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sea, Flow on in beauty ev-er, With all thy mel-o- dy.
lay; And now through green woods wander, Where scarcely peeps the day:

CHORUS. MF.

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Editorial Department.

OPENING OF A SCHOOL IN THE MORNING.

How much the order and discipline of a school depend upon a methodical whole-hearted, hopeful, live Teacher!

We attended the opening exercises of a school during the past month, where such a one is the guiding body and spirit, and made the following observations: Fifteen minutes before nine o'clock the Teachers appeared according to the requirements of the Board, and reported personally to the Principal; (all Teachers failing so to report, except from personal sickness, or unavoidable cause, suffer deduction from their salary of one fourth of a day's pay for each failure.) The pupils are generally anxious to be in time for the opening, as it is conducted with some slight forms, attractive and impressive.

Five minutes before 9 o'clock the bell is rung, and the groups of sportive romping boys, in the enclosure before the door, and the green or hillside without, quickly hasten to form in three parallel lines in close order, and await a given call or whistle of the Principal from the window of the school. All is in order, the pupils having taken position according to grades and room, march without disorder to their respective class rooms. The boys and girls of the 1st, 2d and 3d grades, headed by their respective Teachers, arrived at the side doors of the large Hall in 3d story, proceed, at a given signal, and by the music of the piano, with music book in hand, and arms folded, to enter the exhibition Hall.

The sight of two hundred youths of both sexes, faces clean, hair arranged, dress in order, eyes bright and glowing countenances, thus entering with measured pace and buoyant step this inner temple of learning, is no indifferent spectacle. At signal, while on their feet, they stop; by signal are brought to order and seated. Here a short calisthenic exercise is gone through with by all the the scholars, which concentrates their attention, that might otherwise be dissipated.

Fronting the whole school, the seven Teachers in a line, the Principal, two male and four female instructors rise, their pupils still seated, a glorious family, and proceed as follows:

The Teachers each with a bible in hand, the house so still that the ticking of the clock is heard, commence reading the 19th Psalm

Teachers"The heavens declare the glory of God;

Pupils, (without book, and in complete concert and order,)—And the firmament showeth his handywork."

And so on, alternately through the fourteen verses, the last one, "Let the words of my mouth, and the meditation of my heart, be acceptable in thy sight, O Lord, my strength and my Redeemer," being repeated in unison, and occasionally a portion of a verse that has more than two suitable divisions, and not four. The Lord's Prayer was chanted by Teachers and pupils. The effect is magical; it is solemn and impressive.

The Principal then stept forward, and in a clear and earnest, but affectionate tone, slowly repeated this sentence: "A wise son heareth his father's instruction."

One of the Teachers then playing an accompaniment on the piano, the school united in singing, from the Normal Singer, page 182, the following verses, to the tune of Dundee:

"How shall the young secure their hearts,
And guard their lives from sin?
Thy word the choicest rules imparts,
To keep the conscience clean.

"Tis like the sun, a heavenly light,

That guides us all the day;

And through the dangers of the night,
A lamp to lead our way."

And thus proceeded:

I trust that the anecdotes and lively illustrations of moral precepts, which have from time to time rehearsed to you, have not seemed puerile, or been judged too simple; they were childish stories, but they have impressed me, as I believe they have you. Children's ways and childlike innocence should be our example, for of these little ones it has been declared, ' of such is the kingdom of heaven.'

I read you for instruction, this short story, entitled,

The brightest of quickest footstep.

"I DIDN'T KNOW WHICH TO TAKE."

black eyes has Jenny Merton, the merriest laugh, and the Nobody is dull where she is. She comes into a house like a ray of sunshine; and the best of sunshine is a happy spirit. A gay, frolicsome spirit is Jenny's, that finds the world full of things to do, to love, and to laugh about. Every one is glad to see Jenny, the little children are glad, for she is such a capital hand to play. Babies are glad, for she never hurts them. No one ever heard her say she could have a good time if it wasn't for the young one. She never calls babies young ones, she don't think it is respectful; but she will play with her baby sister hours at a time, and calls it fun, simply because she loves her. But Addie Brown, who wants to go nutting, frets and pouts, and was once heard to say, that she thought babies were a nuisance. She forgets who took the little ones in His arms and blessed them.

Jenny is not happy because her father is rich, and she has many playthings, for such is not the case, and many children of rich parents are peevish and fretful. Neither is she happy because she is so often at the head of her class; no, that is not it. I will tell an anecdote of her that will give the reason.

One day I told her where there was a plate of peaches, and that she might go and get one. She came back, saying she didn't know which to take. I asked her why? "Because they are all so large," was her reply. There is the secret: she isn't always looking out for the best things for herself, therefore she gets the best things. She has a happy and a loving heart from the Lord, "who forgets not the smallest of his creatures."

This instructive story, read to be understood, was appreciated; the little red thread of moral instruction woven in the web of the story, was seen by nearly all, who listened attentively, as the Principal received a ready reply when he asked "why Jenny was happy?' "Because she was not selfish."

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At signal, the school subdued each movement into a profound quiet, when told to list to the ticking of the clock. "One," they face the aisles; "two," they rise; "three," by class in single file, boys on one side, girls on the other, march to the music of the piano to their respective study rooms led by their Teachers, where the further instruction of the day is completed.

This is the result of an intelligent arrangement by method, of what interests and improves pupils and Teachers-play, conversation, dissipated thoughts, jangling, and all things else mischievous are avoided, made undesirable, by a

hope-inspiring, heart-warming episode before proceeding to more intellectua training. As we looked over that orderly assemblage, and reflected upon its influence on the future life and character of the pupil, and its reflex influence upon society, we said to ourselves, these are not "Godless Schools." We do not say to all Teachers, "do just so," but we say, "do ye likewise."

We wish parents and citizens, yea trustees themselves, would attend at such openings, and they would go away "wiser and better," and determined to sustain live Teachers, and our noble "Common Schools."

If others would see what we have seen, if opportunity offers, inquire, when in the Queen City, for the "Ellen and Mary" Str. School, go early, as we went, and introduce yourself to one Daniel Hough, Principal, and his faithful corps of assistant Teachers.

CINCINNATI HUGHES HIGH SCHOOL.

In the year 1824, Thomas Hughes, a resident of Cincinnati, died, leaving as his bequest, a considerable portion of land and city property, to be applied to the maintenance and support of a school or schools in the city of Cincinnati for the education of poor destitute children, whose parents or guardians are unable to pay for their schooling. The establishment and complete success of the Common School system, soon afterwards effected under the auspices of the State, made a specific direction of this fund to poor children unnecessary, and by an act of the Legislature passed in 1845, authority was given whereby an union might be effected of this and the Woodward Bequest Fund, with the Common School Fund, and from the joint funds, establish schools of a higher grade.

In 1847, under the entire charge of the Common School Board, a Central School, the nucleus of the present Hughes School, was agreed upon; in November the Common School and other pupils, candidates for admission, were examined, and on the 8th of November the school went into successful operation in the basement of the German Lutheran Church, on Walnut Street, under the charge of H. H. Barney, who had just left Erie Co., N. Y., and visited the Queen City, in time to shape the character and give practical direction to what proved to be one of the most valuable schools in the west..

In February, 1848, the school was transferred to the building on Centre street, lately occupied as office of Public Schools; although the accommodations of the building were better than those of the basement, yet a substantial edifice and commodious grounds were demanded.

Up to this time, a proposed contract of union between the Hughes Trustees and the Common School Board had been prevented by a law suit, which had now been determined by the Supreme Court, in favor of the application of the Hughes Fund to a Graded Free School.

In December, 1851, a contract was formed by which the Woodward Fund and the Hughes Fund were placed, entire, in the hands of thirteen Trustees, to be entitled the Union Board of Cincinnati High Schools, consisting of six members from School Board, two from Woodward Board direct, and three of the Woodward Board chosen by City Council, and two members of the Hughes Board.

The Woodward Board transferred to the Union Board a lot of ground 220 ft.

on Franklin street, by 200 ft. deep to Woodward street, with the building thereon -(old Woodward of hallowed memory-for it has been torn down, and a new edifice erected near by, a splendid steel plate engraving of which was furnished our subscribers in the March number,)-and the net annual income of the rents of valuable adjacent property, amounting to $4,500 per annum, to be increased next year on re-valuation of the property.

The Hughes Board contributed a lot of ground (purchased to be used as a site for a Female Seminary,) on Ninth street, east of Vine street, 90 ft. front by 120 ft. deep, fifteen thousand dollars in money, and an annual income for rents of two thousand dollars. The School Board agreed to provide as much money as added to the properties and funds above noticed, will accommodate and educate all the white youth of the city, who may apply for admission into such High Schools, and who may be sufficiently advanced in the several studies prescribed by the Union Board.

The Hughes lot on Ninth street, was sold, and a lot on the south side of Fifth street, opposite Mound street, 95 ft. front, by 200 ft. deep, purchased in its place. Here is built the beautiful and commodious edifice called the Cincinnati Hughes High School, 108 ft. long, 82 ft. broad, and at gable 95 ft. high, which is so beautifully pictured to our readers in the elegant steel plate engraving, the frontispiece of the present number. This house was publicly dedicated to Free, Public Education on the 17th of January, 1853, and for a while was under the management of Mr. Barney, who was succeeded by the capable instructor and able trainer, Cyrus Knowlton, the present Principal of the school.

The Woodward High School was continued under the able management of Dr. Ray, Principal, during his life time, and is now under the superintendence of Dr. Shepardson.

The corps of excellent Teachers in these High Schools is composed as follows:

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