tent, in other portions of our own country, and in Europe. And more than this, religious instruction is imparted in the public schools of the most enlightened countries of the world-in some of them it is sectarian, but in many it is not. In Great Britain, France, Prussia, Germany, Belgium, Holland, Bavaria, Saxony, Austria, Norway, Sweden, and Switzerland, more or less religious instruction is given in the public schools; and even in Russia it is a national maxim, that "religious teaching constitutes the only solid foundation of all useful instruction."

No more enlightened statesman, or abler advocate for religious instruction in public schools, has appeared in any age or country than the celebrated M. Guizot, who has repeatedly been chosen as the Minister of Public Instruction in France. In addressing the French Chambers, while discussing his scheme of primary education for France, he said: You have. admitted moral and religious instruction as an essential part of primary education; but, gentlemen, moral and religious instruction is not like a reading lesson, or a question in arithmetic, to be gone through at a particular hour, and then laid aside. Moral and religious instruction is a work of all hours and all times. The atmosphere of a school ought to be moral and religious, and this is the only condition on which you can have moral and religious instruction in your schools. Children reach the age in which the sciences are to be studied, but in Primary Schools, if you lay not a foundation of morality and religion, you build upon the sand. Does not the teacher open and close the school with prayer? In teaching the children to read, is it not in the Catechism? In teaching them History, is it not of Scripture? In a word, religious instruction is mingled with all the proceedings at all hours, in a Primary School. Take heed of a fact, which was never so brightly apparent as at this day: Intellectual culture, if accompanied by moral and religious culture, produces ideas of order, and of submission to the laws, and becomes the basis of the greatness and prosperity of society. Intellectual culture alone, not so accompanied, produces principles of insubordination and disorder, and endangers the social compact." Elsewhere, speaking of his Bill, he observed: "By moral and religious instruction, it provides for another class of wants quite as real as the others, and which Providence has placed in the hearts of the poorest as well as of the richest in this world, for upholding the dignity of human life and the protection of social order." Speaking of the teacher, and his high and important mission, he remarked: "Nothing can supply for you, the desire of faithfully doing what is right. You must be aware, that, in confiding a child to your care, every family expects that you will send him back an honest man; the country, that he will be made a good citizen You know that virtue does not always follow in the train of knowledge; and that the lessons received by children might become dangerous to

them, were they addressed exclusively to the understanding. Let the teacher, therefore, bestow his first care on the cultivation of the moral qualities of his pupils. He must unceasingly endeavor to propagate and establish those imperishable principles of morality and reason-without which, universal order is in danger; and to sow in the hearts of the young those seeds of virtue and honor which age, riper years, and the passions, will never destroy. Faith in Divine Providence, the sacredness of duty, submission to parental authority, the respect due to the laws, to the king, and to the rights of every one-such are the sentiments which the teacher will strive to develop."

"Nothing," says Horace Man, "receives more attention in the Prussian schools than the Bible. It is taken up early and studied systematically. •The great events recorded in the Scriptures of the Old and New Testament; the character and lives of those wonderful men, who, from age to age, were brought upon the stage of action, and through whose agency the future history and destiny of the race were to be so much modified; and especially, those sublime views of duty and of morality which are brought to light in the Gospel, these are topics of daily and earnest inculcation in every school. To these, in some schools, is added the history of the Christian religion, in connection with co-temporary civil history. So far as the Bible lessons are concerned, I can ratify the strong statements made by Prof. Stowe, in regard to the absence of sectarian instruction, or endeavors at proselytism."

Prof. Stowe, speaking of the German teacher, observes: sometimes he calls the class around him, and relates to them, in his own language, some of the simple narratives of the Bible itself, or directs one of the children to read it aloud; and then follows a friendly, familiar conversation between him and the class respecting the narrative; their little doubts are proposed and resolved, their questions put and answered, and the teacher unfolds the moral and religious instruction to be derived from the lesson, and illustrates it by appropriate quotations from the didactic and preceptive parts of the Scripture. Sometimes he explains to the class a particular virtue or vice, a truth or a duty; and after having clearly shown what it is, he takes some Bible narrative which strongly illustrates the point in discussion, reads it to them, and directs their attention to it, with special reference to the preceding narrative."

(To be Continued.)

HOW TRUE THIS IS.-"It is not work that kills men; it is worry. Work is healthy; you can put more on a man than he can bear. It is not the revolution that destroys the machinery, but the friction. acids; but love and trust are sweet juices."

Fear secretes

"Ir is not enough!" said my brother, with an emphatic sigh. He was leaning upon the gate, looking at our quiet pasture land, and at old Grey cropping the dew freshened grass. He turned and gazed into the stately forest, and muttered, "It is not enough!"

"What disturbs you, Walter?" I inquired. I was standing near him having espied him there when returning from my evening ramble. He turned suddenly.

"I will tell you," he replied; "for you will agree with me. I was thinking that I am almost a man-yes, almost," he repeated, seeing me smile, as he drew up his boyish figure, which was hardly proportionate even to his eighteen years. "Boys, you know," he continued, “are satisfied with a knife, a dog, and a gun. I am not, and therefore am above them. I know that I am capable of something; father would say, 'not greater," so I will only say beyond my present round of employment. I have read that many young men have thought the same, and have gone out of home quiet, 'to seek their fortunes,' but have not found the object of their search. But this does not discourage me, for I believe there is a golden mean between a reckless, adventurous spirit, and a plodding, un aspiring one.

"That mean I am seeking; and may it not be attained by combining the advantages of a city life with the pure air, freedom from restraint, and healthful exercise of the country? I think that a spoke is gone from the great wheel of society, and that is the one which, if replaced, would more intimately connect country and town. But now there are great differences between us, insuperable almost to me; yet that does not in the least check my longing to be more, even, than a good farmer. Yet I do not wish to leave my occupation or the country; I love them both too truly to forsake them. It is the education, the education, that I pine for, and will have."

"But," I ventured, "you do not wish to leave the country, yet you have decided to have an education, which you can not obtain without going from home. This seems paradoxical."

"True," he replied, "and the question is, how is the difficulty to be overcome?"

Just as he had uttered the last interrogatory, Mr. B. joined us, and to him we referred the subject under consideration.

"You wish to know if it is possible for you to unite the advantages of the city with those of the country," he replied. "I might tell you, Walter, that by fitting up a residence for yourself near a city, you might combine the two results. But that you know already, and you know also that to do this is impossible. It would pre-suppose the fortune and independence of a successful man of forty to be possessed by a youth, who has as yet done little in life, aside from physical labor, except to hope. It would afford me great pleasure if I could tell you how you might secure right here, without going to a distant city, without leaving your honorable employment upon the farm, the advantages you desire. For I rejoice to see that you do not belong to that class of malcontents who consider farming only in the light of degrading servitude, but that you honor your profession, and only wish to make yourself truly worthy of it.

"When I was young I had the same desire that you have. To be at once a thorough, practical farmer, and an educated man, were my wishes, because they were necessities. To be a farmer was a necessity of mine, for I could enjoy no other pursuit as well. I do not mean that my ambition was to be either a plowman, a herdsman or a shepherd merely, but a farmer in a broader and higher sense. I wished to be one of the great fraternity of 'nature's noblemen.' It was a demand of my intellect to be cultivated and expanded; I felt a craving, which I knew could be satisfied in no other way. But I was poor, and stay at home I must. Thus was I in a torturing dilemma, as a man must always be when only one-half his abilities are being called into action.

"My case was not an isolated one, nor is yours. Thousands are feeling this very want to-day, are groaning under it, and will not be comforted till their aspirations are fulfilled; for unequal development never was, and never can be natural, hence never can be productive of happiness. But to the point.

"I studied every possibility of which I was capable over and over, as I followed the plow by day or mused at eventide. Not in a day or a week but after months of thought and careful weighing of probabilities, I arrived at the conclusion-doubtless it is by no means an original-that it was possible for an obscure youth, without the aid of a fortune, or influence, or 'rich relations,' to become thoroughly educated, and yet continue to pursue his avocation-to be a gentleman, and yet occupy the proud position of one of the 'workers of the world'-to become acquainted with what is abroad, and yet remain at home-to be at once a man, a scholar, a farmer, gentleman.

"I do not say that I have done this, indeed I can not; for I should not

be sustained in the assumption. But I have done something, and will tell you how you may do more.

"In the first place, cease to repine against your lot. Believe that which is the truth, God could not have given you a nobler one. In close study or earnest reflection upon what you have already learned, occupy hereafter the hours formerly spent in useless regret. Obtain a few useful bookshistorical, biographical, scientific-almost any except fictitious. I speak of the beginning you are to make. Leave fiction for a few years, and then read only such as will acquaint you with characters, manners, and customs; for though the personal study of character is noble and elevating, more experienced dissectors and delineators than we can be have given us the result of their investigations, and by the evening fire we may read it, as depicted by the master hand of a Dickens or a Thackeray, who have given their whole lives to its observance. But you have much to do before you are prepared for literature. You must study science with energy and determination, both morning and evening. Have a book always near you. use your 'spare moments.' Do not, however, endanger your health by appropriating the hours that nature demands for rest to study. And that you may not dare to disregard the requirements of those laws, I would recommend that physiology be one of the first sciences which shall occupy your attention.

"Foreign languages you had better omit, unless you have a decided genius for them. First make sure of the necessary, afterward, if possible obtain the desirable. What you have learned in your moments of leisure, review while at your work. Fix the principles that they may remain forever. You will have this advantage over college students. They are urged from one study to another with such rapidity that they have bu little time to reflect upon and assimilate what they have learned, but you will have hours each day. Your mind can not be occupied with your labor but a small part of the time; you will soon learn to work as rapidly with your hands while your mind is engaged in another direction, as if your intellect was objectless.

"Whenever you see in nature any thing analogous to what you have learned from science, trace that analogy; it will serve to fix the fact more firmly in your memory, and to establish habits of observation. Notice the honeycomb of the bee; apply to it the principles of Legendre. Exercise your knowledge of geology in classifying the pebbles on the shore of the brook at which you refresh yourself and your team after a hard morning's work. Do not think the study of botany only fit for school girls; it is a noble science. Ascertain the reason why one field of your wheat flourishes better than another, for you may know it, but not without that acquaintnce with botany and chemistry, which will teach you what substances