its workings than in regard to the primary idea of a government and its system of education. Given, a purely democratic form of government, where the masses rule, and you must have an educational system that conforms to it, both in spirit and in fact. The masses must be educated; there can be no may be" here. They must be, or, blinded by prejudices, enslaved by superstitions, and depraved by nameless vices, they become fit tools for demagogues; political suicides, wasting their strength in sectional strife and party hate, like the fabled Bellerophon in the plain of Wandering, consuming themselves.

Athens in her earlier days was a pure democracy. The people met much as we do in our town meetings, transacted their business in about the same manner, only more turbulently than do we when discussing and passing ordinances concerning bridges, roads, cattle-roaming and pounds. Their system of education, however, provided schools only for the rich, who were able to pay for an attendant (a pedagogue) for each pupil, while they paid but little attention to reading, writing, and spelling. The greatest possible attention was, however, paid to instruction in oratory, practical composition, music, and the principles of the fine arts. At the same time, it was provided by law that the boys of the poorer classes, and all the girls except courtesans, should not attend these schools, under any circumstances. And what were the results of such a system; a system admirably adapted to produce political demagogues, leaders of party factions, poets, sophists, and Aspasias, but not to train men? You know them well. Every school-boy and girl can tell you of the downfall of her glory, of Aristides the Just, banished for his justice, and Socrates, poisoned on account of his superior talents and disposition to enlighten the people, and free them from their faction-thriving and priest-ridden serfdom. Democracy gave way to aristocracy, and that to despotism.

Rome repeated the sad history, in the days of her republic. The idea that it was the duty of the state to educate all her children, of whatever class, seems never to have entered the minds of her law-makers, or if it did, it was banished as a chimera. The truth, however, seems to be, that a class here were determined from the start to be the ruling class, and so, in self-preservation, adopted a partial system of education. Education was left to run wild, and we read that the ability to read and write was a rare attainment, and this, with a very scanty knowledge of arithmetic, was all that was imparted; and even this small modicum, meagre as it was, was carefully preserved for the children of the wealthy and haughty patrician. The consequences are readily foreseen. The passions were left to run riot. Sensuality, debauchery and nameless vices ensued, to an extent almost incredible.

The system of clientage came in, followed by serfdom; for the poor were ignorant, and the wealthy, taking advantage of their own knowledge and the others' ignorance, forced them to give up privilege after privilege, right after right, and again did aristocracy displace democracy; in its turn, amid the scramble for place and power, to give way to the worst form of absolutism.

True, in the latter days of the Republic, the course of study was enlarged; but the masses were still excluded from its benefits, and the remedy only ag. gravated the disease, and hastened the catastrophe, giving more power to the oppressor, and adding to the degradation of the oppressed and toiling millions.

The tracery could be followed still farther, and changes of domination, of dynasty, and even changes involving national existence, could be traced and foreseen by watching the educational systems of different nations.

It disproves nothing to say, as has often been said, that brutalized, uneducated, barbaric nations have often overcome cultivated ones. Looking but a little more closely into the matter, subjecting the nations named and their institutions to a more rigid examination, you will see at once that those so-called cultivated nations had, by centralized education, sunk themselves (and by this I mean the dominant classes) so deeply into sensuality and slothful indulgence of all kinds, and had so degraded the masses, that their nation, as a whole, was inferior to another nation without their arts and culture, whose equality of cultivation, rude though it may have been, gave a superiority of intellectual condition.-W. E. C., in Illinois Teacher.

CONDUCTING RECITATIONS.

It is an educator's duty to study methods of developing the intellect of his pupils. It is not sufficient that he should content himself with a preparation concerning the subject to be presented; he should constantly strive to develop a system of imparting such knowledge in such a manner as shall best develop the pupil. There are evidently two primary objects to be regarded by the educator in conducting a recitation. These two are imparting information to the mind and developing the mental strength and powers of the pupil.

It is said that he who provides labor for the poor by which they can earn a living is a greater benefactor, and more truly wise, than he who simply gives from his own store. The philosophy of it undoubtedly is in the fact that he is the greatest benefactor who teaches self confidence, and hence self support. Thus it is in teaching. He is the best educator who teaches the pupil the most self reliance-who develops the greatest amount of mental power in the pupil.

What is more lamentable to a really true educator-one who is earnestly aware of the importance of this self reliance-than to see a recitation conducted in such a manner as to educate simply to self distrust and confusion.

So far as I am able to decide, there are two things that an educator should not do allow pupils to recite while sitting; nor recite the lesson for the pupil. Let me illustrate.

A few months since I was present at an examination of a class of young ladies in Mental Philosophy. The teacher was a man of much experience, but I observed that there was a general lack of independence, interest, enthusiasm,

answer.

while reciting, on the part of the class. The examination was creditable, but the instructor remarked to me that he had so much difficulty in securing recitations which were energetic, natural and full of life, that they were far too mechanical on the part of the young ladies, who recited simply from the head, not from the heart, soul. I observed that the class recited while sitting, and that the teacher occasionally asked a question that very plainly suggested its This method of reciting I deem calculated to prevent good recitations-good development of independence. The standing position is best adapted to enable one to express his thoughts freely and forcibly. Just im agine John B. Gough, or Henry Ward Beecher, addressing an audience while sitting in their chairs on the rostrum! Try it yourself, my kind reader, and see if you are not less energetic, less forcible, more restrained, less natural, in your reading while sitting than while standing—your thoughts flow less rapidly, vividly—you feel more inclined to be indolent-your blood flows more quietly. I once had a student-a young lady of medium ability-in Geometry. She did quite poorly for one who had. studied it before as much as she hadthree books of Legendre, and six of Robinson's Geometry. I was obliged to recommend her to the beginning class, after a trial. She told me she had recited thus:-The teacher enunciated the propositions for the class-helped them to construct the figures, if they could not do them, and then if the pupils hesitated in the demonstrations he would always prompt; he never reviewed daily; thus he never had any failures! This young lady could do nothing at all but fail when required to do her own reciting, unaided by me; she had no self

confidence; and constant fear encircled her about.

I attended an examination of a class in Geometry in one of our oldest Academies in this state, and was pained as well as astonished at what I saw. The class was in Bk. iv, in Legendre-they took the books to the board and drew the figures on the board from the book, and only closed it when called upon to recite, and then to be aided by the teacher if they hesitated,

If such teaching is correct then "woe is me !"

Suppose a teacher should relieve his pupil in piano music from fingering the difficult passages in the music by doing it for him at all times; how long would it be before such a pupil could play?

It would seem to be the part of good sense to require the class to do their own work. You may say that the pupils fail then so often. Very well; let them fail. But we have to go over the ground so slowly, if they must do all the reciting. Granted. A little food, when the digestive organs are healthy, gives more strength than much food swallowed when the organs are not capable of digesting it, because of dyspepsia.

I am asked if I would not explain anything in recitation. I would explain very much, but not until the class have recited, or tried to recite, and failed. The place for reciting is the place to discipline the class—the place to review -to explain more fully the ground already passed over, to drill and develop

the faculties of the pupil-that he may have command over them at all times. Suppose you conduct the recitation entirely by question and answer, instead of simply announcing the topic and requiring the pupil to proceed with the entire discussion, or until requested to be seated. Do you not, as questioner, do fully half of the reciting for the pupil? Does it not, as a general thing, take as much, or even more, knowledge of the subject to ask the questions intelligently than it does to answer them? You cannot be with your pupils in active life. They must know how to ask as well as answer questions. Many young men, when called upon to conduct business for themselves utterly fail. Why? Their fathers were good business men, but they did all the business themselves, requiring nothing of the sons but to look on. To look on simply, and to do, are two quite distinct things.

In music no one would think of striking half the notes on the key board, at every lesson, and let the pupil strike the other and easier half. Why do so in other things?

I have, at the present time, a pupil in Algebra-a lady of good abilities— who told me, but a few weeks since, that she used to recite well until she entered my class, but now she could do nothing; however, if" she had her old teacher she would now recite well." "Well," said I," how did your old teacher conduct the recitation ?" "By question and answer." "Prompt any ?" "Sometimes." The young lady felt sad because she failed so much—but she soon could both commence and end a discussion without help―i. e., ask her own questions as well as answer them.

Suppose you wish to impress upon the class the fact that you are "posted !" Then occupy all the time yourself; ask no questions, require no answers; simply let your tongue loose and display yourself! But this is unworthy a teacher. Let no books be used in recitation in almost all studies-use no book yourself. Your example will then have a very stimulating effect upon the class. Another thing I would notice. Practice no set reviews, but review every day a portion of the ground already passed over during the term. Let the class understand they are held responsible for all passed over during so much of the term-thus proceed until the close of the term. You are then ready for examinations every day.

Many teachers fail because of the long lessons they assign. Assign enough, but do not forget that the pupil is still younger than you are.

Lastly, be earnest in the recitation room-let your manner be impressive, be indicative of the importance you feel and would have them feel; for if you do not feel interested you must not complain if your pupils do not.-J. H. H., in New York Teacher.

THE young love light and beauty. Make the grounds around the schoolroom pleasant.

EDITORIAL MISCELLANY.

NORTH-WESTERN SANITARY FAIR.

CHICAGO, February 6, 1865.

To the Superintendents, Teachers and Pupils of the Public Schools of the North-West: A great Sanitary Fair is to be opened in the city of Chicago, on May 30th, 1865. The Executive Committee having it in charge, have determined to open a Public School Department, and have appointed the undersigned the Special Committee to take charge of this Department.

Teachers and Pupils of the Public Schools are found upon every Battle-Field, in every Camp, and in every Hospital in our land; they need the sympathy and the contributions of their fellows at home. Every child in the Schools of the North-West can minister to the comfort of a sick or wounded brother in the

army.

No articles will be exhibited in this Department of the Fair, except such as are contributed by School Children or their Teachers.

Any article, of the most trifling value, that comes from the willing hand of a warm-hearted child, will be welcome. Let each child devise something that shall be attractive, and it will meet with a ready sale.

Each State represented in the Exhibition may have a separate table, if desired, under the management of the Committee to be appointed by the member of the General Committee from that State.

Each member of the General Committee will act as Chairman of a State Committee, to be designated by himself.

Cities or Counties designing to contribute may correspond with the member of the Committee from their own State; or, if preferred, directly with the Chairman of the General Committee.

It is hoped that all who may receive this Circular will at once set about preparing articles for the Fair.

Let Superintendents and Teachers aid by contributing one day's salary.

All moneys may be remitted through the Member of the Committee of each State contributing.

To save expense, it will be better that articles contributed be boxed and sent directly to Chicago, plainly marked, "Public School Department of Sanitary Fair, N. W. Sanitary Commission Rooms, 66 Madison Street, Chicago."

If at the time the articles are shipped a notice of shipment be sent to the Chairman of the Committee, he will see that the articles are disposed of in accordance with the wishes of the donors.

As the Schools of many of the Villages will hold Exhibitions at the close of the Winter Term, the Committee would suggest that a small admittance fee be