EDUCATIONAL INTELLIGENCE, 
With cheerful hearts and faces. 
As round the hearth we’re seated 
our homes we’ll quickly run 
to them we’ll surely tell. 
1. Our tasks are said, our work is done, Our things are a their places 
2. Our parents dear shall know how well Our les - sons we’ve re - peated 
were actually tnspecteu were increases uy 10 , 
and the number of children by 29,736. A com¬ 
parison of these two numbers proves that the 
schools have been better attended tbao hereto¬ 
fore. The number of pupil-teachers was dimin¬ 
ished by 52o; the number of certificated teachers 
increased by 417; of students in training to be¬ 
come schoolmasters and schoolmistresses by 118; 
capitation grants were paid on 20,108 more 
children. This lost number, agreeing closely 
with the increase in the number of children in¬ 
spected. confirms the proof of better attendance. 
The number of new school-houses built was 
157, comprising (besides class-rooms) 208 princi¬ 
pal school rooms, and 120 dwellings for teachers; 
92 other schools were enlarged, improved, or 
furnished afresh: accommodation was created for 
38,015 children (exclusive of Ihe schools improv¬ 
ed or nearly finished, but not enlarged.) During 
1802, as during 1801, 60 inspectors, including 24 
assistant-inspectors were employed in visiting 
schools and ill boldin 
For well we know that in his love, Our teacher’s heart re - joices 
3. Then to our God who reigns above, We’ll raise our thoughts and voices: 
teacher dear, We’ll all come back to - morrow 
sorrow 
4. So now we part in 
hidden from view for a moment, then rise up 
into the air as if about to fly. At another time 
the after-part of a vessel will be hidden beneath 
the waves, while the bow is projected high in 
the air. The “ breakers " are rolling sic feet high 
upon the beach in front of the “ Washington 
House,” filling the air with spray as they break 
upon the shore. To-morrow the storm will 
reach Us height—so the “Old Salts” say—and 
many fears for the vessels are expressed. I 
hope the storm will abate soon, for the steamer 
“North Star,” from New York, on which I ex¬ 
pect my wife, and also letters and papers from 
home, is due to-morrow noon; but if the gale 
continues she will make “Porto Bello,” some 
miles from here, and lay there till the weather 
clears up. 
Although on shore, I have not been altogether 
free from the dangers of the sea. This afternoon 
it was necessary for me to go out to the end of 
the “pier," or “upper wharf” to give some di¬ 
rections to the men at work there. The pier is 
about five feet above the water, and the car 
track of the Panama Railroad extends to tho 
end of it. When I had passed about half way 
to the and of it, I saw a tremendous wave 
coming. I dropped at once and caught hold of 
the rail of tho car-track, when tho wave broke 
clear above the pier, and gave me a thorough 
drenching. Although I held tightly to tho rail, 
tho force of tho water was so great that I came 
very near being carried over. Had my strength 
failed me, 1 might, ere this, have been situated 
like Jonah— in tho “belly of a large fish.” My 
umbrella disappeared, but as my name is plainly 
, marked on it, I shall seek information of its 
whereabouts from the next shark wo catch from 
tho “dock.” 
The waves and breakers are trying to imitate 
“Niagara” to-night, and I think they succeed 
well. Good night. k. d. c. 
Aspinwall, Nov. 11th, 1803. 
P. S.—Nov. 12, The storm reached its height 
this morning, and soon began to abate. The 
weather is clear this evening, and the sea quite 
Calm, but no steamer from New York. 
Nov. 13. The “North Star” arrived hero at 7 
O’clock this A. M., haviug been nine days and 
eighteen hours on her passage from New York. 
But no Jennie. That's too bad! Well, I shall 
certainly expect her by the next steamer. 
Capt. Jones, of the “North Star,” has Invited 
me to dine with him to-day on board his vessel. 
I shall accept, I think. Wouldn’t you? Remem¬ 
ber me kindly to all our friends, and believe me, 
Yours, truly, Eluert. 
place, the rejected mate watching their proceed¬ 
ings with apparent interest. After two days of 
incessant, labor they again left for a short time, 
and taking advantage of their absence, the dis¬ 
appointed bird again demolished their feathery 
residence. 
being hurled again and again upon the enemy’s 
fortifications only to see each time a ghastly pro¬ 
portion of their numbers go down in death, were 
at last ordered to retire, the brave fellows closed 
up their shattered battalions, and came out of the 
smoke of that terrible carnage singing: 
‘Ye?, we'll roily round the tlag, boys, wo'll rally once 
again, 
Shouting the Battle Cry of Freedom! ’ 
We are not surprised that the remembrance of 
that scene drew tears from the officer who de¬ 
scribed it to us. And when, after months of 
hardship, assault and battle, these same troops 
ran up the Stars aud Stripes over this same rebel 
stronghold, Gen. McPherson and staff, on the 
cupola of the Court House, tittlugly started the 
same song, we can imagine with what a will 
it was sung by Grant’s entire army.” 
ing can accomplish all the results that are rea¬ 
sonably expected from our schools, and whether 
it can secure any of them without a degree of 
practical skill in tho application of iff which 
would insure success by any method. 
The mind should be informed, then strength¬ 
ened and disciplined; os the body must have 
material, but then is helpless without muscular 
strength and dexterity. Information, of course, 
may be imparted while the mind is disciplining; 
but there is a period in the education of the 
young when the acquisition of knowledge about 
matter should bo secondary to the ability to ap¬ 
ply the mind, and when the power to wield 
should be sought rather than the capacity to con¬ 
tain. The child whoso instruction is confined to 
the mere illustration of physical phenomena, and 
to the securing of an acquaintance with facts 
merely, is apt to become tho man of figures and 
statistics without the ability so to apply his 
knowledge that it will become a power. The 
power of knowledge is not proportioned to the 
amount of knowledge, but to the ease with which 
it is applied and the ability to push it to new 
uses. 
A man may be able to tell the number of sol¬ 
diers engaged in the most important battles In 
the history of the world. He may have the 
names of the commanders, the typography of the 
battle-fields, and many other interesting particu¬ 
lars, and yet he may be completely ignorant of 
the philosophy of history, and understand no 
more about the questions at issue in those strug¬ 
gles than if his attention had been directed to 
com puling the sands on the shores or leaves in 
the forest. 
And so in cases without number; much may 
be seen and remembered of which the causes and 
relations are not understood. There is an in¬ 
terest awakened in watching results which is not 
always sustained in tracing out causes. Object 
teaching reaches its limit when it presents the 
fact; and hence it seems reasonable that, when 
facts are learned sufficient for the practical wants 
of life, there is need of severer discipline than 
can bo obtained by this method. In teaching by 
objects the mind is at once awakened anil inter¬ 
ested with little voluntary effort on the part of 
the learner. But practical men need the power 
to direct the mind to objects that are distasteful, 
to concentrate attention upon work which has 
little in it that is inviting; they need accuracy, 
self-reliance, discrimination, and the ability to 
thrust the mind forward to efforts from which it 
naturally recoils. These are qualities that have 
most distinguished men of power, and they are 
qualities that can be brought near to perfection 
only by hard, dry digging and patient study. 
Scholars may be interested while they arc not 
profited; their enthusiasm may be excited while 
their minds are not strengthened. There is a 
strong temptation to adopt those modes of teach¬ 
ing, even to the older portion of pupils, which 
regard the interest excited raihor than the disci¬ 
pline acquired. 
Because object teaching is adapted to the child, 
it does not follow that it will meet the wants of 
the adult; nor that it is to be pursued through 
the whole course of education, to the exclusion 
of other methods, because it is applied with great 
advantage at first. — Massachusetts Teacher. 
THE “UNIVERSAL YANKEE, 
examinations. They 
visited 10,918 daily schools or departments of 
such schools under separate teachers. They 
found present in them 1.057,426 children, 8,452 
certificated teachers, and 11,881 apprentices. Of 
the schools or departments 2,179 were for boys 
only; 2,117 for girls only; 4,764 boys were in¬ 
structed together; 1,587 were confined to infants 
(children under seven years of age;) and 561 to 
night schools. Of tho children, 693,815 were 
males, and 473,611 were females. The female 
scholars are 47-78 per cent, on the whole num¬ 
ber. This per centago remains nearly constant; 
it was identically the same in 18Q0; in 1859 it 
was 43-49; in 1861 it was 45. The per centage of 
females npon the whole population over 3 and 
under 15 years of age in 1851, was 49 to 7. The 
difference in the per centage of female scholars is 
explained by the demands of a poor man’s home 
upon the service of bis daughters, particularly 
as the nurses nf younger children, from a very 
early age. 
The inspectors also visited 40 separate training 
colleges, occupied by 2,972 students, in prepara¬ 
tion for the office of schoolmaster or schoolmis¬ 
tress. In December last, these students, and 2,- 
705 other candidates, were simultaneously ex¬ 
amined for ihe end of the first or second years of 
of their training, or for admission, or for certifi¬ 
cates as acting teachers. The inspectors also 
visited 408 schools for pauper children, contain¬ 
ing 33, J 35 inmates, and 37 ragged or industrial 
schools, containing 2,818 Inmates. In comparing 
the expenditure of 1862 with that of 1961, there 
is a decrease of 3,6981. 13s. 9t7. Decrease occurs 
under the heads of — Building, 40.405'. 8s, 7d.; 
books and apparatus, 6,305k 13s. fid .; pupil- 
teachers, 4,756/. 0s. 10d.; industrial schools, 2.320/ 
15s. ’id .; other heads, 695/. 18s. 'id. —total, 57.541/. 
ltls. lid. On the other hand, an increase to be 
set off under the following heads:—Certificated 
teachers, 9,548/. 18s. M.-, assistant teachers, 740/. 
Os. 7</.; capitation, 5,287/. 8s. 8d.; training col¬ 
leges, 2,834/. 18s. 7c/.; other heads, 431/. 16s. 10d.; 
total, 18,843/. 3s. 2d. 
The following item from the correspondence 
of the St. Louis Uepublican, while displaying 
considerable of the old leaven of prejudice, is 
good evidence of the go-ahead character of the' 
true Yankee, who carries his “institution” with 
him: 
Baton Rouge has degenerated, and is now 
nothing more than a Yankee village. The 
greater part of the male population have gono 
into the rebel ranks, and the females have either 
departed for the heart of Dixie, or else take their 
snuflTin the seclusion of back parlors, where the 
Yankee outeroth not. Yankee cavalry kick up 
the dust; Yankee idiom is the medium for the 
interchange of ideas on the street; the roll of 
Yaiikeo drums has superseded the tinkle of tho 
ubiquitous piano; and the “ Bonnie Blue Flag,” 
which bears but one single star, has given place 
to “John Brown's Body.” In walking the 
streets you cau almost fancy that you hear the 
sound of the hammers of the shoemakers of Lynn; 
and tho other day, in the course of a prospecting 
tour, to see if there was anything left that t had 
not seen before, I was electrified by coining sud- 
Fresh Doughnuts for 
PETS IN THE ARMY. 
A correspondent of the Cincinnati Com¬ 
mercial, with tho Army of the Cumberland, 
Hays: 
They have the strangest pets in the army, that 
no one would dream of “taking to” at home, 
and yet they are little touches of the gentler 
nature that rivo you a cordial feeling when you 
see them. One Of the boys carried a red squir¬ 
rel through “thick and thin" over a thousand 
miles. “Bun” eats hard tack like a veteran, 
and has the freedom of the tent. Another’s 
affections overflow upon a slow-winking, un- 
Bpoculativo little owl, captured In Arkansas, 
and bearing a name with a classical smack to it 
—Minerva. A third gives his heart to a young 
Cumberland Mountain bear; but chief among 
camp pets ore dogs. Riding ou the saddle-bow, 
tucked into a baggage-wagon, mounted on a 
knapsack, growling under a gun, are dogs 
brought to a premature end as to ears and tails, 
and yellow at that; pug-nosed, square-headed 
brutes, sleek terriers, delicate morsels of span¬ 
iels, “Tray, Blanche, Sweetheart, little dogs 
and all.” 
A dog, like a horse, comes to love tho rattle 
and crash of musket aud cannon. There was 
one in an Illinois regiment, and, I rather think, 
regarded as belonging to it, though his name 
might not. be on the muster-roll, that chases half- 
spent shot as a kitten frolics with a ball of 
worsted, lie has been under fire and twice 
wounded, and left the tip of his tail at Stone 
River. But I was especially interested in the 
fortunes of a little white spaniel that messed 
with a battery, and delighted in the name of 
11 Dot.” No matter wbai. was up, that fellow’s 
silken coat must be washed overy day, and there 
was need of it, for when the battery was on the 
march they just, plunged him into the sponge 
bucket that swin, s on the rear axle of tho gun- 
carriage, clapped r »n the covor, and Dot was 
good for an inside p iwge. One day the bat¬ 
tery crossed a stream, and the water came well 
up to the guns. Nobody thought of Dot, and, 
when all across, a gunner looked Into the bucket; 
it was full of water, and Dot was as dead as a 
little dirty door-mat. Departed, mourned aud 
buried, it is time I put a dot to his story. 
denly upon a sign of 
salel” Shades of the Cavalier and nuguonol! 
Fresh Doughnuts! 
A TROPICAL GALE. 
EDUCATION IN OERMANY. 
The fourteenth congress of the schoolmaster 
of Germany has just been held at Mannheim; 
the sittings having lusted three days. Among 
the questions discussed were the best methods of 
developing memory in children; the means of 
awakening in them a love of country; the advan¬ 
tages resulting from a larger share being given 
to gymnastic exercises in education; the study of 
music, especially of national songs; the necessity 
of teaching children, with the greatest care, tho 
history of their country, and especially the great 
deeds and victories of the German people,' etc. 
YOUR EVENINGS, BOYS, 
Great boys and little boys, hero Is a question 
which concerns you all. How do you spend 
your evenings? If your parents or guardians 
allow you to go from home in the evening, where 
do you go, and how Is this time spent by you? 
Read this little account., and think of the lesson 
it teaches. 
Joseph Clark was as fine-looking and healthy 
a lad as ever left the country to go into a city 
store, nis check was red with health, his arm 
strong and his step quick. His master liked 
his looks, and said, “That boy will make some¬ 
thing.” He bad been a clerk about six months, 
when Mr. Abbott observed a change in Joseph. 
His cheek grew pale, his eye hollow, and he al¬ 
ways seemed sleepy. Mr. Abbott said nothing 
for awhile. At length, finding Joseph alone in 
the counting-room one day, he asked him if he 
was well. 
“Pretty well, sir,” answered Joseph. 
“ You look sick of late,” said Mr. Abbott. 
“ 1 have the headache sometimes,” the young 
man gaid. 
“What gives you the headache?” asked the 
merchant. 
“I do not know as I know sir.” 
“ Do you go to bed in good season? ” 
Joseph blushed. 
“ As early as most of the boarders,” he said. 
“And how do you spend your evenings, Jo¬ 
seph?” 
“ Oh, sir, not as my pious mother would ap¬ 
prove,” answered the young man, tears standing 
in his eyes. 
“Joseph,” said the old merchant, “your char¬ 
acter and all your future usefulness and prosper¬ 
ity depend upon the way you pas.s your evenings. 
Take my word for it, it is a young man’s even¬ 
ings that make or break him.” 
EDUCATION IN IRELAND. 
The report of the* National Education Board 
shows 803 361 children were on the school rolls 
at some time or other in the course of the year 
1561; the average number on the rolls was 521,- 
014, and the average daily attendance 284,726. 
These last two numbers are more by above 20,- 
000 than in 1860, indicating an improvement in 
regularity of attendance. Nearly a seventh of 
the entire population of Ireland was therefore on 
the rolls as pupils in 1861, Nearly live-sixths of 
these were Roman Catholics, 663,145; the other 
140,219 Protestants. The Board consider the 
proportions from the several religious denomina¬ 
tions to be as fair as could be expected under the 
circumstances, and the proportions are gradually 
becoming more favorable to the national system. 
The local emoluments of the schools in 1861 
comprised £34.342 from payments by the chil¬ 
dren, and £9,930 from local subscriptions. 
DIVORCE AND REVENGE AMONG BIRDS 
Tub Shields (England) Gar.dte has tho follow¬ 
ing curious story of animal life:—In the interior 
of the Tyne Dock wagon shops the attention of 
the workmen was, about a week ago, attracted to 
the movements of two sparrows engaged in con¬ 
structing a nest in a hollow where two girders 
met for the support of the iron roof. For several 
days they labored most assiduously in preparing 
their abode, when, by some sudden freak, the 
progress of the tiny fabric was suspended. A f'ew 
mornings afterward the ears of the workmen 
were saluted by loud chirruping and fluttering of 
wings, and from what transpired subsequently it 
was evident that the female bird had severed the 
connubial bond, and enlisted the affections of 
another, who now vigorously contended with 
the rejected bird for the possession of the nest. 
B’or several hours the conflict continued, until 
the usurper proved the strongest. The rejected 
bird shortly afterward returned and hovered 
about the spot, apparently watching an opportu¬ 
nity for revenge. This speedily occurred; for in 
the course of a short time the newly-joined pair 
left for a brief period. In their absence the de¬ 
feated sparrow approached the Dest, and placing 
his back beneath the feathery mass, raised it from 
its resting place and sent it to the ground. The 
surprise of the other birds, on their return, at be¬ 
holding the demolition of their dwelling, ap¬ 
peared to be great, and was amusing to observe. 
Notwithstanding this disaster, however, they 
led the assault upon Vicksburg last fall, after l commenced to build a second nest in the same 
A BATTLE SONG, 
LIMIT OF OBJECT TEACHING, 
T he teacher who begins to instruct by means 
of objects follows nature. An appeal is made to 
the senses before the powers of reason are fully 
matured, and much is learned about the uses and 
qualities of things before the theory upon which 
their action depends can be understood. This 
mode of teaching is specially adapted to the 
young, as all teachers will agree who have made 
faithful trial of it. It is the medium through 
which the most information can be imparted aud 
the largest store of facts secured. The most 
incredulous skeptic that professes to have no 
confidence in this method would adop’ i‘. as the 
only means of instructing his infant child. 
But it may be questioned whether object teach- 
Tiujk wisdom is a thing very extraordinary. 
Happy are they that have it; and next to them, 
not those many that think they have it, but 
those few that are sensible of thoir own defects 
and imperfections, and know that they have it 
not 
