Questions.

Ohio is often called the third State in the Union. In what respects is it so?

When and where was Ohio settled?
When did it become a State?

What Cannot Industry Do! More than a hundred years ago, a man lived in Scotland, whose name was Edmund Stone. His father was poor, and worked in the garden of a rich man.—

What was, at first, the seat of govern-{ This man, one day, found a learned book in Latin on the grass, and inquired to

ment?

When did Columbus become the Cap-whom it belonged. He was told that it

ital?

How many Governors has Ohio had ? How many States were there in the Union before Ohio was admitted?

Does any one of our readers know how many books there are in the Bible? How many in the Old, and how many in the New Testament?

How long a time passed between the completion of the Old Testament and the commencement of the New?

In what chapter of the Bible have we an account of the formation of a Temperance Society?

A boy being asked how many chesnuts he had in his basket replied, that when he counted them by twos, by threes, by fours, or by sixes, he always had one left, but when he counted them by sevens, they came out even. had he? Who will answer?

was young Edmund's. He was much
astonished to find that the son of the
gardener could read Latin, and under-
stand such a book. He said to him,
"How came you to know all these
things?"

"A servant," replied the young man,
(who was then eighteen years old,)
"taught me to read ten years ago. Does
one need to know any more than the
twenty-six letters, to learn everything
else that he wishes ?"

The rich man was still more surprised as he received from Edmund this further account.

"I first learned to read," said he, "when the masons were at work on your observed that the builder used a compass, house. Standing by them, one day, I and that he made figures on a slate. I asked what was the use of doing so, and was told that by learning arithmetic, which enabled him to do this, I could do What relation should the sides of a the same. So I bought a book and learnright angled triangle sustain to each oth-ed arithmetic. I was told there was er that the number representing the hypothenuse may be an integer?

How many

TRUE NATURE OF ORNAMENTS.

"A mandarin of China parading the streets bedecked with his costly jewels, was accosted by a beggar who humbly thanked him for the favors he had bestowed upon him. "How?" said the mandarin, “I have given you nothing." "Sir," answered the beggar, "you have given me the privilege of looking at those beautiful jewels of yours, (which is the only pleasure you can yourself derive from them,) without imposing upon me the trouble of wearing them.'"

another science, called geometry; and
getting the proper books, I learned that
too. By reading, I found there were
good books in Latin which taught arith-
metic and geometry. So I bought a dic-
tionary, and learned Latin. I under-
stood, still further, that there were good
books of the same kind in French. I
bought a dictionary, and learned French.
This, Sir, is what I have done. It seems
to me, that we can learn everything,
when we know the twenty-six letters of
the alphabet."

Edmund, afterwards, became a very
learned man and a distinguished writer
of books;-showing what a resolute and
persevering boy can accomplish. How
many boys might do the same.

that I have ever seen. Kings and Ministers of State, are just a set of children I speak of, with only this grown up children, exactly like the material difference, that instead of fighting out the needless quarrels that they have raised, they sit in safety and look on, send out their innocent, servile subjects to battle, and then, after a waste of blood and

SCHOLARS, if there is a boy in the school who has a club foot, don't let him know that you ever saw it. If there is a poor boy with ragged clothes, don't talk about rags when he is in hearing. If there is a lame boy, assign him some part of the game which does not require running. If there is a hungry one, give him a part of your dinner. If there is a dull one, help him get his lesson. If there is a bright one, be not envious of him; for if one boy is proud of his tal-treasure, are glad to make the ents, and another is envious of them, boys' conditions-"if ye'll let us there are two great wrongs, and no more talents than before. If a larger or alone, we'll let you alone."— The stronger boy has injured you, and is sor- Ettrick Shepherd's Lay Sermons. ry for it, forgive him, and request the teacher not to punish him. All the school will show by their countenances how much better it is to have a great soul than a great fist!-H. Mann.

The Dandy and his Turkey.

Chief Justice Marshall was in the habit of going to market himself, and carrying home his purchases. Frequently he would be seen at sunrise, with poultry in one hand and vegetables in the other. On one of these occasions a fashionable young man from the North, who had removed to Richmond, was swearing violently because he could find no one to carry home his turkey. Marshall stepped up and asked him where he lived, and said, on being told,

"That is on my way, and I will take it for you."

When he came to the house, the young man inquired:

"What shall I pay you?"

"O, nothing," said the Chief Justice, "it was on my way, and no trouble."

ORIGIN OF WARS.-The history of every war is very like a scene I once saw in Nithsdale. Two boys from different schools met on one fine day upon the ice. They eyed each other with rather jealous and indignant looks, and with defiance on each brow. "What are ye glow rin' at, Billy?" "What's that to you? I'll look where I have a mind, an' hinder me if you daur." A hearty blow was the return to this, and then such a battle began. It being Saturday, all the boys of both schools were on the ice; and the fight instantly became general and desperate. I asked one of the party what they were pelting the others for? What they had done to "Who was that polite old man them? "O, naething at a'man; we that brought home my turkey?" injust want to gie them a good thrash-quired the young man of a bystanin'." After fighting till they were quite exhausted, one of the principal heroes stepped forth between, covered with blood, and also clothes in tatters, and addressed the belligerent parties thus:-"Weel, I'll tell you what we'll do wi' ye, if ye'll let us alane, we'll let ye alane."There was no more of it; the war was at an end, and the boys scattered away to their play. I thought at the time, and have often thought since, that that trivial affray was the best epitome of war in general

der.

"That," replied he, "is John Marshall, Chief Justice of the U. States.

"Why did he bring home my turkey?" asked he.

{
"To give you a severe reprimand,
and teach you to attend to your
own business," was the reply.

True, genuine greatness never feels above doing anything that is aseful; but,especially, the true great man will never feel above helping himself.

All our young readers are probably aware that in Columbus, the Capital of this State, there are several large buildings which are not owned by any single person, but belong to the State. One of these buildings is the State House, in which the Legislature meets, another the United States Court House, and another contains the office of the Governor, and of the Secretary, Treasurer, and Auditor of State, beside a large room in which the State Library is kept, which contains more than 10,000 volumes. Beside these buildings, there are four others, in regard to each of which we wish to give some information. Two of these are School Houses, in which are a large number of scholars unlike almost any other scholars commonly seen at school; another is a home for the Insane, and the fourth is surrounded by high walls and always guarded by sentinels armed with guns to prevent those who are confined in it from escaping.

The engraving above represents the building occupied by the school for the Blind. It is nearly ninety feet square and contains fifty rooms. The scholars learn to read from letters raised on the surface of the page, so that they can feel the shape with their fingers as plainly as we can see them in a common book with our eyes; they learn to write by using frames which guide the hand; their Teachers instruct them by reading to them from books, or lecturing to them; and the scholars learn to do many kinds of work, and make many curious and useful articles, such as brushes, mats and baskets. Beside this they learn to sing, and to play the piano, the organ, and many other instruments.

These are now about sixty pupils in this school. Some may think that so many blind persons together would only render each other unhappy, but it is not so, indeed there is hardly a school in the State where the scholars play more briskly, at the proper time, and seem to enjoy themselves better than those scholars do, and if you could hear their choir song, and their fine band play, you would think that they might well be happy.

We hope many of our readers can sing, and trust that they will all learn to sing. It has for some years been thought by those best qualified to judge on this subject, that all who can learn to talk, can, by taking proper pains, learn to sing. Every child has, near his throat, an instrument more curious and more perfect than the piano, the harp or the organ; this instrument you use in talking, in reading, and all can learn to use the same, if they begin young enough, in singing. The following beautiful lines all can commit to memory and repeat, if they can not sing them:

Never look sad; there is nothing so bad,
As getting familiar with sorrow;
Treat him to day in a cavalier way,
He'll seek other quarter to-morrow.
Do not then sigh, but e'er turn your eye,
At the bright side of every trial;
Fortune, you'll find, is often most kind,
When chilling your hopes with denial.
Let the sad day, then, carry away,
Its own little burden of sorrow,
Or you may miss full half of the bliss
Which comes in the lap of to-morrow.

NOTICES OF BOOKS, &c.

TOWER'S SERIES OF READING BOOKS including the Gradual Primer, Introduction to Gradual Reader, Gradual Reader, Intermediate Reader, Practical Reader and North American First Class Reader-By David B. Tower, A. M., New York, Cady and Burgess, 1848.

THE INSTRUCTIVE READER; or a course of reading in Natural History, Science and Literature, designed for the use of schools-By Wm. D. Swan. Philadelphia; Thomas, Cowperthwait, & Co., 1848.

ANCIENT HISTORY, from the Creation to the Fall of Rome, A. D. 476.-By S. G. Goodrich, Author of Parley's Tales, &c. Louisville, Ky., Morton and Griswold.

SANDERS' FIFTH READER, designed as a Sequel to the Fourth Reader of Sanders' Series, for the use of Academies, and the highest classes in common and Select Schools-By C. W. Sanders, A. M., and J. C. Sanders. Cincinnati; W. H. Moore & Co., 1848.

THE ARITHMETICAL TABLE BOOK; or the method of teaching the combination of figures by sight-By Charles Davis, LL. D., New York; A. S. Barnes & Co. Cincinnati; H. W. Derby & Co. 1848.

SMITH'S NEW ARITHMETIC; on the productive system; accompanied by a Key and Cubical Blocks-By Roswell C. Smith, A. M. New York Cady and Burgess.

THE COLUMBIAN DRAWING BOOK, No. 1. Designed for Schools and private instruction-By W. B. Shattuck, Cincinnati; Bradley and Anthony, New York; Cady and Burgess, 1848.

SCHOOL BOOKS,

Published by Cady & Burgess, Booksellers and Stationers, 69 John Street, New-York.

SMITH'S FIRST BOOK IN GEOGRAPHY is a simple, concise, comprehensive and useful treatise for children. It begins with the very first elements, and proceeds step by step at a pace adapted to that of a child. He is made to understand what he learns. It is illustrated with 126 engravings and 20 eleg ant Maps. The advantage claimed for this work consists in large open, and elegant type: in bo'd, effective, and instructive cuts, in plain and elegantly colored maps; in a concise, useful and instructive text, in its adaptation to the minds of chil dren while it forms a coucise system either for purposes of study or review of older pupils.

SMITH'S QUARTO, OR SECOND BOOK OF GEOGRAPHY.-The same general remarks as are made of the first book may be applied to this. It is of course enlarged and extended as it necessarily would be, in order to adapt it to the advanced classes and more mature learners. It is constructed on the same philosophical principles, illustrated in a style equally Fold and attractive, and executed with the same care and skill as the smaller one. The arrangement of the matter is entirely different from any other work before the public, and is believed to be such as will greatly facilitate the acquisition of geographical knowledge. The Maps and Text are embraced in the same volume. (Quarto Form.) The questions on the map are answered on the opposite page at the same opening. The maps are from steel plates and elegantly colored.

SMITH'S GEOGRAPHY AND ATLAS.—This work, so favorably known to the public, forms the third book of the series, and is designed for those who desire a more extended course than is contained in the foregoing books.

SMITH'S PRACTICAL MENTAL ARITHMETIC, containing Mental Arithmetic, with the use of the Slate. This work has been long before the public, and is well known to most teachers.

KEY, to the above, for teachers.

SMITH'S NEW ARITHMETIC-12 mo, in which the whole of Arithmetic is embraced in one Book, divided into three parts. It is adapted to all classes of learners.There are many things new in this work, and of practical utility to men of business.

KEY, to the above, for teachers.

CLAGGETT'S ELOCUTION, or Elocution made easy, containing rules and selections for declamation and reading, with figures illustrative of gesture.

THE AMERICAN EXPOSITOR, or Intellectual Definer, designed to promote the general adoption of a systematic course of instruction in the English language.

TOWER'S SERIES.

THE GRADUAL PRIMER, or Primary School Enunciator. Part 1. The Child's First Step, taken in the right place. A new plan of teaching the alphabet, combining the andvantages both of the old and the modern methods, and avoiding the disadvantages of each -with full directions to teachers for the correct and distinct utterance of the elementary sounds -one element at a time.

INTRODUCTION TO THE GRADUAL READER, or Primary School Enunciator. Part II. The Child's Second Step at the right time. The pupil is gradually introduced to the simple consonant combinations, the points, &c., by progressive exercises kept distinct from the Reading Lessons-that only one thing may be taught at a time.

INTERMEDIATE READING, or Primary School, First Class Book, with Elementary Exercises in articulation and the First Principles in Elocution; designed to follow the Introduction and to precede the Gradual Reader.

THE GRADUAL READER contains, besides the Reading Lessons, an original system of articulation, consisting of exercises upon every vowel and consonant element, and every vowel and consonant combination in the language-the first ever published, and the only complete system. Also Tables, for simultaneous practice.

THE PRACTICAL READER, the Fourth Book of Tower's Series for common schools, developing principles of Elocution, practically illustrated by Elementary Exercises, with Reading Lessons, in which references are made to these principles; designed to follow the Gradual Reader.

TOWER'S FIRST CLASS READER, or Fifth Book of Tower's Series for Schools, in which the higher principles of Elocution are explained and illustrated by appropriate exercises; designed to follow the Practical Reader.

THE GRADUAL SPELLER, and Complete Enunciator, being the first attempt to arrange words in separate classes, by the consonant combinations, with a new and simple method of indicating the sounds of the vowels and diphthongs-said to offer the greatest facilities for teaching Orthography and Pronunciation, including a distinct articulation.

GRADUAL LESSONS IN GRAMMAR, or Guide to the construction of the English Language, by the Analysis and Composition of sentences, with a Sequel in the same book, containing a clear development of the principles of Grammar, on a new plan, which will