places that have known me—but shall know me no more.” He saw her tears and was silent. His wish was gratified; though we feared the trembling thread of his existence would part in the exertion. He sat with his head supported on his father's shoulder; and his eye fixed on the distant blue of the cloudless sky. A yellow leaf, from the woodbine that clung round the window, loosed and fell silently upon the casement. A faint flush passed over his face as he started, and looked wishfully towards it. Anna placed it in his hands, and he raised his eyes, which now beamed with unearthly brightness, to his father, and said faintly—“ My spirit was lingering too fondly over the things of time;this frail emblem of my mortality came, as a messenger, to recall me--I obey its summons." Tears prevented a reply. He was soon replaced in his bed in a state of extreme exhaustion; and before the evening, his angelic spirit was gently disencumbered of its "house of clay."

A. B. E.

THE VALENTINE.

"Have you offered the Valentine gift ?" she cried,
"And welcomed the day's return?"

Her eye was bright with maiden pride,
But her check grew pale-and then was dyed
With a blush that seemed to burn.

"In truth I knew not, what to choose,"
Said the youth with a modest bow,
"And I fear my favorite girl might refuse,
And then hope's blessed light I should lose;
The charm that cheers me now.

But would you, Mary, name to me
Some gift of holy power,

Which, speaking my fond fidelity,
Would win the smile were heaven to me,
I'd seek the gift this hour."

His soul might be read in his eager eye,
Her downcast glance was mute,
But there was heard a gentle sigh
Mingling its breath with her gay reply,
Like soft tremblings of a flute.

"O the flower is dead, and the bird is flown,
That move the heart by a sign;

So suppose you speak in the true-lover's tone,
And offer your heart and hand ?"-'tis done!
And they blessed the Valentine.

INFANT EDUCATION.

THE interesting subject of Infant Schools is becoming more and more fashionable. Intelligent writers are, in our public Journals, giving such information as cannot fail to interest all who feel the importance of education. We have been told that it is now in contemplation, to open a school for the infants of others besides the poor. If such course be not soon adopted, at the age for entering the primary schools those poor children will assuredly be the richest scholars. And why should a plan which promises so many advantages, independent of merely relieving the mother from her charge, be confined to the children of the indigent? It is nearly, if not quite impossible, to teach such little ones at home, with the facility they are taught at an infant school. And if a convenient room is prepared, and faithful and discreet agents employed, parents may feel secure that their darlings are not only safe, but improving.

Some have expressed their fears that if children at so early an age are thus made happy by strangers, and abroad, that they will lose that fondness for their mother which constitutes so much of her happiness, and of the charm of domestic life. But why apprehend such consequences? If they have been happy at school, how joyful must they be to prattle of that happiness at home? And how welcome, after a short absence, which the mother has probably spent in preparations for them, to her eye and ear, will be their sweet faces and chirping voices!

Every parent knows that the best infants have hours of uneasiness, perhaps crossness. This arises from the same causes as the ennui of grown children-sometimes from disease, much oftener from idleness. If infants are employed in a manner that amuses them, they will neither be mischievous or cross. Send them then to a school, where the play that is making them happier, will be making them wiser. The money paid for expensive toys, that in the end cause children more vexation than pleasure, would provide apparatus for a school-room. And then while the mother found her task of educating her little ones so greatly assisted, the father would have equal cause for satisfaction in the proficiency and conduct of his babes. When he came from the countingroom or the shop, fatigued with the cares of business, he need not fear being saluted with complaints, how bad the children had behaved, by their mother, or clamors for sugar plums or rocking-horses from the discontented urchins, Would there not be, even with the mirth that such infantile efforts awaken, a feeling of confidence that his son would become a useful and respected man, VOL. II.-NO. II.

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when with his yet scarcely formed accents he hears him singing our national air, (which the editor of the Yankee observes, is sung at the Infant Schools in England-a proof that liberal principles are gaining ground,) to the words:

"Five times five are twenty-five,

And five times six are thirty,
And five times seven are thirty-five,
And five times eight are forty."

Or that little song which teaches not only to measure time, but to improve it, beginning,

"Sixty seconds make a minute,

Time enough to tie my shoe," &c.

The same writer calls Infant Schools "the chamber of power," "the generator of a miraculous energy, to the most beautiful and extensive system of moral machinery that was ever set up on our earth." This power may be put in operation by the efforts of women. Will they not exert themselves in a cause which promises so many advantages, and which is so decidedly within their province? It is far more to the honor of a woman's name to be active in promoting education, than to shine as an author.

A little work entitled Infant Education, compiled by a lady of New-York, from English publications, is the only book on the subject we have seen. A small volume, by Mr. Holbrook, is said to be in the press. Such a work is very much needed.

LEARNING TO READ.

It is reported that an art has been discovered by M. De Laforre, a French gentleman, by which children may be taught to read in any language, in from nine to forty hours. For the art of teaching the Deaf and Dumb we are indebted to the French; the achievement of M. De Laforre, (if successful) will be far more important than that of L' Abbe Sicard, because there are such multitudes, who, without some similar discovery, must live and die in ignorance of letters. It will act on the improvement of the mind like the discovery of the power of steam on mechanicssave human labor. There is more time and labor required in the acquisition of the art of reading, than are bestowed on all other literary acquirements. Could the hours devoted to learning words be employed in acquiring a knowledge of things, the "march of mind" would indeed be astonishing. But there is one difficulty which has not been mentioned as being overcome. Will the learning to read a language by knowing by the eye the sounds of the

letters, also impart the capacity of writing that language? Or, in other words, shall we know how to spell what we read? If not, a good share of the old-fashioned drilling will yet be necessary.

LADIES-POETS OR TEACHERS.

OUR favorite project, which is that of making the office of instructress one of the most fashionable amusements or employments in which a young lady can engage, is never lost sight of—and sometimes, in private letters, more earnestness is expressed than perhaps the occasion would justify. A short time since we received from a young lady, accompanied by some very pretty lines, a letter, in which she exhibited so much enthusiasm for poetry, that it seemed a little check would be advantageous-and so we wrote her quite a sober, business-like reply, expressive of our views on the subject. An extract from her letter will show the effect, and at the same time, serve to introduce our own observations without the formality of writing another epistle.

"Since receiving your letter, I have tried to elicit some means of doing good. Instructing the ignorant, (you observed) would give to a young lady that praise which was more to be coveted than the fame of a poet.' I am emulous of your approbation, and one sunny morning last week, I sallied out, with the earnest hope of encountering some few little ignoramuses who might be edified by my instruction. Alas! my search, like the search after happiness, was vain. For though I found many who needed instruction, yet they, like their parents, were too proud to acknowledge ignorance or poverty. I attempted persuasion with some, and some I sought to bribe. I offered one washerwonian (with four girls) that I would give each child a frock and pinafore, (by the way, did not offer to make them) but her offspring preferred "picking chips" to being immured in "the lady's chamber," conning a spelling book. I returned quite out of patience with " our lower world," and their smoky rooms, determining to tell Mrs. Hale of my charitable adventures and their issue. Were they not laughable? I could hardly restrain my risibility, even in the presence of the parents. I hope, Mrs. Hale, that you will insinuate some other new idea. Perhaps you will hint that after a repulse like the one I received in my humble anticipation of forwarding the education of " that lowly circle," I ought to quit the hope forever."

I

Why quit the hope? What marvellous things did you expect to accomplish at one effort, and with half an hour's exertion? The age of miracles is past, but the effect of miracles may now be

wrought by human patience and industry. It is by these means that the sealed ears of the Deaf, and the sightless eyes of the Blind, have both been opened to instruction. One effort would have been of no avail; but perseverance conquers all but the impossible. Perhaps the next trial will be successful. What if you should take with you a "pinafore" nicely prepared for them to sew, and then perhaps one of the "four" might be persuaded to return with you and work on the garment. Poor people rarely take thought for the future. They have been too often disappointed. Their seeming indifference to the improvement of their children is caused by their own ignorance. It can hardly be expected that the parents will, even with our best arguments, be much enlightened; our aim should be to save the children from a like stupidity and wretchedness. The ladies who form the committee for superintending the Infant Schools in this city, find their greatest obstacle in this indolence and ignorance of the parents. Those ladies are obliged to call on some of the poor mothers, again and again, and urge and persuade, and take unwearied pains to have the children sent to school, seasonably and suitably. It is thus by perseverance that difficulties must be met and overcome.

So we hope no young lady who engages in a scheme of doing good, which has the sanction of her parents, of her own heart and of true piety, will ever be discouraged at one repulse. Another walk may accomplish more. Exercise is an excellent thing for the health and the complexion; and bright eyes never look more lovely than when they beam with the light of benevolence,

TO CORRESPONDENTS.

We must apologise to our poetical correspondents for the delay of articles. Several intended for this number are omitted for want of room. Were there a portion of short, amusing articles in prose, written with vigor and spirit, among the contributions sent us, we should be much gratified. But poetry seems the rage: Talk of the skies of Italy, the cline of Greece, or the neighborhood of Parnassus as being necessary to the inspiration of the Muses! No such thing. New England is, or soon will be, their true home. We have received of late a number of poems, which will be published in due order; but cannot, unless we make ours a poetical miscellany, insert them so soon as their authors often request.

We acknowledge the receipt of a prose article signed "Columbia." We concluded from the signature, it was written by a lady, but on looking it over, the spirit of the piece convinced us it was from one of the "lords of creation." The article will not appear, and should Columbia live two years, (if time makes him wiser) he will thank us for this hint.

Why is it that persons, who can doubtless converse with propriety on many subjects, when attempting to place their ideas on paper, fail so miserably? Because they will not write as they would speak. They imagine they must have a lofty theme, and long words and pompous descriptions. We never read such, without feeling inclined to use Burchell's exclamation-fudge!