SOUTH-WESTERN NORMAL SCHOOL.-While in attendance upon the late teacher's institute at Lebanon, we had the pleasure of a brief visit to the normal school. We were specially gratified in being able to witness a drill of the teacher's training class, which is under the direction of the principal, Mr. HOLBROOK. The exercise related to the teaching of mental arithmetic, and was designed to show practically how to secure the faithful preparation of the lesson, and how to hold the attention of each pupil during the recitation. Different members of the class were called upon to assume the position of teacher. Mistakes in management were pointed out both by the members of the class and by the principal. The class numbered about twenty-five.

We also witnessed the morning devotional exercises, where we saw the students together. They made a fine appearance. By vote of the students the recitations were dispensed with to afford them an apportunity of attending the institute. The whole number of students now in attendance is about 250.

The annual session of the normal institute-the short session of the normal school -commences on the 10th of July. For fuller information, see the card of the principal.

TEACHERS' SALARIES IN CINCINNATI.-A committee appointed by the principals of the Cincinnati schools, has petitioned the School Board to adopt the following schedule of salaries to take effect at the commencement of the next school year:

INTERMEDIATE SCHOOLS.-Principals to be appointed at $2,000, and increased annually, till the salary amounts to $2,400. First male assistant, $1,400; to be increased annually, till the salary amounts to $1,600. First female assistant, $800; to be increased annually, till the salary amounts to $1,000. All other assistants at $600; to be increased annually, till the salary amounts to $800.

DISTRICT SCHOOLS.-Principals (present employees), to be appointed at $1,800; salary to be increased annually, till it amounts to $2,000. New appointees at $1,600; to be increased in the same manner. First male assistants, $1,200; to be increased annually, till the salary amounts to $1,400. Other assistants at corresponding salaries. It will afford us very great pleasure to record the fact that this schedule is adopted by the School Board.

LORIN ANDREWS' MONUMENT.-We learn from the Western Episcopalian that a monument has been erected to the memory of LORIN ANDREWS, near his grave in the cemetery of Kenyon College, Gambier, O. It is thus described:

The pillar is simple, consisting of a plinth of light brown sand-stone, surmounted by a pedestal and base of white marble, sustaining a square shaft or spire of the same material, the height of the whole being about fourteen feet. The pedestal contains the soulptured military insignia of sword and strappings. The base bears the following inscription: "Lorin Andrews, President of Kenyon College, eminent as a Teacher, Patriot and Christian; the first in Ohio to answer to the call of his country in 1861; he served as Colonel of the 4th O. V. I. in the first campaign against the Great Rebellion, and died, a Martyr to the Union, Sept. 18, 1861, aged 42 years, honored and beloved by all." The shaft bears, near its summit, the sculptured device of a cross and rayed crown, encircled by an oak-wreath.

WARREN COUNTY INSTITUTE.-A two-days' session of this institute was held at Lebanon on the 18th and 19th days of May. There was a large attendance of teachers, and the exercises were of unusual interest. Addresses were delivered by Hon. JOHN A. NORRIS, Commissioner of Common Schools, Rev. A. D. MAYO, A. HOLBROOK, JOHN HANCOCK, and others. The members of the institute were most hospitably entertained by the citizens of the town. If any one is in search of live teachers he can find several score in Warren county.

XENIA. The public schools which have been for several years under the supervision of Mr. GEO. S. ORMSBY, are in excellent condition. Mr. O, is assisted by an efficient corps of teachers.

GUERNSEY COUNTY.-The examiners are determined to elevate the standard of qualifications among the teachers of the county. A large proportion of the applicants examined this spring have been rejected, and the examiners express a willingness to publish the answers of any rejected applicant who may desire it.JOHN MCBURNEY and T. H. SMITH will organize a teacher's class at Cambridge on the 6th of June, for the benefit of teachers who desire to review the common branches. The school will continue six weeks.

WAVERLY.-The Pike county Republican says: "If a new school-house is not erected soon, the new cemetery should be at once completed." The old school-house is crowded with pupils, some of whom the editor thinks are likely to be transferred to the cemetery if pure air is not speedily provided.- -A teachers' meeting was held at Waverly on the 28th of April. Twenty-one of the teachers of the county were present. The best methods of teaching orthography and English grammar were discussed.

MASSILLON.-The Union school is under the supervision of Mr. JOSEPH KIMBALL, late of Andover, Mass., and is in a prosperous condition. Mr. K. is a gentleman of fine scholarly attainments, and is proving a worthy successor of the eminent superintendents who preceded him-LORIN ANDREWS and T. W. HARVEY.

PAINESVILLE. The citizens of this enterprising town have voted a tax of $6,850 to purchase a lot and erect a building to accommodate two secondary and two primary schools, of forty pupils each. The vote was unanimous.

WISCONSIN.-The Journal of Education, which was revived in March, is meeting with poor success. The publisher announces in his third issue (May), that he is losing over $100 per month. We shall give him credit for more pluck than wisdom if he carries such a load long. But what is the matter with Wisconsin teachers?-Whitewater and Platteville have been selected as sites for two of the three normal schools provided for by law.

SCHOOL REPORTS.-The State Superintendents of California, Iowa, Wisconsin, Maine, Kansas and New York will please acccept our thanks for copies of their annual reports. The school reports of the following cities are also upon our table: New York, Chicago, Detroit and Boston. We can only assure our unfortunate readers who can not see these documents, that we commisserate their condition. We also take pleasure in acknowledging the receipt of the eleventh annual report of the New Jersey State Normal School.

JARED SPARKS, LL.D., the well-known author and scholar, died at Cambridge, Mass., on the 14th of March, aged 76 years. His principal historical works constitute a library of sixty-seven volumes.

GEN. T. F. WILDES graduated at the last session of the Cincinnati Law School, and has entered upon the practice of the law at Athens, Ohio. As teacher, editor, and military officer, he has been eminently successful, and we wish him like success in his new profession.

MISS MARTHA BALDWIN, a graduate of Baldwin University at Berea, Ohio, is professor of the Greek and Latin languages in the Baker University of Kansas. She is only about twenty-one years of age.

PROF. EDWARD L. YOUMANS, author of "Youman's Chemistry," has entered upon his duties as professor of chemistry in Antioch College. Under the impulse of a substantial endowment and a full faculty, Antioch has entered upon a new career of prosperity. Dr. CRAIG is the acting President.

The progress made during the last few years in the grammatical exercise of parsing of parting or analyzing the English sentence is very noticeable, as it is, certainly, very encouraging. From the simple indication of the inflectional forms of words and of the general uses or functions of words in the sentence, this exercise has gradually passed into an indication of the thought and of its relationships as expressed in those verbal forms. So great is this progress that parsing and analysis seem to express entirely distinguishable procedures, the former being taken rather to respect the words, their forms and position in the sentence, while analysis is thought to look beyond and to take into view rather the elements and relations of the thought.

It is evident that this progress still continues. The goal is not yet reached. The diversified modes of analyzing presented in different grammars of the language, and, also, the confounding of elements which seems still to mar the best methods of analysis, evince that the science does not yet recognize that perfection is attained. The interests of the science and of education call for continued study and labor in carrying still forward this progress. There are two simple, yet fundamental principles governing all

correct analysis, which have been more or less overlooked or disregarded in the methods presented of analyzing or parsing the English sentence. The first of these principles enjoins a clear and correct apprehension of the thing to be analyzed the sentence; the second enjoins that the analysis proceed by regular and distinct co-ordination and subordination of the parts attained in the analysis.

The disregard of the first principle named may be exemplified in the confounding of the sentence with full address, in which, besides the sentence or the communicated thought, there are found the representations of the speaker and of the person spoken to. Thus, in the following extract: "You can not, my Lords, I venture to say it, you can not conquer America," the expressions, my Lords and I venture to say it, are not parts of the sentence proper the communicated thought. The whole may be called a complex sentence, as it is a sentence complicated with foreign elements the representation of the persons addressed, and, also, a modification of the speaker's own mind back and independently of the communicated thought. Such elements are widely to be distinguished from what has sometimes been termed the case absolute; as, in the sentence, "The sun having set, the sports were brought to an end." The italicized phrase here is a part of the sentence proper, and, in all correct parsing or analysis, must be referred to its proper place in the sentence.

Another instance of a disregard of this principle occurs in this, that all parts of discourse that contain proper assertive forms of the verb are taken to be alike sentences, thus confounding merely represented judgments with actual judgments. We have, thus, principal sentences and dependent sentences. It is not the nomenclature by which this recognized distinction is designated so much as the confusion and error which are involved in treating the mere form of a thought as a true thought—a merely represented judgment as a veritable judgment. Loose popular discourse may admit it; but scientific precision and technical accuracy forbid it. A sentence is essentially a real judgment of the speaker, and a judgment which he merely represents and so treats, as a mere object of thought should not be confounded with such a true judgment. A represented judgment should ever be recognized as different from a sentence by having a different name given it—as

clause. For example, the following expressions in italics are not true sentences, but only clauses and parts of sentences-principal or modifying elements of sentences: "He fought that he might conquer;" "That Nero himself caused the city to be burned is sufficiently established in history;" "How he went is uncertain;""He who thinks accurately will speak accurately;' "I will go if it be possible." In the thorough and accurate analysis of the sentence, it should not be confounded with a clause, or a mere element of a sentence.

It is equally necessary to conform to the principles of co-ordination and subordination in all correct analysis. The primary, co-essential and co-ordinate elements should first be indicated, and then the subordinate elements be named in the due order of their subordination. To what extent and how fatally to all correct analysis this obvious principle has been disregarded, one or two instances in prevalent methods of analysis will sufficiently illustrate. The philosophical grammarian, K. F. Becker, distinguishes the predicative, the attributive, and the objective combinations as the three comprehensive and exclusive elements of the sentence.* But these are not co-essential elements; for we may have a sentence with neither of the two last-named elements. Neither are they co-ordinate; for the objective is primitively but a part of the predicative element; and the attributive is but a derivative from it. In the sentence-"His search was for gold," "for gold," according to this method, is both an integral element of the predicative combination, and at the same time a like element of the objective combination; while in the sentence-"His search for gold was fruitless," "for gold" is an integral part of the attributive combination. The ground of this confusion and at the same time the fatal defect in the theory are to be found in the mistaking of an accidental form in the outward expression for that of the inner thought. Becker sought to find in the fact that these combinations embrace most if not all those found in the verbal structure of sentences their logical framework. An almost unavoidable consequence of the adoption of this theory of the sentence, is the eclipsing of the copula, which is the very vital element of the sentence, and the treatment of the sentence as

*German Grammar, 2 206.