" J- BY DAVID OVER. f.pbor Slaiids en Golden Feet. 'LVon, my Ud.'qT.ru Hid ly Tlnd leas, 'this is the spriaz. Look for sloes and el derberries, rats-loaves and others f.,r oint ment; m irjoraru, sparge, and thyme, wher ever thou tniyst and emit. These we will set! to the apothec irieK. In summer, gather ! basketful* of strawberries, bilberries and j r asp berries, curry thorn to the houses : thev : wdi yield money. In wmter, iet us gather a:i i dry lock-, of wool for the saddlers and j tapestry-makers, and vriths f.r the basket j am im it mviufaotaurs. From tho able of ! the bountiful God a thousand crumbs are i falling foi us; these w..- niil pick up. Tiicv : wi;l give tltoe cheese to thy bread, an l piece ! ot meat lo thy potato*;. (j Jy g.t to work! I w:!l give thee a iifrle barrow, and a bait for thy ehau!-.lir.' Th:s was h:s fir-t eiuy in business on his own account, an I he worked hard and throve I well. His separat.un from bis father taught j limi how to stand on his own legs— au j m . j portent piece of knowledge in a world tl a t J "is us full of !c it takings us of meetings; and j "when they did come together, and the boy j -counted out his kr>i!'/an-.I the father I patted him approvingly on the cheek, that ■boy would hi. - -•hangol places with no prince that ever sax < a throne. Jonas was at length apprenticed >i girdler, or 'worker in and the old tinker in due t. ;;e i, leaving his sou the parting advice, - to 'work, ive and pray,' end ab .x cou •tatniug a thousand guilders. Joust apprenticeship passed on pretty T.i'ioh according to nuivcrs.i! rule: that is lie did the drudgery of the he;use as well as IC-arued the trade, and received kicks sJ cuffs from the journeymen. But iu five ! years hi; ser.itude wis out, -and lie was a I j uiriieyuim Li uself. lie was now, by tun j rules of bis guild, obliged to travel for im- 1 provemenf. ho spent five rr six years in g>- i iug to ami f.o nj.mi the card), and than eame i icick to Altcrih-c.'■ m accomplished girdler. j To become a muster, it was necessary to j •prepare in.. *.u .srer-jo u- a specimen of j fchnt h cb'nTl auTfae task u'.lottnl to] 1 ia, was to engrave on copper, without rule ; r compass, t!ic prince's fauuly-eres:, and then to gild :!•; work i! hlv. This aecoui f iis'ied, ; was received into the gu;i.l of masters -,- i.i! iitue: r. uip,strange ceremonies, *us at first apprenticed to his father, and then sent to travel as a jiurneyuran. The patriarch had no education at all: Jo nas had snatched at his just as opportuni ties permitted; but Veit x went regularly through the brief and practical curiieulum fitted foi a tradesman's son. He was, con sequently, better informed and more re fined than cither his father or grandfather; and spent so much time in gaining a thor ough insight into the branches connected with his own business, that Lonest Jouas was quite puzzled. "Where did the boy get all these no tions?" said he. "He did not get them from me, I'tn sure." Yeit had a bad opinion of the travelling custom, and for these reasons:—"How should these men, most of them badiy brought up, attain to any greater perfection in their business if they have left borne aud school without any preparation for it? No one can understand, if his understanding has been developed. From one publican they go to another, from oue workshop to another; everywhere they find the old com mon track—the mechanical, mindless life of labor, just as in tbe very first place to which thoy were sent to learn their trade. At most they acquire dexterity by prac tice. Now and then they learn a trick from a master, or get a receipt, which had been cautiously kept secret; when posses sod of this they think something of them selves. Even the character cf these ram blers is not seldom destroyed by inter course with their fellows. They learn drinking and rioting, gambling and licen tiousness, caballing and debating. Many are ruined before they return to their na tive place. Believe me, dearest father, tbe time of travel is to very few p. true school for life: oue in whicb, through frequent change of good and evil days, the head ac quires experience, tbe thoughts streagtn i aud clearness, the thoughts strength and J clearness, the heart courage audgro'iance iou God. Very few, even of those who j bring a scientific education with them, can j gtn much of value for their calling in l'-fe; i extend their views, transfer and apply to j their own line of business tl.e inventions i and discoveries that have been made in oth- I er departments of art and industry." Jonas understood little of the refinement ; jof Ins son, but i.e opened bis eyes wbja j I 1 eit obtained a lucrative appointment in a i large ineta!lie manufacture, first in London j | and tlieu iu Pari*. In a letter informing j | his parents of this good fortune, were eti | closed the whole of the savings from his : | salary. j | Mr. Jonas shook his head at this ] ; and cried out, deeply moved, yet as though t 1 vexed, while a tear of motherly tenderness ; stole down Martha's cheek: "No! no! by no ! ' means! What is the fool thinking of? ] . He'll waut tho money himself—a siuiple j ton. Let him wait till he comes to the j master-piece. What pleases me most in ] j the story, is his contentment and his Ln- ] j mility. lie is riot ashamed of his old silver j | watelryet. It is r.ot everybody that, could ! act so. 'I here must be strong legs to sup | P°H such extraordinary good luck. These ' ' the burseh has!" After years of absence; the young man ! 1 at last walks suddenly into the paternal . his father's birth-day, and makes j I them all scream and weep with joy. i "Hark ye. borsch." exclaimed Jonas, I j who regarded him tvith fatherly delight, : "thou soem'st to roe almost too learned, too i | refined, and too elecaut for Yeit Jordan. | What turner has cut so neat a piece offttr i niture out of so coarse a piece of timber." ; His stay, however, was short. M. and I Mmc. liellarmc (his employer at Paris,) j "haJ been loth, almost afrai 1, to let him i I go. The feeble state of health of the for- ] j mcr began to be so serious that lie durst not ] ; engage in bulk of his affairs." In the space ! | of a year both felt so complete confidence ! j_iu A eii'* knowledgeoTbaaincowj and -'in drf# [ honor, that tlicy had taken him as a part i ner in trade, and in the foundry. Ilence- J forth, M. Bellarme contributed his capital - | only; Yeit his knowledge, care and iudift- | i lry r \ ! The'reform of the guilds, and the [estab- ! 1 iislimmt of a technological school for the j I young hind workers—both through the in- i l strumcßtality of Jonas—we have no room j to touch; for we must say a parting word | on the reunion of the family by Yen's re- ! ; turn permanently from abroad. Notwith- ( | standing the prosperity of the nuv old coup- j le, "everything, ay, everything, was as be ' had left it years ago—as he had known it. from childhood—only Christianc not. There stood yet the two well scoured old deal ta bles, wrinkled, though from the protruding j fibres of the wood; there were the straw bvt ; lomcd stools still: and at the window,' : Muher Martha's arui-chair, before which i J ' !as a child, he had repeated his lessons; j there still hung the same little glass be-i twecn the windows; and the wall clock u ■ hove the stove sent forth its tic-tac as last ly as ever. Father Jonas, in his enlarged workshop, with more journeymen and ap prentices, smelted and hammered, filed and formed still, from morning to night, as be fore. The noble housewife flew about yet ; as busy as a bee! she had managed the housekeeping without a servant since Chris- ] tiane had been grown up. And yet Yeit i catue tack with the same cheerful disposi- : : tion that he had ever shown, la the situ- j i ply furnished rooms which Martha had fit- j ' ted up for him, iu the upper story of the ] bouse, he forgot the splendid hall, the hou- ; | doirs and ante-chatubers of London, Paris i and Rellarmo estate; the Gobelin tapestry, ! the gold-framed pictures, the convenience j j of elegant furniture, aud artificial deliea.- 1 cies of the table ou silver plate." ' Assisted by the patronage of the princd, he established a great foundry in his native town, of ball aud cannon, bronze and brass i and on bis marriage with tho aforesaid j Cbristiane, the sovereign made a haudsome present, in a handso me manner, " a3 a small token of the gratitude to a family that had teen so useful to the country." In aiditiou to the hand-workors' school, there now arose, uuder the auspices of this { family, a training-school for teachers, a I labor-school for females, and other estab- ; j lishments. The town was embellished: the] ( laud in the neighborhood roso in value; an. i ] cleanliness and barbarism in food.olothing , j aud houses, disappeared. "Only old men j ' and women, grown rusty iu tho habits and ] | the ignorance of inany years, complain that ] { the timos are worse; at the sight of a high- i er civiliaati-->n, they complain of the luxury i i and tho pride of the world now-a-days:" as j superstition dies out, they complain of "hu- j i man incredulity, and the downfall of reli gion." "The day of judgment," say they, "is at hand." But Master Jonas, when seventy years 1 BEDFORD. PA.. FRIDAY. APRIL 24,18-57. j had silvered his hair, stood almost equal to a stiong man of thirty, happy, indeed, by ! the side of the pious Martha, in a circle of hit children and children's children, honor ed by 11if- fcllow-eitzens, and hm red by : his priucc. He often told the sior of his ; bqyhood, how ho used to go about b vking ! with Father Thaddeus, the tinker; and his ! face glowed with iuward satisfaction, when i bo. the fmtuer toffel with pr*.swi T changes,itt tSi prondction of which he could j never hove imagined ho was to have so con j stderable a share. Then he used to ex ! claim "Have I not always said it l Clear un derstanding only iu the head, love to one's ' neighbor iu the heart, srugality in the stom ' acli, and industry in the fingers—then. Handwork stand* on Golden Feet " REPORT OF THE SELECT COMMITTEE i Of the Senate, on the bill, entitled "An Act to' provide Jor the due training; of Teachers Jur the Common Schools." 'A He Select Committee, to whom was rc feried Seuate bill No. —, eutitled "An Act to provide for the cue training of Tea" übois for the Common .S LutiiW't the State"' beg leave to report: That the want of proper Schools for the education aud training of Teachers for the Con.mon Schools of tbeStatc bus been long felt aud acknowledged, ln the infancy of our Common School System, this .-abject, although its importance was always conce ded, was subordinated to the primary ob ject of scouring u foothold for the system itself, winch then eacouutered iu manyscc tious ot the State a bitter and persistent hostility. But as that system gradually overcame opposition, aud established itself upon a permanent basis, those efforts which in its eatly years had been required for its advocacy and defence were diretted its im provement aud extension. Muyh has been effoctodj, ana the system Ir-Uffmntrf a vHiere its efficiency and usefulness will be most increased by the adoption of some uniform method of Normal instruction. The policy of Pennsylvania has been to create ar.d foster, in connexion with her Common School system, a popular sentiment upon which that system and ail its improve ments could lean for support. It is the opinion of your Committee, that tbey are not iu advance of that public sentimeut, are its organ, iu urging upon the Legisla ture the propriety of engrafting npou the system, at this time, a suitable meiliod for the instruction of teachers, which will af ford the advantages and possess the sym metry aud efficiency of a State Institution. It is well known that the 4110 st frequeut complaints which reach al? who ore inter ested in Common ir'-chool.s, is of the ignor ance aud inefficiency of teachers. Gover nors in their messages, State utid County Superintendents, and District School Direc tors have made it the subject of constant official notice. Without elaborating this topic, your Committee would refer to the Reports of the Superintendents of Common Schools f-'r years past, and more particu larly to tho Reports of the County Super intendents for further information. These documents prove clearly—lst, That the great want of the Common School system is "a sufficient number of competent and well trained teachers"—and Bud, That public opiuion demands that this want shall be supplied by the establishment of well organized Normal Schools under the pat ronage of the Common wealth. Should Pennsylvania incorporat a uniform system of normal instruction iato ber edu cational policy, she will only be followiug the lead of some of her sisters. The subject has engaged the atteution of most of the States of the Union vLere Common Schools exist, and some of theui have already established schools which are rewardiug the wisdom of their fouuders by elevating tho standard of education, increasing the effi ciency of the Common School and improv ing the character of the teacher. New England, New York, New Jersey, and some of the Western States, have tried the experiment with eminent success, and the intelligent public sentiineut of those St fts recognizes in Norman Schools a necessary part of any well-organized system of gen eral education. But to Europe is due the honor of their invention. Prussia is the mother of Normal Schools, and it is worthy of Pennsylvania's notice that this system was conceived and established by the scho lars and statesmen of that Gttuian Stato, foremost of the kingdom; of Continental Europe in general intelligence and virtue, and in the perfection of Lor educational system from whence emigrated tbo ancestors of a large portion of our population. As early as the year ISSO, Prussia bad over fifty Normal Schools; Frauco nearly one Landrad; Great Britain twenty six; and about one hundred more were scattered I over other parts of the continont. Since ] that time tlicy have been steadily increasing j in numbers and efficiency, i In 1839, Massachusetts bad established ! three Normal Schools; Connecticut cue; ■ New York one, besides special appropria ! tious 11 her numerous ucadatoiet for the purpose of adding thereto facilities for the instruction of teachers. New Brunswick mi t/ifper Ganasfet fiavc eafe one of tEese schools, both of wltieb are most liberally supported: and Lower Canada has recently established three. Shall the State of Pennsylvania, then, with her teeming population, her widely extended territory, no rich iu all elements of prosperity, destined by nature to be the crowning glory in tho wide arch of our Union, fall behind her sisters in this great work jf progress? Your committee do not think further statements or arguments necessary to prove that the time has arrived to inaugurate a system of Normal institutions which will bo worthy of Pennsylvania und of her edu cational interests. How shall it be most certainly and wise ly effected? Your committee aro of opin ion that the bill now in their ban l< has been framed to supply the wants of our Cotuuibn KeLool system, arid is less objec tionable than any scheme which has here tofore bocn proposed. They consider that it possesses the great merit of harmonizing and adapting itself to that system, without which no plan of Normal Instruction can succeed. It is quite possible that a system of pub lic education might be constructed whieb, at first sight, would appear more siinpie, more symmetrical and more efficient thin that of Pennsylvania, but experience would probably show that the improvement was more apparent than real. Whatever its faults or merits the system is our own.— After years of struggle it is finally estab lished, r not in the affeCtMis, at deSsfTii the"* knowledge of the people; and anv project involving organic cltango or material depar ture from its method of op; ration would only if adopted, result in confusion and evil.— But it will be admitted that to reach the point of excellence which is its destiny, new parts must le added, although in the ad dition of such parts, the important truth must be remembered, tb it to secure their efficiency and success, they mast conform i 0 its wants as indicated by its own workings and by public opinion. One of tin se parts is the Normal s'-bo'd. Theory weald affirm that the first requisition of a good system of ! education, is the preparation of the teacher, aud that ihc firs: duty of a State, in the i creation of such a system, is tho establish ment of suitable schools tor Ins training.- - j In Pennsylvania, always cautious iu the work of progress, practice has settled a different \ policy. For twenty years she has steadily set her face against such schools as State Institutions, preferring to devote her en. ergies and means to pstabli.-h udu foster the Common Fchool. But now that the Common School Las fought iis way, r.ot only to re. cognitiou but to fuvur, tho reliable, social legislation of public opibion opens tiie way for the Normal school as its necessary ally ; aud support. The bill now before your committee proposes to give legislative sanction and expression to that public opiu i