the times of Solomon of old, I will not add any thing. I do not suppose I can add any wisdom to that to which you have already listened. But I will admit that I have not come to think that teachers should be advised never to use a harsh measure. It has always seemed to me there should be a reserved power somewhere; but where, I will not say. But whether we resort to force or not, if we adopt a style of discipline which induces fear and a state of unrest in the mind of the child, we have introduced something which will destroy that right-mindedness essential to intellectual improvement. Those who can govern a school by the gentler influences, by persuasion or by reason, and preserve a healthful bond of regard and affection for the teacher and a love of study, will have achieved the noblest success. Those who, failing in this, feel compelled to employ severer measures, but secure the same result, will also have achieved success. But those who fail to leave the child in such a state of mind, will have failed to cultivate right-mindedness. It is not so much a question of rod or no rod, as of the condition of mind after the chastisement has been employed.

Undoubtedly various means must be employed to cause authority to be recognized and respected; and the more perfectly authority can operate, through an unperverted understanding, the better. That order

must be maintained there is no question; and he who fails to maintain it, without leaving the mind in a condition .of restraint, fails to secure the condition most favorable to growth.

I might refer you to another field from the cultivation of which you are not exempt: I mean the field of morals. I hesitate somewhat, lest I may be thought to introduce a subject from which we are debarred. But I do not see how it can be entirely neglected. If you point a child to a duty, and say, "If you do notper form it, there is such a measure of punishment, and if you do perform it, there is such a measure of reward," you have introduced motives which are not purifying, the reception of which gives a twist to the mind and moral character, that may be most deleterious in its life-long influence. If there is any labor that will bear with it its own recompense, it is the labor of well-doing; if there is any field of enterprise that can afford to be satisfied with its own harvests, it is the field of obedience to Christian commandments. If there is a single duty in the world that does not need bolstering by extraneous considerations, it is the duty to Almighty God by which one comes into a union with the source of all life. Now why should we turn away from the inherent joys of right-doing, as a motive? Let the motives we employ in the school-room be such as will improve the condition of the mind morally, as well as intellectually.

.

LECTURE VII.

TRUANCY: THE EVIL AND REMEDY.

BY REV. B. G. NORTHROP.

I PROPOSE to speak of TRUANCY: the Evil, the Extent, the Cause, and the Remedy.

The evils of truancy are so obvious and serious, that it would seem nothing need be said of its mischievous tendencies; and yet, were they duly appreciated, a remedy would everywhere be found and applied. No fact connected with our public schools has impressed me so sadly as the extent of nonattendance, and the strange apathy of the public as to this most fruitful source of juvenile crime. This crying evil calls loudly for a remedy. No State has done more in this direction than Massachusetts. Her truant laws are excellent. But are they executed? Do the people realize the wide prevalence of truancy, and its tendencies to the demoralization of our youth? The law plainly says, "Each city and town shall make all needful provisions and arrangements concerning habitual truants, and also

concerning children wandering about in the streets or public places of any city or town, having no lawful occupation or business, not attending school, and growing up in ignorance, between the ages of seven and sixteen years," etc., etc. But according to the last returns, two hundred and thirty-seven towns made no such provisions. Ninety-eight cities and towns only have appointed truant officers. In many of the cities, and in a few towns, these truant laws are faithfully executed, and with happy results; but I fear that in many, even of these ninety-eight towns, these provisions are disregarded, and the truant office is practically a sinecure.

The extent of truancy is admitted, but the greatness of the evil, as one of the most dangerous forms of incipient crime, is not duly felt. Truancy creates a distaste for study, a dislike of school, disregard for authority, impatience of restraint, and fosters selfwill and self-indulgence, and forms habits of idleness and vagrancy. "Nothing to do," tempts to do every thing bad; for idleness is one of the parent vices. Three words, truancy, the street school, and the penitentiary, make up the history of many criminals. The truant not only ruins himself, but his companions. One example makes another. The evil spreads by a rapid contagion, and unless early checked, will become a wide-spread and desolating scourge to society. But, save these juvenile delin

quents, and you not only prevent a vast amount of moral contamination and crime, but turn those active natures into channels of usefulness and virtue.

It is important to investigate the causes of this great evil. They are many and various. The subject is full of difficulties. But we must search out the sources of the mischief, in order intelligently to apply the remedy.

Orphanage, poverty, neglect, discouragement, may often explain the absence of hope and ambition on the part of many unfortunate children. To them the prospect of self-improvement brings no bright visions of better days. They live from hand to mouth, content with the supply of their animal

wants.

With another class, parental ignorance, indifference, intemperance, or vicious example in some other form, leads astray. Truancy is always a sign of bad home-training. How many youths receive no right parental influence, and have no home worthy of the name! The house where they only eat and sleep, is the scene of contention and profanity, fitted to drive away its inmates to the street school. Dissolute habits of parents, bringing rags and wetchedness 'into the home, turn the children as truants and beggars into the streets. These vagrants accustomed to break out when night overtakes them, soon lose