QUESTIONS AND ANSWERS.

15. QUESTION: Rejected applicants for provisional certificates sometimes send to the County Superintendent written requests, signed by a number of the Board to license them, which he respectfully refuses to do. Does he do right?

ANSWER: If the County Superintendent has carefully examined a candidate and upon due consideration has decided that he is not qualified, he should not upon any account grant a certificate, unless some circumstances relative to the case have changed. The Superintendent may upon more careful investigation af the matter conclude that the applicant is qualified to teach in some of the schools of the district, or it may be ascertained that there are not teachers enough of the grade he had fixed upon in the district to supply the schools and consequently certificates of a lower grade must be granted. In such cases it may be proper to reconsider the case and to grant a certificate to a person whom the Superintendent has rejected. But circnmstances remaining the same, the request of a board of directors to grant a certificate to a person whom the Superintendent has rejected should not be complied with. The Superintendent is to be the judge of the qualifications of teachers, and his decision should not be changed because a board of directors may desire an incompetent teacher.

16. QUESTION: There are several young men in this county who went into the army before they were twenty one years old. They have returned, after a series of one, two or three years, and many of them so crippled that they are not able to earn a livlihood by manual labor. They now wish to attend the common schools in the district where they reside. Can they be allowed that privilege?

ANSWER: The law requires the several boards of directors to establish a sufficient number of schools for the education of every individnal above the age of six and under twenty one years of age, in their respective districts, who may apply for admission.

The spirit of this act undoubtedly is, that every individual in the commonwealth, between the specified ages, shall have the opportunity of attending the common schools of the State a certain number of months during fifteen years, the minimum number being fixed by another section, at four, and the maximum at ten; and that, under ordinary circumstances, if the individual avails himself of these privileges it must be done between the ages prescribed by the act. The question presents the case of young men who enlisted at the call of the government to offer their lives for its defence, while they were of legal age to attend school. They have served out the time of their enlistment, or until the close of the war, or they were disabled by wounds and have been honorably discharged ;-and under these circumstances they seek admission into the schools of the districts where their homes are, and where they would have attended, had not the government called for their services in the battle field. Reason, justice, and it is believed, the spirit of the law, unite in declaring that such young men are entitled to the privileges of the common schools, notwithstanding they are over twenty one years old, for the same length of time that they would have been allowed to attend had they not volunteered into the service of the United

States.

It is therefore the decision of this Department that such young men shall be entitled to the privileges of the common schools of the several districts in which they reside.Subject, however, to all the rules and regulations made by the proper authorities, and the laws enacted for the management and government of said schools.

NOTICE TO PRINCIPALS AND AUTHORITIES OF SCHOOLS.

The appropriation for the education and maintenance of the destitute Soldiers' Orphans of the State, will be exhausted on or about the 1st of January, up to which time the fund at the command of the undersigned will be sufficient to defray all expenses. But, till an appropriation for the year 1866 shall be made by the Legislature, no funds will be at command to meet farther expenses; and if no appropriation be made, the schools and institutions in which Orphans are now placed, will keep them, to some extent, at

their own risk.

The responsibilities of his position and the rights of the parties, compel the undersigned to give this notice. Still, he feels little hesitation in saying that the State of Pennsylvania will not permit any of her agents in this great work of charity, beneficence and patriotism, ultimately to suffer any loss. Therefore, with all engaged in the active work and involved in the possible risk of this trust, he is willing to continue in its discharge, and to encourage others to do the same. THO. H. BURROWES, LANCASTER, Dec. 17, 1865. Supt. Sold. Orphans.

TO PRINCIPALS OF SCHOOLS AND SUPERINTENDENTS OF HOMES AND ASYLUMS. After this date the keeping of no Orphan will be allowed in any quarterly bill, or paid for, unless the State Superintendent shall have been previously notified, in writing, of the arrival of such orphan at the school, with the date of such arrival, and the fact that his or her name has been entered on the roll of the school to which he or she was assigned by order of the State Superintendent.

This very proper and necessary act is enjoined in the letter from this office which is sent to the proper school or institution whenever an order of admission is issued; and strict compliance will hereafter be expected.

Principals and Superintendents will also, on the last day of each month, report the whole number (not the names) of all the orphans on their list, on that day, for publication.

REPORTS OF NUMBER, HEALTH, MEASURES, &C. Principals of the more advanced schools are requested not to put their monthly reports of numbers on the roll, health, &c., nor their lists of measures for clothes needed, on the same sheet of paper. Each of these is to be on a separate piece of paper, so that they may be appropriately filed, and be accessable when needed for reference. Nor should they embrace these or any similar reports or documents, in any letter asking information or making general statements, as a part of such.

Neither will they connect, in the same quarterly bill or paper, any account for clothing, &c., with that for boarding, tuition, &c. The accounts for clothing are to be kept separate, and so made out at the end of each quarter.

NEATNESS OF DRESS, &C.

The orphans of the State who are in the schools, are now well provided with neat and comfortable clothing, and it is expected that they will, at all times, he clean, neat and well behaved, as well on the play-ground as in the school room, on week days as on Sunday. Attention to this matter must be given; so that personal cleanliness, and neatness, and good behaviour shall be regarded as an indispensable portion of education, and become habitual.

Complaint has been made by an intelligent member of a County Committee of Superintendence, of want of attention to the outward appearance and the play-ground deportment of the pupils in one of the schools. The State Superintendent is glad that the matter has been made known; and though he does not think the complaint applicable to all the schools, he feels that this public notice of it will have

the desired effect.

There should be a daily inspection of all the pupils, to ensure personal cleanliness, and attention to clothes.

Annual Calendar

OF SCIENTIFIC AND LITERARY INSTITUTIONS. For Catalogues, &c., apply to the respective Presidents or Principals.

PROFESSIONAL SCHOOLS:

AGRICULTURAL COLLEGE OF PENNSYLVANIA, Centre County. Wm. H. Allen, M. D., L. L. D. President. One session yearly, divided into two terms of twenty weeks each. The first term opens on the last Tuesday in February and closes the third Wednesday of July. The second term opens on the fourth Wednesday of July and closes on the third Wednesday of December. Charge for board, wash ing, tuition, room rent and fuel $100 in advance for each term. Address, Agricultural College, P. O., Centre Co., Pa. STATE NORMAL SCHOOL, 2nd District, at Millersville, Lancaster county. Prof. J. P. Wickersham, A. M., Principal. Commencement Friday, July 21. Winter term from September 11, 1865, till March 7, 1866, 26 weeks; summer term from April 2, 1866, till commencement, 16 weeks. June 27, examination of candidates for State Certificates. Fall vacation seven, and Spring vacation three weeks. Expenses about $200 for the school year. The whole number of students of all grades during the year was 697.

STATE NORMAL SCHOOL, 5th District, Mansfield, Tioga county. Prof. F. A. Allen, A. M., Principal. Three terms of 14 weeks each, commencing 1st Wednesday in September, and continuing without any recess except one week at Christmas. Expenses during school year about $160. Number of students last year, 285. Though the last recognized of the State Normal Schools, all the rooms in the Normal building are already taken for the next term;-but boarding can still be had in the village. Additional buildings

for students will be erected this fall.

STATE NORMAL SCHOOL, 12th District,—the North-western,—at Edinboro' in Erie county. Prof. J. A. Cooper, A.

M., Principal. Three terms: 1st. From last Wednesday in August, till last Thursday in November. 2nd. From first Wednesday in December, till first Thursday in March. 3rd. From last Wednesday in March, till last Thursday in June, when commencement takes place. Expenses for the three terms about $180. Total number of students of all grades the past year, 817.

Curry, A. M., Principal. The term opens on the first MonCURRY'S NORMAL INSTITUTE, Pittsburgh, Pa. Prof. R. day of September. Price of tuition per year, $50. Boarding and lodging in respectable families at prices ranging from $3 to $5 per week. Pupils received at all times, but persons wishing to enter regular classes should enter at the opening of the term, or on the first Monday of January or April. Whole number of students during the year, 302.

COLLEGES:

PENNSYLVANIA COLLEGE, at Gettysburg, Adams county. Rev. H. L. Baugher, D. D., President. Commencement 2nd Tuesday in August. First term begins 6 weeks from commencement and continues 13 weeks. 2nd term 3 weeks from end of first, and continues till commencement. In addition to the usual College course there is a Professorship of Gerlegiate year. The No. of students of all grades last year 114. man Language and Literature. Expenses about $163 the col

FRANKLIN AND MARSHALL COLLEGE, at Lancaster, Lancaster county. Rev. E. V. Gerhart, D.D., President. Commencement last Wednesday in July. Three terms: 1st. Begins 7 weeks from commencement and lasts 14 weeks.2nd. Two weeks from end of first, and lasts 14 weeks. 3rd, Three weeks from end of second, and lasts 12 weeks. Expenses about $218. Number of students last year 61. ACADEMIES :

UNIONVILLE ACADEMY, at Unionville, Chester county, Pa., M. Durnal, A. M. and H. S. Kent, principals. The school year consists of 40 weeks, and is divided into three terms:-The spring term of 10 weeks, commences the third Monday of April; Summer term of 10 weeks, the fourth Monday of July; Winter term of 20 weeks, the thirtieth of October, 1865 a vacation of 4 weeks occurs between the terms. Expenses for the year, about $200. Number of students last year, 85.

CHESTER VALLEY ACADEMY for young men, at Coatesville, Chester county, Pa. The next term will commence on the 29th of the 1st month, (January) 1866, and continue twenty weeks. Whole number of pupils last year 121. J. K. Taylor, Principal, Silas Wright, B. E., 1st Assistant, Milton S. Parry, 2d Assistant, Emilie M. Potts, teacher of German, Prof. Keffer, teacher of Music.

Original Communications.

THE SCHOOL GIRL.

MR. EDITOR: Your city and our city-aye, the country at large-abound in school girls, but yet how seldom any half dozen of men agree as to what they are for. One man thinks them juvenile angels in disguise, and associates with them the ideas of music and dancing. Another believes they were born to be cooks, and sets them up as angels stillthe divinities of the kitchen! A third seems to suppose they are destined to be talking animals, and suggests French and drawing rooms. A fourth has no doubt that every mother's daughter of them will become a clever man if you only give her a chance, and proposes a vote and an oration. But while they are all busy in considering what she shall do, they take no thought of what she may suffer.— The small martyrdom without any crown, which she frequently endures at the hands of teachers who forget that they ever had a chilhood, or never had any childhood to be forgotten ;-misapprehended,

overtasked, undervalued; entering the formidable presence in recitation rooms with her heart in her mouth, and leaving with no heart anywhere; the slight curling of pretty nether lips at her, that wound like Indian arrows; the whispered ridicule of her poor dress or unfortunate nose;-all these things and a thousand more, leave their image and superscription upon her heart and life, that outlast all scenes and all "accomplishments." Boys can "rough" it; they wear boots and can kick; but girls must suffer silently-we wish we could add, must “suffer and be strong."

The school girl demands protection, not from the wolf, but the school girl; from the bitter rivalry, the heartless vanity, the cruel pride of her own kind. No one will understand us, unless he or she tries; school girls are better generally, we believe, than schoot boys; give us Jane instead of John at a venture; but then school girls are capable-they must forgive us for what we are going to say-are capable of being more hateful in little nameless ways of their own than almost any other creature. Boys fight, and occasionally use bad words from Flanders; but girls can wrap up a deadly weapon in a smile, and turn a syllable into a fish hook, as no boy ever dreamed of doing. School girl friendships are fervent enough, but then how brief they are; while

school girl rivalries and jealousies, persecutions and sufferings, outlast the long vacation.

How much of school-girl life the teacher never sees; how often is the sweetest heart turned to a

fountain of Marah, by those noiseless influences that are never named; how often are the risings of many a springing intellect cruelly broken by a hand the teacher cannot discover. Perhaps these evils are beyond the power of remedy, perhaps they are inseparable from human nature; but yet they may be somewhat lessened by watchfulness and wisdom on the part of those whose duty it is to educate the mind and discipline the heart. The possibility of their abatement in some special cases, is our apology for suggesting them through the pages of your val

uable Journal.

ERIE, December, 1865.

J. B. G.

WHAT SHALL OUR CHILDREN READ? It is desirable that children early form a taste for reading, that they establish the habit of giving careful attention to what they read, and of treasuring up what it is desirable should be remembered. At that period when the youth is of sufficient age and understanding to begin to read, and before a liking for books has been established, it is important that a judicious selection of matter be made. If he attempts to read that which is beyond his comprehension, or that which treats upon subjects about which he can have no interest, he will be discouraged. If he reads upon a subject well selected, but improperly

treated, in a style unnatural and far-fetched, he becomes disgusted. If he reads of the imaginary pranks and fiendish atrocities which older brains have been racked to think out or invent, his mind will be filled with hurtful images, which, but for his reading, he would have never thought of.

Hence, it is difficult to secure books for children that are in every way unexceptionable. Many of the volumes found in Sunday School Libraries are very objectionable. They are milk and water dilutions of exhortations and old sermons, instead of the vigor and simplicity of child-like thinking. The effect is to disgust the youthful reader with the holy themes of which they treat. These publications are usually submitted to a committee, who give them a sharp scrutiny to see that nothing is written in them that would tend to weaken the creed of the denomination for which they are prepared, but fail to examine into the adaptation of the thought to the untrained minds of children.

The new magazine, "OUR YOUNG FOLKS," which

has, during the past year had a wide circulation, and seems to be winning its way to a permanent popularity, has several noticeable features which writers of juvenile literature will do well to observe. The articles intended to be read by young children, like those by Stowe, Lucy Larcom and others, are conceived in such a simple, child-like spirit, that the youngest who has mastered the mystery of letters, cannot fail to be charmed by them. They can see with their own eyes, and understand with their own hearts. The pieces which are designed to be read to this very young classs of readers, like the “Farming for Boys" and "Winning his Way," are still conceived in such a vein, that they cannot fail to captivate the fancy of children.

In selecting books for children, a careful discrimination should be exercised. Not because a book has a fine title, or a pretty binding, or has been recommended by some one who, perhaps, never read it, should it be selected. But it should be examined and brought to the test of youthful taste and thinking, its tone and teaching should be carefully considered, and accepted only when found to be worthy.

Poetry seems to be particularly attractive to the very young reader. The jingle of rhymes by itself, even when devoid of sense, has a charm for the youthful fancy. The measure is music in his ears. Hence, if simple thought can be appropriately expressed in verse, it should be preferred. My attention has recently been called to a couple of books of this class, which seem to me to have rare merit. They are called the "SCHOOL GIRLS GARLAND," but are just as suitable for boys as girls. They consist of a selection from all of our best juvenile poetry, made by a distinguished authoress, and pub. lished by the Messrs. Scribner & Co., of New York. Part first is for the youngest readers, and of a char

acter suited to their comprehension. Part second comprises poems of a scope to suit the youth of a dozen years. So much judgment and taste has rarely been displayed in the preparation of a juvenile book as in this. My own children have derived more pleasure and have been aided in forming a more correct taste, from the reading of these volumes than any other, and they treasure them as the most precious in their little libraries.

S. P. BATES. SCHOOL DEPARTMENT, Harrisburg, Dec. 11, 1865.

ESSAYS ON PHILOLOGY

With Special Reference to English Grammar. BY L. F. BITTLE.

NO. 12.

[Copyright Secured.

DIVISION OF ATTRIBUTIVES. We now come to that class of syntaxed words which we have called attributives, and which are characterized by their constructive dependence on other words, or, strictly speaking, which represent dependent ideas. And the first question that presents itself, is :-How should this class of words be sub-divided in order to accomplish in the shortest and best way the great object of Grammar? In the common theory these words are divided, according to various and conflicting principles, into articles, verbs, participles, adjectives, adverbs, conjunctions and prepositions. In a logical theory, however, which is always the best in practice, this division cannot be made immediately, for the simple reason that these seven classes are not of the same rank. Articles, for instance, are merely a species of adjective, and participles are often but variations of verbs. We propose, then, to divide attributives into two classes first, in reference to the mode of the sentence, or clause, in which these words are found. As some nouns aid and others do not aid in forming mode, so some attributives assist and others do not assist in producing this great essential of speech. In reference to this assistance or non-assistance in the production of mode, we can throw all attributives into two classes, VERBS and

theory. In this the verb is defined as "a word that signifies being, action, or passion," or else" a word that asserts something of its subject,"-statements that are clearly disproved by the following among thousands of similar examples to be found in our language:

The book is in existence-(being.)
The work is extant-(being.)

He performed a great action-(action.)
I saw a quivering leaf—(action.)
The man was in a rage-(passion.)
He was in great pain-(passion, i. e. suffering.)
Does he come ?-(interrogation.)

Make haste and come-(
—(command.)

The verbs in the last two of the preceding sentences neither assert nor affirm; and we may add here, that no single word in the English language has the power of making any assertion or affirmation whatever. The affirmative character of a sentence is always produced, or, strictly speaking, indicated, by the joint agency of two words, as we have shown in a former essay.

The properties of verbs are tenses, persons, forms, and conjugations, all of which will be noticed in the proper place.

NONVERBS are classed as infinitives, adjectives, conjunctions, prepositions, and adverbs.

to expressed or understood; as, "The boy is will1. Infinitives are nonverbs prefixed by the word ing to learn."-"I saw him (to) go."

which other writers have always placed them, we In excluding "infinitives" from the verb class, in have been influenced by the following reasons:

1. Infinitives have no nominatives-all real verbs have.

2. They have no necessary agreement with other words-verbs have.

3. They are always prefixed by the word to-real verbs, never.

4. They never aid in forming mode-real verbs always aid.

5. They are used as nominatives and objectivesreal verbs, never.

6. They limit like adjectives-real verbs do not. These six points of difference certainly warrant us in separating infinitives from verbs, and in classing the former as a distinct "part of speech." Besides, there is no advantage gained and much difficulty produced by grouping them with verbs in a grammatical scheme. It is true that infinitives are like verbs in a few things, especially in having But their resemblance to these words is not greater than their resemblance to adjectives, nouns or, perhaps adverbs; and after a careful examination of all the premises, we are satisfied that, in a logical system of English Grammar, infinitives must be regarded as a distinct class of words, ranking with adjectives, conjunctions and prepositions.

66

III. Conjunctions are nonverbs that introduce sentences or clauses, or else subjoin words or phrases to others in the same construction; as, But avoid foolish questions, and genealogies, and contentions and strivings about the law; for they are unprofitable and vain." "To profess and to possess, are very different things."

The nature and use of conjunctions have long been a subject of controversy among grammarians; and had we time and space, we should discuss the matter fully here, and state our reasons for the doctrine expressed in the preceding definition.

IV. Prepositions are nonverbs that depend on nouns in the objective only; as, "On the next day he went to the city of Rome."

Infinitives and adjectives, as we have seen, depend on nouns in either case. Prepositions, on the contrary, depend on nouns in the objective case only, and always introduce a phrase.

V. Adverbs are nonverbs that depend on other attributives; as, "I was then received very kindly." We would again remind the reader that Grammar respects the construction of sentences, and that we are endeavoring to place our definitions on the basis not of signification, but of constructive character, or office. On the simple facts that some words in sentences are independent and others dependent, and that of both kinds some aid, and others do not aid, in forming mode, our system of English Grammar is almost wholly built. And, in building it, we have tried to conform closely to the four great laws of science-making developed in a preceding article. If a better basis can be found, we should be glad to know it. The old foundation is mere sand, and so light that it can be swept away by a single puff of the critic's breath. Whether we are making the best use of the new, by erecting on it the substantial frame-work of a well-proportioned superstructure, we leave the thoughtful reader to judge. PROPERTIES OF VERBS.

To verbs belong tenses, persons, forms and con jugations.

1. TENSES.

Tense is the power of a verb to show what relation the time of the event (that is, of the action or condition expressed by the verb) bears to the time of using the verb. The tenses in English are six; namely, the present, the middle-present, the past, the prior-past, the future and the prior-future.

There are two periods of time which must always be carefully distinguished, if we would clearly understand the nature and use of tenses. These pe riods are the time in which the event happens, and the time in which the verb is used. When we say, "Philip read the letter yesterday," the event or act of reading, occurs one day, and our speaking of this event happens the next day; but when we say, 'Philip reads the letter to-day," the time of the event and the time of speaking are the same. The time of speaking is the time of using the verb. In Grammar it is always regarded as the present time, and is the point from which the relative time of the event is determined. As we have just seen, these two periods may concide, or they may not. Now verbs have the power of indicating whether they coincide or not, and this power, or rather the indication itself, is called tense. If the time of the event is the same as that of using the verb to denote the event, then the verb itself is said to be of thepresent tense; as, "James reads the book." Here the act of reading occurs at the very time in which it is mentioned. If the time of the event is prior to the time of using the verb, and no intervening time is expressed or implied, then the verb is of the past tense; as 'James read the book yesterday." Or, if the time of the event is simply after the time of using the verb, then the verb is of the future tense; as, "James will read the book to-morrow." In this way English verbs can indicate six relative periods in which events happen. These periods are before, at, or after, the time of speaking. The latter period is taken as the starting point from which the others are reckoned. Let us now attempt to give formal definitions of the six tenses.

1. The present tense is that which shows the time of the event and the time of using the verb, to be the same; as, "Philip reads the letter." "Edward sees a bird."

2. The middle-present tense is that which shows the time of the event to expire within the time of using the verb; as, "Philip has read the letter today."

Here the time of using the verb embraces all of the period called to-day. The time of the event does not embrace it all, but expresses or ends within it, or, rather, in the midst of it. Hence we name this tense the middle-present.

3. The past tense is that which shows the time of the event to be prior to the time of using the verb; as," Philip read the letter yesterday."

4. The prior-past tense is that which shows the time of the event to be prior to the time of another event mentioned as past; as, "Philip had read the letter, when I saw him."

5. The future tense is that which shows the time of the event to be future to the time of using the verb; as, Philip will read the letter to-morrow."