ity of which we are speaking is not indicated at all by the ridges and furrows of the face, nor by the peculiar contour of the head. It is not the features but the expression of countenance, not the os but the vultus, not Mt. Blanc, but Vesuvius, which is a sure index of the energies within.

In like manner of the tongue. Military, Marine, and Educational captains, all possess a peculiar intonation of voice which carries along with it the conviction of authority and satisfies the governed that the order is to be observed. Scholars analyze the first words of their new master with the same intensity that they do his face, because they at once. become satisfied of its governing power. A certain college professor once had occasion at evening prayers, to use the words "Order here!" I have not a particle of doubt that where those words were heard, whether the Professor was seen or not, order was restored. Nor have I any the less doubt that the same words uttered by cther Professors of equal or superior standing would have failed of the same result.

Experience, then, and the law of our nature must make it clear that the face and tongue individually, or together indicate the master, or the contrary. The clear, penetrating, firm eye, the muscles of the face nerved by energy and conquest, the decided intonation of the voice are accompanied by power of control, and the latter quality by the former outward marks.

But the governing face and tongue is by no means the necessary attendant of superior station or learning or amiability. One teacher may be far superior to another in all these three respects but wanting the face and tongue of authority is not master of his scholars, while the other obtains a willing obedience. Some men have the governing face and tongue, which with apparent ease command a willing obe- " dience. But such characters appear without any necessary connection with high mental or physical qualifications. It is not the face and tongue but the mind acting through these, its indices, which controls others.

The perfect disiplinarian bears the stamp of his power in VOL. XI.

10

his face and tongue. In this respect he must be born, not made. Like the poet-magister nascitur non fit. His face and tongue indicate his power to control, so that the child reads the result of his transgression and yields a willing obedience. As is the master so the school. Or as has been said, "The master is responsible for the transgressions of his scholars." C. P. O.

WORDS-CONTINUED.

Ink-horn; powder-horn; shoeing-horn, &c.

So called

from the fact that these articles were formerly made of horn.

Meander. From the river Meander in Phrygia which is noted for its winding course.

Millinery. Articles so called because first imported from Milan.

Mesmerism. From Mesmer,-a German physician who originated the theory of animal magnetism.

Mould-board. The part of a plow which turns the mould or earth, was formerly made of a board.

Maxim. From the Latin maximum, signifying the greatest. A maxim is something of the greatest importance,— worth remembering.

News. Some suppose this to be composed of the initial letters of Nort, East, South and West. We find the following lines in "Wit's recreation," first published in 1640.

When news doth come, if any would discuss

The letter of the word, resolve it thus;
News is conveyed, by letter, word or mouth,

And comes from North, East, West or South.

Nail. (A measure.) The distance from the second joint of the finger to end of the nail.

Nails. (Six-penny, eight-penny, ten-penny, &c.) At Sheffield England, where immense quantities of nails were made it was formerly the custom to sell 100 of one kind for four pence, another for six pence, &c.

POVERA PICCIOLA! We have just bid farewell to the rare production of Saintine, called Picciola. It has been our companion for the vacation, and what reading could better occupy a schoolmaster's leisure hours. The noble Charney, closely confined for state offences in his Alpine prison, had nature for his school-mistress and the little Picciola, growing in the interstices of the stones forming the narrow court of the prison, for his text book. In the court of his Alpine prison before the little plant shooting up among the stones, we may learn how nature educates and receives a lesson from the best of Institutes-nature's own school

room.

Possibly we may be able to realize better than ever before, the real meaning, the core of that word-Study-the household word of the school-teacher, and the scholar too. Possibly we may be able to feel the true spirit of the word, and realize that it is the corner-stone of that other word-Education. May we be also satisfied that study, the bugbear of schools and scholars, and which some of us endeavor to exact from our scholars much as kings attempt to force their own religious beliefs upon the souls of their unconvinced subjects, may, after all, be a pleasure.

To proceed then to nature's own school room and witness how she teaches men. Count Charney, snatched from the exciting fetes of Paris, from all his helps to the study of languages and sciences, suddenly finds himself shut up in his narrow cell away from all intercourse with man and nature. He is bound to be a pupil of nature, and thus she begins her ⚫ work. She first creates a burning thirst for investigation and then gratifies it by showing him the foreshadowing of his future text-book-the first appearance of a little plant struggling up to the light, like the self-made man, through the unyielding obstacles of the prison court. Thus nature first creates the thirst for something, upon which to exercise the restless mental powers, and afterwards the gratification

follows, so far from being a matter of work that it requires restraint.

The prisoner spends all the time allowed by his keeper for out of door exercise in the study of his Picciola. He does it not from compulsion in hopes of future gain, nor to gratify his ambition for distinction in science, but merely from his desire to study for the sake of study, because he realizes a deep enjoyment in study. There you may see him standing with arms folded before Picciola, peering into the mysteries of nature; what is that but study! What that Charney and Picciola were hung up on every school-room wall. Study, because it is a pleasure to study. Not a day passes without his observing some new characteristic or solving some new mystery. To-day he learns the uses of the bivalve envel ope which has protected Picciola from abrasion against the hard stones, between which it was shut up, and which wither away as soon as they have finished their office. To-morrow he observes that it kindly registers the hour of the day by the variation of the fragrance of its flowers. Another day's observation brings to light the fact that the flower always turns towards the sun. Again, he is taught the mystery of the fructification of the plant. He who has been unable to comprehend that word Education can not fail to do so without access to a Dictionary, after being fully impressed with the workmanship of the Master-Teacher as exemplified in his story.

If the word Education is a great deal used and little understood, the same is true of Study, when the Teacher issues the decided mandate-Study!-he may always be obeyed apparently, but much less often in reality. Education comes through study, as the price we pay for it. Charney was, educated through the study of Picciola. Nature allows us to look into that Alpine prison and catch her definition of the word Study, so that if before we have failed to rise to its true meaning, our ideas may now be as clear as the noonday. This is the lesson of the picture, and as such we would write under it its name-Study.

Study does not require the scholar to go through one

arithmetic five times, nor five arithmetics once at the winter school; neither does it require him to be engaged at the same time upon all the studies on the list. Nature gave Charney one little study-Picciola. Nothing more. This was his lesson yesterday, to-day, to-morrow, and why was it not dull? Because his teacher made his study a ravishing pleasure.

As always when Nature guides, the road is easy and the fruit ripens so abundantly that we are scarcely sensible of the work accomplished until the harvest comes. Charney's

harvest was, as far as he went, a perfect education on a solid foundation. He learned application. He learned to abstract his mental powers from everything else upon one object, and that makes the eminent man in every profession or occupation. Let the word Study be understood by the teacher and impressed upon the scholar. A struggle enables us to realize it, but it is a pleasurable struggle and one replete with a rich harvest. Scores, we know go through College, and after all just begin to realize that what they had supposed they had been doing as study, could scarcely be dignified with that name, and that they have barely learned its true meaning and their mistake at the last day. So then our revelation of the skill of nature in handling mind is thisfirst create the appetite, then study follows as a pleasure to gratify that appetite. C. P. O.

For the Connecticut Common School Journal.

MY FIRST SCHOOL, CONTINUED.

THE afternoon was like the morning only that Grammar took the place of Geography, and Penmanship came in for a share of attention. Of the Grammar I prefer to say but little, for there is but little to be said. "Smith's Grammar

on the Productive System" was the text-book and the questions and answers therein was the extent of our investigations. We parsed and that is the only comfort I have in thinking of these lessons. My classes in Grammar parses now, and will so long as I can have my way; but they dont