things, and requiring it to find out what is true about them.

Let the moral nature be trained, not by hiding it away from evil, but by training it to resist all temptation to evil.

If the pupil has a defect in his intellectual development, the wise teacher desires an occasion by which the defect may be known both to himself and to his pupil. Without this knowledge, proper instruction would neither be given nor received, and the defect would never be removed.

If the pupil has a tendency in his heart to deceive, the wise teacher desires an occasion by which this tendency may be revealed both to himself and to his pupil. Without this revelation a moral reformation is impossible. No man will make the acknowldgement to himself, much less to another, that he is a deceiver, until by some positive act the fact is known to both; and it would be absurd for either the teacher or the taught to apply a remedy for a defect that was not known to exist.

I would not have occasions presented for the exhibition of defects in either the intellectual or moral character, except as necessary conditions for their removal; and as conditions for this end the occasions are absolutely necessary, and therefore proper.

It follows from what has been said that the self-reporting system in no way causes deception, but that it furnishes an occasion, for a pupil who has in his heart a tendency to deceive, to make an exhibition of this tendency to himseif and to his teacher.

This exhibition is a necessary condition to a moral reformation; for it establishes such a relation between the teacher and the pupil, that the hateful and wicked nature of deception can be explained and perceived, and such additional motives for veracity can be presented as will greatly diminish the tendency to repeat the decep

tion, until finally the tendency will be removed altogether.

That the self-reporting system furnishes an occasion for deception, then, instead of being an argument against it, is the great argument in its favor; in this is found its utility.

The argument, that this system furnishes an occasion for deception, applies in the same sense to all forms of government based on rewards and punishments. So that, if the argument is good for anything, it raises an objection to all government. If it proves anything, it proves too much.

The system is said to be unjust, because only those who tell the truth receive punishment.

If a truthful boy violates a law of the school, and receives proper punishment, no injustice is done. If a deceiver breaks a law, and escapes by means of his deception, no injustice is then done, but simply justice is not done. There is no injustice, but a want of justice. This want of justice is not due to the self-reporting system; for if the pupils are required to keep an account of their own conduct, the teacher can also keep an account in the same manner, and to the same extent, as if the system were not used. Therefore, no more would escape by this mode of government than by any other, nor as many; for this double account would be likely to detect more than either used alone.

The ideas of right and wrong are intuitive, and no pupil would be likely to attend school without possessing these ideas; the system is then adapted to young pupils. As some form of self-reporting is the most powerful means a teacher can employ for working a moral reformation in his pupils, as it is the only means that can be used in training pupils for self-government, it is especially adapted to schools in which the morals are low. It can be shown in this way to be adapted to all schools.

It need not require much time to apply the system thoroughly; and if it does, the end to be gained is so important, it would be time well spent.

The last argument urged against the system is, that it cannot be used. In reply to this argument, which consists in the mere statement of what is supposed to be a fact, it may be affirmed, that what has been done can, under like circumstances, be done again. The self-reporting system has been employed with the most gratifying success, therefore it may be successfully used.

I admit it is not adapted to all teachers. If it is put into a school alone, without being used simply as a means to an end, it must fail. No mere system can accomplish anything. School government is not in any system a teacher employs, but in the teacher himself. A teacher that has not the physical and moral power to use the self-reporting system as a means successfully may not be adapted to his profession.

Those who have charge of public schools should understand the philosophy of school government before they condemn or approve any particular form of it; for the end to be gained, and the relation between the end and the means, are not always visible to the ignorant and inexperienced observer.-D., in Mass. Teacher.

Hast thou a thought upon thy brain! Catch it whilst thou canst.

If you know how to spend less than you earn, you have the philosopher's stone.

Keep your eyes wide open before marriage; half shut afterwards.

Love all, trust few, do wrong to none.

Search others for their virtues, thyself for thy viccs.

QUESIONS ON THE THEORY AND PRACTICE OF TEACHING.

[The following is an extract from a circular issued by School Commissioner White, of Ohio, to the Examiners of that State. Believing these questions to be applicable in Indiana, we insert them for the benefit of our Examiners.-ED.]

SCHOOL GROUNDS.

What things should be considered in selecting a site for a school-house? Why should a school-house not be situated upon the public commons or in the streets? What should be the size and shape of the play grounds connected with a country school? How should the grounds back of the school-house be arranged and separated? Why is it desirable that the front yard be ornamented with shrubbery and flowers? What is the duty of teachers respecting the care of school grounds? How may the planting and preservation of shade trees be usually secured?

SCHOOL HOUSES.

Draw a ground plan of a school-house for an ungraded school taught by a single teacher. Why should the ceiling of a school-house be higher than the ceiling of a dwelling-house? Why should the windows be made so that they may easily be lowered from the top? What is the best plan for ventilating schoolrooms? Why is a teacher that neglects the ventilation of his school-room, blamable?

SEATING AND CARE OF SCHOOL-ROOMS.

How would you arrange the seats of a school-room occupied both for study and recitation? What are the

advantages and what the disadvantages of having the recitation seats near the teacher? What the advantages and what the disadvantages of having the school seated between the teacher and the class reciting? Is an untidy school-room more discreditable to the pupils than to the teacher? Why? What is your plan of securing the sweeping and dusting of your school-room? Why are scrapers and door mats necessary to the health and comfort of a school? To what extent is a teacher responsible for the protection of the desks, walls, doors, etc., of a school-house from defacement and injury? If a school-house is defaced with obscene marks and writing, what is the duty of the teacher? Why should a school-room be made cheerful and pleasant?

SCHOOL RECORDS.

What items should be daily recorded by the teacher in conducting a school? What is your plan of keeping a record of attendance? What measures do you resort to to secure regularity of attendance? What record do you keep of tardiness? What do you do to prevent tardiness?

SCHOOL ORGANIZATION.

Why should the teacher enter upon the organization of his school with well matured plans? What information would you seek in taking charge of a strange school? What temporary plan of seating would you adopt the first day? What course would you take to ascertain the attainments of the different pupils before assigning them to their studies, or attempting to classify them? What is the advantage of having as few classes as possible? What are some of the obstacles that prevent a close and systematic classification of our country schools? How may some of these obstacles be overcome? How far should a teacher be guided by the