We are

certainly there is no greater mistake than to best efforts of the teachers at school? suppose it is well or seasonable to be always constantly striving to banish from the school keeping the spirit on the stretch; it is not our premises every profane oath, and all kinds of duty to be talking of that which underlies and vulgar and offensive language; but it is painful overreaches all others in our hearts and lives. to reflect, that many a pupil in our schools hears We want relaxation in our talk, as well as in these forms of expression from the lips of his everything else. What we have to guard against own father or elder brother, at home. And yet, is a "moral atmosphere" which never nourish- no father, whatever habits he may have fallen es or inspires our better nature against subtle into himself, can for a moment desire to see his influences, which, like invisible threads, weave children imitate him in the use of such lantheir snares about us; against all forces and guage. If I could but gain the confidence of tendencies which we know lower and enfeeble every such father, I would whisper in his ear a There is a moral atmosphere about every note of warning, and beseech him, as he regards human soul, and we cannot enter some without the well-being of his children, to abstain from being refreshed, invigorated, expanded. habits which are doing so much to ruin both

us.

Our souls inhale the finer atmosphere, and him and them. our aspirations take clearer forms- - our pur

There is also a class of mothers with whom I poses broader scope and deeper root; our cour-desire a word of friendly converse. We are age glows, and the small daily life we are living using our best endeavors to infuse into the is suddenly dignified and ennobled, and we schools a spirit of kindness and cheerfulness catch glimpses of its real responsibilities and and refinement, and to banish from them all relations, and how its struggles, its bafflings, its defeats and its sacrifices may read at the last.

forms of coarse and abusive language, and every unseemly act. But there are hundreds of Dear reader, we are all in the world, and ne- children in the schools whose home-life is uncessarily of it. We shall be out of it in a little happy, and whose every fault, real or fancied, time, and certainly we ought to enjoy the good is almost sure to call down upon them a storm and gracious, the pleasant and beautiful gifts of angry reproach, or subject them to forms and with which its hands come to us, laden by our degrees of punishment which are governed, not Father, who is in Heaven. But the sentinels by the nature of the offence, nor a desire to must always stand on the walls of the soul; by benefit the children, but by the passion or caday and by night must they look out from the price of the present. There are also hundreds watch-towers for the approach of the enemy, of children, whose mothers understand full well with whom they must be at life-long war; for the proprieties of life, and are able to assume the only furlough in that battle is Death-the them at pleasure, and yet, constantly let themonly hospitals on that long march the low-roof- selves down to a very different standard of deed, grass-thatched hospitals of the grave- and the only trumpet of victory that last "Well done" of God.-Arthur's Home Magazine.

Home Influences.---A Word to Parents.

portment, in the presence of their own children. They seem not to know that coarseness of language, harshness of tone, and spirit of peevishness and fault-finding in the daily bearing of the mother, are almost sure to be re-produced in the child. If parents of all classes could but realize how true it is, that the manners and language of their own home-life mould the manners and language of their children, I am sure they would be more careful of their daily example, and teachers would receive more efficient coöperation and assistance, in their efforts to improve the morals and manners of their pupils.-W. H. WELLS.

WE are making special efforts to preserve the pupils of the schools from contamination by the influence of vicious associates, when no teacher or parent is near to watch over them. But many parents allow their children to remain at school during the intermission at noon, when there is no necessity for it, and many allow them to come to the school-grounds half an hour or more before the hour for commencing school, when no teacher is near to protect them. How To ADMONISH.-We must consult the Will you render us special aid in correcting this gentlest manner and softest seasons of address; evil? our advice must not fall like a violent storm, May I venture one step farther, and allude bearing down and making those to droop whom to certain home influences in a large number of it is meant to cherish and refresh. It must defamilies, that do very much to counteract the scend as the dew upon the tender herb, or like

melting flakes of snow; the softer it falls, the of our present speech, and is best known by longer it dwells upon and the deeper it sinks comparing its elements and structure with our into the mind. If there are few who have the own English.

humility to receive advice as they ought, it is The letters of the Anglo-Saxon alphabet are often because there are few who have the dis- very similar to those of the English. They are cretion to convey it in a proper vehicle, and can twenty-four in number. J and q are wanting. qualify the harshness and bitterness of reproof. In later times, k was used for c; v and z occur against which corrupt nature is apt to revolt, in foreign names only. The hard and soft by an artful mixture of sweetening and agreea- sounds of "th" are each represented by a letble ingredients. To probe the wound to the ter. The vowel sounds differ from those of the bottom, with all the boldness and resolution of English, though there is a very general corresa good spiritual surgeon, and yet with all the pondence. The Saxons seem to have made delicacy and tenderness of a friend, requires a greater use of the broad and open vowel sounds very dexterous and masterly hand. An affable than their descendants now do; this may be deportment and complacency of behavior will the effect of physical causes. The consonants disarm the most obstinate; whereas if, instead were pronounced as in English, with the folof calmly pointing out their mistakes, we break lowing exceptions: c was always hard like k; out into unseemly sallies of passion, we cease cw was written for our qu; f between two vowto have an influence. New Hampshire Journal els or at the end of a syllable, had the sound of of Education.

For the Schoolmaster.

Origin and Progress of the English Language.---No. 4.

[COPY-RIGHT RESERVED.]

Ir the Anglo-Saxons had gradually immigrated into England, and quietly settled among the Celts, they might have acquired and used the Celtic language, as the immigrants we constantly receive from the different nations of Europe adopt our customs, conform to our laws, and receive our language in place of their own; but the Anglo-Saxons took forcible possession of the eastern part of England, and brought in their own customs, religion and language.

The language of the Celts wanted many of the conditions that give power and perpetuity to a language. They had very few, if any, books. The language of any people, when committed to writing, is not so easily overcome by foreign influences, as one possessing no literature. If the Druids, who craftily avoided writing, had embodied their learning and religious notions in writing, the Celts might have modified the Anglo-Saxon language. It is said that the conquered Greeks, by their learning and literature, conquered their victors, the Romans; such a result is not often accomplished except by the aid of a superior literature.

v; q was never soft; when placed between two of the vowels a, e, i, or y, or at the beginning of a syllable before e or i followed by another vowel, it had the sound of y; cg was usually written for our gg, and hw for our wh.

The change of vowel sounds from the broader and more open to the shorter and more close, is not peculiar to the Anglo-Saxon, but is evident in the Greek and other languages. One cause of this change is, that less effort is required to utter short sounds than long and broad; hence, the more a language is used, the greater the tendency to contract the vowel sounds, or

to substitute others that are shorter.

The changes, which the elementary sounds of the language of the Anglo-Saxons have undergone, are doubtless the result chiefly of their

peculiar modes of thought and phases of feeling; but these are largely dependent upon the objects in nature which are ever about us, and are the occasions of mental activity; so that we may ultimately refer very many of the changes in any language to the moulding hand of external nature.

A late writer, speaking of the effect of climate and locality upon language, says:

"Even the soil on which a language grows, marks it with its own indelible stamp. Dwellers on lofty chains of mountains, or the elevated plains of hilly districts, use broad vowels and broad consonants. The languages of the

So far as the somewhat scanty remnants of South and East are more or less limpid, euphoCeltic and Saxon literature enable us to com- nic and harmonious, as if impressed with the pare them, we discover the growing strength of transparency of southern skies. They seem to the Saxon, and the decaying weakness of the repeat, in their soft accords, the sounds proCeltic. The Saxon forms the brawn and sinews duced by the palm tree waving in the breeze,

3

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the low, sweet rustling of the long grass of the in composition-the førming of one word out savannahs, and the gentle, harmonious mur- of two or more, with or without change of form muring of a thousand small voices of living in either — and in this respect is inferior to the and enjoying beings. The clear, blue sky of Anglo-Saxon. The vocabularies of some lanthe sunny South is reflected in the clear, open guages are mostly made up of root-words, usvowels of southern languages; the natural re-ually monosyllabic, and of words derived from sult of free, generous breathing, which produces this primitive stock by very simple modificasounds ringing full and clear through the pure tions.

atmosphere. Nor is the energy and austerity of The capital stock of other languages is largevigorous northern climates less distinctly ex-ly made up of composite words, and of words pressed in northern tongues. The misty, mur- invested from foreign sources, the radicals of ky clouds of an insular world produce a reluc- which are readily recognized. The languages tance to open the lips and thus to admit the of the former class, to which belong the Gothic foul air; the words are clipped, and uttered and its offspring, the German and the Anglowith great rapidity through closed lips, or hiss-Saxon, increase their stock of words as occasion ed through firmly compressed teeth. In still requires by composition and derivation, which more northerly regions, languages seem to re- is but a simple evolution—an organic developecho the noise of tumbling, rumbling rocks, or ment.

the roar of cataracts, if they do not sink into a The languages of the latter class, to which whisper, fearing to freeze the very air in the belong the Latin and those derived from the lungs, or to arouse the spirits that dwell in Latin, called the Romance languages, do not brook and forest. As the mountain air, sharp possess so great a power of derivation and comand rough, loves diphthongs and aspirates, the position, but add to their vocabularies by borlow lands produce narrow, thin vowels, and rowing from foreign tongues. the flat shores broad but loud sounds, now chiming in and now contending with the music of the waves."

The old Anglo-Saxon, like the Greek, abounds in compound words; some of these are still found in the English, but most of them have been supplanted by derivatives from the Latin and Greek. These derivatives have made our language more musical but less expressive; they have increased its beauty, but diminished its strength. A compound Saxon word usually expresses the idea intended so clearly that the unlearned readily understand the meaning of

The English language does not belong exclusively to either class, but for the most part to the latter.

The borrowing of words from foreign sources, to meet the increasing wants of a language, is not without its advantages. No native compound words, though formed with the greatest care, can fully meet the requsitions of advancing science. No native compound can so well express the result of a wide abstraction, or designate any entirely new object of thought, as an exotic term. The compound word will always suggest the ideas primarily expressed by the words of which it is composed, while the word ap*This is evident when we compare the Saxon propriated from a foreign language to designate compound word mild-heartedness and the Latin a new object of thought, expresses purely the derivative clemency; death's-man and execu- idea intended, unalloyed by any associating tioner; great-souled and magnanimous; over- ideas which the parts of a native compound lying and superincumbent; nearness and con- must necessarily suggest.

the word.

tiguity; underwrite and subscribe, all-powerful It is evident that unless a language can import and omnipotent; witega, wise man, and proph-words from foreign sources, it must ever express et; hundred-man and centurion; gold-hord a new generic term by some specific, or modi

and treasure.

fication of a specific, term for instance, the

If Saxon compounds had never yielded to Anglo-Saxons, in their language, expressed fluforeign derivatives, the labor of the youthful idity by referring to things that possessed the student, in finding the meaning of words would property of fluidity, or by using the specific be much less than it now is; and wordy orators terms, oil, water, and the like, or some modifiwould be obliged to utter sense as well as sound, cation of these terms. None of us would prefor the common-sense Saxon always clips the fer, with the Germans, to call those sciences noisy wings of bombast. which are more closely connected with the maOur present language possesses little facility terial interests of society, the "Bread-and

Butter Sciences," rather than the Practical Sci- enrich our vocabulary, it is a mine of priceless ences, though to obtain the word practical we wealth. Much might be said of the intrinsic are obliged to borrow from the Greek. If our value of the old Anglo-Saxon, and of its relalanguage is inferior to the German and other tive importance to us, resulting from its close composite languages in some respects, we may affinity to our present speech; upon this point yet claim that it is superior in technical precis- I will quote the forcible words of Prof. G. P. ion. Marsh:

.

The grammatical structure of the Anglo- "In fact, so complete is the Anglo-Saxon in Saxon language is not regular and uniform like itself, and so much of its original independence that of the Latin, because it was formed from is still inherited by the modern English, that if different dialects spoken by the several tribes we could but recover its primitive flexibility that settled in England. After the union of and plastic power, we might discard the adven the different tribes under Egbert in 827, by titious aids and ornaments which we have borwhich they became one people, their language rowed from the heritage of Greece and Rome, became essentially one, but still retained many supply the place of foreign by domestic comof the peculiarities of their earlier dialects. pounds, and clothe again our thoughts and our feelings exclusively in a garb of living, organic, native growth."

Remedy.

J. C. G.

In giving a very general outline of the grammar of the Anglo-Saxon language, we may say that the article, noun, adjective and pronoun were declined, having different forms for the Evils of Irregularity in Attendance and the three genders, for the several cases and for the singular and plural numbers. The declension Ir is a truth that is universally admitted of the nouns embraced four cases, and besides because too many, entirely too many, have testforms for the singular and plural numbers, the ed it, that pupils can make no advancement personal pronouns of the first and second per- when irregular in their attendance at school. sons had a dual, or form exclusively appropi- With many parents, the occasional absence of ated to the number two. The verbs had four their children from school, is regarded as a matmodes: the indicative, subjunctive, imperative ter of minor importance. And we are glad and infinitive; and two tenses, the present and that we have the opportunity of thus publicly the past. The present was often used for the impressing upon the minds of some, the injury future. Those verbs which we use, in forming that, not only their children, but the school in the different tenses of verbs, are, in' the Anglo- general, receive from their indifference. In preSaxon language, mostly independent verbs. An seating the evils of irregularity, we shall regard independent verb, followed by an infinitive, them as two-fold. First, the injury the pupil was employed to denote many of the modal sustains; and second, its influence upon the and tense relations of their verbs: for instance, school. instead of I will go, a Saxon would say, I will First, the injury the pupil sustains. All who to go. It is hardly necessary to add that we are acquainted with the text-books now in use have the abbreviated form of this, and like ex-in our schools, know that in their arrangement pressions, the word "to" being omitted, and they form. as they ought to do a continued the antecedent verb becoming an auxiliary. chain; each day's lesson composes a link, and Many of the Anglo-Saxon prepositions, con- each preceding recitation prepares the pupil to junctions and abverbs have passed into our better understand the lessons that follow. To present English with little change. lose a single day, will break a link of this chain;

The study of the Anglo-Saxon language is and will increase the difficulty in preparing the of little service to us as a means of acquiring a lessons for the following day. Nor is this all; knowledge of the principles of grammar. The the pupil will soon lose his interest in his stuLatin seems destined to furnish the best means dies, and will finally become discouraged and of disciplining the student to habits of gram-neglect them altogether. "Education," says a matical accuracy; in the completeness of its late writer, "is essentially progressive, consistsyntax, it is a peerless language. The study of ing of a series of regular processes, the later althe Anglo-Saxon is chiefly valuable for its ety-ways depending upon the earlier.” This being mological treasures, and for the obsolete terms essentially true, it must follow that if previous that may be there discovered and restored to principles are lost, the latter will be less clearly our language. As a source from which we may understood; and if the absence be repeated

very often, the pupil will soon find himself sur- ly on the part of the teacher, seldom fails to rounded by difficulties from which it is impos- have a great influence upon the children. If sible to extricate himself. If parents would teachers would practice it more, they would view this matter in its proper light, and estimate govern their schools with less difficulty. the loss their children sustain from irregularity, While we have spoken freely upon the rewe are sure that they would endeavor to send sponsibility of the parent, we would by no them to school more regularly. means entirely exonerate the teacher; for he is We will now notice the second evil arising often culpable for bringing those evils upon from irregularity, viz.: Its influence upon the himself and his school. I do not mean that school. Did the evils of irregularity extend no there are any who are so silly that they would further than we have described, the claims of do so intentionally; but true it is, that they are the subject could not be urged so strongly; but often the sole cause of it themselves. It has the whole school suffers thereby. The classes been truthfully said, "That the teacher makes become disarranged, and, as a consequence, lose the school." Like the sun in the firmament, whatever interest they may have had in their he gives light and life to all around him; but studies. A scholar that is irregular in attend- should his face be eclipsed by a frown, or a look ance cannot fail to become a "dead weight," of displeasure, like a cloud before the sun, it and consequently an incumbrance to his class, shuts out all the cheerfulness that should charand a great hindrance to their advancement. acterize him, and makes everything wear a But the pupils are not the sufferers alone; the dreary appearance. It is reasonable to suppose teacher bears his part; it increases his labor, that a child would like a pleasant school and for it becomes necessary for him to repeat the dislike a dreary one; and if it loves a schoolexplanations and illustrations of principles for room because it is a pleasant place, instead of the benefit of the pupil that was absent; thus hunting excuses to remain at home, it will use needlessly consuming his time.

every exertion to get there. In addition to this, the teacher should not only be able to make the school-room a pleasant place, but he should also be able to make it an interesting place to

We have thus far endeavored to set forth some of the evils arising from irregular attendance at school; and we have dwelt longer upon this part of the subject than we should, hoping the pupil. If this interest be in the proper dito set forth these evils as fully as possible, that rection it becomes the most profitable, as well those who have assisted in bringing them into as the most powerful, influence in favor of regInterest always necessarily the schools may take heed and reform. We ular attendance. will now offer a few suggestions to teachers, precedes improvement; as it is unlikely that a which we think would remedy those evils. pupil would learn a thing that in his judgment is not worth learning. That it is the duty of a teacher to awaken an interest in his pupils, needs no argument here. It is also observable, of the teacher, there irregular attendance is that where the least interest is taken on the part greatest.

We feel that we have given only an outline of this subject, but we hope we have given enough to awaken an interest in it, that further investigation may follow.-Washington Examiner.

We have already intimated, that we consider the parent responsible, to a considerable degree, for irregular attendance of his children at school. And we certainly do him no injustice, when we charge him with being entirely responsible; for, whoever may cause the irregularity, whether it be parent or pupil, it is certain that the parent has the power, and should remedy the, evil. We would, therefore, recommend, when irregularity occurs, that the teacher go and talk privately with the parent upon the subject; and if it has arisen through his indif- reception of news over the wires direct from San ference, he should present the evils arising from Francisco to New York, a distance of three it, and if properly done, we think he must be an thousand five hundred miles, is an achievement unreasonable parent indeed who would not enIt is believed to be the not to be overlooked. most remarkable "operation deavor to reform at once. yet recorded; If, upon the other and the imagination, even, is startled when hand, the pupil has been playing truant, and called upon to believe that communication from has been deceiving both parent and teacher, city to city can thus pass through so vast a their meeting would bring the matter to light formation of a battle on the Atlantic read on space almost simultaneously. Think of it: Inat once. Besides, a private interview with a the Pacific before the sound of cannon has ceasparent, if conducted in a proper spirit, especial-ed to echo !-Boston Transcript.

ANOTHER WONDER IN TELEGRAPHING.-The