A LARGE number of the Town Superintendents have promptly and courteously complied with the request accompanying our last issue, to distribute the JOURNAL to District Clerks, and furnish us with corrected lists of the names and post-office address of such clerks in their respective towns. This ready compliance, indicates a commendable interest in school affairs on the part of Town Superintendents. We have met with only one instance of refusal.

For the Journal of Education.

COMMUNICATIONS IN

SCHOOL.

CAN communications in a school room during school hours be entirely suppressed, is a question often asked me of late, to which I immediately answer, Yes. During an experience of over twenty years, it is not until very recently that I have found this invaluable pearl, which none know the true value of until they have found it; but of its value I need not expatiate, as every one who is deserving the enviable name of Teacher, inevitably attaches a great value to it. How, then, is this to be obtained? Perhaps a little of my actual experience may illustrate best.

Not long since, I was called upon to teach a school which did not bear an enviable name for "good order," and in which was a lad about sixteen years of age, who was reputed as a very unruly, bad boy." I saw at once that corporal punishment would avail me nothing in this case, and believing that there was a chord in his "harp of thousand strings," which, if but swept with gentle hand, would beat in unison with mine, I set about finding it. Each time he disobeyed or violated a known rule of propriety, I endeavored to persuade or reprove mildly at first, afterwards more severely, but always very firmly, and once I threatened expulsion; all would not avail, he would whisper. Driven almost to desperation, with a fixed determination never to yield, I made his case my constant study; he was exerting an injurious influence in the school room; my character as a teacher and a disciplinarian was at stake; all wondered how the teacher would get along with G—. I called on several teachers for advice, who invariably recommended whipping or expulsion, but as yet I was unwilling to do either. Troubled, fretted and worn, I retired one night, and at last fell asleep-I dreamed—I awoke in the morning, my course was plainly marked. That day, Gwhispered as much as usual. At four o'clock, P. M., I dismissed school, after requesting G- in a kind, familiar tone of voice to remain. The scholars were all on tip-toe, but I requested them to leave immediately, which they did.

All being away but G-- and myself, I appealed to his generosity; I told him I would prove his warmest and best friend, would he but treat me as

such; I appealed to his manhood, his gratitude, his duty, his future prospects and position in society, and, in short, to all his finer sensibilities, which as yet had never been touched; all this was couched in the kindest language I was master of. I soon had the satisfaction of seeing I had touched the right cord; pearls of repentance, as they rolled down his cheeks, dropped one by one upon the dusty floor; for some time all was silent. At last that silence was broken with, "I will do better," from the boy. After a few remarks from me, we shook hands, bade each other “good night," and parted; that night the victory was completely won.

The next morning, I addressed the school on the impropriety of communications, either verbal or written, and expressed a very strong desire to have both suppressed entirely. "I told them that I should put it to vote, whether communicating should be suppressed or not, and I expected if they voted to suppress it, each one would use his greatest endeavor to carry it into effect. There was a new idea to them: scholars voting on the regulations of a school room. I thought best to postpone the vote till afternoon, which I did. When the vote was taken, it was unanimous for the suppression of communications.

Still the work was not thoroughly accomplished yet. That night, just before I dismissed them, I took a piece of paper and pencil, and went to each one with the question: How many times have you communicated to day? the answers to which I carefully noted down. The next morning, I read to the school each name on this paper, and the number of communications attached to each. Then came a lecture on law making and law breaking; also a little moral responsibility was touched upon. I watched closely each movement, reproved each offence, and by pursuing this course most rigidly a short time, communications of all kinds were, I believe, entirely suppressed. Others can do the same by firmness, mildness and perseverance, without the rod. As for G-, he was as good a boy as I wanted; he kept his promise to the letter. Had I used the rod, I think I never should have gained the victory I did. I advise all teachers to banish the rod from their school rooms. Some say they cannot get along without it; such teachers I would recommend to learn some other trade. I do not advise from theory, but from practice, for I have taught some "hard schools" without the use of the rod, and would like now to get into a "hard" one to try it; the harder the better. CHARLES CHESTER,

For the Journal.

GENEVA, July 17, 1857.

MESSRS. EDITORS: I have to-day made the last of a series of visits to the schools of this town, and have gleaned a few items which may be of interest to some of the readers of the JOURNAL.

I find nearly all the teachers very much engaged and striving to make their schools better and more interesting each succeeding day; and the zeal and

evident delight with which the pupils perform their allotted tasks, show that their efforts are in a degree successful. Our schools are in much better condition than I expected to find them; but there is much yet to be donemuch interest yet to be awakened and brought into exercise-not by the teachers, nor yet by the pupils, though the interest and zeal of neither of these will bear abating-but by the parents. The parents and patrons of the public schools of Geneva must feel much more interested in the educational progress and well-being of their children, before our schools will become what they should be. There are only two districts where any of the patrons have visited their school during this summer term!

I subjoin a table, showing the number of pupils in each school and the average daily attendance:

District No. 1, Whole No. of pupils, 160 Av. daily attendance, 130

20

WAUTOMA, July 18, 1857.

MESSRS. EDITORS: During the week ending May 2d, a "Teachers' Institute" was holden in Wautoma, Waushara county, at which there were about thirty members in attendance, mostly teachers of this county.

At the close of the Institute sundry resolutions were discussed and adopted, and a committee appointed to furnish a copy of the proceedings and resolutions to the JOURNAL OF EDUCATION for publication.

We were assisted in our labors by Mr. and Mrs. J. J. M. Angear, of Berlin. Although our attendance was but small, yet our expectations were more than realized in the success of the effort.

All passed off harmoniously and satisfactorily, and we are of opinion that there is a foundation laid for greater success to our future efforts.

Some of the town superintendents are adopting a proper standard, as far as circumstances seem to admit, in respect to the qualifications of teachers. Require teachers to be properly qualified and schools will improve.

We design holding another Institute here in October next.

J. M. FRY.

For the Journal.

MUSIC IN SCHOOLS.

MESSRS. EDITORS: I think I have perused every number of the WISCONSIN JOURNAL OF EDUCATION, and I do not remember of having seen a single article in it on the subject of music, as an element of success in the government of schools. Some years' experience has taught me its value; comparison of the schools within my jurisdiction has confirmed my belief. It seems to me to be grossly neglected.

If I can manage to get to the State Teachers' Association, I mean to make a fuss about it; if I don't get there, I shall in all probability reserve my thunder for the columns of the JOURNAL; for in fact, gentlemen, to see a teacher who can sing, plodding wearily through the dull day's work without a song to cheer the children, and encourage and enliven them, seems to me like seeing a farmer patiently and toilsomely reaping the golden grain with a sickle, while a "Manny's Reaper" rusts in the barn, and the idle horses are browsing in the pasture. L. H. D. C.,

Sup't. Schools, Dodgeville.

[It is quite probable the JOURNAL has been remiss in the educational department referred to by our Dodgeville correspondent. Music, as an element of success in our public schools, can hardly be over estimated. Wherever there exists a necessity for dispensing with it altogether as a school exercise, it should be regarded as a misfortune. We hope our correspondent will not only have a hearing at the Waukesha meeting of teachers, but also favor the JOURNAL with his thoughts on this subject.-EDS. JOURNAL.]

CORRESPONDENTS.

AMONG the large number of letters received from Town Superintendents, furnishing us lists of District Clerks, &c., we regret that only some two or three of them make any mention of the condition of the schools in their respective towns, or what is being done for their advancement. Brief items of school intelligence from these sources, would greatly aid us in making up a summary of educational news.

OUR respected correspondent, the Superintendent of the town of Burlington, is informed that however just may be the ground of his complaint, we think it had better be made public through some other channel, than the columns of our Journal.

THE School Superintendent of the town of Cottage Grove, writes: "I have just finished visiting the schools in this town, and must say they are in a more flourishing condition than heretofore. Parents and District Offi

cers seem to realize the importance of educating the children and youth, instead of allowing them to grow up in ignorance and vice."

THE Town Superintendent of Exeter says: "Parents are beginning to awake to the importance of good schools, and some have already begun to act. Durlington (in the town of Exeter) is a pretty village of only a few years' growth; we are having great excitement here on the subject of building a new school house; but as the tax voted at the last annual meeting is inadequate, we must either borrow money or wait a little longer."

THE Town Superintendent of Wiota, Grant Co., writes: "The community here are beginning to feel more of an interest in educational matters, and many new school houses are being built. The greatest obstacle is the lack of competent teachers; full one half of those who now occupy our school houses as teachers, should not be employed, and would not, if there were any other alternative. There are some excellent teachers who are fully devoted to the work, but their number is far to small."

A LETTER from the Town Superintendent of Rockbridge, describes the location of the town in the comparatively unsettled part of Richmond county. Among the obstacles in that new section of country, the Superintendant remarks: "This newly organized township is settled by emigrants from almost every state in the Union, who bring with them the partialities and prejudices of their former localities, and hence each appears intent on maintaining his former customs and preferences. These differences of opinion hinder that unity of action necessary to our common school interests. We have, however, one feature which takes the lead of some of our neighbouring counties, that is, the standard of qualification for teachers. The services of those teachers who can be secured for the smallest amount of wages, are not wanted; but the people are willing to pay well for teachers of the right kind of talent and qualification."

COLLEGE COMMENCEMENTS DURING THE MONTH OF JULY, 1857.

LAWRENCE UNIVERSITY.-The past history of this Institution has been one of great success, and its influence is being every year more extended. The public commencement exercises were held on the 1st of July. The Appleton Crescent says: "The exercises spoke well for the students and teachers, and bore unmistakable marks of Western impress. In the audience were some persons of the first intellectual talent in the State."

BELOIT COLLEGE.—The Tenth Anniversary of Beloit College was celebrated on the 8th of July. The occasion was one of more than ordinary interest. Prof. Emerson delivered the decenial oration; it was an effort highly creditable to the speaker, and was listened to with marked attention by a large and intelligent audience.

CARROLL COLLEGE.-The first annual commencement of this Institution took place on Wednesday, the 15th ult. The exercises were highly inter