county system promises larger success than any other. Township supervision has, it is true, the advantage of more constant and personal oversight, but it fails to secure superintendents possessing the requisite qualifications, and all experience has proved it ineffective. Efficient supervision requires an intelligent, capable superintendent.

The plan of supervision by congressional or judicial districts, which is urged by some, would doubtless secure more competent officers than the county system, but they would be too far removed from the schools and their visits would necessarily be too unfrequent to accomplish what is needed. Nothing less than the thorough personal inspection of each school will suffice. The two essential conditions of an efficient supervisory system are competent superintendents and the direct and personal inspection of each school. These conditions are best met by county supervision.

An approved bill creating the office of county school superintendent is now before the General Assembly, and it is hoped that it may receive the favorable action of both houses. It is essentially the same bill that was introduced into the last General Assembly, and its leading provisions are familiar to our Ohio readers. It throws around the office the necessary guards to protect it from the political caucus and from incompetent aspirants, and the salary stipulated, though too small, will command respectable ability and experience.

The passage of this bill will introduce into our school system a new element of efficiency, the cost of which will be more than returned in increased success and progress.

GREEK PREPARATION.

We have long desired to see the courses of study in our colleges and high schools so adjusted that the latter shonld be a full and thorough preparation for the former. We have believed that such an adjustment would not only give the colleges more students, but that the standard of college education might thus be raised. Western colleges are unquestionably crippled by the inadequate and unequal preparation of their matriculates. This lack is greatest in Greek, since few high schools-and we may add academies-furnish competent Greek instruction. Indeed, Greek has become so exclusively a college study that, were it not required for admission, it would probably not be taught in a single academy or high school in the State. With few exceptions it is studied only by students who are preparing for college. This makes Greek instruction in the preparatory schools irregular and expensive, and, except in the larger cities, practically excludes it from our high schools.

With Latin the case is very different. This is widely regarded as an essential element of a thorough high school or academic course, and it is studied by boys and girls alike, and largely independent of its further study in higher institutions. In 1867 there were 2,431 high school students in Ohio studying Latin, while only 181 were in Greek. Essentially the same state of things existed in the academies and seminaries.

These and other facts which need not be stated, suggest that the omission of Greek preparation would largely remedy the want of harmony now existing between our colleges and high schools; and, some four years since, we threw out the suggestion for public consideration. We also suggested that the omission of Greek should be made good by requiring increased preparation in the other branches; and since the high schools can take their classes in Latin, mathematics, and natural science considerably beyond the present requirements for admission to college, it was urged that it would be easy for them to furnish more than an equivalent for the Greek, and that the scholastic requirements for matriculation might thus be increased.

This suggestion was at once received with favor by high school teachers and by a considerable number of college officers, and two or three of the best endowed and most thorough colleges in the State partially adopted it in practice. The State Association of College Presidents and Professors, which was subsequently organized, took up the subject and gave it a full and thorough discussion, and, at the recent meeting in this city, it was unanimously agreed not to require Greek preparation in the case of high school students, but to furnish them an opportunity to make up the Greek to the grade of their other studies. This action was taken with a view of bringing the colleges into closer relations and greater harmony with our public school system, and with no intention of reducing the amount of Greek now required for graduation.

It will be seen by referring to the resolution found in the notice of the meeting, in another place, that while the Association consents to the omission of Greek, it does not, in expressed terms, require a full equivalent. We regard this omission as very unfortunate, since we fear that the resolution will convey the idea that the standard of scholarship required for admission to our colleges, is to be lowered, whereas it ought to be considerably raised. Our high schools do not ask the colleges to admit their students with less knowledge or maturity of mind than is required of other matriculates. On the contrary, our best high schools are ready to provide at least one year's more instruction in Latin than is now required, two years' more instruction in mathematics, and as many in natural science and the other English branches. What the high schools desire is that the omission of Greek preparation, which they can not furnish, be more than made good by an increase in the knowledge and discipline which they can furnish.

We feel confident that the wrong impression conveyed by the wording of the resolution, will be corrected at the Cleveland meeting in July next. Meanwhile let school boards make full provision for more thorough instruction in Latin in the high schools. We believe that Latin should be taught and thoroughly taught in every properly organized high school in the State. We know of no study equal to it as a means of establishing proper habits of study and thought, and it certainly has no superior in practical utility. Besides, the student who devotes one-third of his time to the study of Latin will, other things being equal, graduate from the high school as proficient in mathematics and natural science as the student who devotes all his time to these branches. We believe that this fact is fully settled by experiment.

MISCELLANY.

-WHEN notified that any subscriber has failed to receive the MONTHLY, We always remail the missing numbers. We are anxious that each subscriber may receive every number due him, and, to secure this result, we take great pains in mailing. In case any missing numbers for 1868 are called for, we can still supply them.

WE have bound a few volumes for 1868, which we will send by mail at $2.00 a volume; by express, at $1.75. Bound volumes from 1861 to 1867 inclusive, will be supplied at the same price.

-WE have printed 500 copies of Ex-Gov. Cox's Oberlin Address in a separate pamphlet, which we will send by mail at 10 cents a copy, or $1.00 a dozen.

- The wide demand for a practical course of instruction in language has induced us to reprint in this number a former editorial on this subject, in which the various language lessons used in the schools of the country, are brought together and so arranged that they constitute a graded series of exercises. This article together with the supplementary series entitled "Oral Lessons in English Grammar " reprinted in 1867, will be reissued next month in pamphlet form. Price by mail 10 cents a copy, or $1.00 a dozen.

THE teachers and pupils of the Salem Union School surprised Supt. Henkle with a valuable New Year's gift, consisting of a silver cake-basket, ice-pitcher and goblets. The Republican adds: “It is unnecessary to say that this remembrance of him was more than deserved; the people of Salem feel that they owe much of the prosperity of their public schools to the energy and perseverance of Prof. Henkle.”

THE FIFTH POWER.-Noticing Prof. Henkle's able and interesting item on Cube Numbers, I would mention the Fifth, as the simplest and most curious of all powers. The unit figure of the root is the same as the unit figure of the power.

If the hundred figure of the root is odd, take 5 from the hundred figure of the power.

Then if the unit figure is even, take the hundred figure (diminished by 5 as above) from 0, 10, 20, 7, 17, or 27, so as to make an even remainder, half of which is the ten figure of the root.

If the unit figure is 1, 3, 7, or 9, take 0, 24, 80, or 4, respectively, from the next two figures; the remainder divided by 5 gives the ten figure of the root.

If the unit figure is 5, take 12 from the next two figures and divide by 25; the quotient may have to be increased by 4 or 8.

In this way the fifth root of any perfect fifth power may be found.

When the unit figure of the power is even, if it is an even multiple of 2, the ten figure must be two less. If the unit figure is an odd multiple of 2, the ten figure must be one greater.

There are some ambiguities, and sometimes a figure must be borrowed, but this can easily be understood.

Many other properties may be easily proved.
Cincinnati, Dec., 1868.

BOND.

PERSONAL. Rev. R. D. Harper, D.D., of Xenia, O., has been called to the presidency of the State University of Alabama.- -Hon. Thos. H. Burrowes, editor of the Penn. School Journal, has accepted the presidency of the Agricultural College of Pennsylvania.Geo. H. Hampson, formerly principal of the South Grammar School

of this city, succeeds Mr. Hanson in the State Street School.-A. C. Deuel, formerly and for many years in charge of the Urbana schools, is acting as agent for D. Appleton & Co. in Western Ohio, and Geo. Kennon is agent for the same house in Northern Ohio.

CINCINNATI.—All the pupils in the public schools are receiving instruction in drawing, and the progress made so far is very encouraging. Supt. Hancock says in his report: "Whatever may be the general result of the experiment, it will be vain to expect, whatever of skill or devotion may be brought to the work by the teachers employed, that all these pupils, or any large portion of them even, shall be trained up into accomplished artists; but we shall train the hand and eye of all-the hand to be more skillful in all its work, and the eye to have truer and keener perception of the beautiful in art and in nature. In realizing our anticipations in this, we shall do much to elevate the character and tastes of our whole people." Map-drawing is also regularly and systematically taught, and the results already attained decide the success of the experiment. Indeed, the primary and secondary instruction of the Cincinnati schools is now largely based on Pestalozzian principles, and, as the new methods are earnestly and intelligently used, we shall soon be able to examine results. We are watching the progress of this reform with great interest, and, we may add, with little solicitude, for we believe it to be in the right direction.- We take pleasure in saying that we begin the year with a fine list of subscribers in the city. The 11th District (Mr. Wheeler) takes 26 copies; the 15th District (Mr. Knell) 17 copies; the 13th District (Mr. Thompson), 14 copies the 8th District (Mr. Peale), 12 copies. Other districts have done well.

DAYTON.-The public schools of this city have the confidence of the citizens and the liberal support of the school board, and, as a consequence, they are making very encouraging progress. The principals of the several district schools devote about one-half of their time to the work of supervision, and special attention is given to the primary grades. Among the important changes effected in methods of instruction are the combination of the phonic and word methods of teaching primary reading; the introduction of practical language lessons; and the omission of mental arithmetic as a separate exercise in the intermediate grades. One-third of the instruction of the primary grades is imparted by oral methods. This instruction includes geography, number, language, etc. Inventive drawing (Krusi's method) is taught in the lower grades, and drawing, in connection with map-drawing, in all the grades. Map-drawing is made an essential part of the geographical course, and is successfully taught. The pupils in the lower primary grades are taught to print in connection with reading, but in the upper primaries they are taught writing. A marked improvement in penmanship has been secured by examining the pupils therein and giving due credit for success, as in other branches. English grammar is now taught only in the last two years of the grammar-school course. We would like to refer to these changes more in detail, but a simple reference to them is sufficient to give some idea of the good work now being carried forward in the Dayton schools. The source of much of this progress is the teachers' meeting which the several principals have made a valuable means of professional training. These meetings are held in each district the last school hour of each Friday. The growth of the city has necessitated the organization of a new school district to be called the Sixth, and the erection of a large school building, which will be ready for use in the spring. The cost, including the furniture, will be about $50,000.-Mr. H. B. Furness, late of Milwaukee, has resigned the principalship of the Third District School to accept a similar position at Cleveland. He is succeeded by Mr. N. L. Hanson, of Columbus, at a salary of $1,500. Mr. A. Thomas and Miss Wait have resigned their positions

in the High School, and the former is succeeded by Mr. B. C. Noyes, late of Dover, N. H., and the latter by Miss Conklin, of Bellefontaine.

BELLEFONTAINE.-The public schools are divided into five grades of two schools each, with the exception of the second grade which has three schools. This gives eleven schools and as many teachers. Out of 1200 youth of legal school age, about 700 are enrolled in the schools. The teachers have made great efforts to secure a better attendance and to break up all truancy and tardiness, and with some degree of success. They have made a gain of 25 per cent. on the attendance of last year. The course of study has recently been revised with some decided improvements. Primary text-books in arithmetic and geography have been thrown out of the lower classes and oral instruction substituted. Increased attention is given to practical instruction in language, and compositions are written in all the grades above the first primary. In the two lower grades pupils are examined, and promoted, individually or in classes, as fast as they are prepared, and individual promotions are also made in the upper grades, though the regular class promotions occur only once a year. The new course of study in the high schools covers four years, and is one of the best arranged courses that we have seen.—The schools are in charge of Mr. Joseph Shaw whose salary is $1,200. Miss Cunningham, of Lima, and Miss Stewart, of Newark, two excellent teachers, have charge of the high 'schools.

XENIA. The Torchlight speaks in high praise of the efficiency of the public schools as shown by the recent examinations. The colored schools, in charge of Mr. J. R. Blackburn, are specially commended for their thoroughness. The classes in astronomy, algebra, etc., acquitted themselves with great credit. In referring to the primary schools, the editor speaks intelligently respecting their great importance and the necessity of their being taught by zealous and competent teachers. He pays the teachers in charge of the rooms visited, a high compliment for their tact and skill in instruction and management. We recently visited the high school, and can indorse all that is said of its efficiency. Mr. Patterson is building up one of the best high schools in the State. A literary society, called the "Euphranian", is connected with the school, and is in a prosperous condition. We take it that the "life-current" to which the Torchlight alludes, flows from efficient supervision.The Xenia College, in charge of Prof. Wm. Smith, affords facilities for acquiring a business and scientific education or for preparing for the Junior year of college. The college admits both male and female students, and is well attended.

MANSFIELD. The following statistics are selected from the report of Supt. Parker for the term ending Dec. 4th, 1868: Whole number of pupils enrolled, 1076; average daily attendance, 922; average daily absence, 50; average per cent. of attendance, 942; per cent. of punctuality, 992; number of cases of tardiness, 600; number of pupils neither absent nor tardy, 64; number of pupils who have been truants, 38; number of pupils enrolled in high school, 78; per cent. of attendance in high school, 97. The board has recently adopted the " 90 per cent." rule of the Columbus schools and a still higher per cent. of regularity is anticipated. This rule gives a holiday to all pupils whose monthly average in attendance, punctuality, deportment, and scholarship, is 90 per cent. or over. Pupils whose general average for the month is less than 90 per cent., or whose standing in any study is below 80 per cent., are denied the holiday and are subjected to an examination. Recitations lost by absence, except when occasioned by the pupil's own sickness, are marked failures. We shall notice how much this extra inducement of a monthly holiday adds to the regularity of the pupils, and especially if the time thus gained equals one-half the time lost by the holiday.