ble that faithful steward?

Is the great Teacher and Lord banished from his rightful realm on earth, and will He not come again seeking His own? And shall not the precious jewels which the true teacher securely and quietly hid, then appear beautiful as ever, to the joy of their rightful Owner? the owner forget to recompense His faithful stewards?

Or can

W. H. K.

"HOW SHALL I MAKE SCHOLARS INTERESTED IN STUDY?"

This question was, in part, most excellently answered in the June number of the Journal. I would say, further, that it is to be done by insisting that every scholar learn for himself what you assign him. Let the scholar know that he has something to do in preparing for the recitation, and that it is a part of your own business to prove, most thoroughly, whether he does it. Let your class recite. Then ply them with questions, to see if they understand the lesson and its relation to what has been learned before. Whatever is dark after the scholars have exhausted their strength upon it, you must explain to their comprehension. Then you may illustrate further, or show other interesting applications. or perform an experiment, or show a picture, or tell a story. In many such ways can you awaken curiosity and inspire zeal, but you can depend mainly on none of them, for by none of them is it possible to create a permanent interest. It is well to let scholars see that the text-book does not tell all that is known of a subject. that the knowledge of a principle has led, sometimes, to astonishing results, and ignorance of it to ludicrous mistakes; that it has very practical applications in very common affairs; that it may be connected with play as well as with work, with fun as well as with study, and the like; but yet, remember that a permanent interest in a subject can come only from a continued study of E. C.

it.

Do not call treas-ure-tray-sure, nor meas-ure—may-sure, nor pleas-ure-play-sure. Do not call analysis-analwysis. C.

COUNTRY COUSINS.

Last eve, as I sat in my easy chair,
Free from excitement, from labor or care,
Half thinking, half dreaming, in revery deep,

I was startled by sounds-sure, I was not asleep ;—
Soft tones like a wind-harp came breathing anon,
In musical cadence my spirit upon-

A hum and a buzz of busy commotion
Rose up like the distant lull of the ocean,
As it idly rolls in its sunshiny play,

In the calm, cloudless noon of a summer's day.

O how I listened to hear what was said

By the bright little flowrets just over my head!

Where I'd placed with some wood-pets a charming boquet, A dear little pupil had brought me that day.

"Stand off," said the Tulip,

"You little grey rustic,

"How dare you come near,

"In your homespun and fustic?

"How insolent!-turning

"Your shabby green snood, "As you gossip around

"In your new neighborhood.
“And you with the twitter,

"And absolute grin,
"How seedy your costume,
"How dare you come in
"Where the Quality' group?
What a pitiful crew!—
"I'll cut their acquaintance;
"Narcissus, won't you?”
Thus vaunted the Tulip,-

Then haughtily turned,
And the pale petaled Orchis
Indignantly spurned.

Narcissus thought “we

(With an Editor's plural,)
"Were greeted with odors
"Decidedly rural.”
The Hyacinth heightened

Her color meanwhile, With the curl of her lip

And the scorn of her smile.

And even the Violet,

That sweetest of creatures,

Turned proudly away

From her wood-sisters' features, And all from the garden, United in saying,

The brown-vestured ladies

Had surely been straying, From hill-side and hamlet,

From hawthorn and hedge, And were nothing but poltroons, And wildworts and sedge. That never a Butterfly

Roamed round their cup, Nor Humming-bird honored Their dew with a sup ;That none but the Earth-worm Their companion had been, And naught but the brown fields

They ever had seen ;

And sure were not fit

'Mid the cultured to stay.

Then their poor Country Cousins Thrust rudely away.

But closer then nestled

Each pale tiny flower,

That shrunk from such rudeness,

Such scorning and power; And out from each modest bell,

Burst the refrain,

For hate we give friendship,
"And love for disdain.

“ We shrink not from hardship; "We seek not display;

"We glad the lone wildwood;

"We deck the rude spray; "We welcome the zephyr ; "We glow in the ray "Of the bright dewy morn

"As it brings in the day. "The Honey Bee comes,

"With exquisite skill,

"From our bosoms-sweet nectar

"And dew to distil.

"The Wood-Linnet carols

"Our fragrance among,
"And our eyelids at even
"Are closed by her song.
"Then scorn not, fair sisters,
“The humble but good,
"Though they flourish afar

"E'en by cottage and wood ;-
"For beauty and virtue,

"And innocence dwell,

"Alike with the rustic,

"As with the gay belle."

M.

STUDY TO EXCEL.

I have selected this subject, more especially for the purpose of endeavoring to impress upon the minds of the young readers of the Journal the importance of the sentiment it contains. I say importance, because, unless you do strive to excel, you cannot accomplish anything worthy the effort of an intellectual being

You were not created to be idle, but to be active. Else, why did your Creator endow you with all the attributes of activity? Why did He give you feet, if He did not intend that you should walk?-Eyes, if not to see?-Ears, if not to hear?-Hands, if not to use them?--Yea, immortal minds, endowed with all the faculties of thought, if not to employ them for some useful purpose? It has been well said, that nothing was made in vain. It is true that all things have not the same intrinsic value. For, if they did, that variety, which now constitutes one of the chief beauties of creation, would be destroyed. Some things were created for one sphere of use; others, for another; yet each is of equal importance in its place. Man was created to preside over the other works of creation, for which purpose he was endowed with reason and the other faculties of the soul. Yet his creation was not

more essential to the completeness of the great whole, than that of the lowliest worm that crawls beneath his feet.

Perhaps some may say, "But, granting it to be true that man is born to work, why should he strive to excel?" Perhaps I cannot adduce a better illustration than the "Parable of the Talents," as found in the New Testament.

By that we learn from the lips of the Savior himself, that every man will be judged according to that which he hath, and not according to that which he hath not. This fact, of itself, should be sufficient to induce us to do our best. He that had one talent only, was not expected to gain as much as he that had ten, and yet it was none the less his duty to make the most of the one.

But a stronger inducement to mankind in general, would, perhaps, be the well attested fact that "there is no excellence without great labor."

How came our beloved Washington to be so well fitted for the responsible position which he was called to fill? The answer is contained in my subject. He always strove to excel in everything that he undertook. When a boy, he was not content, unless he could excel. In those days, boys and young men often indulged in the manly and healthy sport of jumping. Even in this art, he persevered until he could far outstrip his fellows. Judging from his future career, who will ascribe any improper motives to the desire to excel that manifested itself in his every act? had been taught by one of the best of mothers, that it is a moral duty for every one to do every thing just as well as he can do it. And it was the faithful manner in which he carried out this precept, that crowned his efforts with such unequalled success. he not followed it thus, think you that he would have been called to rescue his country from the tyrant's grasp? No: it was his fitness for the station.

He

Had

And to what was this fitness owing? chiefly. And who of you is incapable One cannot work harder than another,

Why, his own exertion
of the same exertion?
though he may accomplish more.

Was Daniel Webster born to be great any more than you, my