is that property of a noun or pronoun which shows its relation to the speaker." Then he makes the astounding statement that a noun may either speak or hear, and finally states that person is the relation of a noun to the speaker. Thus, in thirteen short lines, we have four definitions, expressed and implied, no one of which is reconcilable with any other. His failure may well serve as a warning to others of less ability and experience.

If we examine nouns further, we shall find that some of them have forms used to distinguish unity and plurality. Such forms are numbers. We should therefore teach that some nouns have numbers. But we should also teach what is equally true, that in their simple forms some nouns have no numbers. Consider the sentence, "I saw the deer cropping the grass on the shore of the lake." There is nothing in the word deer, its form, its meaning, its relation to other words, by which the reader can determine whether the speaker has reference to one animal or to more than one. Indeed there is nothing in the sentence by which this point can be determined. If the word these be substituted for the word the, we know at once that the author has in mind more than one animal. But this is not signified by anything in the noun. The number is in the adjective. I have already shown how far from scientific, how repugnant to common sense, it would be to say, the noun has number because the adjective has it.

After applying the names singular and plural, we should proceed to show how plurals are formed. If our pupils have previously learned how plurals are formed, a simple review would be sufficient. Next we may teach genders, proceeding essentially as with numbers. From genders we pass to cases. First, define the general term. Then find the number of cases, and give names. The word case at first signified a form different from the simple or name form. If we use the term in this sense, as do a few eminent linguists, we shall find but one case in nouns. If with the majority we extend the term so as to include the simple form, we shall have two cases. No noun in the English language has more than this number. After applying names, we may

teach the formation of the possessive.

Then, having taught all the properties of nouns, we should derive rules for the construction of nouns. After the rules have

been taught, a model for parsing may be given, and parsing practised to a limited extent. If the teacher is governed by the principles stated above, some of his rules will differ materially from some in quite common use. For example, he will be unable to derive the rule, “A noun used as the object of a verb must be in the objective case,” inasmuch as no noun has any such case, — unless, indeed, we call the simple form the objective case. If we do that, we must reject the common rule for a noun made the subject of a verb. The simple fact is, that nouns made subjects of propositions, attributes or predicates of propositions, objects of verbs or participles or prepositions, and nouns independent of grammatical construction, are all in the same case. And if our rules are to serve as guides to construction, or if they are to serve as criteria by which in our parsing we shall test constructions put before us, they must be based upon these facts.

Three rules are all that it would be essential to give for the construction of nouns. One of these would provide for nouns in apposition, one for the use of the possessive (nouns limiting other nouns denoting different persons or things), and one for nouns used in any other relation.

If time would permit, I would gladly go on to mark out a course for the other parts of speech. But perhaps I have already given more than the "word to the wise."

A word in conclusion. Let me not be understood to claim that what I call grammar includes all that should be taught in language. On the contrary, I believe grammar to be the least important part of such a course in language as our pupils should receive. Grammar should have a place in our schools, though it would be vastly better for us to cast it out and put in its place elementary instruction in the natural sciences or in natural history, than to retain it, and not have these last. Grammar belongs rather to the High school course than to any other. Put it there, and a single year will suffice for it.

J. G. SCOTT.

sense.

A PLAN FOR TEACHING READING TO BEGINNERS. THE object of reading to one's self is to take the sense of what is written; the object of reading to another is to express the To express the sense we must first take it; hence, the great importance of oral reading in the schools; its primary object being the expression of the sense, it presents the natural occasion for taking the sense. In teaching oral reading, let the pupil's mind be occupied simply with expressing the sense; let nothing be introduced into the reading exercise which shall tend to exclude thoughts of expression. This is the soul of reading; to secure facility in this should be the object of every lesson, from the first given in the Primary to the last given in the professional school.

The process of teaching little children is very interesting and exceedingly simple; and the simpler it can be made, the more interesting will be the process. The lessons should be reading lessons simply, entirely free from spelling, from phonic analysis, and even from the alphabet. The alphabet, spelling, and phonic analysis should be early taught, but not as a part of reading. The alphabet and spelling are to be taught as aids to written composition, the phonic analysis for vocal culture.

If the child's first reading book is properly constructed, it will be a guide to the teacher in giving object lessons. The first page of readings will present the picture of an object which can be brought into the presence of the pupils; this object will form the subject for conversation with the pupils. Suppose the first reading lesson to be about a knife, the knife will first be brought into the presence of the pupils, and they will be led to observe the parts or the qualities; if they are led to observe the parts, the exercise may be somewhat as follows:

Teacher (holding the knife in the pupils' presence). What is this?

Pupils. A knife.

T. Here is the word knife (putting it upon the board and pointing); what is it?

P. Knife.

T. What has the knife (presenting some part, as the handle)?

P. A handle.

T. Say, the knife has a handle.

P. The knife has a handle.

7. Here is the word handle (putting it upon the board beneath the word knife, and pointing); what is it?

P. Handle.

T. What else has the knife (directing attention to the blades)?

P. Blades.

T. Say, the knife has a handle and blades.

P. The knife, etc.

T. Here is the word blades (putting it upon the board beneath the word handle and pointing); what is it?

P. Blades.

T. Point to the word knife; to the word handle; to the word blades; to the word handle; etc.

(Pupils point.)

T. Now say what you said before: The knife has a handle and blades.

(Pupils repeat.)

T. I will put down the little word you say with knife (putting the before knife, and pointing to the phrase); say, The knife.

Pupils repeat, not Thèe knife, but the phrase, Th' knife, as in speaking.

T. Say again what you said about the knife.

P. The knife has a handle and a blade.

T. I will put down the little word you say with handle (putting a before handle, and pointing); say, a handle.

Pupils repeat, not à handle, but the phrase a'handle, as in speaking.

T. (Putting has with a handle and pointing.) Say, has a handle.

Pupils repeat the phrase, has a handle.

T. Say again all that you said about the knife (pointing to the phrases already upon the board).

P. The knife has a handle and blades.

T. I will put down the word you say with blades (putting and before blades, and pointing); say, and blades.

(Pupils repeat.)

T. Point to the phrase The knife; has a handle; and blades; has a handle, etc.

(Pupils point.)

It may be desirable to present the above in two lessons. Various devices are employed by teachers for fixing the words in the mind of the pupils; similar means should be used for fixing the phrases.

If the above simple lesson is properly arranged in the reading book, the pupils will easily be taught to read it there. Whether the lessons are or are not in the book, the general plan of teaching beginners should be as illustrated.

By this plan the pupils read only what they have first been led to say; what they say is an expression of their own thoughts. By the arrangement of the lessons in phrases, the pupils are led to read, as they speak, in phrases.

GEO. A. WAlton.

BEGINNING THE SCHOOL TERM.

THE first week of the school year in Cincinnati is passed by the teachers of the city in the study of methods of teaching,

For this purpose, Superintendent Hancock provides a teachers' institute of a week's duration, taught in part by teachers from the city, and in part by help from abroad.

All the teachers are expected to be present at every session of the Institute, and to take notes of the lessons taught. At the close of the Institute, these notes are examined by the Superintendent and School Board, and the rank of the teachers determined somewhat by the character of the notes.

These Teachers' Institutes serve to awaken and to keep alive a professional enthusiasm in the teachers of Cincinnati, that can hardly be found existing to the same degree in any other city of the United States.

The city Normal and Training School, under the charge of Miss Delia A. Lathrop, is thought to be one of the most successful schools of its kind in the country.