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he does n't believe there is a language on the face of the earth, not even excepting the much boasted German, which some suppose to contain all the science and literature that is worth knowing any thing about, that is superior in power, flexibility and grace to his own. Altogether he is a very absurd creature. Why he even derides the science of mathematics and all its glories, and says he can't see why algebra and geometry should be pursued by pupils who can neither spell, read nor write a single paragraph of decent English. He also avers that the fact that the three angles of a triangle are equal to two right angles, affords him no particular consolation whatever; and that he does n't care the toss of a copper whether x+y=b or c, or any other known humbug. I declare such irreverent talk comes nigh to make my hair stand on end. But that is not the worst yet. He writes me further, that he is about to set up a school, in which he intends to teach nothing but spelling, reading, composition, drawing, grammar, and English literature, with enough gymnastics thrown in to keep the body and spirits in good tone. He thinks his course of study will occupy a good many years,-at least as many as he can persuade his students to stay with him, even if that should be until they all grow gray together. He sends me his course in English literature, the works to be studied, and the methods of study he designs to pursue,-beginning with Chaucer, and traveling what he calls a glorious and pleasant road, with flowers blooming on every side, down through all the great writers and thinkers to the present time. He says he feels sure that by this close and longcontinued intercourse with these men and women of noble thoughts and expression, his pupils, even if they have little or no original powers of their own, will, by such companionship, catch the infection of goodness, and rise above the mean and commonplace.

In my reply I, of course, scouted the whole plan. "Besides," said I, "how would men learn to make money-which, according to Herbert Spencer, lies at the foundation of every thing-under your absurd system of education?" I think I had him there.

But, notwithstanding my decided disapproval, Vortex is bound to give his scheme a trial. He thinks, if it does no good, like patent medicine, it will do no harm.

I have no doubt, Mr. Editor, if you, or any of your readers,

want to know any thing further of this new scheme-which is not likely to be the case-the desired information may be obtained by addressing John Vortex, Pleasant Valley, Ohio. Don't prefix professor to his name, for he hates the title like poison, and is apt to be sullen when it is applied to him.

But as he won't listen to me, and has a high regard for your opinion, perhaps a word of editorial advice might yet deter him from his mad enterprise. He would n't heed any thing from your associate, "J. H.," whom he looks on as being as great an old fogy as myself.

One word in conclusion, by way of defining my position: I have a friend who has misspent much precious time in reading up dry books on political questions. And the fun of it is, he doesn't seem to know that the world has moved since the time of General Jackson. Ask him what he thinks of reconstruction, and he tells you he is opposed to a protective tariff and a national bank. Put the question as to the probable result of the imbroglio between Congress and the President, and he replies that he is in favor of free trade and hard money. Where he stands in politics, I stand in education-by the old land-marks. No new-fangled ways for

me.

Yours, conservatively,

OLD FOGY.

Sleepy Hollow, May, 1866.

TOWNSHIP SCHOOL SYSTEM OF PENNSYLVANIA.

BY G. D. HUNT.

During the past winter, I was engaged in teaching a rural school in Allegheny county, Pennsylvania, and thus had opportunities of learning some of the peculiarities of the Pennsylvania school system. Each township constitutes a school district, in which are established a suitable number of schools, each situated in such a place as will best accommodate the people, and all under the jurisdiction of a board of directors, six in number, who are elected by the people in the same manner as other township offi

cers, and who hold their office three years, two of them being elected each year. It is the business of these directors to determine the number of months that school shall be kept each year in their respective townships, to levy a tax which, with the State appropriation, shall be sufficient to defray the expenses of the schools, to levy a tax to purchase sites and build school-houses, to employ teachers, visit the schools, etc.

In each county there is a County Superintendent, who is elected by the township directors, and who holds his office three years. It is his business to examine and license teachers, inspect the schools, etc. The directors usually give notice at the proper time, by advertisement, of the number of teachers wanted in their respective townships. The Superintendent holds examinations at different localities in the county; and no teachers are admitted to them except those who are applicants for schools. The directors attend these examinations, and afterward choose their teachers from those examined.

The township institutes constitute another good feature of the system. These are held on alternate Saturdays at the different schools of the township in rotation. All of the teachers are required to attend them. Attendance is reckoned the same as a day's teaching, and non-attendance forfeits a day's wages. Twenty-two days of teaching constitute a school month; and it is optional with boards of directors whether they will have the institutes or regular teaching. Hence in some townships institutes are held, and not in others. When townships are small, two or more of them can unite and hold joint institutes.

These institutes are attended with different degrees of success and profit, according to the interest that teachers, directors, and other friends of common schools, take in them. There are some persons who denounce them as useless, and as nothing but a humbug. But these are invariably persons who do nothing to keep them up and render them profitable; who think that they already know enough about teaching, and who keep aloof from all teacher's meetings, fearing that something will there be said or done by which they will lose popularity; who feel no interest in the welfare of schools beyond their own fields of labor; and who wish no fellowship with other teachers. But when the teachers come promptly to the work, and willingly do something for the benefit

of the institute, the meetings are interesting and edifying, and the influence resulting therefrom is beneficially felt in the schools.

The method of holding these institutes is this: School is held in the usual manner during the forenoon. At the close some one, previously appointed, addresses the pupils; or addresses are solicited from the teachers and other persons in attendance. In the afternoon there are class-drills, lectures, discussions, or reports on subjects pertaining to school policy. Original essays are some times presented, and select readings. I was at one place where a class inspector, who was previously appointed, examined each class after their recitations.

In the township where I was engaged, there were but six schools, and a part of the time one of these was vacant, yet we had pretty good institutes there. I attended some in other townships, and I was much pleased with what I saw in them. The directors and other citizens usually attended, and thus gave them their countenance and encouragement.

When six of the most intelligent men of the township (such the school board should be), all of the teachers, many of the parents, and other friends of education meet with one of the schools in the capacity of an institute, it produces a wonderful effect in stimulating the pupils in their studies, sustaining the teachers, and in every way advancing the improvement and prosperity of the schools. They give teachers chances to make acquaintance and to extend professional courtesy to each other. In them all become both learners and teachers. Time passed in them is not lost to any body.

I know of one township in this county where institutes of this kind have been held during the past twelve years; and better country schools than those of that township are not to be found in the western country.

If the friends of common schools in Ohio could see the working of the Township System as it is to be seen here in Pennsylvania, they would not be satisfied till they could have it established in their State. It has advantages which must be seen to be fully appreciated. When the school board is selected from the whole township, instead of having a separate board in each sub-district, men more competent and more interested in the welfare of schools

can be put into the office; and many of the troubles that now disturb the peace of rural districts, and spoil the schools, may be obviated.

ALLEGHENY CITY, PA.

PENMANSHIP IN PRIMARY SCHOOLS.

BY L. S. THOMPSON.

Writing should certainly be taught in every primary school. We mean taught, not merely practiced at random as convenience or accident may suggest.

From fifteen to twenty-five minutes should be set apart each day for writing, and during the exercise every thing should be put aside, except slates and slate pencils. The pupils should be supplied with long slate pencils, or slate pencils with wooden holders.

It is not enough to place a letter before a class, and ask the pupils to imitate it. Nor, on the other hand, do we think it necessary to keep children drilling on straight lines, curved lines, elements, principles, "pot-hooks and hangers," without first showing their application in the formation of letters.

Instruction in writing should begin with the actual inspection of letters, and not with abstract lines, arbitrary types, or parts of letters. It should be remembered that children see objects before lines. It may be said that letters are arbitrary characters, which is true; yet they have a fixed meaning by themselves, which can not be said of straight or curved lines.

Then, because we think letters are more concrete in character than elements or principles, we would begin at once with letters, and instead of building them up, we would take them apart. If the children do not understand what straight and curved lines are, and the different positions in which lines may be placed, lessons intended to develop these ideas should be given with the regular writing lessons as they may be needed. For this purpose, we know of nothing better than Lessons I, II, IV, V, VII, VIII,