but strength for future efforts. Teacher, it is for 
you to direct these efforts. Your purposes, direct¬ 
ed in the path of knowledge, virtue and truth, will 
aid your pupils. If you arc feeble, inefficient, 
lacking in that power which wills, and it is done, 
your pupils will be your prototype. How many 
times I have seen the teacher wanting in this vital 
mental principle, and the student possessing a 
sufficient quantity, using it in every way possible 
to aggravate his teacher, while the teacher deplored 
the willfulness of human nature. 
Not long since I accompanied a teacher on her 
visit to the parents of a boy of nine summers, who 
had been playing truant. It was the second offence. 
We found the father at home, and immediately in¬ 
troduced the object of our call. With tears he 
answered, “ I have tried to make Johnny be a good 
boy, but he will not. I have punished him, and it 
does no good. If you will correct him, I shall be 
very much obliged. I cannot do anything more 
with him; I fear he is ruined.” A boy of nine .— 
Was the boy to blame for possessing a power 
stronger than this specimen of a man ? There was 
no home will to guide and aid the little fellow in 
his purposes. He must use the power. He willed 
to do wrong, and did wrong because the weak 
father did not teach to will to do right. Nature 
teaches us to cultivate the will; not to make it the 
tool of wicked purposes, but the acting force for 
good.—E. A. R., in K. Y. Teacher. 
LOIVJB 
NAVM.e.A, 
VENICE 
MANTUA 
Written for Moore’s Rural New-Yorker. 
WHAT SHALL WE TEACH, AND HOW] 
STUDY AND LABOR. 
TURIN' 
iLESS*M)RI. 
PARMA- 
lx looking over the Rural of May 14th, I saw 
that there was a question opened for discussion 
for the Young Ruralists. Being one of that class, 
I will contribute my mite to sustain the question. 
The question, “ Can a man be both a student and 
a farmer at the same time,” is a very sensible one. 
To sustain my position, I would reason from the 
two-fold nature of man. He is a physical and an 
intellectual being. The development of both these 
parts is necessary to form a man. Exercise or 
labor is necessary to develop the body; study de¬ 
velops the mind. The question is, “whether we 
can combine the two so as to make the labor 
both profitable and pleasant.” The experience of 
Vinton seems to prove the negative of the question, 
at least to him. If he had examined the subject, 
or rather himself, a little closer, before he had 
come to his conclusions, perhaps he would have 
found other things that tended to make his experi¬ 
ence prove as it did; not so much the close study, 
modem* 
PARMA 
NOVI 
I BOLOGNA 
TUSCANY 
CORSi 
The accounts published in the papers of the situ¬ 
ation and movements of the two great armies now 
menacing each other in Italy and awaiting the 
moment of deadly combat are mainly unintelligi¬ 
ble, and, therefore, uninteresting. This arises from 
the fact that but few are familiar with the geography 
of the county, or even the names of the towns and 
rivers, and therefore when it is stated that the Aus¬ 
trians had retreated from Vercelli or that Napolean 
had arrived at Alessandria, and as soon as he 
reached Casale it 
other line was on the To, at Casale, 38 miles 
North-East of Turin, and 70 miles from Genoa, 
from which place this line receives its reinforce¬ 
ments. 
proper education of their children is totally over¬ 
looked. The teacher who will drive the child.fast¬ 
est — make the greatest display, by storing the 
mind with the greatest number of studies—is their 
model teacher, and, of course, commands the highest 
remuneration. Teachers—knowing the facts—ac¬ 
quainted with the weakness of their patrons—seek 
to flatter their vanity, thereby advancing them¬ 
selves in the favor of their employers. As one 
who delights in the instruction of the young, I call 
upon my fellow teachers to reflect upon the conse¬ 
quences of such an extravagant career. Bethink 
you of the importance of your mission—look at the 
precious gem before you,—the immortal mind, Na¬ 
ture’s crowning element, placed in your hands to 
mould, making you the agent of morality and vir¬ 
tue-placing in your possession the casket of seeds 
for future usefulness and happiness. It is of para¬ 
mount importance, then, that you sow them judi¬ 
ciously. 
But to our question. How shall they be sown ?— 
or, “what shall be taught?” Even though it be to 
secure the approbation and patronage of the most' 
influential, deviate not from instructing your pu¬ 
pils in the most thorough manner. Commencing 
at the foot of the Hill of Science, make sure and 
steadfast every step of the advancing scholar. Let 
each branch be taught as though it were of the 
highest importance. The greatest fault in teaching 
has been a too rapid succession of studies. The 
child is hurried from letters to reading,— through 
all the successive series of readers — and attains 
such a flippancy of speech and pronunciation, that 
it is really charming to hear the little fellow go on, 
especially if he possesses a good development of 
the perceptive faculties. His slow class-mate even 
stumbles over the simplest words, but his “quick 
neighbor” tells him all the harder ones, while nei¬ 
ther reads understandingly. In a course of read¬ 
ing, teach thoroughly; have your pupils obtain a 
clear utterance, then a correct pronunciation, and 
then the meaning of what is pronounced. Let not 
one reading exercise pass, until your class can give 
the definitions of the most prominent words.— 
Geography is not half learned, and if its importance 
was more fully realized, it would be taught better 
than it is. Arithmetic is to be understood, there¬ 
fore teach it understandingly, —be not in haste to 
leave the mental for the written, — the simpler 
branches for higher, but master each in its order. 
All the higher branches may be taught “ with suc¬ 
cess” in our common schools—providing the rudi¬ 
ments have been learned correctly. 
But I fear I have already been too prosy, there¬ 
fore will leave the subject for the present. In 
the teachers of our Common Schools, more than 
any other class of citizens, lies the destiny of our 
future. As our children are reared so will the next 
generation be. It is their mission to mould our 
nationality, to eradicate existing evils, and build 
an edifice of morality. They should make them¬ 
selves active and influential reformers. Let their 
aim be high, their work broad and deep—and they 
will be crowned with the highest honors of the 
land, and the just approbation of Heaven. m. 
St. Johnsville, N. Y., 1850. 
RISE AND FALL OF LAKE ONTARIO. 
That there should be variations in the surface 
of the Lake, sometimes higher and at others lower, 
was to be expected. They have long been noticed. 
But, the absence of any regular and continued 
measures of the fluctuations, has permitted the 
existence of many absurd notions. One of these 
was the notion of a regular rise for several years, 
and then a regular fall for about as many more. 
For the last thirteen years the variations have 
been measured for every month, at the mouth of 
the Genesee. They are given in the following ta¬ 
ble. They show the above notion to be baseless. 
They exhibit also a regularity in the time of high¬ 
est and lowest level in each year, subject to a 
difference depending on the quantity of water in 
rain and snow, on the great water-shed which 
passes through the great chain of Lakes to the 
ocean. The more rain and the more extensive, the 
higher is the lake, and vice versa, while in other 
years the level is nearer the mean. To this should 
be added the small difference in the quantity of 
water evaporated in different years. As Lake On- 
was expected active operations 
would be commenced, no idea is conveyed to the 
mind of the movements of the troops or the advan¬ 
tages gained or lost by either. To aid in making 
this matter clear, so that hereafter all we publish 
on the subject may be well understood, we have 
prepared a map of Northern and Central Italy, the 
seat of the war. For the sake of clearness we omit 
the small and comparatively unimportant places, 
giving only those likely to be mentioned in the 
accounts given of the progress of the conflict. 
PRINCIPAL DIVISIONS OF ITALY. 
The divisions of Italy, as shown in our map, are 
Lombardy, Piedmont, Savoy, Parma, Modena, Tus¬ 
cany, dx. Lombardy belongs to Austria ; Parma, 
Modena, luscany, &c., are independent States. 
The Government of Sardina embraces Piedmont 
and Savoy as shown on the map, and the island of 
Sardinia, South of Coi'sica, which is not shown. 
The Eastern portion of Piedmont is a part of the 
great plain of Lombardy, and is divided from 
Lombardy proper by the Ticino river. On the 
West it is enclosed by the Alps and Appenines. 
Savoy contains about 600,000 inhabitants, and a 
little over 400,000 square miles. The country is 
mountainous and infertile. Savoy and Piedmont 
contain about 5,000,000 inhabitants, and keep a 
standing army of 60,000. 
PRINCIPAL CITIES OF SARDINIA. 
Turin, the capital of Sardina js situated on the 
Po river, 79 miles South-West of Milan. It lies in 
a rich and well-watered plain, studded with fine 
residences. Population about 150,000. 
Genoa is the next city in importance, and is sit¬ 
uated on the Gulf of Genoa, (Mediterranean sea.) 
It is a strongly fortified seaport, containing over 
100,000 inhabitants, and is 79 miles South-East of 
Turin. 
Alessandria is a fortified town 46 miles South- 
East of Turin, and nearly the same distance North 
of Genoa. Population, including suburbs, 40,000. 
Mortara is about 25 miles North-East of Alessan¬ 
dria. It is fortified, but contains only about 6,000 
inhabitants, as it is considered unhealthy on account 
of the miasma arising from the rice-fields with 
which it is surrounded. 
Casale is a city of over 20,000, on the river Po, 
38 miles North-East of Turin, and about 20 South- 
West of Mortara. 
Vercelli, (shown by a star in the map,) is on 
the right bank of the Sesia river, 14 miles North of 
Casale. Population about 20,000. 
Susa is a small town about 30 miles West of 
Turin, at the junction of the principal routes across 
the Alps. 
RIVERS OF SARDINIA. 
The principal river of Italy is the Po. It rises 
in Monte Viso, flows East in a tortuous course and 
empties into the Adriatic. Length 340 miles. In 
many parts it is above the neighboring plains, and 
care is necessary to prevent inundations. 
The Ticino is 125 miles in length, rises in Switzer¬ 
land and empties into the Po, forming the boundary 
between Piedmont and Lombardy. The Sesia is a 
small stream about 30 miles West of the Ticino, 
and empties into the Po near Casale. 
The Dora is a small stream rising in the Alps, 
running East and South-East for about 90 miles, 
emptying into the Po about 20 miles East of Turin. 
TUB POSITION OF TOE ARMIES. 
The Austrians who seem to have commenced the 
war with the greatest precipitation, crossed the 
Ticino river into Piedmont, with an army said to 
be over 100,000 strong, and advanced westward as 
far as the river Sesia, thirty miles into the Sar¬ 
dinian territory on the way to Turin, and with’ a 
less than sixty miles of that capital. The object of 
the Austrians was supposed to be to take Turin 
before the French could furni^^tkeir allies aid. 
In this they were checked by^Kvy rains, which 
swelled the rivers and flooded®^ flat country, as 
well as by the rapid movement|J the French, who 
soon had an army sufficient t<j^B>rcept their foes, 
with some confidence of succc^^Bjuld an engage¬ 
ment take place. About tli^^ph of May they 
retreated from Vercelli, re-cre^®the Sesia river, 
and fell back about 20 miles, ^Khrtara, which is 
only 25 miles North-East o^^^^ksandria, where 
THE SUPPLY OF STREAMS, 
Messrs. Eds.: —My views about the supply of 
streams are different from those in a late number 
of the Young Ruralist. Rains and snow con¬ 
tribute to the supply of streams, but their constant 
supply is from a depth, the water rising in. The 
supply of rivers has not the appearance of mov¬ 
ing down an inclined plane, like flooding a stream, 
as it would be were streams supplied from rain 
and snow alone. 
The writer says no experiment in filtering salt 
water made it fresh. The filtering process carried 
on by the Mediterranean Sea, as described in the 
Young Ruralist, will make salt water fresh, if 
carried inland farther. Inland seas in depressed 
valleys are salt, for the reason that fresh water 
goes up to higher fountains, not by capillary at¬ 
traction, but by the weight of the land. Land is 
heavier than water. Water is fluid, and rises to 
an equilibrium with the land. Fresh water is 
lighter than salt water and will rise higher. 
Water stands near the surface all over the land, 
and the influence that governs the tides of the 
ocean, keeps it flowing or issuing. Thus are 
springs, lakes and rivers supplied.—W. M. Mason, 
Polo, III. 
Remarks. —The above contains some very curi¬ 
ous statements, to which we call the attention of 
our young friends. Are they well founded, or con¬ 
tradicted by science and experience ? 
To think rightly is of knowledge; to speak fluently 
is of nature; to read with profit is of care; but to write 
aptly is of practice.— Tupper. 
What a multum in parvo is contained in the 
words “to write aptly is of practice.” Writing is 
said to be the “world’s messenger.” Through its 
medium we are enabled to treasure up the wisdom of 
the present generation and hand it down to genera¬ 
tions yet to come. Through its medium we are 
enabled to drink at the fountain of knowledge, 
learn of nations and governments that were, but 
are no more; nations once second to none, now 
known only in history. By it we are enabled to 
chain the mighty thought ere it escapes from the 
mind, and its foot-prints are forever erased from 
the tablets of the memory. “No talent among 
men hath more scholars and fewer masters.” 
Many there are who have dabbled in both poetry 
and prose, and yet have never become very pro¬ 
ficient in either, for want of that “ practice ” which 
makes perfect. How many there are that con¬ 
verse fluently and learnedly upon the topics of the 
day that are mere novices at writing. That instru¬ 
ment, more powerful than the sword—the pen—is 
wielded but by few successfully. ***. 
THE WILL, 
How many times have we heard both parents 
and teachers say, such a child must have his will 
broken—he is too headstrong. Is the will ever 
broken ? It may be made to bend, but never, it is 
never broken. “ If John was not so willful, he 
would do well enough,” say the parent and teacher, 
when every success that crowns his endeavors, is 
the fruit of the will. Guide this heaven-born gift, 
aid the child in placing this firm, strong lever be¬ 
neath good and noble purposes, and much will be 
accomplished. When the Will joins hands with 
Reason and Religion, its power will be for good.— 
Strong will is the great characteristic of all those 
who have achieved power, either for good or evil, 
in the world’s history. The will is the most prompt 
and decisive faculty of the mind, and impels to im¬ 
mediate action. 
It is necessary for the teacher to possess this 
firmness of purpose, that he may cultivate the same 
■n bis pupils. If they find a will to meet each duty 
faithfully, they will be inspired with the same feel¬ 
ing in their duties. 
I have often seen this spirit cultivated in a class, 
for instance: Not long since a difficult problem 
was given a class, with this remark: Who will 
bare the will to overcome the difficulty? The 
tinder was struck, a strong purpose lighted even 
tbe most indolent eye. The morrow came, and 
tbe question, How many have failed ? brought up 
many hands. “ Then in this class there is no will- 
lever to move obstructions. Shall I say you give 
it up ?” p or a moment there were glances passed 
from one and another in the class, and then an em¬ 
phatic “ No,” fell upon my ear. One, more excit- 
u ble than the others, started from his seat, saying 
'l will, I will have it,” and more than one heart 
responded, aye.. The next recitation did not bring 
Mures. The great river of the will passed the 
barrier, and in its right channel moved on towards 
the ocean of power. It is not one lesson gained, 
the table snows. 
1. That the lowest was in February, 1S57, and 
the highest in August, 1858, making the greatest 
range of the thirteen years to be 54 inches, and 
that the lowest in 1857, was only a little greater 
than in Feb., 1846, in Nov., 1848, in March, 1849, 
in Nov., 1850, in Feb. and Nov., 1851, in Feb., 1852, 
in Dec., 1854, in Feb., 1855, and in Nov. and Dec., 
1856. 
2. That the level has been very high only in 
1857 and 1S58. 
3. That the range was far the greatest in 1S57, 
little more than one-third as much in 1S58, when 
the lake was high, and still less in 1846 when the 
lake was low through the year. 
4. That the summer months generally have the 
higher water, and the winter months the lower. 
5. These results will satisfy some inquiries made 
by a correspondent, and render absurd any at¬ 
tempted comparisons, with the variations of Lakes 
in other continents. C. d. 
Rochester, May 16, 1S59. 
Books Received, 
Wyandotte; or, The Ilutted Knoll. A Tale. By J. 
Fknimoke Cooper. Illustrated from Drawings by 
F. O. C. Darlky. [12mo.—pp. 528.] New York : W. 
A. Townsend A Co. Sold in Rochester by D. M. 
Dewey. 
The New and The Old; or, California and India in 
Romantic Aspects. By J. W. Palmer, M. D., author 
of “Up and Down the Iwawaddi; or, the Golden 
Dagon.” With Illustration from Original Designs. 
ri2mo.— pp. 423.] New York: Rudd A Carleton. 
4 or sale by Dewey. 
Summer Pictures: From Copenhagen to Vonice. By 
Henry M. Field, author of “ The Irish Confederates 
and the Rebellion of 1798.” [16mo.—pp. 291.] Bos¬ 
ton : Gould A Lincoln. Rochester— Adams it Dabney. 
All About It : or, the History and Mystery of Common 
Things- [12mo.— pp. 860.] New York: W. A. Town- 
send & Co. liochester— Dewey. 
Tiie Best Things. By the Rev. Richard Newton, D. 
D., author of “Rills from the Fountain of Life.”— 
[16mo. pp. 293.] New York: Robert Carter A Bros. 
Rochester — Allinqs A Cory. 
Tiik Boy’s Book of ^Iodern Travel and Advbnturk 
By Meredith Johnes, author of “The Children’s 
Bible Picture Book,” etc. WiUi 8 illustrations by Wm 
Harvey. “ Travelers tell strange tales ” fl6mo — 
pp. 838.] New York: D. Appleton A Co. Sold bv 
Dewey. j 
Tm: Precious Stones of thf. Heavenly Foundations. 
With illustrative Selections in Prose and Verse. By 
Augusta Browne Garnett, author of “Musical 
Composition,” “Hamilton the Young Artist,” etc 
[12mo.—pp. 828.] Sold by Dewey. 
On the Probable Fall in tub Value of Gold; the 
Commercial and Social Consequences which may 
ensue, and the Measures which it invites. By Miciiel 
Chevalier, Member of tho Institute of France, etc. 
Translated from the French, with Preface, by Rich¬ 
ard Cobden, Esq. New York: D. Appleton A Co 
A Word for Farmer’s Boys. —Boys, improve 
the moments which you catch for reading some¬ 
thing useful. However busy you may be—plant¬ 
ing, cultivating, haying, harvesting — find some¬ 
time during the twenty-four hours for reading some 
item which will do you good in future life. Ten 
minutes each day, for the six working days of the 
week, give you one hour. Sands make the moun¬ 
tain, minutes the year.—J. It. J. 
Hands and Hearts. —The author says that to 
large hands belong the spirit of minutac and of 
detail; Frederick I. of Prussia, surnamed the 
King Corporal, bad large hands. To moderate¬ 
sized hands belong the conception of details and 
of the whole; such were those of Walter Scott, 
Montesquiu, Tasso, Racine, Corneille, West, Leib¬ 
nitz, &c. A subtle and disputatious spirit is con¬ 
nected with small hands having delicate fingers. 
Beecher says “The human heart is like an 
artist’s studio. You can tell what the artist is 
doing, not so much by his completed pictures, but 
by the half-finished sketches and designs which are 
hanging on his wall. So you can tell the course of 
a man’s life, not so much by his well defined pur¬ 
poses as by the half-formea plans, the faint day¬ 
dreams w! ich are hung in all the chambers of his 
heart.” 
Questions for Debate.—A Young Ruralist 
wishes some one who has had experience in Young 
Men’s Debating Clubs and Lyceum, to furnish 
profitable questions for discussion. 
To-Morrow. —To-morrow is like a juggler tka 
deceives us; a quack that pretends to cure us, and 
thin ice that will bear its own weight. It is a fruit 
beyond our grasp; a glittering bubble that bursts 
and vanishes away; a will-o’-the-wisp that leads 
many into the mire, and a rock that many mariners 
have struck and suffered shipwreck. It is an illu¬ 
sion to all who neglect the present hour, and a 
reality to those only who improve to-day. 
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