NNH 
The Teacher stands between the present 
generation and the future. He must repre¬ 
sent the world as it is ; his ideal is the world 
as it should be. He should possess the care¬ 
fully hoarded wisdom of the Past divested of 
EDUCATIONAL PERIODICALS, 
THE THREE CALLERS, 
its dust, and should be inspired by the genius 
of the Future, without being visionary. He 
should be 
“ a bard ordained, 
More than inspired, of God, inspirited; 
Making himself like an electric rod, 
A lure for lightning feelings; and his word 
Felt like the things that fall in thunder.” 
CONSIDERATIONS FOR TEACHERS, 
If mind is a product—if men, in an educa¬ 
tional sense, are the results of the teaching 
process—then the teacher’s work is one of 
amazing interest and power. And if this is 
so, further, the less than a million children in 
the schools of the State of New York are 
raw materi al— unsculptured marble, upon 
which the shape and fashion of a manly spirit 
is to be sketched, and the citizen to be formed 
by the teacher. 
If this consideration does not overwhelm 
the teachers of our schools with a sense of 
their responsibility, the fact does not arise 
from any uninspiring interest in the reflection. 
Do they feel, as they approach the shrine of 
fifty young adoring spirits, day after day, that 
they, more than the preacher or politician, or 
even the parent, in many cases,' are building 
the morals or manners of a future society of 
the State? If they do not, they have no 
business with the children. 
They should, with solemn and breathless 
haste, hurry from the school room, and go to 
delve in the field, or deal with gross matter in 
some form, and leave untouched the subtleties 
of responsive mind—the potent element of 
States and Fiinpires.—W., in Westfield (Chau. 
Co.) Transcript. 
The Parting. —There is no person with¬ 
out his peculiar failings, and there is proba¬ 
bly no vocation in life in which they are so 
prominently brought to light as in the capac¬ 
ity of a teacher. Yet the most glaring of 
these are overlooked when the bonds of a 
friendly union are about to be severed. When 
the “ last day of school” has arrived, and the 
teacher looks around on the half-smiling, half- 
sorrowful faces, who have come up in their 
clean aprons, with now and then an interested 
parent, then are the emotions of gratitude and 
love drawn forth, and the heart quickens it3 
pulsations, as the fleeting moments warn them 
of a hasty and perhaps a lasting separation. 
Then a few words of instruction and advice 
from the teacher are received and retained, as 
the pliant metal receives impressions from the 
die; and in turn the happy smiles and kind 
“ good-bye” are treasured up in the teacher's 
heart never to be forgotten.— N. Y. Teacher. 
If you have great talents, industry will 
improve them ; if moderate abilities, indus¬ 
try will supply their deficiencies. Nothing is 
denied to well-directed labor ; nothing is ever 
to be attained without it. Remember, a 
man’s genius is always in the beginning of 
life as much unknown to himself as to others 
—and it is only after frequent trials, attended 
with success, that he dares think himself equal 
to the undertakings in which those who have 
succeeded have fixed the admiration of man¬ 
kind. 
As what we call genius arises out of the 
disproportionate power and size of a certain 
faculty, so the great difficulty lies in harmo¬ 
nising with it the rest of the character. 
Superficial knowledge is like oil upon 
water—it shines deceitfully, but can easily be 
skimmed off. 
One of the most important and successful 
agents in the general diffusion of knowledge 
among the people, is the educational periodi¬ 
cal. It is a comparatively modern enterprise, 
and one, which at the outset, was regarded as 
a very doubtful undertaking. Literary serials 
had been established for years ; political par¬ 
ties, both in England and in this country, had 
their recognized organs conducted by the first 
order of talent; science, and the Mechanic 
arts, had, each in its department, a mouth¬ 
piece from the press, before a strictly educa¬ 
tional paper had an existence. 
But the march of mind, and the interests of 
an enlightened humanity demanded special 
publications in numerous other departments ; 
and among them the department of the Com¬ 
mon School. Hence arose not only a class of 
strictly educational journals, devoted as a 
leading feature to the cause of education, but 
there was also established a department in 
periodicals of news or of general literature, 
called the “ Educational Department.” These 
auxiliary departments in papers devoted to 
other purposes, are the means of doing a vast 
amount of good in directions where the pro¬ 
fessed educational journal fails to reach. The 
present Superintendent of schools in Chicago, 
John C. Dore, Esq.; in a letter to the writer 
says in regard to this matter, that there exists 
in the community great numbers of men, and 
intelligent men too, who need enlightening 
upon the subject of general education; but 
who would never think of subscribing for, or 
reading a purely educational journal. They 
take, however, a weekly literary and general 
newspaper, and if, amoDg other things, they 
find therein an article or two devoted to the 
interests of education, they read them as a 
matter of course and are profited thereby. 
But it is not our purpose to speak of the 
advantages attending an educational depart¬ 
ment in the newspaper, so much as it is to call 
attention to the value and successes of the 
Educational Journal themselves. And first 
and foremost of these, we would name that of 
pur own State, The New York Teacher. This 
noble journal entered upon its fifth volume 
during the present month ; and under the su¬ 
pervision of Truman n. Bowen, publishing 
agent, and Alexander Wilder, resident 
editor, it is pursuing a career of success, un¬ 
surpassed in that department of literature.— 
A board of ten male, and two female editors, 
all practical teachers as well as superior wri¬ 
ters, enrich its pages with their contributions. 
Other able writers connected with our schools 
also contribute and their combined talent 
makes the Teacher emphatically the leading 
Educational Journal of the country. It is 
published monthly, at Albany, and furnished 
at the low price of one dollar per annum. 
Besides the New York Teacher there comes 
to our table monthly the Pennsylvania School 
Journal, published at Lancaster ; the Connec¬ 
ticut Common School Journal, New Britain ; 
the Rhode Island School Master, Providence ; 
the Michigan Journal of Education, at De¬ 
troit ; the Journal of Education, at Toronto ; 
Canada West; and the Student and Family 
Miscellany, New York City. All of the 
above named monthlies are handsomely prin¬ 
ted in pamphlet form and are convenient for 
binding and are all furnished at the same 
price as the New York Teacher. Massachu¬ 
setts and several other States, also, have their 
organ in thi3 department. 
Any person engaged in the noble and self- 
sacrificing profession of an educator of the 
youth, who is not a subscriber for, and, where 
his abilities a3 a writer warrant it, is net a 
contributor to the educational journal, at least 
of his own State, may rest assured he leaves 
one of his most sacred duties unperformed.— 
He is depriving himself of light, and thereby 
shutting its benignant rays from the eyes of 
his charge. The Common School teacher 
has been reproached as a non-progressive—a 
man, who, like a horse in a mill, treads the 
same eternal round, until the whole intellectual 
being becomes a mere machine. He is charged 
with never improving, but on the contrary, 
after a few year’s teaching, steadily deteriora¬ 
ting until, like the machine to which he is 
compared, he is finally worn out or cast aside 
to make room for an improved model. These 
charges are partly, but not wholly true.— 
They are true of that teacher who enters upon 
his duties with just sufficient knowledge and 
education to pass the ordeal of an examination 
at the period when he begins, but who makes no 
effort afterwards to keep up with the progress 
of the times, and is consequently left behind 
as the car of civilization rolls on; but it is 
not true of that teacher who takes advantage 
of every new light that dawns upon the world, 
and hails the development of every new scien¬ 
tific truth, with as much delight as an enthu¬ 
siastic astronomer hails a newly discovered 
star! In no single thing can the teacher better 
overcome the stand-still propensity sometimes 
manifested in bad specimens of his class, 
than by reading, contributing to, and sustain¬ 
ing able Educational Journais. 
RED JACKET. 
Sa-go-ye-wat-ha, or Bed Jacket, chief of j 
the Senecas, whose portrait is given above, 
was born on the banks of the Cayuga Lake, 
in the year 1772. He was one of-the most 
remarkable men of that remarkable Indian 
confederation, the Iroquois. His fame con¬ 
sisted not so much in his prowess as a warrior, 
as in his eloquence as an orator ; and in this 
he has been exceeded by very few men of any 
age or nation. During the war of the Revo¬ 
lution, his people sided with the mother coun¬ 
try against the colonies, but he was himself, 
of course, too young to have any decided pref¬ 
erences. Subsequently to that event, howev¬ 
er, they changed their sentiments, and with 
their chief, were allies of the Americans during 
the last war with Great Britain. 
As a proof of the estimation in which he 
was held, and the importance which was at¬ 
tached to his friendship, may be mentioned 
the presentation to him of a gold medal by 
Washington, while President of the United 
States. Among numerous other presents 
which he received, was a richly embroidered 
scarlet jacket, presented by a British officer, 
and of which he was very fond, wearing it 
upon all great occasions. From this circum¬ 
stance he derived his Anglo-Saxon name. 
Although policy caused Red Jacket to 
side with the Americans against the British, 
he was never very friendly to the whites, and 
regarded with jealous eyes their constant en¬ 
croachments upon the Indian domain. He 
foresaw with the eye of a prophet, the final 
extinction of his race, and he regarded the 
Europeans as the cause. He clung with 
great tenacity to the faith and customs of his 
people, and opposed with much energy the 
works of the Missionaries who labored to 
Christianize them. His natural shrewdness 
in debate enabled him occasionally to bring 
forward arguments both cogent and ludicrous, 
of which the following is an illustration. In 
answer to a Clergyman who was endeavoring 
to explain to him the gospel of Christ, he 
said:—“ If you white people murdered the 
Son of the Great Spirit, you must make it up 
among yourselves. We Indians had nothing 
to do with it. If he had come to us, he would 
have had better treatment.” At another 
time he caid :—“ Improve the morals and re¬ 
fine the habits of the people of Buffalo. Make 
them less disposed to cheat Indians and make 
them drunk. Let us know the tree by the 
blossoms, and the blossoms by the fruit.” 
Towards the close of his life, however, Red 
Jacket discontinued his opposition to the 
Christian Missionaries, and expressed a desire 
to his wne that he should be buried with 
Christian rights. “ When I am dead,” he 
said to her, “ it will be noised abroad through 
all the world—they will hear of it across the 
waters, and say, ‘ Red Jacket, the great ora¬ 
tor, is dead.’ And white men will come and 
a3k you for my body. They will wish to 
bury me. But do not let them take me._ 
Clothe me in my simplest dress — put on my 
leggins and my moccasins, and haugthe cross 
which I have worn so long, around my neck, 
and let it lie upon my bosom. Then bury m ’ 
among my people. Neither do I wish to b® 
buried with Pagan rites.' I wish the ceremo¬ 
nies to be as you like, according to the cus¬ 
toms of the new religion, if you choose. Your 
minister says the dead will rise. Perhaps 
they will. If they do, I wish to rise with my 
Old comrades. I go not wish to rise among 
pale faces. I wish to be surrounded by red 
men. Do not make a feast according to the 
customs Oi the Indians. Whenever my 
friends chose, they could come and feast 
with me when I was well, and I do not wish 
those who have never eaten with me in my 
cabin, to surfeit at my funeral feast.” 
Red Jacket died of the cholera morbus, of 
which disease he was taken suddenly ill in the 
Council House in January, 1850, and lived 
only a few days after. He was sensible of his 
approaching dissolution, and declared from 
the first toat ne should not recover. He was 
buried with Christian rites on the Buffalo 
reservation. ar.d the following is the inscrip¬ 
tion placed upon his tombstone : 
sa-go-ye-wat-ha, 
HE KEEPS THEM AWAKE. 
RED JACKET, 
CHIEF OF THE 
WOLF TRIBE OF THE SENECAS : 
DIED JAN. 20, 1850, 
AGED 78 YEARS. 
THE PREACHER'S E XAM PLE, 
Trade in Insects. —Bugs are an important 
article in the trade of Rio Janeiro. Their 
wings are made into artificial flowers, and 
some of the most brilliant varieties are worn 
as ornaments in ladies’ hair. One man man¬ 
ages to earn his living by selling insects and 
other specimens to the strangers who visit the 
port. He keeps twelve slaves constantly em¬ 
ployed in finding the bugs, serpents and shells 
which are most in demand. The nearest ap¬ 
proach to his business that we can remember 
is, that of the trade of fire-flies in Havana; 
the insect being caught and carefully fed on 
the sugar cane, is used as an ornament for la¬ 
dies’ dresses. Being twice the size of the 
American fire-fly it is very brilliant at night. 
The creoles catch them on the plantations and 
sell them to the city belles, some of them car¬ 
ry them in silver cages attached to their 
bracelets. They make a line display by lamp¬ 
light. 
Alexander Van Humbolt who was known 
all over the world for his learning, before we 
were known at all, now resides at Berlin, 
Prussia, aged 85 years, still vigorous, still 
seeking after wisdom as a hid treasure, still 
writing books to increase human knowledge 
and let his light shine. He has a massive 
mind ; a wonderful perseverance. His edu¬ 
cation is not completed yet. Noble old man! 
May he celebrate his centennial on earth 1— 
His name will never die.—Manchester (N. 
H.) Mirror. 
He who endures his want is rich. 
For Moora’s Rnrai Xow-Yorier. 
MISCELLANEOUS ENIGMA. 
I am composed of 12 letters. 
My 2, 1, 2 is a female of a religious sect. 
My 7, 1, 2 is a luminary. 
My 4, 9, 12. 10, 5 is a sense. 
My 10, 3, 2 is a metal. 
My 4, 1, 2 is a weight. 
My 6, 9, 6, 5 is a fruit. 
My 6, 1, 2 is a color. 
My 1, 2, 3, 10 is an integral part. 
My 7, 5, G, 9, 4, 5 is tranquil. 
My 4, 3, 6, 11 is a current. 
My 2, 5, 8 is a snare. 
My whole is a great country. j. p. u. 
Answer next week. 
For Moora’8 Raral Nsw-Yorker. 
MATHEMATICAL QUESTION. 
A man being asked the age of himself and 
son, answered, “My age is four times my son’s 
age, and the sum of the squares of the num¬ 
bers representing our ages is 2448.” What 
were their ages ? c. b. s. 
YouDgstown, N. Y., 1S55. 
|W° Answer next week. 
Answer to Mathematical Enigma in No. 301: 
Figures cannot lie. 
Answer to Charade in No. 301Night-in- 
gale. 
In all you? private and ordinary intercourse 
with your friends and people be serious. Cul¬ 
tivate, with deepenirg solicitude, spirituality 
of mind. Never forget that you have to do 
with the things of the Spirit; and that noth¬ 
ing can be more obstructive to usefulness, 
nothing more detrimental to character, than 
trifling. Remember the designation which 
the apostle gives of a minister — “a man of 
God.” Remember that is your designation— 
“ a man of God.” 
Do not be story-telling, merry-making, 
laughter-loving ministers of the Gospel. Be 
examples to the flock. Take care that your 
lives are an illustration cf your preaching. 
Let your preaching delineate your lives, la 
all your intercourse with others, evince the 
highest courtesy, candour, disinterestedness, 
honor, and high-mindedness. In matters of 
principle be firm ; in minor matters be for¬ 
bearing and conciliatory. Always cherish 
the strictest purity of thought, and sentiment, 
and conduct. Be prudent, be discreet in all 
your intercourse in life ; and thus evinc8 the 
most delicate sense of honor. Let your lives 
afford an exemplification of “whatsoever 
things are true ; whatsoever things are just; 
whatsoever things are pure ; whatsoever 
things are lovely ; and whatsoever things are 
of good report.”— Pastor’s Sketches. 
Would you be exempt from uneasiness, do 
nothing you know or suspect to be wrong; 
and if you wish to enjoy the purest pleasure, 
do everything in your power that you are con¬ 
vinced is right. 
Nothing can be lost that is done for God, 
THE TEACHER, 
Education cannot create faculties. It can 
only develop the affections, powers and aspi¬ 
rations of the human character. It is not a 
mere discipline of the intellect, nor confined 
to school rooms ; but commencing with each 
person’s existence, it never ends. It is the 
bringing of Manhood and Womanhood into 
form and activity, the training of affections, 
tastes and faculties. 
A small portion only of these duties are 
committed to teachers. They are formers of 
character to but a limited degree ; and their 
exertions are often painfully embarrassed.— 
The persons and circumstances around them, 
warp them to a great extent from their true 
position. When the future welfare of those 
under their charge should be consulted, they 
are required to euact the sycophant, and con¬ 
sult the means of securing their own popu¬ 
larity. Fond as all well constituted persons 
are of approbation, they are often compelled 
to receive ingratitude, and to learn the morti¬ 
fying fact that their noblest and most disin¬ 
terested efforts are not appreciated. Possess¬ 
ing the frailties incident to our nature, they 
are expected to display merits and virtues 
greater than those of other human beings. 
Whether to them much has or has not been 
given, it is very certain that from them much 
is required. 
We have, however, no inclination to give 
any wordy declamation about the nobility of 
the profession, or the lofty motives which 
should inspire teachers. We feel our impulses 
too much repressed by the peculiar utilitari¬ 
anism of the age to be very eloquent in these 
particulars, or to regard avocations as very 
honorable which are indifferently compensated. 
Fulsome and complimentary language can 
never make a proper equivalent for an insuf¬ 
ficient salary, cr for the want of a home, 
wholesome food and comfortable apparel.— 
The first step will be taken toward enhancing 
the respectability of the profession and eleva¬ 
ting the standard of teachers’ qualifications, 
when they are honorably remunerated for 
their services ; and this will be done when the 
people are convinced that the instruction im¬ 
parted in our schools is worth what it costs. 
— N. Y. Teacher. 
THE B0QUET AND THE BIBLE. 
The day was a fine day, but an unexpected 
shower suddenly drove two or three little par¬ 
ties into the cottage for a temporary shelter; 
a Bible and a bouquet of flowers lay upon the 
table. 
A shrewd-looking man, one of the com¬ 
pany, approached the table—he was an infi¬ 
del. He opened the Bible, and closed it again 
with a smile that was miDgled with derision. 
He then took up the boquet. “ This suits me 
best,” said he, with an exulting air, “ for it 
has no mysteries; I can understand it; its 
colors are fair, and its scent delightful.” Say¬ 
ing this, he pulled a flower from the bouquet, 
and stuck it in his bosom, 
A pause succeeded ; but it was soon broken 
by an old gentleman, whose meek and mercy- 
loving face was grateful to gaze on, and whose 
grey hair entitled him to respect. He had 
heard the observation of the infidel, and felt 
quite anxious to counteract its influence ; ad¬ 
vancing to the table, he also took up the 
bouquet. 
“ How bounteous in this gift,” said he, “ is 
the. Father of Mercies ! ” This bouquet is 
delightful. How delicately formed are these 
beautiful flowers! How rich are their varied , 
tints, and how sweet is the fragrance they ex- j 
hale ? But shall we forego the joy of inha¬ 
ling their fragrance, and the delight of gazing 
upon their beauty, because we cannot explain 
the hidden mysteries of their existence ? 1 We 
knew not how dry, husky, unsightly seed, 
when set in the ground, could start up into 
such glorious forms. We cannot tell how it 
is that from the same soil such different stems 
should spring, and on the same flower such 
varied tints appear ; nor know we why some 
of the fairest and sweetest flowers should be 
thickly pointed with thorns. These things 
are mysterious; but if we wait till we can 
comprehend them, the flowers will fade away 
for their life is short. Let us gaze, then, on 
their beauty, and inhale their fragrance while 
we may. 
“ And why should we not,” continued he, 
putting down the bouquet and taking up the 
Bible—“ why should we not use the AVord of 
Gcd in the same way? This blessed book 
prompts us to do all that is good, warns us 
against everything that is evil, and amid the 
darkness of this bad world, points us to a 
brighter and a better. Alysteries it has—deep 
and awful mysteries—which its almighty Au¬ 
thor alone can explain ; but shall we waste our 
short lives brooding over them, and neglect 
the greater part, which is quite plain, and 
overlook the manifold mercies it proffers for 
our acceptance ? While the Holy Scriptures 
reprove.us in error, guide us in difficulty, con¬ 
sole U3 in sorrow, and support us in sickness 
and death, shall we under value and neglect 
them ? Never! Let us leave, then, the mys¬ 
teries, both of providence and grace, till it 
! shall please God to unravel them to our un¬ 
derstanding ; and, in the meantime, let us, 
while rejoicing that Gc-d’s works and words 
both show that he is ‘ The Wonderful!’ grate¬ 
fully place the glowing flowers of the bouquet 
in our besoms, and the glorious consolations 
of the Bible in our hearts.” 
MOORE’S RURAL NEW-YORKER: AN AGRICULTURAL, LITERARY AND FAMILY NEWSPAPER. 
Morn calleth fondly to a fair boy straying, 
’Mid golden meadows rich with clover dew, 
She calls—but he still thinks of nought save playing, 
And so she smiles and waves him an adieu, 
Whilst he, still merry with his flowery store, 
Deems not that morn, sweet morn! returns no more. 
Noon cometh—but the boy to manhood growing, 
Heeds not the time—he sees hut one sweet form, 
One young fair face, from bower of jasmine glowing 
And all his loving heart with bliss is warm: 
So noon, unnoticed, seeks the western shore, 
And man forgets that noon returns no more. 
Night tappeth gently at a casement gleamiDg 
With the thin fire-light, flick’ricg faint and low, 
By which a gray-haired man is sadly dreaming 
O’er pleasures gone, as all life’s pleasures go; 
Night calls him to her, and he leaves his door, 
Silent and dark—and he returns no more. 
