to any duties required of men, neither can we suppose the woman's powers inferior to those of man.

As we cannot call the figure of Venu- less beautiful or less perfect in any way than that of Apollo, and must yet admit that they are essentially different, so we cannot say that the character of a perfect woman is less saintly, less noble, less heroic, less intellectual, less perfect in any way, than that of a perfect man; yet we must admit that they are essentially different.

ADVICE TO TEACHERS.

You should not consider your occupation as a mere means of support or pastime. But you should consider what will be the effect of your labors. The work you accomplish is unending in its results: eternity alone will suffice to measure the fruits of your industry. Remember, you work upon a material that will never perish. When you labor to bring into operation all those faculties with which the minds of your pupils are endowed, and inspire by your own enthusiasm their young hearts with a love of learning, and a reverence for the truths of science, and the beauties of literature, you wake to action the energies of a living soul. You tune an instrument strung by the hand of Superiority, that will never cease to "yield harmonious sounds." You discipline and train for usefulness in life, all those who come under your charge. And the influence of that training is not confined to those who receive it: your influence and teachings will be imparted to thousands unknown to you. Then, I ask, what calling can equal a calling like this?

Without development, the human mind is but a blank-a wastewithout beauty, and without use; but when the hand of culture is laid upon it by a faithful teacher, it praises alike "the handiwork of the Creator" and the development it receives from those who train it.

Teachers, you should ever remember to have the welfare of your pupils at heart. Be meek and patient in all your doings. I know full well the perplexities which harass your minds. Indulgent parents will pour into your ears the complaints of pampered and fault-finding children; but you should receive it all with meekness, and still strive to go on in harmony. Though heart-rending cares beset you in your accustomed round of duty; though you scarcely recount the burdens that weigh upon you in your waking moments, and the perplexities thut disturb your midnight slumbers; yet, kindly work on. Exhibit kindness in all your acts. Kindness will conquer opposition. Rule and govern your schools by kindness. In approaching your school-houses in the morning, instead of meeting your scholars with a bundle of rods, meet them with a smile;

instead of opening your school with a few severe flagellations, commence by saying some cheerful words, or by singing some appropriate song of praise, in which all the pupils can unite. In a word, do all you can to advance your scholars, morally and physically. Labor while others sleep; forego the gratifications of the passing hour, for the higher pleasure which flows from the consciousness of doing right.-R. K. Fay, Superintendent of Adams County.

MEETINGS OF COMMON SCHOOL TEACHERS.

I am much pleased with the article on Teachers' Associations, in the August number of the Journal, and I hope that many teachers will profit by it. There ought to be a Teachers' Association in every county. And more than this, the teachers of every town or neighborhood (extent being indefinite) may very profitably associate together for mutual improvement and sociability, every two, three, or four weeks, during the winter season. All neighboring teachers ought to make acquaintance, and cultivate sociability, with each other. Thus, they will render mutual help and benefit; they will awaken more interest in their respective schools, and inspire the public with more confidence in them. The State Superintendent has given some hints on this subject. (See Annual Report for 1861, pp. 29-30, and Journal of Education for September, 1861, p. 88.)

I have participated in meetings of this kind in Ohio. I know how they were made profitable there, and I know that they may be gotten up and rendered equally profitable in Wisconsin. What is most wanted is a proper interest among the teachers: they must be willing to come together and do something. Each one must go and do as if all depended on what he does Depending on others, and waiting for some prominent person to take the lead, will defeat the whole project. Let each one come forward and perform a part, and then good leaders will not be wanting. I offer the following suggestions:

1. Let all of the teachers, except one in a town or neighborhood, agree to suspend their schools on a certain Saturday, and on the evening previous to that day, have a meeting appointed at the house where that school is kept. All of the teachers, pupils, and parents should be invited to attend. On the next day, the teachers should attend the school, observe the teacher's method of conducting lessons, give some brief and pertinent exhortations to the pupils, and privately counsel with the teacher. On the next evening, a similar meeting may be held.

2. The exercises of these meetings may be lectures, essays, or discus

sions on educational topics, or even declamations by some of the pupils, and an old-fashioned spelling match. Class drilling in some of the scientific branches, and other exercises that are customary in teachers' institutes, will also be appropriate. Just have such talent as the place affords called out and employed, and this will be a means of inviting abler talent to come and render further help.

3. As hospitality is a prominent trait of country people, the citizens of a district will doubtless be so far pleased with such meetings as to give a free entertainment to all who come from other districts.

4. As the time will be limited, it must all be employed to the best advantage; and at each meeting, arrangements for the next should be made and announced. Perhaps an invitation will be given for the next meeting to be held in some other district. This should be duly respected.

5. As soon as the winter schools commence, the teachers should bestir themselves, and make arrangements for holding a series of meetings of this kind during the term.

These suggestions are given without any exultation in their fullness, and persons in different localities may supply such additions or modifications as their discretion will prompt, or circumstances demand.

G. D. H.

TO PARENTS, AND THE PATRONS OF SCHOOLS.

At the present time, our teachers have little or none of the advantages derived from a Normal School, our State, as yet, having been unable to supply the wants, but in part, of the teachers throughout its extent, in that respect. Under these circumstances, we would present some thoughts for your consideration. We have a "Teachers' Association" in our county, organized for the purpose of conferring benefits, mutually, between teachers. At the meetings of this Association, the inexperienced teacher comes in contact with teachers who have devoted years to the investigation of those things which relate to successful teaching, and it follows, as a natural result, that new ideas are communicated, and new methods of teaching made clear to all; and thus new theories are adopted with regard to teaching, which only long years of practice, industry, and inquiry, could ever make known. To this we should add, the interest awakened, not only on the part of the teacher, but on the part of the parents and patrons of our schools-and we may safely say that it is wide spread—and we have enumerated but a small part of the many elevating tendencies which this Association is constantly originating. Therefore, considering, as we do, that these meetings of the teachers are of most vital importance to the successful progress of our

schools, we would appeal to the citizens of this county to give the Association their cordial support. The wheels of progress must be moved, if moved at all, by the mass of our people. Then let us appeal still further to you-promising, on our part, to perform ourselves what we ask of you -to extend your hospitality to the teachers when they are with you, at their meetings, and days of examination; and not only to extend your hospitality and support, but to visit those meetings yourselves; and we pledge our word that you will not leave them dissatisfied, but on the contrary, yo will carry away with you higher, nobler ideas of the duties between man and his fellow. We would solicit, at least, that a trial should be made.

Allow us to call your attention to the condition of your schools: whether the school-rooms are comfortable, and whether vitiated air is dooming your children to premature deaths. These things demand your earnest, scrutinizing inquiry; and in no way can you gain this needed information, save by personal visitation of the school-room. Then go there, and encourage the teacher. Never find fault with your teacher, without first visiting your school, and then never until you have talked kindly with him, and endeavored to turn him in the right path.

In conclusion, allow us to ask you to join us in maintaining the public sentiment on the side of education, that we may build up such a bulwark of freedom as shall stand against any storms of ignorance or rebellion that may come to blast the institutions of our country.-From a Circular by B. F. Hood and others, Marquette County.

COUNTY SUPERINTENDENCY.

In almost every number of the Journal, I notice some article commendatory of the County System. Every harp seems tuned to the same key; not a discordant note is heard; not a disparaging thought is breathed. It may be presumption for one more familiar with the plow than the pen, to attempt to stem this tide of popular sentiment, by any labored argument in favor of the old Town System; but feeling a deep interest in the cause of education, I am constrained to offer a few plain suggestions, and state the practical workings of the County System in this town and county, which, to avoid personalities, must be nameless.

The friends of the County System have urged its adoption on three prominent points: it would raise the standard of teachers throughout the State; the distance between the Town and State Superintendents was so great, that a connecting link was necessary to complete the grand chain; and lastly, it was urged on the point of economy.

No one doubts that the present method of inspecting teachers, in connection with the County Normal Institutes, which are being held in almost every county, has given and will give us a higher and better grade of teachers. So far, it is a decided success. But does not the removal of the Town Superintendent leave a wider space between the schools and the County Superintendent than previously existed between the Town and State Superintendents? It simply took out several small links near the common schools, and inserted one large one near the State Superintendent. I will show how the change affects us, in a large county. The Town Superintendent of this town always visited each school at least twice during each term; he got acquainted with most of the scholars; he watched the progress of the various classes; he became interested in their studies, and awakened an interest in every district. Teachers, scholars, and parents anticipated the Superintendent's visit with pleasure. Our County Superintendent is seldom seen in the school-room. Perhaps he is under no obligation to visit schools. It may be beneath the dignity of his office, and he may not have time to attend to such trifling matters; though we occasionally hear of his passing through this town, on his way to a circus, or a horse-race. The six schools of this town have received one flying visit of three hours, from the Superintendent, during the past year; the schools of other towns have not been as highly favored. This may be all right-just all he can do; but we are compelled to think that if he devotes his whole time and attention to the cause of education alone, as his salary of a year presupposes he does, we should not have so much cause to mourn over the loss of the old Town System. In small counties, where the Superintendent is a man of energy and ability, and his whole soul is engaged in the cause, it may work well; but in a large county like this, embracing sixteen towns, and over sixty schools, no one man can do justice to the schools or to himself. If the present system be continued, it would seem desirable to revive the Town System, also. The County Superintendent is too far off; the scholars rarely see him; the parents do not know him. We need some one who can reach down to the district schools, and to the classes in the schools. It is not enough that the district board are made a visiting committee; they were not elected for that purpose, and too often they are unfit for it. They can not-will not-feel a proper interest in education, unless spurred up continually by some official. Nor is the change very economical for us, bringing a tax of eighty dollars, which was formerly thirty five. But at this double tax no one would complain, if they could see a corresponding benefit to our schools. Let us have a Town Superintendent, if for nothing more than to keep our schools alive; and let the County Super