and methods of teaching Reading. I would not, by any means, depreciate methods: much less would I discourage discussions calculated to elicit plans for improvement in teaching this branch. It is undoubtedly true, that a poor reader will have better success with than without a good method; but it seems to me that too much reliance is placed by many upon some particular methods, to the disparagement of other essential requisites. A large class of our teachers are not prepared duly to appreciate these methods. Perhaps, strictly speaking, the method would come first in order of means; and yet how shall the master mechanic teach the apprentice a new method, unless he is himself a thorough workman in his trade-unless he has a just conception of a perfect piece of workmanship in the art which he teaches?

Another class find their appropriate remedy for the evil of bad reading in the peculiar advantages and merits of some series of reading books. If this is a sovereign remedy, why does the evil still exist? Good series of books have been in the market for several years; and at the present time, a good series is as likely to be supplanted by a poorer one, or one no better, as the reverse. The prevalent opinion seems to be, that some one series must be adopted to the exclusion of all others. This is done, and scholars are placed upon the track; and by the time they reach the higher numbers, are found to be no better readers, perhaps not as good, as their predecessors: a good book is condemned without one thought as to whether the teacher knew how to use it— was qualified to teach reading at all or not. Whatever else may be true in the premises, one thing is clear in my mind, viz., that one series of books does not afford a sufficient quantity of primary reading. The pupil reads the first and second books, perhaps the third, until he can recite perfectly nearly every piece; he takes the next number of the series and finds it too difficult. I would have him read the first, second and third numbers of different series, and would not allow him to become so familiar with the books as to change the character of the exercise from reading to rehearsal.

Yet the task is not done. Allowing all that may rationally be claimed in behalf of any or all of these plans for correcting the evil of bad reading (I mean such as can in the present state of the case be adopted), the evil is and will be perpetuated until the teacher is himself a model reader-until he has a just, clear and accurate conception of what constitutes good reading, and is a perfect exemplar to his class; and I know of no stage of progress, from the primary to the high school, where it is not essential to success. If a plan can be contrived by

which all our teachers shall become good readers, then may we hope to eradicate the evil, but not until then. Others may give methods and plans of teaching, and the quality of books used a priority of place, among the means to accomplish the purpose; but I conceive that little if any progress will be made until the teacher is, himself, a model of good reading.

Such an object is desirable, and can be attained. If our educationists will give it a fair proportion of their attention, a plan will be devised for its accomplishment. This interest will first be manifest in transferring a portion of the attention at present given to the subject of reading books for our schools, to the merits of the teacher as a reader. Teachers will feel more deeply the importance of higher attainments in the art: Directors and Parents will no longer think that cyphering is the only or chief design of a school: Teachers' Institutes will spend much more of their time in reading drills, conducted by a competent elocutionist. This, it seems to me, in the present state of our schools, is greatly needed. While our Union Schools are scattering through our counties the members of their graduating classes, thoroughly trained in this, as in other departments, for teaching, these Institutes should perfect those already in the field; and after a short time there would only be left, to be rejected by our Examiners, the very few "old fogies" who have no `ambition to improve or excel in this, or any other branch of study.

Special schools, under the control of competent elocutionists, for the purpose of teaching reading as well as public speaking, should be encouraged. I have often wondered that they were not more frequent. We encourage schools for penmanship, and I believe that a wide door is open for usefulness in teaching reading. I believe schools for this purpose would be extensively patronized, and amply remunerate both teacher and taught, especially in the "rural districts."

I have neglected to say any thing of Rules for Reading, not because I esteem them lightly, but because they appear of secondary importance to the ability of the teacher; and, with all deference to the opinions of others, I conceive no plan so good, no method so perfect, no rule so exact, as to supply defective reading in the teacher; who is, after all, the model, the exemplar for the pupil.

MCCONNELSVILLE, O.

WM. C. CATLIN.

The number of languages or dialects, ancient and modern, has been estimated to be 3,067. Of these there belong to Asia 987; to Europe, 587; to Africa, 276; and to America 1,214.

CIRCULAR TO TEACHERS AND FRIENDS OF SCIENCE. Teachers and others who feel an interest in the Natural Sciences, and desire to promote their study, are earnestly requested to coöperate with the Ohio State Teachers' Association in the great work in which it is now engaged. The plan of that work is detailed in the Report of the Committee of the Association, appointed in July last, "to digest and recommend a plan for concerted study, observation, and original investigation" of the phenomena of Nature. That Report, with the action of the Association upon it, together with two highly interesting letters upon the same subject from Professors Henry and Baird, were published in the February No. of the current volume of the Ohio Journal of Education.

It is hoped that every one whose eye this circular may meet, will, if he has not already done so, carefully peruse the papers above referred to; and, if he there finds any work detailed or alluded to, in which he is willing to engage in coöpe→ ration with the Association, he is earnestly requested to forward to the undersigned, without delay, his name and address, distinctly specifying the particular branch or branches of labor in which he will engage.

Those who are now, or who will be at the next semi-annual meeting of the Association, ready to contribute specimens in Geology, Mineralogy, or any branch of Natural History, for a State Cabinet, or who wish to make exchanges, are requested to signify the same as accurately as may be, as above directed. For the encouragement of all, in the work of collecting specimens for a State Cabinet, it may be stated that a memorial has been presented to the Legislature praying for the setting apart of an ample room in the New State House for the reception of such collections; and that there is every reason to expect that the prayer will be granted.

It is hoped that many ladies will volunteer their kindly aid in collecting and preserving botanical specimens and in registering periodical phenomena, such as the time of leafing, flowering, fructification, and fall of the leaf of plants, etc., etc., for which blanks will be furnished to all who signify to the undersigned their willingness to do so.

Those who are willing to observe and record meteorological phenomena, either with or without instruments, are requested to indicate the same as above directed, not failing to specify what good meteorological instruments, if any, they have at. their disposal. The Committee has decided to establish at least three complete sets of meteorological observations, one in the northern, one in the southern and one in the central part of the state. For these, instruments of the best quality will be furnished, it is hoped by the Legislature. But hundreds of less complete sets of observations are desirable, even if made without instruments. Let all such observations be recorded, for the benefit of the race, for the advancement of the cause of science, for the increase and diffusion of the knowledge of Nature and of Nature's God.

It is hoped that the names of those who will coöperate with the Association in any of the ways referred to, will be forwarded to the undersigned without delay, that the necessary blanks and directions may be procured and returned as early as possible.

In behalf of the Committee on Scientific Investigation.
Granville, Licking Co., O., Feb. 1854.

S. N. SANFORD, Chairman.

There is no greater obstacle to success in life than trusting for something to turn up, instead of going steadily to work and turning up something.

Jupiter will be an evening star from July 15 till Jan. 29, 1855, and an interesting object of observation. His apparent size varies from 30 seconds to 47 seconds of arc, according to his distance. He has four moons. Will be in opposition and brilliant July 15.

Saturn is very favorably situated for observation this year. Its rings all attain their maximum inclination next August, then exhibiting the largest possible portion of its southern surface. They will reach to the upper and lower boundary lines of the planet. Mr. Bond discovered a third ring encircling Saturn, Nov. 15, 1850, P. M. In November, 1852, Mr. Lassel announced this new ring to be transparent, like crape, and "the equatorial belts of a ruddy brown color, changing pretty suddenly at the southern edge of the most southern of these belts into a dusky blueish green color, much deepened around the south pole, the exact place of which seems to be marked out by a circular lighter shade." By a diagram in the London Almanac there appear to be five different rings, three dark and two light belts surrounding this remarkable planet. It has also eight moons, continually changing. Saturn will be in opposition to the sun, Dec. 4.

The lunar eclipse of Nov. 4, will be so brief that it will be remarkable only for its almost tangent approach to no visible eclipse at all, at least to us. It will be visible some five or six minutes.

Now, if we could be favored, during this year, with a good view of the comet of 1264 and 1556, which is expected between this and 1860, it would be an addi tional item to the insignia of a year beginning and ending with the Lord's day. However, the astronomers place its arrival some four or six years ahead of the present time, and we shall not be likely to witness the grand spectacle till 1858 certainly. Every reflecting, observing and reasonable man will be content with the splendid exhibitions already before him.

[Boston Post, Jan.

Stems.

Mr. H. H. BARNEY, State Commissioner of Common Schools, has entered upon the duties of his office. His address is Columbus, O.

Mr. JAMES ELLIOTT is employed in the ninth district school, Cincinnati, at a salary of $780.

Mr. C. S. ROYCE, the Agent of the State Phonetic Association, has, during the past month, been lecturing in Morrow, Huron, Erie and Columbiana counties. His address is Plymouth, Richland county.

Applications for aid in conducting Teachers' Institutes should be made as early as possible to the Chairman of the Executive Committee, A, D. LORD, Columbus. A Gentleman and his wife, who have had several years' experience in teaching, desire to secure a situation in some good Academy or Public School, where they can teach together. Address Principal of Union School, Middlebury, Summit county, O.

A Graduate of one of our best Colleges, who is an experienced Teacher, wishes to secure a situation in some Academy or good Union School. Applica tion should be made soon. Address R. Z., Chillicothe, O.

A Teacher of four years' experience desires a situation as an assistant in some good Union School. Address "F.," Xenia, O.

THE

Ohio Journal of Education.

COLUMBUS, APRIL, 1854.

The Circulation of the Journal.

VE believe it will be admitted by all acquainted with the facts, that our Journal has done, and is doing, good service in the cause to which it is devoted; but its circulation thus far has been quite too limited: it has been patronized mainly by Teachers. We believe it has claims upon the patronage of citizens generally, of all interested in the cause of education, and especially of school officers, which have not been properly considered. We think it should be in the hands of every county Auditor, of every Board of School Examiners, of every township Board of Education, and, as far as may be, of the Clerk of every school district; and should be read in families in which there are children and youth to be educated, in every city and township in the State.

The following are among the reasons why it should be thus widely circulated: It contains the school law, and all the School Commissioner's published decisions of questions arising in the administration of the law; nearly all the articles published have a direct bearing upon the improvement of schools and the means of education; reports of School Examiners, describing the methods they pursue, the plans adopted for the improvement of Teachers, and the results of their efforts; statistics of schools, plans of school houses, practical suggestions in relation to school furniture, libraries, apparatus, etc., are to be found in every number. In addition to these, it is proposed to insert, under the head of Home Education, short practical articles, original or selected, intended to aid parents and guardians in their efforts for the improvement of their children, and to secure their hearty coöperation with Teachers in all their plans and labors for the accomplishment of this object.

May we not, then, with propriety, claim that the Journal of Education should be sustained by all who wish well to the schools of Ohio?

VOL. III, No. 4.

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