[From Mason's Normal Singer, by permission, 
“Pshaw !• -one step at a time! Just because 
you did not happen to know what I did, you need 
not settle it that you know nothing. Every one 
has his own place and his own peculiar knowl¬ 
edge which he can make of service to others. 
Each excels in some particular, and no one ought 
to envy another tho possession of any good qual¬ 
ity—but os our teacher said, seek to emulate each 
other in getting and doing good. Now I’ll war¬ 
rant you can teach mo something I would bo 
right glad to know. You aud I are differently 
constituted. You think upon a different class of 
subjects than those which employ my time and 
thoughts. You can toll mo what you know, aud 
iu payment 1 will give you the benefit of any 
knowledge I may possess that you do not 
Tom smiled. It was plain ho was pleased; yet 
he looked dubious as he said, “T Instruct you, 
Charley ? What can you mean ? Pray, do 
not invite me up stairs for the sake of kicking mo 
down again. 1 wish 1 could beliove myself ca¬ 
pable of doing such a thing. 
“But yon an , Tom. 1 will tel) you how. Ev¬ 
erybody knows that you delight to work in tho 
garden; and that there is not a better one in the 
neighborhood than yours. You enjoy it And, 
tell mo, do you not make It a study ? Do you not 
find yourself thinking about it in the schoolroom 
—planning how this walk shall bo laid, and what 
curve to give to that border? what you will 
plant next, and how you will plant it ? Have 
not 1 guessed right, Tom ? Do you not think you 
could teach me a little gardening in exchange for 
my thoughts ? llow long is it since you told mo 
I was 1 a regular botch,’ when watching mo at 
work in the garden? Don’t you remember it? 
Now 1 insist you shall give mo something in re¬ 
turn for my distinguished services. Good niglit, 
and Saturday you may expect me to look at your 
garden and listen to a lecture on gardening.” 
“Good night, Charley; I’ll help you if you 
think I can;” and Tom Defoe had learned anoth¬ 
er lesson, aud wont to sleep with a much lighter 
■heart than was his when he left tho schoolroom. 
Essays-—B y Henry Thomas Buckle, author of “A 
HlstOtT of 1 'i riluavtinn in England. ’ With a Biograph¬ 
ical Sftrk ii of the author Olmtrnttd with ft I’hoto- 
grxphi- 1’ortnit. New York D. Appleton St Co—1S63. 
Tin: till*- of this work might lend gome to expect a col- 
UciioAOt E«Buys by the author Of “A History of Civiliza¬ 
tion in England.'' Beside a “Biographical Sketch” of 
Mr. BrcKi.it, this little )mok contains two “Essays,”—a 
somewhat lengthy article on the writings of John Stuart 
— more particularly his work on Liberty; and an 
Address on the " Inllnenccof Women cm the Progress of 
Knowledge." Mr. Buckle was notan Essayist in the 
commo 11 meaning of that term. The twenty years of his 
author-lift 1 , like those of Gibbon — with whom Mr. 
Buckle has hcen compared for his laborious research and 
His book-learning—were strictly devoted to the task of 
preparing for and composing his History. The present 
volume owes its interest mainly to its association with the 
eminent name on the title page. To the special admirers 
of Mr. Buck LB, however, these “Essays " may possess an 
intrinsic value as stamped with the characteristics of his 
peculiar positivism of thought and expression. For the 
information of “the sex," we would state that the pur¬ 
pose of the second “ Essay" is to show “the Incalculable 
service women have rendered to the progress of knowl¬ 
edge.” Men, according to Mr. Buckle, do not un¬ 
derstand, so well as women, the philosophy of a true 
scientific incthod. The progress of knowledge has been 
hindered by a blind and servile worship of the Baconian 
process, lienee the service of women to the progress of 
civilization. By their deductive. tendency, they have 
served as a cheek on “ our passion for induction,” and so 
the race has progressed iu knowledge. All liouor, there¬ 
fore, to the 'Wiser, even if “weaker” half of mankind, and 
may their influence never be less! The “Essays,’’ we 
should add. are pro fared with a poor photograph of the 
author. For sale by Stlklk & Avert, Rochester, N. Y. 
1. Joy-ou3 Spring is eom-ing! Oom-ing! com-ing! Joy-ous Spring is com-ing! Com-ing! eom-ing! With her sweet, re 
2. J: Joyous Spring is coming! 
Coming! coming! :| 
With it host of charms new-born. 
Chasing Wiutcr, now forlorn. 
Joyous Spring, <fcc. 
3. Joyous Spring is ooming! 
Coming! coming! :[| 
Bearing balm for nil our fears, 
Smiling through her happy tears. 
Joyous Spring, Ac. 
4. Joyous Spring is coming ! 
Coming! coming !;|j 
Giving fragrance to the breezo, 
Ab it roves through buddiug trees. 
Joyous Spring, Ac. 
C. J: Joyous Spring is coming! 
Coming I ooming I :| 
Let us welcome her wit h praise, 
Singing merry roundelays. 
com - ing 
com - ing 
HAVE PATIENCE WITH THE BOYS 
must be assimilated, as bodily food is. Teaching 
is essentially a co-operative act, and must act 
together, in intellectual co-operation and sympa¬ 
thy, if there is to bo any true mental growth. 
Teaching is not merely hearing lessons. It is not 
mere talking. It is something more than telling. 
It is causing a child to know. It is awakening 
attention, and then satisfying it. It is an out-and- 
out llvo process. The moment the mind of tho 
teacher or tho mind of tho scholar flags, real 
teaching ceases.—Wo/. John S. Hart. 
Fibril!a: A Practical ani> Economical ScnaTiTurn for 
Cotton. F.mbracitijra full description of the process 
of CoUonb’.Ing Flax, Hemp, Jute, China Grass, and other 
Fibre, so that the same may he spun or wove upon 
either Cotton or Woolen Machinery. Together with a 
History of the Growth aud Manufacture of Wool, Cot¬ 
ton, Max, de , in Europe and America. With Illustra¬ 
tions from Microscopical Examinations. Boston: L. 
Burnett & Co.—186L 
In a votume of some 200 pages we find a large amount 
of valuable information, especially to those engaged in 
producing a cheap substitute for Cotton, Though i^ted 
two years ago—and previous to the invention and discov 
ery of several machines aud processes nov* being tested 
for tile manufacture of I'ibrilia—the hook contains much 
matter of timely interest, in a compact and accessible form. 
The author lmd contemplated a much larger work, hut 
wisely, we think, abridged it to a popular size and style] 
His preface concludes thus:—“ In this hastily written work 
are presented the results of u variety of experiments and 
investigations Whether these are of value or not, the 
public can judge, and time will disclose. Man creates 
nothing; ho but discovers ami supplies what already ex¬ 
ists There never yet was a pressing univer-al want, hut 
some bold investigator discovered that Nature had some 
hidden Hore in reserve for it The route to such discov¬ 
ery Is open to all; and if, in this work, the author shall 
have hut pointed the way to the treasure, which is so much 
needed to give increased income to the former, independ¬ 
ence to the manufacturer, wealth to alt sections of the 
country, and peace to the nation, he will he content, Aud 
in this spirit he cheerfully invites tin: co-operation of all 
who have given attention to the discovery of a practical 
substitute tor cotton.” 
* Gen. Towxe once taught a school in Stur- 
britlge. Mass., wlicti a father applied to him to 
take charge of a son, who he frankly admitted 
had given him a great deal of vexatiou. He had 
been placed with several instructors, to no good 
purpose—he seemed to be stupid, aud the father 
feared tho boy would never come to anything. 
This interview caused the Instructor to suspect 
that tho father—not a case without a precedent— 
had conceived a prejudice against the boy; and 
this suspicion was strengthened by his subdued 
appearance, in liis father's presence, and by the 
coldness and indifference of the father’s manner 
when taking leave of his son. After the father 
had gone, the instructor called the hoy, and with 
a smile Of encouragement put a book iuto his 
hands and asked him to read. Tho lad took the 
book with nervous lingers, and with a tremulous 
voice proceeded to comply. After reading half 
a page, continually turning bis eyes from the 
book to the teacher, he was told to stop; which 
he did, at the same timo dodging his head in a 
singular manner. Upon being asked why he did 
so, he replied;—" I thought you would beat me.” 
The instructor assured him he was in no danger 
of being beaten for the few mislak-n he had made, 
and when the instructor said, with a smile, “ I be¬ 
lieve you mean to be a good boy,” the tears that 
filled his eyes were demonstrative. Tim intelli¬ 
gent teacher comprehended the case. He was 
light The boy progressed rapidly; and the 
father’s surprise maybe imagined, at the teach¬ 
er's assurance in due timo that his pupil was a 
lad of uncommon promise, and his conviction, 
that, with the advantages of a good education, 
this poor, brow-beaten boy would distinguish 
himself in after life. Upon this suggestion, he 
was sent to college. The result is a matter of 
history. Gov. William U. Marey, of New York 
—he was the boy — never omitted, on any fair 
occasion, to express bis deep sense of gratitude 
to bis instructor.— Hoslon Transcript. 
Written for Moore Rural's New-York«r. 
FRIDAY NIGHT. 
The last lesson is heard, the last roll called, 
the last delinquent excused. It is Friday night. 
The school week is closed and with a sigh of re¬ 
lief you lock up the house and return to your 
boarding place. 
How cheerful your room is, how quiet! How 
the tense nerves relax under the combined influ¬ 
ence of a glowing fire and an easy chair! And 
now you go back and review the long, weary 
week. First, there was “ blue Monday.” The 
little ones were restless, some of tho larger ones 
suspiciously sleepy and dull, and the recitations 
were a general failure. Tuesday was better, and 
Wednesday every thing went off finely. Thurs¬ 
day there were unmistakable indications of 
trouble, various irregularities, not amounting to 
open transgression, but coiniug so near it as to 
bo very annoying; evident attempts to try your 
forbearance to the utmost; disrespectful manners 
and impatience under gentle reproof,— all these 
gave warning of the coming storm. And to-day 
you have had a case of open rebellion. You put 
it down quickly and effectually, by an energetic 
use of switcb-suasioii, but your self-control and 
decision was purchased at an expense of nervous 
tension that will cost you more than one night’s 
sleep. You are weary in mind and in body — 
how weary only a teacher can know. To-mor¬ 
row. if you were only a machine, not a woman, 
you might rest. Bui there are compositions to 
correct, letters to write, garments to mend, calls 
to make, lessons to prepare for the ensuing week 
— and you have no strong!h left for them. Is it 
any wonder you are discouraged ? But the Sab¬ 
bath is coming, and as you have not had a chance 
to read a word during the week, you think you 
will stay at home and rest and read. You have 
forgotten — there is your morning Bible class, 
some of your pupils belong to it, and you must 
certainly attend; then you must be present at 
both services and pay strict attention, no matter 
how dry the sermon, for you are a teacher and 
must set a good example; you must have a class 
in Subbath school of course, and you must go to 
the prayer meeting, or some well-meaning sister 
will give you a lecture on worldly-mindedness. 
You think over all these things, and you ask 
yourself, “Does it pay?” 
You look into your mirror,— the wrinkles are 
beginning -to gather, here and there a silver 
thread streaks your hair,— you are growing old, 
prematurely old. Your strength is diminishing, 
your spirits are wasted, you are wearing yourself 
out in thankless toil. And for what ? A mere 
subsistence, nothing more. “Does it pay ?” and 
this time you answer emphatically, “ It does not 
pay.” 
“ Does not pay ?” Do you remember the un¬ 
ruly boy, who, live abort years ago, set your 
authority at defiance ? Do you remember bow 
you kept him after school and talked and prayed 
with him, uud how ho was at last subdued? That 
boy is to-day on his way to India as a Christian 
teacher, and his farewell words were, “ I owe it 
all to you.” Do you remember the poor orphan 
who worked for her board — who came late and 
went away early, to whom you lent your choicest 
books, whose first attempts at composition you 
encouraged and directed? Have you forgotten 
the warm-hearted letter of remembrance which 
but yesterday accompanied a copy of her last 
volume ? 
Do you remember little Nellie, whom you 
taught to say “Our Father?” Do yon remember 
how you were called to her dying bed, and how 
she blessed you for teaching her the way to 
Heaven ? 
Ah. the tears are falling now;—(it does pay, 
pays as no other vocation, not even tho ministry, 
can pay.) It is enough,— weary, murmuring 
heart, be still. The success of useful lives, the 
wealth of cultured minds, the salvation of price¬ 
less souls—these are the faithful teacher’s re¬ 
ward. It does pay,— here and hereafter the 
recompense is sure. Go on. then, in your good 
work; sow beside all waters, and Gon will see to 
it that you reap an abundant harvest. 
Gouvcmetir, N. Y., 1863. Hilda. 
THE AMERICAN BLUE JAY. 
Ocr young readers, we hope, are never guilty 
of cruelty to the birds, and with this hope, we 
give them an engraving of one which will proba¬ 
bly be familial'. The Jay lias some bail trickB, 
as will be observed by a perusal of his habits, 
aud wo are confident (lie boys and girls of tho 
Rural will not adopt any of them. While we 
should be willing to learn good lYorn the hum¬ 
blest of Gnu’s creatures, let us, also, avoid the 
appearance of evil. 
The American Blue Jay (Corvus Crislulus , of 
Lin.) is peculiar to North America, aud is dis¬ 
tinguished as a kind of beau among the feathered 
tenants of our woods. 11 is dress is very bril¬ 
liant, and, like other coxcombs, ho makes him¬ 
self conspicuous by incessant gabbling, and the 
great aifrount of importance he assumes. In 
spring, when every thicket is pouring forth har¬ 
mony, the notes of the jay cannot fail reaching 
the ear. He is, among liis lellow-musicians, 
what tin; trumpeter is in a band, and sonic of his 
tones bear quite a resemblance to that instru¬ 
ment. These bo can change through a great 
variety of modulations. When disposed to ridi¬ 
cule, there is scarcely a bird whose peculiarities 
of song he cannot turn his music to. When 
engaged in the blandishments of love, they re¬ 
semble the soft chuttei'ings of a duck, and can 
scarcely ho heard at a few paces distant; but 
when ho discovers the approach of an enemy he 
sets up a sudden and vehement cry, flying off 
and screaming with all his might 
THE WASP AND THE BEE. 
A waru mot a bee that was buzzing by, 
And he said, “ Little cousin. Cun you tell mo why 
You arc Invod bo much betlcr by people than 1 ? 
“ My back shines as bright and an yellow as gold, 
And itiy shape is most elegant, too, to behold; 
Yet nobody likes me for that, I am told.” 
“ All, cousin,” the bee said, “ his all very true; 
But if 1 had half as much mischief to do, 
Indeed they would love me no better than you. 
“ You lmve a line shape and a delicate wing; 
They own yon arc handsome; but then tliere’s one thing 
They cannot put up with, and that. Is your sting. 
“ My coat is quite homely and plain, as you sec, 
Vet nobody ever is angry with me, 
Because I'm a humble and innocent bee.” 
From this little story let people beware: 
Because like the wasp, if ill-natured they arc-, 
They will never be loved, if they’re ever so fair. 
[Jane Taylor. 
St. Paul' 8 Kbistlk to tiik Romans: New Translated 
and Explained from a Missionary Point of View. By 
the Rev. J. W. Colenso, I>,I> , Bishop of Natal, [pp. 
281,] New York : 1>. Appleton & Co. • 
This book of Bishop CoLKNBQ’R, like Ida work on tho 
Pentateuch, it appeals;, is to be ascribed to the influence 
of his M Is-mnary experience. It is the result of a cxmvic 
tion, caused by that experience that previous expositors, 
owing to their personal Ignorance of Missionary life and 
labors have none of them succeeded in producing a 
commentary on this Epistle of the Great Apostle practical 
ly adapted to the natives of heathen countries Judging 
from it* effect on the mind of this Anglican Bishop, there 
must he something peculiarly clarifying to tho intellect iu 
the atmosphere of Znluland. What Ids “many years of 
previous close study of this Epistle ” failed to reveal, his 
“seven years of Missionary experience" *eem to have elu¬ 
cidated. In tills work wo have the “results.” A rurxory 
examination of the volume has disclosed several heterodox 
applications of “the teaching of the Great Apostle. 1 ' A 
more thorough perusal doubtless would reveal others. As 
the Bishop writes apparently like a devout man and an 
earnest Missionary, it may be an “ open ijuesion 1 whether 
his errors proceed more from a naturally weak judgment, 
or from a morbid mental condition. Sold by Steel* & 
Avery. 
CHARLES RIVERS AND HIS THOUGHTS, 
NUMBER THREE. 
Boys, like men, have their cares and troubles; 
and they are by no means light ones. They are 
frequently very burdensome. Like other boys 
with a similar temperament, Tom Defoe was 
subject to the most, darksome thoughts, and spent 
hours in that most miserable of all moods -and 
unnecessary too the blues.” But, if his spirits 
sank below the zero of a thoughtful, contented 
mind, in consequence of any self-reproach re¬ 
sulting from self-examination, a little commend¬ 
ation from those he respected caused them to rise 
correspondingly above the maximum point with 
a sudden rebound. 
His conversations with Charles Rivers were 
unlike in their results upon his mind. The last 
conversation we have narrated, left him in no 
pleasant humor with himself. Tho fact that he 
had rummaged Ids brain iu search of something 
that might be suggested by his surroundings, and 
in vain, until Charles assisted him with a bub¬ 
ble, caused him to think little of liis hooks, or of 
hia school duties, the balance of the day. In 
vain tho teacher prompted him at his recitation. 
In vain liis class-mate, Charles Rivers, said 
“Come Tom, it is your turn next; let me help 
you.” Ilia recitations were imperfect, and the 
teacher gave him the usual marks in his class- 
book. in such cases, and a more than ordinarily 
severe reprimand. Tom listened rebelllously. 
It was plain he was roused and resolved to resent. 
When the teacher had finished, Tom arose from 
his seat with an unpleasant gesture, and exclaim¬ 
ed, “It is no use, Mr. Abel; no use at all! I’m 
a dunce, and that is the whole of it. I cannot 
learn, and there is no use of my trying any more. 
Other boys have common sense, but I have not. 
Study does me no good; the more f try the less I 
learn. I may as well choose some other busi¬ 
ness;” and Tom strode out of the recitation room 
as if the thing was settled, and he should never 
return more. 
The school closed for the day. and Tom started 
for home moodily, hardily noticing his compan¬ 
ions who were going tho samo way. 
“Shall I tell you what I am thinking about 
now, Tom ?” asked Charles Rivers; as he qui¬ 
etly took hold of hia arm. 
“You think 1 am a big booby, Charley, and 
I am very much of the same opinion, t tell you 
our conversation this morning dissatisfied mo 
with myself more than anything else I have ex¬ 
perienced. It seems to me that I have lived ajl 
my life for nothing.” 
DON’T GOVERN TOO MUCH, 
Many schools fail of success because their 
management is overdone. Some of the worst 
failures—those which prove most, disastrous to 
the school, aud most mortifying to the teacher 
and his friends—are thosu where the teacher has 
governed too much—where a prodigious effort at 
government was made, not because the circum¬ 
stances of tho school seemed to call for it, but 
because the teacher hail the erroneous impres¬ 
sion that governing his school was his principal 
business, and therefore a demonstration should 
be made at the outset, aud continually. Such an 
uncalled-for assumption of authority provokes a 
spirit of dislike aud hostility on the part of the 
pupils, entirely destructive of good order, and 
such, indeed, as no teacher can quell or with¬ 
stand. We have seen schools in the utmost con¬ 
fusion for no other reason than that they were 
constantly irritated by the teacher, who was bo 
painfully impressed with a sense of his authority, 
as to keep himself continually fretting and me¬ 
nacing, in a kind of effectual bluster; when a 
single kind, but decided word, would have re¬ 
duced chaos to order; when the ouly thing 
needed for the pupils to apply themselves, was 
to be let alone. 
Let a teacher show, by his countenance and by 
his actions, that he expects the discipline of liis 
school will occasion him a great deal of trouble 
and hard work, and the school will surely see to 
it that the trouble and hard work are furnished, 
to an extent that will meet his highest expecta¬ 
tions .—Massachusetts Teucher. 
Mkmotrs os Mrh. Joa.vna Bktuunb. By her 6on, ltev. 
Gkorgs W BBTiru.NL, D.D. Withjau Appendix, con¬ 
taining Extracts from the Writings of A1 is. Bethunc. 
[pp. 450.] New York: Harper it Brothers. 
“A nKACTIFUL living tribute liy a gifted, affectionate 
son to hii sainted mother,' the worthy daughter of the 
distinguished Mrs. Isabella Graham. “The traditions 
of the family carry the stmin o' sanctified blood further 
back than records or memory of names enable tn* to 
reach.” The highest merit claimed for the subject of this 
Memoir is her eminent and wide-spread usefulness. Be¬ 
side the distinction ol 
■f having been the projector of the 
Infant Scliool System, the Society for the Relief of Poor 
Widows, and the New York Oqihan Asylum, for Mrs. 
Bethu.vk is claimed the honor of being ‘‘ the Mother of 
Sabbath Schools in America.” We cannot better gay of 
this interesting and valuable Memoir what it is entitled to 
The jay builds his nest on a cedar or apple 
tree. Ilis favorite food is chestnuts, acorns aud 
Indian corn. Bugs, caterpillars, and tho pro¬ 
ducts of the orchard, come not amiss to hia 
stomach. He spreads alarm and sorrow around 
him by robbing the nests of other birds, sucking 
the eggs, aud frequently devouring the young. 
When, pressed by hunger, he will eat any animal 
food that comes in liis way. He is bold, aud 
will, with his follows, give battle to the sparrow- 
hawk, and he is a most bitter enemy of the owl, 
forcing the latter to seek safety iu flight. 
The bird is about eleven inches in length—his 
head is ornamented with a crest of light blue or 
purple feather^ which ho can elevate or depress 
at pleasure. Whole upper part light blue or 
purple—a collar of black passes down each side 
of the neck, and forms a crescent on the upper 
part of tho breast. The under parts are white. 
The tail is long, light blue, and tipped with 
black. 
Books Received. 
[Most of the works named below will be noticed in 
future numbers of the Rural— as boon as we can give 
them proper examination.—Eft.] 
Holly's Country Skats Containing Lithographic De¬ 
signs for Cottages, Villas, Mansions,'etc., with their ac¬ 
companying Out buildings ; also, Country Churches, 
City Buildings, Railway Stations, etc., etc. By Hk.vry 
Hudson Holly, Architect. New York: D. Appleton 
A Co.—1563 Rochester— Steels Sc Avert. 
Chronicles os CAtaixcvoKD A Novel By the author 
of “ Margaret Maitland,” “The Laird of Norlaw,” etc., 
etc. [8vo—pp 306.1 New York: Harper & Brothers. 
Rochester —Stkiu.k Sc Avery. 
My Duct North and South By Wm. Howard Rls. 
sell [8 vo.—pp, *222.] New Y'ork: Harper Si Brothers. 
Rochester —Sickle Sc Avery. 
Aurora Floyd A Novel. By M. E. Bradpo.y, author 
of “Lady Auilley'- Secret,” [8vo.—pp. 170.] New 
York: Harper & Bros. Rochester— Steele & Avert. 
Harrington. A Novel. By Charles Sever, author of 
“Charles O'-Mailey,” “One of Them,” “The Dadd 
Family Abroad,” etc. [8vo.—pp. 161.] New York; 
Harper fit Bros. Bovt iester—STH:LK & Avery 
HARD WORK IN EDUCATION. 
I have no faith in any theory of education 
which does not include, as one of its leading 
elements, hard work. We have no royal road to 
learning. Any knowledge, the acquisition of 
which costs nothing, is usually worth nothing. 
The mind, equally with the body, grows by 
labor. If some stuffing process could be invent¬ 
ed, by which knowledge could be forced into a 
mind perfectly passive, the knowledge so acquir¬ 
ed would tie worthless to its possessor, and would 
soon pass away, leaving the mind as blank as it 
was before. Knowledge, to be of any value, 
No man can safely go abroad thatdoes not love 
to stay at home; no man can safely speak that 
does not willingly hold Ids tongue; no man can 
safely govern that would not cheerfully become a 
subject; no man can safely command that has not 
truly learned to obey; and no man can safely re¬ 
joice unless he has suffered. Children, what is 
true of the man, is true, also, of you. 
