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in the composition of some legal document. In England, in the year 1862, an expensive lawsuit took place, which never could have arisen but for the omission of the little word to in a nobleman's will. It is time that teachers of youth should impress it upon those under their charge, that the true way is, not to form their style after the pattern of any so-called model or master," but simply to study to express themselves with the greatest economy of words in such a manner that the "ingenuity of man "cannot make their meaning other than what they intend it to be. To do this they must know something of grammar so far as it is an absolute science; and all this talk about doing away with grammatical and etymological instruction, and acquainting themselves instead with the "great masters of English," is based on fallacies.

The best style is that which is an outgrowth of sincerity. He who has something to say, and knows what correct English is, need not trouble himself about style, or balance his sentences after the fashion of this or that "great master." His only study should be to say what he means,—and say it in the fewest words, for there is a species of insincerity in verbosity. The sentences will all be right, if, while they do not violate the laws of grammar, they are innocent of all superfluities and mere flourishes.

He who knows grammar will not be likely to undervalue its importance. "Too many persons are satisfied," says Harrison, "if they can but find a certain phrase absolutely in print; they are more than satisfied — they are triumphant, if they can appeal to an author of reputation. Such a practice must ever have a tendency to perpetuate error. That which is right is right, without any authority at all; and that which is wrong cannot be made right by any authority. If we look back to many of the standard authors even of the last century, we shall find that they abound in grammatical errors, in almost every conceivable form."

A writer in "Blackwood's Magazine" says: "With the single exception of Mr. Wordsworth, who has paid an honorable attention to the purity and accuracy of his English, we believe that there is not one celebrated author of this day who has written two pages consecutively without some flagrant impropriety in the grammar."

In connection with this subject we cannot too earnestly commend the introduction of the study of historical etymology, or the genealogy of words, into our schools. Words are often grossly misused because of an ignorance of their derivation; and this fact has been forcibly set forth by John Stuart Mill, who says: "So many persons, without anything deserving the name of education, have become writers by profession, that written language may almost be said to be principally wielded by persons ignorant of the proper use of the instrument, and who are spoiling it more and more for those who understand it." He instances the cases in which such words as transpire have been wrenched from their original meaning and misapplied by "illiterate writers, who seize and twist from its purpose some form of speech which once served to convey briefly and compactly an unambiguous meaning." The mischief that is thus done is much greater than superficial readers can imagine.

MEETING OF THE SCHOOL SUPERINTENDENTS.

THE following programme of studies was presented to the School Superintendents, at their meeting at Worcester, December 26, 1872, by Thomas Emerson, Superintendent of Schools in Newton.

The programme includes nine classes, the work of each class covering a period of one year.

The classes are numbered from one to nine, the lowest primary being the first, and the highest grammar the ninth class.

The time per week allotted to each study or exercise is indicated by the number annexed; the whole number of school hours per week being twenty-five.

A lengthy discussion resulted in the following modifications of the plan: 1. Oral instruction in geography is to be given in the fourth and fifth classes. 2. The text-book on geography is to be required in the sixth and seventh classes. 3. The text-book on grammar is to be studied in the seventh, eighth, and ninth classes, in connection with the exercises in language.

QUERIES AND NOTES.

How many teachers are there in the State of Massachusetts ? According to the last report there were 8,235; males 1,049, females 7,186; but then they did not all teach; many only heard lessons from books.

Is it well to reprove a pupil before the school?

I think not. When an offence is committed by the often thoughtless pupil, the teacher perhaps merely catches a glimpse of the improper action, and it may be simply a resultant of several previous actions by the others. He feels disturbed in his mind, and at once opens upon the more innocent offender perhaps, who feels injured at any injustice that may be dealt out to him in the hurry and excitement.

The scholars, all interested, see the injustice, and the teacher's authority is impaired.

A better way would be to adjourn the case till all excitement is past, and then privately ask the pupil all about it. Try the case, and sentence at leisure. A prompt judiciary should be avoided in the school-room. A scolding tone should never be heard by the pupils whom you are moulding. A "righteous indignation" should never be indulged in. "Hasty words stir up strife."

What about dates?

I

They are very indigestible—those with figures in them, I mean. would let them mostly repose in the safe repositories of encyclopædias. Never burden the minds of children with the dates of unimportant events. There should be no special effort made to remember what your library will keep so nicely. The most important will crawl into the mind of their own accord. I knew a man once who had a genius for remembering dates; but his mind was as dry of all attractive knowledge as a Sahara, without an oasis. How do you teach spelling?

I tried an experiment the other day, as follows: Selecting a class of about fifty scholars, average age about ten years, I gave them a column of words from the speller and told them to "go in and win." They studied twenty minutes and did their "level best," thinking that I was about an examination. I then pronounced the words carefully to them, and they spelled them upon their slates. The teacher examined the slates and reported the percentage of correct spelling to me of each scholar, and I wrote it opposite the name of the pupil and got the average of the class, which was, I think, about eighty. The next day, at the same time, I called upon the same class and selected a column of words just as difficult as those of the previous day, and commenced in this way: First, I pronounced the words to the class, then the class pronounced them to me, then I called up those whose spelling was the poorest the previous day, separately, and let each one pronounce each word; spending the twenty minutes in this way,

instead of the usual method of studying. The words were then spelled as formerly, and the result was nine per cent in favor of the last method. And I can add that the pupils were more interested; they had learned much more of the pronunciation of the words. It showed me that calling over the name-sounds of the letters, gave them in many cases no clew to the pronunciation.

I have tried the experiment several times since, with results always in favor of the latter method.

MUSIC AND MORALS. It is unnecessary to tell a people whose hearts are yet thrilling with the great International Jubilee that Music is one of the most subtle and powerful methods of moral instruction. There is nothing in this world like the singing of children; and no where do children sing as in our common schools. In the home, the choir, the concert, the Sunday school, we oftenest hear the harmony of children trained in similar conditions of society. But when a hundred little ones, called to the school-house from the palace and the cellar, from all civilized lands, representing every human grade of culture and faith, unite in a patriotic song, or a grand, simple religious hymn; then voices are heard calling out from that deep of music to the far-off future, and he must be indeed a barbarian who is not moved out of himself thereby.

A rigid reform is demanded in the selection of music for our common schools. A great deal of it is puerile, too much is beyond the capacity of children, some of it can be accounted for only by the perverse desire of the special teacher to exhibit his musical menagerie. We need more songs of home, of country, of simple praise to God and love to man. We need less drill over the science of music and more actual singing that shall knit together the souls of the scholars into a loving community.

I know not how I should have lived through ten years of the strange experiences and crushing and confusing toils of professional life in a great western city, could I not have been almost every day lifted up and cheered by the wonderful singing of the children in the Cincinnati Common Schools. For often, when every thing in that turbid drift of humanity we call society, in the valley of the Ohio, seemed whirling beyond my power, and I could not see ahead the length of the ship I steered, on passing a school-house, a wave of song would come surging out through an open window, hushing the noisy street, arresting the hurrying crowd; as if the gates of the better-land had swung half-open, and for a moment we heard the dwellers within chanting Glory to God in the Highest, and on earth peace, good will to men." Marry your highest moralities to childhood's music, and young America may yet sing itself within sight of the millennium in this New World. Rev. Dr. A. D. Mayo.