ANNOUNCEMENTS. Murdoch's Analytic Elocution,(1) (1) Now Ready. Analytic Elocution, by the well-known veteran Actor. Reader, and Instructor in elocution, JAMES E. MURDOCH, author of A PLEA FOR SPOKEN LANGUAGE. A complete and practical exposition of the only true and scientific method of developing the speaking voice. Fully illustrated by numerous extracts from the best sources, to which are added seventy pages of selected readings. 12mo. cloth, half roan, 504 pages. (2) Now Ready. Eclectic Complete Book-keeping. By IRA MAYHEW. The cheapest and most practical work yet offered on this subject. Its methods have been tested by 25 years experience. Double Entry is clearly elucidated. Many new and valuable special forms suggested. 150 pages, half roan. Key and Blanks also nearly ready. (3) Now Ready. New Edition of Norton's Elements of Chemistry, completed by the addition of chapters on Organic Chemistry. Half roan. pages, 12mo. 504 (4) Ready Dec. 15. Oral Lessons in Number. For Teachers. By E. E, WHITE, A. M. This work is not simply a Manual for Teachers, but an exhaustive treatise containing the exercises to be used by the Teacher in the instruction of primary classes in number. It is a complete and practical Guide, indispensable to every teacher of Arithmetic. (5) Eclectic School Geometry. A revision of Evans's School Geometry, by J. J. BURNS, A. M., Superintendent of Schools, Dayton, O.; formerly Ohio State School Commissioner. In this revision the work is made to conform to the "New Geometry," and is especially adapted to High Schools by the addition of numerous exercises and original demonstrations. 12mo., half roan, 155 pages. (6) Ready Jan. 1, 1885. RAYS' ASTRONOMY, revised by the author, S. H. PEABODY, Regent of University of Illinois, and adapted to the progress of astronomical science. All recent established discoveries are included, especially those relating to solar and planetary physics. 12mo., half roan, about 350 pages. VAN ANTWERP, BRAGG & CO., Publishers. CINCINNATI AND NEW YORK. CLEVELAND PUBLIC LIBRARY BY L. W. DAY, CLEVELAND, O. [Read before the North-Eastern Ohio Teachers' Association.] It would seem that so much has been said upon this subject that nothing new remains to be said. Yet it is a subject so fraught with interest and importance concerning personal well being both now and hereafter, that we come boldly to its discussion once more, with the hope that some word may be uttered that will be valuable in stimulating the efforts by which we seek to reach the spirit, the conscience of our pupils, and thus place ourselves in the best possible condition to aid them in the most important work of their lives,—the formation of such character as will bear them safely through a world of adverse influences, and lead them to choose the better part, to seek such honor and fame only as lie in the realm of right-doing and right-thinking. That the task of gaining admission to the affections, and through the affections to the conscience, of our pupils is a difficult one, can not be denied, but its importance is freely admitted by all. Success in this direction is unlimited,-failure all too common. We as teachers are but factors in the moral training of children, but we are factors, and the grand result will be incomplete unless our work is well and faithfully done. ntral High 2 We are to supplement the work of others in large measure, but, unfortunately, in many cases we must first neutralize absolutely immoral teachings, before many advances can be made. Much labor expended in the field of morals seems destitute of results; but it is only in the seeming. Bread cast upon the waters shall return, though it may not be for many days. The Many have fallen low in the scale of human existence for causes which in themselves seem trivial and which are very easily neglected and finally ignored. Many a criminal has become such because father, mother, friends, teachers, neglected to look well and intelligently to his disposition, and his waywardness in childhood. Bitterly he bewails the sad result of bad home training, or no home training, of the pernicious example of men high in public trust who were smiled. on and almost lionized by polite society. Could the darkened conscience of the criminal class be exposed to human vision and the various causes which produce the unfortunate results be brought to light, how conspicuous would be the jarring home, the parental frown, the gibes of equals, the sneers of competitors, the taunts of the street, the stains of the revel, the blot of personal indifference; all deepened and intensified by the neglect of those who claim a nobler walk. mountain rill, while it murmurs and babbles and frets at the toils which confine it to its tortuous course, is at first turned by the slightest obstacle, but rushes on to meet and be turned by another and another, until, in its headlong course, having contended unsuccessfully with adverse circumstances and surroundings, being vanquished in many and victorious in few, in its blindness it dashes over the precipice and is lost in the world of waters below. So with human life unguided or misguided, the crash comes sooner or later. The promise of earlier years, which needed but the warning influence of intelligent kindness and direction, is forever lost. With the failure of one such life comes the partial or complete failure of many another. How sad that the vail which seems to be drawn between intelligence and ignorance can not be lifted and the true interests of each class be carefully and honestly considered. What is to the interest of one is to the interest of the other. But ignorance is shy, holds off, is jealous, suspects sinister motives, is uncompromising, is silent and doggedly stubborn when assailed and brought into the light. Our first remedy lies in a bold attack upon ignorance itself; and here the field of our warfare is confined to the children committed to our care. I would not be understood as saying that vice and immorality are confined to the ignorant classes of community; far from it. On the other hand, it is lamentably true that many a moral leper, scoundrel and villain is a lion in so-called good society-that in many cases it is wealth alone that gives standing; but this is not the rule. Again, some of our best people are among the worthy ignorant; neither is this the rule. We are too apt to confound the worthy poor with the worthy ignorant. Again, if in our attack upon ignorance we negleet the heart, and give attention only to the intellect, we are guilty of a great mistake. There is no ignorance so great, so fatal, so inexcusable, as the ignorance of right as distinguished from wrong; of the rights and privileges of others as compared with our own; of personal responsibility to each other, to properly constituted authority, to the claims of humanity, and to God. Intellectual strength, influenced by such ignorance, is a curse rather than a blessing. What then? Shall we neglect the intellectual and give exclusive attention to the moral education of our pupils? Shall we first lay a moral basis upon which to build intellectual strength? By no means. Why seek to divorce mind and heart? Why seek to build up the one to the neglect of the other? A strong mind, taught to look inward upon the conscience and outward upon the rights and privileges of others, is best for the individual as well as for society. I am well aware that it is easy to talk on this subject, to theorize, to deplore our failures, etc. I know, too, that we are pretty well agreed as to what should be done; but are we agreed as to what can be done? The question of moral instruction is a practical one, and should receive practical consideration rather than sentimental. The study of moral ethics is exceedingly valuable at the proper time and place, but this is impossible in the body of the common schools of the State. The principles of moral philosophy or moral ethics, should lie clear in the mind of the teacher, so as to form a basis of action. But I cannot believe that regular, systematic instruction in moral ethics is profitable in lower grades. More than this: I do not believe that any set time for such work should find a place in the daily program. It may be argued that unless this is done, the subject will be neglected. It may be true that such would be the case in many instances, but it is equally true that if daily work be made mandatory, many heartless, objectless, profitless lessons would be given by the same teacher. No, the time for moral instruction has come when the occasion for it arises. It may be claimed that the occasion arises daily. Very well, improve it daily, but do not deliver a sermon on each occasion. Why not look this matter squarely in the face, recognize its importance, consider its surroundings, and do our level best. We do not ⚫ expect to teach all of geography in a day, we spend years upon arith |