than this. Thoughts which have never occurred to us before present themselves to us and urge to be taken into our service. Thought begets thought in perpetual succession, and the ideas which come unsolicited are quite often far better than those that are most painfully elaborated. No man ever wrote two hours upon any subject without writing many things which were as far as possible from his mind when he began. Nor did he ever conclude his essay without knowing much more of his subject than he did at the beginning.

He must write who would be eminently, and especially who would be permanently, useful. They who write and they who speak govern the civilized world; they shape its destinies, moral, social, political, intellectual, religious. More and more is it becoming the fact that the writer is the ruler. The speaker produces a more immediate effect. He can warm the minds and hearts of his hearers to a white heat, and mould them into what shape he will; but as they return to their former temperature, they are quite apt to resume their original form. The writer, with a more silent and less strong action, produces the same effect and makes it lasting. His influences are less immediately apparent, but they are equally sure and far more enduring. The words of the speaker are an April shower whose results are instantly visible in brightness, and beauty, and verdure; the words of the writer are an autumnal rain, saturating whatever it falls upon, and long retaining the occupancy of what it once gets possession of. Add to this that the writer has the largest audience and may speak to successive audiences for successive generations, and there need no more be said to show that he who would be widely and permanently useful, must write.

Let him, then, who would secure the knowledge he already has, write; let him who would increase his knowledge, write; let him who would give precise and definite form to his thoughts, write; above all, let him who would make and leave his mark on the generation in which he lives, and, perhaps, on future generations, write continually. P. H. W.

PARTING WORDS TO TEACHERS

AT CLOSE OF EXAMINATION.

Those of you who are to teach, will soon enter upon your duties. On assuming your position, you will be furnished with material for labor, a mass of mind, of which you are to be the artificers.

Your vocation is not like that of the farmer who goes forth to till the senseless earth, nor that of the smith who fashions the pulseless iron or stone, neither like that of the carpenter who works the lifeless wood; but the mind, living, expanding, elevating and god-like in its upward tendency, is the material on which you are to bestow your labor, and leave the impress of your workmanship.

What a responsible position, then, are you to occupy! Who shall be able to foretell the result that shall arise from your labors? Go to your work with a "spirit to dare and a will to do." Remember that your time, your energies and your strength, belong to the welfare of your charge. Set your standard of

moral and intellectual effort and attainment high, and falter not in your noble endeavors to elevate the minds of your pupils to that standard.

Encourage the persevering, and assist the doubtful and wavering through, not over, his difficulty. Impress upon all, the importance of self-denial, and that, notwithstanding you are the teacher, much, very much, depends upon their individual exertion.

Simplify and illustrate, as far as possible, your teachings, that the mind of the pupil may expand and receive the full benefit of your words.

Carry with you the influence, gentle and pursuasive, of a firm moral deportment, educate the heart with the head, and impress apon all, the duties and end of life.

Strive to gain the confidence and love of your charge. Be mild, yet firm, in your discipline. Make no false promises, and omit no just penalty. Remember "order is heaven's first law," and that

a school without order, is like an army without generals. Let your pupils understand that it is your duty to govern, theirs to obey. Finally, mark out for yourselves the path you are to pursue, then press forward therein, turning neither to the right nor the left. I hope and trust, we shall ever find each of you a happy teacher, with dutiful scholars and a prosperous school. Franklin, April 28.

E. R. T.

HOW SHALL I MAKE SCHOLARS INTERESTED IN STUDY?

Be interested yourself. Would you have your pupils wideawake and earnest, be alive yourself. If they are inert, quicken them with your vitality. A child's nature is sympathetic. He cannot long be dull and sluggish, if life, energy, and rapidity, characterize your own motions. Your electricity will be communicated to him. He will work, if you will work with him, harder than you require him to work. The more inert he is, the more active you must be. It is useless for you to sit in your easy chair and command attention. It is of no use to lecture him on the importance of being interested in his studies. If your scholars lack energy and activity of thought, do not sit before them; the only way to secure it, is by physical and mental activity on your part, which they can not escape from, but which hurries them on by the very force of its impetuous torrent.

I do not mean that with all classes of scholars, this excessive activity is needed on the part of the teacher. Where pupils have learned to think,-know how to apply themselves, can go down into the depths of profound thought, it is not needed, and might disturb rather than assist; but with a large class of pupils in our schools, with those who most need the teacher's aid, scholars who have not yet learned to think, and especially those not in-clined to do so, it is the only effectual way.

In a large proportion of our schools, activity, physical as well as mental, is an essential requisite in the teacher.-Jour. of Ed., U. C.

THE BROTHERHOOD OF TEACHERS (CONTINUED FROM THE MAY NUMBER.)

1.

We come from the hillsides, from mountain and glen,
As the Watchword goes forth, " To the Rescue again ! ?`'
We heed the glad summons and haste, at its call,
To the Counseling Chamber or Banqueting Hall,
In the armor we don for the toil and the strife
Which await us each day in our Battle of Life:
Overladen with burdens which daily we bear,

And with brows that are furrowed by tumult and care,
But with courage undaunted, with wills that are strong,
Unshaken by Insult, unwearied by Wrong.

Our labors and cares-be they banished from sight, And "Joy" be the Watchword that stirs us to-night!

2.

We come in the strength of our Name and our Cause ;
We ask not distinction, we court not applause;
For we scorn the false praises the World would bestow
In the name of a friend but with heart of a foe.

Be ours the high stand which the conqueror takes,
When he trusts for his fame to the conquests he makes
When like Havelock he marches where Duty may lead,
But forgets not his God at the moment of need:
Or like Havelock he falls and departs to his rest,
Ere he learns of his praise by his nation expressed.
Be we thus unselfish, thus guided our powers,
And a greater than Lucknow shall one day be ours.

3.

We come, closely wed to a Cause that is tried;
In the strength of that Union we gladly confide;
In our Brotherhood trust, as the bright, guiding star
Which shall twinkle o'erhead though we wander afar,
And shall guide us in feeling and aetion as one,
Though we dwell in the West or in Lands of the Sun. -
Be our Brotherhood true, be its mission divine;
Let none but the faithful be priests at its shrine:

In patience and love be its offerings made;
In the balance of Justice its actions be weighed:
Let Wisdom direct all the work of a Band

Which is blessing our State, which is saving our Land.

4.

We come like glad Household, with spirits so light
That our grievances all are forgotten to-night.
Forgot is that dingy old house by the way,

Where a quarter we taught at a quarter" per day.
Forgot is that humbug, that folly profound,

That bane ef goed nature called "Boarding Around,"
When the Teacher, released from the cares of the school,
Must be social, or else be gazetted a fool.

Though in justice to Patrons we have to confess

That in Boarding Around" there's a bit of redress,
For the chickens and spare ribs, the pies and the plums,
Are always brought on when the School-teacher comes.

5.

We come to assert what we very well know,

That our Calling's the noblest that Earth can bestow.
Go and delve in Golconda, cull gems from the mine;
Gather Araby's spices, or pearls from the brine:
Be a prince with his palace, a king with his realm;
Or in proud Ship of State sit the first at the helm :
Share a Scipio's praise or a Tennyson's name;
Be a Crassus in wealth or a Webster in fame :-
How transient is each! its horizon how small,
And the Post of the Teacher outvalues them all ;
For it serves the grand purpose, in Heaven's high plan,
Of unfolding the Mind, of exalting the Man.

6.

We come to a worship that's simple, yet bold:
Our Penates we bear like Æneas of old;

And while we rejoice that the Masses each day
Are assembling in concert to praise and to pray,
While we place all our trust in a Savior Divine,
And pay our devotions alone at His Shrine;

There is one Household god which we recognize here,
And wherever we go we will ever revere :

'Tis the Chair of the Teacher! how hallowed its name!
How quick we would snatch it from flood and from flame!

"Tis an Agent more potent than Jupiter's Nod

In the shaping of worlds-'tis the Fiat of God!

XVII.

Many are the thoughts and feelings which would gladly be expressed,
While I'm singing in accordance with your very mild behest;
But I'm forced to be "Eclectic," singing what may suit you best.