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the routine of labor, and the loneliness of almost friendless city life were before her. Yet, as I looked upon ber tranquil face, gradually regaining & cheer faloess that was often sprightly, as she became interested in the various matters we talked about, and places we visited, I saw that eye and lip and every shifting lineament were made for love-unconscious of their sweet office as yet, and meeting the cold aspect of Duty with the natural grace which were meant for the reward of nothing less then the Great Passion.-Atlantic Monthly.

UNCLE SAM'S SCHOOL.

A PARODY-FOR THE SCHOOLS.

OF all he institutions

In the East or in the West,
The glorious institution

Of the school-room is the best.
There is room for every scholar,

And our banner is unfurled,
With a general invitation

To the people of the world.
Then come along, come along, make no delay,
Come from every dwelling, come from every way,
Bring your slate and books along, don't be a fool,
For Uncle Sam is rich enough to send us all to school.

Come from where the mighty waters

Of the broad St. Lawrence flow;
Come from Florida and Kansas,

Come from Main and Mexico,
Come and welcome to the school-room,

From the wide Atlantic shore,
To the golden region where they hear
The old Pacific roar.

Then come along, etc.

We will read, and spell, and cipher :

Write and think when thoughts are free;
And in study, with attention,

Carve a noble destiny.

Our motto is “Excelsior,"

And with our motives true,
We will leave the world the wiser
When we pass our lifetime through.

Then come along, etc.

Our fathers gave us liberty,

But little did they dream Of the grand result to follow

In this mighty age of steam.
With the march of education

All the world is set on fire,
And we knit our thoughts together
With a telegraphic wire.

Then come along, etc.

While Europe's in commotion

Her monarch's in a fret
We are teaching them a lesson

Which they never can forget.
And this they fast are learning,

Uncle Sam is not a fool;
For the people do the voting,
And the children go to school.

Then come along, etc.

The wise in every nation

Are joining heart and hand,
To spread a love of Knowledge,

And of Freedom o'er the land;
And Uncle Sam is anxious

That his children all should be
Of the wisest and the bravest,
And most worthy to be free.

Then come along, etc.

Come join our swelling numbers,

And advance with us along-
We will all, in friendly union,

Sing in wisdom's ways a song.
Until every land re-echo

With the free and joyous call,
Come ye to the fount of Knowledge
There's welcome for you all.

Then come along, etc.-

Mathematical Department.

We have received the following solution of Problem No. 1. We want an arithmetical solution, one that will be understood by any one acquainted with per centage :

Solution.-Let x = the sum required. Then x + 18 - 35 + 1*+ 16-85) 35+16(x+1o -35+ 10% -85)—85) –135+1% (all preceding terms) –128+14% (of all terms preceding this) -121 +47 (all preceding terms) -114+ 1% (all preceding terms) -107=0, which reduced will give 2, 2118x=$909,52, and a=$411,50 nearly, being the amount the mortgage is worth.

2 Solution of Problem No. 8.-Given .—3= to find X. Let x=y, then Næ=y. Therefore y2–8= . Adding 2 to each side of this equation we have go–1=\+2. Now yo—1=(3+1)(3–1) and +2= (y+1.) Hence (y+1)(y-1)=(+1.) Dividing by y+1, gives y—1= . ==

Clearing of fractions yé-y=2. Completing the square and extracting the root, we find y=2. Hence væ=2 and x=4. L. CAMPBELL.

We have a similar solution from X. Y. Z., who sends as the following problem:

Problem No.9.-Given 28+ =2 WX to find ..

Problem No. 10.-A vinter has a cask containing 256 gallons of wine, worth $1,00 per gallon, out of this be draws 64 gallons, and fills the cask with brandy worth 75 cents per gallon. This process being repeated four times, required the number of gallons of pure wine remaining in the cask, likewise the value per gallon of the mixture.

J. B. Problem No. 11.—The longest side of a right angled triangle is to the shortest side, as 5 to 3, and if it be enclosed by a fence 4 rails high and 2 pannels to the rod, the number of acres in the enclosure will be just equal to the number of rails in the fence; required the area of the triangle.

J. B.

Editorial Miscellany

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WE give this month the introduction to the Report on the Revision of the School Laws, and the Essay on Normal Schools, read at the meeting of the State Teachers' Association, in August last, and commend them to the careful con. sideration of our readers.

The amended report, or plan of re-organization of our school system, was given in the September Number, and presents an outline of such a system as we need to secure the best results, and the greatest amount of good from free schools; and we trust that another session of the Legislature will not close without something being done in the direction of re-organization.

Every one who has paid any attention to our common schools, has been struck with the absence of any thing like a systematic arrangement with reference to a common head or union of effort to secure the results aimed at by each individual school. The State Superintendent is the nominal head of the system, but his powers are so limited, and his connection with the schools so slight, that he can not exercise any efficient supervision over them.

The Town Superintendent though brought into more immediate contact with the schools, labors under similar disadvantages, and can not do much toward developing or perfecting them, even when capable of properly performing the duties of his office. When we consider further, that each school is a sort of independent republic, entirely disconnected with the others, we readily perceive that there must be a great waste of effort in such a neglected, disjointed apology for a system. That we need and must have a better system, one which will comprise different grades of schools, be better supervised and more closely united, is acknowledged by all who have paid any attention to the subject.

The second great defect, and one which would prevent the complete success of any system, is the want of properly qualified teachers. We have been compelled by necessity to employ untrained, inexperienced teachers for a majority of our schools, and a large share of those who have had considerable experience in teaching, still cling to the forms and methods in use a quarter of a century back, and do not seem to have learned that better and more successful methods are in use.

Now teaching is both a science and an art, and should be studied as well as practised by those who wish to be successful in their efforts to develop the youthful mind. The entire absence of agencies to instruct teachers and fit them for the proper performance of their arduous duties, is a noticeable defect of our present system, and must be remedied before we shall have efficient prosperous schools.

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The people of New Lisbon, Juneau Co, at their late annual school meeting, voted to build a new school house the ensuing year, to cost from $1500 to $2000.

KENOSHA.–We learn from the Tribune and Telegraph, that there are nearly 700 pupils in the public schools of the city the present term, and that the number of visitors to the schools has largely increased.

SUBSCRIBERS — We are indebted to Mr. J. G. M'Kindley, Principal of the 7th Ward High School, Milwaukee, for a list of thirty subscribers, all of them teachers in the public schools of that city. During a late visit to Kenosha he presented the claims of the Journal to the teachers of that city and the result is an addition of thirteen names to our list. Will not other teachers do likewise ? Remember, friends, that the profits of the Journal will not enable us to send out traveling agents, and we must rely upon teachers and friends of education for support. The times are hard, but every teacher in the State needs the Journal, and can afford to pay one dollar for it. Our terms are cash in advance, but any teacher who will become responsible for the money, may forward us names at once, and send the money any time within three months.

FREEDOM, SAUK Co., August, 21st 1858. Editor Journal of Education :

SIR: A communication appears in the last Number of your Journal, purporting to relate to the Schools of Sauk County, which, while unwilling to engage in any thing approaching to a public controversy, I feel, from my position, compelled to notice I am the more urged to this from the fact that the article in question is so loose in its construction as to apply rather to another town than this for which it is intended. Your attention has already been called to this injustice; but I may be permitted to say that the error is grave enough to admit a reasonable doubt whether your correspondent has given that careful consideration to his asseverations which the nature of the charges implied would seem to demand.

With regard to the leading charge contained in his communication—that no Superintendent of schools during the three years past—your correspondent is seriously in error. On referring to the books of my predecessors in office, I find frequent charges for visiting different schools, and at the date of Mr. W, T. C. N.'s communication, I had visited four of the six schools in the town.

There is as little ground for his assertion--that the people of this "neck of woods” take but litile interest in educational matters, and in the manner in which their schools are conducted. It has been my fortune for some years to fill the position of a district officer, and I can bear witness to the cheerful readiness with which they have lent their aid and influence, here and elsewhere throughout the town, to further the cause of education.

Our town is as yet but sparsely settlod; yet no needful appropriation for school purposes has been withheld, and I believe that, as a general thing, we have em

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