The Teaching of English. "It is a remarkable fact that the English-speaking people have always neglected one study which every other nation insists upon as the foundation of all studies-the study of their mother-tongue. The Greeks and Romans studied their mother-tongue to perfection. No man among them was considered educated who was not thoroughly familiar with his mother-tongue. In modern days France and Germany have followed in the same path. Wherever the English language is spoken, it is assumed that our mothers have such an influence over us that we are taught our mother-tongue, and that in some way or other it sprouts into perfection without any training. Educators must remember that there is a power of thinking to be generated, and that there must be given to the mind of every person a perfect instrument for seizing hold of thought. presses the right method. As Col. Parker has recently explained, Modeling in clay, sand and putty. Drawing and sketching maps and plans. THE ARRANGEMENT OF THE SUBJECT.-Geography is naturally divided into mathematical, physical and political. The first deals with the form, size, motions and position of the earth as a whole. The second considers the earth as an organism of life, fitted to be the "If I were called upon to define an educated man, 1 should say he home of man. The last views man and civilization in mutual relais the man who knows his language the best. The system of educations. The first gives rise to globe-geography; the second to a study tion which has proved more efficient in England, which has made of nature; and the last to map-geography and to reading on a great her great statesmen and rulers, is the system of the careful study of variety of subjects. languages. But the poor who have to go to labor at the age of fifteen or sixteen, can not devote themselves to the study of the dead languages, and for them there remains nothing but the mother-tongue. Besides the mechanical knowledge of the language, one must know the use of words; but the story of a word is not the mother-tongue. The point is to make every single word produce a definite idea in tne mind. In doing this the pupil is becoming master of the tongue he is using. Finally the highest and best gift we can give to any boy or girl is the power of reading. I have little faith in anything else." -Mgr. Capel. The Value of Slang. "Slang has this value, that it shows how language grows. The English tongue is so vigorous that it seizes whatever it needs for growth, just as it did in its infancy. At that period direct imitations of sounds were constantly made into words, as the young vandals of to-day use 'chink' for 'money.' Farther on in the growth of the tongue, it took from ordinary speech these imitative words and converted them to new uses, just as you say 'ticker' for 'watch,' and 'puff' for 'advertisement.' The contraction of words is another stage as 'mob,' now perfectly good English, was at first merely slang for the Latin mobile, the fickle crowd, as 'cab' was slang for 'cabriolet,' and 'furlong' for 'furrow-long,' the length of a furrow, and as 'nob' is slang for 'nobility.' "We make words from men's names in the same way. I suppose 'boycotting' may be good English soon. 'Martinet,' now indispensable was the rame of a historic general over-strict in discipline. 'Derrick' was a famous ! angman of the seventeenth century, in honor of whom the roughs nick-named the gallows-like hoisting apparatus; and these are two only out of scores of cases. "Many of the words that are now respectabilities of conversation were once gutter-children. 'Drag,' for instance, was a thieves' word for carriage, and 'dragsmen' the particular variety of thieves who followed the carriage to cut away the luggage from the rack behind. But 'drag' is good English now for a private coach. Kidnap' was thieves' slang for child-stealing; that is, to 'nab a kid.' 'Tie' for cravat was as much the slang of low life as 'choker' is now. 'Conundrum' and 'donkey' and 'fun' were all slang words, though perhaps not so low. 'Bore' was slang, and so were 'waddle' and 'bother.'' -Lucia Runkle in St. Nicholas. The Geography Class, AN INFORMATION SUBJECT.—Geography is an information-subject. Whole and part. Cause and effect. Comparison and contrast. The faculties of the mind to be consciously addressed are these: The imagination; Judgment. THE ORDER OF TEACHING.-Some good teachers have thought that the study should begin with the school-room, and proceed to the yard, town or district, township, county, state, United States, North America, and at last to the globe. But this violates a principle of learning, viz., that in the elaboration of knowledge, the mind goes from a whole toward its parts. Thus, in becoming acquainted with an ox, we do not learn horns, hoofs, eyes, hair, tail, nose, throat, etc., and then piece them together, but, after learning a few features we get an idea of the animal as an entirety and proceed to fill in one feature after another with greater exactness. So in geography, when a child reaches the limit of his own observation, he then should go at once to the idea of the earth as a whole. His idea of form and mo tions may at first be nebulous and uncertain, but by filling in little by little he finally reaches an adequate conception. A great number of geographical facts are known by the child when he enters school. He has more or less accurate ideas of direction, distance, size, water, land, streams, hills, plains, soil, plants, animals, houses, and civilized life. For many of these ideas he has no names. Obviously the first duty in such cases is to teach him the terms of designation. A large share of the early primary work should consist of this. Many ideas are only partially formed-are vague and indistinct. The lacking parts need to be supplied and the whole rounded out to completeness. Other ideas still need to be brought into relation—to be arranged in an orderly way. The whole course may be arranged somewhat thus: I. Primary geography-child's own observation. 3. Arranging ideas in an orderly way. 5. Geography of the school-room and premises including idea of map drawn to a scale. This, of course, implies measure and measurements. 6. Geography of town, district, or township. The geography of the school-room and premises is intended to include all that the pupil can observe under the direction of the teacher. The geography of town, district, or township is to include all that the child has observed beyond the direction of the teacher. These parts include all that rests on the child's own observation. They should be thoroughly and systematically done. II. Primary geography-child uses his imagination on the observation of others. 1. Imaginary journeys preparatory to learning about the globe. These are gradually extended to take in longer and longer distances, until they finally go around the world. When they have been taken in all directions back to the point of starting, the child is prepared for the idea that the world is a sphere. 2. Lessons to lead to a simple conception that the earth is a great ball, moving in the air, lighted by the sun, with a surface of land and water. 3. Lessons on those natural features of the surface that the child has not seen,-as forms of land, the ocean, water-falls, useful plants of foreign conntries, etc. 4. Introduction of maps, and the interpretation of them. In the first part of the work the child learned something of how we rep to interpret such a representation, drawn to include many more objects. Location and boundary form an important element in all map-geog-resent an area of surface and the objects upon it. He now learns how raphy, as do also whole and part. Something of cause and effect must be studied in considering peoples, cities, states, and governments. Comparison and contrast furnish a most excellent means of This properly completes primary geography. The pupil is now impressing the memory, as well as of training the judgment. The ready to use maps, to gain ideas from pictures and reading, and to free use of the relations of cause, comparison and contrast will re-enter on the next step of the work, namely, the use of maps, pictures lieve the tendency to merely memoriter work. and books, from which to gather and correlate knowledge. (CONTINUED.) THE METHOD.-The now hackneyed phrase learning by doing ex Some Notes on Etymology. PROF. A. F. BECHDOLT. PECULIARITIES IN THE INFLECTION OF NOUNS:-The masculine agent is generally denoted in nouns of Anglo-Saxon origin by the suffix -er, as in maker, baker, spinner. In nouns of Latin origin the agent is indicated by the suffix -or, as doctor, malefactor. bers. The curious must consult some work on comparative philology. The use of you for thou, the plural for the singular, arises from a desire to please. In Shakespeare's time thou was used to inferiors or in worship. See use of du and sie in German to-day; also consult dialogue between Marallus and Cobbler Shakespeare's Julius Caesar; Act 1, Scene 1. Its is a recent form. The place of it was formerly filled by his. Sakespeare uses its in Tempest, I., 2., 95:. "A falsehood in its The feminine agent is marked in nouns from the Anglo-Saxon by contrary as great as my trust was." the suffix -ster, as spinster, thaxter, songster. Nouns of Latin origin add -trix to the stem, as inventrix. Norman-French nouns add -ess, as abbess, mistress. Songstress has a double feminine ending: song-str-ess. Songster is the Anglo-Saxon form to which, when the form of the suffix -ster was lost, the Norman-French -ess was added. MODE OF FORMING THE POSSESSIVE CASE:-The suffix in tree's, wolf's, etc., is the Anglo-Saxon -ess the ending of the genitive singular in many nouns. This -es is counted with the A. S. demonstrative pronoun se, 'this' or 'the.' Regular formation of the Plurals: -The plurals of in st Anglo-Saxon and French words is formed by adding -8 or -es to the nominative singular. This -8 or -es is connected in meaning with the demonstrative pronoun se, or the preposition sam, 'together with.' Irregular mode of forming the Plural:-1st, by change of stem vowel; as man, men; foot, feet; mouse, mice. This arose in Anglo-Saxon from the influence of final i on the stem yowel, thus:-fot, 'foot,' plural foti; whence feti, fet, 'feet;' mus, muse'; plu. musi, whence myi, mys, mice.' 2d.—By adding -en according to the weak declension in Anglo-Saxon. Retained in English in only a fer forms, as oxen, swine. Double plurals are children, brethren, kine. Children equals child-cr-en. The suffix -er is a remnaut of an Anglo-Saxon plural ending. Brethren is from brother. The plural is formed, first, by modifying the value of the sten; second, by adding -en. Kine. A. S. cu, 'cow;' plu. cy. Middle English, Ky; Lowland ADJECTIVES.-Definite and indefinite article:-The is the Anglo- Notional suffixes to stems; as, stead-fast, two-fold, need-ful, Godless, good-ly, up-right, irk-some, thir-teen, up-ward. Right-eous equals right-wise; stal-wart equals steal-worth, equals good at stealing, therefore estimable, brave. In this classification no adjectives derived from the romance languages-as Latin, Greek, French, &c. are included. Such adjectives use suffixes or modifications of suffixes peculiar to their languages. Comparisons:-The usual mode of comparison is by the addition of the relational suffixes -er and -est for the comparative and superlative degrees. The suffixes of comparison were once less definite in meaning than now, and were used with other parts of speech in which compared correlative terms are implied: eith-er, oth-er, un-d-er, ov-er, fir-st. Definite comparison.-Many adjectives are defective in comparison; as good, better, best, as if from a positive like bet, no longer found in speech. So also is much, more, most, as if from a positive like ma. This peculiarity extends to all Ind -European languages. Good is defective in comparison in German, Latin and Greek, and much markedly so in German and Greek. Double comparison is seen in aftermost, hindmost, inmost, utmost. Aftermost equals after plus most. After is an old comparative formed from af, 'off' and the suffix -ter. Most equals ma plus est; ma is an A. S. superlative ending; so also is -est. This heaping up of radicals to express intensity of action was in former times very common. Aftermost resolved into its ultimate radicals equals af plus ta, plus ra, plus ma, plus jans, plus ta. Shakespeare has "more braver," "most best," "most unkindest." PRONOUNS. น8. These are relational names and are formed on radicals. Demonstrative and objective relation is oftenest shown by dental sounds; as, this, thou, she, they. Interrogative relation is oftenest shown by gutterals-as, who, what, (wh equals hw). Who is kin to the Latin quis. It lies outside the province of these notes to consider the way in which the radicals are grouped to make the oblique cases and plural num. Such, A. S. suylc equals swa plus lic, so like. Any, A, S. an plus These are arranged in two classes:-1st, the old, strong or irregular verbs; 2d the new, weak, or regular verbs. The strong verbs generally modify the stem vowel to form the past tense and add -en to form the past perfect participle; as break, broke, broken. This modification of the stem vowel to mark tense is common to all Teutonic languages, and to some extent influences Greek and Latin. Philologists call it Ablant. One cause of ablant sems to have been the position of the accent and consequently the verging stress of sound on syllables as accent shifted. Weak verbs form the past tense and past perfect participle by adding -er to the stem. This suffix is the same as German -te, -t, and Latin past-part. -tus, -a, -tum. It is the tendency of all verbs to assume the inflections of the regular or weak forms. The Infinitive is a verbal noun. The present infinitive in AngloSaxon ends in -an, as hyran, to hear. The form in -an through the influence of abstract nouns in -ing, A. S. ung, wore down to the Gerund form in -ing. The use of to before the infinitive arose from the frequent use of this noun in the dative case, though by no means restricted to this case. The preposition to lost its force in course of time in this connection, and, as there was no longer a special form to mark the infinitive, was placed before the verb to mark its use as a verbal noun; as, "What weut ye out for to see?" The present partici ple in Anglo Saxon ended in ande. This also wore down through the infu nce of nouns in ing, to its present form. (CONTINUED) "Program,"-a Protest. * We insist that the word in question shou d be spelle pro-gram, and assign a few reasons: 1. It accords with the spelling of kindred words; as, diagram, epigram, monogram. etc., all of which are purely Greek in their origin and derived from the same root. No proper reason exists why program should not have been so spelled from the beginning. 2. It has the sanction of the progressive newspapers, journals, edrcational institutions and wide-awake educators of the day. It is well to be in such good company. 3. It has the quasi sanction of Webster's dictionary, even though its author has been dead more than forty years. If Webster were living, he would have adopted not only this reform but many others so imperatively demanded. 4. It is in harmony with the spelling reform, which all admit, theoretically, should be wrought in the orthography of the English language. It is easily introduced; in fact, more easily introduced than to continue the old orthography. 5. It is in keeping with the genius of the age, which seeks every short-cut process and air-line route possible. Not to stand with this progressive tendency is to turn the index backward on the dial of the age. So thorough have been my own convictions on this subject that in my institute work in various states I have been accustomed to warn superintendents and members of executive committees to be careful to keep me off their program. 6. Liberty of Pronunciation. A desire to be excessively nice has prompted many teachers to mispronounce the word by placing unusual stress upon the first syllable and giving the wrong sound to the vowel element in the second. As popularly pronounced, the word resembles Nasby's celebrated character, Deacon Pogram, of "Confedrit X Roads" fame. It is usually given as if spelled pro-grum. In the last syllable a has the short sound and not the sound of short u. Let the accent be placed upon the first syllable, but let the a be sounded as in the words diagram, epigram, etc. Then will the wordbe correctly pronounced.-S. Fraise Richards, in Ind. Sch. Jour. ANOTHER industry is now open to women. In an establishment on Center street, New York, they are employed as gold-beaters. The propri tor asserts that, while not equal to men in physical strength, they are superior in carefulness and de'icacy of workmanship. The Growing Teacher. One of the most pitiful sights to see is a dwarf. It saddens one to see the arm that should be well-rounded and strong, puny and weak; the feet, made to walk far and rapidly, move slowly and perhaps helplessly. How pitiful to see a man in years but a child in growth! The mechanism of the human frame is wonderful, and we take satisfaction in seeing it well developed. Far more wonderful than the powers of the human frame, are the capabilities of the mind and soul. There are other kinds of growth than growth of body; and hand in hand with all development of higher powers for the teacher is growth in teaching. There are growing teachers, and teachers who have ceased to grow. Some teachers have been 2. Young pupils should copy largely from primers and from the engaged in the work for years but have not made the least progress blackboard. 3. Transcription is the best means for committing a spelling lesson to memory, as it compels the most careful scrutinizing examination of the words. 4. Pupils should never see words incorrectly spelled. III. Testing Spelling Classes. 1. There are two methods, oral and written. (Although spelling has to be learned through the eye, a knowledge of spelling may be shown orally.) 2. As spelling has to be used practically by writing words, it is undoubtedly best to test spelling classes by making them write the lessons assigned. in the art. They had certain knowledge when they commenced; they have the same now, but no more. They have no new ideas on the subject of illustrating lessons, upon securing attention, upon keeping order; and, saddest of all, they have not advanced a particle in learning to secure the love and confidence of children. They have not grown, and in all that pertains to teaching they are still babes; we do not say dwarfs, because that implies the impossibility of further growth, and it is always possible for the backward teacher to realize deficiencies and begin to grow anew. The teacher who would grow must bestir himself, must learn what others have done and are now doing; must not be above learning from every available source; must attend teachers'-meetings, and 3. Writing a word impresses its form much more than spelling it brighten up by association with fellow-workers; in short, must be orally. IV. Examining Spelling Lessons. determined to improve; then, and only then, will success be sure. One who has resolved to go forward in this work cannot be held back. 1. In review lessons and in small classes the teachers should cor- The same perseverance that makes great artists, famous singers or rect the lessons. giants in any profession, will make powerful teachers. The most 2. Pupils may exchange slates, and mark the words wrongly spelled essential element of success is an earnest, prayerful determination the teacher spelling the words slowly. to succeed. 3. Pupils may retain their own slates, and the teacher may call on different pupils to spell the words orally. Those who agree with the spelling given must indicate this by raising their hands before the teacher decides as to its correctness. 4. Slates may be exchanged and the corrections made as in No. 2. 5. While the teacher writes the correct spelling on the blackboard, each pupil may correct his own work, and slates or books will then be exchanged for revision only. NOTE. In all cases when slates are exc...nged the pupil owning the slate should have the right to appeal against the marking done by his neighbor. V. Correcting Errors. Growing skill in any labor brings pleasure. What work can compare with that of influencing young minds and hearts? And what satisfaction equals that of knowing that one is steadily growing in this power of leading others. The teacher who neglects any help in his growth proclaims that he does not need to grow; says by his conduct that he has reached the full stature of manhood.-S. S. Times. WE might say that everything now done in the school-room, in the way of teaching, is right, in its place; but the trouble is that things get frightfully misplaced.—Parker. REDUCE salaries everywhere, but increase them in schools. Now not one in twenty teaches a school except as a stepping-stone to some 1. Each pupil should keep a list of his errors at the end of his dic- thing better by-and-by; yet the teachers are of more value than all tation book, and copy it occasionally. 2. From these lists the teacher should prepare review lessons. VI. General Suggestions. 1. In oral spelling the divisions into syllables should be marked by a slight pause. 2. Spelling should be taught to a considerable extent by means of composition, in order to give pupils practice in spelling their own vocabularies.-Can. Ed. Department. Elementary education has two great ends: 1. To develop the intellectual and moral faculties; or in other words to develop the fac ulties of the perfect man. 2. To communicate to the pupil that sort of knowledge which is most likely to be of use to him in the sphere of life which Providence has assigned him. The science of education must be based upon the nature of the being to be educated; that is to say, upon the laws which govern the development of the mental and moral faculties. These laws may be determined as well by observation as by psycological analysis. Every faculty of our nature has its proper period and peculiar mode of development.-Tate. the lawyers, doctors and ministers rolled up together.-Beecher. HOLDING up the hand to indicate the wish to reply to a question is open to great abuse. Forward children answer everything. Timid or indifferent children answer nothing. It is a good rule that the hand shall not be held up except when another pupil has made a mistake, or when the teacher, in asking a question that she thinks a little too hard for the class generally, gives special permission to raise it.-Exchange. WHAT CONSTITUTES A TEACHER:-1. Physical and mental vigor. 2. A well disciplined mind. 3. A disposition to look for short-comings in ourselves instead of in our pupils. 4. A determination to know more every day; to know more than we are required to teach; to know more than our fathers knew; and to be abreast of the advanced thought of the day. 5. Real genuine love for the work, a thorough knowledge of mental growth, a hearty sympathy with children. 6. Tact. "THE greatest assistance I can render my pupils,” said an experienced teacher, "is to give them none." His was an expression freighted with educational philosophy. We too frequently imagine our pupils in the quick-sands of a subject, and rush with our broadsoled sandals of aid-giving, and lift them over the difficulty without "To read the English language well. to write with dispatch a neat even giving them a chance to contract a muscle or move a limb for legible hand, and be master of the first rules of arithmetic, so as to development's sake. Never yet has a child learned to walk by being dispose of at once, with accuracy, every question of figures which carried in the nurse's arms. Just as readily will it learn to think comes up in practice-I call this a good education. And if you add and talk by the teacher's thinking and talking for it. With the the ability to write pure grammatical English, I regard it as an examount of work to be done and the plodding characteristics of some cellent education. These are the tools. You can do much with them, children, it is very difficult not to throw a crutch in their way. But but you are helpless without them. They are the foundation; and for their good, possess your patience. That which the pupil does for unless you begin with these, all your flashy attainments, a little geolhimself, will be of more worth to him than your assistance.—Misogy, and all other ologies and osophies are ostentatious rubbish.” souri School Journal. -Edward Everett. Practical Grammar. Correct the following sentences: 1. Will I bring your glasses? 2. Has he selected you and I? 3. He don't know nothing about it. 4. They haye laid hear since morning. 5. Their is seven or eight in my room. 6. Where was you when I come? 7. You must try and read more distinct. 8. In what latitude is Chicago in? 9. Go and lay down for a while. 10. Neither you or me are invited. 11. I cannot run no farther. 12. At what hotel are you stopping? 13. He wishes you had went yesterday. 14. Each of the boys have there books. 15. It isn't him, I don't think. 16. Was there many at the meeting? 17. We have a daily mail every day now. 18. We were compelled to return back. 19. Rise your feet off of the floor. 20. They had not hardly a minute to spare.-N. E. Jour. Enthusiasm. The word enthusiasm has a deep and marvelous meaning; it signifies, "possessed by a god." Our modern word, inspiration is nearly synonymous. It has been said that man made gods in his own image and likeness. It is a parallel truth that we draw to ourselves inspiration corresponding to our own nature. Enthusiasm, ill-guided, appears in the "fanatic" and "crank." Only a perfect medium can transmit white light, or be the subject of a wise and well-balanced inspiration. One of Edward Eggleston's wittiest chapters is entitled, "A Lesson from a Bull Dog." Bull was a dog not inclined to be very aggressive, but not accustomed to turn out of anybody's way, and when he closed his eyes and teeth upon an adversary, it was evident that he had come to stay. He taught the Hoosier schoolmaster a lesson which carried him through a dark and dangerous passage of life. The bull-dog is a useful object-lesson to both pupil and teacher. There are cases in which persistence and will are worth more than enthusiasm. This is much like the sudden flash of tow and tinder, while dogged resolution is anthracite. The bad phase of enthusiasm is presented by the too hard riding of educational hobbies. Nevertheless, in moderate supply, and wisely guided, it is an excellent, almost indispensable, quality for the teacher. Professors Gradgrind and Dryasdust will always work at a tremendous disadvantage; they get no celestial aid. Agassiz was moved by a god, and many other teachers have felt something of the same divine fervor and fire. It is peculiarly the grace of the specialist. It gives wings to the fact; no product of nature remains the common or unclean. The specialist in science may be one-sided and wanting in the field of our conventional utilities, but his spiritual time-growth is cool, healthy and cleanly, always; he is safe from the grosser vices of this world.-Pa. Journal. THE metric system, according to a table drawn up by James Jackson, the librarian of the Paris Geographical Society, is obligatory in twenty-three nations having a population of 242,000,000. It is legal but not obligatory in four nations, having a population of 98,000,000. It is not legalized, but frequently used in six nations, having a population of 333,000,000. THE Indian mounds of the United States continue to be a fruitful subject for research and speculation. Lately, in Science,, Mr. W. H. Holmes described some etchings which are admitted to possess unmistakable Mexican or Central American characters. In a later number, Cyrus Thomas returns to the subject, and atter figuring a number of the designs executed on shell and copper—including curious-winged human figures-he admits the conflicting character of the indications in the following conclusions: 1. A number of the designs bear too strong a resemblance to those of Mexico and Central America to warrant us in supposing this similarity to be accidental. 2. The indications of European workmanship are too evident to be overlooked. 3. The fact that some of them were found in connection with articles of European manufacture is unquestionable. The evidence that some of the engraved shells can be traced to the roving Indians is well-nigh conclusive.-Courant. Sayings, and Who First Said Them. Many of our common sayings, so trite and pithy, are used without the least idea from whose mouth or pen they first originated. Probably the works of Shakespeare furnish us with more of these familiar maxims than any other writer, for to him we owe: "All is not gold that glitters," "Make a virtue of necessity," "Screw your courage to the sticking-place" (not point), "They laugh that win,” “This is the short and the long of it," "Comparisons are odious," "As merry as the day is long," "A Daniel come to judgment," "Frailty, thy name is Woman," and a host of others. Washington Irving gives us "The Almighty dollar." Thomas Morton queried 'ong ago: "What will Mrs. Grundy say?" while Goldsmith answers, "Ask me no questions and I'll tell you no fibs." Charles C. Pinckney gives "Millions for defence but not one cent for tribute." "First in war, first in the heart of his fellow-citizens" (not countrymen) apeared in the resolutions presented to the House of Representatives in December, 1790, by General Henry Lee. Thomas Tusser, a writer of the sixteenth century, gives us: "It's an ill-wind turns no good," "Better late than never," and "The stone that is rolling can gather no moss." "All cry and no wool" is found in Butler's "Hudibras." Dryden says, "None but the brave deserve the fair," "Men are but children of a larger growth,” and “Through thick and thin." "No pent-up Utica contracts our power," declared Jonathan Sewell, "Of two evils I have chosen the least," and "The end must justify the means," are from Matthew Prior. We are indebted to Colley Cibber for the agreeable intelligence that "Richard is himself again." Johnson tells us of "A good hater," and Mackintosh made the phrase often antributed to John Randolph, "Wise and masterly inactivity." "Variety is the very spice of life," and "Not much the worse for wear," are from Cowper. "Man proposes, but God disposes," is from Thomas A'Kempis. Edward Coke was of the opinion that "A man's house is his castle." To Milton we owe "The paradise of fools," "A wilderness of sweets," and "Moping melancholy and moonstruck madness." "Edward Young tells us "Death loves a shining mark," "A fool at forty is a fool indeed." But alas for his knowledge of human nature when he tells us, "Man wants but little here below, nor wants that little long." From Bacon comes "Knowledge is power," and Thomas Southerne reminds us, "Pity's akin to love." Dean Swift taught that "Bread is the staff of life." Campbell found that "Coming events cast their shadows before," and ""Tis distance lends enchantment to the view." "A thing of beauty is a joy forever," is from Keats." Franklin said, "God helps those who help themselves," and Lawrence Stearne comforts us with the thought, "God tempers the wind to the shorn lamb." Even some of the "slang" phrases of the day have a legitimate origin. "Putting your foot in it" is certainly not a very elegant mode of expression, but according to the "Asiatic Researches," it is quite a fine point of law, for when the title to land is disputed in Hindcstan, two holes are dug in the ground and used to encase a limb of each lawyer (?), and the one who tires first loses his client's case. Fancy, if you can, some of our "limbs of the law," pleading in such a manner! It is generally the client who "puts his foot in it." When things are in disorder they are often said to be topsy-turvy. This expression is derived from the way in which turf used for fuel is placed to dry, the turf being placed face downward, and the expression then means top-side turf-way.-Moderator. THE Journal of Education, Boston, in presenting an imaginary conversation between teacher and pupil, makes the former advise the latter to breathe through his nose. “At the roof of the nose," he remarks, "the All-wise has provided a sieve-like, bony plate that keeps out the atoms of dirt and seeds of disease," and "sifts the dust before it gets to the lungs." The Fort Wayne Journal of the Medical Sciences informs the Boston man that the ethmoid bone has holes for the filaments of the olfactory nerve and the nasal branch of the ophthalmic nerve, but that it is not a dust sifter and no air passes through it; if it did it would go to the brain. The western writer wonders if it is always an advantage to send children to the east for their education.-The Countryside. Sovereign School-Mistress. BY W. H. VENABLE. The sovereign school-mistress is Mother Nature. The teacher who does not co-operate with her fails; who does co-operate with her succeeds, for she is the authorized principal of all the schools. Her credentials come from on high. Her certificates are signed by the Great Examiner. Man has his part in training his fellow-man; he is his brother's keeper, but his duty is limited by his ignorance. Human responsibility extends to the verge of human wisdom and virtue, which is soon reached, and beyond that verge divine hands relieve us of our tasks and cares. Children come out of the mystery of heaven and are consigned to our trust to be nurtured, taught, made ready for the career called living, and the destiny called dying. From God we come into the world; out of the world we go to God. From the infinite unknown to the infinite unknown is the brief flight called mortal existence. Nature, the daughter of God, sits in the earth to interpret her Father's will. Her lap is filled with the records of centuries, and she opens to man Sibylline chapters foretelling what humanity shall become. She is the Sovereign Schoolmistress. Hear ye her voice. Man's first duty is to educate his kind; and to educate is to assist Nature, not to supplant her, not to oppose her. Could we only know how to adjust ourselves to the laws of God (which are Nature's laws), we might hope to educate with a potency hitherto not dreamed of. We must educate children-must instruct, control, inspire, direct them, by the wisest means we know, but we must not forget that they also educate themselves, or are educated, by inworking forces; that the very structure of their being determines their culture; that Nature gives impulse to every faculty, and defines every function of body and mind. Teachers cannot create new mental and moral elements in pupils; as well may they try to create new physical organs by gymnastic training. We may retard. develop, regulate, harmonize existing organs and forces, but that is all we can do. The educator's utmost science is to know Nature's laws; his supreme art is to co-operate with them. This is the economy of economies. connected with the machine. We may break open the case and pry curiously within, and learnedly name the parts-protoplasm, and gray matter, and nerve force; but alas! when the clock is broken it is not a clock. The most pedagogical pedagogue must frankly own that man is a mystery. But this mystery is not all mysterious. Some things we know and much we may learn, and all is known to the Creator. Using what we know, learning what we can, and trusting Him for the rest, let us enter our school-rooms and do our work. II. Much time is wasted at school in attempting to teach children what they are not old enough to learn. The farmer is not so foolish as to plant corn in January. But how foolish the parent or teacher who thinks to grow, in the child's brain, the reasoning powers, the conscience, the moral sense, before the season. When my pupil was six years old he could not comprehend the simple elements of arithmetic and grammar, though he studied by the hour and stained his slate with tears; when he was twelve he found no difficulty in elementary arithmetic and grammar, and he wondered that he had ever regarded these studies with disgust. Nature, thou patient school-mistress, why didst thou not teach me not to teach? We do not look for ripe fruit on succulent sprouts. Why expect the elaborate essence of morality in early youth? Green apples are bitter and sour. The fond mother weeps at what she deems the depravity of her young son. Remember the boy is a boy, not a man. He is yet in the savage state of his individual life. The marvelous insight of Plato long ago discovered the real state of the case. "The boy is the most unmanageable of all animals; he is the most insidious, sharp-witted and insubordinate of animals." But hear how the wise Greek explained the fact. The boy is thus because he has the fountain of reason in him not yet regulated." Yes, boyhood is prehistoric, or at best the primitive period of human life. It is a heroic age, a dramatic era, a time of war and love, but not civilized, much less enlightened. Shall we call it the Thor period, of which the leading idea is hammer? Boy, as boy, is interesting to contemplate, but who could bear to exist with a perpetual boy? He is not only a perpetual motion, but a never-ending noise, and a ceaseless explosion of dynamitical violence. Let us have patience with these obdurate young brethren. Their You widely miss my meaning if you gather from these sentences ugly transitional traits will not last. Let the surgent blood leap that I recommend an education unsystematic and vague. By the while it will, and let the animal grow. Bear and forbear. Yes, be term nature I do not mean savagery. Boys and girls should not be thankful that Sam is Thor, hammering thunder out of the sky, not left to run wild; nevertheless, remember that the same instinct and pale Narcissus by the brook of death. The finer principles of benevenergy which runs them wild is the power on which to rely in pro- olence, pity, piety, gentleness, self-sacrifice, are of slow culture. pelling them up the hill of civilization. The misapplication of pow-You, there, who sit at the teacher's desk, have you quite tamed the er is evil, but power itself is good. As where there is life there is hope, so where there is mental force there is promise. It is a radical mistake to regard the faculties of the soul as essentially bad or wrong. There are no evil passions or base propensities. The complete man possesses all the faculties named or not named in mental and moral philosophy. The perfect man uses all, misuses none of these faculties. Evils spring from misuse, and misuse is as often the result of ignorance as of conscious law-breaking. The teacher has cause for discouragement and grieving when he discovers a strong faculty perverted; yet he should take heart from the reflection that conversion is always possible; that, in fact the best skill of his days must be employed in converting. One may deal confidently with a developed faculty-with an active, positive, vigorous force; but how much more difficult and perplexing it is to germinate an embryo, to hatch an egg of the mind and feed the chick through the gapes of feeble ness. There must be some natural order of development in man. Each individual grows, feels, wills, acts, according to the tendency and possibility of his nature. As the observations of meteorology bring us nearer and nearer to the realization that every change in the weather depends on fixed laws, and that even the variable winds and electric storms obey an invariable force, so the study of man's nature tends to prove that what seems accidental and irregular in character and conduct may be in accordance with persistent forces understood and applied by superior wisdom. Men are alike in elementary constitution, but diverse in development. From unity education produces infinite variety. Nature seems to abhor sameness; she differentiates and we err when we oppose her method. savage in you? Try the ratan on your own back, then. Trust Mother Nature to punish the boys. Gracious matron! she forever whispers deep lessons to their hearts. Sam weeps on her consolatory bosom, after disdaining his mother's plea, his father's condemnation and his master's rod. Yes, rigorous, yet gentle Nature knows the boys will not forever stone the pigs, slay the cats and pull off the birds' heads. They will not always monopolize the nicest of the apples, and beat their sisters for reporting the facts. Experience discovers limitations to their tyranny, and teaches even their selfishness to seek gratification in less objectionable ways. They throw away the Thor hammer of their own accord, seeing it is not the best instrument with which to win happiness. The farmer finds it almost impossible to crush with roller, harrow and hoe the stubborn clods of his fields; but under the action of rain, frost, sunshine and gravity, how often have I seen those same stubborn clods fall to pieces of themselves, and crumble down about the roots of the wheat and the barley! So the teacher finds it difficult to subdue and reform incorrigible propensities, that, if left alone, will soften, yield and disappear, under the beneficent influences which commonly bear upon youth. How many efficient assistants every teacher might have if he were wise enough to know it. The first assistant ought always to be the teacher's own pupil. Ah, I spoke without reflection and should have said the teacher is only first assistant to the learner, for real education must always be, in the main, self-help. He who co-operates with nature, in the work of educating the young, will discover that Nature's text-book is illuminated on every page with the inspiring word, Freedom. Freedom is the best good. The organization of the human being is so intricate, so complicat- Freedom is good for the body; good for the soul; good for man-for ed, so multitudinous, that science is foiled in her attempts to dis- each organ and part of him, even to the minutest atom that enters into cover the law of its operatior. Here is a clock-work which no one his composition, and for every motion of life or spirit that stirs his but the Maker understands. It has been running for thousands of being. Freed m is strength, activity, life-unfreedom is feebleness, years-some say for millions-and yet it has not revealed the mys- paralysis, death. Freedom is neither license nor constraint; neither tery of its structure. We can see the index moving, but we cannot stimulation nor stupefaction; nor the condition of the over-nourished see the wheels and springs, the weights and pulleys within. We ob- hot-house plant, nor of the neglected weed by the barren wayside, serve eccentric attachments, but know not how they are organically nor of the rank, untended wild vine of the forest; but it is the state |