cessfully executed, would be treasures in the home or school library. The sagacious teacher would know how to use such books as incentives to the love of reading and as instruments for the training of memory and imagination. Under the magnetism of his influence, there would be little need to urge the scholars to read history presented under so winning a garb. They would be only too eager, and there would thus be impressed on their mind, as no mere compendium could do, the salient points of ancient history, both legendary and authentic. They would thus be enticed to read such books as Plutarch, Schmidt's or Mommsen's History of Rome, and that delightful book which I lately had the pleasure of reviewing in this journal-Anderson's Bloss's Ancient History.

In my own boyhood (more than half a century ago, reader!) a special literature for the young had scarcely dawned; yet, limited as were my literary resources, there was no need to advise me to read those odd volumes of Rollin's History of Rome, which had some how come into my possession, Plutarch's Lives (a cheap copy bought by my painfully hoarded up pennies), the Travels of Anacharsis, Homer, Telemachus, &c., lent me by some benevolent soul, whose memory I bless even now. I read and re-read my scanty treasures, dramatized the most striking events on a rude theatre made of an inverted table, with large ivory chess-men as performers, whilst my play-fellow and I, behind the scenes, declaimed the words which Hector or Achilles, Alexander or Cæsar, the knights of the Crusades or Moorish heroes, were made to utter in our dear story-books. Such portions of history we could not, we never did forget. Just as it has been again and again acknowledged by readers of Shakspeare or Walter Scott that the parts of history which they remember best are those which form the subject of the plays of the one or the romances of the other.

I would say, then, throw overboard those formal, dry, lifeless recitations of history (so called) with which our younger classes are dosed, and substitute in their place subjects of such undisputed fitness as familiar lessons on the structure and functions of our bodily organs, the laws of health, and the law of physical nature, etc. At the same time, let the school library be bountifully stored with graphic narratives of picturesque periods of ancient and modern history, written in the glowing style of Prescott, Washington Irving, Scott, Dickens, Macaulay, &c. Let every encouragement be given to the young folks to resort to

these books for subjects for their essays and compositions. Let the walls of the school room be hung with chronological tables, got up in a clear, bold type, not too crowded with dates, but presenting only the chief land-marks of history. Let the scholars be directed how to locate in those charts the time of any event that has interested them, as they do their locality in the geographical maps.

Just as I would postpone the systematic study of Grammar until the student's mind is ripe for Mental Philosophy, so I would not attempt to teach the Philosophy of History until he may be supposed to have the power and a latent desire to deduce events from their causes and trace them down to their consequences; until he can follow out the stream of history and, through the whole course of events, realize the accomplishment of God's providence and will.

As to the mode of conducting such a class, it will advantageously vary with the character and previous culture of the students, and the teacher's peculiar views and taste. But I would, at any rate, advise the teacher who has not yet stereotyped his own method, to study that of Mr. Anderson, a brief sketch of which was published in the March number of the Monthly.

With such helps as Arnold's History of Rome, Hallam's Europe in the Middle Ages, his Constitutional History of England, Guizot's History of Civilization, a good history of the American Constitution, a teacher well qualified in heart and learning and a sound, common-sense philosophy, could lay out for pupils old enough to enter into his spirit and follow its leadings, a most interesting and instructive course-such a course as I heard my loved and venerated friend, Dr. Craig, formerly of Antioch College, trace out for a class of adult colored students at Wilberforce. Who that witnessed their rapt attention and heard their remarks after the lesson was over and the gifted teacher was gone, could question the influence of such a course on heart, mind and soul, and over the future lives of the pupils?

Compare with this living instruction the weariness of the same students in their raw boyhood and girlhood, poring over and laboriously committing dry records of events and dates, lifelessly strung together, without the golden thread needed to bind them into one harmonious whole!

ENTERTAINMENT AT THE DEAF AND DUMB INSTITUTION.

REPORTED BY J. G. ADEL, PHONOGRAPHIC REPORTER.

On Thursday evening, after the adjournment of the Ohio Teachers' Association, a delightful entertainment was given to the members by the Board of Education and citizens of Columbus, at the Institution for the Deaf and Dumb. The members of the Association and citizens assembled to the number of three to four hundred, and, after spending an hour or so in pleasant social intercourse, they were invited to the large dining room, where they partook of a delicious repast, and were then requested to repair to the chapel.

The audience upon convening in the chapel was called to order by Mr. T. C. Mendenhall, of Columbus, who announced that Hon. C. N. Olds had been selected as chairman of the meeting. As Mr. Olds stepped forward he was greeted with applause. He spoke as follows:

SPEECH OF HON. C. N. OLDS.

I desire to say that in consenting to occupy this position for a few minutes, it is distinctly understood that I am not to provide the "feast of reason;" that is not a part of my occupation for the present hour. I desire simply, as the chairman of this meeting, to say a word on behalf of the Board of Education of this city. As I understand, they are the host this evening, and speaking for them as the representatives of our citizens, I desire to say that we are glad to meet with the members of the State Teachers' Association, not simply in their more active duties in their association from day to day as they have been engaged for the past two or three days, but also in this social capacity where we are hospitably welcomed, that we may become better acquainted with each other, and where we may unbend ourselves somewhat, and be relieved from the formalities of professional life.

It becomes my very agreeable duty, gentlemen and ladies, on behalf of the Board of Education and our citizens, to express to you our hearty welcome in your present visit to our city, and our pleasure in becoming acquainted with you as we have been permitted to do in the informal exercises of this evening. (Applause.)

RESPONSE.

Mr. A. C. Deuel, of Urbana, President elect of the State Teachers' Association, responded briefly as follows:

Mr. President: It becomes my pleasant duty to say a word in reference to the hospitality of the citizens of Columbus, offered to us through the Board of Education. We teachers believe in the old adage, "All work and no play makes Jack a dull boy." As teachers, we are made better by such an interchange of amenities and courtesies as we have enjoyed with each other and with the citizens here this evening, and we accept this very kind and hospitable entertainment at your hands, with heartfelt thanks. It has been very generally expressed by members of the Association, that in the daily sessions, and especially in this hospitable entertainment, this has been one of the most pleasant meetings the Association has ever held. In their behalf I thank you, and through you the Board of Education and all your citizens. (Applause.)

The chairman said that he was happy to be able to magnify his office, by presenting to the audience the executive officer of the State of Ohio-our excellent Governor Hayes. He could not say that the Governor ever served in this State as a school teacher, but it was his impression that for four or five years—

from 1861 to 1865—he was engaged in teaching down south of Mason and Dixon's line. (Applause.)

SPEECH OF GOV. HAYES.

After the applause with which the Governor was greeted, had subsided, he spoke as follows:

Mr. President, Ladies and Gentlemen: As I was entering the hall, a very sensible young lady near me-perhaps suspecting I would be called upon to make a speech-remarked, "I hope, anyhow, that the speeches will be short," (laughter) and she added, "spicy, too." The first condition I can meet, but I can not attempt the second.

I am very glad to have the opportunity to talk, for a moment, to the ladies and gentlemen who are the educators of the children of Ohio. From the time of the opening prayer on Tuesday evening up to the close of this convention, I have attended the sessions about as regularly, I believe, as any outsider, having failed to hear the reading of but one paper, and only an hour's debate.

Mr. Carlyle has remarked that it is to be lamented, that two of the finest nations on earth, the English and American, are so much given to gab. There is probably some truth in this. In my profession, with courts in session during three-fourths of the year, and in three or four years' attendance upon the debates in Congress, besides attending religious conventions, political conventions, &c., I have heard a good deal of that which Mr. Carlyle calls gab-as much, perhaps, as one of my age ought to hear. (Laughter.) But I have this to say: Never in my life have I seen any body of people engage in a debate, that went at the subject with the first sentence and with so little circumlocution, as in your convention. I believe I recollect but two or three speakers who, when they rose to speak, made even so much of an introduction as to say that they did not expect to speak on the subject. The speakers went right at it, and quit when they got through.

I shall remember all my days what I have learned at your convention, and to show that it is not without effect upon myself, I now bid you good night. (Laughter and applause.)

SPEECH OF HON. A. D. WILLIAMS.

HON. A. D. WILLIAMS, State School Superintendent of West Virginia, was next introduced. After expressing the pleasure he had enjoyed in listening to the discussions of the Association and making the acquaintance of so many, he said:

I have the privilege accorded me of conveying to you the greeting of one of the youngest sisters in the family of state school systems. She has not arrived at sweet sixteen. In fact, she is only a bonny, bouncing, romping six-year old (laughter); but we think she is a pretty fair specimen. I was impressed to day with the fact that our school system possesses some things in advance of yours. We have two things for which you are still struggling to attain. In listening to your discussions to-day I realized your great need of county supervision; I do not see how you get along without it. We have this in West Virginia. We have also normal schools sustained by the State. Three of these are already in operation.

*

We feel that we could not get along without them, and we trust you will not get along without them much longer. (Applause.)

The chairman next introduced Mr. FAY, Superintendent of the Deaf and Dumb Institution, who remarked, that the institution for deaf mutes differed

from other educational institutions in nothing except that the eye is addressed instead of the ear. He said that he would give some illustrations of the way in which this was done, by the aid of some of their pupils and teachers who were present.

The audience were then delightfully entertained for some time with exercises by the deaf mutes.

A song was afterwards sung by Gov. Greiner, and short addresses made by Mr. Rickoff, of Cleveland, and Mr. Sullivant, of Columbus, when Mr. E. E. White was called upon to make the closing speech.

MR. WHITE'S SPEECH.

I am happy to be able to represent the members of the Association, and also the citizens of this city; and let me first say that I feel proud of the Board of Educa tion of this city, who have so generously shown their appreciation of the profession represented in this Association. I am also proud of my fellow citizens who are here in such large numbers to-night, gladdening us by their presence, their social intercourse, and good cheer. I desire to thank those who have met with us in our daily sessions, and manifested so lively an interest in our proceedings.

It is now late, and I can say but a few parting words to the members of the Association. I trust you will all carry from this meeting the most pleasant recollections, and that its remembrance will awaken no other feeling but that of love and kindness toward each other. It is a pleasure to me to know that through all the history of our Association, its meetings have been unmarred by any ill feelings or personal clashing. This harmony is, to me, one of the most pleasant features of our annual gatherings. They have been happily free from cliques and rings for the promotion of one or the pulling down of another. [There may be an exception.] We often differ in opinion, and we express our views with frankness and boldness. We not unfrequently cross lances, but the current of kind feelings is not broken.

The speaker then referred to the importance of the teacher's work and mission, and closed with an eloquent exhortation to those present to meet the responsibilities resting upon them.

OHIO SUPERINTENDENTS' ASSOCIATION.

The State Association of School Superintendents held its annual meeting in the High School Building, Columbus, Ohio, July 5, 1870.

The President, Mr. Cowdery, being absent, the Association was called to order by Mr. Hancock, of Cincinnati, at 10 o'clock, A. M.

After prayer by President Fairchild, of Oberlin College, A. J. Rickoff, Superintendent of the Public Schools of Cleveland, made a report on "The Nomenclature of School Classification." He recommended (1) that the public schools be divided into two general classes, to be called High Schools and Common Schools, the former to cover a period of four years, and the latter a period of eight years; and (2) that the Common Schools be divided into eight grades, the lowest to be called the eighth grade; the next the seventh, etc.

HON. W. D. HENKLE, State School Commissioner, said that he was glad this subject had been brought up. In reporting the statistics of the schools of the