent parents or guardians, but they have no authority without a direct vote of the district, to assess a rate-bill or tuition fee on children residing in the district.

In some parts of the State, it is the practice to make out a school-bill on the "daily attendance" of those who are members of the school, but this practice has had no sanction in law for many years, and there is no law to enforce the collection of such bills, or to authorize the selectmen and school visitors to abate them where parents are not able to pay, and have them paid from the town treasury.

If districts do not vote a rate of tuition, or authorize the district committee to fix such rate, the schools are virtually free without any action of towns or school districts.

DAVID N. CAMP,

Superintendent of Common Schools.

LOCAL AND PERSON AL.

CHAPLIN. The Institute for Windham county was held in this pleasant village and the number in attendance was about 130, mostly ladies. The citizens of Chaplin were unwearied in their efforts to promote the objects of the session and the happiness of the members of the Institute. To the Rev. Mr. Williams and the Messrs. Griggs the special thanks of all were due. The teachers who were so kindly entertained will long remember the great kindness with which they

were treated during the week at Chaplin. Many of those in attendance experienced a feeling of sadness in learning that Daniel A. Griggs, Esq., a devoted friend of education, was unable to attend the meetings on account of a serious injury to his foot, received a day or two previously. They will also be pained to learn that it resulted in the death of Mr. G.,-whereby the town of Chaplin loses one of its best citizens and the cause of education a most consistent friend.

WALLINGFORD. The New Haven County Institute was held at this place in September. The number in attendance was about sixty and mostly ladies. An excellent spirit prevailed and the evening audiences were large. Rev. Messrs. Adams and Gilbert deserve special thanks for their cordial coöperation in promoting the objects of the Institute.

Wallingford is really one of the most beautiful towns in the state, and in point of location it is one of the most eligible for a residence. But there is one serious drawback and that is the want of suitable school advantages. These are not what they should be in a town of such size and wealth. We were pleased, however, to learn that this great want will be soon supplied. MOSES Y. BEACH, Esq.,-whose beautiful residence has attracted the attention of many a traveler,— has signified his intention to establish a school of a higher grade for the benefit of the community in which he has so long resided. He has already secured one of the most desirable locations, one commanding an extensive and beautiful view. We hope, ere long, to see on it a substantial edifice which shall at once be an ornament to the town and a most fitting and enduring memorial of him whose name it will bear. It is indeed cheering and ennobling to see one whom fortune has favored, directing his attention and means to the establishment of an institution for the improvement of youth and the benefit of the community. Such an institution will perpetuate the name and memory of its founder far better than the most costly marble can do. In such a monument the memory is kept in "living green."

A comely and suitable edifice, placed upon the beautiful spot selected, will help open a higher sphere of life to many a youth and cause the name of Mr. Beach to be held in pleasant and grateful remembrance by generations yet unborn. It will also read a silent though impressive lesson to many a traveler, as from the swift moving cars his eye beholds the structure; and it will, we trust, lead others on whom fortune has smiled to "GO AND DO LIKEWISE."

WESTBROOK. The Institute at this place was quite small owing