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social position is higher. It is really to no purpose that we have raised the score of our daily talk an octave to express this pinchbeck ambition. We speak in superlatives like women. Nothing can be said simply, and circus play-bills will become the standard of the language, unless we can create a new office-Commissioners of Philology,-whose duty it shall be to seize upon all words and phrases that have strayed, and to return them to their original meanings.
The teachers of the generation now undergoing schooling ought to be such commissioners. The infirmity of fine words and fine writing springs from an uncultivated taste and half an education. There is no subject outside of morals—if indeed it be outside of morals, as it is in a certain sense a violation of truth-on which instruction, line upon line, and precept upon precept, is more needed in our schools than the duty of all to speak and write simply; to call things by their right names, and not to be above their busi
* Professor' is losing caste rapidly. Their are professors of chiropody and palmistry; Professor Anderson amused the public with his tricks, and Professor Hanlon demonstrates the flying trapeze. The title will soon be unworthy of the dignity of the teachers of youth. To what new appellation will they be driven? Instructor, tutor, schoolmaster, preceptor, pedagogue, are all old and objec. tionable. They will have to apply for a name to those ingenious neologists, the inventors of cosmetics; or else adopt the plan re. commended by Lakanal, in his report on education to the French Convention-of wearing around their necks a medal with the inscription : "Tout instructeur est un pere." Louis Blanc, in his History of Ten Years,' speaks with enthusiasm of the 'glorious
birth to such noble ideas. We may live to see them extending to the setting sun.'— The Nation.
EDUCATION is to be regarded as one of the most important means of eradicating the germs of pauperism from the rising generation, and of securing, in the minds and in the morals of the people, the best protection for the institutions of society.
English Report to Home Department.
Right learned is ye Pedagogue,
Fulle apt to reade and spelle, And eke to teache ye parts of speeche,
And strap ye urchins well.
For as 't is meete to soake ye feete
Ye ailing head to mende,
He beats ye other ende.
Right lordly is ye Pedagogue
As any turbaned Turke;
It is no idle worke.
For oft Rebellion lurketh there
In breaste of secrete foes,
Ye Pedagogue his nose !
Some times he heares, with trembling fears,
Of ye ungodly rogue
To licke ye Pedagogue !
And if ye Pedagogue be smalle,
When to ye battell led,
To break ye rogue his heade!
Daye after daye, for little paye,
He teacheth what he can,
And ye committee-man.
Ah! many crosses hath be borne,
And many trials founde, Ye while he trudge ye
strict through And boarded rounde and rounde !
Ah! many a steake hath he devoured
That, by ye taste and sight,
Of Daye his patent righte!
Fulle solemn is ye Pedagogue
Among ye noisy churls,
To give ye handsome girls;
And one,-ye fayrest mayde of all,
To cheere his wayning life,
J. G. SAXE.
National Association of School Superintendents. A meeting of this body, which is composed of the school superintendents of the different States and leading cities, was held in Washington, D: C., on the 6th, 7th and 8th days of February, 1866. Rev. Birdsey G. Northrop, State Agent of the Board of Education of Massachusetts, was President, and Hon. L. Van Bokkelen, State Superintendent of Public Schools of Maryland, Secretary, and Capt. Wm. Mitchell, Superintendent of the Schools of Columbus, Ohio, Assistant Secretary. Nine State Superintendents and the Superintendents of several cities in different parts of the country were present. The delegates from Ohio were E. E. White, Commissioner of Common Schools; Col. D. F. De Wolf, Superintendent of Schools, Toledo; M. F. Cowderly, Superintendent of Schools, Sandusky; and Wm. Mitchell, Superintendent of Schools, Columbus. Supt. Harding, of Cincinnati, had made every preparation to attend, but was prevented by illness.
The Association was cordially welcomed by Mayor Wallach. Senior Sarmiento, Minister of the Argentine Republic to the Uni. ted States, and the pioneer laborer in the field of general education in the South American Republics, was present, and, upon invitation of the President, made a brief address. He alluded in broken Eng. lish, to the fact that his country was the friend of the United States, and that the first city hereafter founded was to bear the name of the martyred Lincoln. He also stated that the Republice of South America were moving in the great work of establishing school systems similar to those of this country. Such“systems were now in practical operation in Chili, Buenos Ayres, and St. Johns. He was present at the different sessions of the Association, and evinced the deepest interest in the proceedings.
Messrs. Hosford, of Michigan, DeWolf, of Ohio, and Hubbard, of Springfield, Massachusetts, were appointed a committee on business.
A brief, but valuable paper on School Statistics, was read by Hon. C. R. Coburn, State Superintendent of Common Schools of Pennsylvania. He submitted, in conclusion, a series of resolutions, affirming that the interests of education demanded a uniform basis of statistics in the different States; that without such a basis it is impossible to compile tables comparing educational results; and that for the purpose of securing such uniformity a National Bureau of Education should be established.
The resolutions were adopted, and a committee, consisting of Messrs. J. S. Adams, of Vermont, Coburn, of Pennsylvania, and White, of Ohio, was appointed to prepare blank statistical forms with instructions, for the use of State school departments in reporting, in addition to their usual tables, a few items to serve as a basis for comparing the results attained in the different States.
A committee, consisting of Messrs. Cowdery, of Ohio, Hubbard, of Massachusetts, and Doty of Michigan, was appointed to make a report at the next meeting on School Statistics in Cities.
Hon. L. Van Bokkelen, of Maryland, read a paper on the “Practicability of Greater Uniformity in the School Systems of the Different States." He held that a difference in topography and in civil organization made complete uniformity impracticable. Among the agencies for securing greater uniformity, Normal Schools and a National Bureau of Education were named. In the free and full discussion of the paper which followed, attention was chiefly given to one topic-namely, the different classes of school officers necessary to administer successfully a State school system. Hon. Mr. Coburn, of Pennsylvania, stated that county supervision was the lever by means of which the school system of that State had been elevated and vitalized. He gave a full account of the practical working of the system. Hon. Newton Bateman, State Superintendent of Illinois, said that county supervision was the right
arm” of their school system. On motion of Mr. White, of Ohio, the following resolution was unanimously adopted :
“ Resolved, That three classes of school officers, namely, township or district boards of education, county superintendents, and a State superintendent, are essential to the highest success of a State system of common schools; and, further, that the successful management of graded schools in cities and towns requires efficient local supervision and direction.”
During the discussion, the township system was strongly commended by several speakers. Mr. Northrop declared that the subdistrict feature of the Massachusetts system was "evil and only .evil” and was fast passing away. Mr. Hosford, of Michigan, and Mr. Bateman, of Illinois, bore similar testimony, while the super. intendents of those States in which the township plan had been tried, declared it to be satisfactory and successful.
On Wednesday afternoon the members of the Association paid their respects in a body to President Johnson. He received them with great cordiality, and bade them a God-speed in their great work. He alluded to his own want of early education, and expressed the earnest hope that the advantages of school instruction would soon be extended to every child in the country. He regarded education as an interest of great national importance. The interview was a very pleasant one.
On Wednesday evening a paper was read by E. E. White, of Ohio, on a National Bureau of Education. It opened with a brief discussion of the necessity of universal education as the foundation of universal sovereignity; and in view of the ignorance of the great body of the people that occupy one-half of the national territory, the inquiry was raised, “What ought the General Goyernment to do to assist in making education both universal and efficient?" Three plans were specified:
1. The Government may establish and maintain throughout its territory a national system of education.
2. It may, by Congressional legislation, enforce the maintenance of a common school system upon every State.
3. It may, by conditional appropriations, and by a system of general inspection and encouragement through the agency of a National Bureau of Education, induce each State to maintain an efficient school system.
The first plan was deemed to be too wide a departure from the