meet him regularly each week to talk | He has been a frequent contributor to the over any subjects of interest, connected Independent and the various periodicals. with our studies or otherwise. His review of the Darwinian theory was considered one of the best written. Allusion has been made to his interest in woman's rights. He is a believer in the right and expediency of giving to young women full equality in the use of all educational advantages enjoyed by the opposite sex. His plea before the Alumni Association, for the admittance of women to college, made the conservative heart of Old Williams throb. It seems especially fortunate that, called to stand at the head of the system of education in the State, he already has a sympathy and practical acquaintance with its lower methods. The schools of his township have for some years been under his management. The spirit of fogyism so strongly enthroned in that mountainous corner of Massachusetts, after a determined resistance, was obliged to yield to his persistent efforts, and now Williamstown, with its school-houses rebuilt and nicely furnished, its districts rearranged, its teaching force improved in quality, its graded school managed and equipped in the best manner, is a model of what the township system may be come. These meetings did much to ripen the respect and esteem of the class-room into that attachment which came to mark our connection with him. The topics ranged from the most practical of economical matters, through the experiences and impressions which were the result of his travel, to the fields of metaphysical and philosophical thought where he liked especially to dwell. It mattered little what was the subject-it was not new to him. We used to say his mind contained the germs of all knowlege, the principles which could, upon occasion, be developed and applied to any topic in hand. The simple elegance of his home was evidence of a presiding spirit worthy the companionship of his own. And if he was unavoidably absent, Mrs. Bascom was entirely competent to entertain the "grave and reverend seniors" and follow with them any path the conversation might take. Those who have met her can understand readily the Doctor's veneration of woman and his earnest advocacy of her rights. A man usually judges the female part of the race by his own wife. If she be the embodiment of excellence, he holds the sex in high esteem. If she The department Dr. Bascom has hithbe the combination of little weaknesses erto had did not offer him opportunity to and foibles, he endures his lot resignedly bring into use his full strength. The duand believes it is simply woman's nature. ties of his new position lie in the direcTheology, too, had been the subject of tion of his favorite fields of study and his special attention, and perhaps it is will engage his best efforts. He comes enough to say that, in a faculty contain- to his work in the prime of his life and ing Dr. Hopkins and Pres. Chadbourne, full activity of all his powers, with talent he was a favorite preacher. His sermons, and attainments recognized among scholcomposed of bold, earnest, compact ars, with personal qualities which comthought, of illustrations peculiarly apt mand the esteem of those who know him, and original, were the delight of hearers with a conscientiousness and sincerity of so captious as students proverbially are. motive that can not be tempted by self That independent thinking is a charac-interest; qualifications which eminently teristic of Dr. Bascom, is seen from the fit him for the station he is to fill. And fact that he writes upon nearly every sub- must it be that the same fatality awaits ject that claims his attention. His pub-him which has almost invariably been lished works cover the field of Political the portion of those who have ventured Economy, Aesthetics, Psychology, and to assume the direction of state instituRhetoric. His lectures just delivered at tions? His friends protest against such Lowell Institute, being a Philosophical a sacrifice. Why can not the changing History of Literature, are now in press. policy consequent upon the uncertainty and partisan feeling of regent boards, that can be said in favor of a superingive place to a uniform independent administration which shall enable the University to compare favorably with the best of denominational institutions? SUPERVISION OF SCHOOLS. A Paper read before the Wisconsin Teachers' Association, Dec. 30, 1873, by SAMUEL SHAW, Superintendent of Schools in Madison. The gentleman who notified me of an appointment to discuss this subject, was pleased to inform me that I would be expected to confine my attention to graded public schools. With this understanding, I shall proceed at once to consider the question; and in order to be practical, I shall incur the risk of being considered common-place. The root meaning of the term supervision, namely, to see over, or better, to oversee-presupposes actual visitation of the several departments by the individual who superintends. I am aware that much valuable information concerning the work tendent's inexperience in teaching, I am forced to the conclusion by observation and analogical reasoning that the summum bonum of our schools demands a practical knowledge of the art of instruction on the part of the one whose duty it is to inspect and criticise the same. When it becomes the custom of acute business men to engage doctors to supervise shipbuilding, ministers to supervise railroading, and lawyers to supervise farming, then I shall be free to admit that teachers should not be selected to supervise teaching. You'll observe that I do not claim to belong to an unprofessional profession. In cities as populous as Chicago or larger, the board of education have suf ficient funds at their disposal and suf ficient labor too, to warrant them the approval of their constituents, when they engage the services of a person who has had large experience in teaching and say to him, "We ask you to act as the inspector of our schools; you need to teach no class, simply superintend our educational interests." But in all the cities and villages of our state, except possibly Mil vision confines itself to two possibilities: done in the various rooms can be obtained without going to see; while we have to accept this statement so often as a shabby excuse for lack of parental visita-waukee, the question of school supertion, we know that no judicious superintendent will trust entirely or even considerably to hearsay testimony concerning the excellencies or defects of the teachers under his care. 66 'Seeing is believing, and hearing at best may be the truth." First Choice.-(a) Shall we hire a man for a nominal sum, who shall give a fraction of his time to the general features of local education and act as a sort of figure head to the school board? Were I called Should the supervising officer be one upon to answer this question I should say who has had personal experience in No, for several good reasons. 1st. The teaching? I am not prepared to say that probabilities are in these busy western such a discipline is absolutely necessary towns, that a man will be selected who in order to FIT a good superintendent for has to follow some legitimate calling for the work. In fact, I know of a gentle the support of himself and family. In man who has succeeded well in one of fact I should regard it as a great misforour sister cities of Wisconsin who has tune if this were not the case; for a pernever taught, or so little that his intimate son with half enough to do is sure to be friends are not informed of it. However, behind hand. Now, we know in these he brought to bear upon his mission fair modern times, be it as it may in the culture, quick perception, good common-mythological ages, that when a citizen is sense, large popularity and self-sacrificing selected to serve himself and the public devotion. On the contrary, I can readily in order to live, he will certainly put the conceive of a successful school-master, public last. I am willing to admit just who would make a very ordinary super- enough exceptions to this statement to intendent, keen but narrow, accurate but prove the rule. Self is puffed up now-auninspiring. Yet, after all has been said days into huge proportions, from the school superintendent down to the rump Congressman of back-pay fame. (b.) If the board or the people select an ex-teacher for superintendent, just as likely as not he was shelved years ago, in some state far distant from Utopia, on account of his impractical notions and general incompetence; and, now, he seizes the reins of a little brief authority to reexperiment and ultimately retire. I know from four years personal experience and am frank to admit that an ex-teacher in the capacity of school supervisor is exceed. ingly apt to become supervisionary. (c.) If the board or the people select for their superintendent a man with no experimental knowledge of teaching, the chances are that he will wear the honors and draw the salary of his office, and turn over the laborious and annoying details of his duties to the principal, who of course must help him out of his difficulties during the hours which should be devoted to rest and relaxation. Thence come wounds without just cause; thence cometh redness of eyes. Perhaps some from our ranks have gone up to the hill. top of glory, bearing, like old St. Paul, in their bodies the marks of their servitude. Second Choice.-Shall we regularly or ganize our board with the proper officers, and make the principal of our schools, superintendent ex-officio? I answer, "Yes, by all means." And hold him responsible largely for the success or failure of the different departments, provided his recommendations have been carried out. Now, I claim the superintendent should keep those recommendations within reasonable bounds; a school board which is not purely passive and inefficient will be conservative in its acts; but its very conservatism will be valuable in allaying any adverse public setiment. Give me a cautious but thoughtful school-board. classes? time, what shall he do with his own Four courses suggest them. selves, viz: 1st. Omit at times his own recitations. 2d. Appoint some one else, either a supply teacher or a pupil, to hear them. 3d. Frequently vary his own programme of recitation. 4th. Occasionally call for one of those classes which he has been unable to hear and examine it orally. when he visits a department. Time does not permit me to enter into a discussion which would be at all satisfactory to any one upon the relative merits of these several plans. I must content myself with saying that, judging from the present degree of light I have receiv ed, I should confine myself to one, and that would be the last. The objection which some have about leaving the school in charge of a lady, the first assistant, for a portion of each day never troubled me much. A high school which forever needs the presence of a man to keep it in at the elbows must be poorly governed; that kind of government is from without not from within. Again if one of the sterner sex creates a wholesome awe in the minds of unruly boys, the other departments simply gain what the high school loses; for such boys are certainly found in nearly every room; perhaps they are the most trying in the senior grammar, and the grammar departments, where the body has grown away from the mind and left it rattling around, as the author Holmes said. And now, a brief glance at the principal's special work, as supervisor: He should by the various resources at his command, induce the parents of the children and other citizens to visit with him or otherwise; of course, he'll not have to labor any with his own schoolboard! An unvisited system of schools may be founded on the rock; but, at best, it is only sand-rock. Popular ignorance of the schools is certainly not the matter of devotion to the schools. The superintendent will have great difficulty to make many of the teachers under his charge understand this. When they realize its truth, they will not feel satisfied with say The superintendent that has to teach and supervise, meets a difficulty at the outset. Suppose him to have three classes under his instruction in the high school. They recite at certain hours each day. In order to inspect the work done in other departments at a correspondinging to their pupils, "Children, tell your parents to come and see us," knowing that a majority of the children don't want their parents to come at all. He should inspect the premises, and particularly the out-buildings; and you may be sure he will have his patience sorely tried, and eventually will probably become a firm believer in human total depravity. Certainly, the out-houses of our public and private schools with their scarred and infamous interiors, point out to the thoughtful educator the necessity for eternal vigilance to prevent those youthful minds from becoming cages of unclean beasts. The superintendent can do and say much, which the lady in charge of the building could not, without incurring the criticism of immodesty. He should examine the school records and see that they are kept uniform and according to directions; this will require persistence upon his part; a few general remarks won't secure neat, legible, intelligible, completed records. He should inspect the text-books of the pupils, to ascertain whether they are preserved with proper care. Much of the marking usually done in them is from pure wantonness. Some consists of memoranda which should be preserved in a blank book procured for that purpose. A great deal of excellent oral instruction is simply wasted, because no such provision has been requested. He should see that the programmes of recitation and of study are carefully carried out. My opinion is he ought to arrange the programmes, making them uniform for corresponding rooms; at least he should know the precise programme for every department. Carelessness about this will probably induce one or more of the following mistakes in the ward schools: Reading and Spelling 5 times each in two weeks, Arithmetic in the afternoon, Grammar in the most remote corner of the afternoon, Singing by some musical teacher 30 minutes at a stretch, Writing spasmodically and intermittently or the whole of 5 minutes, the time used for taking out and putting away the need ed materials. He should give special attention to the system of government used by the teacher. What are its effects upon the scholars? What upon the instructor? What upon the parents? Perhaps there is as much sense as sentiment in the thought that the teacher governs as much by what she is as by what she does. At any rate, in the department of school-government, large latitudes must be allowed to the teacher in regard to means used. Some believe in self-reporting, others do not; some believe that corporal punishment is necessary and wholesome at times, others do not; some will resort to suspension as a means of discipline, others would rather resign than do so. The superintendent has a right to demand good results simply, and every lady teacher should secure such without compelling him to become a sort of public executioner of the children. The superintendent should criticise the methods of instruction which he sees; not with the idea of making his teachers fac similes of himself, but to stimulate excellencies and to curb defects. Was that thought presented clearly? was it afterwards used as a magnet to attract other thoughts and cultivate original sug. gestion? did the teacher allow that poor little mind to beat its wings against the chill walls of the unknown promising it relief at the next recitation? were the senses appealed to by objects and drawings as they might have been? was the teacher noisy and frothy? was she quiet and dull? did the chief points receive sufficient attention? were the pupils trained to recite promptly and distinctly? did the indolent or stupid scholars receive their morsel in due season? Favorable mention of superiorities and cautious criticism of failings made privately will be kindly received. It is simply delightful for a superior teacher, who has passed over and left far in the dim distance the fool's hill of self-perfection, to have his work in the school-room inspected by some fellow veteran in the service. There are so many of our visitors who are charmed by a calisthenic drill, or a march by music, or some pretty picture or map on the board, and yet are entirely obliv. of mistakes and susceptible of improve ious to the development of that thought which now stands out as well-defined as some jutting rock in the landscape of a master artist, so perfect that you fancy you can see around and even behind it. The teacher watched the process with the keen eye and subdued attention of a photographist drawing a picture in his camera. Putty and paint hide many deformities. The superintendent should test the work actually done by the pupils in the several rooms. After all, this is the safest criterion of the success or failure of a chain of schools. He can tell somewhat from occasional oral examinations, but must depend largely upon the monthly written examinations; to facilitate these, he should prepare a monthly limit table for the course of study adopted by the board, select the questions to be submitted to the pupils, arrange programme and rules for examination; he should see at least all the failed papers each month, and occasionally call for those which are above the standard for scholarship. Thus he will be enabled to superintend judiciously all promotions and degradations, and give valuable counsel to the teachers concerning the various pupils under their charge. ment. In my opinion the topics in these meetings should include the following: A careful review of the work to be done by the several grades, with special attention to those points in any branch which will be of practical utility in subsequent life, methods of presenting these subjects with limits upon parallel oral instruction needed with the book, drill upon any general exercise in which the teachers are deficient, one branch for higher culture, present difficulties and their remedies, written reports from the teachers concerning their departments which they shall not consider women-slayers on account of the 101 trifling things required, and general business. Fellow-laborers, I have hastily penned these views in the midst of many pressing duties, having no faith in their infal-* libility; but with the hope of provoking honest criticism; for, if any department of the school-work of Wisconsin has reached perfection, I am convinced it is not supervision, whether of city, county, or state. so? OFFICIAL DEPARTMENT. OFFICIAL OPINIONS. Prepared by the Assistant Superintendent. RIGHTS AND POWERS OF DISTRICTS. Lastly, he should breathe into the Q. Our district having been attached teachers' meetings the breath of life; this to a neighboring district, the board of that will require some lung power; but far district took possession of the school more mind power. As the source of the house and other property which belonged fountain guages its height, so the super-to the former district; had it a right to do intendent's mental altitude guages the general level of these gatherings. The supervisor who is an intellectual lilliputian appears nowhere in the whole range of his duties so contemptible as here, surrounded by open mouths and outstretched hands and possessed of not a crumb of bread. On the contrary, the intellectual leader reaches the full zenith of his meridian glory in the midst of an attentive, earnest, progressive class of cordial teachers. I do not mean that the superintendent should do all the work at the meetings; but he must do much of it and guide it all; not in the spirit of a dictator, but of a fellow-teacher capable take possession of the property, and dispose of it, under section 16. A. It had not; the town board is to Q. If the town board consolidates two districts is the consolidated district enti tled to the property of the old ones? A. The law does not know any such process as consolidating" two districts, except as one district may be attached to another. When this is done, they may be said to be consolidated. In this case the property of the district extinguished by being attached to the other is to be disposed of as provided in the latter part of |