MOORE’S RURAL NEW-YORKER: AN AGRICULTURAL AND FAMILY NEWSPAPER 
curing an education between tbe rich man’s son 
and poor man’s is less tbun is generally supposed. 
In trutli, tbe self reliance which limited circum¬ 
stances give to a lad may almost be considered to 
counterbalance the advantages which fortune be¬ 
stows. It is a striking fact, in confirmation of 
this, that most of our great men have been born 
poor. Young men should think of this. 
For Moore’s Rural New-Yorker. 
‘•LET THERE BE LIGHT.” 
For Moore's Rural New-Yorker. 
SCHOOL. GOVERNMENT. 
FY IDA FAIRKIKLD. 
Thick brooding darkness heavy lay, 
Upon the slumbering earth, 
Ungladdened by one golden ray, 
Of warm light since its birth, 
Save the still radiance streaming wide, 
By tbe far-off “ White Throne” supplied. 
No bird glanced by on golden wing, 
To stir the stagoant air, 
No flower its perfume dared to fling, 
Upon the blackness there, 
No star-light trembled on the stream, 
No meteor lent its lurid gleam. 
In darkness slept the towering mount, 
The valley and the hill, 
In darkness wept the crystal fount, 
The sea and silvery rill. 
Chaos and death—a fnueral pall— 
Their broad blackness outspread o’er all. 
“ Let there be light" the voice of God 
R ang with a clarion sound, 
It thundered o'er the barren sod, 
And shook the hills around. 
The troubled deep with pangs grew rife. 
And trembled with the throes of life. 
Wave after wave of blackness rolled 
In gloomy grandeur track, 
And from the Orient streams of gold 
Fell brightening on their track, 
Then a sweet silvery light up stole, 
And bathed the earth from pole to pole. 
From out the void and shapeless earth, 
Forms of rare beauty Bprang, 
With joy was hailed this second birth, 
And stars together sang, 
Light, life and beauty quickly shed, 
Strange glory o'er the dark and dead. 
Time rolled his rapid car along, 
And change was by hie Bide, 
And mighty nations grew more strong, 
In ignorance and pride. 
And sin a darker shadow threw, 
Than the black midnight earth first knew. 
Again, omnip tent in love, 
God spake, “let there be light,” 
This moral darkness to remove, 
The erring guide aright. 
And light sprang up, a glorious one, 
God’s “ only, all beloved Son.” 
From Bethlehem’s lowly manger free, 
Fron the Baptismal fount. 
From the lone garden by the sea. 
From Calvary’s bloody mount, 
Gleamed out Ihis marvellous light of love. 
To lure the wandering heart above. 
And still from many a darkened zone, 
From many a sin-stained heart, 
Where truth’s pure light has never shown, 
Religion found no part, 
Goes up the agonising cry, 
“ God give us light, our souls will die.” 
Then send iv free, let there be light, 
To earth’s remotest hound. 
For nations sit in darkest night, 
Unheard the gospel sound, 
But holy light speed on its way, 
And haste tbe glad millennial day. 
Independence, N. Y., 1857. 
WHAT BOOKS CAN DO 
appliances which are practicable to secure good 
order and discipline in school. Upon this perilous 
sea the character of innny a teacher has been 
wrecked; hut. their great mistake lias been iu try¬ 
ing to adopt a systematic course of government to 
he used in every case. Such a course may be pos¬ 
sible, but reason teaches that it is not practicable, 
since children arc differently constituted, there¬ 
fore that process which will subserve the devel¬ 
opment aud mental growth of one child is not 
adapted to the requirements of another; hence 
those processes Bhould be used, both for the physi¬ 
cal structure and in the mental training or gov¬ 
erning a child, that the exigency of the case 
demands. Consequently, tbe responsibility which 
rests upon a teacher of youth is measureless, and 
to be a perfect teacher an individual should so un¬ 
derstand the human mind, or what is called human 
nature, as to be able at a glance to discern the 
physical and mental differences of children, and to 
adapt processes of government and development 
to the wants of.each. Now I do not expect that a 
human being can come fully up to this standard, 
hut I do say it is the duty of every teacher to try 
to approximate to this point. 
Teachers, before entering upou the active duties 
of their office, should not only learn what to teach, 
and how to teach, hut they should learn how to 
govern children. Bnt is there one in five hundred 
that ever thinks of such a thing? Still they are 
not to blame, since public sentiment, and the law 
which qualifies them does not demand it. The 
law requires that a teacher shall he able merely to 
instruct a school, it does not require him to he an 
Educator. Trustees might iu a measure obviate 
this defect in the law. When an individual pre¬ 
sents himself to a Trustee as an applicant for the 
school, the first question usually is, how much do 
you ask? and if the stun named is more than they 
are in the habit, of giving, a contest follows, and 
in nine-tenths of the cases, the question turns upon 
the price. Whereas, the first question tdiould be, 
what means have you taken to qualify yourself to 
teach? or have you studied the science of govern¬ 
ing children? Let the question be decided upon 
the merits of such an investigation. 
But so long as public sentiment, is indifferent iu 
regard to the qualifications of teachers, just so 
long will the country he cursed with inefficient 
ones. Now the true principle is this: — Every 
teacher should he qualified to educate. This em¬ 
braces the development oi the whole man. It 
brings into form and activity the nuinuers, habits, 
taste and faculties of those committed to his care. 
Teaching should be ft profession. d. w. a. 
Sterling, N. Y., 1857. 
“What's the use of book-learning ?" said a man 
t,o his son, whom he found poriug over a new work 
up stairs. “It's a waste of time to read; I never 
heard that it made anybody richer." And he 
snatched the volume from the lad, who, as a con¬ 
sequence, was playing in the street before a half 
an hour, and acquiring the worBt habits of his new 
associates. 
If that father had been less ignorant, he would 
have known what books could do. He would have 
been aware that the results of reading, if judicious¬ 
ly applied, assist towards makings man rich,more 
than anything else. He would have remembered 
that Franklin, bnt for a love of study, would have 
died poor and obscure, instead of achieving a world¬ 
wide reputation as a philosopher, a diplomatist, 
and a patriot. Fie would have been conscious that 
the surest way t,o keep his son from making vile 
aeqnaintaue.es, and to inculcate in him refined and 
even decent tastes, would he to foster his fondness 
for reading. Who knows but that the snatching 
tbe book from that hoy was the turning-point in 
his destiny? From that hour, perhaps, may date a 
downward career, which is not unlikely t.o end in 
disgrace, a prison, or even worse. 
Though books do not in themselves make men 
infallible or virtuous, they tend vastly towards pro- 
Tbe man w’ho has books 
dneing these results, 
about him is generally a better man than he who 
has not If a question in politics, social science, 
history, or philosophy arises, he is able to get at 
the opinions of the wisest, by merely consulting 
his books; while his illiterate neighbor, at best, 
can imbibe new ideas only orally, and practically 
has to take these from very inferior men. Books 
do not always make their readers’judgment sound, 
because books are often one-sided, and because 
readers buy partisan books. But even the worst 
selected library is better than no library at all. A 
man with books, is like a workman with tools; and 
though the tools are bad, they are tools neverthe¬ 
less. They enable us to furrow up many a field of 
inquiry, to cut many a harvest of opinion, to thresh 
out, many a granary full of truth, which, if we had 
no plow or reaping-machine, nor other labor-sav¬ 
ing apparatus, we might work at, hopelessly, for 
years. Books, in a word, bear us, by an express 
train, to knowledge. 
Books introduce us also into the noblest society. 
While the illiterate are drinking at taverns, or 
seeking company by lounging iu the streets, he, 
who is fond of books, amuses his leisare by con¬ 
versing with Shakspeare, Bacon, Milton, Thucy¬ 
dides, or other great sages of the past. He lives 
among the best society of all times, and on the 
most intimate terms; lives with poets, kings, 
philosophers, statesmen, saints and martyrs. He 
is at home with Dante, with Cicero, with Pericles, 
w u h David, with Abraham, with the good and wise 
of every generation. Is not this better than booz¬ 
ing even at rich men’s tables? We repeat it, there 
is no society so select as that into which hooks in¬ 
troduce us. Cultivate iu your children a love of 
books.— R. I. Schoolmaster. 
liness aud vivacity as though youth were return¬ 
ing to him. Almost ail of those who entered 
active life with him have been called hence—he 
has seen the “three-score and ten,” and to-day 
stands almost, alone as the monitor of a generation 
passed away. 
Lewis Cass was horn in Exetei New Hamp¬ 
shire, Oct. 9th. 1782. He was the son of Jonathan 
Cass, a soldier of the Revolution, wno served un¬ 
der Washington: having joined the army the day 
after the battle of Lexington, and continued in 
service during the war, and bore a part in the bat¬ 
tles of Bunker Hill. Saratoga, Trenton, Princeton, 
Monmonth, and Germantown. In 1779, he remov¬ 
ed with his family to Ohio, and settled in Zanes¬ 
ville, where, after a life of honor and usefulness, 
he died in August, 1830. His son, who is the sub¬ 
ject of this sketch, received the principal part of 
his early education at the academy of bis native 
town; and after the removal of the family to the 
West, studied law at Marietta, under the late Gov. 
Meigs. Young Cass was admitted to the bar in 
1802, and pursued the practice of his profession 
for several years with distinguished success, lie 
was elected a member of the Ohio Legislature in 
1800. He was appointed Marshal of the State iu 
1807, and held the office until the latter part of 
1811, when he volunteered to repel Indian aggres¬ 
sions on the frontier. 
From the last mentioned year, his military ca¬ 
reer can he dated. Hewasatonce elected colonel 
of the third regiment, Ohio Volunteers, and enter¬ 
ed the military service of the United States, at the 
commencement of the war with Great Britain, in 
1812. Having by a difficult march reached De¬ 
troit, he was early distinguished lor energy, acriv- 
ityand com age. He urged the immediate invasion 
of Canada, and was the author of the proclamation 
of that event He was the first to land in arms on 
tlm enemy's shore, and with a small detachment of 
troops fought and won the first battle, that of the 
Tarontee. At the subsequent capitulation of De- 
KICHARD CROMWELL, 
companion. These pursuits, However, were not 
always practicable. From May, 1059, to the mid¬ 
dle of 1000, he lived at Huraley, in some fear of 
creditors, whom even now ho could not satisfy, 
and in some doubt as to what his fortune might be 
it Charles II. were recalled; he then retired to 
Paris, where he lived iu obscurity, and under the 
fictitious name of Wallis. 
Twice he visited Geneva; and on one of these 
occasions he was spoken of, to his face, by the 
Prince de Conti, who received him under his as¬ 
sumed name, as “coxcomb,” “rascal," "coward,” 
"base fellow,” “fool” and "sot" About twenty 
years after “ Mr. Wallis” first buried himself in ob¬ 
scure lodgings in Faris, a Mr. Richard Clarke set¬ 
tled at Cheahunt. Tt was by this name that Rich¬ 
ard Cromwell, no longer in fear of creditors, chose 
to be known. He was a hearty church and con¬ 
venticle-going, hunting, joyous gentleman; loving 
good wine a little, and fair ladies more. He was 
choice iu the selection of his company, seldom re¬ 
ferred to his past greatness, and was never sarcas¬ 
tic, save when he alluded to the addresses of the 
people of Euglaud, who, on his being proclaimed 
Protector, laid their lives and fortunes at his feet. 
There was a touch of King Lear in the old rnan’B 
destiny, after all. His daughters opposed his hav¬ 
ing life possession of an estate left him by his son, 
oti account of mental debility’ 
WHAT IS TRUE EDUCATION! 
Hugh Millar, the well known geologist, who 
died lately In Scotland, was a prominent instance 
of what true education docs for a man. We say 
true education, because though be had never 
studied in a college, Hugh Millar was educated iu 
the highest sense of the term. Iu other words, not 
only was liis mind thoroughly disciplined, but 
whatever he learned at all he completely assimi¬ 
lated, so that it became his own. His career shows 
what energy, perseverance and industry can do for 
a man horn under the most unfavorable circum¬ 
stances: for though originally but a poor lad, 
though only a journeyman stone-mason till after his 
majority, he rose to he one of the most prominent 
men of Great Britain—a writer of acknowledged 
ability, and the leading editor of a principal parly 
in Scotland. Tn his “Autobiography,” pub.ished 
a few yeurs since, he lias left a narrative of his 
boyhood, which is worth almost its weight in gold 
to young men about beginning iu life, nad he 
written nothing else, he would have left, iu that 
wt rk, an invaluable legacy to his race. 
For nowhere, not even in tbe autobiography of 
Franklin is the great truth so forcibly illustrated 
that all men who have become eminent owo their 
success less to schoolmasters than to themselves. 
It is self-discipline, after ail, that wins the battle. 
There were thousands of youth, eotemporary with 
the boy Hugh Millar, enjoying every advantage of 
education, and many of them possessed of no in¬ 
considerable ability, who never figured in after life, 
while the poor lad, whose principal teacher was 
nature, who possessed no books but a Bible, and 
who consumed some of his best years in hewing 
stone, rose to become famous in both hemispheres 
iu both letters an i science. This distinction lie 
achieved by not omitting to acquire knowledge. It 
was in quarrying stone in :x wild district, for ex¬ 
ample, that he made the world-renowned geologi¬ 
cal discovery which upset the brilliant but delusive 
theories of the famous “Vestiges of Creation,” 
aud achieved his own reputation. His fellow 
njoyed the same opportunity of win- 
NOT DEAD, BUT GONE BEFORE 
simply an unbeliever; Talbot calling Joan of Arc 
miscreant intimated only that she had failed from 
the faith. Influence among the earliest English 
poets meant only that power over mortals which 
planets were supposed to exercise. Nephew, as 
aged by Hooker, Shakespeare and others of the 
Elizabethan era, denoted grandchildren aud other 
lineal descendants. Kindly fruits, as used in the 
Litany’, also simply denote the natural fruits, or 
those which the earth according to his kind, should 
bring forth. The word Girl was once applied in¬ 
discriminately to young persons of either sex.— 
Until the reign of Charles the First the word Acre 
meant any field of whatever size. Furlong denot¬ 
ed the length of a furrow, ora furrow loug. Also, 
the words yard,peck and gallon, were once of a 
vague, unsettled use and only at a later datcr, and 
in obedience to the later requirements of com¬ 
merce and social life, were they used to denote 
measure. The term meal, now applicable to tlesh 
only, was once applied to all food, Baffled (defeat¬ 
ed) urns applied in the days of chivalry to a recre¬ 
ant knight, who was, cither in person or effigy, 
hung np by the heals, his esentcheon blotted, his 
spear broken, and himself or his effigy subjected 
to all sorts of indignities .—Notes and Queries. 
Queen Anne was 
then reigning, and old Mr. Clarke came up to town, 
appeared personally in court, where his suit was 
carried on, and was not only courteously treated 
by the judge, but was requested *by him to remain 
covered during the proceedings. It was at this 
period that he strolled Into the House of Lords,— 
A stranger present asked tbe country gentleman 
if lie had ever been in the place before. A small 
remnant of venial pride prompted the answer, as 
he pointed to the throne, “Never since I sat in 
that chair.” He won his suit, was reconciled to 
his daughters, aud in 1712, being then in his SOth 
year, he died atCheshnnt, in the houso of Sergeant 
Pengelly, who was said to be his son, and who be¬ 
came Chief Baron of tbe Exchequer. His enemies 
ridiculed him under the names of “ Tnmble-down- 
Diek” aud “Qnevn Richard;” but even they could 
not deny that he was an honester man than he for 
whom Richard was compelled to make room.— Dr. 
Doran's “ Retired Monarch s.” 
Knowledge. —Iu addition to the mental training 
which a child receives at school, he should obtain 
a certain amount of positive knowledge. It is de¬ 
sirable that this should embrace: 
1. A knowledge of himself; of his body (inclu¬ 
ding the law’s of health,) aud of his mind. 2. Of 
the world iu which he lives, geographically, geo¬ 
logically aud historically. 3. A general acquaint- 
auee with its productions and u knowledge of the 
law’s ot nature. 4. The elements of mathematical 
seieuce and accounts. 5. The general laws and 
principles of language. 6. Duty to God and his 
neighbor. 
It is of course expected that iu his accompany¬ 
ing and more important process of development, 
the child will become master of the invaluable aft 
of beautiful and correct reading, also of the arts 
of penmanship and drawing. — N, V. Teacher. 
workmen e: 
niug this great distinction, but they let the fossil 
fish, which settled the problem, pass unnoticed; 
and so they died, or will die, unknowm stone-ma¬ 
sons, laboring at half a dollar a day, while the de¬ 
cease of their companion fills two continents with 
grief. 
Another thing is proved by the career of Hugh 
Millar. It is that it is better to master a few books 
than to lead carelessly a dozen libraries or more. 
To be plain, study is valuable, not merely for the 
facts it gives a man, bnt for the habit of thinking 
it imparts. Hu who voraciously swallows volumes 
never gives himself time to digest his intoUectual 
food. He becomes, consequently, a mere smatter- 
er. He understands no principles. I.earne I aahe 
thinks himself, he is without knowledge. lie is 
really worse educated than the man who has read 
but few hooks, provided those books were good 
oues, and have been thoroughly assimilated. 1 high 
Millar never left a book till he had made it com¬ 
pletely his own. What 11 ugh Millar did every man 
who would become great iu literature has but to 
do, whether born poor, like Millar, or bred up with 
every advantage of schools and colleges. Men 
who wish to be really educated must study for 
themselves. Tho hill of knowledge cannot lio 
climbed by deputy. Hence the difference In 80 - 
Mbue Ru n Men.—I t were no bad comparison 
to liken mere rich men to camels or mules, for they 
ofteu pursue their devious way over hills aud 
mountains, laden with Indian purple, with gems, 
aromas, and generous wines upou their backs, at¬ 
tended, too, by a long line of servants, as safe¬ 
guards on their way. Soon, however, they come 
to their evening halt ing place, and forthwith their 
precious burdens are taken from their backs, and 
they, uow wearied and stripped of their lading 
and their retinue of slaves, show uothing but livid 
marks of stripes. So, also, those who glitter in gold 
and purple raiment, when the evening of life comes 
rushing on them, have nought to show but marks 
and wounds of sin impressed upon then by the 
evil use of riches. Shakspeare says, 
-“ If thou art rich, thou art poor; 
For like au ns- whose back with ingots bowed, 
Thou, bear'st thy heavy riches but a journey, 
And death unloads thee.” 
Faith and Works. — Faith without works is 
dead. It is like an index without a hook; like 
hands without a clock; like sails without a ship; 
like a tree with nothing but dry and withered 
branches. Professed disciple of Christ, to prove 
thy disciplesliip genuine, thou must surround thy¬ 
self with widows, whom thou hast comforted — 
with orphans, whom thou has succored—with the 
ignorant, whom thou hast instructed — with the 
wandering, whom thou hast reclaimed—with the 
hungry, whom thou hast fed — with the naked, 
whom thou hast clothe J—with the sick, whom thou 
hast visited. These are thy trophies! 
Education is a companion which uo misfortune 
can depress—tio crime can destroy—no enemy can 
aliouate—no despotism can enslave. At home a 
friend—abroad an introduction; in solitude, a so¬ 
lace —iu society, an ornament. It chastens vice; 
It guides virtue; it gives at once, grace and gov¬ 
ernment to genius; without it what is man? A 
splendid slave; a reasoning savage! 
Infidel Books.—I do not care to read books 
opposing the truths of the Bible; I never want to 
wade through mire for the sake of washing myself 
afterward. 
When we desire or solicit anything, our minds 
run wholly on the good sides or circumstances of 
it; when it is obtained, our minds run wholly on 
the had ones.— Swift. 
Fortune sometimes is heaped up like the snow, 
and like snow melts and thaws to nothing. 
