notes at the end of the work
ntary on each page.
ade against the mathematical
Out of every class a fev
il capacity, bridge the chasms
jority need more illustrative.
her than synthetical. Se
natural progression of ideas
the
to notice that these are
commend to their students,
a treatises are scarcely more

ot only to the mathematics, immar especially. Half the of crabbed rules, everything he other half so overcharged at the laws of the language enable the scholar to make

The grammar of the classical inflections and therefore e d, to which the English must • has lost nearly all its i should be very simple. What ed by inflections, "the whole ontingent, indefinite, and the ary words, or by a particular ces of inflection that remain oper way is to recur at once lessons in any respectable class of scholars, if of the mar, a better knowledge d m get in their whole course in bserve here, that no teacher, mar School, ought to rest till

of

a ucar vi capense.

VERBATIM RECIT

THE experience of the past few mon us in favor of verbatim recitations. we know, with hue and cry; exact qu the words of the text-book have been s tinction of the pupil's individuality; as and to produce servile dependence u It is said, the world has been too lon word, Authority; that now the time h assert its individual supremacy. But are many things true and good already of morals, in the range of thought, a science, and those we, and those our ages and from men who knew nothing o knew much of the gold of a mental pla

But we must deny, besides, that the which authors use, the committing to as well as of their ideas, has a tendency unfledged intellects. History and bid Look at the lives of the eminent scho will find that there the deepest thinkers writers are the men who committed youth. It was much of it dry, gram also to a great extent the unctuous Horace, lines which keep the mind i life. The soul, like the body, grows hastily swallowed, does but half its down, not half.

arned at school how to devote his mind to intellect-
acquire the five years' results in the evenings of a
. The knowledge which is got at school is not,
aking, the working knowledge which the handicrafts
the habit of using the mind is what is needed every
every walk in life. Many men there are unable to
ntence, or even to define the parts of speech, who
Imirable English; many a man of high standing in
ty would stand aghast, compelled to solve an exam-
lex Fractions; many men worth their thousands
hether Matanzas is in the East or the West Indies.
I not insist, that to the rising generation of New
nowledge of the history of Sweden is as important
r own country, or that our children should be ex-
as familiar with the details of the life of Julius Cæsar,
of the life of Washington, but we do earnestly re-
gainst the practice, so common, so universal in our
etting a "general idea" of many widely different
etting an idea" of history, of grammar, of moral
ea, of theology, is the bane of American scholarship,
ican piety. The roots of the evil strike in our com-
Instructors of youth, out with them. Let them
etard our country's prosperity. Let the future
holarship of our nation commence in our schools.
in the admirable address delivered at his inaugura-
ident of Harvard College, argues that the schools
and must throw the colleges up upon higher ground
ave ever before held. The work is begun. The
carry it on.
And we hold that there are no more

ples pr

to an e

овсе,

not rat

a doze

same te

this ser

the 1

ns of securing thoroughness among pupils, than by deexact adherence to the words of men who use betan school-boys, to the thoughts of men who think learer than school-girls, and who know better what learned than any who have not grasped the great

that he

crude st

to be w

could b

But

Book is

with th

mirable

scholar

perseve

the stud

by Spe

any rate,

singular that while the system of C modifications, has become thoroughly kindred system of Arnold is so littl prized. The fault does not lie in us, how error in the system. The method in fect colloquial fluency; but it never as knowledge of any language in its unit We have not forgotten the scourgi Teaching a science, and the Teacher ed to it with the lash of his stinging exposition of the patchwork knowle completely carried out. Nor was his

66

ll attain in five years' study
o devote his mind to intelle
' results in the evenings of
hich is got at school is m
owledge which the handiers
mind is what is needed every
Iany men there are unable t
ine the parts of speech, wh
y a man of high standing
compelled to solve an exam
men worth their thousands
the East or the West Indies.
e rising generation of Ne
ry of Sweden is as important
t our children should be er
ails of the life of Julius Caesar
gton, but we do earnestly
common, so universal in our
a" of many widely different
story, of grammar, of mon
bane of American scholarship
s of the evil strike in our com
, out with them. Let them
prosperity. Let the future
n commence in our school
ess delivered at his inaugur
ege, argues that the school
lleges up upon higher ground
The work is begun. I
hold that there are no more

ness among pupils, than brde

bet
e words of men who use
thoughts of men who thin
s, and who know better what
have not grasped the great

The great fault in the Arnold system it must have observed, is the fragmenta ples presented. The verb is not taug to an embodiment of its unity. It ou once, with its diverse roots, and variet not rational to offer on one page a th a dozen or more pages on, a seco same tense. Yet with such fragments this series are filled. Such a thing as to the learner till he has arrived at su that he needs them not. Next in mag crude state of the rules and observation to be worded in the most uncouth or could be devised.

But while all of the First Latin B Book is faulty, with the exception of th with their accompanying vocabularies mirable. I know of no better intellec scholar, more adapted to give close persevering search for principles, and the study of the exercises in Harkness's by Spencer is very faulty. The steps

Rich

Em

The

Flas

Thou And Yet

TRAC

ter. Let the Arnold be studied from beginning to
grammar be culled of its rules and its paradigms,
there an observation, here the declension of a noun,
opsis of a verbal root, here from etymology, there
- and again, from prosody, if need be. Let the
gress in the language be like the slow but thorough
building: as the work rises and proceeds towards
wood is drawn from the pile of lumber, mortar is
its bed, bricks and stone are laboriously carried to
all giving strength and durability; so in the equally
ructure of language, let the rules and paradigms be
Then they are needed and where they are needed, a
e and not a part, a complete declension and not a
a complete tense and not a third person singular, as
Most young persons become disheartened by the
ths' study of Latin and Greek; and no wonder; the
what they learn lies all in the future; there is nothing
present drudgery. But by this system, properly
es can be applied as soon as they are learned, or
can be learned as soon as they are applied; the
the house carpenter, sees the value of each block,
appropriate place in the general framework.
ware that in an article which has interest but to a
he readers of the Teacher, we must be brief. Did
mit we should be glad to expand the general plan
ve merely indicated above, and to open a short
perience. We would merely say in closing, that for
for which the ancient languages should be studied,
al acumen, to give the power of looking after and
y things at once, which forms the grand distinction
pable and an inefficient man, to promote quickness
nd, subordinated to all these intellectual gains, to
cantly careful habit, we deem the rudimentary text
Arnold better than Algebra or Logic, Geometry
Rhetoric or Botany.

Rich shall be the reward, though toi

What in childhood is sown, in youth'
In manhood its fruit to maturity brin
Embrace not Despair, but to Hope e

The battle of life must be earnestly

Flag not nor falter in action or thou

Though thy zeal and thy triumph by
And thy name on Fame's trumpet r
Yet thy words shall reëcho distant a

mer, every illustration ar be studied from beginning its rules and its paradig here the declension of a , here from etymology, the rosody, if need be. Let the be like the slow but thoroug krises and proceeds towards the pile of lumber, mortar Cone are laboriously carried I durability; so in the equ et the rules and paradigms de and where they are needed mplete declension and not not a third person singular s become disheartened br d Greek and no wonder te I in the future; there is nothing But by this system, prop soon as they are learned, or on as they are applied; sees the value of each block the general framework. which has interest but to! cher, we must be brief. Di 1 to expand the general p above, and to open a shit merely say in closing, that fir languages should be studied e power of looking after and ch forms the grand distinction nt man, to promote quicknes ll these intellectual gains, e deem the rudimentary te Algebra or Logic, Geometry

the

TEACHING APPLIED TO THE N

EVERY practical teacher in our high experienced the difficulty of conveyi defined and reliable knowledge of th difficulty seems not to reside so much topics themselves, as in the proper m bringing them before the scholar's min favorite system of instruction, and re and inefficient. In some institutions witness with gaping astonishment th brilliant experiments, calculated, if pr trate great principles; while in other est in the possession of apparatus, the d are to be committed to the reluctant case, the dignity of a science is of cour