But time and space will not allow the discussion of this question at length here. Indeed it is unnecessary. Suffice it to say, that the opinion that there is a science of education, and an art of teaching, is fast gaining ground. Indeed it has become almost universal. Normal Schools, therefore, are fast taking rank with our best institutions. They are fast becoming what they are surely destined to become the head of our system of popular education.

Seventeenth question. "Can you make your school strictly profes

sional? Is this desirable?"

Mr. Phelps answers: "A Normal School properly conducted will be strictly professional. If it be not such, it fails of its object. But by 'strictly professional,' it is not to be understood that literary and scientific training is to be ignored. Among the most effective modes for teaching the art of teaching, is that of actually carrying the student over and through the subject which you would have him learn to teach, in such a way as best to illustrate the true principles which are to guide his own practice. The fundamental condition of success with every Teacher is, that he must himself know and understand that which he would have others know. The best mode of teaching an apprentice how to make a shoe would be to go through the process with him. And so of the art of teaching."

Rhode Island writes: "We are obliged to give much instruction in the subjects to be taught, even in the Common School branches; yet try to make the school as strictly professional as possible. I would make it strictly so if it were in my power."

New York answers: "" No," but seems to think it desirable. Mr. Dickinson, of Westfield, says: "We cannot, but consider it very desirable."

Mr. Edwards, of Salem, says: "We cannot, because our students, when admitted, are not sufficiently prepared."

It is needless, perhaps, to quote further on this point. It is almost the universal opinion that Normal Schools should be strictly professional. But such is the imperfection of the literary attainments of those applying for admission, that so far as our own experience has gone, it has been found impracticable. We have generally managed, however, to form one class, embracing some forty or fifty of the more advanced, and made our instruction in that class strictly professional by lectures and practice in the Model School. At the same time, however, these students were pursuing their studies in the several branches of science. (To be Continued.)

Communications.

MORAL TEACHING.

Have Teachers the true faith in the " Holy Writings," and the cour age to habitually teach from them as they should? We give the reflections of a township school clerk.

will

"We cannot look upon the ruddy-faced little ones in the school room, without many speculative questions arising in our mind with ref erence to their future destiny. How many, by diligent application, will fill the expectations of fond and anxious parents? how many go down to early graves in the spotless purity of childish innocence? how many will lead a blameless life, beloved by all who know them while living, and mourned by all who knew them when dead? how many will live to become active and useful citizens, ornaments and blessings to the society in which they are placed? how many with truth and honesty on their side, will struggle manfully along life's rugged path, yielding not to temptation, and faltering not at the obstacles to be overcome? and oh! the important question-how many will lay up treasure where moth and rust doth not corrupt, relying for support in the hour of trouble on Him who is able and mighty to save? and will bigoted sectarians claim the exclusive privilege of dictating and directing in this mighty interest, with which the present and future happiness of youth is so intimately and inseparably connected? Is no man qualified to teach or inculcate that system of sound morality, which, emanating from a divine source, is the true handmaid of religion, without first subscribing to the tenets of some particular sect? must the sacred volume be excluded from the daily reading of these youth because the Teacher is not a professing religionist? Would not such a course produce a narrow, prejudiced zeal, not according, to knowledgea mistaken sense of religious duty, utterly destitute of that charity which vaunteth not itself and is not puffed up? But taking another train, and turning to the little ones individually, the interest will increase as we consider the probable strength of the various passions with which they are, for a wise purpose, endowed by nature, and the moral force necessary to control them. Peering into the shadowy future, we see this one a practical farmer, that one an intelligent mechanic, these eminent in some of the useful professions, those pushing out as hardy pioneers, to become the first pillars of the social fabric in some young

and growing State. The small boy, with mild expressive countenance, now carefully conning his simple lesson, may yet be the humble, but fervent messenger of heaven, whose earnest impassioned eloquence will plead the cause of suffering, sinful man at the throne of grace. And who knows but the meek little girl, now in childish accents reading aloud, may live to tread the missionary path along the Ganges and teach the Hindoo in his native home the sublime truths of that divine religion whose power is more potent, even on the savage idolator, than all the barbarous force a mighty Empire can command. Great is the responsibility of parent and Teacher; they form this plastic material, and in so doing they mould the future destiny of our happy land and its heavenborn institutions. If false views mar, and vicious habits destroy future usefulness, it will be the result of bad example and a want of proper training. Let no Teacher think himself acquitted when the daily course of study is accomplished: no, his work is scarcely commenced -forming correct habits, developing natural talents, making ardent, active, healthy, independent thinkers, instead of weakly, servile imitators all this forms but a part of his study. Let no parent think his part of this great work done, when he sends his children to school; let him aid the Teacher, have a tacit understanding with him on everything relative to the child's interest, assist in choosing the right kind of School Directors, and visit the school to see its working for himself. And the School Director! Legislative enactments point out his duty; and with uplifted hand he swears to perform it let him beware who trifles with an oath—to him are committed the interests of education in his district, and woe to the children of those who sustain him in the negligent, careless performance of his duty; they will reap the bitter fruits when it is too late to remedy the evil. Let the Director aid the Teacher in every judicious effort, support him with his legal authority when necessary, encouraging and gently enforcing regularity of attendance, visiting the schools often, and seeing for himself that all is right; all of this the law and his oath require.

Sharonville, O., Oct., 1857.

"SHARON."

- Sweat is the destiny of all trades, whether of brows or of the mind. God never allowed any man to do nothing. How miserable is the condition of those men who spend the time as if it were given them, and not lent; as if hours were waste creatures, and such as should never be accounted or.

COUNTY SUPERINTENDENTS.

When Samuel Lewis was Superintendent of Schools in Ohio, he advocated most earnestly the appointment of County Superintendents. His arguments were repeated by Secretaries of State, who subsequently were the superintendents of the School Department for Ohio. In 1845 a law was passed giving counties the privilege of electing School Superintendents. Only one county (Ashtabula) practically availed itself of the privilege. The appeals and arguments of Mr. Lewis, and his successors in office, were widely circulated in Pennsylvania and other States; and in Pennsylvania, at least, had more permanent influence than in Ohio. Counties in that State now elect school superin tendents and fix their pay. In some counties the salaries are liberal. Ohio should practice what her best policy dictates.

C.

Mathematical Department.

PROF. W.

H.

YOUNG, ATHENS, EDITOR.

[All communications for this Department should be addressed to the Editor, Ohio University, Athens, O.; and to be in time, must be mailed by the first of the month preceding that in which they are expected to appear.] SOLUTIONS OF QUESTIONS PUBLISHED IN SEPTEMBER.

No. 15. There are three rectangular blocks of marble, all of the same shape, which is such that they may be placed together, so as to make a similar joint block. The largest is eight inches long. How long is the joint block?

SOLUTION BY A. A. K.-As the blocks are similar, we may suppose the two smaller to be equal, and together equal to the largest. Therefore, these two may be joined into one of the same shape and equal to the largest, and with it would constitute a similar joint block. Now, as the joint block will be double the large, 8 in. block, and as the contents of similar solids are as the cubes of their homologous edges, we have the proportion 1 : 2 :: (8)3 : x3, whence x = 10.07936, the length of the joint block.

No. 16. Find three series of perfect squares, any term of the first of which shall be the sum or difference of the corresponding terms of the other two.

SOLUTION BY A. SCHUYLER.-Let a2, b2 and a2 + b2, be the first terms, respectively, of the three series. Since a+b2, by the conditions, must be a perfect square, its square root will be some whole number greater than b. Therefore, let a2 + b2 = b + n, which gives

a2 n2

b

=

To simplify the problem, let n = 1; then 6= 2 n

But by hypothesis b is entire; hence

aз 1
2

is entire

2

therefore,

a2 - 1 is even, ond consequently a is odd. Hence if, of any odd num

a2 1

ber, a be the square root of the first term of the first series, 6 = 2 will be the square root of the first term of the second series, and a2+b2 will be the square root of the first term of the third series. * It will be found, on trial, that the problem admits of an indefinite number of solutions. For a full discussion of a similar problem, I would refer to page 337 of vol. III, Ohio Journal of Ed.

No. 17. Suppose the diameter of the upper base of the frustrum of a cone to be 20 in., that of the lower base 28 in., and the altitude 40 in., what will be the perpendicular distance between the lower base and a parallel plane, dividing the solid into two equivalent frustra ?

SOLUTION BY Jos. TURNBULL.-Let x = the radius of the circle in the dividing plane. Then since the altitude and the difference of the radii of the bases are as 10: 1, we have 10 (14

tude. Then, from known principles,

(143 +14x+x2)

x) = required alti

x)

T. 10 (14
3

X

T.40

=

4

(142 +14 X 10+102) ÷ 2, one of the

= 16.7 in.,

partial frustra, by the conditions, being equivalent to one-half the given frustrum. Hence we find x = 12.32 +, and 10 (14+x) which was required.

ACKNOWLEDGMENTS.-No. 15 was solved by A. Schuyler, James McClung, A. A. K., and E. Adamson; No. 16, by A. Schuyler, Joseph Turnbull, E. Adamson, James McClung, and J. S. Burnham; No. 17, by Joseph Turnbull, E. Adamson, A. Schuyler, James McClung, and James Rutherford. A solution to No. 14, by J. N. Caldwell, arrived one day too late for acknowledgment last month.