School Officers' Department.

The articles included in this Department have special interest to school officers. Those not otherwise credited, are prepared by the editor. Brief communications from school officers and others interested in this feature of the MONTHLY, are solicited.

ALL questions pertaining to the school law and its administration, should be addressed to the School Commissioner, who will give them due consideration. Our necessary correspondence is a sufficiently heavy tax on our time. Besides, our opinion or advice, if given, would be unofficial and comparatively weightless. Whenever legal questions of sufficient importance may arise, the Commissioner will doubtless favor the readers of the MONTHLY with official opinions and instructions.

A SCHOOL OFFICER asks for information on the subject of fines and licenses. We have little to impart. By the laws of the State, the money arising from various fines and licenses is set apart for school purposes. What this fund would amount to were none of it illegally applied to other purposes, we can not now state. It would doubtless constitute no inconsiderable source of school revenue. We are confident that a thorough investigation of the subject would disclose the fact that the schools are losing annually many thousands of dollars. The publication of the titles of all the laws imposing these fines and licenses, with an abstract of their provisions, would prove of great assistance to school officers.

TEACHERS' CERTIFICATES.

Boards of examiners in this State are very generally issuing four classes or grades of certificates, thus indicating the comparative qualifications of the teachers to whom they are granted. The highest grade of certificate is made valid for twenty-four months; the next highest for eighteen months; the next for twelve months; and the lowest (which indicates very limited qualifications) for only six months. Local directors should remember this fact in employing teachers. They should not only ascertain that the teacher whom they propose to employ, has a certificate, but they should determine the grade of such certificate; and, other things being equal, preference should always be given to a teacher holding a certificate of the higher grade. Teachers whose superior scholarship and attainments entitle them to a first-class certificate, should, as a general rule, receive considerably higher wages than those whose defective and imperfect qualifications are indicated by a six-month certificate. Few examiners would be willing to take oath that they believe those to whom they grant cer tificates valid for only six months, are qualified to teach the several branches

named therein. The truth is, a six-month certificate indicates prospective rather than present attainments. The examiners entertain the hope that the holder may, by industry and application, meet the requirement of the law. Here and there a successful and competent teacher may be found holding a certificate of this low grade; but, clearly, local directors should be slow to accept such a certificate as satisfactory evidence of the holder's teaching ability. Let every teacher feel that the possession of a certificate of a high grade is a worthy recommendation.

There is one other matter to which we wish to call attention. The law now requires that a knowledge of the theory and practice of teaching shall be one of the essential qualifications of a teacher. The law has been in force over two years, and, consequently, no certificate which omits this item, is now valid. The examiners must examine into and certify to the teacher's professional knowledge. Let excellence here receive its due attention and reward.

TEACHERS' REPORTS.

The law makes it the duty of teachers to file with the township clerk at the close of each term of school, "a full and complete report," and until such report has been duly certified and filed, it is unlawful for the clerk to draw an order to pay the teacher for his services. This provision also applies to districts which are not under the general school law. It is general in its application, and is designed to place in the hands of the proper officer a full and complete report of every public school tanght in the State.

The failure to execute this statutory provision faithfully, is the prime source of the difficulty experienced in this State in the collection of school statistics. If the teachers' reports are imcomplete or incorrect, the clerk of the board, whatever may be his competency, must fail in his attempt to prepare complete and accurate returns to the auditor. We would, therefore, strongly urge upon clerks the importance of examining carefully each teacher's report before filing the same. This duty is as important as it is easy. It should be attended to at the right time.

We would also urge upon teachers the duty of keeping an accurate daily record of the attendance of their pupils. If this duty is neglected, or carelessly attended to, it is impossible to meet the requirement of the law respecting the preparation of the term report. Facts, not guesses, are required, and that the record may be one of facts, it must be attended to daily. The teacher should be provided with a properly ruled register, and the presence or absence of each pupil should be carefully noted therein. No teacher is excusable for the neglect of this duty; it is an essential item of each day's business.

It occurs to us that it would be a good idea for examiners to make the ability to prepare properly a term report one of the essential requisites for a certificate. We fear that many teachers are licensed who can not even make out from a daily record of a school, the average number of pupils in daily attendance.

Editorial Department.

THE premium of Webster's New Dictionary offered for the largest list of subscribers raised in the months of July and August, has been awarded to S. J. Kirkwood, Tiffin; September and October, to W. K. Gooderl, Washington, Guernsey county.

In our last issue the same premium was offered for the largest number of subscribers secured in the months of November and December. To the person sending us the second largest list in these months, we will present a copy of Goold Brown's Grammar of English Grammars-retail price, $5.

THE MONTHLY FOR 1867.

Another volume of the MONTHLY closes with this number, and we have the

re of stating that its financial success has fully met the moderate expectations with which it was begun. Our subscription list has steadily increased until, unable to supply the back numbers ordered, we are obliged to have all new subscriptions begin with the next volume. We most heartily thank all who have aided us in the accomplishment of this result. We trust the MONTHLY has more than merited the support it has received.

Our arrangements for the next year are about completed, and will, we trust, prove highly satisfactory to all our patrons and friends. The January number will be printed from new type, that used for contributions being one size smaller than the type previously used for this purpose. This will increase the amount of contributed matter, and, at the same time, leave the type sufficiently large. The cover will be made still more attractive, and its first page will present a table of the contents. The paper used will be the first quality of book paper. In short, it is our aim to make the mechanical appearance of the MONTHLY all that can reasonably be desired.

The closing volume contains forty-two more pages than our "contract" required an increase in size of over ten per cent. We shall enlarge the next volume as much as the increase in our circulation may justify.

We have engaged several of the ablest and most popular writers in the profession to contribute regularly to our pages. Among these are our well-known contributors T. W. HARVEY, JOHN HANOOCK, SIDNEY A. NORTON, W. D. HENKLE and T. E. SULIOT. Hon. E. D. MANSFIELD, one of the ablest essayists in the country, has agreed to write several articles. We also hope to secure contributions from several eminent writers who reside in other States, and from a score or more of the able and experienced educators of Ohio. Our corps of writers for 1867 will, at least, fully maintain the high reputation which the MONTHLY has gained, for its excellent contributed articles.

It does not become us to speak of the character of the Editorial Department of the MONTHLY; but we may add that no other educational journal published in this country, contains evidence of more editorial attention. In the number of its editorials and the practical and vital character of the topics discussed, the next volume will not be inferior to any of its predecessors. The School Officers' Department will continue to receive special attention.

The next volume will, in brief, be the result of an earnest effort to provide the profession in Ohio with a first class organ. It is our intention that the MONTHLY shall keep pace with its progress, and worthily represent its spirit and culture. In this undertaking we shall continue to rely on the friends of the cause for assistance. We confidently go forward.

MASSACHUSETTS AND SOUTH CAROLINA.

These two States may be taken as fair representatives of the two systems of civilization which are based respectively on the equality of man and the subordination of races,-whose symbols have been the school-house and the slaveshamble; whose watchwords are "Liberty, Equality and Fraternity," and "Slavery, Subordination and Oligarchy." They started on these two different and diverging lines of policy, and have pursued the same with about equal zeal and devotion. How far are they now apart? What are the practical results of the two systems? Since South Carolina has been suddenly checked in her career and may soon wholly abandon her favorite policy, these inquiries possess very great interest.

For their answer let us turn to the census of 1860:

Amount expended for public schools per annum. $1,519,197
Number of academies.......

16,841 $74,400

754

202

These significant contrasts may be verified by referring to Appleton's Cyclopædia. How plainly they show how the desolated South may be regenerated, and her waste places changed to fruitful fields. The great agent of reconstruction is the school-house. The "irrepressible conflict" will continue until the negro is handed over to the schoolmaster He alone can conquer a lasting and blessed peace.

METHODS OF CONDUCTING RECITATIONS.

Why should the teacher not confine himself to the printed questions of the author? What do you understand by "leading questions" and why are they objectionable? Why should questions that can be answered by yes or no be avoided? What are some of the characteristics of a satisfactory answer? Why should partial answers be rejected? Why should every answer be expressed in good language? Why should mumbling be broken up?

What are the advantages and what the disadvantages of conducting recitations by topics? In what studies and with what class of pupils is this method most successful? What do you regard as an abuse of the topic method?-Questions on the Theory and Practice of Teaching.

The above questions suggest that there are two distinct methods of conducting recitations, viz: by questions and by topics, called repectively the catechetic method and the topic method. We propose to consider briefly each of these methods with a view of determining the conditions of its successful use, and its advantages and disadvantages.

1. The Catechetic Method. In the successful use of this method the teacher not only aims to test the pupil's knowledge of the subject-matter of the lesson, but also to make such knowledge clearer and more permanent, which, as we have seen,* is the second object of the recitation. This requires that the questions asked be so arranged that they may unfold the subject logically and methodically, and bring out clearly that which is important and fundamental. The teacher, in preparing himself to conduct a given recitation successfully, must keep these two objects before him. His questions must be carefully studied; they must serve as searching tests, and, at the same time, as aids to the pupil in reducing his knowledge to a system-in separating principles from details.

All questions that suggest the answer or lead the pupil to it, technically called "leading questions," are worthless as tests, and should be carefully avoided. The same is true of questions that can be answered by "yes" or "no." The pupil is, indeed, more likely to answer such questions correctly than incorrectly, and this is true whatever may be his ignorance. The manner in which the question is asked, the suggestive look or "nudge" of a fellow pupil, or some other conscious or unconscious hint, may make correct guessing quite easy. It is scarcely necessary to remark that knowledge guessed out in this way is a very doubtful good-a very uncertain possession. Indeed, we look upon the practice of helping pupils through half-prepared lessons by leading questions and otherwise, as not only useless but pernicious. It deceives the pupil respecting his ignorance, and begets vicious habits of study. The requirements of the recitation must rigidly hold the pupil responsible for whatever knowledge is within his reach; and the fact that he has failed in his efforts to reach the same, must be disclosed before the needed assistance is given.

We are thus led back to the fact that the thorough questioning of a class on a given subject requires, on the part of the teacher, thorough knowledge and careful preparation. His questions must be clear, concise, methodical; must bear the stamp of his own thinking-must be the coinage of his own brain, dropping from the mint bright and hot.

"The asking of questions from the book" is exceedingly objectionable-to

* See September number.