MARCH 20. 
MOORE’S RURAL NEW-YORKER: AN AGRICULTURAL AND FAMILY NEWSPAPER, 
Written for Moore’s Rural New-Yorker. 
CO-OPERATE WITH THE TEACHER 
A poor school is not always the fault of the 
teacher. It is frequently the case that a teacher, 
whose ability to instruct in the different branches 
of education is undoubted, fails to sustain him¬ 
self for the want of the sympathy and co-opera¬ 
tion of the parents and friends of education within 
the district. It is true the teacher, if skillful 
and experienced, will be the leader of the little 
host under his command; but he must be sustained 
by the exertions of those for whom he works, or 
he can accomplish little, and that little will cost 
him far more anxiety, toil, and vexation of mind, 
than would keeping a good school under favorable 
circumstances—such as when parents faithfully co¬ 
operate, and emphatically sustain him. The teacher 
is engaged in the most important work that parents 
can employ aid in doing, that is, to instruct their 
children mentally, and instil into their youthful 
minds moral principles, that in after life will reflect 
honor upon themselves and happiness upon those 
with whom they come in contact 
If parents wish to co-operate with the teacher, 
and have their children advance in their educa¬ 
tion, they should see, at the commencemeut of each 
term, that the children have suitable books,—such 
as are deemed the best,—to aid them in the work 
in which they are about to engage. Good books 
aid in doing more and doing better, therefore do 
not urge the objection mis-named economy, as a 
reason for not providing all necessary aids. The 
teacher’s views in this matter should be complied 
with, for he is, or ought to be, the best judge as to 
what kinds of books scholars will learn most rapidly 
from. 
One great source of annoyance to the teacher is 
the fact that parents are too negligent in sending 
their children to school in season. They should 
not be tardy one minute. If you would further co¬ 
operate with the teacher, you should see, on your 
children leaving for school, that they have taken 
their books, pencils, &c., so that, when they arrive 
at the school-room, the teacher’s ears are not 
filled with, “ I have forgotten this, or I have for¬ 
gotten that;” something which the child actually 
needs, and which the teacher cannot provide for 
the day. Children are forgetful and careless, and 
it is a part of the work of education to correct 
these habits, by steady attention on the par t of both 
parents and teacher. 
A teacher, on entering a school, expects that the 
power of governing the childernis tacitly delegated 1 
to him by the parent, unless he expressly reserves 
it, and requests the teacher to send the children 
home to be corrected, when disobedient When 
this power is delegated, it is reasonably supposed, 
on the part of the teacher, that he may use such 
means to constrain the children under his charge, 
as are employed by parents. The teacher must 
establish his authority by bringing all to a line in 
obedience to his will; without this, the first requiste 
of a good school will be wanting. There is no 
schfi il so orderly but that the teacher sometimes 
finds it necessary to use force in order to secure 
submission and obedience—in this case, the parent 
should no sooner interfere than he would with the 
government of neighboring parents over their 
children, unless the teacher should abuse his 
charge, when the parent should see that justice is 
administered, and the weaker party protected from 
further injury. Do not, by interfering, undermine 
the teacher’s authority. Never take sides with 
your children against the teacher,—this is one of 
the most fruitful causes of so much difficulty in 
schools,—but rather sustain him, and never listen 
to charges made against him, until you ascertain 
from other sources that there is good cause for 
complaint. At the close of each day, you should 
inquire of the children what they have learned — 
what lessons, if any, they have failed to recite, Ac., 
&c. By so doing, they will see that you take a 
deep interest in knowing what they are doing, 
and thus manifest it by daily watching their 
progress. 
These are a few of the numerous ways by which 
parents can co-operate with the teacher, and assist 
him in the arduous duties he has to perform.— 
Without some such aid and sympathy, there is 
rarely a more forbidding vocation in which a man 
or woman, with a conscience, can be engaged— 
with sympathy and faithful co-operation from 
parents, there is hardly a more plea.sant employ¬ 
ment than that of teaching the young. 
Paris, Kent Co., Mich., 1858. M. L. Suafkh. 
COMMON SCHOOLS. 
Although the able Report of the Superintendent 
of Public Instruction of the State of New York, 
has been before the public for some weeks, it is 
not uninteresting to dwell on some of its promi¬ 
nent features, and to compare them with those of 
other States. The whole amount expended an¬ 
nually for the support of Common Schools in this 
State is $3,403,139, of which nearly one-half is ex¬ 
pended in the cities. Referring to the American 
Almanac, we find that the sum expended annually 
in Massachusetts is $2,346,309; in Pennsylvania, 
$2,267,090; in Ohio, $‘2,732,800. No other State in 
the Union reckons its expenditures for public edu¬ 
cation by the million. Virginia foots up under 
this head only about $163,000, while the State of 
Maine expends a half a million. The number of 
schools in New York is about 12,000; in Pennsyl¬ 
vania, 11,000; in Ohio, 9,233; in Massachusetts, 
4,300. The teachers in the State of New York 
number 31,563 (12,452 males and 19,111 females); in 
Pennsylvania, 12,357 (7,936 males and 4,421 females); 
in Ohio, 17,923 (9,391 males and 8,432 females); and 
in Massachusetts, 7,153 (1,768 males and 5,385 
females). 
New York has one Normal School, which costs 
only $12,0'i0 per annum; Massachusetts has four; 
Pennsylvania, by Act of May, 1857, made provision 
for twelve, to be established by private subscrip¬ 
tion. Rhode Island, Connecticut, New Jersey, 
Michigan, Wisconsin, and Kentucky have, each, a 
Normal School. The Common School System of 
New York is managed by one State Superintendent, 
a Deputy, and two Clerks, with one hundred and 
eighteen Local Superintendents or Commissioners. 
—Albany JournaL 
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E IjICCTLI IC AI j CLOCK - VARIATIONS OF TERRESTRIAL TLM K. 
No greater puzzles to the uninitiated in the 
science ot mathematics can be found in any of our 
arithmetics than the series of problems having 
reference to the difference of time at different 
places upon the earth’s surface, and not always is the 
difficulty confined to the scholar, sometimes teach¬ 
ers as badly out of order as many of the watches 
and clocks mis-named “time-keepers.” 
The above cut represents a clock with one cen¬ 
tral and twenty surrounding dials, each labeled 
with the name of some important place, the hands 
of each dial being adjusted to the time of those 
places, as compared with that of a given meridian; 
which, in this instance, is that of New York. The 
hands are all connected by a system of wheels, and 
maybe driven by any power, as a weight or spring. 
In this instance the motive power is electro-mag¬ 
netism, which, within a few years has been adopted 
in many instances for scientific purposes, and is 
undoubtedly destined to work still more important 
changes in operations not yet “dreamed of in our 
philosophy.” A glance at any two of the dials, 
when properly adjusted, will show at once the va¬ 
riation in time between any two places on the 
earth’s surface named thereon. 
Our young readers who are studying geography 
and astronomy will find it a pleasant and useful re¬ 
creation to trace out, with a map of the world be¬ 
fore them, the interesting tac/Es wJtich'this “Clock 
of All Nations” reveals and suggests, making 
an application of them to other places of different 
longitudinal situation. 
We give below a table showing differences in 
time between the principal cities in the United 
States. To find the difference—say the difference 
between New York and St. Louis—look for New 
York in the column of names on the side, and for 
St. Louis on the top. Follow the line of figures 
opposite each one until they intersect at 65, which 
is the difference in time in minutes. The traveler 
from east to west will find his watch continually 
getting fast; but when he returns, it will get slow. 
With the following table in his pocket, he can 
know the correct time of the place lie is at, without 
constantly changing his watch. 
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New York, N. Y. 
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Fittxburg, Fa. 
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Raleigh, N. C.. 
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Richmond, Va.. 
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Sacramento, Cal. 
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Toronto, Can..j 
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Trenton, N. J.i 
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74 188 
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Utica n. y. 
6 
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47 
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9 
60 
4 
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20 
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10 
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Wheeling, Va., 
20 
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39 
8 
31 
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69 
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45 
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45 
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28 
29 
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Wilmington, I)cL. 
8 
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17 
48 
35 
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77 
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66 
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59 
70 184 
12 
30 
15 
4 
2 
Written for Moore’s Rural New-Yorker. 
DISCIPLINE, A PART OF EDUCATION. 
School government and the means of securing 
it, with other kindred topics have ever been favor¬ 
ite subjects for discussion among educators. Some 
have advocated, and still continue to advocate the 
virtues of the “rod and rule;” others make the 
softer principles of love and kindness their rule 
and guide—while a few believe in using their dis¬ 
criminating powers, in the judicious use of both. 
Notwithstanding the diversity of opinion as to the 
means of securing good government, all are united 
on the main question, namely, that the proper gov¬ 
ernment of a school must be secured at all hazards 
— and that without proper discipline a band of 
scholars cannot advance at a very rapid rate in an 
educational point of view. 
Public opinion concedes the point that discipline 
is a part of education—that “ no one is prepared 
to govern until he has been taught to obey”—and it 
speaks by its actions to the teacher after this man¬ 
ner:—“ Your success, and consequently your popu¬ 
larity and salary, shall be in direct ratio to your 
disciplinary powers, and ability to secure good 
government If you can take these scholars, and 
check their passions, curb their strong self-will, 
and restrain their actions, you shall be popular as 
a teacher and be well paid.” Now, some have a 
much better faculty of doing all this than others. 
They will follow a teacher that has literally been 
driven out of the school and their presence seems 
to act as a charm—every scholar knows his place 
and seems desirous of occupying it — every ear is 
attentive to the words of instruction — and it is 
taken as a matter of course, that all trifling must 
be done away with. Such teachers are loved by 
their pupils, and respected by their patrons. The 
scholars themselves appear to feel the necessity of 
being governed, and rather like it. They will de¬ 
spise a teacher that does not make them mind, and 
seek to annoy him in every possible way, while they 
will be ever ready to comply with the wishes of one 
who is firm and unyielding. It matters not how 
high a standard of scholarship the teacher may 
boast; unless he be a good disciplinarian and have 
the requisite qualifications to secure good govern¬ 
ment he will fail to gain the respect and confidence 
of his pupils, and consequently fail to be a suc¬ 
cessful teacher 
Almost the first question asked of a teacher now, 
is, “ can he keep an orderly school?” Such being 
the case we shall in a future article proceed to give 
a few suggestions respecting the requisites neces¬ 
sary to secure good government in a school. 
Gowanda, N. Y., 1858. H .S. S. 
INDUSTRY IS TALENT. 
HOW TO IMPROVE THE LEISURE HOURS. 
The more we study the w r orks of Nature, the 
mere do we see the wisdom and goodness of Gon, 
and the more are we led to praise and glorify Him 
because of these attributes. Surely, then, it be¬ 
hooves us to examine attentively these works. To 
the farmer, surrounded as he is by the productions 
of Nature, this is specially true. The ground which 
he tills is composed of these productions. To 
thoroughly examine these two sciences are neces¬ 
sary— Chemistry and Mineralogy. The first of 
these is of great importance to him who w’ould be 
a thoroughly practical farmer, and the value of the 
second is not smalL Many would find it a much 
more profitable and pleasant way of spending the 
leisure hours by collecting, examining and arrang¬ 
ing, for future inspection, the different minerals 
which they might meet, than by lounging away the 
time, not doing anything that would benefit them 
in any w r ay. 
Such a practice, however, might not be accord- 
i ing to the tastes of some. To such we would re¬ 
commend the collecting, examining and arranging 
of flowers or insects. Each of these brings in 
1 another science. The first—Botany, the second 
Entomology, each of which is of no small practical 
importance to the farmer. Such practices as these 
would not only make the hours of recreation pass 
pleasantly by, but would also improve the mind, 
and thus the time, which otherwise might bo 
thrown away, would be improved in such a manner 
that in future years a ten-fold harvest would be 
reaped. Little does one, who has never given at¬ 
tention to these pursuits, imagine the pleasure and 
profit to be derived therefrom. They array Naturo 
in a beauty unseen before, and clothe her meanest 
parts with dignity. As these are exalted so is the 
mind; and though the hand is hard and the face 
embrowned, the eye will beam with intellectual 
fire; and though the body be bowed, the thoughts 
will ascend in grateful adoration and praise to tho 
Maker of all. Glenn. 
Alt. Alorris, N. Y., 1858. 
PERSEVERANCE. 
Messrs. Eds.: —One of the most important qual¬ 
ifications which a young man can possess, is tho 
habit of dogged perseverance, as without this qual¬ 
ity, tho most brilliant talents are comparatively 
useless. The name of their possessor will never 
be inscribed on the roll of fame, or his memory be 
cherished as a benefactor of his species. On the 
other hand, the young man who is thoroughly in 
earnest, in whatever station of life he may be 
placed, and however common-place his intellectu¬ 
al attainments may be, is a far more useful and 
important member of society than the other.— 
Hence, we argue that perseverance and earnestness 
are more important elements, in the formation of 
character, than great, natural gifts with a versatile 
disposition. We read of asmall worm in the Medi¬ 
terranean, which perforates the solid rock in all 
directions—while the fiercest tiger would break his 
; teeth without making An impression there on. 
Brantford, C. W., 1858. A Young Canadian. 
•.. 
An Experiment. —A writer in a scientific journal 
says:—“Procure a clean, white glass bottle, hold- 
j ing a pint; pour into it a gill and a half of water; 
| then drop in half a drachm of phosphorus. Then 
hang up the bottle in such a manner that you can 
j place under it a lighted lamp. As soon as the wa- 
5 ter is warm, streams of fire will dart from tho bot- 
i tom of the water, resembling sky-rockets; some 
* particles will adhere to the sides of the glass, rep- 
7 resenting stars, and will display brilliant rays.— 
] These appearances will continue till the water 
j begins to simmer, when immediately a beautiful 
i aurora-borealis begins, and gradually ascends till 
j it collects to a pointed flame; then blow out tho 
4 lamp, and the point formed will rush down, form- 
6 ing beautiful clouds of fire rolling over each other 
j for some time; when disappearing, a beautiful 
l hemisphere of stars presents itself.” 
1 The Distinction Between Greatness and 
5 Meanness. —What I must do is all that concerns 
j* me, and not what people think. This rule, equally 
2 arduous in actual and in intellectual life, may servo 
3 for the whole distinction between greatness and 
jj meanness. It is the harder, because you will al¬ 
ii ways find those who think they know what is your 
2 duty better than you know it. It is easy in tho 
world to live after the world’s opinion; it is easy 
4 in solitude to live after your own; but the great 
? man is he who, in the midst of the crowd, keeps 
with perfect sweetness the independence of soli¬ 
tude.— Emerson. 
Love op Teaching. — The love of teaching is 
generally associated with a capacity for it, but the 
converse does not generally hold true. Men gen¬ 
erally teach badly when they attempt too much, 
or when they do not duly prepare their lessons.— 
Presence of mind and that self-confidence which 
is based on self-knowledge, are essential elements 
in a good teacher's character. An earnest man, 
imbued with a love of children, is seldom a bad 
teacher. By an interior principle of our nature, 
every person is so constituted that what he at¬ 
tempts from an affection, he has the requisite sa¬ 
gacity to plan and power to accomplish. 
We often hear persons explaining how one man 
fails while another succeeds in the same pursuit, 
attributing to one a talent for business, but refusing 
it to the other. 
Yet, without denying that some individuals have 
talent, we think that the problem in question can 
be easily solved, by saying that the successful man 
was industrious, while the other was not Bulwer, 
for example, is considered a man of the highest 
abilities as a novelist Yet when Bulwer began his 
career, he composed with the utmost difficulty, 
often writing his fictions over twice. He perse¬ 
vered, however, and now stands almost at the head 
of his class—his latest productions moreover, being 
regarded as the best from his pen. Every school¬ 
boy is familiar with the fact that Demosthenes be¬ 
came an orator only by pursuing a similar plan.— 
Nor are illustrations of the great truth, that indus¬ 
try is talent, confined to the highest intellectual 
pursuits. When Girard trusted the customer with¬ 
out an endorser, who carried his goods home on 
his shoulder, the shrewd old Frenchman was acting 
on this truth, deduced from his O'.vn experience of 
mankind. All eminent person?,, whether mechan¬ 
ics, merchants, lawyers, or statesmen, were indus¬ 
trious, from Watt and Norris down to Thurlow and 
William Pitt Washington, Franklin, Marshall, 
Madison, and every other distinguished American, 
were busy men. Industry, in short, is talent, nine 
times out of ten. 
Solitude shows us what we should be; society 
shows us what we are.— Cecil 
A Good Maxim. —Addison says a man’s first caro 
should be to avoid the reproaches of his own 
heart; his next to escape the censures of the 
world. If the last interferes with the former, it 
ought to be entirely neglected; but otherwise 
there cannot be a greater satisfaction to an honest 
mind, than to see those approbations which it 
giveB itself, seconded by the applauses of the pub¬ 
lic. A man is more sure of his conduct when tho 
verdict which he passes upon his own behavior is 
thus warranted and confirmed by the opinion of all 
that knew him. 
■- .. .. 
A Short Sermon and a Good One. —The Rev. 
Dr. B., of Philadelphia, i3 noted for brief, senten¬ 
tious savings, in the pulpit and out of it As he 
was coming down Chestnut street, the other day, a 
gentleman said to him, “Sir, can you tell me how 
to find the Sheriff’s office?” 
“Yes, sir,” was the reply; “every time you earn 
five dollars spend ten.” 
Saying this the Doctor walked on, leaving his 
questioner gaping upon the sidewalk. He was a 
stranger who had come to town on business, and 
asked for information; but the more he pondered 
the more he was convinced that his unknown in¬ 
formant had answered him wisely. 
Don’t carry your head so high that your cannot 
sec slumps and stones in your way over which you 
may stumble. 
Laijor and prudence relieve us from the great 
evils—vice, want, and indolence. 
