COST OF ALL THE PUBLIC SCHOOL ESTATES IN BOSTON.

1. Cost of the Latin and English High School Estates, and of the improvements on the same,

2. Cost of all the Grammar School Estates, and of the improvements on the same,

3. Cost of all the Primary School Estates, and of the improvements on the same,

Total cost of all the public school estates,

$81,151.51

762,744.22

427,377.84

$1,271,273.57

684

schools,

2,070

4,663

3,476

779

9,4

Students attending Colleges and Universities,

Students attending Academies and Grammar

Pupils attending private schools,

Common school teachers in Upper Canada,

Female teachers,

Average number of months each school is kept

open,

Total amount of money available for teachers' salaries, and the erection and repairs of schoolhouses,

66 INTERESTING CORRESPONDENCE."

A subscriber in North Carolina writes as follows:

$410,476

"Some two months ago, I subscribed to the Massachusetts Teacher, and was so pleased with it, I have inquired where I might obtain another article of the same character. I saw something in the Teacher of an Ohio Journal of Education. Please tell me where it is published, and by whom."

We are happy to inform our correspondent, that the Ohio Journal of Education is published at Columbus, and One Dollar sent to Lorin Andrews, of that place, will pay for it, one year. A capital paper it is, too.

A project is on foot, in the southern and central portions of Illinois, for the establishment of an industrial university, in which the science of agriculture and the principles of mechanism shall be practically taught. The fund for this purpose, now at the command of the State, has accrued from the action and foresight of the constitutional convention assembled at Kaskaskia, in August, 1818, in accepting certain propositions of Congress in relation to certain lands for school purposes.

The American Institute, of New York, has issued a circular proposing the establishment of an Americal school of mines, to be located in New York, under the auspices of the Institute. Dr. C. T. Jackson, of Boston, is named as the Director. The plan embraces courses of popular lectures on geology, mineralogy, mining, metallurgy, and chemistry proper, together with prac tical instruction in each of the above named branches of science, and also in civil engineering and nautical astronomy.

A new university, projected upon an extensive scale, has been established at Albany, New York, Judge Bronson President. The lectures upon medicine, law, and various departments of science, have commenced, and are in progress. The university in plan more nearly represents the European univer sities than any thing now in this country. It is intended that the professors shall be remunerated by the fees which they receive from those who attend the lectures. By a generous subscription of the people of Albany, four persons from each senatorial district of New York, and certain other persons, are allowed, this year, to attend upon the lectures gratuitously. Among the lecturers connected with this university, are Prof. Mitchel, on astronomy; Prof. Norton, scientific agriculture; Prof. Hall, geology; Dr. Henry Goadby, entomology; Profs. Agassiz, Guyot, and others.

Since the meeting of the American Association at Albany, active measures have been taken to secure the establishment of an astronomical observatory in that city. Twenty-five thousand dollars have already been raised, to which sum Mrs. Dudley contributed thirteen thousand. A valuable lot of land for the site of the building has also been given, by Mr. Van Rensselaer. The director of the observatory will be Prof. O. M. Mitchel, formerly in charge of the Cincinnati Observatory. The instru ments are to be purchased in Europe, by Prof. Mitchel. Annual of Scientific Discovery, 1852.

A legacy of $50,000 has been left to Dartmouth College, New Hampshire, by Abiel Chandler, of Boston, for the purpose of establishing a school of instruction in the practical and useful arts of life.

"Fret not thyself in any wise to do evil."

WE need to be animated with an ardent love for our calling, as all know. But the teacher must also be patient. These qualities do not always exist together. Some have ardor to inspire the chase or fight, who have not patience to bear delay and defeat. Patience, when not the offspring of dulness, is one of the rarest of virtues. He of the land of Uz has acquired a most enviable reputation. We have all helped him on to fame ! a thousand times by saying that he was the most patient man. His star shines all the more brightly from the fact that it shines almost alone. Ten rivals of Shakspeare might be found, and not one of Job!

But if patience is a rare, it is also a valuable virtue. And in no place is this trait more valuable than in the school-room. We have to do with those who have feelings to prompt, and but little reason to guide. Childhood is wayward to a proverb. "Folly is bound up in the heart of a child." And sorry we are to say that there are never wanting those, whose talent or skill | lies only in applying irritations and ruffling the calmest temper. And the labors of our calling, though connected with imposing results, are frequently vexatious in detail. The seat before you may be filled with future senators and governors; but their march to fame, or even proficiency, will be attended with many a halt and apparent retreat. You naturally expect to see evidence of progress every day; but at the close of many a day you will go to your couch under the desponding apprehension, that many of your pupils are following the apostolic maxim to the letter; "Be ye steadfast and unmovable!"

These things have won for our employment the bad character of being a wearing, harassing, patience-trying business. The effect upon the disposition is thought to be hurtful: as if the teacher's heart and temper must after a while acquire a chronic moroseness and become hopelessly sour. Such impressions are doubtless a libel upon our occupation; it should be the business of every teacher to refute the slander. But it is, alas! too true that there is some foundation for the reproach. The memory of our early days suggests to us the names of some, who, at the time we knew them, had passed quite through the "acetic fermentation.”

But with all these provocations and trials the teacher needs unruffled temper more than most men. Let those that hammer upon blocks of stone, or follow their bloody trade in the shambles, be vexed to blows; but oh! do not make mention of irritated words and sour looks, and blows in the school-room, where there are sensitive spirits to shrink under the gashes, and wear the scars forever. The school-room should be a scene of quiet, where the sunbeams and the summer wind, that may wander in through the open casement, shall never feel themselves away from home. But in producing such a state of things almost everything depends upon him who holds the reins of government.

Then, Ó Teachers, be patient. If nature or thy previous occupation has given thee a disposition to fret, and worry in spirit, oh! purge it away; remember with the wise man, that "he that ruleth his own spirit, is better than he that taketh a city." If you are ready to say sometimes that "there never was such a trying employment," then let it be seen that there never were such patient, even-tempered men, as those who are engaged in it. If this habit which we now reprobate, has been confirmed by months or years of indulgence, still, though it be more difficult than " to take a city," resolve that with God's help it shall be subdued. That fretfulness to which so many of our calling (and out of our calling) are prone, is a great evil; it mars thy peace, shuts out thoughts of God and heaven from thy heart, darkens thy countenance as if shadows from the very wings of demons fell over thee; it impairs thy usefulness, and in a word multiplies thy gray hairs and shortens thy life. It is equally an enemy to prayer and to good health; it is as offensive to God as a proneness to profanity; it is as bad in thy heart and life as a temporary possession of evil spirits.

Is, then, that lad discourteous? does that footfall descend too harshly to the floor? do those pupils use the "gift of tongues' far too much? is that morning lesson, for which you have perhaps given a special charge, fit only to be referred to the "committee on unfinished business?" still do not fret; do not be chafed within even. "Fret not thyself in any wise to do

evil." We know the urgency of the case; when volcanoes are full, they will break out in streams of fire; with far less provocation than thine, persons reputed little less than saints, have quoted from "profane history" shockingly; and kings with less affront to their honor, have unstrapped all the hounds of war and chronicled their wrongs in blood. Still dont fret. "In your patience possess ye your souls." If your position or occupation, at the moment, is dangerous, then lay down the book, dismiss the class, postpone the consideration of that offender's case for a little season, and by a strong effort of resolution or by a little prayer, go up into the watchtower of thought, like king David to the "chamber over the gate," and if the waves of excitement are too dangerous around you, let them fret and break a short time harmlessly underneath you. Then return to the work after a season, resolving and re-resolving to

"Be resolute and calm."

Let thoughts of the real dignity of your office and of your sure reward, pour their light unobstructed down into the still depths of your soul. Whatever may oppose, whatever may vex, whatever may delay the result you long for, quietly abide your time; and while you pursue your avocation with zeal and love, oh! seek to be meek and gentle and patient.

"If one would learn thoroughly, let him review frequently and thoroughly."

IT has been well said that at least one third of the time should be spent in reviewing what has been already learned. Some have even said one half.

It is a great defect of modern teaching that we review so little. We calculate the amount of the scholar's progress by how much he has done, and not by how well he has done it. In most schools more zeal is manifested to get through the book than to understand the subject. Hence every day witnesses new progress over the field of knowledge. The place where we pitch our tent to-night is on the horizon by to-morrow eve. Consequently pupils little more than glance at the objects they pass in the way to knowledge. Thorough discipline, fixed and deep impressions, are rare. The pupils that "know but cannot tell "