and the good results which grow out of them so plainly evident that all must be convinced-as a large majority of our directors and patrons are already convinced-that real and substantial benefits are to be derived from teachers' institutes.

Future Prospects.-While the schools in this county have made slower progress, perhaps, than the more hopeful expected them to make, and improvements have not been as marked as could be desired, the prospects for the future are not at all discouraging. Directors, in many instances, express a determination to employ none but competent teachers, if possible to secure such, regardless of cost. And when they have secured their teachers, it is evident that they will also criticise their work and methods of teaching more closely than heretofore. And I trust to be able to embody some very cheering facts relative to the schools of Carroll county in my next report.

CHAMPAIGN.-T. R. LEAL.

Our schools are advancing steadily, as far as regards government and methods of teaching. Were it not for the fact that many of our best teachers are continually leaving the work, and that we have to supply their places with inexperienced teachers, our advancement would be more rapid and permanent.

These changes must needs be, and strong and systematic efforts should be made to meet, and as far as possible to counteract, the shock thus caused.

All our teachers cannot attend normal schools, if they wished, on account of insufficient accommodations. The best thing to be done is to establish institutes on a thorough and systematic basis. As a rule, institute work is too loose and diffuse to produce all the good possible. Teachers talk too much, and the class too little. Lessons are not assigned so that the class can prepare for recitation. The class is not made responsible for the lessons by reviews. Different teachers take charge of the same study at different times, so that no teacher can fully develop his plan. Those sitting on the back seats are seldom questioned. Puzzling questions are frequently asked.

Fruitless debates are frequently indulged in on unimportant points. The work is done by few; the many are discouraged. Prompt compliance with reasonable requirements is not exacted; good order is frequently ignored. Teachers cannot prepare their lessons, from the fact that there are too many evening lectures. Not unfrequently the lectures have little or no bearing on the teachers' work.

How can these defects be remedied?

First. Secure a good teacher to conduct the exercises, and pay, him well for the work. Not every man who is willing to accept the position; for here, as in other important positions, "fools will venture where angels fear to tread. "

One good teacher, with a

Do not employ too many teachers. thoroughly digested plan, is worth more to a class than a dozen excellent teachers who have only an hour each in which to deAvelop their methods. This one must be able to teach the wise, instruct the simple, restrain the over-active, awaken the sluggish, and encourage the disheartened.

Let teachers pay tuition and board, and they will feel more independent and work better. There should be no more than two lectures in a week-one is better; and see the lectures are appropriate, and not, as is often the case, mere literary exhibitions.

The length of time institutes should be held, is important. When schools are in session, one week is all that can be spared from the school room; but during vacation, more time can be taken. It can then be made more like a normal school. We closed a three weeks' session in this county on the first of September, 1870. There were one hundred and seven teachers in attendance, and the interest was kept up until the last. The teachers worked with a will, and were highly benefited.

Auxiliary to this, township institutes have been organized in different parts of the county. They meet once a month; they have been in successful operation for several years. The people take much interest in these meetings.

It is somewhat difficult to secure a complete uniformity of textbooks, from the fact, that book agents will not effect an exchange of books without cost to the district. Many boards think it is clear gain to get books for nothing, not thinking that when any of the people move into another district that it causes confusion and trouble. We are looking for suggestions from the State Superintendent on that point with much interest.

On one branch of study our schools fail more than any other. I refer to grammar. Many pupils who have studied grammar for years, cannot write a fair letter. They are kept on definitions and parsing too much of the time. In order to be able to write well, pupils must have practice. My advice to teachers is to spend one fourth of the time devoted to the lesson on definitions and parsing, and three-fourths to writing the language.

This course seems absolutely necessary, from the fact that many young men and women whose chances have heretofore been poor, will attend school for the last time during the coming winter, and that it is to them a most important part of a practical education. Without culture in this direction, they are subject to great mortification and damage through life.

Too much should not be required at first. Commence with the simpler sentences, and work up to the full capacity of the pupil. Use the grammar as a scaffold from which to construct the language.

CHRISTIAN.-WM. F. GORRELL.

We are able to report constant progress in our schools. There is an increase of interest on the part of the people. Five of our teachers have been pupils of the State Normal University. Six school houses have been built the present year, at a cost of $40,000. One teachers' institute was held during the year, and it was well attended. We held one county normal school this year, aud are of the opinion that it has accomplished more in elevating the standard of the profession than all other means.

CLARK.-WILLIAM T. ADAMS.

As this is my first report, and I have held the office of county superintendent since last December only, it will be brief. I think I can safely say that our schools and teachers are improving. We have some as good teachers in this county as can be found anywhere. We held our annual institute the last of August, which was well attended-some ninety teachers being in attendance. There was much interest manifested by all present. There seemed to be a determination among the teachers to improve and qualify themselves more thoroughly for their great and noble work. We expect to hold another institute during the winter. The prejudices heretofore existing against teachers' institutes seems to be giving way, and I hope the time is not far distant when all will feel and acknowledge their true value. It is to be hoped that our next legislature will revise our school law and make it more plain; so much so that every man can comprehend its meaning. The or ganization of each township into one school district certainly cannot be too strongly urged, and should by all means be adopted. The advantages of such a system have already been so thoroughly set forth by others more able than myself, that I need not refer to them at this time. I regret that some of our directors and citizens think that almost any person can teach school. If one of their children get sick, they want the best medical aid; but when the intellectual and moral training is to be put in the hands of some one, they want those that work cheapest, and they seem willing to risk everything that pertains to the culture of the mind, in the hands of inexperienced or incompetent educators.

CLAY.-C. H. MURRAY.

In submitting my report on the condition of the schools in Clay county, I am pleased to say that there is a steady-and healthy progress exhibited in most of our districts; but the grade of work generally is so far below my ideal of what may be accomplished, that I shall not feel satisfied until great changes shall have been wrought. After spending several months in visiting our schools, the great problem that presented itself most prominently to my mind was: What shall be done for our country schools? I found many of them in a chaotic and confused condition. Many of them were in the charge of inexperienced teachers, who, no doubt, would have been better if they had but known what better was. There was also a great lack of uniformity in the method of conducting the different country schools, and I could form no idea in leaving one school as to what I might find in the next. This lack of system, I discovered, generally had its origin in one of two causessometimes in both combined. Either the teacher was inexperienced, and lacking in knowledge of the best course to pursue in classifying and grading his school, or he met with exterior difficulties that prevented him from carrying into effect an orderly and efficient system. In the first case, the teacher wanted guidance; in the second, support. It seemed to me, then, that the first object to be sought in the improvement of these schools, was to place something definite before the directors and teachers, in the way of a plan to be pursued, in the conduct of all our country or ungraded schools; a programme by which the order of business in these schools should be made similar, and that should point out to the inexperienced what would be required of them, and stand as a shield to protect the zealous and progressive laborer against interference from unauthorized parties. In this effort at reform I was much assisted by the official decision on the subject of "uniformity of text-books," published in the September number of the "Illinois Teacher," rendering it obligatory upon school directors to remove one of the greatest obstacles to the success of our country schools-a diversity of text-books. But in searching past records and examining communications from my co laborers, I could find few hints to guide me in making out a systematic order of business for the country school. Much is said in praise of the graded schools-occupying magnificent buildings, and surrounded by every convenience that can be devised to make them comfortable and complete; but it should not be forgotten that over sixty per cent. of the children of the State are deprived, by situation, from sharing in such advantages, and are dependent upon ungraded schools for their education. And these children, by their very circumstances, appeal to our sympathies, and demand of us our greatest concern. The school of the town cannot educate the child of the country, and is only useful to him

in presenting a higher standard of excellence, and in augmenting his chances for a higher grade of teacher. His opportunity is confined to a school where many different classes and ages are gathered in one promiscuous body, and where he has no higher department to excite his ambition or to stimulate him to extra action. The person who shall devise the best scheme for rendering the farmers' school the most efficient, will properly deserve high praise as a great benefactor. I have a faith these schools can be made so efficient that every farmer's child can be made so good an English scholar that he or she will not shrink from contributing to the agricultural press, or from discussing in their county paper any question of public interest, in a creditable and proper manner. With a purpose to carry out these views, I have had an order of business printed on heavy card board, suitable for tacking up in the school-room, and have distributed it to every ungraded school in the county, and I am pleased to say that I am receiving very favorable reports from every district where it has gone into operation.

In order to keep the people thoroughly aroused upon educational matters, I visit a school in the day time, and lecture in the same district at night. In order to get out an audience, I have blank bills struck, which are afterwards filled up and forwarded, to the number of four or five to a district, a week in advance-making my appointments to speak previous to my visit:

PUBLIC LECTURE.-There will be a Public Lecture at School Superintendent, on ....

evening, .....

The public, especially parents, are invited to attend.

by the County 187. Subject,

In regard to any modification in the school law, I pray that you will again reiterate your request made to the legislature in your last biennial report, to have the school year close on the 31st day of July, and begin on the 1st day of August. The reasons for this change are so obvious to those acquainted with school matters, that I will not occupy time in discussing them. I would also respectfully recommend that a provision be enacted requiring criminal bonds to be recorded in the circuit clerk's office, and that the copy of the same be fully attested, before the bond itself shall be considered a completed and valid document. And that the said copy shall be as complete and valid testimony of the existence of such a bond in all courts of law, as the original document itself; and it might not be improper to connect these interests in some way with a more direct supervision on the part of the county superintendent of schools.

I would also recommend that some regulation be secured that shall require school directors to report to the county superintendent, as soon as they employ a teacher, that their school will commence on a certain date, and will continue so many weeks or months from that date. Such an arrrangement will enable a county superintendent to tell, by turning to his register, where there are