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M.

Mania: Its Progress. By KIT KELVIN,.. 22
Mount Savage Ramblings. By VIATOR,
322, 419, 506
Manes: By MEISTER CARL,.
425

N.

O.

Our Spring Birds. Robin Red Breast. By
W. H. C. HOSMER,

..108

Original Turkish Sketches. By JOHN P.

BROWN, Esq.,....

.140

Our Summer Birds.

The Swallow. By

W. H. C. HOSMER, Esq.,...

440

Nature's Tenure. By GEO. S. BURLEIGH,..242 Twilight Thoughts. By a New Contributor, 145
The Hungarian Lovers. By Mrs. C. W.
DENISON,
Thanatokallos.
By J. M. LEGARE, Esq.,....204
The Death Whisper. By KIT KELVIN,....207
The Willow by the Brook. By WILLIAM
B. GLAZIER,.
The Symbol of Darkness: A Tale of an
Unknown Quantity...
.212, 283
The First Kiss. A Tale. By an Amateur,..219
The Times and Poetry of Chaucer. By a
New Contributor,.

PAGE.

Lines on a Grave at the Mouth of the Guazo-
coaleos,..

..515

PAGE.

Stanzas: Egeria. By MARY L. LAWSON,....503
Sublimity of a Rail-Road to the Pacific,....550

T.

25

The Wanderer. By G. S. BURLEIGH,
The Brook. By ALFRED B. STREET, Esq.,..111
The Village. By CHARLES W. BAIRD,.. ..119
The Fire of Peace. By Mrs. M. E. HEWITT,. 120
The Moravians of Bethlehem, Pennsylvania,121
Transcendental Formula. An Orphic Tri-
bute,.

.125

.158

.211

.236, 292

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The King Fisher. By W. H. C. HOSMER,...290
The Pilot. A Romance of the Ocean,......306
The Blacksmith. By JOHN HONEYWELL,...331
Thoughts at Laurel Hill. By D. W. BELISLE,334
The Cavern of Pearls. By C. D. STUART,..347
The Season of Roses. From the Persian of

HAFIZ,.

411

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412

.486

The Shipwreck. A Fragment,..

.417

Remembrances. By A. RIVERS,.

545

The Last of the Money-Diggers. By HANS
VANS SLAUGHTER,

.471

S.

The Mourning for Bion. By Rev. JAMES
GILBORNE LYONS, LL. D.,.

.483

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The Argumentative Husband.
64
The Return. By a New (and welcome)
JOHNSON, Esq., Utica,..
Contributor,.

The Legend of the Nun. By Mrs. M. E.
HEWITT..

..533

The Footsteps of the Frost. By LILY GRA-

HAM,

.496

By A. B.

.497

522

299

Sketches from Oriental History. NADIR

SHAH of Persia..

.377

Stanzas. By Dr. DICKSON of London,.
Stanzas. The Rose. Translated from the
Italian,.

..390

The Odd Fellow's Offering for 1850,
The Boston Book: Fourth Volume,.

.....549

....549

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Stanzas. The Farewell,.

.438

Stanzas from the Persian..

482

Stanzas: The Robber. By Dr. DICKSON,
of London,...

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495

Winter in New-England. By "CUTNEY,'...546

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"THE ill-directed infant mind is the root of the tree of Idleness, out of whose multitudinous branches comes forth the fruit of Pauperism, in all its varieties of forms.'

THE Consideration of this subject leads us at once to the education of children. As long as the means employed to relieve mankind are directed toward the adult portion of the population alone, they will only produce a temporary relief: it is trying to cure an evil without first attacking its source. The effect, it is well known, will continue the same, while the cause is but partially removed. Missionaries in every department of benevolence have succeeded in bringing about permanent reforms, and obtaining proselytes, only so far as they have included the education of young children in their system of efforts. All this is well known; we are fully aware that there is nothing new in the ideas expressed above; but are these truths acted upon? We think not. The Jesuits are the only association who as a body have made it a fundamental principle to take possession of the infant mind. In all countries, and at all periods of their existence, they have selected the best location for their seminaries of learning, and secured the greatest proportion of pupils. If they observe an individual of powerful intellect among the youth committed to their charge, they are prevented by no obstacle from bringing him over to their interests: they flatter, they allure, they take hold of him with the strong bands of kindness and love; if necessary, they even supply his temporal wants; and thus acquire one more disciple and devoted tool. Much could be said on this subject in proof that this is the method by which the Roman Church has perpetuated its sway over the nations of the earth; but we see the palpable consequences of the system in the prosperity which

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has attended the order of the Jesuits, and even in their very existence at this day, although successively persecuted, hunted down and expelled from every country of Europe.

If then you would permanently ameliorate the condition of the poor, it is not by founding alms-houses nor by forming societies to convey relief to the home of the indigent, and other like institutions and associations, which, although good in themselves, and serviceable to the present individual, do not fulfil the expectation once entertained in regard to the good influence that they were supposed to be able to exert on the masses. What, then, must be done? We would say, take the children; educate them to some useful purpose. Although your Sabbath school and free-school systems are admirable, as far as they go, they are not sufficient: another addition must be made to the free-school, where book-lore is imparted. Let each school, beside the usual course of instruction, contain one or more departments devoted to the teaching of a trade or a profession, and let the entrance into the operative department be GRANTED as a recompense to the good scholar. Thus you create emulation, and give to labor its own honorable place. The influence imbibed in that way would follow one and all through life; as, having been accustomed from infancy to regard it as a distinction to be permitted to labor, they would never be ashamed of it. We believe it will be conceded that the greater number of paupers are brought to their misery either from a want of knowledge of work, or from a false pride, which prevented them from putting what knowledge they did possess to use. Paupers are not born such, as a class; they sink gradually to that condition from the higher steps of the social ladder, influenced by a false sense of their pretended dignity, and fearing it would be impaired by such manual labor as might have supplied honorably all their wants. That false dignity can be done away with by bringing up the children in due reverential spirit toward labor; but do you say that this is Utopian; that we can never bring boys to consider it as a recompense to go to the carpenter's bench and work out their hours of recreation? This would be a mistake, and we are convinced that there does not exist a parent who cannot make the trial and prove it to be such. Man, of his nature, is imitative, and children are most especially so; a little girl is never more happy than when she imitates the work of her mother with her doll; so does the little boy imitate the father in his work, avocation, or vices. Let a merchant say to his little son, that if he behaves well he will be permitted to go to the bank and carry his book to have his account brought up. Who doubts that the boy will be proud and happy of the responsibility entrusted to him, and will strive to be thought worthy of the trust? Let the mechanic say to his child, that if he brings home a testimonial of satisfaction from his schoolteacher he will be permitted to work with his father's tools. If the trial is made, and succeeds in inducing the two boys to win the right and privilege of being useful, then are we not wrong in stating that work-actual and profitable labor-can be introduced as a branch of education, and be made attractive by being held out as a privilege

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