feel what men most desire-a permanent home. The enemy will find him and root him out. It is usually pleasant to follow fixed principle and established law; but there is no law, no steady purpose, no sense of justice, no common sense to whim, and whim is the fitful wind that wafts the teacher's barque. The fashionable lady must have her daughter study music and drawing. The wealthy lady will not have her daughter attend the district school with so many poor and vulgar children. This fine old gentleman wishes his boy to study Latin, surveying, and navigation ; says he is quite forward for one of his age; don't want him to mingle with other boys; fears he will learn bad habits. Fearful lady must have her children change seats for certain good private reasons. The economical man that spends from ten to two hundred dollars annually to gratify miserable appetites, will not buy any more books for his children, to suit the whimsical teachers. The tender mother will not have her child's ears pulled. Philosopher declares that corporal punishment is entirely unnecessary, and a teacher that will whip is not fit to teach, for he himself has taught and tried it, so the argument is unanswerable. The resolute man sends word that he wants his boy whipped. The brave man says the teacher will never strike his boy but once. And so whims are multiplied, and one might as well expect to make a tight shoe fit easy on a gouty foot, or cook always to suit a crazy, whimsical dyspeptic, as to please all the patrons of a school. These troubles come heavy upon the beginner, but in him who shows himself qualified for the station, most people confide, and his path is comparatively unobstructed.

These are perplexities, they are minor troubles which follow teachers as flies follow horses; but the great enemy of schools is the money-God. In man there dwells a principle which, if it rules, renders him as mean as a brute. The strongest dog will seize the bone. Governments are said to be a public benefit, and therefore must be a public expense, and be supported by each individual, according to the amount of property preserved and defended. Yet the great class of men who are ruled by selfishness, like the miserable swine that feels perfectly satisfied if he himself sleeps warm, use every means to secrete their property from taxation, will descend to all sorts of deception-even to a false oath-that they may compel their more honest neighbor to pay for the benefits which they themselves receive, and by which they are defended. Public schools are no less a public benefit than governments, and have an equal right to public support, yet the school seems to present a greater opportunity for war. The power and wealth of a land lie primarily in its number of honest, industrious, intelligent citizens. We need but a few pages of history and and an eye that can penetrate benighted countries for proof. The present site of the city of New-York was purchased of savages for about fourteen

dollars. Although William Penn paid the full value of Pennsylvania, yet still he did not pay a thousandth part of its present value. In central Africa land has really no sale value; ivory lies decaying upon the ground, or is used for a homely fence; coal, iron, silver, and gold excite not greedy acquisitiveness; a brass button sells higher than a sovereign, and a negro slave is exchanged for two pair of heavy boots. It is hardly necessary to multiply words to show that from the principles referred to, sprung all our success, our wealth, and our honor, and that these principles, which are honesty, industry, and intelligence, are the fruits of education, and education the offspring of schools. That wealth lies in intelligence is well known. Merchants know it, speculators know it, land holders know it, the rich everywhere know it. The father of one child knows it, and the father of ten, and the mourning, childless know it. Why do not merchants locate among savages? A few do, but merely to buy their gold for the worth of brass, and their furs for cotton. Why are there not bankers among the Creeks? Why are they not located in the villages of the Sioux? Why doos not the wealthy opponent of the public school give his daughter in marriage to a Winnebago? Ah! well do all know the worth of intelligence, the power of knowledge, and the beauty and glory of wisdom. It is educated manhood that wakes up the sleeping soil, covers the earth with good, that gathers in the golden harvest, that clothes the naked, that feeds the hungry. It is the cultivated mind that applies the strength of the ox and the fleetness of the horse; that bridles the river, that turns to use the flying winds, that makes the lightning its swift messenger, that makes beautiful palaces of dull clay, that rouses the dead ore to active life, that covers the sea with ships and the land with mighty engines of wealth. It is the developed intellect that flies through the upper air, that mingles with the stars, that follows the moon in her course, that overtakes the constellations in their orbits, that weighs the sun, that measures the distance to the polar star. It is the cnlightened soul that worships God. Then is it unjust to ask the rich of their abundance to give, and the poor to cast in their mite.

Yet, there is misery in the land, nakedness and hunger, wild passion, evil habits, ignorance, covetousness, greediness, theft, and murder. Yet there are resources undeveloped, mines undiscovered, beauty and greatness unknown. Yet is an ocean of labor before us. Much is done for the building up of knowledge, and much wealth willingly dedicated, though a majority of man's strength is yet wasted, and his wealth misapplied. Could we turn the rivers of waste into the treasury of schools we should see prosperity yet unknown. Had we but the wealth that is devoted to the filthy weed and the poisonous liquor, the means and instruments of

knowledge would be abundant. Thus does the labor of the teacher accumulate, the importance of his position increase, and, through success, the honor of his calling become magnified.

CONSCIENCE.

When, along with his children, clothed in the skins of wild beasts, distraught, wan, in the midst of tempests, Cain fled from before Jehovah, as night was falling, the gloomy man came to the foot of a mountain in a great plain; his weary wife and his panting children said to him, "Let us lie down on the ground and sleep." Cain, not sleeping, sat thinking at the foot of the mountain. Raising his head, he saw in the depths of the funeral heavens an eye, wide open in the darkness, gazing fixedly on him through the night. "I am too near," he said, trembling. He awakened his sleeping children, his weary wife, and renewed his woeful journey, going thirty days and thirty nights, silent, pale, furtive-startled at every sound, not looking behind him, without truce, without rest, till he reached the shore of the sea. "Let us rest here," he said, "for it is a sure asylum; we have reached the bounds of the world." And as he sits down, he sees the eye in the same place in the lurid horizon. And black horror seizes him, and he cries, "Hide me!" and Jabel, the father of those who live under tents in the desert, drew a tent about him; and when he sat encompassed by its dark folds, little Tsilla, his son's child, fair as the morning, asks, “You no longer see anything?" And Cain answers, "I still see the eye." And Tubal built about him a wall of brass; but that eye still gazed upon him. Then Tubal Cain and his brothers built a great city, with walls as thick as mountains, and wrote upon the gate, "God shall not enter;" and they placed Cain in a great tower of stone within, and there the eye looked steadfastly on the dreary, haggard man. Then he said, "Let me dwell under the ground, in the loneliness of the grave, where none shall see, where I shall see nothing more." And they made him a cave under ground; and Cain said, "It is good." Then he went down into it; and when he was seated there in the dark, and they had closed it up with a great stone, the eye was in the tomb and looked on Cain.—Victor Hugo.

TEACHERS' INSTITUTES.

ON account of the importance of Institutes as one of the agencies calculated to elevate the standard of qualifications, and give direction and efficiency to the efforts of teachers, and because of the interest felt by our people in the first regular series ever held in our State, we give this month the full proceedings of a portion of them, and shall conclude the account in our next issue.-ED. JOURNAL.

ELKHORN.

The Institute at this place was to organize on Monday evening, Oct. 3, but so many teachers were in attendance that a session was held during the afternoon, and general remarks were made by Prof. J. G. McMynn, of Racine, Prof. John Ogden, of Ohio, and Prof. F. A. Allen, of Pennsyl*vania.

On Monday evening, Chancellor Barnard addressed the Institute and citizens, at the Union Church, upon "Public Education." On Tuesday morning the Institute was formally opened, and the exercises proper began. The daily exercises, held at the Court-House, were conducted by Profs. Allen and Ogden, and were of a nature to be peculiarly interesting to teachers. The evenings were devoted to educational addresses by Messrs. Craig, Editor of the Wisconsin Journal of Education, Allen, and Ogden. On Wednesday evening the ladies of the Institute presented Messrs. Allen and Ogden each a set of silver forks, accompanied by the following address by Miss Bradford, of Delavan:

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'Profs. Allen and Ogden:-In the name and behalf of the ladies who have been under your instruction the present week, I tender you our heartfelt thanks for your sympathy with us in the noble calling of teaching; we thank you for the many suggestions given, not only in regard to our intellectual progress, but also the higher development of our spiritual nature. As you go from us to another field of labor, we would assure you of our sincere desire for your success, and in their name I present you with these memorials as a slight token of our appreciation of your kindness, and also to show our remembrance of those whom you have left behind. Accept them with the kind regards of the givers, and let us ever be remembered by you."

The following responses, substantially, were made by the Gentlemen: Mr. Allen said that he had been through many such scenes, and still a scene like that, in all its aspects, was very unusual. It was not common to see so much friendliness and good feeling as had been manifested by the teachers here throughout the session. They had shown this genuine kindliness in many ways, not only to him and his friend Mr. Ogden, but to each other. "And now," said he, "this last evening of our meeting is one long to be remembered.

"For myself, ladies, your present acquires a double value, in that you show your regard, not only for me, but for the 'dear ones at home,' to whom my heart constantly turns back with a tender longing. It is very grateful to me to be so remembered, with them. What can I say, beloved friends, except that, heartily and sincerely, I thank you." Mr. Allen went on to speak of the many discouragements which must be met by teachers that their reward was not always in this world, but in that higher and better existence to which we aspire, and that, although he should probably never meet them all again upon earth, he hoped in a better world to enjoy with them that endless communion of love, of which all these acts of kindness gave us a foretaste. "Go on, teachers," said he, "in your noble work; do not let the trials and vexations you will most certainly meet, lead you to be weary in well doing.' Praying that the blessing of God may go with you, I would say again, for all your kindness to me, and particularly for this last token of your friendship, I thank you."

Mr. Ogden said that this was all too sudden and unexpected—that the thoughts and feelings rushing upon him wonld not allow him to say much. "Let me confess," said he, "that I am oppressed with a feeling of deep humility. What have I done that you should so load me with kindness ? I feel that my poor labors do not deserve it. But, in making me humble, you fill me with courage and strength to pursue the noble calling in which we are all engaged. Your kindness will never be forgotten; I will inscribe upon your shining gift 'Teachers of Wisconsin in Walworth County,' as a memento of the hours you have made so pleasant to me.

"My brother, Mr. Allen, spoke of the better world beyond this. Yes, I expect to meet you there, and not only to meet you, but that we shall know each other as friends. We shall be very happy there, but I believe that even then I shall look back to this evening and call it, as I now do, one of the brightest spots in my existence. Again, and again, I thank you."

The Institute closed on Friday evening with a Hall, when all enjoyed a general good time.

"Sociable at Remer's

A County Teachers' Association was organized, which will be of great value to teachers, and the cause of education generally.

During the session the following resolutions were adopted.

Resolved, That we congratulate the teachers of this State in having so great and good a man as Chancellor Barnard to execute the will of our Normal School Boardand we earnestly desire to see him continued in his present position, and furnished with ample means to carry out his noble designs.

Resolved, That this body of teachers are determined to carry into practice the excellent suggestions received during the session of this institute; that our public schools, and, through them, our community, may fully realize the benefits designed in these instructions, and that we return our heartfelt thanks to Profs. Allen and Ogden