Poetry by Miss Hazard. 
[Written for Moore's Rural New-Yorker.] 
PHYSICAL PUNISHMENT. 
Eds. Rural New-Yokkkr: —Your “Oat West” 
correspondent gives one “suggestion to young 
teachers ,” which, it seems to me, needs examina¬ 
tion. He says, “ I never nse it (the rod,) unless 
in extreme cases.” It is an old and common 
idea among professional teachers, that extreme 
cases require violent remedies. Even Mr. Page, 
in his “Theory and Practice,” remarks, after 
admitting that “kindness is the best general 
means to maintain order; yet, in extreme cases, 
the rod must he used,” But, if extreme cases 
need the best means, and if those are love and 
kindness, how can the rod, an implied infeiior 
means, ever be a better ?—and if the rod is the best 
in extreme, why not in all oases? Bnt if gentle 
firmness, that never yields,—if " kindness that 
never fails to inspire respect ,—and if patinas, that 
never flags, are essential qualities Of ft teacher, 
then, extreme cases grow out of inefficiency of 
teachers as often as out of fault in scholars—for 
the cause is but a demand exceeding the supply- 
stock of such essentials. 
Another idea often “ suggested to young teach¬ 
ers,” to “command and enforce respect,” belongs 
to that class of errors chargeable to common 
cjustotn, but not to common sense. Respect is the 
natural offspring of gentleness and love, and fear 
is the offspring of violence, and parent of hate; 
but^it is the teacher, not the pupil, who elects 
which shall exist. 
The inclination to force and violence in rule, is 
pure ! y animal, and proper enough among brutes, 
where vutue is not required—where merit lies in 
obedience merely, and not in the motive that 
prompts it But man, with reason, moral, mental, 
and Intellectual qualities, resembling Deity, given 
purposely for dominion, belies his superiority and 
sinks to the brute level when he resorts to brute 
force in order to prove his supremacy, even though 
it be not till patience tirca in waiting the natural 
results of love and respect. Advocating the rod, 
is admitting the supremacy of physical over moral 
and mental force,—of matter over blind,—of the 
body over the soul,—of evil over good ,—as induce¬ 
ment. to right, to order, and social harmony. I 
would ask, and let each one answer for him¬ 
self, every parent and teacher, if punishment 
with a rod can possibly be inflicted without 
exciting passion,—to cause insanity, sufficient, j 
legally, to justify homicide, as murder iu self- 
defence,—for who can help resenting whatever < 
brings them ill, —ill that comes purposely , 
through human agency. A blow, purposely given, i 
is the greatest human ontt age, the most provok- ] 
ing insult in the known catalogue of human 
wrongs, inciting anger, hatred, and desires for 
revenge; and the cause, not the effect, is justly 
accountable for the crime, or whatever cIbc of 
evil might result. 
Experience demonstrates that government is 
the most difficult part of education, and the most 
onerous task in school keeping. Why? Because 
the science is not made a branch of education— 
because the law leaves the system of school gov 
eminent to old, time-honored custom, which is 
despotic, and because an understanding of the first 
principles of any specified system Is not required 
as a qualification of a teacher. The character of 
a government by force is arbitrary, that of coer¬ 
cion, tyrrany ,—that of the rod, absolutism. Under 
neither is it possible to develope virtue, worth, 
and excellence. But the Divine system of love 
and kindness, which rejects transcendentalism 
and involves equality, is gospel liberty and Chris¬ 
tian freedom, with which, it is possible for hu¬ 
manity to demonstrate the Divine Truth of the 
abstract, (and under all other systems impracti¬ 
cal,) moral, social teachings of Christ. That 
liberty is a prerequisite of virtue, which, also, 
is the first essential to the enjoyment of freedom— 
liber "j to choose or to refuse, for themselves, good 
and evil, as therein being responsible only to 
themselves and accountable to Goi) only, and 
freedom to work out their own destiny iu their 
way, and by their own light; with none to molest, 
make afraid, nor purposely interfere, without 
their consent. 
Folly regards only present, superficial appear¬ 
ances, while wisdom sees effects and results 
beyond and to the end; and because fear and the 
rod effect apparent submission, though all within 
is rebellion, yet fully claims a victory, which wis¬ 
dom rejects as a defeat, unless the will assents. 
Gon regards the soul as the essential, and edu¬ 
cates the real person, which He only knows and 
comprehends fully; but man cares for and culti¬ 
vates the ideal merely for appearances, which he 
understands but partially. The Divine teachings 
of the apparent are true, because they always 
accord with the real , but human teachings based 
on the Ideal only, may ho false. Outward appear¬ 
ances are reliable as true only when the ideal is 
founded on the real within, and then appearances 
will harmonize with Nature and with Divine reve¬ 
lation of truth. 
The teacher, faithful and true, that desires to 
develope the highest excellence of man, will seek 
to know the real within himself,—to learn the 
way to approach the real within his pupils,— or 
else his teachings can be but superficial, and for 
appearance only. S. Graves. 
Alaicellus Falls, N. Y., 1S60. 
u Humboldt said ten years ago, “Governments, 
4 religion, property, books, are nothing but the 
, scaffolding to educate a man. Earth holds up 
i to her Master no fruit but the finished man. 
Education is the only inteiest worthy the deep, 
controlling anxiety of the thoughtful man.” 
IlffM 
(T iWVcJii 
IF/iiia^JrsT 
j 
I 
Hope is shedding ho - ly light, 
- pelling ev - ry 
Du - ty makes our future bright, 
wipes the parting 
Gentle 
breathing 
ac - cents soft and 
stay not longer here, 
• • - 
-jpi- W -^--- W - w 
3. Friendship sweet has bound us long, 
- 4—«r- j— B —» — F~ -f- r~ 
rases 
4. We may meet in that blest land, 
T-f- ' 
to burst the 
3!_a_ 
who join the parting 
I r—I*—rfn • q s # *1 
- ver meet 
' 6 I * 
E:>~kz 
swell our anthem 
Meet, one bright, un - broken band, Bright crowns of glo - ry 
=P 
pr 
-V 
!z=iz 
Cheerful pilgrims, happy 
iFTEF 
SEBE 
l *—L — I*- 
unmov’d. 
5 > 
us stand. 
stray, 
Sever’d 
sun-shine and 
TIZN 
perchance, and wide, May some bright, some heav’nly 
showers. 
Iil§ 
guide. 
E 
*— 
\ ■ 
— 
But there is 
it - 
~_ 
There beneatn 
brighter 
Where no tears be 
dim the 
There farewells are heard no more, 
hush’d the heart’s low 
gold - en 
Strike our harps to heavenly 
There our 
the song 
praise. 
EDUCATION IN THE VARIOUS STATES. 
My character is to be estimated* not only by my 
accomplishment, bnt by my ideal of accomplishing. 
At the Thirty-first Annual Meeting of the Amer¬ 
ican Institute of Instruction, recently held in j 
Boston, the President called upon the “ orators ( 
of the evening,”—representatives from near a i 
score of States,— to respond for their respective ] 
Commonwealths. Although each speaker was ] 
limited to five minutes, a good deal was said, and ( 
we are not aware that wc can furnish a richer en¬ 
tertainment to those interested in Educational 
topics, than to give the sayings and doings on 
that occasion. 
* Maine.—M r. E. P. Weston, State Superinten¬ 
dent of Schools, began a geographical recitation 
as follows:—Bounded by “way down east;” ex¬ 
tent, large enough to take the Bay State on its 
lap, and leave room for all her New England sis¬ 
ters beside; climate, sad to have nine months of 
winter, and very cold weather the rest of the 
year; productions, a hundred buBhols of oats to 
the acre, aud great men for the other States. Be¬ 
fore he had finished, his five minutes being up, 
the President informed him that the rest of his 
lesson must be recited after school, whereupon he 
sat down amid shouts of laaghlcr. 
New Hampshire. — Mr. H. E. Sawyer stated 
that New Hampshire boys did not like to recite 
after school, and that he should begin at the end 
of the lesson. The cause of education is advanc¬ 
ing, though not with railroad apeed. There are 
Teachers’ Associations for the State ; the coun¬ 
ties, and even towns, Increasing appropriations 
for educational expenditures aud libraries. The 
greatest need iB more good teachers. 
Ohio. —Mr. M. T. Brown, of Toledo, liked the 
five minutes rule; by it, he would avoid being a 
bore. New England institutions had dotted Ohio, 
born iu the Nutmeg State. In relation to educa¬ 
tion, he thought Ohio’s foundations were broader 
than those in the east. 
Michigan. —Mr. Ira Mathew proceeded at 
once to statistics. The proceeds of the school 
lands have been $2,000,000. Annual taxes for 
education in the State, $500,000; total paid out 
for educational purposes each year is about $700,- 
000 , and 250,000 children receive instruction in 
the Public Schools. There are Union Schools 
established in villages, and the State has a Free 
University. 
Illinois.— Prof. Johnson, of Chicago, Buid:—Al¬ 
though Illinois is a young State, she has accom¬ 
plished much. In her villages are graded schools 
that would honor any of the older States in the 
Union. Their State, County, and Town Teachers’ 
Associations are doing much to elevate the 
teachers; yet still their greatest want is able 
teachers, men of backbone. It is said that Mass¬ 
achusetts is the best State lor teachers to go from, 
and he would say that Illinois is the best State for 
teachers to go to. 
Wisconsin. — Mr. Pickard, the State Superin¬ 
tendent of Schools, said that, like all young peo¬ 
ple, his State was full of hope and spirit, and it 
was progressing rapidly in educational matters. 
Some fourteen years ago the State was covered 
with paper universities and academies, each claim¬ 
ing to teach all the olOgies. These have passed 
away. Seven years ago a State Teachers’ Associ¬ 
ation was organized, with a broad constitution, 
admitting everybody who claimed any Interest in 
1 education. On meeting the second year, they 
found in attendance six teachers and eight book 
' agents. The constitution was changed bo as to 
, admit only actual teachers. This year about 
three hundred teachers attended the annua! m et- i 
ing of their State Association. ] 
Iowa. —Rev. McHenry Locke stated that the < 
people there believe Iowa to be the nearest to the 
center of the world, and more beautifully located | 
than any other State in the Union; a climate most j 
healthful; those who have consumption have to 
leave the State for permission to die. They also ( 
claim more land to the acre than any other State, , 
because of the great depth of her soil. Paper , 
provisions are made on magnificent scale for 
public education in our Sfn< We consulted the 
best educators at the cast in forming our laws, 
and we claim to have the best; and what is bet¬ 
ter, we think our society the cream of the coun¬ 
try and of all nations. 
South Carolina. — Mr. F. A. Sawyer, of 
Charleston, responded. Massachusetts and South 
Carolina had often stood together, and lie hoped 
they would again. Carolina was not ashamed in 
matters of education to follow Massachusetts. 
The principal of every school in Charleston, and 
several of the assistants, were present at this con¬ 
vention. The speaker gave an account of the ed¬ 
ucational reform which commenced in Charleston 
four years ago. That reform was extending into 
other large towns. 
North Carolina. — In response to the call for 
this State, Mr. Elliott, a veteran teacher, stepped 
forward on the platform, amid rounds of applause. 
He Baid their school fund was small, because they 
were swindled out of the means provided for this 
purpose before the Revolutionary war, and that 
event had a great influence in stirring up the peo¬ 
ple in that State to engage in the war of Ameri¬ 
can Independence. Besides the State subse¬ 
quently gave ail her public lands to the State of 
Tennessee to liquidate hor debts. Recently they 
have been struggling to build railroads. The 
State has four thousaud schools, which are kept 
open, free, for threo months each year. The 
money for their support is raised by county tax, 
and amounts to $1,35 for each pupiL Their 
school system had been without a head until six 
years ago, hat there is now more progress. 
Maryland.—R ev. Dr. McJilton, of Baltimore 
responded. His State had no system of Common 
Schools; but it was the first to establish proper 
female High Schools, and the first to establish 
a Floating School. There were school systems 
in nearly all the counties. The State expends 
$800,000 annually for her schools, many of which 
are excellent. Baltimore spends $200,000. 
Pennsylvania. — Thoma3 II. Burrows, the 
State Superintendent of Schools, being called up¬ 
on to stand up for the Keystone State, said be 
could say nothing in five minutes, about their 
10,000 schools, and 15,000 teachers, or their 2 ,- 
000,000 of children; so he concluded by inviting 
the American Institute of Instruction to come 
oat of its shell, visit Pennsylvania with one of her 
meetings, learn a little geography, see the D itch, 
and learn some of the humors of the people there. 
New York. —Mr. J. W. Bulklby, Superinten¬ 
dent of Schools in Brooklyn, was proud to say 
that the Teachers of New York were the first to 
form a purely State Teachers’ Association, and a 
journal as the organ of the profession. Evening 
Schools were doing more thau any thing else to 
Americanize the foreign population. They also 
had Saturday Normal Schools, which were of 
t great advantage to teachers, 
r Connecticut.— Mr. D. N. Camt, State Superin- 
t tendent and Principal of the Normal School, had 
> the pleasure and honor of representing the Nut- 
t meg State. He made some humorous intro¬ 
ductory remarks, which were received with ap- superposed, It is washed over in the dark, with ft 
pluuse, and then proceeded to speak enthusiast- solution of nitrate of silver of moderate strength; 
cully of the excellent school system of that State, ns soon as. this is done, a very vivid positive pio- 
RnoDE Island,—P rof. S. 9. Greene, of Brown t«re makes its appearance, which thon only ro- 
University, said, if his speech was to he gauged 'inln» washing in pure water.” I think I found 
by the size of bis State, it would be at an end be- tll ‘ 8 recipe in t.he Scientific American some years 
fore it hardly began. (Laughter.) Their schools, 
Baid, he were progressing. They were going to Shall I treat Red Raspberries in the same way 
erect a monument on one of their hills, in you recommended the Black Cap to. be treated? 
memory of one of their old teaeherp, Roger WJL Uni,tol > R- 1 ’ 0ot > 1860 - 
Hams, whom Massachusetts sent over to Rhode Red Raspberries are propagated by suckers 
Island more than two hundred years ago. We from the roots, and not by the top«. 
thank you for sending him to us, although we do -*-*♦- 
not believe you deserve any credit for it. SELECTION OF PEAR TREES. 
California.—M r. J. C. Pklton spoke enthusi- 
astleally of the extent and climate of the State; ^ wish to set out a few pear trees, will you 
but regretted that he could not speak so highly of please inform me, through your paper, what vari- 
thu schools. Nevertheless, they were doing much etles are most productive, which ripen in succes- 
wlth their New England system and teachers. «ion. both dwarfs ami standards. - A Young 
T here are about 1,000 schools In the State; in Sun Farmer, Seneca, Sept. 1SG0. 
Francisco, 31 schools, with 10,000 scholars. Remarks.—I t is best for “A Young Farmer” to 
Germany.— Other States were called, but, no commence with a few good varieties that are 
respouses being made, the President remarked known to succeed, aud enlarge the collection as 
that, as some people regarded Germany as the fast as he gains the necessary information, expori- 
“ coining State,” he would introduce Mr. Mkllen ence, and time. Too many make a sad mistake at 
of Berlin, in Prussia. He said, “I like my conn- the commencement of fruit culture. They want 
try so much as you do liko your own eonntry;” everything that has been described as desirable— 
he believed it was worth our attention to look at the newer the better. The consequence is they 
their system of compulsory education. He said, got a large collection, much of which is corapara- 
“ Wc have not aiifih large audiences at meetings tivcly worthless; some good in certain districts 
for education, nor such universal interest in the an, l countires, but unsuited to their location, and 
education of the masses, as in America. I will in a little while they get discouraged. The test- 
go home to my country, and tell them that I have i“S of f heB0 n(JW varieties should be left with 
seen those go-ahead people in America, and tell nurserymen and with amateurs of time and means, 
them to go ahead, too.” 8tiI1 > wo would not discourage any one from test- 
Massachusetts.— Ex-Governor B„utwhu. n ta *» f - w *•» ‘“‘1 
called upon to respond, lie escribed the excel- «• ' »', k ' '*«"»* 
lent 1 , of the educational system ol' Massachusetts G»h.na » .Tyson. Bartlett, 
. , . . „ ., , 1 A „ rr, _i.o T a, Flemish Beauty, and Sheldon. On quince, Louise 
o the character of'b ounders. He spoke pa - * ,^ g0 » lc ' me , aud 
ticularly of the necessity of elevating the char- WinMeld. 
acter of Primary Schools, in which direction the _ • ___ 
effortB of the educators of this State had recently _ „ , , , . 
The Theory of a Brick.—A boy hearing his 
een 8 I‘ ecia ea • father say, ’Twasapoor rale that wouldn’t work 
both ways, Baid, “if father applies this rule about 
his work, I will test it in my play.” 
So setting up a row of bricks, he tipped over 
the first, which, striking the second, caused it to 
fall on the third, which over turned the fourth, 
and so on, until all the bricks lay prostrate. 
“Well,” said the little boy, “each brick has 
knocked down his neighbor. I only tipped one. 
Now I will raise one, and see if he will raise his 
neighbors.” He looked in vain to see them rise. 
“Here, father,” saidtheboy, “’tisa poor rule that 
will not work both ways. They knock each other 
down, but will not raise each other up.” 
“My son, bricks and mankind are alike made of 
day, active in knocking each other down, hut not 
disposed to help each other up.” 
"Father,” said the boy, “does the first brick 
represent the first Adam? ” 
The father replied:—“ When men fall, they love 
company; but when they rise,they love to stand 
alone, like yonder brick, and see others prostrate 
before them.” 
-»♦-»- 
Moral Courage.—Y ou are a coward if you 
fear to tell the truth when you should do so. 
You are a coward when yon insult the weak, 
i You are a coward if afraid to do right; if you 
’ shrink from defending your opinion, for main¬ 
taining that which yon know to be just and good; 
and you are especially a coward if you know cer- 
• tain things of yourself and dare not own them to 
l yourself.— Haiti FriswelL 
1 imm 
O 
mm 
mm 
IMPRESSION PAPER, &c. 
Messrs?. Eds.:—I n a late cumber of the Rural 
I saw a request for a recipe to make Impression 
Paper, to copy leaves, Ac, As I have seen no 
answer that I think will prove as satisfactory as 
the one I append, perhaps you may think proper 
to give it space. I give it in the words used in 
the work from which I copied it It is easily 
made, and answers an excellent purpose: 
“CuROHATvrE.— Chromatype is a new process 
of photography. It consists in washing good 
letter paper with the following solution:—Bi¬ 
chromate potass, 10 grains; sulphate copper, (blue 
vitrol,) 20 grains; soft or distilled water, 1 oz. 
Papers prepared with this are of a pale yellow 
color, and may be kept for any length of time 
without injury, and arc always ready for use. For 
copying botanical specimens, or engravings, 
nothing can be more beautiful. 
After the paper has been exposed to the influ¬ 
ence of sunshine, with the object to be copied 
Bf j 
