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6. Never let them see that they can vex you or make you
7. If they give way to temper and petulence, wait till they are calm, and then reason with them, on the impropriety of their conduct.
8. Remember that a little present puhishment, when occasion arises, is much more effectual than the threatening of a greater punishment should the fault be renewed.
9. Never give your children anything because they cry for it.
10. On no account allow them to do at one time what you have for bidden under the same circumstances, at another.
11. Teach them that the only easy way to appear good is to be good.
12. Accustom them to make their little recitals the strictest truth. 13. Never allow of tale-bearing.
14. Teach them that self-denial, not self-iudulgence is the appointed and sure method of insuring happiness.
F'LOGGING IN ENGLISH SCHOOLS.—“1n 1809 began the mastership of Keate, four feet high, with the pluck of ten battalions”.
--we quote from the author of Eothen, “with shaggy red eye brows, so long that he used them as arms and hands, for the purpose of pointing;" horrible in temper, and clothed in the old masters’s costume, which Mr. Kinglake describes as "a fancy dress, partly resembling the costume of Napoleon, and partly that of a widow woman.” A clever plaster caricature of him, by an Italian, had an enormous sale. As the modeller said, “Yes, sare: Eton gentlemen bang him many timos; they have much pleasure to break his head.” Many are the ludicrous stories told of him. He was greater than Malim at flogging. Once the masters had to send up lists of all the boys in their respective forms prepared for confirmation. One of them prepared his on a paper of the exact shape of the usual “ flogging bill,” and sent it to Keate. The latter asked no questions, but mercilessly flogged every candidate on the list. “ Keate's time" forms a well known era in modern Eton history.—[ETONIANA.
- Artemus Ward, the humorist, died recently in Southampton.
Placing a Daughter at School.
* I have brought my daughter to you to be taught everything."
Dear madam, I've called for the purpose
Of placing my daughter at school,
And remarkably easy to rule.
Gymnastics and dancing, pray do,
You'll teach her to read, of course, too..
I wish her to learn every study,
Mathematics are down in my plan,
Pray instruct her in those if you can.
Including the language of France,
Teach her that when you have a good chance.
On the harp she must be a proficient,
And play the guitar pretty soon,
Even though she can't turn a right tune.
That she moves with a Hebe-like grace :
That's nothing to do with the case.
Now to you I resign this young jewel,
And my words I would have you obey ;
Shining bright as an unclouded day.
And her memory oft seems to halt;
It will certainly all be your fault.
The Way to Speak to Boys.
Many years ago, a certain minister was going one Sabbath morning from his school room. He walked through a number of streets; as he turned the corner, he saw assembled around a pump a party of little boys who were playing at marbles. On seeing him approach they began to pick up their marbles and run as fast as they could. One little fellow, not having seen him as soon as the rest, could not accomplish this so soon, and before he had succeeded in gathering up his marbles, the minister had closed on him and placed his hand upon his shoulder.-They were face to face, the minister of God and the poor ragged boy who had been in the act of playing marbles on Sunday morning. And how did the minister deal with the boy! for that is what I want you to observe.
He might have said to the boy, “What are you doing here? You are breaking the Sabbath ? Don't you deserve to be punished for breaking the commmand of God.”
But he did nothing of the kind. He simply said: "Have you found all your
marbles ?" “No,” said the little boy, “I have not.”
" Then,” said the minister, “I will help you find them," whereupon he knelt down and helped to look for the marbles, and as he did so reinaked, “I liked to play marbles when a little boy, very much, and I think I can beat you, but I never played marbles on Sunday.”
The little boy's attention was arrested. He liked his friends face, and began to wonder who he was. The minister of the gospel said :
“I am going to a place, where I think you would like to be—will come with me?” • Where do
said the little boy.
• Why that is the minister's house,” exclaimed the boy, as if he did 1.0t suppose that kind man and the minister of the gospel could be one and the same person.
Why,” said the man, “I am the minister myself, and if you will come with me I think I can do you some good.”
Said the boy, " My hands are dirty ; I can't go.
Said the boy, “ I am so little I can't wash and pump at the same time.”
Said the minister, “ If you will wash I will pump."
He at once set to work, and pumped, and pumped, and pumped ; and as he pumped the little boy washed his hands and his face till they were quite clean.
Said the boy, "My hands are wringiug wet, and I do not know how to dry them.”
The minister pulled out of his pocket a clean handkerchief and offered to the little boy,
Said the boy, " but it is clean."
The little boy dried his face and hands with the handkerchief, and then accompanied the minister to the house of worship.
Twenty years after, the minister was walking in the street of a large city, when a tall gentleman tapped him on the shoulder, and looking into his face said, “ You can't remember me?”
“ No said the minister I don't."
“Do you remember twenty years ago; finding a little boy playing marbles around a pump? Do you remember that boy being too dirty to go to school, and your pumping for him, and your speaking kindly to him, anp taking him to school." “Oh,” said the minister “I do remember."
Sir," said the gentleman, “I was that boy. I rose in business and became a leading man. I have attained a good position in society ; and on seeing you to-day in the street, I felt bound to come to you,
and Bay it is your kindnses and Christian discretion that I owe under God, that I have attained and all that I am worth.".
ANOTHER HISTORICAL FABLE EXPLODED. William Tell has received his passport-vised by Mr. S. Baring Gould, M. A.—and has gone to join the regions of historical fable. Mr. Gould, an Englislı antiquarian scholar, who wrote his “ Curious Myths of the Middle Ages” to perform "the painful duty,” as he terms it, of dispelling the popular belief in the stirring story of William Tell, is the man who pricks the popular bubble. Mr. Gould, utterly disregardful of the proprieties of historic tradition, declares that the story of Tell has been repeated, with variations, ever since the eleventh century. The original Tell was a Norse her), he was a myth of the Faroe Islands, he was an English, a Finnish, and a Persian person ; in short, the legendar Swiss is only a faint copy. Persia, Iceland, Switzerland and Demark put in the strongest claims; and on these different versions of the same story, in countries so remote, as well as antecedent in date Mr. Gould rests his theory that William Tell is not a historical charHeter,
From the Report of Superintendent of Public Instruction, for the year 1866, we learn that the increase of Districts in the State during the past year has been 42; increase of number of children over 4 and under 20, 12,980; increase of number attending school, 11,198; average
number of days schools were taught, 128; average cost of tuition per day, including all expenses for 1866, 7.6 cents; average cost for each scholar registered in 1866, $5.08; number of teachers, 7,879; average wages of male teachers in 1866, $38.63, an increase of $2.18 over 1865; average wages of female teachers in 1866, $24.05, an increase of $1.81 over 1865; taxes levied for teachers' wages, $557,368.96, an excess of $118,741.20 over last year; taxes levied for building and repairing, $216,676.82, and excess of $126,026.98 over 1865; taxes levied for libraries and apparatus, $6,778.11; amount apportioned from income school fund, $152,560.80; whole amount expended in 1866 for support of schools was $1,075,572.95.
EDUCATION IN WISCONSIN.—The Chicago REPUBLICAN has an elabrate article
upon the educational system of Wisconsin. It says : “ In general we may say with truth the public schools of Wisconsin are prosperous in a high degree; taxes are liberally voted; a good class of buildings is found, and a better class is being erected and well furnished with all the paraphernalia necessary in schools of this grade; an increased and continually increasing demand for better qualified teachers; a greater interest is taken in education by the people; associations for the mutual improvement of teachers are springing up; the best methods of teaching and disciplining are sought
the great principle that common schools are the only sure support of a free government is generally acknowledged; the press and people are convinced of their utility, and they now demand that the system be improved, harmonized and fully developed until it meets the demand of the age.”
THE CENTAL SYSTEM.—This system went into operation in nearly all the leading cities in the Union on March 1st. According to this w system, 13 bushels of Wheat make a cental; 1 11-14 of Corn or ye; 2 1-24, of Barley; 3), of oats.