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Washington as the exponent of the active campaigns of the two

wars.

Henry as the exponent of the early opposition to the constitution. Jefferson as the exponent of Virginian social laws and customs, and the early struggles of the constitution.

Hamilton as the exponent of the early financial policy of the country.

Clinton as the exponent of early internal improvements.

Jackson as the exponent of the active campaigns of the war, and the period of nullification.

For the history of America previous to 1784 I should read Ban croft. After that I should read McMaster's History of the People of the United States.

For SCIENCE I should make a choice of: Johnston's Chemistry of Common Life,-General Science; Wonders of the Deep (De Vere) — an entertaining work on the wonders of the sea and land, salt, mercury, sand, pearls, etc.; Chemistry of Creation-the romance of physical geography and philosophy; Life and her Children (Buckley)—a delightful introduction to natural history; Kingsley's Town Geology makes the stones talk; Romance of Astronomy (Miller), Wonders of the Heavens (Flammarion) each makes the subject fascinating; Sketches of Creation (Winchell)-a popular work on geo. logical questions.

I would study MENTAL SCIENCE in Carpenter's Mental Physiology, Bain's Mind and Body, and Maudsley's Physiology of Mind.

I would study Education in Michigan and U. S. Reports, that can be had for the writing, Payne's Lectures (unabridged), Spencer's Education, Mann's Lectures on Education, Combe's Constitution of Man, and Quick's Educational Reformers.-The Moderator.

Instruction in English.

BY W. W. GIST.

Thousands of teachers are trying to teach "grammar” who have no clear idea of what they should strive to accomplish. Most of the time is spent in parsing, the pupils see no practical advantage in such exercises, the work is irksome, and the study of the English language becomes distasteful. On the other hand, when a teacher has a true conception of the object to be attained and is fitted for his work, few

subjects are really so fascinating or so profitable as the study of one's mother tongue.

Let it be kept clearly in mind that the instruction in this branch should be of such a character that the pupil will be able to understand the English language and to use it in accordance with recognized principles. The scholarly Marsh has well stated the one object common to all in the study of language:

"Among the many ends which we may propose to ourselves in the study of language, there is but one which is common and necessary to every man. I mean such a facility in comprehending and such skill in using his mother tongue, that he can play well his part in the never-ceasing dialogue which, whether between the living and the living or the living and the dead, whether breathed from the lips or figured with the pen, takes up so large a part of the life of every one of us."

As a general statement this covers the ground exactly. Let us note a few particulars.

I. In the first place a pupil should be taught to speak the language correctly. What is more absurd than the practice of allowing pupils to give answers in the most faulty English without correction? The common errors in speech should be corrected and a teacher should stimulate those about him to use the best language.

2. A pupil should be able to read intelligently, to grasp without difficulty the meaning of a selection of plain English. His ability to do this will depend largely upon his vocabulary. While it is true that one's vocabulary is acquired chiefly by noticing the connection in which words are used, it is also true that every student must give special attention to the study of individual words, noting their shades of meaning and the distinctions recognized by standard writers.

3. A pupil should be able to read intelligibly, to convey to others in a pleasing manner the meaning of a selection from a standard author. This is a rare accomplishment. A good reader is not one who can imitate some elocutionist after weeks of drill on a peculiar selec

He knows the meaning and pronunciation of words, grasps the thought of the writer, and by proper expression conveys the thought to others. Certainly no accurate student of English fails to make a careful study of pronunciation. A knowledge of the common diacritical marks is a great aid to one making constant use of a dictionary, and a student should be familiar with them.

4. A student should be able to write plain, correct English, with due attention to spelling, penmanship, punctuation, capitals, para

graphing, clearness of expression, and accuracy in the use of words. It is a lamentable fact that many graduates of high schools and colleges are not able to write a creditable letter. It is the uniform testi mony of journalists that few manuscripts are received that can be placed in the hands of a compositor without correction. Any one who has an extensive correspondence with ministers, lawyers and other professional men, who are regarded as leaders of society, is astonished to find so many glaring mistakes.

Not long since I was called upon to examine a class of teachers. I wished to test their ability to express their thoughts on paper, and required them to write a sketch of one of the presidents, permitting each one to make his own selection. The following essay was written by a teacher who holds a first-class certificate:

“James K. Polk was inaugurated March 4, 1849. Calhoun elected vicepresident. it was the triumph of the Democratic party, the most important event during this administration, was the Mexican war. the annexation of Texas Mexico claimed to belong to Texas it was settled and, Texas was admitted into union."

The following essay on Lincoln was written by another aspirant for a teacher's certificate :

"He was a native of Kentucky and was a railsplitter by trade, he was serving his second term and was shot by Booth April 15 1861 and died in a short time, He was a democrate and a very good president."

The two essays are given in full. Of course such teachers do harm when they attempt to teach the English language.— Western Journal of Education.

Our Spelling..

The American Philological Association and the Philological Society of England jointly recomend for imediate use a large number of improved spellings.

The value of these rules consists in the fact that they express the agreement of the highest filological authorities, not only upon the fundamental principles of spelling reform, but also upon the first practical steps toward its accomplishment.

The English Philological Society, April 20, 1883, accepted, without a disenting voice, the Rules for Amended Spellings proposed in 1881, by the American Philological Association; and the American

Philological Association, at its meeting July 12, 1883, confirmed these Rules, so that now a body of amended spellings jointly aproved by the two Associations is expressly recomended by them to the public for imediate use. They ar as follows:

I.

2.

JOINT RULES FOR AMENDED SPELLINGS.

e. Drop silent e when fonetically useless, as in live, vineyard, bel se, bronze, single, engine, granite. eaten, rained, etc. ea.-Dop a from ea having the sound of e, as in feather, leather, jealous, etc.

Drop e from ea having the sound of a, as in heart, hearken, etc.

3. cu. For beauty uze the old beuty.

-4. eo.-Drop o from eo having the sound of e, as in jeopardy,

5.

6.

8.

[blocks in formation]

o. For o having the sound of u in but write u, as in above (abuv), dozen, some (sum) tongue (tung), and the like. For women restore wimen.

7. ou.-Drop o from ou having the sound of u, as in journal, nourish, trouble, rough (ruf), tough (tuf), and the like. u.- Drop silent u after g before a, and in nativ English words, as guarantee, guard, guess, guest, guild, guilt, etc. 9. ue.-Drop final ue in apologue, catalogue, etc., demagogue, pedagogue, etc.; league, colleague, harangue, tongue (tung), etc.

IO.

II.

12.

13.

y.-Spel ryme, rime.

Dubl consonants may be simplified.

Final b, d, g, n, r, t, f, l, z, as in ebb, add, egg, inn, þurr, butt, bailiff, dull, buzz, etc., (not all, hall).

Medial before anuther consonant, as battle, ripple, written, (writn), etc.

Initial unaccented prefixes, and uther unaccented syllabls,
as in abbreviate, accuse, affair, etc., as curvetting, trav-
eller, etc.

b.-Drop silent b in bomb, crumb, debt, doubt, dumb, lamb,
limb, numb, plumb, subtle, succumb, thumb.
c.-Change c back to s in cinder, expence, fierce, hence, once,
pence, scarce, since, source, thence, tierce, whence.

14. ch.-Drop the h of ch in chamomile, choler, cholera, melancholy, school, stomach.

Change to k in ache (ake), anchor (anker).

15.

d. Change d and ed final to

16.

when so pronounced, as in

crossed (crost), looked (lookt), etc., unless the e afects the preceding sound, as chafed, chanced.

g.-Drop g in feign, foreign, sovereign.

17. gh.-Drop h in aghast, burgh, ghost.

Drop gh in haughty, though (tho), through (thru).

Change gh to f where it has that sound, as in cough, enough, laughter, tough, etc.

18.

1.-Drop / in could.

[blocks in formation]

20.

s.-Drop s in aisle, demesne, island.

Change s to z in distinctiv words as in abuse verb, house

verb, rise verb, etc.

21. sc. Drop c in scent, scythe, (sithe).

22. tch.-Drop t as in catch, pich, witch, etc.

23. w.-Drop w in whole.

24. ph.-Write ƒ for ph as in philosophy, sphere, etc.—Intelligence.

Hints for Young Teachers.

1. Let nothing prevent you from thoroughly preparing every lesson-no matter how simple-that you are to give next day. Never go into the school-room without knowing exactly even to details, what you are to do.

2. No matter what happens be sure to keep your temper.

3. Don't omit to visit all families who send children to your school. Make a friendly call. Don't wait for them-and show yourself really interested in them and their children.

4. If any trouble occurs with any child, or there is danger of any— best go and see the parents and get their co-operation.

5. Don't be in a hurry about punishing, if necessary. Waiting to think it over never does any harm.

6. Be sure everything about your dress, desk and school-room is always in perfect order.

7. Try to make the room attractive, so that the children will find it pleasant.

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