All the gold we leave behind us When we turn to dust again, By the winds of fortune tossed, (Seed of pity wisely sown,) Which we gave in self-negation We may safely call our own. Thus of treasure freely given, For the future we may hoard, For the angels keep, in heaven, What is lent unto the Lord. HEART HYMNS. Bear the burden of the present, Wrap thy cloak around thy form; God is mightier than the storm. By the toiling servants' side; While his hands uphold and guide. Rends thy heart, to him unknown; Grace sufficient gives his own. TEACHERS' INSTITUTE. (Continued from page 602.) The subject chosen by Dr. Franklin Taylor was History. He said I rejoice to know that the study of the history of our country has been at last in troduced into the public schools of this State. History affords us new power to extend the range The study of history is much more important in a republic than in a monarchy, for the simple reason that greater responsibility rests upon the citizens of a republic, who select their own rulers. The ignorant man is not necessarily an enemy of his country, but he is liable at any moment to become one. The history of our nation has its roots in the far distant past. To know it well, we must pre viously know the history of our race in the Old World; yet it may be considered as commencing with the discovery of the continent by Columbus. It is necessary in teaching history in the school-room, to select only those portions which are adapted to children. History cultivates the imaginative powers. It is not a picture of the dead past; it is a living reality, and, reality has as great charm as romance. Francis Parkman's books, for instance, are models of historical writing in their vivid power to recall the past. And what novelist can compare his own works with those grand histories of Prescott, who, nearly blind, has overcome obstacles few might have conquered? The colonial history of our country corresponds with the brightest periods of English history; England's power was developed in a wonderful manner under the Tudor reigns, and no period of England's history better deserves. our study. Next to the history of our own country that of England claims our earliest atIt bears the same relation to modern tention. times that that of Greece and Rome do to the past. How was it that this race should gain possession of this continent? For, in reality, the descendants thereof are to-day the ruling power thereon. We do not possess it all, but we will do it; not the territory-I do not mean that. I mean that internal growth which leads us up to a higher plane of development, and gives us the supremacy of the intellect and of the heart. It is not by filibustering that we are to conquer, but by our free schools-by the general culture, intelligence, and goodness of our people. We win by our vigor and our work. How is it that in looking over this map, (North America,) we find so many different names given to its grand old mountains, its lovely lakes, and splendid rivers? Why do we find all the places along this mighty river, (St. Lawrence.) from the lakes to the sea, bearing the prefix of "Saint" to their names? Why do we find all along our Southern const a similar class of appellations, while here in Pennsyl via and New York another class still are found? It is an interesting story: Along the line of this St. Lawrence came the French race, guided by the Jesuits-that wonderful line of men, in some respects the best school-teachers the world has ever known-and they gave to every spot the name of some saint endeared to them by the annals of the Catholic Church. Then came the English, who gave us such good old English names as Chester, which we have made West Chester. In their vigor and sturdy power they impressed upon all this fair region the names of their old homes. The speaker referred to the beauty of some of the Indian names, but others were not so beautiful, and being meaningless-to us-were inappropriate. In the naming of the geographical points of this continent there is a great amount of his torical information of a most interesting and valuable character. While we have the names | of Germany, France, Wales, and Spain, upon all our maps, the English language is the language of the country. Why is this? The French race had as good a chance as the English to have made this land their own. In 1534 they had already named the St. Lawrence, and they were the earliest to explore the Mississippi river from the Lakes to the Gulf. It would seem that a nation having gained control of these two great rivers, would have ever after controlled the continent. Here in 1681-2, when William Penn was coming to lay the foundation of this now great Commonwealth, the Jesuits and Franciscans were away out at the head waters of the Mississippi, and tracing it to the Gulf of Mexico. They had control of the whole northern tier of lakes and their fertile borders. Dr. Taylor paid a glowing tribute to Columbus, who for eighteen long years besieged the thrones of Europe for the necessary aid to realize the dream of his heart, which was not a dream. We can only be guided by the experience of the past. How do we learn to raise plants? By studying what those who have gone before us, in their researches in this direction, have recorded as their best experience. This is equally true in regard to the raising of animals. In order to educate men we must have, first, as teachers, a knowledge of the physical world upon which we live; second, of self, which of course includes a thorough understanding of our mental, moral and physical organization, and lastly, of religion. You cannot dispense with any one of these; each one is absolutely necessary. There is no use to institute comparisons between the relative importance of man's mental and moral faculties. Few seem to understand the full nature of prayer. Every true worker in any moral and useful employment prays, and prays effectively, when he conscientiously performs the duties of each day as they hourly present themselves. Do not misunderstand me. This is one kind of prayer. Men may pray with earnest words, and be led up higher thereby. When you də pray, be sincere in the act if you would reap the reward. Men who succeed must learn to methodize The speaker gave a vivid picture of the sev- the results of their experience; another characenty long days spent in crossing the Atlantic byteristic of the successful class is that they are this heroic discoverer. He also made a beauti- law-abiding. ful reference to Hendrick Hudson sailing up "Self-made men" are not self made; they the glorious river, which bears his name, in have been pupils of God. In your education of the "Half Moon," and of the brave explorer, the young, you must teach them to use their Champlain, nearly meeting on the head waters own discriminative powers of mind. Curiosity of the beautiful lake-standing face to face, as is the great lever which should be used to lift it were, representing the two races-the Eng-children gradually up to heights of knowledge lish and the French-in their contest for supremacy on this continent. The reporter expresses his regret that for want of space he was not able to give a fuller report of this interesting address. At an evening session, Gen. Frazer, President of the Agricultural College of Centre Co., Pa., addressed a crowded audience. After complimenting the teachers of Chester county for the proof they have given this week of their interest in the cause of education, he announced as his subject: "What sort of knowledge should be taught to the young, and how should it be taught?" The poets in all ages have been called seers. We need men to enable all to extend their vision. The sweet music in which our best poets dress their thoughts enables them to impress us with truths that would not enter into our hearts and abide with us were they not thus presented. The object of education is to diminish the misery in the world, lessen the crime, do away with drones, and make men and women happy and useful workers. How shall we arrive at this desirable result? and self-reliance. Parents do a great, a terrible wrong, when they repress in their children this God-given desire to learn, which we call curiosity, implanted in the young. In the government of children we must follow nature in her dictates; the moment you adopt arbitrary measures, unnatural means, you will fail, fail completely, no matter how fondly you delude yourself with the external signs of success. In teaching the English language, especially to speak it correctly, you can, by criticising every mistake your children make at home, never permitting a single error to pass without correction, attain your end sooner than by the use of the grammar book. This was proved by the experience of the speaker in Eugland and Scotland. The speaker made some very pointed remarks in regard to the want of appreciation on the part of the public, of the value of the services they expect the teachers they so miserably remunerate to render. One of his plans, when be was a teacher, to develop the power of language in his pupils, was to have them write a description of any article they chose, each morning, upon grandmother on the other, a sister a few years earnestly to the grandmother, (towards whom He would not use a grammar book until the pupil had mastered all the elements of the science, and then largely, for the purpose of enabling them to classify and systematize the knowledge already attained. This plan he had carried out in giving instruction in arithmetic, algebra and geometry; books were apt to be stumbling blocks in the school room; they lead the pupil to work by rule, rather than to reason from cause to effect, and so arrive at results," which, when thus attained, are remembered. The speaker alluded to the plan pursued in From The Sunday School World. A HINT TO YOUNG MOTHERS. I saw a little child learn a lesson the other The little one, somewhere about a year and a The whimper was quieted for a moment, but soon broke forth again, with the old refrain of cake, cake." A doll was handed to her, and. a book; but she refused all consolation while the desire of her heart was withheld. At this crisis in affairs, a relative or friend belonging to the same party, who sat on the other side of the car, came to the rescue, and produced a cake from her pocket, handing it over to the mother, who instantly, without saying a word, forwarded it to the child. She seized it with joyful alacrity, ceased her fretful cry, and began to demolish her treasure. She had learned her lesson. Had she not? Would she not have been a very dull infant, if she had not received the impression clearly upon her mind, that a certain amount of fretfulness and persistent demanding of what she wanted, would surely bring the desired good? Another time, when she wishes for something, which perhaps will be as soon as the cake just obtained is among the things of the past, she will profit by the lesson now learned, and by pursuing the same course, expect the same result. Nor can the little soul, in all its inexperience and ignorance, taking its first outlook upon life, be blamed for drawing this conclusion. But is there no blame elsewhere? Are those guiltless who teach the little creature a lesson so fraught with future trouble-so fatal to early habits of submission, obedience and self control? That doting grandmother, and loving mother, and fond relative-little do they realize. the weary work they are making for themselves or others, if the child lives to grow up, in subduing the self indulgence and ill-temper which such treatment as this tends to foster. Little children are every hour and every moment learning lessons of life, long before they begin what is called their education. They will learn something; surely it is then a matter of infinite importince to see to it that the lessons are such as will fit them rightly to meet the duties and trials of life when they come to them. ^ ITEMS., Congress met on the 21st, a quorum of both Cumberland University, Lebanon, Tenn....... 35,000 houses being present. At the late Meeting of the Historical Society of Pennsylvania, John Jay Smith read a paper entitled, "An evening with the Penn." The subject was suggested by the lecturer reading in the London Times of the death of Granville John Penn, the great-grandson of the founder of this State. The only remaining relative now is Rev. Thomas Penn, to whom all the estates of the family descend, his brother Granville having died suddenly, leaving no will. The estate is now in the care of the Lord Chancellor, Rev. Thomas Penn having been declared by a commission issued out of chancery incapable of managing it, he having become of late years inSome idea of the immense value of the family estate may be gained from the fact that Stoke Park, one of the family country seats, was sold lately for £350,000, or about $1,750,000. sane. The lecturer visited the lately deceased Granville John Penn, at Stoke Park, in 1845, aud was most kindly and hospitably received. The name of Admiral Penn is far more familiar to the English than that of William Penn, and it sounds strange to the ear of an American to hear the former's name so often and the latter's so seldom. In referring to the visit to this country, in 1851, of Granville John Penn, the lecturer stated that Thomas Penn had given the ground upon which the city of Easton is built, it being provided in the deed that a red rose should be given the bead of the family yearly, thus securing a small consideration. Some time ago the city goverament desired to put to other uses the public squares, but could not do so without the consent of the living representative of Penn, and accordingly application was made to Granville John Penn, in 1852, who granted the request. The deceased was for a long time governor of the Island of Portland, during which time be there built a palace, and named it "Pennsylvania Castle." He also built a mansion called "Solitude," on the west bank of the Schuylkill, which still remains. Stoke Park was the scene of the poet Gray's "Long Story," and the church and graveyard that inspired his celebrated "Elegy" are in the immediate neighborhood. At the conclusion of the reading the thanks of the society was tendered to the lecturer, and a printed copy of the paper ordered to be placed among the archives. The past collegiate year has been one of unexampled liberality toward our higher educational institutions. Our colleges, old and new, have received the donations of their generous friends in such amounts as to inspire them with new vigor, while adding to their means of usefulness. Some idea of the aggregate amount of these benefactions may be gathered from the following table, which we find in the Yale Courant, and believe to be trustworthy. In this list no account is made of the amount given, in the way of land grants, to the Agricultural Colleges. The handsome gift of Mr. Cornell was made in 1865, but is given below, as it was not applied until within the last year: Albion College. Albion, Mich......... ..$25,000 .103,000 .........35,000 94,000 25,000 .400,000 35,000 90,000 Cornell College, Mount Vernon, Iowa.......... 25,000. Dartmouth College, Hanover, N. H.... Dickinson College, Carlisle, Pa................................... .100,000 Hamilton College, Clinton, N. Y..... Hanover College, Hanover, Ind.......... Harvard College, Cambridge, Mass.................... Kenyon College, Gambier, Ohio.............................................. Lafayette College, Easton, Pa................. Lawrence University, Appleton, Wis.......... 20,000 McKendree College, Lebanon, Ill.......... 20,000 N. W. Christian University, Indianapolis..... 35,000 Norwich University, Northfield, Vt...... Oberlin College, Oberlin, Ohio.... Otterbein University, Westerville, Obio.. Rutgers' College, New Brunswick, N. J........ 50,000 Shurtleff College, Upper Alton, Ill........... 80,000 Tufts College, Medford, Mass....... ..300,000 University of Mississippi, Oxford, Miss....... 25,000 University of Chicago, Chicago, Ill............. .100,000 Wabash College, Crawfordsville, Ind.......... 40,000 Washington University, St. Louis, Mo...........100,000 Wesleyan University, Middletown, Conn...... 98,000 Western University, Pittsburg, Pa....... 95,000 Yale College, New Haven, Conn........ Total of 31 Colleges............... 16,000 34,000 30,000 .206,000 $3,041,000 The following exhibit of the results of the Freedmen's Saving and Trust Company is its own best commentary. The schedule presented shows the deposits and drafts for the 10th month, at the enumerated depositories. The deposits of savings of negroes for one month, during hard times, it will be seen, foot up to almost three hundred thousand dollars. Since these banks commenced their operations the colored people have deposited in them over ten and a half million dollars, of which more than half a million is yet held to their credit. This official statement of responsible banking-houses is a complete refutation of the loose and general attacks on the capacity of the pegroes for freedom and citizenship: Deposits. Drafts. Due depositors. $2,019 70 $1,041 50 $12,521 85 Augusta, Ga., 47,666 74/ 49,579 10 2,811 76 6,493 82 4,393 55 44,728 38 14,487 30 18,000 Total deposits, : : : : Bowdoin College, Brunswick, Me.......... College of New Jersey, Princeton............... Cornell University, N. Y...... :: 30,181 36 : : : Balance due depositors,:: FRIENDS' INTELLIGENCER. "TAKE FAST HOLD OF INSTRUCTION; LET HER NOT GO; KEEP HER; FOR SHE IS THY LIFE." VOL. XXIV. PHILADELPHIA, TWELFTH MONTH 7, 1867. No. 40. COMMUNICATIONS MUST BE ADDRESSED AND PAYMENTS Friends in Virginia.. EMMOR COMLY, AGENT, At Publication Office, No. 144 North Seventh Street, "Bridal Presents" and "First Day Schools"...... EDITED AND PUBLISHED BY AN ASSOCIATION CONTENTS. From "The Fells of Swarthmoor Hall". 625 628 629 MADE TO The Society of Friends.. TERMS:-PAYABLE IN ADVANCE The Paper is issued every Seventh-day, af Three Dollars per annum. $2.50 for Clubs; or, four copies for $10. Agents for Clubs will be expected to pay for the entire Club. The Postage on this paper, paid in advance at the office where it is received, in any part of the United States, is 20 cents a year. AGENTS-Joseph S. Cohn, New York. Henry Haydock, Brooklyn, N. Y. Benj. Stratton, Richmond, Ind. William H. Churchman, Indianapolis, Ind. From "The Fells of Swarthmoor Hall." EDITORIAL First Day School Conferences. A Sweet Companionship... Teachers' Institute.. Review of the Weather, &c., for Eleventh Month... to the various contrivances of the Nonconform- Revival of the Conventiele Act-Letter from J. Rous to Sarah Fell, telling of Wm. Penn's and Wm. Meade's imprisonment-John Stubbs to Margaret Fox-Margaret Rous to her Mother-John Rous to Margaret Fox-M. F.'s Release from Prison-traordinary, and had something in it that looked like the spirit of martyrdom. They met George Fox and others go to the West Indies The spirit of persecution was now rampant. at the same place and hour as in times of libThe Conventicle Act, which did not suffer more erty, and when the officers came to seize them than five persons to meet together for religious none of them would stir; they went all topurposes, otherwise than according to the es-gether to prison; they stayed there till they tablished forms, without being liable to its severe penalties, again became a dreadful instrument in the hands of the dominant clergy. Clauses had been added on its renewal which rendered it even more stringent than before. One of these set forth, that its provisions were to be "construed most largely and beneficially for the suppressing of conventicles, and for the Justification and encouragement of all persons to be employed in the execution thereof." This, taken in connection with the fact that One-third of the heavy fines imposed went to the informer in case of conviction, may give some idea of the temptations it held out to those who were easily corrupted, to aid the prosecutors in their cruel work by any means they could contrive. were dismissed, for they would not petition to Neale's description is not quite correct when he says "they went all together to prison." and Neale, in his "History of the Puritans," that they would not petition to be released. "the Act was executed with such severity None went except those upon whom the officers says that many industrious families were reduced laid violent hands, and whenever they thought poverty, and many of the London trading a truthful representation or personal appeal men were removing with their effects to Holland would be of use, they were not slow to petition. After alluding It was whilst these persecuting scenes were at till the King put a stop to it." to |