UNCONSCIOUS INFLUENCE.

The thought of unconscious influence has often been suggested by the sight of a familiar volume of sermons. But it has also been presented with unwonted force, while reading some remarks respecting a prominent geological feature of another state, written by a late venerable and reverend instructor. Referring to the elliptical and circular lines of tracks imprinted upon the rocks of a New England valley, perhaps by a small bird or insect, he says:

"This change in the animal's course must have required the use and the increased or diminished action of certain muscles. Still further, that muscular movement implies a previous act of the animal's will, and that implies, as we now know, an electric current inward along the sensor nerve, and outward along the motor nerve.

"With the register before us of the decision of an insect's will, made fifty thousand years ago, and the corresponding movement in the muscles of its limbs, who will dare to say that an action of ours, or an opinion of the human mind, will certainly be so lost that it may not reappear in all its freshness ten thousand ages hence!"

For us, as companions and friends, this thought has a significance; but for those of us who, with the advancing spring-tide of life, go forth as teachers, there are times when it may well rush upon our worn spirits with a peculiar force. There are few other positions, in which we are surrounded by so attentive and acute observers of every word and act, as when in the presence of a body of pupils whose minds have not yet become preoccupied with the engrossing employments of life. And who can estimate the influence upon their culture and their characters!

It is in view of this that we may anticipate "how the slightest action of ours, even the most unnoticed decisions of our wills, may make an impression" which will endure, and may be read as long as the earth exists. Forgetting this relation, we may carelessly tread where an angel, more conscious of the future and its relations to the present, would walk softly.

How important, then, that a deep moral and religious tone should characterize our daily intercourse, and that in the most trivial relations we should present that truthful transparency of character which will bear the severest scrutiny untarnished; then, relying on an Almighty Arm, we may hope that our influence upon sensitive, susceptible minds shall be worthy of an endless impress.

J.

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.

No school law of a general nature, except the one inserted in the March number, has as yet been passed by the General Assembly. If any such law is enacted before the close of the session, it will appear in our May issue.

STATE SCHOOL REPORTS.

We have received the official reports of the Superintendents of Public Instruction in the states of Maine, Massachusetts, Illinois, Indiana, and West Virginia. We wish we could afford space to lay before our readers the substance of these very suggestive documents. The materials in copious notes and extracts lie before us; but we must content ourselves with a very short abstract of those portions which touch on those questions of most interest to local school officers, presented in the words of the writer as much as the imperious necessity for condensation will permit.

SUPERIORITY OF THE TOWNSHIP OVER THE DISTRICT SCHOOL SYSTEM.

Illinois. Independent school districts require too many officers, too frequent petty elections. The district boundaries are uncertain and fluctuating, too numerous; they cause local taxation to be unequally distributed; they favor a capricious or selfish transference of pupils from one district to another. In the township plan, there is a greater range for a choice of teachers who can be better distributed according to the wants of the several schools. In Illinois, for instance, 30,000 supernumerary officers could be dispensed with; the number of school districts could be reduced from 10,000 to 2,000, and the number of electors reduced by 10,000. It would insure a more accurate system of school records and statistics, greater uniformity of text-books and methods; it would enable townships to establish and maintain a good system of graded schools, a superior class of teachers, and, to these, a better compensation and greater permanency of employment. Thus it would tend to impart to the system compactness, unity, and efficiency; whereas the district school system accomplishes less at a greater cost.

FREQUENT CHANGES OF TEACHERS.

Maine. Great benefit is gained by continuing a teacher in the school where his knowledge and skill have prospered. He has learned the disposition of his scholars; he knows their acquirements, and can better direct their efforts. The frequent change of teachers is a source of much loss of time and power, even when the new teacher proves fully competent to his new duties. Published reports from various localities indicate that, where frequent changes have been

allowed, deficiencies appear which are not observed where the same teachers have been retained through several successive terms. The cause is obvious. The new comer needs some time to learn his position and bearings to surrounding influences. He must, for a while, study his new scholars and the existing plans of study and discipline, at least as diligently as the scholars study their books.

INTEREST OF PARENTS.

Maine. It is sad to see, in the reports from the principals of the schools, the constant complaint about the want of a manifestation of interest on the part of the parents. It would so strengthen the hands of the teacher, especially in the younger classes where chiefly such support is needed. We say manifestation, for, of course, parents do feel an interest in the progress of their children; but they are restrained by various causes from showing it; they are afraid of putting themselves forward, of seeming to interfere, etc.

TARDINESS AND TRUANCY.

Maine. Tardiness and truancy are evils formidable in their issues, yet very difficult to grapple with, without what parents may resent as unjustifiable interference. In some of the states, the law gives to the town authorities power to enforce school attendance, when children are growing up in ignorance and without lawful occupation. To prevent this evil is the purpose of all school legislation. But from a mistaken reluctance to infringe or the parents' sup posed rights, this wholesome law too often becomes a dead letter.

INADEQUATE PAY OF COUNTY SUPERINTENDENTS.

Illinois. The miserable allowance of three dollars a day to county superintendents, out of which they have to pay traveling charges, etc., is utterly inadequate, and almost nullifies the benefit that, under a more liberal management, might be derived from the system. For instance, it appears that, in Illinois, over one-fourth of the schools were not visited even once in 1866, in spite of the acknowledged ability, fidelity, and energy of the county superintendents. The county superintendency of our schools is the right arm of power in our school system, and must not be crippled by a niggardly economy which is only wastefulness in disguise. These devoted men deserve and should have a liberal compensation for their faithful services.

SCHOOL JOURNALS.

Illinois. The Superintendent recommends that the Illinois Teacher be made by law the official organ of his office, and that each township treasurer be required to subscribe for one copy each year, to be paid for out of the school moneys of the township, and to be kept with the official records. This will enable the Superintendent of Public Instruction to communicate at once, by circular, with the great body of school officers, whom he can not possibly reach now except by special circulars, with a saving of much labor to him, and of much expense to the state. It will enable him, moreover, to communicate all over the state, decisions upon the school law and explanations of it, reaching every town and board of school directors, and thus save to this office much wearisome labor, and to the people much trouble and probably needless litigation. But its benefits will not end here. There would thus be diffused over the

state, reaching many who could not otherwise be reached, a general knowledge of what is being done in the cause of education, which would be of incalculable benefit, and of which we would soon see the result in a demand for better schools and better teachers.

COLORED SCHOOLS.

West Virginia. The colored people have shown much anxiety for education. Measures have been taken to provide them with the means of instruction. An excellent school has been started in Wheeling at a cost of about $2,000; it is conducted by a colored teacher; the behavior and scholarship of the pupils are worthy of imitation. A few colored schools are reported in other places.315 school-houses have been erected in the course of last year, and 200 more are in progress. The want of books, of newspapers, of competent and efficient local school-officers, and, chiefly, the general apathy with respect to intellectual culture, have been formidable obstacles in the way of the friends of progress. But," says The Nation, "the right sort of men have taken the

แ

lead in the work."

Illinois. For the education of 6,000 colored children, the state virtually makes no provision, since they are, by statute, excluded from a joint participation in the free school system. The school tax paid by colored people is generally not refunded to them, and even when it is returned, there usually are too few colored children, especially in the rural districts, to form a separate school. In some of the larger towns, indeed, their education is attended to, and the efforts of colored parents to provide schooling for their children are heartily seconded. But of the 6,000 colored children, about one-half are still in a helpless condition with regard to schooling.

Indiana. We hope the time is coming speedily when they shall be allowed to share in the blessing of public education, at least in schools of their own. This is a difficult subject, owing to the strange sensitiveness of public opinion. May the scales soon fall from their eyes!

BENEFITS OF FREE SCHOOLS.

Illinois. Popular education in our free states exercised a vitalizing power upon the national armies during the war. On the contrary, not one insurgent state ever had a practically developed free-school system worthy of the name. There is a close alliance between learning and patriotism. An educated man, wherever you put him and whatever you put him to, is of more value than an uneducated man in the same circumstances.—The crying want in our schools is that of competent teachers. There is a general and increasing demand for such. How is it to be supplied? The decrease in private schools and in the number of pupils educated in them indicates a growing preference for public schools.

LENGTH OF SCHOOL TERMS.

Indiana. The increased salaries paid to teachers, without any diminution in their numbers, proves not only an improvement in their qualifications, but an increased interest in education. There is a healthy and encouraging growth in the system. But we need longer terms of study. The duration of the school term is on the increase; but we are still short of the minimum limit by over one month.

Editorial Department.

We wish to call the attention of our readers to the premiums announced in our prospectus, which include a copy of Webster's New Dictionary for the largest list of subscribers sent in the months of March and April. What School Examiner wishes a copy of this magnificent work? A little effort may secure

it

Alexander Forbes, Principal of Kentucky St. School, Cleveland, O., writes: "Allow me to say that I consider the last number amply worth the price for the whole year: more, any one of the three leading articles is well worth our subscription for the year." Other competent judges are sending us like words of commendation and encouragement.

SELF-REPORTING IN SCHOOLS.

There has appeared in one of our exchanges a letter condemnatory of the system of self-reporting, with a rejoinder. On this, as on all "vexed questions," much may be said on both sides. This, at least, will be generally allowed: that, for younger scholars, in whom the light of conscience is, as yet, weak and unsteady, and in whom, from timidity, pride, or loss of approbation, there is a strong temptation to conceal the truth or to prevaricate, self-reporting is not advisable. No opportunity should, indeed, be neglected of encouraging every child to come freely to his teacher, and privately confess whatever fault he is conscious of. But the responsibility of watching over the flock, and noticing every error, must rest wholly with the teacher. He is the eye of the school.

It is only in the case of the older scholars, that the expediency of self-reporting can be made a debatable matter. But, whichever side we take, we can not be too cautious and gentle in our strictures on those who take a different view from our own. We recently heard one who has been signally successful in using this very system, say that, though he had employed it with great benefit, yet he should not dare to recommend it indiscriminately. It can be used with safety by that teacher only who has won the regard and confidence of his pupils. They must be previously trained up to a high standard of moral principle and self-respect, ere so powerful an engine can be one of good and not of evil.

If the teaches of our upper departments had to do only with scholars who had reached their classes by regular gradation, and were therefore imbued with the healthy spirit of honor which an active superintendence will breathe into the whole school, there would be little difficulty. But we must bear in mind that these classes are apt to contain outsiders, with consciences in every stage of development, trained on various systems monitorial or inquisitorial, of severity or laxity, and, therefore, quite unprepared for so searching an ordeal.