several topics into which each subject is divided. If school instruction be viewed in the light of this important inquiry, the progress hitherto made will be found quite unsatisfactory. The order of studies and the order of topics have been alike determined from a scientific instead of a pedagogic standpoint. Branches of study, as English grammar, have not only been introduced too early, but the successive steps by which a knowledge of these branches is to be gained, have been taken in a wrong order. This is specially true in elementary instruction. At every step of his progress the pupil has been forced to begin just where he should end, viz: with a generalization instead of a particular; with a rule instead of a process; with the why instead of the how. The task specially committed to the present generation of educa tors is to determine the true order of studies; to settle the when as well as the what of instruction-and it is in this direction that the profession is now making the greatest progress. We are, at last, beginning to recognize the fact that the mind in its development passes through successive stages, each of which is characterized by the activity of certain faculties, and that this natural order of mental evolution determines the true order of instruction. We have also reached the fundamental inquiry in the discussion of methods of instruction, viz: What method will secure the most natural and complete development of the mind?

But in pursuing these guiding inquiries, there is danger of being misled by too broad generalizations. We may, for example, discover that the mind in its natural process of development presents three successive stages, the first being characterized by an activity of the observing or perceptive powers; the second by an activity of the analytic powers; and the third by an activity of the power of reason. We may also determine the kind of knowledge and exercise which each of these dominant powers requires for its proper discipline and growth. Then following these generalizations, we may divide the years of school life into corresponding periods, and prescribe for each a given course of instruction-as for the first, sense knowledge and observation; for the second, abstract knowledge and classification and analysis; for the third, scientific knowledge and philosophic investigation.

The attempt strictly to carry out such a scheme of instruction as this, would lead to the greatest absurdities. Primary instruction would consist of a jumble of object-lessons, each beginning and ending with sense-knowledge. Such a procedure would be a palpable violation of the plainest pedagogic principles. The law of mental development is, that the observing faculties are first to attain full activity, but all the faculties of the mind act, in a greater or less degree, from the beginning of life. No faculty is dormant. The child compares, classifies, analyzes and reasons, as well as observes. The cardinal fact is, that all his mental processes (not intuitional) begin with observation. The starting point is sense-knowledge. The object-lesson is to be regarded, then, as a first step in primary instruction, but the second and third steps, though very short and uncertain, must soon follow. The child must be daily taught to step from the concrete to the abstract, from processes to principles, from particulars to generalizations. The facts gathered up by the senses must also be grouped, as far as possible, and stored away in the memory.

But it was not our purpose when we wrote the heading of this article to enter on a discussion of the principles of teaching. We wished simply to glance over the field to discover the advancing banners. We were glad to see progress on the central line of methods, and were tempted to join the moving column. We return to report that old fogyism is in danger.

VARNISH.

During house-cleaning time, the good wife suggested that certain antiquated pieces of furniture would be improved in appearance by a coat of varnish, and, as a matter of course, the suggestion was law to our yielding nature. Duly equipped, we began on a venerable chair. A few strokes of the brush produced a marvelous change in its complexion, and brightened its surface with the bloom of youth. Old scratches faded away under the new lustre; ancient imperfections were covered from sight, and, for a few moments, we felt that we had achieved a wonderful victory over time and decay. Our exultation was, however, short lived; for a little reflection convinced us that a marked incongruity was now manifest between the frame work and the upholstery. The haircloth lining took on a dingy look; every threadbare seam protruded itself to the spectator with unblushing effrontery. If, deceived by the varnish, you sought an easy lounge on its cushions, the weakened springs soon reminded you that they had received nothing of the rejuvenating influence, and the chair, as a whole, had exchanged the venerable dignity and honor which is ever attached to faithful and continued service, for nothing better than the mean reputation of being second-hand furniture. No varnish could bring back the delightful fragrance of new wood, redolent of shavings, or renew the freshness and strength of its youth.

The experience was worth having, if for nothing more than to teach the insufficiency of varnish. Not that the varnish was not good enough in its place, to enhance the attractions of whatever needed but the final touch of the artist to render it perfect, but that it can not render that good which is intrinsically bad. The decayed beauty who seeks to replace the glories of her early womanhood by the varnish of the toilet; the "lean and slippered pantaloon" that covers by the varnish of pompous phrases the lost vigor and energy of his manhood; the worn out and effete of every class that endeavor to hide their present imbecility by interposing the reminiscences of their former prowess, do, by this only acknowledge their actual dilapidation, and sink to the level of second-hand furniture.

But further, if, at the outset, the article was not a good one, the varnish would add but an illusive brilliancy, and conceal the inherent defects only during the little time that it was not exposed to the rough usage of actual wear. He who varnishes over the bitterness of his heart by external suavity, or his corrupt morals by pharisaical demeanor, or the emptiness of his brain by the splendor of his rhetoric, will in due time surely find his outward semblance worn off, and stand exposed in all his insincerity and weakness. Only the

sound wood will stand the wear and tear of the world; polish the paste as much as you will and you can not alter its nature, but the rough diamond may be developed into a very kohinoor. But the varnish of some men is the pains they take to express their contempt of culture which is the genuine polish of the diamond. An assumed vulgarity and roughness is the crowning, almost the only, virtue possessed by not a few of our demagogues. It should not be supposed that roughness indicates energy of character or vulgarity strength of purpose.

How much of our work in school is mere varnish! If the aim of the teacher is merely to render his pupils presentable on exhibition day, or to gratify the parents by a semblance of progress, when nothing real is gained, or to flatter his charge by imparting a smattering of many things, instead of leading them to the thorough acquisition of much knowledge, he is a mere dauber, and his work will become manifest. In how many institutions are the students taught to believe that the main object of study is to appear well in society, or make a figure on the rostrum? Solid men, solid learning, solid advancement, these terms may not be rhetorically correct, but we must confess they have a charm for our untutored ear.

COMMON SCHOOLS UNDER CHURCH CONTROL.

The old movement to secure a division of the school fund for the support of denominational schools, has assumed a new and deceptive phase. It is now proposed that instead of dividing the school fund among religious denominations, there be a divison of the official control and direction of the schools. The scheme is embodied in the following bill which was introduced in the House at the first session of the last General Assembly:

A BILL to authorize boards of education to receive certain donations and for

other purposes.

SECTION 1. Be it enacted by the General Assembly of the State of Ohio, That the board of education of any township, city, or incorporated village, shall be and is hereby authorized to accept any donation of school houses, properly constructed and so situated as to be of service.

SEC. 2. That it shall be the duty of said board of education to continue the schools organized in said school houses by enrolling the scholars and supplying all that is necessary, and subjecting such schools to the laws of the state already in force.

SEC. 3. The power is hereby granted the donors of said school property, to select from teachers duly qualified under the laws now in force, instructors and appoint the same to instruct and carry on said schools.

SEC. 4.

This act shall be in force from and after its passage.

A glance at the provisions of this bill reveals its real design. The donation of school buildings by religious denominations secures to them the right to select and appoint the teachers to take charge of the schools organized therein. This, as any one ought to see, would virtually place these schools under the control of the donors of the buildings; that is, under the control of religious sects. The schools thus organized would be chiefly attended by the youth connected with these sects, and inevitably their instruction and influence would become sectarian. They would, to all intents and purposes, be sectarian

schools. It is plain that the enactment of such a law as this would practically dissolve our public-school system. Boards of education would become official agents for the management of sectarian schools at the public expense.

This scheme first came to our knowledge in 1865, when, in two instances, church authorities proposed to merge their schools in the public-school system substantially on the conditions incorporated in the above bill. Being appealed to for official advice, we decided that the acceptance of donations of school buildings on the conditions proposed, was clearly illegal, and the matter was dropped. The bill introduced in the last General Assembly was evidently designed to remove this legal disability. Final action on the bill was not reached until near the close of the adjourned session. It was finally amended by striking out the third section, and then defeated. It lacked but one vote of the constitutional majority. The amendment had, however, divested the measure of its most objectionable feature. Indeed its passage, in that shape, would have conferred no new authority on school boards, and it is difficult to see why it received a single vote.

We have referred to this matter, at this time, simply to put the friends of our public-school system on their guard. The support this bill received, even outside of the General Assembly, is an indication that it may be heard from again.

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We regret as deeply as any one that so many thousands of youth are kept away from the public schools, but we are not willing to remedy this evil by placing these schools, either directly or indirectly, under ecclesiastical control. In the spirit and letter of the Constitution, we maintain that no religious or other sect or sects shall ever have any exclusive right to, or control of, any part of the school funds." If the public schools are sectarian, and thus violate the rights of conscience, or if they are wanting in moral and religious influence, let this be corrected.

We are not aware, however, that the charge of sectarianism is seriously made. The text-books used in the public schools are also used in the private schools of the various religious sects, and the religious influence of these schools is catholic and liberal. It is sometimes charged that their general spirit is Protestant; but this they share with all our free institutions, popular and civil. They are simply American. The more common objection to the public schools is, that they neglect religious instruction; that they are too exclusively secular. This objection may have foundation, but we observe that it is usually raised by those who confound religion with sectarianism, and who refuse to recognize the former except when it appears in the garb of the latter. Whatever may be the shortcomings of our public schools in this direction, they are open to improvement; and all expectation of the system being abandoned or radically changed 'may as well be given up.

ANNUAL MEETING OF THE STATE ASSOCIATION.

We have received no information from the Executive Committee in addition to the brief announcement made last month, and hence are unable to announce the programme of exercises in full as we hoped to do. The fact that addresses are to be delivered by Governor Cox and Prof. Murdock, and a paper read by Mrs.

Smith, is a sufficient guaranty that the exercises will be of great interest and value. The inaugural of President Mitchell will doubtless complete the list of addresses, and the remainder of the time will be devoted to the discussion of important professional topics and the consideration of the great educational questions now before the people. At the Zanesville meeting, last year, a committee, with Mr. Rickoff as chairman, was appointed to make a report on the proper place of Object Lessons in the course of common-school studies and the claims of Object Teaching as a method of instruction. As this report was not made last year, we suppose that it may be expected this.

Capt. Mitchell, President of the Association, informs us that the following railroads promise to return delegates free who pay full fare in going to the meeting: Little Miami, Columbus & Xenia (including Xenia and Springfield Branch); Cleveland, Columbus & Cincinnati (including Delaware & Springfield Branch); Atlantic & Great Western; Central Ohio; Pittsburg, Columbus & Cincinnati; Cincinnati, Dayton & Eastern; Dayton & Western; Sandusky, Mansfield & Newark; and Cleveland, Zanesville & Cincinnati. Should other roads grant the same favor, due announcement of the fact will be made. Silence should be understood to mean that the favor is refused.

We are authorized to announce that lady teachers attending the meeting will be hospitably entertained by the citizens of Springfield, and we bespeak for the Association a most cordial welcome. Let no one stay away from fear that there may be a lack of accommodations. Arrangements will be made for the entertainment and comfort of all who may attend, be the number three hundred or three thousand. When Springfield fails in hospitality and public spirit, no other city of the same size need try.

We hope to see a rousing meeting-one that will be an honor to the educational spirit of the State. Let every live teacher, school officer, and friend of education report at Springfield on the first day of July.

CIRCULAR OF THE STATE BOARD OF EXAMINERS.

The State Board of Examiners will hold a session for the examination of applicants for State Certificates at Springfield, O., on July 4th, 1867, at the same time with the annual meeting of the Ohio Teachers' Association.

Every candidate is required, at the beginning of the examination, to bring before the Board

1st. Written vouchers as to his moral character from boards of education, or other prominent citizens, such vouchers extending over at least the last five

years.

2d. Unless personally known to the members of the Board, statements as to his ability to teach and to govern a school, signed by the boards of education, or others in whose employ he has been. These statements must show in the aggregate five complete years of experience as a teacher. He may also furnish with these, similar statements from other competent judges besides the persons in whose employ he has been.