law is very explicit that whenever any one wants to cease taking a paper or periodical he must pay up before he can do so. This is all we ask. We wish only what is legally and morally right. In sums less than one dollar, postage stamps, 3 cent, can be sent. Let us hear at once without any further delay or notice.

THE NEW DEPARTURE IN EDUCATION.

Solomon said there is nothing new under the sun; but certainly there are often new ways of presenting old things. In the matter of education this is eminently true. Our plan, lately adopted in the College here, of giving certificates to those completing branches commands the approval of all who have had their attention called to it. It will excite in the student a deeper interest in the pursuit of an education, because he can see just what progress he is making, and get credit for it as he goes along. He can, also, select his course of study for himself, and at the close of it get a diploma for that course, which will be as valuable to him as any that have been made up for him beforehand. The college thus presents a new feature in education, eutirely adapted to the wants of hundreds in the land. Come and see for yourself. Board can be had at the lowest figure in the town. Arrangements have been made for boarding at little above actual cost. making a session of ten weeks at about $25.00. Everything will be done to make students feel at home. The plan of the school meets the wants of a large class at the very lowest

cost.

PREMIUM LIST.

We make the following liberal premium list offer to any and all who will work for the COMMON-SCHOOL TEACHER:

We send the Common-School Teacher one year and one copy of the book called One Thousand Mistakes Corrected for $1 75. The price list of the book is 1 25.

We will sent the Common-School Teacher and The Normal Question Book for $2.00 The list price 1 50.

We will send the Common-School Teacher and the Common-School Question Book for $175. The price list 150.

We will send the Common-School Teacher and The Principles and Practice of Teaching for $2 00. List price 1 50.

We will send the Common-School Teacher and The Schools of Indiana for $1 60. List price 1 25.

We will send the Common-School Teacher and Words-Their Use and Abuse for $2 10. Price list 2 0.

We will send the Common-School Teacher and Getting on the World for $2 10. Price list 2 00.

We will send the Common-School Teacher and Essays on Educational Reformers for for $2 10 Price list 2 00,

We will send the Commou-School,Teacher and Every-Day English for $2 25. Price 2 00. We will send the Common-School Teacher and Education and Crime for $1 75. Price 1.00.

We will send the Common-School Teacher and How I Manago My Husband for $1 40. Price 50 cents.

We will send the Com. on-School Teacher and the Art of Pleasing for $1 15. Price 25c. We will send the Common-School Teacher and the Old, Old Story for $1 15. Price 25c. We will send the Common-School Teacher and any of the following for $135. The Cultivation of the Senses; Our Discipline; The Cultivation of Memory; On the Use of Words; On Class Teaching. The price of each is 50c. These little books are the Manuals for Teachers which have been published by Eldredge & Brother, Phila. Some of the books offered in this list have been noticed in the Book Table of the Teacher. Short notices of one or two are founs in this issue. Others will be given that the teacher may know something of the value of the books we offer.

THE

¿COMMONS

SCHOOL TEACHER,

DEVOTED TO THE

CAUSE OF COMMON SCHOOLS.

EDITORS:

W. B. CHRISLER, A. M., AND T. W. FIELDS. WALTER S. SMITH, Corresponding Editor.

$1.00 per Year; 50 Cents for Six Months; 25 Cents for Three Months. Published Monthly. Terms in Advance. Clubs of Seven, $6.00; of Twelve, $9.00

John V. Smith, Printer, Bedford, Indiana.

THE STANDARD SCHOOL GEOGRAPHY OF INDIANA ̈*

INDIANA EDITION OF

ELECTIC GEOGRAPHIES.

PRICES REDUCED.

THE VOICE OF THE TEACHERS AND SUPERINTENDENTS.

I know of no other work with which I am so well pleased -Superintendent Cooper, Richmond.

Have proved to be the delight of both pupils and teachers.--Superintendent Kummer, South Bend.

Almost beyond the reach of criticism.--J. P. Funk, (orydon.

Of superior exce lence in every respect.--County Superintendent Marlow.

The nearest to perfection of any I ever saw.-Allen Moore, Washington.

I think we are safe in saying it is the best.--President Prune, Hartsville.

The best suited to our wants. Unanimously adopted.-County Superintendent Thompson.

Superior to any other.-Professor Houghton, State University.

No other geograph, of which I have any knowledge can equal them.-Superintendent Trissler, Lawrenceburg.

Most complete and accurate geography of the State I have seen.-Superintendent Stout, North Vernon.

The best on every point.-County Superintendent Ewing.

A long step in advanes of anything of the kind.--Dr. Henderson, Salem.

An examination or ght to convince any teacher of the superior merits of the system. The maps are the best.-J. C. Chilton, Principal, Orleans.

superior in many respects. Used in our Normal Department with e.tire satisfaction.--Prol. Beattie, Bediord College.

The best ever offered.--C. Whitted, Principal, Owensburg.

Certainly ahead of others in every respect. -Superintendent Carr, Adams.

A household necessity.--County Superintendent caress.

I regard them the best, having used them for some time.--Superintendent Britton. The most accurate and applicable to modern methods of teaching.-Superintendent McGree.

We find more in two books than we formerly had in five.--Superintendent Dunkle. The geography of Indiana makes the work indispensible to Indiana schools.-superintendent Han.

The best treatment of our State geography I have seen.--Superintendent Barnes. The best yet .--Superintendent Gamble.

Unrivaled in any text-book hitherto published.—Superintendent Goodwin, Jeffer

sonville.

REDUCED PRICES.

The Indiana Edition of the Eclectic Geographies will be furnished at the same prices as the regular edition.

Single Sample Copies, for examination with a view to first introduction, sent postpaid by mail. to teachers or school officers, on receipt of introduction price.

VAN ANTWERP, BRAGG & CO.,

Successors to Wilson, Hinkle & Co,,

PUBLISHERS ECLECTIC EDUCATIONAL SERIES,

CINCINNATI AND NEW YORK.

Into what new fields of

Some of our friends begin to inquire of us whether the grading of the district schools is the ultimata Thule, or the pinnacle of perfection, beyond which there is nothing better to be attained for these schools. We answer, at once, that grading is only a means, a ladder, to something better than the schools of the olden time. It is not an end at all. It is the avenue, or a part of it, through which we must pass to something better. But what is that something better? What is beyond grading? higher perfection does it lead? Excelsior, progress, is the demand of the age. The question may be asked: Is grading the last round in the ladder that lifts us to perfect schools, or to schools as nearly perfect as it is possible to get them? Is there anything more to be done than to perfect our system of grading in order to enter upon the highest type of schools for the people? The answer to this, and similar questions, may not be very easy, since we have not advanced, perhaps, far enough to see clearly just what new appliances need to be added in order to enter into the millennial glory of a perfect system of popular education, We are clearly of the opinion that there are some things beyond grading that are necessary in order to pre-eminent success in our schools. We will name a few in the present article, only a few, of the leading necessities that lie beyond grading.

1. And first, we mention some kind of system of compulsory attendance on the part of the children. This is a delicate and difficult subject to handle. If parents and guardians understood, as they ought, that their children belong to the State, in a very im portant sense, and that it is the duty of the State to see that they are properly educated for citizenship, then a large part of the dif

ficulty would be removed in compelling attendance at school. In the meantime something must be done to get the people to understand the relation of the children to the State. If the schools are properly graded and taught, a compulsory law would only affect a class of people who are so utterly shiftless that they do not pro vide proper clothes and books for their children; who are almost entirely indifferent whether they attend school or not. A compulsory law should have a provision in it for providing all such children with clothes and books. We may say, in general, that some legislative action ought to be had by which a regular attendance of the children should be secured during the fall and winter school. In cases where parents have need of one or more of their children at home to help in the family, upon a written declaration of this fact to the trustee, the child or children may be excused from attendance. We have no doubt a good and wholesome law compelling attendance of the children at school can be framed and enacted, which the mass of the people will approve. This is one of the things beyond, which must be attended to in order to better schools. Grading will not succeed nearly so well unless there is regular attendance, and we know there will not be regular attendance unless there is some kind of compulsion to secure it.

2. And second, we mention the necessity of putting the textbooks into the township libraries for all the children of school age in each township. These books are to be issued to teachers under certain rules and regulations for a proper taking care of them during their need in the schools and a return in good condition, due allowance being made for the natural wear and tear. This thing of itself would make a compulsory law for attendance bear light on many a poor man and widow who feel that they are not able to buy books for their children. If the books were supplied from the township library they would feel that it is right for the State to pass a law to compel their children to go to school regularly. If this were done, so that every boy and girl could have the proper book the first day of the school, grading would be much easier, and each child would secure a better education than as it is now, waiting sometimes for weeks, even for the whole session of the school for books, which come too late, or not at all. Why not supply the books as well as the school-house, the desks, the stove, and the teacher? If it is right to supply one, it is right to supply all. Furnishing books for all the children is something beyond, which