that she may be as much celebrated in the future for moral and intellectual, as she is, and will be, for natural advantages. But we did not set out to write a homily, our object being to do justice to Madison teachers and Madison schools. The public examinations at the close of the winter term, have proved conclusively that the schools are making as much progress as could be expected, and many of the pupils evinced scholarship of a high order. This was especially true of the High School under the charge of D. Y. Kilgore, principal, assisted by Misses Fernandez and Bernard. We were able to attend but a portion of the examination, and can not speak of all the exercises, but those recitations we heard were well sustained, and reflected credit upon both teachers and pupils. The class in geometry we particularly noticed as prompt, thorough, and well drilled. The examinations closed with an exhibition by the pupils of the High School, which was a fine affair, and a splendid success. The City Hall was filled with an intelligent audience, who showed their appreciation of the good points made, by repeated and long continued applause. Though a portion of the exercises were not to our taste, partaking too much of a dramatic or theatrical character, still the ease and promptness with which most of the young ladies and gentlemen performed their parts, were worthy of admiration. We have not space to mention, particularly, those who excelled in the different parts, nor would it be fair, in an entertainment comprising such a variety of exercises, suited to all tastes, to select those who, judged by a particular standard, might be deemed superior to others, who, measured by a different scale, would take equal rank with the first. Therefore, we will only state, in this connection, that in a school exhibition we consider a distinct enunciation, and a clear and loud tone of voice, which enables the audience to understand the language, and sympathize with the thoughts and emotions of the speakers, points worthy of the highest commendation. In these respects many of the exhibitors deserve particular notice, especially those engaged in the dialogues entitled, "Baron von Klingenberg," "Peter the Great," the "Quakers," and "David and Goliath." The presentation of the Four Seasons was a striking feature of the occasion, and elicited much applause. The essays and declamations were fair, and the singing by the school very good, but the most noticeable feature of the evening was the delivery of the valedictory addresses, by Miss Jennie Burwell, concluded by the presentation of a gold watch to the Principal, Mr. Kilgore. The addresses were well written, and were delivered in a superior style, the enunciation clear and distinct, the manner of the speaker graceful, yet self-possessed and appreciative, and the presentation was the most natural, truthful, and affecting that we ever witnessed. Mr. Kilgore was evidently taken by surprise, and his faltering accents, and briming eyes, as he attempted to thank those who had given him this token of confidence and affection, expressed more eloquently than words could have done, the grateful emotions of his heart, which were seek. ing utterance. The watch is a handsome one, and bears this inscription: "Presented to D. Y. Kilgore, as a token of the esteem and affection of his pupils and teach. ers. Madison, April 12th, 1859." Accompanying the watch was a guard chain, manufactured from the hair of the teachers. In reference to the presentation the Madison Journal (one of the editors of which is a member of the Board of Education) says: "Mr. Kilgore may well feel proud of such tokens of affection from those connected with him in the schools; and will be stimulated to renewed zeal in the future. The tribute is well deserved. Few men have ever devoted themselves with more energy to any cause, than Mr. K. has to the schools of this city, since his residence among us; and the condition of the schools gives ample evidence that his labors have been crowned with success.' His associate teachers were also presented by the pupils with some tokens of affection and regard, and they are worthy of them, having labored faithfully and zealously in the performance of their several duties. BERLIN.-The Courant has a long description of the exercises at the High School exhibition in this city, at the close of the last term. This school, under the charge of Mr. J. J. McIntire, seems to be in a very prosperous condition, and the exhibition, which occupied two evenings, was a decided success, the receipts amounting to sixty-three dollars. Report of the Illinois Normal University.-Through the politohess of Mr. Wright, late State agent of the Normal School, we have been favored with this document, comprising the report of the Secretary, Wm. H. Powell, of the Board of Education, and of the Principal, Prof. C. E. Hovey, It is an interesting document, and we shall endeavor to make some extracts from it in future The institution is in a flourishing condition, and promises to be an effective agency in preparing competent teachers for the schools of Illinois. ་ Chicago. We have received the report of the Board of Education, and Fifth Annual Report, of the Superintendent of this city for the year ending Feb. 1, 1859. Will notice more fully next month, The Tafton Seminary offering. Edited by the Principal of the Tafton Collegiate Seminary Prof. D. Parsons, is on our table, and presents and attractive appearance. Its contents comprise schemes of study, catalogue of pupils, articles by the students, editors table, etc. It is to be issued at the close of every term of the seminary, and is worthy of the patronage of those who are interested in the institution or the cause which it aims to promote. The seminary is located at Tafton, in Grant Co. The faculty consists of the Principal, Mrs, S. C. O. Parsons, Miss Laurie L, Wilson, Miss Malah P. Brackett, and Miss Annette Wilson, The Great Republic Monthly for April was not received till our April issue went to press. It presents an attractive table of contents, and] gives a great deal of good reading for a small amonnt of money. New Exchanges.-"Pine River Argus," and "Wisconsin State Rights," the former published at Pine River, Waushara Co., and the latter at Monroe, Green Co. Also, the "Main Specta tor," a weekly literary paper for youth and the home circle. Published at Rockland, Maine, by EVERY method of teaching claims its peculiar advantages; one professes excellence in one direction, another in another direction; one is beautiful in theory, but useless in practice; another is practicable, but secures no good results. But those methods that have been tried for years, and found to be successful, by men of experience and high rank as scholars, would be pronounced good and practical. Topical Recitation has received, and is receiving, the approbation of the leading educators of this country and of Europe. It claims no recent origin in principle, for it formed the basis of the method of Socrates more than two thousand years ago. By conversation he led his pupils to express their thoughts in their own language, claiming that they had no clear ideas, unless they could express them in words; he taught them to think and to reason for themselves, and justly does the world look back upon him as the founder of intellectual science, from whose school sprang Plato, a giant in metaphysics, and Euclid, the father of geometry, and a long line of Grecian philosophers. Socrates strove to draw out the latent powers of the minds of his pupils, and not so much to pour in his own knowledge, and that is the one great principle of Topical Recitation. Pestalozzi, in more recent times, recognized the same principle when he characterized the common method of teaching, in his time, as an "empty and vain mode of mere verbal instruction," and affirmed that "the basis of education is not to be constructed, but to be sought; it exists in the nature of the man." The essential elements of education are given to all by nature, and the great object of instruction and teaching is to rouse them up and draw them out. Topical Recitation may be called the drawing out process, and and the question and answer method, the pouring in process; the one excites to active native power within, the other uses power from without; the one quickens investigation, the other clegs it; the one supplies its own wants, the other looks abroad for aid; the one makes men of boys, the other makes boys of men. To conduct recitations upon the topical plan, secures many advantages over the common method, some of the more obvious of which may be mentioned. 1. Scholars will more thoroughly understand what they study. This is evident from the fact that they are obliged to apply themselves more closely in the preparation of lessons for recitation. They must completely master the subject of the lesson, else they can not, standing, give the substance of it in their own language without questions. Nor is it enough, if, having good memories, they recite, verbatum, the words of the book, unless they thoroughly understand it; and the watchful teacher can readily tell whether the scholar understands what he recites, from his manner. To recite perfectly, by topic, the scholar must have made the subject matter so much a part of himself, that the ideas naturally flow forth in his own language, he thinks in his own language, and speaks in his own language, and not necessarily in that of the text-book. Lessons prepared to be recited in this way require much close study, and this is itself an important reason why the method is a good one, for, with few rare exceptions, there is but little danger of scholars studying too much. For every one that studies too much for health, there are probably ninety-nine who do not apply themselves as they ought. There is more danger that the scholars of our schools will acquire habits of laziness, carelessness, and indifference, than that they will hurt themselves with hard study. The truth is not one half of the scholars of our schools know how to study; they too frequently sit with book in hand, bent over, dreaming and dozing over a lesson in which they have no interest other than to learn the shortest possible answers to a few set questions. Such scholars, I have sometimes thought, are more apt to fail in health, while at school, than those who discover something interesting in their studies, and are active and ambitious to excel as scholars. It is a fact, pretty well established, that but few persons have injured themselves by mental application and labor. It is true that many have lost their health while engaged in study, but the cause was not that their minds were over-taxed, but that their bodies were not properly cared for. It can be shown, very clearly, that if the physical part is kept in good condition, by proper exercise, diet, and rest, the mental part will endure almost any amount of labor. The student that does nothing but eat and sleep, and pour over books, must expect to lose his health. He should re. member that every hour spent in physical exercise, within a reasonable amount, really helps him to get lessons so much the sooner. Says Montaigne, "Even our recreations and our exercises, running, wrestling, music dancing, riding, fencing, and the chase-all will unite to assist us in our studies." If then, proper care be taken of the physical, we may spare ourselves the fear, that the mental will be over-worked; and if scholars apply themselves so as to recite topically, their minds will become completely imbued with the subject-matter of the lesson; and not only so, they will gain a habit of inquiry that will lead them beyond the limits of the text-book into fields of independent investigation. They will no longer rest in satisfied composure on book authority, but the clearness of their own knowledge will lead them to trust more to their own judgment; from children they will become men. 2. Scholars will retain longer what they study. This is a natural inference from the preceding advantage, for it is generally true that a man retains longest what has cost him the most to acquire. Besides, in pre paring a topical lesson it is not the language particularly, but the ideas that occupy the pupils attention; he is treasuring up thoughts, and more especially, the power to use and develop thoughts, something that is far more lasting than words or symbols. To be able to talk about any subject intelligently, one needs to understand it thoroughly, and that requires attention with the view of future use. In intellectual economy as well as in political, real gain depends upon exertion and care. It is an old maxim, and rich in meaning that, "The cheapest goods are quickest torn, This is true in the traffic of ideas; indeed, the very effort made to secure mental possessions, increases the capability of enjoying and using them. That pupils are required to talk about what they study, is a strong evidence that they will retain it longer; for who does not remember more distinctly what he repeated after reading, than what he did not repeat. The stories that we read in childhood and rehearsed to our friends, linger still in memory, while much that we never repeated, has vanished entirely. The concentration of the attention upon the idea to be expressed seems to give it an impress not easily erased. To converse about any matter that has been studied, is like clinching the nail; it fixes it in the mind. To study lessons is to collect emeralds, to recite them topically, is to polish them; and it may be said, with much truth, that "a lesson not recited is but half learned." Topical Recitation secures, at all times, a lively interest on the part of the class and teacher, in the subject studied, thereby riveting it more firmly in memory. The quickness and readiness with which each scholar must recite, the promptness with which criticisms are made by the class, or by especial critics, cannot fail to keep up a degree of life and animation in the class, that will fasten the subjects discussed in the mind more firmly than the usual cull method of brief questions and briefer answers. It is in this particular of awakening and sustaining a cheerful ambition, that Topical Recitation excels more than in any other. The greatest bane of |