easier would it be for the pupils in after life, to fill up these outlines by reading, observation and reflection. How much more agreeable for the parent and minister of the gospel to build upon a foundation already substantially laid and cemented! COURTESY. It is unquestionably one of the duties of teachers, if they respect themselves and the community to which they belong, to strive to inculcate upon their pupils the rules of courtesy and good breeding. Civility and politeness are not usually (at least in some quarters) considered to be leading characteristics of the people inhabiting some portions of this north American continent. Foreigners who have visited this country, and written works upon the social manners and habits of the population, have pointed out striking deficiencies in this respect; and according to the old Roman maxim, it is right to be taught even by an enemy. This alleged deficiency may arise partly from the undeveloped character of democratic institutions still in their first blossom, and partly from the influence of a narrow early education. Mr. Johnson, an eminent English writer upon agriculture, in visiting this country some years ago, had occasion to travel pretty extensively over the Union. He relates many instances of what he considered the rude and unmannerly treatment he met with in inns and other public places. He himself was almost invariably alluded to, and pointed out, as “that there man,” and his wife as "that there woman"!. Of course, we all know that this is only a partial and one-sided view, and that the "half horse half aligator" class of citizens, who would speak of a gentleman in this manner, have all been killed off by the war. The writer of these remarks, was for a time a school teacher in the sunny south," and coming north sometime after the breaking out of the present terrible war, was at first compelled, in order to get an honest living, to put himself upon his muscle, and learn what was to him, in form and in fact, “the new gymnastics," or the art of earning his bread by the labor of his hands and the sweat of his brow. Fortunately, he had muscle enough left to do his turn, or he might as well have thought to fill his belly with the east wind as to have supported himself by his humble avocation alone. The first school he taught was in a newly settled portion of a neighboring state. In company with the 66 director," ," he visited the school house for the first time about half an hour previous to commencing the exercises of the day. In this model building, devoted to the genius of learning, every inch of available floor was so occupied with seats and benches, that there was left only a narrow passage from the door to the teacher's desk, which was a kind of pulpit, upon a slightly elevated platform. The blackboard was there, behind the door, and somewhat of the color of an old stove, but no bucket or broom greeted the eye of the new teacher. It was a dismal looking place. The room was much too small, the roof too low, and altogether it forcibly reminded one of the black hole of Calcutta. The writer felt a strong impulse to punch a few holes in the ceiling, to promote ventilation. There, seated on the teacher's bench, closely squeezed together, each with a clay pipe in his mouth in full blast, and with their caps on, in true democratic fashion turned a little to one side, sat a trio of young men, (big enough, any of them, for military service), and affording a striking. counterfeit presentment" of Young America at his books, or "brother Jonathan" in the school room. One of them was a son of the director, who seemed a good easy sort of man; yet there they sat all the time, smoking and spitting, and spitting and smoking, until the writer felt the strongest inclination to forcibly eject them. All the while, my worthy companion, like the poor craven bridgroom" that aspired to the hand of the fair Helen of Lorn, (but did not get it) " said never a word;" in fact, he seemed rather to view the scene with complacency, although the tobacco spit several times came in contact with his pants and boots. It may be added that, to secure discipline in this unpromising school, the narrator was afterwards obliged to single out the worst of the group, and give him a touch with the rod of Solomon, in order to improve his manners, ond for the benefit of the others. While teachers have much in their power in relation to habits of courtesy and politeness, it is likwise true that in many instances, such as the above, it is an exceedingly difficult and disagreeable task to have to deal with ingrained incorrigible rudeness and stupidity. Boys of a certain class fancy that it is manish to be rude and disagreeable in their manners and bearing, especially towards their instructors, whom they consider "fair game." Educators have to look well to their duties as well as to their rights, and not in any case allow this class to destroy or diminish their faith in human improvability. They are to be found everywhere, but for the welfare as well as for the honor of the country, it is gratifying that they are in the minority. "To turn," says a well known writer, (we quote from memory) an uneducated child (such as we have been speaking of,) into the world is injurious to the rest of mankind; it is little better than to turn out a mad dog, or a wild beast, into the streets." Northend, in his "Teachers' Assistant," thus speaks of the value of a good address and good manners. "True courtesy and politeness, manifested on all occasions and in an unassuming way, will give to him who exhibits them a most desirable influence and power. Let a regard to those be daily encouraged in your school. Make it one of your requirements that all questions shall be properly proposed, and all answers courteously given, and also that the entire demeanor of your pupils, not only towards your teacher, but also towards each other, and all with whom they may have to do shall be in strict accordance with the rules of propriety and courtesy. Attention to these particulars in the school room will be promotive of good order and happiness there, and at the same time tend to establish such habits as will be strong helps to success and usefulness in any department of business." LOYALTY. In these times of social gloom and trouble, and in this the season of national calamity and trial, it becomes loyal teachers to use their utmost influence, especially in the schoolroom, in disseminating sentiments of loyalty among their scholars. The peculiar mode of doing this will of course depend upon the circumstances of the school and of the teacher. Patriotic songs are in general use. Classes far enough advanced to study such subjects, ought to be instructed in the history and principles of the Constitution and government of the United States. Hitherto, this subject does not seem to have received that degree of attention in our public schools which its importance demands; and the consequence is, that thousands have grown up in this enlightened country, who, although in other respects intelligent enough, are so wofully ignoraut of the great principles involved in and underlying the present struggle that they are easily led to become the miserable victims of unprincipled, ambitious or designing men, seeking only their own glorification and personal ends, instead of the nation's good. In a free country like this, knowledge not ignorance should be the mother of devotion. The people ought to be taught to know and believe that the constitution and government, under which they enjoy the privilege of living, rests upon a foundation stronger than adamant; that it is the wisest and best ever devised by the genius of man, attained only after many ages of dear bought experience, and born of that wisdom which is to be learned only in the hard school of suffering and trial. Let them be taught, that it is as treasonable to speak of striking a piece from the sun, or from the moon, as to separate a single state from the full-orbed UNION, one and indivis. ible. The teacher should remember, that however anxiously he himself may labor in the pursuit of truth, and for its propagation, there are always to be found men base enough and selfish enough to prostitute the interests of truth, and right, and humanity, to personal ambition, party triumph or self agrandisement. He should rember likewise that the newspaper press is not always to be trusted; that it is not always the champion of justice, equity, right and progress, but sometimes the reverse; and not forget also, that there is no plea so damnable or corrupt but that an artful pen, guided by a malicious, satanic heart, can make plausible and attractive. Lack of well grounded knowledge on the part of the people-knowledge best imparted in youth-it ever the opportunity of designing politicians; the race of whom will become "small by degrees and beautifully less," in proportion as sound knowledge and correct views are diffused over the length and breadth of the land, even as the savage of the woods disappears before the advancing strides and industry of the white settler. In the impressible season of childhood and youth, the heart may legitimately be enlisted on the side of that which, in maturer years, the head will always find to be just and reasonable; and thus interwoven with, and enthroned in, the best affections of the heart, and the firmest conclusions of the understanding, there will henceforth be supplied an array of loyalty and devotion, of love and power in favor of the strong American Union, against which the "gates of hell" shall not prevail. FRONTIER. SUGGESTIONS TO TEACHERS. The following admirable hints are from a circular prepared by Mr. C. T. Pooler, School Commissioner in Oneida County, and addressed to the teachers within his jurisdiction. They are good for other latitudes and longitudes.— N. Y. Teacher. 1. Be at your school-room at least twenty minutes before 9 o'clock, A. M. 2. Have the school-room thoroughly swept every day. 3. See that every article of furniture is in its proper place, and (in winter), that the fire is replenished with fuel, before calling the school to order. 4. Have order commence at the threshold, the moment the bell has rung; pupils should be taught to enter, and to leave the room in a quiet, orderly manner. 5. Allow no eating, or chewing gum, in school time; nor is it well to allow water to be passed round the room for pupils to drink, in school time. 6. It is not well to anticipate trouble, by announcing a code of "Regulations," in a common school. I would never do it. 7. Endeavor by precept and example, to inculcate a love of honor, truthfulness and self-respect, in the minds of all pupils. 8. If a pupil is dull, or negligent, never call him a "blockhead," or 'stupid," nor use any language to degrade him; encouraging words and timely assistance are far better. 9. Many persons weaken their influence by talking too much,-therefore, in government and discipline use few words, and they will have the greater force. Keep pupils occupied and they will be easily governed. 10. Greet your pupils pleasantly in the morning-wear a cheerful countenance through the day,—and never appear angry. 11. Have a written order of daily class exercises posted in the room, and follow it to the letter. 12. Be punctual in all things. 13. Give short lessons and require them to be thoroughly learned. 14. All, except the advanced class, should read their spelling lessons in the class, before spelling; and in spelling, each syllable should be separately pronounced; once spelling on a word is better than twice,-the first effort is a test of knowledge, the second is mere guesswork, and a waste of time. 15. In primary reading, endeavor to have the pupil learn the words at sight, rather than by spelling them out. 16. Do not advance your classes too rapidly through the Reading book. One "verse" is often sufficient for an entire class drill. Teach reading by example at every recitation. 17. The common faults in reading are, I. Reading too fast; II. Speaking too low; IV. Neglecting pauses. Endeavor to guard against these faults at every reading exercise. 18. Drill each class upon emphasis. 19. Do not fail to have each reader thoroughly understand the names and uses of all marks of punctuation, and rigidly observe them in reading. 20. Concert exercises of five or ten minutes each, by the whole school, three or five times a week, may be made very profitable on such subjects as the "Sounds of the Letters," "Punctuation," "Multiplication Table," "Table of Weights and Measures," &c. Such exercises are especially recommended in the Summer schools. 21. In Geography, Arithmetic, and Grammar, endeavor to have the subject of the lesson understood by each pupil; the principles of a science can never be well understood by committing to momory the pages of the book, and reciting the same like a parrot,-therefore teach the subject, rather than the book. 22. In Geography, each pupil should practice map drawing. 23. Lastly, after all the advice, the hints and the instructions you may receive upon the subject of teaching, you must rely upon yourself. The order, the system, the ingenuity, the direction, the tact, the patience, the perseverance, the energy, the ambition, the will, to succeed, must each, and all, be within, and form a part of the teacher's mind, and be developed as a part of his character by daily exercise, or he can never become a truly successful teacher.-C. T. Pooler. IMPROVEMENT OF SCHOOL GROUNDS. The season has arrived when the planting of shade trees and ornamental shrubbery, and the general improvement of school grounds, will claim the attention of Directors, Teachers and Pupils. It is hoped that the matter will not be overlooked. It is somewhat unfortunate that, in most of the rural districts, the schools are generally about closing or have closed, when the proper time has arrived for attending to this important school duty. Few teachers possess enough of that broad spirit of beneficence and that generosity of taste which are necessary to induce any one to plant a tree, set out a rose-bnsh, or prepare a flower |