was the intention to draw a bull, why, do we ask, was the sign not placed in an upright position, v, which would make it by far more recognizable; and why was it placed in a position only possible in a dead bull? That the writing of this sign was very inconvenient is shown by the fact that as soon as writing came into more practical use it was placed in an upright position, just as we write it at the present time. The character of the second letter B likewise furnishes proof of the highly philosophical arrangement of the alphabet, viz, to make the sounds more prominent by their contrast. The sound of opening the mouth is followed by the sound of closing the mouth. The sudden opening of the mouth, brought about by the explosive emphasis of emitting the breath, produces the sound B; and its connection with some vowel makes it audible. Its characteristic features are therefore determined by the lips; and how accurately these have been understood will immediately become clear if we compare the conventional sign with the profile view of the mouth. The name Beth means "house," and he who has eyes to see will in vain look for some characteristic sign of a house, but will easily recognize the idea in the representation of the lips. The labial sound is followed by the palatal sound G, produced by the root of the tongue and the palate. In observing the action of the organ of speech, with a view of giving a graphic representation of this sound, we must confess that this could not be made sufficiently plain in the external movement of the organ. The great philosopher, however, found a way out of this dilemma, and in such a simple manner that we are surprised at the clearness of his perceptive faculties. He gives us an inside view of the organ, and, to avoid all doubts as to which portion is meant, nothing but the palate П, as the most characteristic portion in forming this sound; it was of course necessary, in order to make the flat arch of the palate recognizable, to show at the top the beginning of the teeth and at the bottom the beginning of the throat. A glance at Helmholtz's diagram, and its comparison with the conventional sign, will be sufficient to convince us of the correctness of this explanation.

The name Gimel means "camel."

For further illustrations of these principles I

must refer to my pamphlet on the subject.

The palatal sound is followed by the dental sound D, which is produced by leaning the tip of the tongue against the upper teeth, thereby shutting the hollow of the mouth completely. This will become clear if we now compare the section with the conventional sign of the D sound, which goes through many ancient alphabets. The name Daleth means door.

The time allowed me will not permit me to present here the development of the whole alphabet, and I must refer those of you who are interested in this subject to the forthcoming publication of my treatise upon it, which will not only be of interest to every educated person, but of special use to teachers.

The investigation and discovery of, I may well say, the key to our alphabet, had the important result to show that the chief signs are at the same time phonetic signs of the formation of sounds. In the English language this is unfortunately only the case with those of Anglo-Saxon derivation; nevertheless, the explanation of most of the forms of the letters with regard to the position of the mouth in pronouncing them will be useful in the first instruction in reading. And if it could be used for no other purpose but to awaken the child's interest, the impression made on the memory will be much more effective if the teacher can tell him, "Here, in the letter A, the open mouth is represented if you imagine the sign laid on its side, thus, <; in the letter B you see the closed lips," &c. It is well known that nothing rivets the attention of the child's mind to such a degree as a historical communication. Objects with which a short story can be connected are the most welcome of all to the child. The mere assertion is to the child a dead matter: "This is B; now remember it." After a long time we may succeed in this way, but how much pleasanter and how much more lasting will be the impression, if the child is enabled to see why this sign represents the labial sound B.

I have illustrated this by my analytic alphabet, consisting of two tablets, containing the component parts of the letters, and five monograms, each comprising from four

to six letters. In fact, the juvenile student has only to study these five figures. These figures or monograms are well known to every child.

MOB

The first is called the window-monogram, forming the basis for the rectangular letters, such as I, L, F, E, H, and T. The second is called the envelope-monogram, forming the letters X, K, N, Z, and Y. The third is called the lattice-monogram, forming the zig-zag letters A, V, M, and W. The fourth is called the ring-monogram, forming the ring-letters O, Q, C, G, and D; and the fifth, the serpentmonogram, forming the serpentine letters, such as S, R, B, P, J, and U. The arrangement is the following: The pupil is directed to take, at the teacher's advice, certain component parts from the tablets and insert them in the monogram through loops prepared to hold this component part. Previous to this exercise the phonetic explanation has been given by the teacher. For mnemotechnic exercise the configuration of the letters is also imitated by the children with their fingers after the tableau of the hand-alphabet prefixed to the first monogram-tablets. After this the component parts are taken out from the monogram and placed on a slate, and the contours drawn around it, which exercise gives amusement to the child and is, at the same time, an additional aid to its memory.

Then it is recommended to take up the methodical-writing copy-book in which the same monograms are constructed in a blue or red tint for the purpose of being filled out by pencil-marks according to the head-letter.

This writing-exercise is continued from the transformation of the capital letters to the Roman small letters, thus showing the transformation from the Roman small to italics, and lastly from these to the current letters. This exercise is rather to bo called drawing letters, which is by far the easiest and most natural way of proceeding. After the conclusion of this exercise the Spencerian system for current writing is recommended. But this methodical copy-book is so arranged that it serves at the same time for the advanced scholars in practicing the so-called draughtsmen-letters, which is nowadays a requirement for a good many technical occupations.

This new system of commencing to learn reading and writing is of still greater practical value for institutions for the deaf and dumb, for the blind, and for those most unfortunate creatures, the idiots.

The student is, so to speak, on a well-constructed track, where he cannot go amiss. The frightful score of twice 26 letters is reduced to only five well-known figures, and it operates on the child as if it were already familiar with the subject it is to learn, for the reason that the basis is really an old acquaintance.

The professor concluded his address by exhibiting some copy-books such as he had suggested-one of them written by a girl of 8 years of age, one by a boy of 10 years of age, and one by a boy of 16 years of age and calling attention to their excellence.

MR. WICKERSHAM'S ADDRESS.

At the conclusion of Professor Enthoffer's address, the president introduced Hon. J. P. Wickersham, State-superintendent of common schools of Pennsylvania, who read the following paper upon

AMERICAN EDUCATION AT THE CENTENNIAL EXPOSITION.

So much has been published concerning the Centennial Exposition to be held at the city of Philadelphia in 1876 that no statement of its design or account of what is pur

posed to be done seems now necessary. A brief outline of the progress made in the work of preparation, however, and of the prospects entertained of its successful completion, may be of interest, and will serve as an introduction to the special purpose of this paper, which is, to make some practical suggestions in reference to the representation of the schools and school-systems of the country at the Exposition.

The Exposition will be held. Whether it shall be creditable to the nation or otherwise, we must go on with the work. To stop, to even halt now, would be to disgrace ourselves in the eyes of the whole world. American energy and pluck have accomplished marvelous things in the past; they will not fail us now in pushing to completion this great enterprise. Much has occurred within the last few months to encourage the friends of the Centennial. Obstacles have given way; interests threatening antagonism have been harmonized; help has come from unexpected quarters, and the indications are that the whole nation will make one united effort to secure success.

More money will be needed, but the management of the Centennial have now in hand available funds amounting to nearly $5,000,000. Of this sum, the State of Pennsylvania has appropriated $1,000,000 and the city of Philadelphia $1,500,000. The balance is made up from subscriptions to the stock-fund. Five millions of dollars will go far towards the erection of the necessary buildings for the Centennial; but large subscriptions to the stock are still hoped for, and, without doubt, in the end, Congress will make a generous appropriation.

Fairmount Park, in the city of Philadelphia, contains three thousand acres. Several millions of dollars have been expended in improving and beautifying it. Nothing of the kind in this country is now equal to it, and the day is not far distant when it will compare favorably with the finest parks of the Old World. The Lansdowne Plateau, upon which the Exposition-buildings are now being erected, is an elevated part of Fairmount Park. No better site for them could be chosen. Its advantages are said by competent judges to excel those of the sites of either of the great expositions of Europe. The buildings are, first, an art-gallery, covering a space of about one acre and threequarters, the material being of brick, granite, iron, and glass, the law requiring that it shall be perfectly fire-proof. The art-gallery is 365 feet long, 210 feet wide, and 59 feet high to the ceiling and 150 feet to the top of the dome. For the erection of this building the State of Pennsylvania and the city of Philadelphia have appropriated $1,500,000. The inner walls of the building are now erected as high as the square, and the granite is being set with marked rapidity. The contract requires its perfect completion six months in advance of the opening of the Exhibition.

The main exhibition-building, covering a space of twenty acres, and to be constructed mainly of iron and glass, was contracted for some months since; the foundations are now nearly ready and the material is being produced at the mills and factories. This building is in length 1,880 feet, in width 464 feet, and in height 70 feet. Height of central towers 120 feet. It will cost about $2,000,000, and will be paid for out of the funds arising from the sale of stock, and is also to be completed six months before the beginning of the celebration. The remaining buildings are the machinery-hall, of twelve acres; agricultural department, of six acres ; and a conservatory, of two and a half acres; all of which within a few weeks either have been placed under contract or are about to be. The funds for the machinery-hall and conservatory are furnished by the city of Philadelphia.

The contemplated buildings are large, but it is said that already applications for space have been received from our own people sufficient, if accepted, to take up nearly the whole of that set apart for the United States. I extract the following summary of what is promised by foreign nations from a recent address on the Centennial to the people of New York.

"The indications as to the display from foreign countries at this date, a year and a half in advance of the beginning, are far more favorable than had been anticipated by the managers. The following-named countries have taken action, to wit: the German Empire has accepted the invitation of the President; France has accepted, and

has appointed commissioners-resident in Philadelphia and New York; Sweden and Norway have appointed a commissioner, and have gone so far as to provide for defraying the cost of transportation of goods of their subjects to the Exhibition and return. England's acceptance of the invitation has been communicated by telegraph, but the particulars are not known. In several of the British colonies, especially in Canada, Australia, New Zealand, Tasmania, and others of the Australasian Islands, exhibitions of unusual completeness and interest have been prepared. In Austria a large number of manufacturers and artisans have solicited space in the Exhibition-buildings. The governments of Central America and South America have manifested special interest in the Exhibition, and the President's invitation has been accepted by Peru, United States of Colombia, Nicaragua, the Argentine Confederation, Brazil, Venezuela, Ecuador, Chili, Guatemala, and Salvador, and for these countries commissioners have been appointed and money appropriated for their expenses. Mexico, Honduras, and Hayti have also accepted the invitation. Brazil and other South American nations have made application for space. In addition, the Netherlands, Belgium, Liberia, the Sandwich Islands, China, Japan, and Switzerland have accepted the invitation. Spain has accepted, and appointed Señor Emilio Castelar, the eminent republican statesman, to be her resident commissioner at the American Exposition."

Philadelphia is now well supplied with hotel-accommodations. Projects are now on foot to increase these very largely. Hundreds, perhaps thousands, of boarding-houses will be opened. And if all these be insufficient to accommodate the great throng of strangers, the railroads centering at Philadelphia have agreed to provide excursiontrains, to run at rapid speed and cheap rates, to all the neighboring cities and towns and to New York. These trains will run directly to the Exhibition-buildings, so that visitors coming in this way can enter them without the payment of carriage-hire and under cover.

One of the most encouraging events in the interest of the Centennial was the message of the President of the United States, sent last week to Congress, accompanied by a report from the board, composed of one person named by the head of each Executive Department of the General Government, to secure materials proper for representation at the Centennial. The several Departments of the General Government are prepared, it seems, to enter heartily into the work of putting in shape for exhibition the long lists of interesting articles they have to show. The expense of this part of the Exhibition is estimated at $971,000, not including the cost of erecting a suitable building for the special use of the General Government. The President recommends that an appropriation be made for the purpose of meeting these expenses, and it is thought probable that Congress will make it. But what shall be done to secure the proper representation of the school-interests of the country, and how shall they be represented? A gentleman prominently connected with the management of the Centennial writes me within a few days: "The educational department is, in my humble judgment, one of the most important to be presented by our Government." This is the universal sentiment. We have been boasting of our systems of free schools so long that our own people have come to think them the best in the whole world. They will demand there full representation. Failure here will, I am satisfied, bring severe censure down upon the heads of the Centennial management and prove deeply injurious to the school-interests of the country. More strangers, too, from foreign countries, will visit the Exposition for the purpose of witnessing our school-work, and acquainting themselves with our schoolsystems, than for any other object, possibly than for all other objects put together. The American school-house at the great French Exposition is said to have attracted more attention than all else from America on exhibition. The test will be a severe one, I admit; but there is now no shrinking from it. Germany, Austria, Switzerland, France, England, Belgium, and Holland will come, doubtless, prepared to submit their systems of public instruction to a comparison with our own, and we must be ready to meet them with the best we have. It was easy to say at Paris, at London, at Vienna, that we left our best at home; but at Philadelphia we will be at home.

I have no doubt that a proper place and ample room will be allowed by the management at Philadelphia for the display of material relating to education. What, then, should be done? What should we do?

A beginning was made here at our meeting a year ago. General Eaton, chairman of a committee on the subject, presented the following outline of plan of procedure, which was adopted with great unanimity:

1. That each State and Territory be invited to prepare a representation of its educational condition for the Centennial.

2. That each State and Territory also be invited to prepare a historical record of its educational progress for the same purpose.

3. That each city be invited to act with the State-authorities in preparing such records, and that it present an exhibit of its own educational growth and condition. 4. That each educational institution be invited to participate in the same way. 5. That a census be taken in 1875.

6. That the Commissioner of Education be requested, on behalf of the educators of this country, to correspond with the prominent educators of the world and invite their co-operation in the matter of the Centennial.

7. That an international congress be held in connection with the Centennial.

This is an admirable plan. I approved it then; I approve it now. But to carry it out there must be a great amount of hard work done, and there will be needed a considerable sum of money. Who is to do the work and where is the money to come from?

In my judgment the head of the United States commission on the subject of education at the Centennial can be no other than the head of the United States Bureau of Education in Washington. He is already a commissioner to the Centennial, appointed by the President. Through him, and in no other way, can character, system, and unity be given to the work, and all these are absolutely essential to success. The educational part of the Exposition must not be a mass of ill-assorted fragments, without order or relation. Foreign commissioners, too, will give attention to an officer representing the United States, rather than to those representing States and cities.

The appointment of General Eaton as chief commissioner will no doubt be cheerfully concurred in by the management of the Exposition, who, in conjunction with him, should select the needed number of competent assistants. The number may be small, but it should embrace several of the ablest and best-known American educators. The commission thus constituted should have full power to act without restraint. Auxiliary to this central commission, but acting for their several localities, there may be individuals or committees representing States, cities, or institutions.

The central commision will need a considerable sum of money, for to do what ought to be done well will require months of hard work; and, to make the Exhibition a credit to the nation, it is easy to foresee that it will be necessary not only to invite the bringing forward of educational material, but to provide it. The money to be used by the central commission must come out of the United States Treasury or the treasury of the Centennial, or both. Without money, little can be done; with it, I am satisfied the educational part of the Exposition will prove a success. Can an appropriation for this purpose be obtained from Congress? What amount of money can be spared for the educational part of the Exposition from the treasury of the Centennial? These are vital questions, but I am compelled to leave them unanswered. It is hoped that the President's late recommendation will move Congress to take some favorable action.

So far as States, cities, institutions, or individuals make preparation for the Centennial, they will no doubt provide the necessary funds; but it is time to begin the work everywhere. State-superintendents of schools should ask the legislatures of their respective States for an appropriation for Centennial purposes. The superintendents of schools in cities should insist upon the setting-apart of a fund by their several boards of direction, to be used in the preparation of educational material for the Exposition.