all the demands of our American youth. Many of the practices adopted in the "Training Schools," and "Normal Schools," in the east, however well they may answer their design there, we are sure, would not accommodate themselves entirely to the wants of our American Institutions. But we believe that a modification of them, as we find them in some of our best schools in Germany, if introduced into this country, would be found highly conducive to the efficiency of our system of popular education.

Twenty-first question. "Do you prohibit the use of tobacco and other kindred vices in your Institution? In what manner?”

To this Mr. Phelps replies: "These vices are rigorously prohibited. A student indulging in these, after proper exhortation, would be dismissed without ceremony, as morally incompetent.”

Mr. Colburn replies: "We do not find it necessary;" indicating thereby, most pointedly, that so great is the enormity, that it would not be tolerated for a moment. We think the crime is little less than that Indeed we think it should be classed with

of using intoxicating drinks. that vice.

Mr. Cochran replies: "That there is no law prohibiting it; but it would not be allowed if practiced to any noticeable extent. If the sentiment of the school would not prohibit it, the offender would undoubt edly be removed."

Mr. Dickinson remarks: "We have never had occasion to prohibit it. No case of its use has ever been known in school since my connection with it.

Mr. Edwards replies: "None of our pupils have any desire to use the article, so far as I know."

It will be remembered that this school is exclusively for females. It is generally thought that ladies do not become addicted to this practice as frequently as gentlemen (?)

It is humiliating to witness the extent to which this filthy habit is practiced, even among teachers of Ohio.

It is a bitter shame that any teacher should have to confess himself a slave to this most disgusting and abominable practice, when its effects are so glaring and palpable to every observer.

Twenty-second question. "What proportion of your students board themselves? At what expense? Is self-boarding desirable?"

Mr. Phelps replies: "There is no such thing as self-boarding known among our students. We secure them a home in families whose respectability is unquestioned. They are subject to regular visitation by a

visiting officer, as often as once in each month. All misconduct at these boarding-houses is treated as an offense against the school-the faculty claiming unrestricted right to treat all cases of unteacherlike deportment, no matter where committed or when committed, as violations of the discipline of the establishment."

The same objection may be made to self-boarding, as is urged against the Dormitory System of our colleges. A young man is thus too much left to himself, and shut out from the humanizing and restraining influences of home, and of good society. His habits become vitiated, and, too often, his morals are corrupted by those vices which association with virtuous and refined society does much to restrain."

Mr. Colburn replies: "None board themselves. I have had no opportunity to judge of its influence."

Mr. Cochran replies: "Very few. I do not think it desirable. Almost all who attempt it give it up on account of its effect health."

upon the

Mr. Dickinson replies: "Perhaps one-fourth board themselves. Not desirable. Expense, about $1.25 in summer, and $1.62 in winter. We choose that students should-find homes in well regulated families."

It should be borne in mind, however, that these schools are all located in places having every convenience for boarding; but that, where such facilities do not exist, the case would be quite a different one. We believe that it is far preferable where circumstances will permit, that students should find homes in well regulated families; but where these well regulated families do not exist, the necessities become of a widely different nature; and when we take into consideration the item of expense, which can, by self-boarding, be reduced nearly one half, it then becomes a matter of some consequence to our Ohio teachers, most of whom are compelled to pay their own way.

We are of opinion, therefore, that a system of self-boarding might be established measurably free from the objections commonly urged against it.

And now, in conclusion, it might not be amiss to review hastily the Normal School movement in our own State, in connection with others. Like all great reforms and permanent improvements, the establishment of this class of schools has been marked by no mock display of success. Their growth has rather been gradual and progressive. They have come into existence, as a leading feature of the educational system of any State, only as the wants of the cause of education demand

ed. Generally, every inch of the way has been contested; but in no instance, we believe, has a state or country, after adopting a system of Normal Institutes, and reaping their benefits, ever changed her policy in this respect.

No State in the Union, having a Normal School in active operation, can be induced to dispense with this most powerful wheel in her educational machinery. It is an indispensable feature. No system can lay any claims to perfection without it, or its equivalent. Ex-Governor Boutwell-now acting Secretary of the Massachusetts Board of Education in an address before the citizens of Columbus, said, "No system of education can succeed without provision for the education of teachers; and in no way can this be so effectually accomplished as by the establishment of a system of Normal Schools."

They are to the profession of teaching, what the Medical College, the Law School and the Theological Seminary are to these several professions; and indeed they seem to be even more necessary, if we estimate the real value of the teacher's duties, and his evident want of knowledge and skill in his profession. The Normal School should become the grand regulating, conservative element, to give character and efficiency to all the subordinate departments and powers concerned in the whole machinery.

But what has Ohio done to secure these advantages? With her population of 2,000,000, with her 830,000 children of proper school age, with her 18,000 teachers, with her school fund of nearly $2,200,000, with her annual expenditure of about $2,000,000 for school purposes, with her untold mineral, agricultural and commercial wealth, (to her blushing be it said,) she has not one single institution for the special preparation of her teachers, that can lay claim to one dime of this uncounted treasure! Not one School into which her teachers may enter for thorough professional preparation, that they may more successfully control and mould this mass of human power-her 830,000 children that must some day, very soon, rule or riot in our land!

Teachers of Ohio, is not this a consideration? What do we need? We need a Normal School, or a system of Normal Schools, which shall give character and potency to our already excellent system of Common Schools. They have done nobly, but there is a limit to their power. They cannot go beyond their own advantages. "The stream cannot rise higher than the fountain." Hence there must, from necessity, be a limit to their improvement, even allowing that they could supply the important desideratum of professional training, which they do not even pretend to do. The same is true of the College, the Academy and the

University. There must be, then, another and a higher agency at work, if we expect our school system to yield its boasted good. Give us then the Normal School, with means to carry it forward, and we link our educational system to the topmost round of human attainment. We fill our land with those most beautiful of all her ornaments—neat and lovely school houses-stronger than walls to defend us. We send forth, year by year, an army of trained missionaries, that shall move with noiseless tread, sowing the seeds of virtue and intelligence throughout the length and breadth of our land.

These shall fortify and defend our political institutions with a strength outvieing gates of triple brass, or walls of trained soldiery.

And what have other States done? Within the past two years, the State of New Jersey, as will be seen by reference to this report, has expended from her State Treasury $20,000 for the support of her State Normal School, exclusive of the grounds, buildings and apparatus, etc., which are estimated at $30,000.

And with what results have these expenditures been made? Her Normal School numbers now over 400 pupils, with a constant increase. Illinois, with a generosity characteristic of the west, has appropriated the sum of $10,000 annually, to the support of her Normal School. The town of Bloomington alone donated $140,000 in order to secure its location within her limits. On the 5th of November, 1857, it went into operation. Other States it is hoped will soon imitate her example. Already not less than ten or twelve State Normal Schools are in operation; and shall Ohio be the laggard? Shall her teachers stretch forth their hands to her in vain? A voice from her every hill top and valley, from her cities and from her plains, from her school houses and from her cabins, comes in startling eloquence, pleading for us to educate. Shall it be denied? If so, then that voice will break forth again e'er long about our ears, more clamorous, more vociferous, more imperative than before, and shall demand more bread, more jails, more asylums, more police force, more tears, more anguish, and this must be answered with our money and with our means.

Let our Legislature remember, then, that "he gives twice who gives in season.

All of which is respectfully submitted,

J. OGDEN, Chairman of Committee.

FAMILIAR SKETCH OF A COMMON SCHOOL IN GERMANY.

The following is a familiar sketch of the every day routine of a German elementary school, from Dickens' Household Words:

"Just step into the interior of one of these German schools, and see what manner of outlandish work is going on. There! Did you ever see the like of that! Call that a school! seated, and the master stands !

The boys are comfortably

"Mean-spirited fellow, there he stands, as though it were he who had the hardest work to do! The room is lofty, airy, and well warmed; the children sit, I do believe, in absolute enjoyment of the lesson. No other sound interrupted the teacher and his class; the other classes are under the same roof in other rooms. Ruined by luxury, there sit the children-with a grown man, and what's worse, a trained and educated man, standing before them, pouring out his energies. He isn't hearing them their lessons out of a book; the lesson they have learned out of a book, he is explaining with all the art of a lawyer, enlivening with anecdotes, sprinkling about with apt questions. The children are all on the qui vive, and asking questions in their turn-why don't he knock 'em down for their impertinence? See! now he asks a question of the classup go two dozen little hands! The owners of those little hands believe that they can answer it. There! he selects one to answer, who looks pleased at the distinction. When the next question comes, he'll tackle some one else.

"Now comes a lesson in Geography. He takes a piece of chalk and turns to the blackboard. Dot..dot..dot. There is a range of mountains. As soon as its shape is defined, the children eagerly shout out its name. In five seconds the names of five rivers are indicated, and named as fast as they are drawn, by the young vagabonds, who watch the artist's hand. Down go the rivers to the sea, and-dot..dot..dot.. —a dozen and a half of towns are indicated, every dot named in chorus. Then comes the coast line, boundaries of countries, provinces, and other towns. In ten minutes there is on the board a clever impromptu map of Germany, and the children have shouted out the meaning of every dot and stroke as it was made. They think it better fun than puzzles. Very pretty.

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'Now there he is, beginning at the school-yard, talking of its size; then advancing to a notion of the street; then of the town, then of the province; and leading his pupils to an idea of space, and the extent of country indicated upon such a map.”