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printers, and paper-sellers, and mail-bags, and advertisements, and billspayable, and collapsed sub-treasuries, and grumblers, and so forth. But the work must be done by somebody. Some one must spend many days in obtaining advertisements for the Teacher. Some one must write for it. Some one must provide for its prompt publication. Some one must, each month, carefully examine three times, every letter and mark of punctuation, from the beginning to the end of the number. Some one must raise some thousands of dollars to pay the bills. Now, if we are willing to undertake to do these things without pay, is it unreasonable, fellow-teachers, in us to solicit your help? What shall you do? Allow us pleasantly to suggest two things: first, obtain as many subscribers to the Teacher as you can, and as early as you can; second, contribute according to your ability, to its pages.

Do not, we pray you, disregard our respectful but earnest request. If you can send but one new name, it will be gladly received. For the fair fame of our good old State, do what you can toward sustaining the only educational journal in the Commonwealth. We shall await your response hopefully. Do not disappoint us.

THE PROPOSED UNION OF THE NEW ENGLAND EDUCATIONAL JOURNALS.

WE observe in the last issue of the Maine Teacher, the statement that a proposition had come from the managers of the Massachusetts Teacher, proposing a union of the former with the latter.

We know not in what form the proposition was presented to our friend who so ably conducts our sister journal, but we do know that those who have the management of our own journal never entertained such an idea as proposing to our brothers of Maine to unite their journal with ours.

The proposition was to unite the six State journals into a New England Journal. And, even this proposition did not come from us. It was made to us last August, by parties interested in other journals, at the meeting of the American Institute, at Brattleboro'. The matter has been pressed upon us since, and there seemed to be a desire to know whether such a union could be effected.

The Board of Directors of our State Association, wishing to co-operate with their brethren of the other New England States, at their meeting last November, authorized one of their number to correspond with the managers of the different New England journals, to ascertain their feeling in regard

to the matter. They only sought to know whether such union was desired. Had the replies been unanimous in favor of union, the next thing would have been to settle upon some plan by which the wishes of all parties could be met. We are glad to record, however, that some of the replies were adverse; for we must confess, that the thought of losing the Massachusetts Teacher, even though it was to be translated into a larger and better journal, was by no means pleasing to us.

Of course, the idea of union is now abandoned. We have made our arrangements for the present year, as usual. Our journal now enters upon its fifteenth year; and we know no reason why it should not live a century or two yet.

THE ATTAINMENT OF KNOWLEDGE.

EVERY teacher has a two-fold duty to perform, with reference to the acquisition of knowledge by his pupils: first, to impart knowledge to them, and second, to teach them to obtain it themselves. As the amount of knowledge which can at best be obtained at school is very small, when compared with what is necessary to constitute a well educated man; and as every one must, therefore, learn vastly more after leaving his teachers than he can while under their guidance, it is manifestly more important that he should learn how to learn, than that he should receive any amount of instruction, without that ability.

A scholar may become familiar with the text-books which are sanctioned by the school committee; may pass a brilliant examination, and bear away a golden prize; and yet be unable to investigate any subject out of his beaten track with tolerable accuracy. Under another's direction, he has trodden, day after day, over a limited field, until he has thoroughly learned the way; but he has hardly looked beyond, to the boundless expanse stretching out on every side, and considered how it is to be explored. This ought not so to be. A good knowledge of arithmetic, grammar, geography, and the other branches commonly taught in our schools, is certainly indispensable; but if, while learning these, he is not at the same time acquiring the ability to search after truth more widely, he will go from school poorly prepared for the responsible duties of life.

But how are results like this to be avoided? By awakening and cherishing, in the minds of the young, a spirit of investigation. This spirit manifests itself in very early life. The inquisitive little boy breaks his rattle and cracks his drum, to discover the cause of their sounds; dashes the mirror in his attempts to form an acquaintance with the young gentle

men behind it; ransacks every nook and corner, from cellar to garret, in search of whatever is curious and amusing; and, altogether, shows himself to be an active investigator. True, the results of his researches are not always of the most agreeable nature, especially when he happens to be switched off the track he is pursuing by an impatient mother.

As the boy grows older, the same spirit is more and more developed, until at last he reaches the school-room, where, if it meet a too common treatment, it will be effectually checked. Beyond a small circle of duties, his mind is there seldom allowed to wander; and he early receives the impression, which years alone can efface, that all requisite knowledge is bound up in the few books which are by authority placed in his hands.

But why may not a love of knowledge, a spirit of investigation, an earnest desire to discover truth in its myriad forms, be fostered in the youthful mind? Why may not that enthusiasm, which is so natural to early life, be centred on intellectual pursuits, as well as on those of sense? Why may not mind be aroused to an active consciousness of its faculties and duties of the endless sources of pleasures prepared for it, as well as to remain for years, etherized by neglect, or a monotonous round of lifeless drudgery? Nay, why may not such an interest be awakened in all the labors of the school, as to render delightful, tasks that are generally deemed irksome, and to impart attractiveness to the greatest difficulties?

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In cultivating a love for the acquisition of knowledge, and in rendering its attainment a source of pleasure to the young, it is by no means necessary that every obstacle in the way should be removed, and every asperity smoothed down. On the contrary, one who has been properly trained derives much higher gratification from surmounting a single impediment, than in advancing a long distance over an uninterrupted course. In the one case, he feels that he has strengthened his mental powers, and done what many would have failed to accomplish; in the other, that he has added nothing to his ability, and done nothing beyond what others could have performed.

In a boy's recreations, that which demands the greatest effort always produces the highest enthusiasm, and the most thrilling pleasure. The boy who can leap the highest, swim the farthest, skate the swiftest, wrestle the strongest, justly boasts superiority over his fellows. If sports like these, which require the utmost exertion of will and muscle, are so attractive, and are followed with such zeal, may not the energies of the mind be so aroused and directed, as to grapple with difficulties in the way to knowledge, with the same vigor, and a loftier enjoyment? When a scholar begins to regard every obstacle surmounted as a victory gained; every principle mastered and fact established, as an addition to his treasure of intelligence and happiness; when he learns to regard the school-room, not as a prison house,

but as a laboratory of thought; when he realizes that he possesses faculties susceptible of endless improvement; and when he looks upon his instructor as an enthusiastic lover of learning, who teaches, not as a mere hireling, but because his soul is in the work; then is that scholar prepared to engage in the intellectual strife with patient effort and strong determination. Whatever subject is presented for examination, he approaches with cheerfulness and resolute energy; he scrutinizes it, with an earnest desire to know its depths. That such aspirations and ends are attainable, the experience and observation of many educators testify.

Far above all rules, all books, all systems of instruction, must rank this love to know. From the soul of the earnest teacher to the soul of the awakening scholar, must go forth an inspiring influence which shall render all things subservient to its noble objects. Without this influence, books may indeed be taught, limbs controlled, and minds tortured; but he only who is endowed from God with its mysterious power, can truly say, as he marks youth's sparkling eye and glowing countenance: "The child

loves knowledge; and the beams of truth
More welcome touch his understanding's eye,
Than all the blandishments of sound his ear,
Than all of taste his tongue." "

A PATRIOTIC SCHOOLMASTER

A MASSACHUSETTS SOLDIER, belonging to the 24th Regiment M. V., entered our office a few days since, and having laid a dollar upon the table, said: "I have, for the present at least, given up my school. I am going to the war. But I shall be interested to know what the Massachusetts teachers are doing at home. I wish you, therefore, to send me the Massachusetts Teacher. If half the numbers reach me, I shall feel well satisfied."

We commend the noble example of that intelligent teacher and soldier to the attention of some teachers who are enjoying comforts at home. To our patriotic friend, we say most heartily, "God speed you and protect you; and may your gun have a true aim, and never miss fire!"

APOLOGETIC, ETC.

VARIOUS circumstances combined to prevent a thorough correction of the proofsheets of the December number. We hope our readers corrected those errors which thus escaped justice.

OUR printer has been very busy of late, moving his office from the old place on Hawley Street to 112 Congress Street. If this number is not so prompt as usual in its appearance, our readers must attribute the cause to this circumstance.

FOR some reason or other, we have failed to receive remittances from certain of our subscribers, though we have sent to the post office daily. Will they pardon us, if we ask them to ascertain whether the trouble is not at their end of the route, and, if possible, not to treat us longer with such un-remitting kindness?

A NATIVE of Africa, who visited England a few years ago, when asked what ice was, said, "Him be water fast asleep."

An ice nap, that.

AN exchange speaks of a schoolmaster, who, with ruler in hand, is conducting a boy into the ante-room of a school-house, as "setting out on a whaling expedition." Yes, and together they will see a plenty of "blows," and get an abundance of "blubber." The boy will celebrate his success by a fortissimo musical performance on the pedagogic harp-oon.

EDUCATIONAL.

Roxbury. It appears from the annual report of the school committee, that Roxbury supports 1 High School, having 3 teachers and 106 scholars, at a cost of $53.20 per scholar; 5 Grammar Schools, having 38 teachers and 1,669 scholars, at a cost of $15.10 per scholar; and 43 Primary Schools, having 43 teachers and 2,387 scholars, at a cost of $8.10 per scholar: total, 84 teachers, 4,162 scholars, at a cost of $50,409.02, or $12.11 per scholar. The report is drawn up with more than usual care, and represents the schools as generally in a flourishing condition.

The committee, at their meeting in December, re-elected the teachers, and, with great unanimity, continued present salaries.

Newburyport Female High School. The eighteenth anniversary of this institution was celebrated on the 19th ult. The principal, Mr. William C. Todd, stated in his annual report that 743 pupils have been connected with the school, and that 133 of the graduates became teachers. An address was delivered by Rev. A. E. Kittredge, of Charlestown; and in the evening the young ladies held a levee in City Hall, which was attended by some twelve hundred persons.

The late General W. H. Sumner of Jamaica Plain has made several benevolent bequests to the State, Harvard College, the Boston Atheneum, and the Sumner Library Association in East Boston.

THE SMITHSONIAN INSTITUTION. -We have received from Hon. S. S. Cox of Ohio, the annual report of the Board of Regents of the Smithsonian Institution, showing the operations, expenditures, and condition of the Institution for the year 1860. The whole amount of Smithson's bequests deposited in the Treasury of the United States, is $515,169, from which an annual income, at six per cent. is derived of $30,910.14. The expenditures have been kept below the receipts and a surplus fund of $141,100 has been accumulated. This is invested principally in Indiana, Virginia, and Tennessee stocks and has yielded an annual income of $7,716. The

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