cannot be altogether accounted for upon the principle laid down by one of our Vermont poets, that

They form some close alliance with the yeomen where they dwell.”’ By no means. Would that there was no darker side to the

picture, and that this proposition, so beautifully stated, and so frequently true, was always so. But the incessant care, the constant anxiety, increased, perhaps, by the turbulent conduct of unruly pupils, or the unkind remarks of parents, from whom they have a right to expect better things, the unwholesome atmosphere of an ill-ventilated school-room, the prostration consequent upon protracted mental effort, all these and many other causes, tend to bring about an early acquaintance with disease, which often terminates in an early grave. 'Mother," said a young lady, as she entered the parental mansion, on her return from the school she had been teaching, "I have come home to die." A few weeks later a new-made grave in the neighboring church-yard verified the prediction.

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Similar

Let no one suppose that this is a rare instance. causes are producing similar effects all over the land, and many young ladies of once robust health, within the circle of my own acquaintance, who had devoted themselves to the profession of teaching, have been obliged to discontinue it, and are now, with broken constitutions and enfeebled health, rapidly hastening to the close of their earthly career.

I do not say that, with proper care and under favorable circumstances, a teacher may not prolong his days, and, to a good degree, preserve his health; but I do say that I have never known a teacher in the common schools, either male or female, who had pursued the vocation for any considerable time, who was not suffering from nervous debility, or physical prostration, superinduced by the cares, the labors, and the unwholesome atmosphere of the school-room.

In general, too much is expected of teachers. In most of the schools in the State, principles of gradation, and the employing of assistant teachers for the smaller pupils, is a thing unknown. The teacher is expected to take all the children in the District,

whether they number twenty-five or one hundred, whether they are four years old, or twenty years old, and arrange them in classes as best he may, considering the diversity of talent and attainment, and he often finds it necessary to form ten or twelve classes, where, with a proper division of labor, he would have but five. Under such circumstances, to go through with a form is about all that can be done; and yet, with all these difficulties, he is expected to accomplish as much as could be reasonably required of a teacher whose pupils were all of a single grade.

These difficulties are not duly appreciated by the community. If they were, the teachers would enjoy much more of the public sympathy, and, instead of being blamed, as they often are, for accomplishing so little, the wonder would be, that, under the circumstances, they had accomplished so much.

Again, every District has its share of pupils who are slow to comprehend, and hard to learn, and who, consequently, demand a larger share of the teacher's care and patience. It should never be expected that such pupils will advance in their studies as rapidly as their more gifted school-mates. yet little or no allowance is made for this, and it would sametimes appear as if the teacher was expected to supply the deficiency of mind and memory, reminding one of the lady (?) who, when told that her daughter lacked capacity, requested the teacher to "buy her a first rate capacity, and charge it in the next quarter's bill."

Much more might be said upon this point, but we believe that enough has been said to convince every reflective mind that it is not only the duty of parents, but their highest interest, to extend their warmest sympathies to the teachers of their schools; to regard them as faithful, devoted, self-sacrificing friends; to be ever ready with cordial greeting to welcome them to their hearts and homes, and by their kindly offices, which contribute so largely to the sum of human happiness, to lighten their cares and cheer them in their labors. C. A. C.

The pen in the hand that knows how to use it, is powerful weapon in the world.

the most

AUTUMN.

Pale Autumn, russet, grey and brown,
Winds low her mellow horn;

Chirps softly in the early dawn,
Breathes gently o'er the quiet lawn,

And tints the golden corn;

Through the cool night, o'er field and tree,

High holds her court of mystery.

O'er fertile vales and smiling hills,
Her dewy curtains rolled,

Weird like beside the whispering rills,
Hier wondrous crucible she fills,

That changes all to gold;

Pours its rich blood o'er leaf and vine,

And dyes the vernal with its wine.

A LITTLE GRAVE.

"It's only a little grave," they said;

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Only just a child's that's dead "

And so they carelessly turned away

From the mound the spade had made that day,
And they did not know how deep a shade
That little grave in our home had made.

I know the coffin was narrow and small;

One yard would have served for an ample pall,
And one man in his arms could have borne away
The rosewood and its freight of clay.

But I know that darling hopes were hid
Beneath that little coffin lid.

I know that mother stood that day,
With folded hands, by that form of clay;
I know that burning tears were hid
"'Neath the drooping lash and arching lid ; "
And I know her lip and cheek and brow
Were almost as white as her baby's now;
I know that some things were hid away-
The crimson frock and wrappings gray;
The little sock and half-worn shoe,
The cap, with its plumes and tassels blue:

And an empty crib, with its covers spread,

M.

As white as the face of the sinless dead.-Educator.

SCHOOL VISITORS AND TEACHERS.

The relations which these two classes sustain to each other, and to the schools under their supervision and instruction, renders it very desirable that they labor understandingly and harmoniously, otherwise the ends aimed at will not be secured. We have sometimes felt that there was not a true appreciation of mutual duties and rights, and even, in some cases, we have thought the influence and movements of one party was almost in direct opposition to those of the other. But as surely as a "house divided against itself will fall," just so surely will the labors of visitors and teachers fail of accomplishing the good they ought, if the two parties entertain and manifest distrustful or unfriendly feelings toward each other. We propose to offer a

few hints on the rights and duties of visitors and teachers.

The law makes it the duty of school visitors to examine candidates for the teacher's office, with the view of ascertaining the extent of their qualifications.

They are thus placed as sentinels at the very gateway to the instructor's office. It is their duty to prevent the entrance of unqualified persons. They have a right, and it is their bounden duty, to demand of all who seek entrance, evidence of their fitness. This right and duty they should regard with rigid exactness, though with the utmost courtesy and kindness. Neither relationship, friendly feeling, nor sympathy for those wishing employment, should influence them to give the "pass-word" to an undeserving applicant. Here, at the very outset, it is the duty of school visitors to be firm, decided and just; for if, from any lack of watchfulness or fidelity, they allow a single unworthy person to enter through the gate, the results may be sadly and lastingly disastrous.

But when this important initiatory duty has been properly performed, school visitors, while they still continue as supervisors of the schools, should also strive to be true friends to the teachers, and afford them all the aid and encouragement within their power. They have under their oversight the general interests of the

schools. As friends and guardians of the youth, it is their duty to see that the teachers discharge their appropriate duties with fidelity and promptness, and to see that any who prove truly incompetent or unworthy, are speedily and quietly allowed, or required, to withdraw. By this, it is not implied that a school visitor is to be an autocrat or dictator. The teacher has rights and claims which are entitled to respect and consideration. To him the visitor is bound to be a friend and adviser,-no less than a supervisor. In virtue of his office, so long as he retains it, the instructor is entitled to the highest respect and the most courteous and deferential treatment. While it is the right and

duty of visitors to decide upon the general course of study and arrangements for the schools, we do not believe it to be either their right or duty to interfere with the details of the schoolroom. If the teacher has been selected with proper care, he is to be left to make his own plans and to execute them, and when he actually shows an inability to do these properly, he at the same time gives proof of his unfitness for the duties intrusted to him, and his removal should be secured.

There is, in some instances, on the part of school officials, an over officious meddlesomeness with the details of the school-room, and ordinarily this is in proportion to their real unfitness for the office they hold. We are free to confess that we have no sympathy for those who never taught a school a year in their lives, and who could not teach a good school if it were to "save their lives," and who, when elected on a school board, at once enter upon a course of change and dictation in the internal management and arrangements of the school-room. Such individuals appear to look with a sort of disdain upon the them, and to treat them as the merest hirelings. this will invariably result in harm to the schools. hesitatingly, the teacher should be the chief person and manager in the school-room, and the visitor should sustain, encourage and aid him,not frown upon him and treat him with distrust. We once knew a man who could do a great many things. He was a sort of "Jack at many trades," and not over successful at any

teachers under Treatment like We say, un