"We e can never have efficiency, thoroughness, perfect unity and completeness of action, and the highest success in our public schools, until they are MADE A UNITY, with one competent mind to conduct, to manage, to cONTROL the whole-to select such subteachers as shall intelligently and heartily carry out his plans, so that the efforts of each teacher shall tend in the direction of accomplishing the grand result. Should there be teachers who are not competent, or not willing to co-operate, the public good demands that they should be dismissed! Poor public school teachers are a worse public scourge than small-pox or cholera !

"And a twin idea with the one we have mentioned, is a single higher department, to which each pupil may aspire, and which will secure to all the advantages of a thorough common school education.

"Nothing short of these two features will secure to Springfield a first-class public school department. We think the members of our school board are pretty well convinced of this, and we assure them that if they will make their arrangements to commence the next school year upon the improved plan, they shall have as good and substantial backing as they can desire. And if they find that funds are lacking, there are a number of public-spirited men in Springfield who will do their part toward supplying the deficiency out of their own pockets."

INDIANA STATE TEACHERS' ASSOCIATION.

We attended the meeting of the Indiana teachers, held at Terre Haute during the holiday week. The meeting was large, earnest, and harmonious in its dis cussions. The addresses throughout were able and of practical bearing on the interests of education. All the speakers with one exception, and he was unavoidably detained, were punctual in the performance of their duties; and there was no hitch in the working of the programme as arranged by the Chairman of the Executive Committee from the beginning to the end. There was little or no idle talk for mere talk's sake. No offering of resolutions having no object except to get the mover's name on the minutes, or at the head of a committee, portending a flatulent report at a future session. Any distinction among the speakers where all discharged their duties so well, would be invidious, even if our space would permit it. Ohio was ably represented among them by WM. E. CROSBY, of Cincinnati.

The action of the Association of most general interest was the adoption of a resolution calling upon the delegates of the State in the National Congress to forward by all means in their power the formation of a National Bureau of Education. A resolution was also adopted condemning in the strongest terms the law of the State which cuts off from all educational privileges the twenty-five thousand of her colored population, and claiming equal rights for all in their public school system.

Our Indiana friends have a very absurd law, which permits the people of a school district to meet together, and by vote nominate the teacher of their school. This power, of course, leads to endless neighborhood quarrels and bickerings, where all should be harmony and united effort. The Legislature was requested to repeal it.

The Association greatly felicitated itself on the passage of the law creating a State Normal School; also on the school funds having come into the princely inheritance of five millions of dollars, the proceeds of a sinking fund from the State Bank.

The members of the Association were entertained in a most hospitable and princely manner by the citizens of Terre Haute.

From what we have noticed of the work and spirit of the Superintendent and teachers of the State, we are conviced that Indiana is making giant strides for the foremost rank in educational progress; and that unless we bestir ourselves here in Ohio, she will outstrip us in a very few years.

J. H.

HELPS OVER HARD PLACES.

To know when to give a pupil assistance, and when to refrain from it, is one of the most perplexing of the teacher's problems. As a general rule, nothing should be done for the pupil which, by proper exertion, he can do for himself. But then how is it to be determined that he has made the proper exertion? It certainly is not well to permit him to flounder on day after day, and week after week, in a very slough of difficulties, with no ray of light to guide his way out, until he is ready to give up in despair, under the plea that he is to rely on himself and do his own work. The teacher's place is not to cut the knot of difficulty, but to place in the pupil's hand the end of that thread which, if faithfully followed up, will unravel it. It requires rare tact and penetration on the teacher's part to determine exactly where the pupil's trouble lies, and what is the exact remedy for it. But it was not of help in general, but of certain kinds of help, which are always objectionable, that we wished to speak.

There are well-meaning, hard-working teachers who, from their extreme good nature in giving assistance to their pupils, never accomplish any thing. We well remember one of this kind who had the rather difficult task of developing our intellect in its period of very young veal. We had tried to "work a sum" in the Arithmetic of the venerable Pike (whose name we can not mention without awe to this day) until we were tired,-not a very long period by the way,and had taken it up to the "master" for assistance. "Ye ancient pedagogue" pulled his glasses down from his forehead to his nose, took the slate, worked the sum, and handed the slate back to us without a word of explanation. We looked the work over pretty carefully, rubbed it out, and resolved to give the example another trial. We did so, but with no better success than at first. Reluctantly we were compelled to ask aid the second time. The Master looked at us with surprise, if not with some irritation. "Why," said he, "I have done that sum for you. Go on to the next." And that was the way we went through the arithmetic.

How often have we seen the scholar hesitating for a word in the midst of a sentence, upon which the whole meaning depended, kindly supplied with that word by the teacher, who never seemed to dream that the pupil in failing to get that had failed in obtaining any idea from the sentence whatever, and that instead of its being a collection of words making complete sense, it was a jumble of words making complete nonsense. Thus: "John what is English Grammar?" John starts very volubly, and on a very high key: "English Grammar teaches

us how to read the English language "-teacher interposes, "Teaches how to speak, isn't it?"-John readily assents: "Teaches how to speak the English language correctly." "But it teaches something else, doesn't it?" "Yes, sir.” "Well, what else is it that it teachers?" "Why, sir, I know very well what it is, but I can't just think of it." "It teaches to write the language correctly, doesn't it?" "Yes, sir! I was just going to say that." Now, if the teacher were to ask John, after all this catechising and these leading questions, to give the definition in full, he probably could come no nearer it than at first.

No teacher can be sure that his pupils have an intelligent knowledge of their lessons, unless they can recite the words of the text promptly, and without the straining effort to recollect, that it is painful to witness. Whenever a scholar fixes his eye on vacancy with a dull leaden look, accompanied by knit eyebrows and an evident unconciousness of every thing going on about him, and runs over the words of his lesson with precipitate rapidity, he should be stopped at once, as he knows nothing more of what he is attempting to recite than though it was Choctaw or Sanscrit. He should be compelled to go over the text very slowly, enunciating every word with the utmost distinctness, giving the definition of every word, and, at last, the sense in his own language. Even after the subject has been held up, suspended, as it were, in a dry light, so that the pupil can look all around it, and has answered every question upon it, the teacher can not feel too sure that it is thoroughly understood. We remember a case in point in our own experience. We were examining a class that we had taught in English grammar, and which, we had a great deal of confidence, understood pretty thoroughly as much of the subject as it had been over. One of the questions was--"What are the three methods of distinguishing gender in English?" The answer, of course, was-" By different words, by different terminations, and by words prefixed or affixed." What was our disgust to find that several of the class had written determinations for terminations, showing by this most ridiculous answer, that they had attempted to commit words to memory without the most remote conception of their meaning. If our friends, who think they are doing remarkably well in their teaching, and are inclined to be puffed up thereat, let them put their pupils through a pretty stiff written examination, and our word for it, they will have the conceit taken out of them pretty effectually.

To return to suggestive questions as helps over hard places. A friend of ours relates that he once was present at the examination in geometry of a graduating class in a young ladies' academy, which proceeded something in this wise:

"Yes, sir!' "Yes, sir."

Teacher" Miss A. what proposition have you to demonstrate?" Miss A. says nothing, and looks embarrassed. "It is to demonstrate that the three angles of a triangle are equal to two right angles, is it not?" "You draw the triangle ABC, do you not?" "You then draw the line ED parallel to the line not?" "Yes, sir." And so on through the whole demonstration! That was a process for unfolding mind, wasn't it?

Another pause.

And she draws it.

AB, do you

Let us say, in conclusion, if any of our readers have been in the habit of attempting to help their pupils over difficulties by suggestive questions, reform it altogether as you value your success as teachers.

J. H.

EDITORIAL MISCELLANY.

THE GENERAL ASSEMBLY.-This body has now been in session one month, and a large number of bills are in the hands of the several committees. The fact that not a bill has been introduced amending or affecting the provisions of the general school law, indicates a commendable disposition on the part of the members to let the law stand as it is, without further amendment. The legislation now called for is that which shall add new elements of efficiency to the school system, first and foremost among which is an efficient system of professional training for the teachers of the State, including a State Normal School, Normal Institutes, etc. A special report upon this subject by the Commissioner of Common Schools, was presented to the General Assembly on the 29th ult., and ordered to be printed. We shall refer to the report more at length next month.

All our readers will be glad to know that the School Committees in the Senate and House are composed of staunch school men, who will faithfully guard the school interests of the State. The Committees are composed as follows:

Senate Messrs. DOAN, MARTIN, BROWN, IRION, CUMMINS, MAY and GODFREY.

House-Messrs. STANTON, KIBBEE, PIATT, ENCELL, ALEXANDER, DRESBACH and

RUTTER.

Mr. MARTIN, who rendered the cause of education such efficient service as Chairman of the School Committee of the last Senate, is President pro tem. of the Senate.

TRUANCY.-The following resolution offered by Mr. KERR, of Jefferson county, has been adopted by the House of Representatives:

WHEREAS, There are many parents and guardians who are grossly negligent of duty in regard to giving youth under their care the benefits arising from our common schools; and,

WHEREAS, Said neglect is not only a wrong to said youth, but also a source of crime and an act of injustice to the community at large: Therefore,

Resolved, That the Committee on Common Schools be instructed to inquire into the propriety and necessity of providing by law that the habitual truancy and non-attendance at school be greatly lessened, if not effectually prohibited, and to report by bill or otherwise at their earliest convenience.

At the late meeting of the Ohio Teachers' Association at Cincinnati, Messrs. REINMUND, COWDERY, STEVENSON, TAPPAN and HANCOCK were appointed a committee to memorialize the General Assembly, praying for the passage of an efficient and practicable law for the suppression of this great evil. It is hoped that the memorial of the committee may be laid before the General Assembly at an early day.

DESERVED PRAISE.-We have clipped from our exchanges commendatory notices of the schools of Norwalk and Middletown. The former is by a stranger who visited the Norwalk schools, and was in want of superlatives to express his admiration of what he saw and heard. Friend STEVENSON'S work will bear inspection. Some one has been looking in upon Mr. WOOLLARD's schools at Middletown, and seeing the evidence of an artist's handiwork, publi: hes the fact, and invites others to go and see for themselves. Good advice, and we hope it will be heeded.

FREMONT PUBLIC SCHOOLS.-The report of the Superintendent, WM. WALLACE Ross, for the term ending December 1, 1865, indicates that the schools are making commendable progress. The Board have adopted a systematic course of study-an important matter in the management of a system of Graded Schools-and the Superintendent and teachers are trying to improve the attendance.

CORPORAL PUNISHMENT IN SCHOOL.-In the City Court of New Haven, Conn., a decision was lately rendered in which the following rule was laid down respecting the legal right of a teacher to punish a pupil:

"While the master, to a certain extent, and for certain purposes, stands in loco parentis, and has, for sufficient cause, the right to inflict reasonable corporal punishment, while the pupil is under his charge, he must exercise a reasonable judgment and sound discretion in determining when to punish, and to what extent; but the punishment must not be excessive or cruel, nor inflicted for the purpose of gratifying private malice or his own evil passions.

"Punishments may be severe, yet entirely reasonable; and on the other hand, even moderate punishments may, under certain circumstances, be unreasonable; but excessive and cruel punishments are not only unreasonable but unlawful, and for their infliction the master may be held criminally responsible."

This ruling is in accordance with the almost uniform decisions of the courts upon this subject.

"THE CHILDREN OF THE BATTLE-FIELD."-In our notice of the teachers' excursion to Gettysburg, in August last, we alluded to the singing of a song entitled "The Children of the Battle-Field" by Prof. CLARK, of New York, the composer. Mr. J. C. BURNS, of Waynesboro, Pa., has sent us a copy of their photograph. It is a picture of three little children, two boys and a girl. The original was found in the hands of a dead sergeant, which he had held so as to let it meet his dying gaze. It is a pleasing memento of one of the most touching incidents of the war. The photograph is sold for 25 cents, and the proceeds are to be applied to the founding of an Orphans' Home to be at Valley Forge or at Gettysburg. $25,000 has already been raised by the sale of the photograph and by donations.

DR. DIO LEWIS' SCHOOL FOR YOUNG LADIES.-This school was started a little over a year since. The plan was and is to combine moral, intellectual and physical culture in such a manner as to give more prominence to physical culture than is given in any school for ladies in our country. The number was, at first, limited to thirty-five, and that number entered at once on the opening of the school. During the summer vacation, Dr. LEWIS was induced to extend his accommodations, and admit eighty. Eighty engaged rooms before the opening of the fall term; and now over one hundred are in the school. Let western educators profit by the experiment.

S. W. NORMAL SCHOOL.-The present number of students at this well-known institution is 275. Mr. HOLBROOK has richly earned the prosperity which he now enjoys, by long and faithful service. They who sow shall in due season reap, if they faint not. We are glad that the S. W. Normal School is obliged to enlarge its borders.

MILLERSBURG. The new school house is approaching completion, and is a fine structure. It has been a great undertaking for a town of the size of Millersburg, but will prove the best investment it has ever made. The citizens will always bless the name and memory of the few live men who have zealously labored to secure this much needed improvement.

NATIONAL BUREAU OF EDUCATION.-The State Teachers' Association of Illinois, Michigan and Indiana have adopted resolutions in favor of a National Bureau of Education. The meeting of the National Association of School Superintendents meets at Washington, D.C., on the 6th inst.

ANTIOCH COLLEGE.--JOHN E. CLARK, formerly Professor of Mathematics in the State University of Michigan, takes the chair of Mathematics; and S. B. LONGLY, teacher of Chemistry at Harvard College, the chair of Chemistry. This would seem to indicate that Prof. Youmans, who was first offered the chair of Chemistry, declined its acceptance.