pursuit and mission. It is affirmed that the sphere of action of men and women as classes is diverse, and it is inferred that they consequently require a different preparation and hence a different education. Are these inferences necessary consequences? Why may not diverse minds derive a diversity of preparation from the same course of education? Almost every family is an illustration of the fact, that different persons receive different influences and advantages from the same surroundings and circumstances. The oak and the elm grow in the same soil. The same is true in education. The two sexes derive a diversity of preparation from a like course of study, each eliminating and appropriating according to its own law and its own life's needs and duties. This argument is eminently absurd when applied to elementary and general education. The fact that a boy is to do a man's work in life and a girl a woman's work hardly proves that they should not study arithmetic, geography, and geometry together. When applied to special or professional education, the argument may have weight. Moreover, the difference in man's and woman's sphere of action may require a difference of education, but this is precisely the fact to be established.

The argument against coëducation based on the difference in the physical strength and endurance of men and women is more logical. If it be a fact that women, as a class, have not the necessary physical stamina to endure a course of education as thorough and extensive as men, then it follows that women, as a class, must receive an education less thorough and extensive than men, as a class, are capable of receiving. But it does not follow that the education of women should be less thorough than that which men are receiving; nor does it follow that women who are physically capable of competing with men in the highest culture, should be denied the privilege. But where is the average limit of woman's physical capacity in education? So far as our common schools, high schools, academies, and normal schools are concerned, this limit has not been ascertained. In these grades of study she does her work as easily as her brother, and equally well, though not in precisely like manner. If her inferior physical strength practically limits her educational progress, such limitation must be found in the college or university course, and this fact can only be settled by experience. It does not fall within the scope of logic.

It will be noticed that we do not deny the facts which form the premises of this triple argument against the coëducation of the sexes. We admit that the intellectual, moral, and physical natures of men and women are not precisely identical, and this difference may be sufficiently marked to justify some diversity in their higher education. While we would give a daughter an education every whit as thorough and complete as a son, we are not sure that we would have their education in every respect precisely the same. The diversity would not, however, be sufficiently great to necessitate their attending separate schools. Whether all our colleges and professional schools should be opened to men and women alike, we are not prepared to decide. We would like to see enough of them so opened to afford the women of the country the highest educational advantages; and yet could our word do it, we would, in addition to the Oberlins for both sexes, endow Harvards, Yales, Cornells, and Michigan

Universities for women. We feel sure that such institutions would be a greater good than the coëducation of the sexes in the present Harvards and Yales. We intended to notice the logic of several of the current arguments in favor of coëducation, but a want of space forbids. Suffice it to say, that the nonsequiturs are not all on one side. The logic that can jump from the fact that boys and girls are brought up together in the family, to the conclusion that the sexes should be similarly associated in boarding schools, will not pay puncturing. It is sufficient to say that there is not a higher institution in the country that adopts or can adopt the unrestricted freedom and social community of the family. This sort of talk is, however, a good deal better than the clap-trap which denounces colleges for men as "relics of barbarism." Such a performance requires neither brains nor sense.

The truth is the universal coëducation of the sexes is, to some extent, at least, a question of moral elevation and enlightenment. There are evident advantages in bringing together young men and women of high moral charcter and refinement in the same institution, and even under the same roof, but such an arrangement would hardly do in Peru or Mexico, since the essential condition would be wanting. We are not sure that it would work well in all the institutions of this country. The arrangement requires an all controlling and vitalizing moral and christian influence, and where this is wanting coëducation, involving co-boarding, is a doubtful good—at least, there are two sides to the question.

THE TOWNSHIP SYSTEM.

The educational journals of Massachusetts and Wisconsin each announce the abolition of the district* system in their respective States, and the adoption of the town* system. Each town now constitutes a single school district, with sub-divisions for the location of the several schools which are under the exclusive control and direction of the town board of education. By this wise action each of these States has removed one of the most serious obstacles in the of the progress of its country schools.

way The Massachusetts Teacher thus refers to the change in that State after a trial of the district system for nearly seventy years:

"For many years, the struggle between the town system and the district system has been carried on with earnestness and, in not a few towns, with much bitterness of controversy. With hardly an exception, the larger towns long since abandoned the district system, and consequently are now enjoying the advantage afforded by good school-houses, good teachers, and well organized and graded schools; while the smaller towns, which for the most part have clung to the district system with remarkable tenacity, have, with some exceptions, made comparatively little progress in school affairs."

"We rejoice that the system, which has so long been a serious hindrance to educational improvement in the smaller towns of the State, is now among the things that were; and we firmly believe that this change in the administration of school affairs will speedily accomplish results so satisfactory that all friends of education will

*The "districts" and "towns" of these States correspond respectively to the sub-districts and townships in Ohio.-ED,

gladly recognize them, and will confess that, in this case at least, the new is better than the old. 'Better school-houses, better teachers, better schools,' will now be the demand in all parts of the Commonwealth, and the demand is sure to be liberally answered."

We learn from the Teacher that the district system was abolished by the almost unanimous voice of the Legislature—only nine votes having been cast in its favor. This is conclusive evidence of the comparative merits of the two systems, as tested by actual experience.

When will Ohio remove the sub-district feature of her school system, the great obstruction to the progress of her township schools? The arguments in favor of the township system are not only convincing, but they are unanswerable, and, what is better, they are backed by the undoubted success of the system wherever it has been tried. These arguments have been exhaustively and repeatedly presented in the school reports of Ohio, Massachusetts, Illinois, Wisconsin, and other States, and, in several instances, they have already ripened into beneficent statutes. When shall we see this result in Ohio?

The improvement of our township schools is seriously retarded by a complicated system of official control. The school interests of each township are, on an average, committed to the direction of twenty-five school directors, acting in the capacity of eight sub-district boards, and a township board. If "too many cooks spoil the broth", the educational soup furnished our country youth, must be an unpalatable and innutritious article! We are more and more convinced of the imperative necessity of abolishing our present cumbrous system, and placing the schools under the sole direction of the township board. much as county supervision would do for our schools-and its influence would certainly be potent-we believe that the township system would not accomplish much less. Between county supervision without the township system, and the township system without county supervision, it is not easy to decide, especially if each is to be a permanent arrangement. The schools need both and must have both, and neither is in the way of the other.

Other States are marching forward.

Let Ohio fall into line!

As

ARRANGEMENTS FOR THE CLEVELAND MEETING.

We are requested to announce that the following railway companies will return free members of the Ohio Teachers' Association in attendance at the meeting to be held at Cleveland, July 6, 7, and 8:

1. Erie Railway Company, which operates the Atlantic and Great Western. 2. Lake Shore Railway Co., Lessee Cleveland and Toledo, and J. & F. R. Roads.

3. Cleveland, Columbus, Cincinnati & Indianapolis Railway Co.

4. Pittsburgh, Cincinnati & St. Louis Railway Co.

The Pittsburgh, Fort Wayne & Chicago, and the Cleveland & Pittsburgh Companies have declined,-as usual. Other companies have not been heard from as late as May 12th.

We are also authorized to say that the ladies attending the meeting will be entertained free by the citizens, and that the hotels have reduced their rates as follows: Kennard to $3.00; Weddell to $2.50; American, Forest City, City Hotel, and Reibel each to $1.50 a day.

MISCELLANY.

- HON. JOHN A. NORRIS entered upon his duties as Pension Agent on the 20th of May. He has tendered his resignation as School Commissioner to the Governor, but the change in the office will probably not occur before June 11th.

- REV. E. H. FAIRCHILD, for many years principal of the Preparatory Department of Oberlin College, has accepted the presidency of Berea College, Berea, Ky. Troops of friends gave him a warm farewell on the occasion of his departure, and he has gone to his new post, laden with valuable presents and benedictions.

THE board of education of Greene township, Clinton county, Ohio, has adopted a rule that no teacher shall be employed, who will not agree to attend the regular township teachers' meetings, held under the supervision and direction of the acting manager of schools. This looks like progress.

THE Governor has appointed Dr. J. S. Newberry, of Cleveland, as Chief Geologist, and Prof. E. B. Andrews, of Marietta College, Prof. Edward Orton, of Antioch College, and John H. Klippart, Secretary of State Board of Agriculture, as Assistant Geologists. These are excellent appointments. They are an assurance that the geological survey of the State, now provided for by law, will be conducted with eminent ability and success.

THE State Board of Examiners will hold a meeting for the examination of applicants for a State Certificate, at Cleveland, on Thursday and Friday, July 8th and 9th, 1869. The conditions and requirements are the same as those announced last year. (See June MONTHLY, 1868.) For further information address Capt. Wm. Mitchell, Sec'y of the Board, Columbus, Ohio. It is hoped that a large number of teachers may present themselves for examination.

AMONG the legislative acts for which the late General Assembly deserves special credit, is the provision for a Geological Survey of the State; the establishment of a Reform School for Girls at White Sulphur Springs; the appropriations to erect suitable buildings for the Institution for the Blind and the Central Lunatic Asylum, and its liberal appropriations for the support of all our benevolent institutions. It failed to locate the proposed Agricultural College, and it is evident from the discussions that a majority of the members have very little confidence in the enterprise, and would be glad to see the "elephant", as the college is facetiously called, back in Uncle Sam's pasture. The failure to pass the county school supervision bill was not due to any hostility to our school system, and had other school legislation been asked for, more favorable action might have been secured.

THE teachers in our graded schools and colleges are now closing up their year's work, and rejoicing in the near approach of the summer vacation with its rest and recuperative pastimes. We wish all a happy vacation, and, to this end, beg leave to suggest that one of the closing duties of the year's work is a renewal of subscription to the MONTHLY! This will increase both your enjoyment and improvement. Do not wait until vacation is over and your purse is empty. The July number will be issued about the 25th of June, and, according to our custom, will be sent only to those July subscribers who invite it to continue its visits. We hope that the thousand or more subscriptions ending with this number, may be renewed at once. Let every graded school send on its club. We can still supply back numbers from January-the beginning of the volume.

NATIONAL ASSOCIATIONS.-The next annual meeting of the National Associations will be held at Trenton, New Jersey, as follows: National Superintendents' Association, J. W. Bulkley, President, on Monday, August 15th; National Normal Association, M. A. Newell, President, on Tuesday, August 16th; and National Teachers' Association, Dr. L. Van Bokkelen, President, August 17th, 18th, 19th, and 20th. Arrangements are making for the liberal entertainment of the members at much reduced rates, and for reduced fare over the more important railroads. The officers of the several Associations promise an attractive and interesting programme. In a word, it is intended to make this the largest and most important educational gathering yet held in this country.

CINCINNATI. The superintendent and principals of the public schools have recently revised the course of study in respect to reading, spelling, and definitions. The amount of ground gone over in the reading books is to be reduced about one-fourth, and spelling is to be connected with reading and composition, and the latter taught differently. The pupils are to write about things with which they are familiar, and their compositions are to be copied in books, and preserved for the inspection of trustrees and patrons. The report will doubtless be approved by the committee on course of study, and adopted by the School Board.- The Principals' Association has petitioned the Board of Education for an increase in the salaries paid principals, first male and first female assistants, and teachers just entering the schools. The petition ably presents the claims of the teachers, and is backed by a tabular statement showing that the average salaries paid male teachers in Cincinnati, is considerably less than that paid in eleven other cities named-by averaging we find the difference to be about $440. The petition was referred to the committee on salaries with instructions to report favorably if the funds available for next year will warrant such action. Mr. Clarke, principal of the Eighth District School, lately subdued an insubordination in his school by a liberal application of the rattan. The affair has quite crowded the Cuban insurrection out of the Cincinnati papers. The local trustees, after a full examination, sustained Mr. Clarke, and their decision has been approved by the Board's committee on discipline, to whom the case was appealed by the prosecution. One member dissented from the decision of the committee. Without passing judgment on this particular case, we desire to say that it is sometimes necessary to subdue resistance to rightful authority by force. The rod or the bayonet may be not only a proper but the only remedy for a rebellion.-Geo. C. Woollard succeeds Mr. Morgan as principal of the Ninth District School, and J. H. Laycock, of Clermont county, is first assistant.

MASSILLON. The large number of our citizens who were present at the school examinations during last week, concur in expressing their sincere gratification at the complete success which marked them all-from the primaries to the high school. Especially was a large crowded hall of our citizens gratified at the proficiency which the high-school classes manifested in various branches of education. Everything connected with it passed off most pleasantly. There appeared to be a unity of feeling and action in all that transpired—no jarring or collision whatever. Prof. Kimball has once more given evidence of his ability to instruct and manage a school, and no doubt every friend of education in this vicinity is sincerely gratified with his success, aided, as he is, by such an efficient corps of teachers. The interesting exercises were concluded with very appropriate speeches by Prof. Kimball, James Harsh, Esq., of Findlay, Wm. C. Earl, of Toledo, and Hon. George Harsh, who in his very appropriate valedictory as school director, stated that he had served in that capacity for the last eighteen years-an unmistakable evidence of his efficiency.-Massillon Independent.