whose angles, taken in groups of three or more, is less than four right angles. The regular triangle whose angle is 60° can be taken in groups of three, four, or five. The first gives the tetrahedron, the second the octahedron, and the third the icosahedron. The regular quadrilateral, whose angle is 90°, can only be taken in groups of three giving the hexahedron. The regular pentagon, whose angle is 108°, can be taken in groups of three only, giving the dodecahedron. A group of three angles of the regular hexagon, whose angle is 120°, is equal to four right angles. Therefore, there can be only these five regular solids. Let f = number of faces; e number of edges; v = number of vertices; n = number of sides of the polygon forming the regular solid; and p = number of plane angles at any one vertex. The following equations express in a simple way the relation of these parts: 2e = ƒX n f X n The last equation was given by the celebrated Euler. The value of "f" is indicated in the name of the solid. That of "n", of course, must be three, four, or five. These equations will not admit of incompatible values, such as p = 20, and n = 4, etc. T. C. M. UNIFORMITY OF TEXT-BOOKS. It is possible to secure a uniformity in the kinds of text-books used in all our schools, of like grade, throughout the State; authority can be given that will secure such uniformity in counties, or the whole matter can be left to be decided in their own way, by the respective school districts. Is it our best policy to attempt to bring about State uniformity, county uniformity, or to be satisfied with district uniformity? For this State, I answer, without hesitation, that the matter of selecting textbooks should be left where the law now leaves it, in the hands of the boards of directors of the several districts. With so many conflicting tastes and clashing interests, it would be difficult to secure complete State uniformity, and when secured it would be a kind of school machinery that could never work smoothly, and that would be, at best, clumsy to handle and always liable to get out of order. We have tried the experiment of securing county uniformity, and failed in it. District uniformity has been in good degree secured, and little remains respecting text-books, that can be done wisely, except to prevent those changes of them which are becoming so frequent as to be expensive to parents, annoying to teachers, and profitless to pupils. Supt. J. P. Wickersham. Penna. April, 1870. SPRING. The air is filled with light and song; The birds have come, a merry throng, At morn their ringing voice I hear The robin calling loud and clear, The bluebird's warble floats along, I hear the medlark's melting song, 'Tis not the sweetness of their strain The budding trees, the sparkling stream, Recall as in a vivid dream The scenes of long ago. They tell me of the time that's flown, I played beside the singing brook, Or roamed through glen and mossy nook, Or lay upon the waving grass, And watched the clouds on high; Like angels' wings they seemed to pass Thus fondly o'er. the past I gaze But turn, my soul! Lift up thine eyes, The light that bathed thy morning skies Though shadows now hang o'er thy way, And gild them with a fairer ray Oh! turn thy tears to grateful praise, Lift up that clouded brow; The love that watched thy early days BESSIE SULIOT. School Officers' Department. SCHOOL REPORTS. These reports are now in the hands of the binder, and will be sent within the month of April to County Auditors for distribution to school officers. They will contain all the general school laws passed since the last issue of school laws in 1865. When it is remembered that there are about 40,000 school officers in this State, while the number of reports printed is less than half this number, it will be seen that there will not be enough reports to supply every two such officers. It is hoped, however, that one report will find its way into every sub-district in the State. Clerks of sub-districts should apply for them to their respective county auditors. The report contains some illustrations of school furniture and apparatus with the address of the manufacturers, which may prove of service to Boards of Education. W. D. HENKLE, State School Commissioner. APRIL MEETING OF TOWNSHIP BOARDS. Before the issuing of our next number, the annual meeting of the boards of education of the State will have been held, and the success of the schools for the ensuing year measurably determined. In view of the importance of this meeting, we would urge the members of boards to come up to it determined to devote all the time that may be necessary to consider fully the interests of the schools, and to take such action as will secure, not simply their continuance, but their progress. A brief session will not suffice. Our country schools are suffering from the neglect of boards and directors. The evidence of this fact comes from all parts of the State, and the complaint of teachers is well nigh universal. Let the April meeting inaugurate a reform—at least, let some action be taken that will awaken a new interest in the schools. Among the subjects needing attention, is the proper visitation and examination of the schools. There should be a public examination of every school in the township, and a committee should be appointed to be present and make a report. These committees should consist, not only of members of the board, but also of gentlemen and ladies who are not members. There are few townships in the State in which competent persons can not be found to serve on such committees, and their presence at the schools would have a most salutary effect upon teachers and pupils. To increase the interest in writing, a committee should be appointed to examine the copy-books of the several schools, and report their comparative merits. Another duty is the adoption of a few general regulations for the guidance of directors and teachers. Such action is needed to secure necessary uniformity in the management of the schools and to promote good discipline. The efforts of hundreds of teachers in the State are seriously crippled for the want of official sanction and support. Take the one item of discipline. In many communities there is a strong feeling against corporal punishment, and the teachers, fearing to give offense, are permitting their schools to be ruined by a few disorderly pupils who should be brought into proper subjection, or be suspended from the school. What is needed is a rule of the board authorizing the suspension of pupils in case of willful insubordination. See Ohio School Laws, 1865, p. 21. Another duty is the adoption of a uniform series of text-books in the various branches of study. Such action is imperatively needed. Two or three different series of text-books unnecessarily multiply classes, and thus prevent efficient instruction. But in urging uniformity of books, we would advise caution in the introduction of new ones. In some localities boards are seriously erring in making too frequent changes in text-books, and the evils resulting from such action are injuriously affecting the schools. The introduction of new books should be made only when their superiority will clearly more than compensate for the friction and loss arising from the change, and this fact can not be determined by a cursory examination. In some particulars, one book may be superior to another, while in other particulars, just as important, it may be greatly inferior. The merits of school books should always be thoroughly canvassed before any change is made. Let our schools have the best books-this is true economy-but let there be no unnecessary changes. Our teachers need improved text-books as much as farmers need improved plows, and other farming implements. What farmer thinks of using the clumsy utensils used by his grand-father? SCHOOL TARDINESS. FRIEND WHITE: The making up of term reports recalls the discussion of "Tardiness" at our last annual Association. I wish to re-awake the discussion, that we may reach a better basis before our next annual report. Does not the present want of basis make any report under this item both unfair and abortive? One superintendent receives all scholars who come late to the school-room, and reports so many cases of tardiness; another heralds his "efficiency" by reporting "No tardiness", whereas a little questioning reveals the fact that just as many scholars come late; but he worms out by turning the key against them, or by considering them not present till next session. Will Commissioner Henkle define tardiness, or excuse us from reporting? Respectfully, W. S. HAYDEN, Supt. Schools. CHAGRIN FALLS, O., March 7, 1870. - Ar this date no law has been passed by the General Assembly affecting the duties of township boards of education or local directors; nor is it probable that any such law will be enacted the present session. The members are too much absorbed in political manoeuvring and buncombe to give attention to so trifling an interest as that of public education. Editorial Department. WE regret that we are unable to devote the necessary time to the editing of this number, but we hope soon to find relief from the pressure of our present duties, when we shall give to these pages even more attention than heretofore. We have matured plans for placing the MONTHLY in advance of any position it has yet attained. We are also embarrassed this month by the non-receipt of several promised contributions, on two of which we relied until too late to do otherwise than substitute selected matter. Our disappointment is lessened by the excellent character of these reprint articles, and also by the hope that our contributors will next month come to time. For several years past, the MONTHLY has been largely filled with matter written expressly for its pages, and this feature will be continued. A COUNTRY teacher asks for suggestions respecting the classification of an ordinary country school of fifty pupils and the length of time to be occu pied in each recitation. We refer our correspondent to the February and March numbers of the MONTHLY for important suggestions on the subject of classification, and we hope that some experienced teacher may present equally valuable suggestions on the arrangement of a daily programme. We discussed this subject quite fully in 1864 (vol. v., p. 326), and we now prefer to present the results of more recent experience. In the article alluded to, we recommended the division of the school into say three grades, and the allotting of a definite time to the recitations of each grade. This seemed better than the attempt to arrange a class programme with its numerous sub-divisions of time -too numerous to be easily observed. We have been assured by country teachers who have tried the plan, that it works well, and we recently noticed a similar programme in a normal lecture. Who will throw the light of recent experience on this subject? THE fact that the writer of the article in this number on "Religion in American Schools" is an earnest advocate of the English denominational system, adds weight to his testimony in favor of the non-sectarian system of the United States. We call special attention to the fact that, while Mr. Fraser laments the absence of doctrinal religious instruction as a capital defect, he is constrained to defend the American system from the charge that it is irreligious and Godless. His testimony is that it is "even going too far to say that it is non-religious, or purely secular." Religion of a "neutral tint" has a place in the schools. They admit and use the sanctions and motives of religion, but carefully exclude all sectarian instruction and influence. This is the great triumph of the American system. It has struck the golden mean between sec |