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MOORE’S RURAL NEW- YORKER: AN AGRICULTURAL AND FAMILY NEWSPAPER, 
to learn (Pom those whom they considered be¬ 
low them; the latter would grasp at knowledge 
wherever they could find it. 
From these examples the reader will learn 
my idea of a good school, and also discover a 
reason why “ schools in general are not what 
they should be.” ] f. 
Out West, August, 1854. 
dBhtndbital 
[For Moore’s Rural New-Yorker.] 
“COMMON SCHOOLS,”—WHY NOT BETTER 
APPRECIATE!) ? 
GOOD NIGHT. 
Good n'ioht ! a word so often said, 
Tlie heedless mind forgets il» meaning; 
’Tis only when some heart lies dead 
On which our own was leaning, 
We hear in maddening music toll, 
That last “goodnight” along the soul. 
Good night — in tones that never die 
It peals along the quickening ear; 
And tender gales of memory 
Forever waft it nenr, 
When stilled the voice — 0 crush of pain I—. 
That ne’er shall breathe “goodnight” again. 
Good night 1 it mocks us from the grave — 
It overleaps that strong world’s bound 
From whence there Hows no backward wave — 
In my previous remarks on this subject, I 
referred mainly to the schools of this port of 
the State ; but from the best information in 
my possession, I think I hazard little in saying 
that with more or less modification, they may 
apply with a considerable degree of propriety 
to other States, as well as other portions of 
this State. “It (the Common School) does 
not teach them (the students) to think,” may be 
regarded as a general proposition, the excep¬ 
tions being sufficient only to prove its general 
truth. 
But is it true that all children love to think? 
No ; but it is true that those who do not love 
to think care little about learning, and vice 
versa. It is rare to find a student who has 
been taught according to the bp rote method, 
that does not “brighten up” and show a-new 
life when anything is presented that calls his 
mental powers into action. An idea is a nov¬ 
elty to him, and when once his mind is awak¬ 
ened on a subject, it is rave that he does not 
wish to know more about it. 
Yet there are some who do not love to 
think. I have found such. With these, new 
ideas have no inspiring influence. Theories 
and reasons have no charms for them. They 
choose to persevere in the old beaten track, 
jeaving “novelties” and “innovations” in educa¬ 
tion as in other things, to those “ who like 
them.” The number of such, however, is 
comparatively small ; and perhaps even these, 
had their early training been of the right kind, 
would have formed no exception to the general 
rule. 
Knowledge, however, consists in the acqui¬ 
sition of ideas. If these have been acquired 
only by committing to memory what others 
have written, our knowledge is to us uncertain, 
and if not, we are at best only retailers of 
other men’s thoughts. If, instead of this, we 
are taught to think, to reason, to investigate, 
our knowledge becomes positive, and may 
properly be culled our own, even if others had 
learned the same before us. With the former 
kind of knowledge we must ever be referring 
to our authorities, for fear of blundering; with 
the latter, we proceed with certainty, because 
our knowledge is our own. We know it is 
true, and we can give the reason for it. This 
is practical knowledge. 
It is one thing merely to teach others, and 
another thing to teach them how to learn, or 
how to teach themselves. The former may be 
done to a certain extent, by allowing the stu¬ 
dent to follow in the track of his author ; the 
latter requires a patient and thorough investi¬ 
gation of “the why and the wherefore” of ev¬ 
ery subject, so that not only shall the knowl¬ 
edge he acquires become his own, but that he 
shall be able afterwards to preserve his own 
independent investigations. The student who 
has been thus trained, has laid a foundation 
on which he can raise his own superstructure ; 
in other words, he can educate himself. He 
has learned how to learn. 
This leads me to remark a difference that I 
have observed in schools professedly of the 
highest order. I will illustrate my meaning 
by living examples. I knew a school in the 
State of-, claiming to be one of the 
first, if not the very first, in the State. The 
students were well instructed in the various 
branches, so far, at least, as related to the con¬ 
tents of the book studied—in other words, 
they were familiar with their author. They 
could quote their authority,—“chapter and 
verse”—their rule, for everything they said.— 
So far they had been thoroughly taught. But 
they had not yet learned how to learn; for 
when called on for reasons, they could give 
only the authority of their author. In the 
same part of the same State was another 
school, of more modest pretensions, in which, 
in addition to a training similar to that above, 
there was added a thorough investigation of 
every rule, principle, &c., contained in the sub¬ 
ject of study. Nothing was taken upon the 
authority of an author, unless satisfactory rea¬ 
sons could be found. A text book was regar¬ 
ded as an instrument for directing the course 
of study, not as a lasv whose authority might 
not be questioned, and from which there was 
no appeal. The effect of this training was, 
that the students were furnished with reasons 
as well as authorities for their belief; and 
while the former class had learned their subject, 
tlie latter had learned also the theory; they had 
learned how to learn, and could now pursue 
an independent course of study—could educate 
themselves. 
There was another difference in the charac¬ 
ter of the students of these two schools. The 
former were in some measure conceited, and 
vain of their arguments—the latter, independ¬ 
ent but not presuming. The former had im¬ 
bibed the notion that their Institution and 
inventions were a little in advance of every-' 
thing else, and consequently were not willing | 
NEW SCHOOL LAW OF CONNECTICUT, 
The Norwich Examiner calls attention to 
the new School Law of the last Legislature, 
aud gives a synopsis. 
Its chief idea is the consolidation of all the 
school districts in a town into one,—abolishing 
both the district and school society system at 
one stroke. But instead of being compulsory, 
like the preceding act, this is left for the adop¬ 
tion of the towns, in town meeting assembled, 
under warrant of the selectmen. Next, all the 
powers necessary to establish, improve and per¬ 
fect the schools of the district or town, are 
committed to them in their united capacity.— 
One board of officers is appointed to manage 
the schools and the whole school system—aside 
from the clerk, treasurer and collector—in¬ 
stead of their being in the hands of three sets 
of officers, who are liable under the old law, 
both to fail of being co-workers together, and 
otten to embarrass each other. This is also to 
be a permanent board, or one-third of their 
number is to be chosen annually; which is an 
admirable feature of t heir organization. They 
do all the work of all the three classes of offi¬ 
cers—the society committee, the district com¬ 
mittee and the board of visitors, appointing or 
calling to their aid, il they wish, the best men 
in the town to examine teachers and visit 
schools. It is not necessary, ii this place, to 
enumerate their separate powers, or the vari¬ 
ous duties assigned them. A fixed ml uti- 
form dry is named, when all such consolidated 
districts shall hold their annual meetings. New 
sites for school-houses are to be fixed by a 
two-thirds vote of the district or town, or at 
their request, by the board of education, who 
are the committee of the district. The defi¬ 
ciency in State, and town and invested funds 
appropriated for each year in supporting the 
schools, is to be made up by the usual rate bill 
wholly, or by taxation on the polls, and raia 
ble estate of the town wholly, or partly bv 
rate bill, and partly by’ such tax as the town or 
district shall direct. These are the principal 
new features of the law, and several of its sec¬ 
tions are specified as still in force. 
're’s Rural New-Yorker.] 
ay not that life is dreary, and there’s 
nothing bright below, for the sunlight of truth 
is shedding its radiance all around, and its 
bright beams kindle the hope that ere long 
shall be realized the desire of ev 
heart. “Thy will be done.” When: 
HON. CHARLES MASON 
very pious 
prosperity 
shines on thy path, and joy and peace attend 
thy steps, be thou mindful of thy kind Bene¬ 
factor, let benevolence be the life of thy soul, 
consider well the true source of human 'happi¬ 
ness, and with a heart swelling with pure devo¬ 
tion, and heavenly music, thou mayest excluim, 
“Thy will be done,” Tis not all of life to live, 
for he whose presence dispels the gloom of sor¬ 
rowing hearts, and whose hands are ever open 
to scatter blessings in the pathway of the dis¬ 
consolate widow, or the helpless orphan, has 
opened a fountain of unfailing joy, and is in 
possession of a treasure that will never fade._ 
Friends on earth he will not want, for gratitude 
he has awakened in kindred hearts, and ardent 
love and holy affection he shares from all 
around. 
In blessing ot hers he himself is blessed, and 
he experiences the truth of the divine record 
that “It is more blessed to give than receive.” 
. But is affliction thy lot, do not repine, for 
it may prove as a furnace to refine thy heart. 
The Lord, in whose hand our breath is, and 
who seetli the end from the beginning, knoweth 
how to lead his chosen ones, and conduct them 
safely to those brighter’ realms above. Earth 
can yield no treasure that can satisfy the long¬ 
ings of an immortal mind. In poverty, faith 
may lay claim to an inheritance that is incor¬ 
ruptible, and that fadetli not away. God is 
our Father, Jesus our Saviour, the Holy Spirit 
our Helper, and what can we want beside?_ 
Heaven, with all its glory, opens to our view, 
saints and angels gladly welcome us to their 
heavenly home, and in triumph we exclaim, 
“ Thy will be done.” a. n. w. 
Rochester, Sept., 1854. 
son, Judge Mason is tall and erect, with strong, 
thick, brown hair, a countenance highly ex¬ 
pressive of rapid and energetic thought, cheer¬ 
fulness, benevolence, and lofty feelings; his 
frame indicates considerable power of physical 
endurance; his carriage is easy and graceful, 
and his whole appearance at once prepossessing 
and calculated to inspire feelings of respect.— 
In his conversation he is frank, plain, concise 
and methodical, seeming always to be self-pos¬ 
sessed, and seldom hesitating in a reply. His 
perceptions are remarkably quick, and, like 
Mr. Calhoun, he seems to come to conclusions 
almost instinctively. I have heard many per¬ 
sons here speak of him, and all accord to him 
great powers of perception, quick, close, and 
powerful reasoning faculties, and all that suavi¬ 
ty and genuine good breeding which usually 
mark the accomplished soldier and scholar.— 
In short, no one can be in company with 
Judge Mason, even for a few minutes, without 
being fully satisfied that he is a man of exalted 
mind and character.” 
The accompanying cut is a correct likeness, 
taken from a Daguerreotype, of the Hon. 
Charles Mason, Commissioner of Patents at 
Washington. Mr. Mason is a native of this 
State, being born in Onondaga county. He 
graduated at the West Point Military Acad¬ 
emy in 1829, and subsequently studied and 
practiced law at Newburgh, on the Hudson 
river, whence he went to New York as associ¬ 
ate editor in the office of Mr. Bryant’s paper, 
the Evening Post. 
Leaving New York for anew field of enter¬ 
prise then just opening in the West, he remov- 
to Iowa, and, in 1838received the appointment 
of Chief Justice of that territory; which office 
he filled with great wisdom and ability for the 
period of ten years. He was appointed to the 
office of Coi«»yn‘ssioner of Patents by the pres¬ 
ent Chief Magistrate, President Pierce, which 
office he has continued to fill up to the present 
time, with marked ability and success. 
A correspondent of the Pennsylvanian thus 
describes his personal appearance:—“In per- 
We were very much surprised to find that 
the ventilating apparatus which had been in¬ 
troduced into some of the most modern and 
expensive Boston school-houses, lias proved 
an entire failure. It has been found that ven¬ 
tilating flues, placed in the outside walls, un¬ 
less they are heated by the furnace, are never 
of any use. The only exception to this rule 
is in the ease of Hues placed ou the south side 
of a building, tlie air of which sometimes be¬ 
comes sufficiently heated by the sun to produce 
an upward current. Even flues placed in the 
inner walls, which are connected with the fur¬ 
nace pipes, operate very irregularly. In damp, 
muggy days, when the air outside and inside is 
nearly in equilibrium, they do not work at all. 
They therefore fail just when most needed. It 
is well enough to open such flues for occasion¬ 
al use. But they cannot be relied upon. The 
only sure method is to run the smoke-pipe 
from the furnace through the ventilating fine. 
The heat from tlie pipe will warm the air in 
the flue and produce a powerful upward cur¬ 
rent. A slow lire of coal screenings made in 
the summer season, sufficient to heat the pipe 
slightly, will secure a constant change of air, 
and will create a breeze far more grateful than 
that ol the huge fans of the Persian boudoir. 
Two openings are made into the ventilating 
flues from the school-room, one near the floor, 
the other near the ceiling. In the winter the 
uu'breathed uir as it comes from the furnace, is 
hotter than that which comes from the lungs. 
01 course it rises at once to the ceiling. Now 
if the ventilator be opened, as it often is, at 
the top of the room, the effect is to take off 
the warmest and best air, while the cold and 
foul air remains near the floor. If, however, 
the ventilator near the floor be opened, a 
strong current is at once established, which 
GEORGE WASHINGTON, 
THIRST IN THE ARCTIC REGION, 
His published correspondence is a revelation 
of the highest virtue and the greatest capacity 
for the several stations which he lilied. lie 
was in all things honest and just, truthful and 
dignified, liberal and modest, courteous and 
gentlemanly; and hence the good opinion 
which all true men everywhere felt for George 
Washington when he was alive, and which 
they retain now that he is no more. The fol¬ 
lowing letter is a model one for the example it 
gives of the true mode of living at home; and 
we need such examples from just such high 
authority in these days of extravagance, folly, 
and selfishness. The letter we copy is now for 
the first lime published, and was written to 
Tobias Lear, in England, in 1794. Washing¬ 
ton gives the following reasons why he has 
empowered Mr. Lear to sell a portion of his 
landed estate: 
“ I have no scruple in disclosing to you that 
my motives to these sales are to reduce my in¬ 
come, more or less, to specialities—that the 
remainder of my days may therefore be more 
tranquil and free from care, and that I may be 
enabled, knowing what my dependence is, to 
do as much good as my resources will admit; 
for although in the estimation of the world 1 
possess a good and clear estate, yet so unpro¬ 
ductive is it that 1 am oftentimes ashamed to 
refuse aid which 1 cannot afford unless I sell 
part of it to answer this purpose. Besides 
these, I have another motive which makes me 
earnestly wish for these things—it is indeed 
more powerful than all the rest—namely, to 
liberate a certain species of property which I 
possess, very repugnantly to my own feelings, 
but which imperious necessity compels until 
I can substitute some other expedient by 
which expenses not in my power to avoid 
(however well disposed I may be to do it) cun 
be defrayed.” 
No one, after this disclosure of Washing¬ 
ton’s financial system, can accuse him of par¬ 
simony. It evidences the same high integrity 
and thoughtful honesty which he displayed at 
the head of our armies and in the presidential 
chair. 
The use of snow when persons are thirsty 
does not by any means allay the insatiable de¬ 
sire for water; on the contrary, it appears to 
be increased in proportion to tlie quantity used, 
and the frequency with which it is put into the 
mouth. L or example, a person walking along 
feels intensely thirsty, and he looks at Lis feet 
with coveting eyes; but his good sense and firm 
resolution are not to he overcome so easily, 
and he withdraws the open hand that was to 
grasp the delicious morsel and convey it into 
iiis parching mouth. He has several miles of 
a journey to accomplish, and his thirst is eve¬ 
ry moment increasing; he is perspiring pro¬ 
fusely, and lecls quite hot aud oppiessive. At 
length his good resolutions stagger, aud he 
partakes of the smallest particle, which pro¬ 
duces the most exhilarating effect; in less than 
ten minutes he tastes again and again, always 
increasing the quantity; and in hall an hour lie 
has a gum stick of condensed snow, which he 
masticates with avidity, and replaces with as¬ 
siduity the moment that it is melted away.— 
But his thirst is not aliayed in the slightest de¬ 
gree; he is as hot as ever, and still perspires; 
his mouth is in flames, and he is driven to the 
necessity of quenching them with snow, which 
adds fuel to the lire. The melting snow ceas¬ 
es to please the palate, and it feels like red hot 
coals, which, like a lire eater, he shifts about 
with his tongue, and swallows without the ad¬ 
dition to saliva. He is in despair; but habit 
has taken the place of his reasoning faculties, 
and he moves on with languid steps, lament¬ 
ing tlie severe fate which forces him to persist 
in a practice which in an unguarded moment 
he allowed to begin. 1 believe the true cause 
of such intense thirst is the extreme dryness 
of the air when the temperature is low.— 
Southerland's Journal. 
The only child of a father and mother who 
lived a godless life, was taken from them by 
death. They not only sorrowed as those who 
have no hope, but even expressed their dis¬ 
pleasure at tlie visitation ot God, and asked 
their pious minister why God, seeing he is 
love himself, had taken from them their only 
child. The man of God promised to give them 
answer in the funeral discourse, and he gave it 
in the following words: 
“ You wish to know from me, why God has 
taken your child from you. Well then he 
wished to have with him in heaven at least one 
of your family. You old people would not go 
in, and had he allowed your child to remain in 
this world, ye would not have allowed him to 
go in. 
Hear, moreover, a parable. There was a 
good shepherd who had prepared choice food 
in his sheep-fold, but though he opened wide 
his door, the sheep would not enter. He la¬ 
bored long to drive them in, but they always 
turned back from the open door. He there¬ 
upon took a lamb and carried it before, when 
the old ones speedily followed. 
The good shepherd is Christ, the open door 
is heaven, the lamb your child. If you have 
the heart of parents, run after it! The Lord 
carries (lie lamb before, in order that the sheep 
may follow! Amen!” 
Filial Affection.—A good father is ever 
humane, tender, and affectionate to his chil¬ 
dren; he treats them, therefore, with lenity and 
kindness, corrects them with prudence, rebukes 
willi temperance, and chastises with reluctance. 
He never suffers his indulgence to degenerate 
into weakness, nor his affections to be biased 
by partiality. As he rejoices in their joy, and 
participates in their afflictions, he never suffers 
them to want a blessing which lie can bestow, 
or lament an evil which he can prevent.— 
Whilst he continueth with them he adminis¬ 
ters to their present happiness, and provides 
for their future l'elictiy when he shall be re¬ 
moved from them. He is doubly cautious in 
preserving his own character, because theirs 
depend upon it. He is prudent, therefore, that 
they may be happy; industrious, that they may 
be rich; good and virtuous, that they may be 
respected; he instructs by his life, and teaches 
by his example; and, after having done every¬ 
thing in his power to make them happy here, 
he points out to them the means of securing 
eternal bliss hereafter. 
There is something noble and heroic in that 
disposition which can dare to be singular in 
the cause of religion and morality, which, witli 
a mind conscious of doing right, can fight sin¬ 
gle-handed the battles of the Lord against the 
host of seorners by which it may be surround¬ 
ed. It is not a part of virtue to be indifferent 
to the opinion of others, except that opinion be 
opposed to the principles of truth and holiness; 
then it is the very height of virtue to act above 
it, and against it. 
Conceit. —Conceit is the most contemptible, 
and one of the most odious qualities in the 
world. It is vanity driven from all other shifts, 
and forced to appeal to itself for admiration.— 
Conceit may be deemed a restless, overween¬ 
ing, petty, obtrusive delight in our qualifica¬ 
tions, without any reference to their real value, 
or the approbation of others, merely because 
they are ours, and for no other reason whatev¬ 
er. It is the extreme of selfishness and folly. 
— llazlitt. 
Penalties of Eminence. —The price of im¬ 
mortality is death; the penalty of superiority 
is pain. We must wrestle for every victory, 
without always being sure that we shall have 
fair play. There are thousands in the world 
who would pi lick the plumage of another with¬ 
out ever dreaming of wearing it themselves.— 
To rise into command of triumph is equally 
beyond their imagination and their hope; but 
there is a pleasure unspeakable which they en¬ 
joy in pulling down their neighbors to their 
own level. 
Speed of Lightning. —A wheel made to re¬ 
volve with such velocity as to render its spokes 
invisible, is seen, when illuminated by a flash 
of lightning, for a moment, with every spoke 
distinct, as if at rest The reason of this is, 
the flash has come and gone, before the wheel 
had time to make a perceptible advance.— 
Plough, Loom and Anvil. 
lie who knows the world will not be too 
bashful, and he who knows himself will never 
be impudent 
What you must do, do cheerfully and gra¬ 
ciously. 
