the recitation is considered finished, and the class dismissed? Teachers rarely combine the good points of one method with the faulty ones of another. A lesson assigned to be learned must be recited--otherwise the required preparation is for no practical purpose. The case is far different in a reading lesson for instruction or amusement. In that there is no tedious preparation required: there is a good opportunity afforded for oral instruction; and a teacher with any tact whatever can use it in investing really hard work with the guise and charm of play.

It may also be said that comparatively few teachers are well posted in history, even that of their own country, and of those who are, few have the tact to teach successfully a class in this manner. I am willing to admit that one's knowledge must be thorough, even exhaustive, to become a model teacher in this branch; that he must know the difference between conversation and gossip; can drop one topic and take up another at the proper time, and in the proper manner, never confusing the minds of his pupils with a multiplicity of details--but is not all this equally true of a thorough, successful teacher of any branch of study? One who is obliged to make constant reference to his text-book, who can not correct its errors or supply its deficiencies, is not worthy the name of teacher.

History is not taught at all in most of our common schools, and in many of our higher institutions of learning. The reason given for this is, that the school programme is already too much crowded to admit of its introduction as a class study. There is a practical way of overcoming this difficulty. Use some wellwritten history as a reader for advanced classes. This can be done without increasing the amount of each day's work, and the scholars will be as much, if not more, interested in it, than in the volumes of disjointed, disconnected extracts from which their reading lessons are now selected. Faulty as it is, I feel myself much indebted to Hale's United States, read when I was thirteen years old, in a district school. We were not required to commit any portion of it to memory, but we did remember a great many important facts. We were never quizzed to ascertain whether we understood or remembered what we read-for our teacher knew as little about history as we-but the most interesting incidents formed the staple of many an evening's chat, and were woven into the fabric of many a dream of what might be in the golden-hued future.

An elocutionist, in making up a programme for an "entertainment," confines himself principally to such selections as are not read in the family oircle, except occasionally. Those who listen to him go away and complain, very justly, too, of the poor reading/so common in our schools. The declamation which makes the hour pass off so pleasantly, is by no means so desirable an accomplishment as many suppose. Few indeed even find occasion to read in any other than a straight-forward manner.

In fact, ability to read plain narrative in an attractive, forcible style, is more to be coveted than all the declamation taught and practiced by the entire race of so-called elocutionists. Can that be acquired by reading, exclusively, in school, the short selections found in our best, most popular advanced readers? I think not. Attempts have been made to use natural history for this purpose—but in doing so we trespass on another educational principle. The sciences constitu

ting natural history contain material which must be carefully studied, much of it committed to memory, and then recited. They are disciplinary forces of the memory, the understanding, the reason-eminently so, when thoroughly taught. They must be taught; merely reading them will not do. History, however, occupies a sort of middle ground between pure literature and the sciences. No harm can be done by reading it as a daily exercise, even "without note or com. ment;" much evil may result from attempting to teach it in a repulsive, unphilosophical manner.

To those who may think my views on elocution not orthodox, I submit the fol. lowing extract from a review of a recent work on that subject in the Round Table:

"The majority of the pupils in our schools will never need to read to a larger audience than the family circle, and there any of these tricks of voice or manner would be abominable. As for the others, the worst thing we can do with them is to make them declaimers. The country is already overrun with men who delight in the sound of their own voices. The thing to be done is to give to the young thoughts, ideas, and to make them in earnest about these. Then if they have a little simple training in the management of the voice, we need not fear that they will fail in the expression of their ideas. Men who are endowed by nature with a good voice, and who really have some thoughts which ought to be uttered, will find a way to make them heard, and they will not need an elocutionist to secure attention to what they have to say. Earnestness gives us action, and is a vital power. Declamation is mere acting, and is weak and worse than useless."

T. W. H.

TEACHERS' WAGES.

The following table from the late report of the Commissioner of Common Schools, gives the current expenses of the public schools of Ohio during the five years ending August 31, 1865:

1860-1. 1861-2. 1862-3. 1863-4. 1864-5. ..$2,073,803 $1,900,878 1,880,868 $2,087,879 $2,501,510 254,178 264,296 263,768 333,060 430,935

Amount paid teachers.....
For fuel and other contingent
expenses

Total current expenses.....$2,327,981 $2,165,174 $2,144,636 $2,420,939 $2,932,445 By comparing the amount paid teachers in 1864-5-the year of maximum war prices-with the amount paid in 1860-1, it will be seen that the increase is only about twenty per cent., while the increase in the cost of fuel and other con tingent expenses is about seventy per cent. The average increase in the current expense of the schools is only about twenty-five per cent.

By comparing the average monthly wages of teachers we find, it is true, a more favorable increase the advance in the wages of male teachers being nearly thirty per cent. and that of female teachers about thirty-four per cent. The apparent discrepancy between the percentages of increase in the whole amount paid teachers and their average wages per month, is due to the very large increase in the number of female teachers employed in the schools-an increase of over thirty per cent. since 1861.

The fact that the advance in the wages of female teachers is greater than the advance in the wages of male teachers, is significant. There is unquestionably a growing demand for well-qualified female teachers. A more liberal and equitable compensation will soon make it an object for women to prepare themselves thoroughly for the business of teaching.

EDITORIAL MISCELLANY.

SANDUSKY COUNTY Institute.-The teachers of Sandusky county held their first Institute at Fremont during the week commencing March 26. The attendance was large -one hundred and twenty teachers, or more than half of the teachers of the county, being present. They were all, ladies and gentlemen, gratuitously entertained by the hospitable citizens of Fremont who manifested a most commendable interest in the exercises. The Institute was under the supervision of E. E. WHITE, who gave a course of instruction in the theory and practice of teaching, including school organization and government, methods of primary instruction in the several branches, methods of conducting recitations, etc. He also gave a public address each evening. Mr. Ross gave instruction in elocution; Mr. Twiss in English grammar; and Mr. CHILDS in penmanship. Rev. E. BUSHNELL, president of the Institute, also assisted. The evening exercises were held in Birchard's Hall, the gratuitous use of which was tendered by the generous proprietor. On Thursday evening a general educational meeting was held. Brief and excellent addresses were delivered by Mayor EVERETT, who presided, Rev. E. BUSHNELL, Dr. STILWELL, Mr. Ross, and others. A resolution was adopted inviting the Institute to hold its next session at Fremont. The meeting was large and enthusiastic.

The success of the Institute was largely due to the County Examiners, who gave it a hearty and active support. It is believed that its influence will be felt in every school in the county. A large list of subscribers for the MONTHLY was secured.

RICHLAND COUNTY INSTITUTE.-The annual session of this Institute was held at Shelby during the week commencing April 2. About seventy teachers were in attendance. The lady teachers were hospitably entertained by the citizens of the place. The instructors and public lecturers were Col. DE WOLF, of Toledo, and E. E. WHITE, of Columbus. Col. DE WOLF presented excellent methods of teaching reading, arithmetic and English grammar. His admirable drills in reading were designed to give teachers a correct idea of the manner in which the subject should be taught in our schools. It has long been a query with us whether the course of instruction in elocu'tion usually presented in institutes by professional elocutionists, is of much value. We decidedly prefer model class drills in reading to any skeleton of the subject as a science.

The evening exercises were well attended by the citizens. We were glad to see the members of the Board of Education present, and especially to learn that the erection of a new school building is agitated. A fine, commodious school building would greatly add to the prosperity and growth of the place.

MEDINA COUNTY INSTITUTE.-The teachers of Medina county have gone up to the head! The feat was done in this wise: The County Examiners proffered to the teachers a substantial addition to their stock of professional knowledge; the citizens of the county-seat threw open their houses; and the teachers came up and filled them. We arrived about two o'clock Monday afternoon (April 9th), and found the courthouse swarming with "fair women and brave men." Soon the court-house bell was rung; Judge HUMPHREVILLE called to the chair; Mr. McDOWELL elected secretary; a constitution reported and adopted; permanent officers elected; and the County Teachers' Association, which, before the week closed, numbered over two hundred members, (about two-thirds of the teachers of the county), was organized. We were made master of ceremonies, with authority to conscript any additional force we might need

We called into the service WM. P. CLARK, of Medina, whom we knew to be a host in himself. He gave an excellent course of instruction in geography, arithmetic and English grammar.

Public addresses were given each evening-Wednesday evening excepted. The audiences soon grew beyond the capacity of the large court-room, and the largest church in town was procured and filled. On Friday evening Judge HUMPHREVILLE gave a clear exposition of the legal rights and duties of teachers.

The complete success of this Institute renders a few facts connected with its organization important. The County Examiners took hold of the enterprise; they issued a circular conveying a general idea of what would be attempted in the Institute; they appointed a live teacher in each township to place these circulars in the hands of teachers and solicit their attendance. A similar course was taken by the examiners of Sandusky county. We commend the plan to other examiners and institute committees.

LORAIN COUNTY INSTITUTE.-The annual session of this long-established Teachers' Institute was held at Elyria during the week commencing April 2. About seventy teachers were in attendance. The instructors were Dr. STERLING, of Cleveland, Prof. SCHUYLER, of Berea, and Mr. HARTZUPEE, of Elyria. We have not received a full report of the proceedings.

TUSCARAWAS COUNTY INSTITUTE.-A Teachers' Institute was held at New Philadelphia during the week commencing April 2. Mr. HARVEY, of Painesville, was the principal instructor. We learn that there was a small attendance.

WARREN COUNTY TEACHERS' ASSOCIATION.-A monthly meeting of this Association was held at Lebanon on the 24th of March. Miss JURA read an essay on "The Best Method of Teaching Orthography," which elicited a lively and profitable discussion. Miss BUNTING read an excellent essay on "The Relation of the Parent to the School," which has been published in the Western Star. Mr. J. C. KINNEY gave a lecture on elocution, illustrating his views by select readings. In the afternoon Hon. E. D. MANSFIELD delivered an able, but lengthy address. By vote of the Association it was decided to hold a two-days' session at Lebanon on the third Friday and Saturday in May. The next monthly meeting was appointed to be held at Mason on the 4th Saturday in April. The teachers of Warren county are in earnest.

SANDUSKY.-A late issue of the Sandusky Register contains an address to the teachers and citizens of that city by M. F. COWDERY, Esq., Sup't of the Public Schools. The leading thought of the address is, that "the right formation of character should be the chief end of school instruction for a child." This view of school instruction and the practical duties of teachers in carrying it out are clearly and ably set forth. We regret that a want of space forbids our making liberal extracts. We hope Mr. COWDERY may favor the readers of the MONTHLY with a few of his many excellent ideas upon this subject.

SCHOOL LAW AMENDED.-A law has been passed amending section twenty-two of the general school law, and authorizing township boards of education to levy a school tax of not exceeding five mills, viz: two mills for school-house purposes, and three mills for the payment of teachers and other contingent school expenses. This will greatly facilitate the erection of school-houses, and will relieve many township boards from great embarrassment. The former authorized levy of three mills for all school purposes, was not sufficient in the more sparsely settled townships, and the securing of an additional school-house tax by a popular vote, was found impossible, since but

a few of the voters of a township reside in the sub-district in which the school-house is to be erected.

This change in the school law is the only one made by the General Assembly at its recent session.

SALARIES OF TOLEDO TEACHERS.-The salaries now paid the teachers of the Public Schools of Toledo, O., are as follows: Superintendent, $2,000; Principal High School, $1,700, First Assistant (female), $700, Second Assistant (female), $650; Principal of Grammar School, $1,200, First Assistant (female), $600; Principal Intermediate School, $1,200, (new Intermediate, $1,000,) five Assistants (female), $550 each; Principal Secondary School, $1,000; French and German Teacher (male), $1,000; six female Principals of Ward Schools, $525; fifteen female Teachers, $500; six, $450 (average.) Toledo has always manifested a liberal spirit in the support of her Public Schools, and, as a consequence, they are in excellent condition.

ARTICLES IN THIS NUMBER.—If we are a judge in such matters, the contributed articles in this number are both readable and instructive. Those who have read, thus far, the serial "Talks after Working Hours," do not need to be told that the "Ex-Mechanic" is a "master-builder" of sentences. "How Stands the Account?" ought to be read by the teacher who put down the "Life of General Jackson" as the name of the educational work he had read, and the "New York Ledger" as the educational periodical he was taking! Who doubts that such a teacher ought to have higher wages? "Vocal Culture in our Public Schools" has much savory meat in a book-notice skeleton. Its form suggested small type, but its substance and spirit won for it a place among the leading articles. "What Shall We Teach" is a capital thing. If Miss B. is a fair specimen of Friend Smyth's lady teachers, we know where to look for lady contributors-by far too scarce an article. Mr. NORTON's article "On Reforms" will be carefully read-as long as it is—by all who have given any thought to the subject of education. It treats upon a subject that is attracting wide and earnest attention. We leave the editorial department to speak for itself. The friends of the MONTHLY may be pleased to learn that new subscribers are coming in encouragingly. Several hundred names were added to our subscription list during the month of April. And still there is room.

SALEM. We notice a weekly statement of the attendance of the Public Schools in the successive numbers of the Republican. The average per cent. for all the schools reaches a high figure, indicating what the editor affirms, that the schools are in a most prosperous condition. The debt incurred in the erection of the fine school building which adorns the town, has all been paid.

ASHLAND.-The Union Schools are in motion again with a new corps of teachers. J. HARPER GRAHAM is the Superintendent—an energetic, whole-souled man, and a capital teacher. His appointment by the Board looks like business.

OHIO UNIVERSITY.-We learn from the Athens Messenger that the number of students in attendance this term is 171-the largest attendance that the institution has ever had. The army is largely represented.

MOSES T. BROWN, Esq., is giving a course of lessons and lectures on Vocal Culture in the Public Schools of Louisville, Ky. The Board of Education made a generous appropriation for the purpose.

W. C. CATLIN, formerly Superintendent of the schools of Elyria, O., is, as we learn from the Michigan Teacher, Superintendent of the Public Schools of Port Huron, Mich.