Permit me to say, that the " assurance of the hearty co-operation of your journal, in all my efforts to improve and elevate our school-system," affords especial pleasure.

No one familiar with the duties of this Department, needs be told that its value depends largely upon the use made of it, in securing concert of action among the friends of education. This office should be made the exponent of the prac tical wisdom of the State upon educational methods and enterprises.

In view of this fact, and desiring sincerely to guard faithfully the trusts reposed in the office and to execute efficiently the work assigned to it, allow me to hope and to earnestly request that the friends of education generally throughout the State, may give to this Department that practical co-operation, without which it must fail, in a great degree, to secure the ends for which it was established. Very respectfully,

Your ob't serv't,

JNO. A. NORRIS,

Commissioner of Common Schools.

SCHOOL LIBRARIES.

Since the repeal of the provision of the law levying a special library tax, the library system has increasingly declined in usefulness. This was to be expected, since the very life of the system, in most localities, was the periodical supply of new books. I think I am safe in saying, that a majority of the libraries of the State were not once opened for the distribution of books during the past year. In some townships the books are still scattered among the sub-districts, and no effort is made to collect them, as is required by law.

The fact that 922 districts, or more than one-half of the districts in the State, have appointed librarians, is evidence that the books are still read and appreciated in many localities. I am confident that the teachers of our public schools have it in their power to increase the utility of the library system four-fold. A little effort to interest their pupils in the reading of good books would soon open many libraries, now unused. It is certainly a matter of regret that so little is done in our schools to create a taste for useful reading. That teacher who induces his pupils to read good books, has done a service of higher value than he who merely teaches the art of reading. The ability to read is not the end but the means of education.

It is hoped that greater efforts will not only be made to secure the reading of the books now in the libraries, but that boards of education will also use the authority conferred by the amendatory act of 1864, and replace all books that have been lost or destroyed, with new ones. This will not only preserve the libraries, but will maintain an interest in them.-Commissioner's Annual Report.

Editorial Department.

A FEW FRANK WORDS.

It is possible that we have over-estimated the interest which the leading teachers and friends of education in the State feel in the work which we have undertaken. If not, we are puzzled to account for the few words of cheer and encouragement we are receiving. Possibly, it may be taken for granted that we are going through with what we have attempted, and that we do not need the stimulus and support of expressions of interest and co-operation. Possibly, there may be a desire that we should abandon the undertaking, and give place to some one more competent to accomplish what is needed. If such a desire exists, we hope that it may be frankly expressed. We are certainly not obliged to look to this field of labor for support, and it will be no great pecuniary sacrifice to withdraw from it whenever our services are not needed.

It is true that we have been able as yet to devote very little time to the business interests of the MONTHLY on account of the large amount of post-official duties that have demanded our attention--duties which no one else could well perform, and which are now happily all discharged. We have keenly realized the loss which this neglect of our own business involved, but it seemed a necessity. We do not, therefore, complain because our expectations, though moderate, have not been fully realized. We have been too long connected with this journal not to know that it requires time and attention. But, under the circumstances, we have felt justified in depending upon the personal efforts of the friends of the cause to increase our subscription list. Some, perhaps we should say many, have not disappointed us. Others to whom we confidently looked for assistance, at least for encouragement, have remained silent.

We have received two or three intimations that the MONTHLY did not contain enough articles from our own pen; that the class of professional articles we once contributed, was missed, etc. We have been obliged to ask our friends to be a little patient and indulgent in this matter, since the articles referred to require much time for their preparation--time which we have been unable until now to command. Meanwhile, we have been fortunate in securing articles of the highest interest and value from our associates and contributors. Indeed, we have felt fully justified in omitting our own poor efforts to make room for the many excellent contributions we have received.

But our hand is now free, and we do not intend to give any one reasonable ground for complaining, in the future, of the absence of professional articles. We cordially invite all who wish to see this feature of the MONTHLY improved, to lend their assistance. We do not wish homilies or lengthy essays, but practical thoughts and suggestions. Those who have not the time or disposition to write themselves, are requested to suggest questions which they would like to

see discussed. We shall commence next month a series of articles on the Theory and Practice of Teaching."

We wish to call attention to the fact, that we can not adapt our pages exclusively or chiefly to any one class of our readers. It would be easy to make the MONTHLY of much greater interest and value to superintendents and principals of graded schools, but, in so doing, we should fail to interest and benefit threefourths of our readers. Our subscribers are about equally divided between teachers of graded schools, teachers of ungraded country schools, and schoolofficers, and the MONTHLY must be adapted to each of their respective wants and circumstances. An intelligent city Superintendent, who fully appreciated this necessity, once said to me: "Make the MONTHLY of practical assistance to the great body of our teachers. If I find only one article each month of special interest to me, I shall be fully satisfied."

HEALTH OF SCHOOL CHILDREN.

The Medical Society of Middlesex county, Mass., having considered for sev eral successive meetings the influence of public schools on the health of children, has authorized the publication of the following maxims as the deliberate opinions of its members:

1st. No child should be allowed to attend school before the beginning of its SIXTE

YEAR.

2d. The duration of daily attendance (including the time given to recess and physieal exercise) should not exceed FOUR AND A HALF hours for the Primary schools; SIX hours for the other schools.

3d. There should be No study required out of school,-unless at High Schools; and this should not exceed one hour.

4th. Recess time should be devoted to play outside the school-room-unless during very stormy weather-and as this time rightly belongs to the pupils, they should not be deprived of it except for some serious offense; and those who are not deprived of it should not be ALLOWED to spend it in study; and no child should EVER be confined to the school-room during an entire session. The minimum of recess-time should be FIFTEEN MINUTES IN EACH SESSION, and in Primary schools there should be more than one recess in each session.

5th. Physical exercise should be used in school to prevent nervous and muscular fatigue and to relieve monotony, but NOT as muscular training. It should be practiced by both teachers and children for at least five minutes in every hour not broken by recess, and should be timed by music. In Primary schools every half-hour should be broken by exercise, recess or singing.

6th. Ventilation should be amply provided for by other means than OPEN windows, though these should be used in addition to the special means, during recess and exercise time.

7th. Lessons should be scrupulously apportioned to the average capacity of the pupils; and in Primary schools the SLATE should be used MORE and the books less, and instruction should be given as much as possible on the principles of "Object Teaching."

We heartily accept each of these maxims, the third excepted, and we can endorse that if first permitted to explain our vote-speaking after the manner of Congressmen. The reason assigned for this maxim by the learned physicians who adopt it, is, that adult scholars can not bear more than seven hours of study, and that it is folly to suppose that immature minds in growing bodies

can endure more. Now, as a matter of fact, the pupils in most of our schools do not study three hours a day-in many of our lower schools not to exceed one hour is given to actual study. The daily session of six hours is reduced by recesses and opening and closing exercises to about five hours; and even in our Grammar schools full one-half of this time is devoted to recitations and other exercises which afford a degree of mental and bodily relief. The fact that the schools are in session but five days each week, is also to be considered. If the other six maxims laid down by the Middlesex physicians are faithfully observed, we do not see why a moderate amount of home study need be injurions to pupils who are twelve years of age and upwards. If, on the contrary, children breathe poison during the day and have neither physical exercise nor out-door plays, and consequently return home from school brain-weary, nervous, and, possibly, afflicted with headache, no home-study should be required.

It is the manner and conditions of stndy, rather than study itself, that injures health. The testimony of statistics is conclusive, that proper study is conducive to health and longevity. The duration of life among scholars and literary men, notwithstanding their general neglect of out-door exercise, is greater than among those not addicted to brain-work. Indeed it stands to reason, that as the body of man was made for the indwelling of an intelligent, rational soul, the development of that soul by study and investigation need not necessarily be a drain upon the vital powers and functions of the body.

There is, of course, a natural limit to the amount of mental effort which can be safely required of children. They may be goaded or stimulated to a ruinous degree of mental exertion; and it is beyond question true, that this sometimes occurs in the public schools of our cities and towns, as well as in colleges and other private schools. In some schools the pressure to cause pupils to reach a high per centage in examinations, is excessive, and certainly ought to be abated. Teachers should not be subjected to such powerful temptations to neglect the health of their pupils that they may prepare them to pass brilliant examinations, to secure the commendation of the school authorities and the public. Our school work must be measured by a truer standard. But in abating this evil of unwise pressure, we must be careful not to break down a reasonable standard of study and thoroughness in our schools. Because a few children are over-tasked and injured, it certainly is not necessary to treat each generation of youth as though health and long life depended upon their being fools.

Let us see to it that the study of the pupils in our schools is of a kind adapted to their inental as well as bodily condition; let us avoid premature mental exertion, either by forcing the development of their minds beyond the growth of their bodies or by cramming their memories with incomprehensible abstractions and generalizations; let us secure vigorous study when the brain is not in sympathy with an over-loaded stomach; let us reduce as much as possible the fret and worry which arise from an attempt to prepare lessons in half the time necessary for their mastery; let physical exercises and changes of posture be made to alternate with periods of study and recitations; let the pupils have pure air and cheerful and inspiring conditions of study-in a word, let the laws of health be observed in the management of our schools and the evil of over-study will largely disappear. Indeed it is my firm belief, that in the case of a majority of

the pupils in our schools above twelve years of age, the absence of vigorous, earnest study is a more wide-spread evil than excessive study.

We would, in conclusion, call attention to the fact that the sickly appearance and poor-health of children are due largely to causes which lie outside of our school-rooms. Among these causes are a want of bodily exercise, unwholesome food, late hours, unventilated sleeping-rooms, insufficient and fashionable clothing, and unhealthy parents. No amount of physical training or sanitary discipline in our schools can be made a universal panacea for these evils. But let us see to it that the school-life of children does not aggravate them..

TWELFTH ANNUAL REPORT OF THE SCHOOL COMMISSIONER

This report, the third and last made by the late Commissioner, is now ready for distribution. It contains two hundred and thirty-two pages, including the appendix which contains the Commissioner's special report on Normal Schools; the report of the State Board of Examiners; seventy pages of statistical tables; statements of County Auditors respecting the condition of schools, schoolhouses, and school libraries; blank forms for school records and reports; an swers to questions on the School Law; circulars to School Officers, including the circular containing the Commissioner's classified series of "Questions on the Theory and Practice of Teaching," and the circular relating to the manage ment of Teachers' Institutes; seven pages of "Practical Suggestions to Teachers;" and a full index.

The tables of statistics embrace, in addition to the usual abstracts of the returns of County Auditors-which include returns from every school district in the State-tables relating to Graded Schools, Colleges, Female Seminaries, and Academies, and an important table giving the names, number of schools, rate of local tax, etc., of every school district in the State that failed to sustain its schools twenty-four weeks, as required by law. The tables relating to Graded Schools contain much important information respecting the management and condition of the schools in seventy-six of the cities and leading towns of the State.

The following are the leading topics discussed by the Commissioner: Condition and Progress of the Schools; Labors of the Commissioner; School Statistics-Duties of Teachers and School Officers in their Preparation; Number of Schools; Local School Taxes; School Expenditures; Wages of Teachers; School Houses; Number of Weeks Schools were in Session; School Attendance-Average School Advantages of the Youth of the State; Truancy and Absenteeism; School Libraries; Union or Graded Schools; Colored Schools; County School Examiners; Teachers' Institute Fund; State Board of Examiners; Local Boards of Examiners; State Institutions for the Education of Unfortunate Youth; Colleges, Female Seminaries, and Academies; Measures for the Improvement of the Schools; County School Superintendents; Special Agencies for the Training of Teachers--Normal Schools; Military Instruction Schools; and Agricultural College.