necessary to pay more attention to the morals of the pupils, that a boy might become a gentleman as well as a scholar. In my visitations, I have always endeavored to impress upon the mind of both teacher and pupil, the importance of correct habits in every particular, and I have found an air of neatness about the school room and scholars, not before observed. I mark those teachers who do not pay attention to those things, as being wanting in those requirements which go to make up the good teacher. The experience of the past year has taught me that it is of little use to grant limited certificates, for persons who will not apply themselves sufficiently to obtain a third grade certificate, will not apply themselves enough to teach a good school. P. S. ELWELL, Co. Supt.

WINNEBAGO Co.-I have been engaged constantly since the first of last November in visiting schools, and have seen over one hundred teachers in their work. In a great majority of the schools of our county the teachers have given satisfaction. I have visited several excellent schools, (model ones, so far as the instruction on the part of the teacher is concerned,) forty or fifty good ones and a few very poor ones. The teachers have been aiming to do their whole duty to their respective schools. The most remarkable changes since the county system are in the direction of reading, orthography, mental arithmetic, and in the attendance. J. E. MUNGER, Co. Supt.

LA CROSSE.-We learn that the schools here are doing well, particularly the high school under Mr. R. A. Donaldson, but that there is still a lack of interest on the part of the patrons of the schools.

"Janesville

JANESVILLE-A letter writer to Milwaukee Wisconsin says: may well feel proud of this school building, [high school,] for it is a magnificent building. We have not chanced upon a finer one. And, better than all, we found our old friend Lockwood, "keeping school" as he knows how to do, which is the highest compliment we can pay him. Such structures, and such schools, kindle to a deep glow in the heart our pride and love for our adopted State."

CHICAGO. This city is fortunate in three respects in regard to educational affairs in the possession of a magnificent school fund; in the services of an intelligent and energetic school board; and in the oversight of an able, judicious and most untiring Superintendent. The Ninth Annual Report, embracing the reports of the superintendent and of the principal of the high school, presents an interesting exhibition of the condition and progress of the schools. A laudable spirit of improvement among the teachers is remarked by Mr. Wells, and his suggestions as to the means of effecting this improvement are very valuable.

ILLINOIS.-Through the kindness of Hon. W. H. Wells, of Chicago, we have just been favored with a copy of the last report of the retiring State Superintendent, the Hon. Newton Bateman. We can see at a glance that its contents are of a varied and interesting character. We make an extract on the subject of "licensing teachers," on a former page, and shall recur to some of the topics dis

cussed in the report in a future number. We can wish nothing better for Illinois than that her new Superintendent, Hon. John P. Brooks, may prove as able and well fitted for the place as Mr. Bateman.

INSTITUTES

Have been held or announced by County Superintendents as follows:

For Wood county, at Grand Rapids, March 17.

For Dodge county, (east district,) at Horicon, March 23.

For Waukesha county, at Waukesha, March 30.

For Winnebago county, at Neenah, March 30.

For Iowa county, at Dodgeville, last of April.

For Crawford county, at Prairie du Chien, first of May.

Also at Cookville, March 24, for Rock county, called we believe by the county association.

NEW SCHOOL CODE.

The Legislature having by resolution requested the State Superintendent to codify or re-arrange the existing school laws, the work has been completed and received legislative sanction, and will soon be published for the guidance of school officers.

No important changes have been made in the school laws-such as have been made will be announced, we suppose in the May number of the Journal. The town system must wait another year.

NEW ADVERTISEMENTS.

Don't fail to read the new advertisements of our old friends, and the friends of schools, Ivison, Phinney & Co.-Gray's Botanies; W. B. Smith & Co.-White's New Geography; and S. C. Griggs & Co.; likewise a testimonial from the Cleveland Schools to Allen's Primary Geography, published by J. B. Lippincott & Co.

ATWOOD'S SCHOOL GOVERNMENT.

Having seen some specimens of the cards, tickets, &c., used in this plan, we take pleasure in testifying to their neatness and in calling attention again to the merits of the system. Among numerous other testimonials from teachers and school officers, Hon. N. Bateman, late State Superintendent of Illinois, says:

"I have seen your cards, designed to aid in the important work of school government. I think well of them; they are very neatly executed, and I am confident that they can be made useful in our schools. I commend them to the favorable consideration of school officers and teachers throughout the State." See advertisement on second page of cover.

BOOKS AND PERIODICALS.

LEAVES AND FLOWERS; or, Object Lessons in Botany. With a Flora. Prepared for beginners in Academies and Public Schools. By Alpnonso Wood, A. M., author of the "Class Book in Botany," etc. With 665 illustrations. New York: Barnes & Burr.

This volume is one of a numerous class put forth to meet the call for "object

teaching." The reputation of both author and publishers is a guarantee that they have done their work well, and, under a competent teacher, no study can be made more attractive, while none is more innocent and refining.

MANUAL OF GYMNASTIC EXERCISES, for Schools and Families. By Samuel W. Mason, Master of the Elio School, Boston. Published by Crosby & Nichols, Boston.

This little work contains a judicious selection of exercises clearly described and illustrated, and will be found to answer a good purpose. They follow each other in a suitable order, and have all been tried and approved in the school room. Costs, we judge, about four red stamps.

THEORY AND ART OF PENMANSHIP. By Messrs. Payson, Dunton, Scribner, and Hayes. Boston: Crosby & Nichols. New York: O. S. Felt. 12mo., 150 pp.

This seems to be a complete and exhaustive treatise on the subject, with prac tical lessons, hints for awakening interest, etc. The volume is a beautiful specimen of book making, and the system well followed will make good writers.

BARNARD'S American Journal of Education for March begins a new volume and contains the following interesting articles: 1. What is Education ?-Axioms, from Pythagoras to H. Mann; 2, U. S. Military Academy, at West Point; 3, Capt. Alden Partridge; 4, Partridge's Military Academy, and Norwich University, Norwich, Vt.; 5, Caroline Plummer and her Educational Benefactions; 6, Suggestions on Early Mental Training, from Quintillian to Webster; 7 Plays, Pastimes and Holidays of Children; 8, Bacon's Essay on Studies and Archbishop Whately's Annotations; 9, Elementary Schools as They WereNoah Webster, Nott, "Peter Parley," Bushnell, &c; 10, Elementary Schools in Ireland; 11, Subjects and Methods of Instruction for Primary Schools; 12, Illustrated School Books, (N. E. Primmer style;) 13, American Text Books; 14, Books Noticed; 15, Educational Movements-Object Lessons, &c.

THE BRITISH PERIODICALS.-Scott & Co.. of New York, though recently burnt out, continue to republish the leading British Quarterlies and Blackwood's Magazine. By this arrangement the American Public is enabled to obtain them for $10, while the English people are obliged to pay $31. It is scarcely necessary to speak of the merits of these periodicals. They contain the richest fruits of the scholarship, wit and genius of the literary men of Great Britain, and are alike of great value to the scholar, the professional man, or the intelligent reader. Their pages abound with elaborate criticisms, brilliant essays, profound speculations, and with whatever of interest may be found in science, literature, morality and religion. While they are the acknowledged representatives of certain principles in politics, they are far from being grossly partizan. In this respect they occupy a position we should be glad to see our own periodicals assume a position which would enable them to discuss great questions of governmental policy independent of party trammels. See advertisement.

Discipline is the great educational process. The well disciplined are always well educated, with or without knowledge; the undisciplined are uneducated even though they possess the wisdom of an encyclopædia. The great work of the teacher, therefore, is to discipline his pupils. He should bring them under such a process of training as will subdue their wild and untamed impulses and develop the latent energies of body, mind and soul.

The object to be secured by school discipline is two-fold, viz: school vices must be prevented or cured and school virtues cultivated. The more prominent school vices are tardiness, idleness, whispering, disorderly movements in the school-room, injury to property and rudeness of speech or act in the intercourse of every day life. The school virtues to be cultivated are suggested as the opposite of these: regularity of attendance, promptness, obedience, truthfulness, conscientiousness, earnestness, diligence, kindness, neatness, and thoroughness in the preparation and recitation of lessons.

The first important disciplinary agency is a thorough organization and classification. Organization has to do with seating the pupils and arranging the recesses. In classification great pains should be taken to have as few classes as possible and to assign each pupil to his appropriate sphere.

A second disciplinary agency is a manual of school duties, that is, a well digested system of laws and regulations by which the school is to be governed. The should be so comprehensive as to reach every action that can in any way affect the school and so well defined that no pupil

*Abstract of an Address before the Vermont State Teachers' Association, Jan. 9, 1863, by Hiram Orcutt, A. M., of West Brattleboro, Editor of Vermont School Journal.

can fail to understand what is expected of him at all times and everywhere. It matters not whether they are written, printed or oral. These laws must be rigid and rigidly enforced. The pupil must be taught that all school regulations are based upon authority; this is the very germ of good order and the only foundation of good government. Persuasion may never take the place of authority. Pupils must not wait the dictates of inclination before they yield, but promptly obey. From the decision of the teacher there may be an appeal, but disobedience

never.

Still another disciplinary agent is public opinion. This must be created and controlled by the master or he is powerless. He has to gain the confidence of both parents and pupils, not by undue indulgence nor an attempt to gratify all the wishes of his pupils. He must govern with sternness and vigor, but with justice, kindness and magnanimity. Out of the school room he should be their social companion and always meet them with cordiality. He may employ public opinion to create order out of confusion, to subdue rebellion and to destroy vicious habits. Whatever is right and necessary to make a good school should be made popular; whatever is wrong and of evil tendency should be made unpopular. Does he wish to abate the nuisance of whispering? Let him hurl upon it the full force of public opinion. Does the master find it necessary to inflict summary punishment upon some reckless offender? Let him prepare public opinion to meet the crisis and sustain him.

Another very important agency and one too often overlooked is mental and physical recreation. Both body and mind must have recreation, even more than the ordinary recesses and holidays of school life afford. Moreover there are certain hours and days when the fiend of disorder seems to reign in the school-room. You cannot assign any reason, all you know is, that the very atmosphere is anarchy and confusion. You may tighten your discipline, but that will not bind the volatile essence of confusion. You will encounter the mischief successfully only when you meet it indirectly. Let an unexpected change in the ordinary exercises divert the attention of the scholars. Let all say in concert the multiplication table, or sing "Old Hundred," and the work is accomplished. Add to this mental, the physical recreation of school gymnastics, and you have a still more effective disciplinary agency.

We come now to speak of punishment. It is undoubtedly true that the good disciplinarian seldom resorts to severe penalties, yet it is as true that he never relinquishes his right and power to inflict them as circumstances require. Nor is punishment to be regarded as "the last resort." Where it may be inflicted at all it is the first resort and the true remedy. Bold and deliberate violations of law cannot safely be met