tion of the individual. This leads to a consideration of home and school education - - their methods and results- and, of course, to a detailed examination into the essentials of the school, as an educational force.

Again: Every exercise in which the pupil engages is, as far as possible, made a model for his study, and at the same time a means for improving his skill in didactics; thus powerfully impressing upon him a knowledge of the art of teaching.

Further to aid the pupil in a mastery of the principles of educa tion, and of the practices of the best schools where educational science has made the most progresswe use, among other works, 'Barnard's Education in Europe.' This is a text-book which gives a clear exposition of the methods of teaching, of the organization of schools, and of the school systems of all the leading countries of Europe -particularly of the German states. This work has no equal in our language, and we use it freely. The experiences of other authors, eminent as teachers, are also gathered up and freely dispensed among the pupils in training here.

"Superadded to these forces, the practice and drill of the Model School operate to produce a powerful impression upon the pupil teacher, and he goes forth armed with a full equivalent for years of unguided practice, as ordinarily obtained."

Rhode Island answers, that " instruction is given in the science of education and art of teaching, by lectures, and in connection with all other exercises and recitations."

New York answers to the same, 'Yes; throughout the whole course reference is had to the modes of imparting instruction, as well as matter, to the teacher."

Massachusetts, from Westfield, answers: "It is, by topics which embrace the legal, physical, mental and moral duties of the teacher." From Salem : Yes; by oral lectures from the Principal, discussions in the classes, followed by written essays from the pupils on each topic.”

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Nothing, in our opinion, is more important in a Normal School than instruction of this kind, given in a systematic manner. The great trouble is, however, the matter has never been reduced to anything like a science. All we have on the subject amounts to but little more than an aggregation of the experiences of educators. This would all be well enough, as far as it goes, were it not so contradictory. But we believe the whole matter of Didactics proper, is susceptible of being reduced to a fixed science-as much so at least as that of mental and

moral, and we might add, physical science in general. Why not? Its general principles are fixed, and susceptible of a classification and arrangement. If so, then they can be studied and taught in a systematic manner.

(To be Continued.)

Communications.

WILL THE TEACHERS HEAR, AND PONDER?

Or will they turn a listless ear, while time, rolling steadily on, shall decide, and decide against them, a question of vital interest to each and all? Do the Teachers of Ohio know, or knowing, do they realize, that a few more weeks must certainly and finally decide the continuance or suspension of our Journal of Education? Now do not mock us with the of wolf! wolf!—for, be assured, this is no false alarm. Read on and learn.

cry

The facts. In the year 1852 the Journal first appeared, announcing on the first page its mission-"To promote sound Education," and 'elevate the rank of the Teacher." It was originated, and has been carried on, by a few men who, though weak-handed, yet were strong and hopeful-hearted, and were pledged to its support until it should become self-supporting. One, two, three, four, five years, by dint of most generous self-sacrifice, gratuitous labor and noble generosity, they have kept it along-gradually gaining ground, to be sure-but not receiving, by much, the encouragement due, and reasonably anticipated for it.

For the year 1856, with a subscription of 2500 and an advertising business of $1000, the deficiency was $400. To many who had labored hard and long, this was an unwelcome, disheartening report. A few were for giving it up. Others said, let it go to Cincinnati, whose noble-hearted teachers had offered to conduct it for à merely nominal sum above the expenses of printing. Others, again, full of sanguine hope, begged to try it one more year without change, and promised an earnest, hearty support. The latter sentiment prevailed. A few took hold with alacrity, and kept hold with tenacity. Some started off boldly, but soon fainted by the way-side. Many talked

loudly, and no doubt are talking still, or waiting until December, when they will idly resolve and re-resolve to support the Journal (?). Many forgot their their promises, and probably are surprised to learn the Journal is not doing well. Well, the result?

The year of 1857 is drawing to a close. The expenses of the Jour nal promise to reach $4500. The subscription is less than 2500, the advertising less than $1500-a deficiency of $500! How does it look! How do you feel, who have never taken the Journal, or contributed a cent to second the efforts of such men as Andrews, Lord, Cowdery, Freese, etc., while they have been doing so much for you and your profession?-you who have taken the Journal a year and then stopped?-you who have been content to read it yourself, but have never sought to extend its circulation? Fellow-Teachers of the great State of Ohio! this is not right; you know it is not right. But we will not comment. You ask what is to be done with the $500 deficiency. It is to be paid, somehow. And what then? Aye, What then?

This is the question for you to answer, and that right speedily. The responsibility of determining this matter cannot be shifted on to the Association, to be convened in December. The Association, after paying hundreds of dollars year after year to sustain the Journal, cannot be expected now, when it ought to be self-supporting, to commence paying by the thousand. This thought cannot be entertained. The Association next winter can only confirm the decision of the Teachers now. If the latter, by their free and intelligent action, decide that the Association has anticipated the demands of the day and State, the Association must abide by that decision. It were folly, madness, to continue a publication involving an annual expense of $4000 to $5000, unless the effort be generally and generously sustained. If such a support is guaranteed and strong, hopeful voices from all over the State -Go on it is.

say, go on

But how is this guarantee to be given? what will be deemed a satisfactory assurance that the next year will not prove more disastrous, more disheartening, more humiliating than the last? Fair promises and hopeful anticipations have been abundant before, and have ever ended in debt and mortification. We don't speak by authority, but from facts, figures and experience, and we do not hesitate to say that nothing less than 2000 subscribers to begin with will do. We repeat it-2000 to begin with, or nothing. Any thing much less than this will be unsafe. And then the proposition is a reasonable one. For,

!

first: The next volume begins with January. There are, then, three months to work in. All who will subscribe at all, would rather begin with the volume than afterwards. Hence, any who would be likely to subscribe in January, February, March or April, will be still more likely to do so in November or December. Secondly: Between now and the first of January, there' will be more teachers examined and thus thrown together, than in any six other months of the year, thus affording peculiar facilities to any zealous teacher, who will frequent the Examining Rooms and solicit subscriptions. Thirdly: In a few days every school district will be aroused; every parent, school officer, teacher, pupil, will be interested in preparing for winter schools, repairing school-houses, purchasing books, employing teachers, securing situations, etc., etc. In fact, in October, November and December, there is a greater interest felt and more business done in educational affairs than in all the rest of the year. Fourthly: Teacher's Institutes are now being held all over the State, affording still rarer opportunities for successful effort. Finally: In a few days Boards of Education will be in session in every town and township. Now, then, is the time to apply to the school officers, each of whom should have his Journal. Now here is no exaggeration, but a plain statement of what all teachers know to be true. If, then, under such a combination of favorable influences, a competent support cannot be secured to our Journal of Education, I ask, seriously, can it be secured at all? Teachers, just stop reading and think, earnestly, five minutes.

Will not, then, every one take hold and do something by the last of December, that, when the Association meets, an open way may be before it to go on and accomplish the important ends of its organization?

Having already assumed the Dictator, we may now presume to go on and tell you how to work successfully. First put down your own name for the Journal, and, taking two or three specimen copies, go to any man or woman over whom you have any influence, whether he profess an interest in educational affairs or not-your neighbors, your connexions, your friends; urge them for the common good, for the encouragement of others, for their own edification, for your sake, for the honor of the cause-urge them to try the Journal one year. Go to the school officers of your neighborhood, and urge them for their personal advantage, their official illumination, in view of the necessities of the case, by such considerations as these, urge them to help the Journal, just as they would contribute a pittance to the furtherance of any other praiseworthy undertaking. Go to the examinations of teach

ers-ask of the examiners the privilege of presenting the claims of the Journál. Make known its terms, its objects, its nature, its history, its early difficulties, continued struggles, present embarrassments; the noble generosity, self-sacrifices, and unwavering fidelity of its project ors; the influence it has already exerted, and may still exert, for the teacher's good; its vast importance to teachers as a medium for the exchange of thought, experience and information; its value as a representative abroad and at home; its practical aid in the school room; its interesting pages of educational news items; its advertisements, and reviews of school books. But this general appeal to a class of teachers will amount to nothing without a special appeal to each individual. Watch your opportunity and address each one separately. Appeal to his honor, his generosity, his manliness, his professional pride, his professional obligation. Require the examiners to indorse what you say. They will never refuse. Require former subscribers to give their opinions of it. They will never be against you.

Our article is already too long. We have written what we think ought to be done, may be done, and how to do it. We can only add, just try once, and let that once be now. Would that every reader, from the College President to the Primary Teacher, would do even a little for the only Educational Periodical in the greatest educational State of the 31.

Ohio University.

W. H. Y.

TEACHERS' LICENSES.

At the meeting of School Superintendents in Cincinnati, last April, the author of this article was appointed to make a report on the above subject at the next meeting. Circumstances will prevent my attendance at said meeting, if indeed it is held, of which, at present, there seems to be doubt. I therefore send for publication in the Journal the following thoughts, which would form the substance of the report:

From time immemorial the law has aimed to guard the school room from immoral, ignorant and incompetent Teachers. The purpose seems to have been the same that has guided legislation upon other subjects, in which life, health and property have demanded protection, yet the manner in which this protection has been afforded, has been widely different in the case of the school room from the others. Special schools