think that pupils can not fail to be confused by the multiplicity and complexity of things following each other in such rapid succession. Are we told that experience is against us--that pupils do not become confused, as is shown by their ability to place the parts of sentences in the diagrams furnished for them? That does not prove that the operation is other than mechanical: it proves that the machine has been taken apart and boxed--just "that, and-nothing more."

The system of analysis, as here presented, inevitably leads us into absurdities. Take, for example, the nursery doggerel:

This is the priest all shaven and shorn, That married the man, all tattered and torn,

Unto the maiden all forlorn,

That milked the cow with the crumpled horn,

That tossed the dog,
That worried the cat,
That killed the rat,
That ate the malt,
That lay in the house,
That Jack built.

First, what is the use (adopting the author's style of analysis) of all after the word doggerel? It tells what particular nursery doggerel is meant-hence, it is an adjective. And thus, all after the word priest is an adjective, because it tells what particular priest is meant. And that it requires all to tell this, will be seen at a glance; for, take away a single link from the chain-let it be some other cow, or dog, or cat, and the identity of the priest is gone. And so in each case, all that follows man, maiden, cow, dog, cat, rat, malt, and house, is an adjective. Thus, we have adjectives within adjectives—a nest of adjectives-the whole an adjective! Similar examples of the adverbial phrase may be given. Both these--the adverbial phrase, and the adjective phrase--we consider logical absurdities. Neither the one answers to the true idea of the adverb, nor the other to the true idea of the adjective.

But let us look at our author's first lesson, and then at some of his definitions framed to meet his particular "system of analysis."

"God moves in a mysterious way,
His wonders to perform;

He plants His footsteps in the sea,
And rides upon the storm."

On this passage, among other questions we have the following:

What is the use of upon the storm? To tell where he rides." "Remark--The young pupil has seen, in this exposition of the four lines written above, that words have meaning."

In all candor, has "the young pupil" seen any such thing? Or, if he has, think of his acquiring the idea, by means of direct instruction, that God acts in a hidden, secret way, for the purpose of performing wonders or think of his imagining the Ruler of the Universe astride a storm, and having a jolly ride, like a boy coasting on his sled. We should prefer that our boys gain no such ideas of God.

It is ignoring both philosophy and good common sense, to select, as a first lesson "for the young pupil," highly figurative language, and never give him a single hint of its figurative character.

But if our author is unfortunate in his system of analysis, and in his exposition of language, he is still more unfortunate in his definitions, formed to accord with his theory.

"A sentence is an assemblage of words so combined, as to assert an entire proposition." This rules out all sentences which

simply command. "Go to the ant, thou sluggard, consider her ways, and be wise," is not a sentence, because it asserts nothing. "Every sentence must have a subject and a predicate."

"Go thou and do likewise," is not a sentence, under the definition, because it does not contain a predicate.

"The subject of a sentence is that of which something is asserted."

In the command, "Come thou here;" thou is not the subject, because nothing is asserted of thou as a subject.

"A transitive sentence is a sentence that asserts an act which terminates on an object."

แ Keep thine own secrets," is not a transitive sentence; because it does not assert an act which terminates on an object.

"An auxiliary sentence is a sentence

that is used as an element in the structure of another sentence, or of a phrase." Examples. "A mortal disease was upon her vitals, before Cæsar had passed the Rubicon." Is this auxiliary sentence (in italics) used in any sense, in the structure of the other sentence? What does structure mean? "A prefix is one or more letters placed before a radical to form a derivative word." "A suffix is one or more letters added to a word to make it derivative." Is that what prefixes and suffixes are for-just to make words derivative? We confess our ignorance. We supposed that prefixes and suffixes were attached to words for the purpose of varying their signification.

"A noun or pronoun varied in its orthography, so that it may indicate a relation of possession, is in the possessive case."

"The possessive case does not always indicate possession."

"Children's shoes. Here the word children's does not imply ownership. It simply specifies 'shoes' as to size." That is, the possessive case is not the possessive case of the definition. Did it occur to the author that his trouble might lie in the

definition, though the definition might not lie? Did he not see the absurdity of his "Possessive Adjectives," and "Possessive Specifying Adjectives," under his defini, tion of the word possessive? that every objection which he urges against the possessive case, applies with equal force to his possessive adjectives?

"A relative pronoun is a pronoun used to introduce a sentence, which qualifies its own antecedent." A relative pronoun may introduce a sentence, etc. But is this a definition by which a pupil can tell a relative pronoun?"That is the man to whom I gave it. That is the very thing for which I contended." What are whom and which in these examples? relative pronouns ?-not under the definition. What then are they? The author has placed them in his list of relatives, but in his definition he has excluded them from the class.

There is much more of a similar character in the book deserving attention; but we have already extended this notice to an unusual length. We will, however, add that the author has done as well with a faulty system as any one could have done; and has pursued, to the end, a bad theory, with amazing consistency.

instruction, from the elementary principles of knowledge through the highest branches of a collegiate course, to every child in the city, between four and twenty-one years of age, who can obtain admission into its two hundred spacious schools; it furnishes books, stationary, and apparatus, without pends upward of $2,500,000 annually. charge to either parent or pupil, and exDuring 1865, the aggregate number of pupils in the several schools was 216,955, with an average attendance of 91,502. During 18 weeks in the early part of the year, there were held 48 evening schools, with 24,056 pupils enrolled, and an average attendance of 11,487. There are upward of 2,500 teachers, whose aggregate salaries exceed $1,300,000. The professors in the Free Academy receive $3,750 per annum, principals of the grammar schools, $2,250, and the average salary of male teachers in grammar schools is somewhat more than $1,500. The lowest salary given to female teachers in grammar schools is $400, and the highest, $1,200. By act of the legislature, the naine

Africans shall be collected by assessors and collectors of African descent, to be elected or appointed as the legislature may provide for.

In defense of this amendment, it was urged that inasmuch as it seemed to be settled that the negro educational system was to be self-sustaining, there was no good reason why the colored men should not collect their own funds: if they did, they would have a larger sun; and if the funds were stolen, they would have the benefit of the stealings, instead of being robbed, as usual, by white men.

This amendment was laid upon the table by 88 yeas to 10 nays.

"No better illustration of the feeling, not only of the convention, but of the people generally, toward the colored race, can be given, than this act of barbarity and injustice; and when it is submitted to the people for their approval or rejection, it will be adopted by a large majority.

WESTERN STATES.

Ono.-The subscription fund for the endowment of Antioch College already amounts to $120,000, and the friends of the College are hopeful of securing a quarter of a million.

WISCONSIN.-We take the following digest from the Wisconsin Journal of Education:

According to the State Superintendent's Report there are 11,943 more scholars reported as attending public schools this year than last. The whole number of members is 66 per cent. of the whole number over 4 and under 20 years of age in the State. The number less than 4 years of age, who have been registered, is 1,252. The number over 20 years of age, who have attended school, is 1,523. The average length of time the public schools have been lept during the past year is 14 days more than it was last year, and more than it has ever been, except in 1860. The number of teachers employed in public schools was 7,582. During the past year there has been an increase of 518 male teachers. The demand for teachers is at present greater than the supply. Hundreds of persons possessing limited attainments are employed, not because the people are indifferent to their qualifications, but because the school-houses would be unoccupied unless these were employed. There has been an increase in the monthly wages paid to teachers. The average wages of male teachers was $36.45, an increase of $4,06; of female teachers, $22.24, an increase of $2.81. There has been raised by tax for school purposes $2.70 for each child over 4 and under 20 years of age, and $4.07 for each child registered as a member of public schools. The number of schoolhouses is 4,338, accommodating 241,595 pupils. There are 517 school-houses with

out blackboards, and 3,943 w The number of children of the State is 385,582, and t public money apportioned to? 46 cents.

CALIFORNIA.-The biennial 1 Swett differs from any other we and, in the fullness with which ters relating to school manageme cussed, it resembles a labored ec treatise rather than the abstract re State officer. In the State there a

white children, of whom 41,376 b. ILL

the public schools and 12,478 to schools. The average attendance of during the last year was .88, and .5: whole number enrolled in the State. were 821 districts and 947 schools

grades. Of the latter, 89 are brick, YEY are wood, 12 are adobe, 69 are rented, 149 disgrace the State. 102 new sch houses were erected during the past y There were 8 schools for blacks, atten by 278 pupils. The number of teach was 1,155, of whom only 468 were su ficiently intelligent or alive to their ov interests to subscribe for an education journal, and only 272 attended coun institutes. The total expenditures f 1865 were $885,116;-for teachers' salaries $526,856; for school-buildings, $257,804 for rent, etc., $89,056; for school libra ries, $5,792; and for apparatus, 83,777 an increase of expenditure of $227,917 The whole school property is valued a $1,024,999. The average salary of maler. teachers was $874; of females, $62. $8,000 were appropriated for the State Normal School. The total amount expended for educational purposes, since the founding of public schools, is estimated at $8,787,000. ht Throughout the State there has been a very gratifying increased average in the daily attendance. Since 1863 the number of school children has increased .26, while the attendance has increased .46. During 1865 the increase of census children was .095, and of children on school-rolls .16. The average length of the school-year is now 7.36 months, which equals that of New York, and is exceeded only in Massachusetts and Nevada. In his report Mr. Swett recommends the introduction of calisthenics into the schools. He discusses The Bible in the Schools, Moral Training, School Discipline, Pedagogical Law, and other subjects in a series of carefully prepared papers. The report is a fine model which other superintendents might imitate to their advantage.

FOREIGN.

ITALY.-The annual expenditure for educational purposes is $3,007,818, of which only one-tenth is devoted to elementary schools, which the country most needs. The rest is spent on the universities, learned societies, and an army of officials.