any part of the public money to the support of high schools. It was argued that they had no right to expend any of the school money for the teaching of any but the common branches. This position was not sustained by the court. We are convinced that this distinction between our upper and lower schools, and between the manner of their support, is without the least foundation; and it is certainly not in accordance with the early ideas of our country, nor with the ideas of any educator.

No one will deny that higher education is necessary to the very existence of a Republic. We must have men with every faculty trained and developed. Admitting this, it only remains to be seen whether there is any more efficient way of securing this education than by committing it to the charge of the State. Those who answer affirmatively say that it is unjust to tax-payers. Then it must be unjust for them to help support hospitals and asylums, or any other public benefit. Again, they say it is unsafe for the student. It is only safe to send our children to religious, or rather sectarian institutions. The idea is largely abroad that all others are entirely irreligious. This is a mistake; the difference between the two being simply the difference between large and small colleges. A great State university differs much in spirit from a small denominational college, of course. There is the contact with great libraries, museums and special enthusiasts. The education shows itself not so much in the amount treasured up, as in the way one takes what he knows and goes out into the world with it to grapple with his life-work. "While the small college affords guidance and protection, the large one affords guidance, inspiration and opportunity. What the respective merits of the city and of the country are to the man of business, those of the large institution and those of the small are to the student. As the young merchant will be less exposed to financial perils in a village grocery than in the whirl of a commercial metropolis, so will the student be less exposed to danger in the quiet retreat of a rural college than in the more exciting atmosphere of a metropolitan university. But in both of these vocations it is the stir, the enthusiasm, the unceasing activity, and above all, the constant intercourse with men of the same pursuits and the same ambitions, that develop the greatest energies and secure the highest success.”

The need of a concentration of energies for higher education has long been felt in all European countries. France has really but one institution empowered to grant degress. England, Ireland and Scotland have "scarcely half a score." In Germany, where the system of education has been brought to its highest perfection, there are only twenty-one. In our own country we have three hundred and twenty-two universities and colleges, all at liberty to rank themselves among the highest. The result of this cannot fail to be seen. It must lower them all; and lower our standard of scholarship. The causes of this number we shall notice hereafter; at present we shall try to show that the founders of our Government in their wisdom intended no such things; indeed, it seems they never dreamed it possible.

There is nothing more inspiring in the history of New England than the efforts made by her to support her schools and colleges. Two years before John Harvard gave to Harvard College his name by leaving it half his property and all his library, the General Court of Massachusetts voted four hundred pounds

sterling toward the erection of a college, "a sum equal to a year's rate of the whole colony." The college was dependent upon the State, not only during the colonial period, but after the adoption of the State Constitution. The colonists, too, made many and generous personal sacrifices for the college. It is plainly seen that it was considered a part of the school system, and was the only college in the State. All parts of her school system received the fostering care of the State. As time advanced, her high schools or academies became a part of it. So we find that the schools and college received equal care, or, if there was any difference, it was in favor of the college. The college was not sectarian, but liberal, having for its motto only the word "Veritas." It has since been changed, however, I believe, to "Christo et Ecclesiæ."

The second college established was that of William and Mary; in a distant colony, not too near, you see. The monarchs of England granted to it nearly two thousand pounds sterling in money, twenty thousand acres of land, and a tax of a penny a pound duty on all tobacco sent from Maryland and Virginia to the other colonies. While the Colonial Assembly gave it, by temporary laws, a duty on liquors imported, and on skins and furs exported. Its annual receipts were upward of three thousand pounds sterling. It was under the government of twenty visitors who had full legislative power, and were allowed a representation in the General Assembly. But despite all this there were defects. The liberal spirit of Harvard was wanting. It was an establishment of the Church of England. When the Revolution came on, the opposition was enough to destroy it, and came very near doing so. In despair of its coming again to its former greatness, the University of Virginia was founded; and when the friends of William and Mary College proposed to remove it to Richmond in the hope of resuscitating it, Jefferson opposed it on the ground that the State could not support two colleges. It was from ideas of the same nature that the college at New Haven was not founded until sixty-five years after the colonization of Connecticut. After it was founded, Yale was indebted to the State Legislature for its prosperity down to the beginning of the present century. The Legislature of Connecticut also established a grammar school in each of the four chief counties to prepare pupils for college.

The above-mentioned colonies were no more liberal in this matter than were others, but there is no more space to mention them. Soon after our National independence was secured a change took place. The religious feeling was very strong. The sects saw that to prosper they must educate their clergy; so colleges were planted by scores. Local interest, too, had some effect; men will give to support a college in their own place who would not be so liberal under other considerations. Thus the colleges were multiplied; students divided; the standard of scholarship, as regards both professors and students, greatly lowered; but the greatest evil was that it stopped the appropriation from State Legislatures for the support of higher education. They could not support all, so supported none. Some urge that our country is too young to have great universities. The schools at Berlin, Bonn and Munich were founded in the present century, and the youngest of them has some two hundred professors, and two thousand students; so it is true that had the system of Jefferson been accepted we might now have had a school system equal to that of Prussia in every essential. Jef

ferson proposed that every town have its English school; every county its high school or academy; that each State should be divided into ten districts, in each of which should be a gymnasium; and the system be completed by one great university; all to be under the control of and supported by the State; with a regular course of training from the beginning to the end. Michigan approaches this ideal nearer than any other State. A history of her university is very interesting, but we have not time for it here; suffice it to say that it originated in the Legislature; that it has always had more or less help from this body; the assessment of a regular tax has been provided for its support. At first there were branch schools supported principally by the university. New towns established high schools, and these branches declined, but not until they had given a model to the schools. The university has no authority over the high schools, but there is a bond of union between them. A committee of the university faculty will visit any public school, if satisfied that the course of study embraces all that is necessrry; the students from said school will be admitted to the freshman class of the university without examination. Thus the common and high schools are connected with, and in some degree under the control of the university. A school system like this of Michigan, and modeled after the plan of Jefferson, is needed in every State; for, as we all know, where there is no system, no leader, no general supervision, there is in realty nothing. The new States and Territories will have an opportunity to show their intelligence and enterprize by organizing such a system. And the old States may, with some trouble and delay, to be sure, return to that which their early settlers and educators intended they should be-to the estate from which they have fallen. -Ohio Educational Monthly.

HINTS TO YOUNG TEACHERS.

ORGANIZATION.

OU should visit your school-house at least once before your school begins, in

Yorder to know that everything is ready, and that your weapons, such as you

may have, are sharpened for the fray. I have known some benighted regions, where they were destitute even of a bell in school. If your evil fortune has led you to such a place, and if the trustees, upon application, decline to supply the lack, go without the new ribbon you intended to get next week, and buy a bell. You will never regret it. There is something in the sharp, sudden stroke of a call-bell which attracts instant attention, and insures a promptness which words would fail to secure. When your hour for opening arrives, let one stroke call the scholars to their seats, the second will announce the opening exercises. If you are not in one of those localities where the Bible is considered dangerous, by all means first read a few verses, and then if you and your scholars know any simple hymns, sing one, and then all together repeat the Lord's prayer. If you must omit the first two exercises, you can certainly all join in the last.

I was visiting a friend's school, not long since, where this was the only opening exercise; and when, with bowed heads and reverent voices, the whole school united in this simple and beautiful petition, I felt as though nothing more was needed.

As your school is not graded, probably one of your greatest trials will be the multiplicity of classes, and it is one which in such schools is unavoidable. It is one of the evils which must be endured; but though it cannot be cured, it may be somewhat mitigated. For instance: if you have two or three small classes in arithmetic, you can hear them at the same time by keeping some at work at the blackboard, while others are giving principles, explanations, etc. Some classes may profitably alternate, reciting only every other day, and taking lessons in proportion. Arrange your classes, if possible, so that the young children, of seven and under, shall go home at eleven and three. If you are in one of those Egyptian regions, where they think "the teacher is paid fur takin' care on 'em all day and orter du it," you must keep them, but give them two recesses each forenoon and afternoon. You must not be accessory to their murder, even to please their parents. Your wages are not high enough for such a crime.

When you have arranged your order of exercises, write it out large and put it up where all scholars can see it, allowing at least five minutes (better ten) each forenoon, and each afternoon for general exercises. When you wish for a class, the first stroke of the bell calls attention, at the second they rise, and at' the third they pass to the recitation benches.

And now for a few words about the general exercises. Children tire of study, and tire of sitting still, and it is well to put in these little safety-valves, which may prevent serious explosions. The children should always stand during these exercises, which should not last over five minutes, and should be constantly varied, as the novelty will give added charms to the variation. Shall I give you a few examples of what I mean? Here is the place where simple exercises in calisthenics, or in music, or in both combined, can be introduced with the best results; but you will find plenty of manuals on these subjects, so I will mention some others. Do you find that your scholars fail to articulate distinctly? Give them words to spell by the sounds; the longer the better, if they are not too hard. Of course they will make absurd blunders at first, which will give them all a good laugh, and, at the same time, their attention being drawn to the separate sounds which make up a word, they will soon learn to give each its proper value.

Have you a class which is about beginning grammar? Say nothing about grammar for a few weeks; but some morning ask each scholar to name something he saw on his way to school. You will perhaps get dog, tree, man, etc. After they are written out on the board, tell the children that these things, though appearing so different, belong to the same family and have the same name. John Smith has black hair, Katie red, Jenny brown, and Reuben flaxen; and yet they are brothers and sisters, and all called Smith; and just so, all these belong to the same family, and have one name, and that name is noun. The next day you can ask them what the man, dog, etc., were doing, and this will introduce you to a new family called verbs. From this you can proceed to adjectives, by asking what sort of a man, tree, etc., they saw; and to adverbs, by asking how the dog ran, man talked, and so on.

I have given you this illustration in grammar to be sure that you get my idea clearly, and by exercising a little ingenuity you may use the same method

for giving first lessons in anything you wish to teach. It may seem to you that I bestow undue attention upon so trivial a matter as a five minutes' general exercise, but I do not consider it trivial, for there is something so attractive to children in the novelty, change and rest, that it often awakens their powers of observation, and stimulates their desire for knowledge, even more than booklessons, and this, I think, is the most important thing in education.

In every school exercise insist from the very first on promptness to the minute. It will not only be beneficial to your school, but the habit thus formed will be invaluable to the children in after life. If a scholar is persistently tardy, go to the parents, and if they are too ignorant or careless to remedy the matter, go to the trustees. They may be sleepy themselves, but they will appreciate having a wide-awake teacher, and will probably sustain you in whatever action you may think best to take.-New England Journal.

H

EDUCATION AND CRIME.

S. H. WHITE.

AVING shown the power of education, we now come to consider the method by which that power can be best exerted for the suppression of crime and its attendant pernicious influences.

In the growth of mind, it acts, at first, mainly through the sensations and emotions, while the intellect and the will are held subordinate till later years. The latter does not assume control of the whole mental organism till the age of twenty-five or thirty years. At first the mind receives certain impressions from without. These impressions are recalled by the memory, and become the occasion of subsequent mental activity. They must of necessity give direction to the mind's action, for there is as yet nothing else to which it can attend, and there is no intelligent will-power which enables it to resist the influence of associations. This being the case, it is easily seen how powerfully environment determines early inclinations and habits. Every child enters school with a character which shows with exact truthfulness the nature of his associations, considered in connection with his inherited tendencies, through the years of his tender susceptibilities. It is not too much to say that these impressions are lifelong. The nature of childhood forecasts the character of subsequent manhood. The result of allowing young children to live surrounded by improper influences-which is certainly a neglect of education-is forcibly shown in the statistics of the Chicago House of Correction, as given in its last report. Of the inmates of that institution during the year, thirty-six were eleven years old or less, sixty-seven were twelve or less. Of the arrests made by the police of that city during the last year, 154 were under ten years of age. When it is considered that the authorities refuse to deal with children as criminals except in flagrant cases, the extent of depravity which must prevail with very many children before they are of school age becomes painfully evident.

In view of these facts, it is a question worthy the most careful consideration of our law-makers and those having the educational interests of the community in charge, whether it would not be wise for the State to provide for the care and