too much time. It would do in very good schools, where the scholars would not take the advantage of it, not to forbid communication entirely.

COMFORTABLE SEATS. Mr. McMynn, State Superintendent, thought much depended on having the scholars seated comfortably. During the discussion he had been very uncomfortably seated on a hard bench, and had with great difficulty restrained himself from whispering. How, then, could we expect it from scholars in the same situation. We ask more of them than he ever saw a County Teachers' Institute or Association accomplish. Could we suppose their power of self-control greater than ours?

VENTILATION.

Much also depends on good ventilation. The scholars must have food for the lungs or nature would revolt. Give the scholars what belongs to them before we undertake to exact from them anything in return.

REST.-In primary schools, and with small scholars, constant attention must be paid to the necessities of the little ones. They must often, very often, be relieved from fatigue. After all, small scholars

cannot always use self-control; it is asking too much of them. But with more advanced scholars, not only whispering, but all communication can be suppressed, if the teacher is an orderly, quiet, dustrious and energetic person.

in-

We must not allow the impression to be made that whispering eannst be cured. It is the easiest thing in the world to suppress it by substituting signs. But further than this, he desired to say, that no communication should be allowed. In this it is not a difficult matter to succeed; it presupposes a little ingenuity on the part of the teacher; it is a contest, wherein the weaker goes down, sometimes it is the teacher.

Whispering is an effect. Remove the cause and the occasion; see that scholars do not sit side by side where they pursue the same study, nor those on intimate terms of friendship, unless models of good deportment. See to good ventilation, insist upon it. Teachers and school officers are responsible for good seats. Often the teacher is silent on the subject; does not make even an effort to enlighten public sentiment. It is the especial duty of the teacher to labor to bring public opinion up to a just and correct standard of thinking and ac tion, even if no change can be made during the term of employment,

for the teacher should be a pioneer, a missionary, and owes a duty to the cause at large.

In the same direction of thought was the idea of keeping scholars employed. Idleness and want of sufficient interest were among the fruitful causes of restlessness. That was a fine sentiment by one of the teachers that the larger scholars had not time to communicate.

PRIZES. He thought teachers would find that prizes would only give a sort of surface cure for the evil.

SELF-REPORTING.-He cautioned teachers about resorting to it; it was not usually safe in mixed common schools.

CROSS EXAMINATION. On being more particularly questioned afterwards, Mr. McMynn said to the teachers that quite possibly, with due care, self-reporting might be used at an early period, and help to educate up to a greater love of truth and to that advanced state of feeling and practice necessary to success.

ANOTHER VALUABLE MODE.-Mr. McMynn suggested that instead of answering "Correct" or otherwise at roll call, it would be well to let the pupils state in writing how many times they have communicated and the cause. The effect would soon be, if managed judiciously, that these reports would change to, "We have the pleasure of saying we have not communicated to-day-not this week-not this month." CHOICE OF SEATS.-In the Chicago Public Schools the marking or grade of character decides the choice of seats; a very good way.

AMERICAN WOMEN." What do you say, now, to our ladies?” said to me a bluff Yankee, as we sat last night under the verandah, here at the hotel at Saratoga. "Charming," of course, I answered, "pale, delicate, bewitching; dashing, too, and radiant." "Hoo!" cried he, putting up his hands, "they are just not worth a damn. They can't walk, they can't ride, they can't nurse."-"Ah, you have no wife," said I, in a soothing tone. "A wife!" he shouted; "I should kill her." - With kindness?"- Ugh!" he answered, "with a poker. Look at those chitts here, dawdling by the fountain. What are they doing now; what have they done all day? Fed and dressed. They have changed their clothes three times, and had their hair washed, combed and curled three times. That is their life. Have they been

out for a walk, for a ride? Have they read a book, have they sewed a seam? Not a bit of it. How do your ladies spend their time? They put on good boots, tuck up their skirts, and hark away through the country lanes. I was in Hampshire once; my host was a duke; his wife was out before breakfast with clogs on her feet and roses on her cheeks; she rode to the hunt; she walked to the copse; a ditch would not frighten her; a hedge would not turn her back. Why, our women, poor, pale.”—“ Come," I said, "they are very lovely." -"Ugh!" said the saucy fellow, "they have no bone, no fibre, no juice; they have only nerves; but what can you expect? They eat pearlash for bread; they drink ice-water for wine; they wear tight stays, thin shoes, and barrel skirts. Such things are not fit to live; and, thank God, in a hundred years, not one of their descendants will be left alive.". -Dixon's New America.

WHAT EDUCATION CAN DO.-Why is it that towns in New England, seemingly alike, so often yield such different contributions of talent and activity to the state? Why is it that from some one secluded and unpretending village there have not unfrequently gone forth in a single generation a surprising number of powerful and useful minds? Search into its history, and you will find that at some time the public spirit, either of the community or of individuals, has there provided superior means of education for the young, and so developed talent which else had slumbered in neglect. There was a spirit in advance of the age, and it is rewarded by furnishing to the age its leaders. I could point you to a small town in Massachusetts, which thirty years ago was little more than an agricultural village. A single individual, of limited means, but of large views, made that place his residence. He interested himself at once in the cause of education in that town. He lectured on the subject. He reached the good sense of the people. They united to establish an academy of the first order. The town rapidly advanced in consideration. It became the resort of scholars from a wide circle of country around. It was soon prized as a place of residence, and in twenty years the property of the town has increased six fold. The academy has since grown into a college, and is educating hundreds of the choicest minds of the state. How much

will that town have reason for ever to rejoice in the interest taken by Noah Webster in its educational concerns!-Wm. A. Goodrich.

CORPORAL PUNISHMENT IN OHIO.-A "Parent" in the Zanesville (0.) Courier gives somes of the results of the non-whipping system of the school board in that place:-1. That order and scholarship have deteriorated more than twety-five per cent. under the board's newfangled experiment. So say a large majority of the teachers, and so say a majority of the parents. 2. It has caused a considerable number of the children to be turned out of the school. Those children mostly Belong to the class for whom "free schools" were created. Any boy who prefers playing in the streets to going to school, has only to take advantage of this beautiful "rule," and get dismissed from the school.

One of our old and honorable citizens informs me that his business for many years has required him almost daily to meet the pupils of one of the ward schools as they leave the school rooms, noons and evenings, and that until within a few months past he was never treated uncivilly by them. They have now become so impudent and so rude to him that he avoids as much as possible meeting them. A fews days since he threatened to report them to their teachers for their rudeness, and was answered by, "D-n the teachers; they don't dare to touch us."

THE DISTRICT SYSTEM.-The town of Haverhill, according to its kist annual report, has fifteen schools exclusive of its high School. Eleven of these have had, during the past year, an average attendance of nineteen pupils (the lowest being eight), and four an average attendance of forty. The Winchester Committee, on the other hand, speak of their agreeable surprise at finding every quarter of the town so promptly appreciating the advantages of a new Central Grammar School, and that instead of two or three years being required to de nonstrate its advantages, pupils began to come immediately from the remotest districts.-Mass. Teacher.

The first time Jerrold saw a celebrated song writer, the la ter said to him: "Youngster, have you sufficient confidence in me to lend me a guinea?" "Oh yes," said Jerrold, "I have all the confidence but haven't the guinea."

Proceedings of the Regents of the State University.

The Board of Regents of the State University met on Saturday, June 22d, and concluded its session on Tuesday, the 25th. The following is a report of its action, so far as of general interest:

Regents McMynn, Thorp, Smith, Hinckley, Van Slyke, Hamilton, Sanders, Cover, Fallows, Parkinson and Hobart were present. Communications were read from Alumni and students of the University and prominent citizens, deprecating an entire change of the Faculty, and also particularly requesting the retention of Professor Sterling.— A communication signed by a number of prominent German citizens were also presented, urging that Prof. Fuchs be retained. The report of the committee appointed to procure a President of the University waz submitted, and in accordance with its recommendation, Prof. Paul A. Chadbourne was elected President by a unanimous vote. It was resolved to pay him $3,000 a year, and that the late residence of Prof. Read on the University grounds be appropriated as the President's House, and its use given to him without charge. Prof. Chadbourne appeared and accepted his election, and in the course of the day presented a list of Departments of the University to carry out the plan of reorganization. There was considerable discussion in regard to the retention of the old Faculty or any portion of it, based on the report of the special committee.

On the 24th the by-laws were taken up, amended and adopted, and the arrangement of studies left to the President and Faculty.

On the 25th, Regents Hamilton, Hobart and McMynn were appointed to act in conjunction with President Chadbourne on the subject of the proposed system of National Military Education, and to meet such officer as the War Department may detail to visit and consult with the officers of the University.

The report of the special committees, consisting of Regents Van Slyke, Hobart, McMynn, Sanderson and Hamilton, appointed on the 25th of April to employ a President and make necessary arrangements for the proper reorganization of the University that they deemed it inexpedient to re-elect the present Faculty of the University, and that the