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MOORE’S RURAL NEW-YORKER: AN AGRICULTURAL AND EAinLY JOURNAL, 
INFLUENCE mPEEISHABLE. 
The following is an extract from an acf- 
dress recently delivered before tbe Young 
Men’s Christian Association of London, pub- 
PABENTS SHOULD CO-OPEKATE WITH 
TEACHERS. 
WiiAT plainer duty than this! Yet how 
often is it neglected or violated by those 
whose duty it is to educate, as it is to clothe 
and feed their children. Were all parents 
competent, and had they the leisure to ed¬ 
ucate and instruct their children, no place 
would be found for schools—and profession¬ 
al teachers, as such, would scarcely be 
known. In the present state of society, it 
is found necessary to organize schools and 
colleges to aid parents and guardians in ed¬ 
ucating children and youth committed to 
them for training, in order that they shall 
be fitted for usefulness, as well as the per¬ 
formance of -duty in the several stations and 
relations of life. 
Schools and colleges require a class of 
persons denominated teachers and profess¬ 
ors, whose duty it is to aid parents, because 
employed by them, in teaching and training 
the young of our land. No parent, then, 
should send his children to a teacher, un¬ 
less he has confidence in him. Having de¬ 
termined ^this point, the parent should, so 
long as his child remains connected with 
the school, feel himself bound to co-operate 
with the teacher in everything pertaining 
to the highest culture and improvement of 
the child. 
Instead of this, how often do parents 
condemn the teacher from the ex parte, and, 
perhaps, erroneous statements of the chUd, 
or of the children as the case may be, and 
withhold all co-operation, yet continue to 
send their children to school. This is wrong. 
No parent, so long as he sends his children 
to the school, should 
lished in the Christian Times: ^ 
Every private Christian, if he be a cheer# ^ 
ful, humble, holy, arid intelligent one, is con¬ 
stantly, whatever his occupation in life, ap-. 
pealing to the consciences of those by whom 
he is surrounded. And though men die, 
their influence lives, stretches through all 
time, and touches eternity. I think that 
the contrast presented between the brevity 
of human life and the eternal duration of 
human influence, ought to strike the most 
casual observer. Architects die but their 
buildings live; the very works that th,ey 
are the instruments of raising seem to have 
an immeasurable existence, when compared 
with themselves. Walk into Westminster 
Abbey; attentively survey the beauty of its 
ALLEN FEMALE SEMINARY - ALLEN STREET, ROCHESTER, N. Y. 
of the oldest tablet, and bid fair to stand for 
centuries yet to come, when generation af¬ 
ter generation, whose deeds shall form sub¬ 
ject-matter for the future pages of our na¬ 
tional history, shall have passed away.— 
Then look again at the case of sculptures. 
Why, Dr. Layard is digging up sculptures 
in Nineveh now on which it is not at all im¬ 
probable that the prophet Jonah gazed, 
when he went to deliver his message there. 
Some sculptures exist in Europe, the admi¬ 
ration of generation after generation for 
two thousand years. 
But, lest we should think too much of 
ourselves, let us contrast the works of God 
! in material creation with the works of man. 
The cedar of Lebanon still flourishes, though 
the temple of Solomon, which took some of 
its most beautiful timbers from the grove, 
has long since passed away, and the Jews 
have been wanderers these 1800 yeai-s.— 
Mount Moriah still stands, though a mosque 
of the Mahometan desecrates its summit 
The pyramids of Egypt—some of the most 
ancient and perhaps, some of the most 
wonderful monuments of human skill— 
crumble and decay, through time and the 
elements; but the Nile flows at their base 
in the same calm and unruffled flow as it 
did hundreds of ages before, when the chil¬ 
dren of Israel were in captivity in Egypt 
Sculptures and ecclesiastical antiijuities may 
be destroyed, but the sea is the same in its 
majesty, in calm and in storm, in its ebb 
and flow, as when Ceesar bore his banner 
to this land, and, by the prowess of his le¬ 
gions, added another colony to Rome. Job 
and his three friends have long since de¬ 
parted ; but the stars on which they g;ized 
continue to shine. We feel, as they felt, the 
sweet influences of the Pleiades; we o-aze 
pay twice for the benefit. For though it is 
a matter of indifference to the districts, 
where the teacher gets his talents, it is not 
so as to at whose expense he gets them.— 
For as all moneys for educational purposes 
belong to the people, an equal division 
should be made of them to all. As it is, 
the part expended in this scheme, is show¬ 
ered on a favored few, at the expense of all 
the rest, while those few are at liberty to 
emigrate to other States, as some from this 
county have done. {T) In this way the peo-1 
pie’s money for educational ’ ’ 
“HE IS A POOR MAN.” 
And is he any the less thy brother, and 
as such entitled to kindness and sympathy ? 
Does he not breathe the same air, enjoy 
the same sunshine, and tread upon the same 
earth as thyself? Hath he not joys and 
sorrows the same as thou ? Is he not sus¬ 
ceptible of pain, and do not health and ease 
bring happiness to him as well as to thee ? 
“But he is a poor man.” And how 
knowest thou ? Hast thou penetrated the 
secret recesses of his heart, and found that 
no hidden springs of joy are there ? Know¬ 
est thou, that in that immortal mind, there 
are no riches more valuable than all thy 
coffers of gold ? May he not be rich in the 
wealth of loving hearts and sweet smiles ? 
And is he not rich in the beauties of na¬ 
ture—is not all the earth his to enjoy?_ 
And how knowest thou but the “ pearl of 
great price ” is his, compared to which all 
thy wealth is as the small dust of the bal¬ 
ance? 
“ He is a poor man.” And so mayest 
thou be to-morrow. A day, yea an hour, 
may strip thee of thy possessions, and doom 
thee to beggary. Thy riches are uncer¬ 
tain, thou canst not calculate upon them.— 
And even if they follow thee through life, 
there is a moment when in respect to this 
world thou wilt be as poor as thy neighbor. 
It is the moment of death. Thou canst not 
carry thy goods with thee; they would sink 
thee in the dark river. 
Again thou sayest, “ He is a poor man.*^ 
pit. & money lor euucational purposes is in¬ 
judiciously spent, and the fruits of individual 
industry and economy are taxed to make up 
the loss. There is in my judgment no jus¬ 
tice in linking the distribution of public 
school moneys with a tax on individual prop¬ 
erty ; that the matter has been submitted to 
for years, is no proof that it is right Every 
dollar that a man expends for the literarv 
ever utter a disrespect¬ 
ful word concerning the teacher. When 
you find the person employed in the school 
which you desire to patronize is incompe¬ 
tent to aid you in the great work of educa- 
your children, take them from the 
school, or else refrain from speaking of his 
faults in their presence. 
Some of the ways in which parents are 
to co-operate with the teacher, are to send 
their children to school every day and punc¬ 
tually at the hour of beginning school—to 
see that the satchel contains all the books 
requisite to be studied during tlie dciy—to 
inspire the little learners with zeal for study, 
ardor for knowledge, love for the school, 
respect for and trust in the teacher. A 
district, composed of such parents, with 
such a teacher as they will be likely to em¬ 
ploy, is one of the happiest and brightest 
spots of earth. Would that all teachers 
were fully competent for the faithful dis¬ 
charge of their duties, and that all parents 
were cheerful and prompt in their co-ope¬ 
ration in the work of mental and moral cul¬ 
ture. Then, might we expect that the 
aliens of ignorance w'ould soon disappear from 
our land. 
, ^ expends for the literary 
^ qualification of his child, becomes exclusively 
that child’s property after the age of 21 . 
It is not to literature in the abstract; that 
the Slate is indebted for the respect that is 
paid to its laws, and the lives and property 
of its citizens. A man of literary attain¬ 
ments may be a murderer, or otherwise 
criminal, as well as an illiterate man. Moral 
virtues and true religion are the basis of 
good character, and to them are we indebt¬ 
ed for the respect that is paid to life and 
property. But let it bo remembered that 
by the constitution, the subject matter of re- 
lugon is left between each citizen and his 
God. ^ T he State docs not hold the sword to 
force its constituents into religion, but it 
holds it for the punishment of evil-doers 
against the lives and property of its citizens. 
It is the inalienable right oiparents to teach 
their children religion and labor. In Eu¬ 
ropean governments, productive industry is 
ground down to the brink of starvation by 
the exorbitant exactions of the powers that 
be, and if some of them have free schools 
for their subjects, it does not prove that, to 
rob labor of its fruits, and man of his re¬ 
ligious rights, are right. Those govern¬ 
ments are not models for us to imitate. No 
property is held by a better title than the 
fruit of productive industry by the laborer; 
and the superiority of free governments is 
to be estimated by the amount of this fruit 
which they secure to the rightful owners, 
consistent with the general safety, and the 
religious rights they suffer their constituents 
to retain, (e) Bloomingdale. 
Hindsbtirgk, Orleans Co., N. Y., 1850. 
Remarks.— (a) So it may be said of 
every other “qualification” and endowment 
that a person possesses, whether acquired 
or natural. No one, we presume to say, 
will argue, that, because knowledge is some¬ 
times employed by the vicious to aid them 
in accomplishing their purposes of evil, it 
should not be generally diffused among the 
people. As well might you maintain that, 
because wind, electricity and rain, some¬ 
times cause great destruction of property 
j and life, they should be with-held from the 
earth. 
{b) Whence the right to tax any class at 
all for any purpose whatever ? Is it not be¬ 
cause there are common benefits shared by 
all that cost something ? Without govern¬ 
ment there could be neither redress of 
wrong, nor security of property. All, there¬ 
fore, who share this protection, these bless¬ 
ing's without which society itself must cease 
to exist, should bear their proportion of the 
expense. Hence, every State of this great 
confederacy is required to provide for all 
expenses incident to law making, as well as 
to the application and execution of law.— , 
The right to tax, then, being acknowledged, 
it becomes a question of expediency how ' 
far this right shall be exercised. If the 
State be required to provide means to de¬ 
fray the expenses incurred in defending and , 
sustaining its violated laws- 
to wit., those Avho have property to pro¬ 
tect and rights to defend. This we claim 
she ought to do—has a right to do—and 
will do—else, as w'e have before said, she 
has no right to punish. For that crime or 
poverty which the State might have pre¬ 
vented by a wise and just educational poli¬ 
cy is directly chargeable upon the State.— 
Hence we conclude that the State has not 
only the right to tax the property within her 
borders to provide the means for a good com¬ 
mon education, but, that she Is bound to so 
do for her own self-protection. 
(c) This we admit in full. This is just 
the kind of education that the State pro¬ 
poses to furnish—at the very outset of the 
Common School organization within her 
borders. Gov. Clinton, in 1803, uses the 
following language in his message to the 
Legislature: 
“ The establishment of Common Schools, 
has, at different times, engaged the atten¬ 
tion of the legislature; but although its im¬ 
portance is generally acknowledged, a diver¬ 
sity of sentiment respecting the best means, 
has hitherto prevented the accomplishment 
of the object The diffusion of knowledo-e 
And was not the master of us all poor ?— 
Were not his followers and friends among 
earth’s destitute ones? And if thou art 
saved at last, will it not be through humble 
reliance upon him who had not “ where to 
lay his head ? ” And art thou ashamed of 
those in the same humble and yet honored 
condition ? Must not thou become poor 
in spirit,” before thou canst inherit eternal 
glory ? Little then does it become thee, 
because thou hast a few more grains of 
golden dust than thy neighbor, to exult and 
triumph over him, to pass him by with a 
sneer, or even with coldness and neglect. 
COMMON SCHOOLS. 
Mr. Editor:— The literary branch of ed¬ 
ucation must be regarded as a faculty or 
qualification. This may be converted to a 
good or a bad use, as the individual may be 
virtuous or vicious, (a) To tax one class to 
give this qualification to another, is to wrong 
and depress it, Avhile it give no assurance 
of any public benefit {b) If children are 
trained in vice and idleness at home, they 
may prove to be a nuisance instead of a 
benefit to the public. What if they are 
taught to write with the skill of a Professor, 
if they wield the weapon of the assassin? 
Their literary skill cannot be deemed a bar 
to the evil. 
But connected with moral virtues and 
habits of industry, literary qualifications 
make men of real wortk (c) And while 
their talents may be a benefit to the public, 
they are decidedly a greater personal bene¬ 
fit to the possessor. They are real individ¬ 
ual capital, which the public claims no right 
to call into its service without giving a com¬ 
pensation for it, any more than it does the 
farmer’s field. Why, then, should it tax A 
to give B this capital, any more than it 
sickness when two yeai-s and a half old, 
whether she could recollect anything of 
sounds or words. She answered that she 
could not 
It occurred to us that tl^ere might have 
been at least one sound winch might be re¬ 
membered even from that tender age, and 
we ventured to inquire whether she had no 
recollection of her mother’s voice. It will 
be long before' we forget the sweet, peculiar 
smile which shone upon her features, as, by 
a quick inclination of her head, she answer¬ 
ed, yes. 
What a world of thought and feeling 
clusters around such a fact! In all her 
memory there is but one sound, and that 
is her mother’s voice. For years she has 
dwelt in a silence unbroken from without, 
but those gentle tones of love still linger in 
her heart There they can never ffie; and 
if her life should be prolonged to three¬ 
score years and ten, o’er the long, silent 
track of her life the memory of that voice 
will come, in loveliness and beauty, reviving 
the soul of w'eaiy old age with the fresh, 
lovely sounds of her cradle hours. 
ALLEN FEMALE SEMINARY. 
This Seminary was instituted in 1847.— 
It is under the supervision of Miss Mary 
B. Allen, a lady of superior qualifications 
and large experience as a teacher, with com¬ 
petent assistants in the various departments. 
The institution has an excellent reputation, 
and deservedly ranks among the best, as it 
is one of the most popular and flourishing. 
Female Schools in Western New York. 
The Seminary is located at No. 14 Allen 
street, Rochester. We give an engraving 
which represents the edifice, (fee. 
one, as in the other case. 
A young man goes to the Normal School 
and is there qualified for a teacher. He 
gets for the use of his talents, from $20 to 
$25 per month; while other young men, 
equally worthy, must stay away from that 
school, and wwk for from $10 to $12 per 
montlL Should not the talents which com¬ 
mand such superior wages be obtained at 
the possessor’s own expense ? The projcc- 
tojs of this scheme for furnishing teachers, 
intended no doubt to benefit the public by 
it, but it is evident that the public has to 
A r RAGMENT.—Be our experience in par¬ 
ticular what it may, no man ever forgets 
the visitations of that power upon his heart 
and brain, which created all things 
ana Drain, wnicn created all things new; ( 
which was the dawn in him of music, poet- ^ 
ry and art—which made the face of nature $ 
radiant with purple light, the morning and \ 
night of .varied enchantments—when a sin- ^ 
gle tone could thrill the heart, and the most \ 
trivial circumstance associated with one \ 
form, is put in the amber of memory—when s' 
we become all eye, when one is present— 
all memory when one is gone. d 
In Education, most' especially in reli¬ 
gious education, it should never be forgotten 
that though it is the part of the teacher to 
furnish the matter, yet with regard to the 
manner, the ignorance of the child should 
guide the wisdom of the instructor. 
•to provide food 
