as to expect to produce living plants and fruit in that way. I have sometimes fancied I saw the play repeated by adults with a little more faith. For instance: When we expect to secure obedience without rightful authority, without rewards or punishments, without even firmness and decision, are we not trying to produce plants without roots?

When we enforce upon our pupils the importance of truth, its obligation and duty, by the most eloquent lectures, but fail to be careful and accurate in our own statements, forget our promises, neglect to execute our threatenings, what is this but trying to get on without roots?

When we try to teach justice by some easier method than the oldfashioned one of being scrupulously just ourselves, or temperance by 1 singing temperance songs, or patience by means of petulant lectures; what is all this but children's play?

When we inculcate the duties of self-denial and forbearance, but prove ourselves daily the creatures of impulse and rashness; when we urge on them the sacred obligation of keeping the Sabbath as a holy day, but are generally believed to use it ourselves as a holiday; when we guard them against profanity, yet walk close up to the very edge of profaneness in our ordinary conversation, and laugh at those who have the bad courage to step over; when we teach reverence for the Scriptures by formal lectures, yet use the holy words habitually, to point a jest or season a vulgar witticism; what is this but expecting plants to grow without roots? Does not the daily practice neutralize and destroy all effects of the formal lecture, like an alkali thrown upon an acid, making a result as powerless as it is insipid?

A right-minded child has an instinctive perception of the absurdity and weakness of all such teaching. His instincts are, indeed, sometimes as incomprehensible to his teacher as those of the bee or the pigeon; but like them they are true to nature, and true to their mark. I confess I have no hope of deceiving a child by any sham or makebelieve whatsoever. I have not the courage to attempt it. They have such wide-open, wondering, truthful eyes, that look so trustingly into your own; they do so confidently expect you to deal truly with them, to instruct their ignorance and aid their weakness, that it is a shame to offer them stones for bread, or fictions for truth.

If we earnestly believe that keeping a promise to a pupil is of more importance than almost any amount of personal convenience, we shall act according to our faith, and the child will take accurate notes of the result, and draw his own conclusions. He will not need a formal lec

ture that day on truth; he has had a better lesson. It would seem that nothing is easier than to talk well or to write well on morals, since much that is excellent is constantly coming before us on this subject. We fear it must be confessed also, that nothing is more difficult than to exhibit in daily practice that right example, which shall be so consistent and well-proportioned as to afford a safe and suitable model for the child to copy.

Our beautiful ideal of virtue, like the fair conceptions of the sculptor, often falls into clumsy and unskillful hands, which mar and destroy all just proportion, if they do not spoil it altogether, by their awkwardness and ignorance.

To draw a good model of a bridge, and actually to construct one, are very different things-especially such a bridge as that on which the present generation shall cross over to the future.

The instances of unlooked-for crime and dishonesty in high places, which our daily papers so frequently report; the defalcations in those supposed to be worthy of high trusts; should admonish us that there is no time to be lost in implanting correct moral principles in the minds of our youth.

"The boy is father to the man."

I confess the great root-method seems to me best adapted to effect the greatest good in the shortest time, with the least amount of waste and friction; and never can we hope to succeed in exerting any great increase of moral influence over our pupils by any easier or cheaper method than that of becoming better men and better women ourselves. CLEVELAND, October, 1854.

H. VAIL.

PROFESSIONAL.

Elements of Success in Teaching.

Education, etymologically considered, is the act of bringing out; but the word is often used in the popular sense, with quite another meaning. This "act of bringing out" implies two things: thorough research on the part of the student, and a capability in the teacher of ascertaining the knowledge acquired by the pupil—a capability of correcting false ideas and of bringing the mind from the darkness of a half-understood theory into the light of a clearly developed truth.

Thus, one to be educated must think much, investigate carefully, and hear attentively. An educator should be fitted to lead the minds of

others by understanding himself and his subject; and to insure success, must impart instruction with cheerfulness, and labor with earnestness. It is obvious, then, that a great work is to be accomplished, and we can attain nothing, either in teaching or learning, by a superficial performance of duty. This seeming to act has ruined many a fair mind. If there be in the student an inclination to indolence a gliding over of the subject before him, or a proneness to depend upon other minds for aid, the true teacher at once endeavors to awaken him from his stupor; to arouse him to action by bringing his latent energies into vigorous exercise; impressing him with the truth "that there is no royal road to learning;" that the way is toilsome, and if ever he expects to reach the goal he cannot sit by the path-side with folded arms, but must press toward the desired object with willing step.

pupils to these words: Pure water is obtained patient seeking; hence

A faithful instructor continually points his "there is no excellence without great labor." by deep digging; so knowledge comes only by he bids him labor perseveringly and hopefully. Above all, he teaches him self-reliance. This is a prominent feature in a good student. He must think for himself, thus bearing his own burden.

As the result of his toil, he may never be a Newton, a Linnæus, or Heyne; but he will surely become a good and intelligent citizen. His counsels will be solicited, for his system of study has so matured his judgment that no one doubts the wisdom of his decisions. His society will be sought, for he is a man whom outward circumstances neither elevate nor depress; for he bears within him constantly an unfailing source of happiness, whose streams refresh his own soul and gladden those spirits in proximity to his. He will be revered in life and lamented in death. Nor is this his only reward; he will know higher degrees of joy in the future state, for having diligently improved the talents God has given him.

We have spoken in reference to maturer minds than those we meet in our daily walk. These little students who are just started on their life-path, are not to be overlooked. The same vigilant training should be given to them from the very outset. A thorough system of study may be as successfully established in our miniature army of primary scholars, as in the ranks of academicians and collegiates. Let the infantry be well drilled. The best scholars and most useful men are those who have been habituated from childhood to regularity, promptness and thoroughness of action. These are, then, sufficient inducements for us as teachers to do our work well; and when we, as a body, unite

in using the best means for the education of the masses, we may confidently say that our free schools are the nation's safeguard.

CLEVELAND, Oct., 1854.

M. B. JANES.

It is the Dull Child that needs the Teacher.

"There is that stupid boy! What shall I do with him? For eight weeks he has been trying to read; or, rather, I have been endeavoring to induce him to try. If he has progressed any, it is rather uncertain in which direction. Is there any use in spending time on such a dolt? "Then there is that cousin of his! She was three weeks at the multiplication table. To enable her to comprehend the difference between four feet square and four square feet, was a daily task for almost a week. Last evening, after having spent a half hour, each day, for three days, on the subject of fractions, I did think she comprehended what was meant by three-sevenths of a thing, but this morning she "knows nothing" about it. Now, I must either let her blindly proceed with her class, the rest of whom fully comprehend the lesson, or detain her, and make one more effort to reach her understanding. But this course would wound her feelings, and rack my brain. To keep her in the class, would cause her to grope in darkness. What can I do with her?” Thus soliloquized the teacher of a country school. He could see no prospect of honor in devoting his energies to the dullards of his school, whilst by stimulating the brilliant and excitable he could be able to pass off an examination with great eclat.

At this point in his meditations he was interrupted by a call from the father of one of the unpromising pupils. After disposing of the subject demanding the interview, the teacher remarked to the parent, that he found it difficult to succeed in the instruction of his child, and was sadly perplexed as to what course to pursue. Just do by it as you would by your own child," was the reply. This answer awakened a new train of reflections, followed by correspondent action.

A few years elapsed, and the teacher of whom we are speaking was deeply interested in the success of the school in the district to which he belonged, and of which his own children were pupils. Like other parents, he was specially anxious in regard to the less promising of his family. He frequently visited the school, and was forcibly struck with the patience and perseverance of the teacher, and the success of her efforts in interesting her pupils. From her he learned many expedients,

which he afterwards employed in imparting instruction to minds of limited capacity,

His children's teacher was once the little girl of whom he so nearly despaired.

Since that time, in his intercourse with younger teachers he often charges them never to despair; and it is a standing proverb with him, that it is the dull child that needs the teacher. FAYETTE COUNTY, OHIO, October 28, 1854.

MATHEMATICAL DEPARTMENT.

JOSEPH RAY, CINCINNATI, EDITOR.

During the present year there have been several solicitations for the establishment of a department in this Journal devoted to the solution and discussion of arithmetical and mathematical problems. A large portion of our readers are engaged in the actual work of instruction, either in arithmetic or mathematics; and in the course of their labors, questions arise to which they wish to call the attention of others, or about which they wish information not to be obtained from sources within their reach.

We have now in hand a number of letters containing problems for solution, to several of which we have not yet found time to reply. Some of these problems are to be found in books published many years ago; but as they will be new to many of our readers, we shall not hesitate in presenting them for solution. Those, therefore, who have made requests for solutions, unless their letters have been answered privately, may expect, in due time, to see them in our pages.

For the sake of easy reference, all the problems will be numbered; and such as are original, or supposed to be so, will appear, with the name of the proposer attached, unless otherwise requested.

To afford sufficient time for considering the questions, the solutions will appear in the second number after that in which they are published. Thus, the solutions to the questions in the present number will appear in the number for January, and so on.

QUESTIONS FOR SOLUTION.

No. 1. Three merchants, A, B, C, are concerned in trade. A puts in $240 for 6 months, B a sum for 12 months, and C $160 for a certain At the settlement of accounts, A received for his share of the

time.