one precisely similar instance,-that of the daughter of a retired schoolmaster sixty years of age, who taught his own children,-has come under the writer's observation. Now it is probable that the fathers who practiced this method knew that this would be its effect, but they could conceive no better. They believed that, necessarily, the "roots of learning are bitter,"—and that the knowledge which would ultimately thus break in upon the mind would more than compensate for the bitterness then past.

SECOND METHOD.

First learn things. Then describe those things orally. When some facility in this is acquired let an outline drawing of some object be made. Let the objects be such as are easily represented, and let the pupil copy the drawing. Take, for example, a hat. Talk with the class about it, its shape, its size, its use, its parts, etc. Present a drawing in outline, and have them copy it. Correct errors, and gently teach them to draw it properly. Next introduce the printed name, "hat." Let the children repeat the word individually and in concert, until familiar with it. Have cards on which the word is printed in connection with others,—and have them search it out, until they recognize the word as readily as the picture. Cultivate their power of observation and description by requiring each one to tell you on the morrow something about the hat worn by some member of his family. Hasten slowly. Take up other words in the same manner, e. g., cat, rat, mat, bat, etc., etc., etc. It will not be long before some bright child will discover, (and, if properly taught, will suddenly announce the discovery), that some one of these words consists of three parts. Applaud him for the discovery, and pronouncing the word slowly, show him that the spoken word also consists of three parts, e. g., m-a-t, giving each sound separately. Now drill the class on each of these sounds, as before on the whole word, and let them make the letter representing the sound, until able both to made it and distinguish it, as well as utter the sound, readily. The sound is as yet to them the name of the letter. When these words and letters are thoroughly learned, and can be readily written,* take up others, e. g., man, ran, can, pan, etc., etc., in the same way. Be sure that words which do not admit of representation by drawing, be understood by using them in sentences, and by requiring the child to form sentences in which they occur. As fast as words are learned they should be arranged in columns at the top of the blackboard, and there should be a frequent drill upon them, the pupils uttering them as rapidly as the teacher points at them in every variety of order and disorder. After a few words are thus learned they may stand in some such order as this:

It will be understood that this is a new order of arrangement, and the drill will proceed as heretofore, the teacher pointing to a word, now here and now there, and the pupils responding as usual. When the interest is at its height, let the teacher point to the words in the order in which they are arranged horizontally. Urge the children to repeat them more rapidly. Pass the pointer along the line, and presently one of the bright-eyed ones almost dances as he looks up to the teacher and exclaims, "A rat is on the floor,-o-o-h!" Be patient now with the dull ones; explain the matter, and when all " see it" pass on to the next sentence, and so through the lesson. It will be well now to have a book in which the same lesson occurs, and to put the book into their hands for a few minutes, that they may read it there. Let them copy it now on their slates as a reading lesson. Proceed with this process to other words and other lessons, being careful all the while to talk with the pupils on all the subjects mentioned. The result will be that children will learn facts as well as words. They will learn to attach ideas to words, and not to read without thought. So doing, they will read naturally, intelligibly,—and will have acquired a practical knowledge of the arts of composition, conversation, and grammar, long before they would otherwise have even learned to read-and that without thought. Haud inexpertus loquor, that is, "I've tried it."

There are many combinations of these two methods, but their excellence is in proportion to the degree in which they approach the last. Nor is this method so difficult that it needs special "Normal" training to acquire it. Any earnest, dilligent, persevering teacher can do it.-16.

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PENMANSHIP.

"Teach boys that which they will use when they become men," said the king of Sparta. It is necessary for every one to write, and he ought to be able to do it well. The real penman is an artist. A well balanced, finely written page, shows the ability to represent conceived forms, and speaks well of him who executes it. The master of the pen, as he gracefully sweeps his hand over the page, and makes those delicate motions, resulting in beautifully formed letters, is well worth observing. Writing should be taught as a science. A page may look well, as a whole, when upon examination, it is found to contain none of the principles of systematic penmanship. We grasp the pen and strike at a letter or a word without coming down to the minute elements of which letters should be composed. It is close criticism that discovers poor work. All instruction in penmanship may be reduced to this: study every principle,

every element, and every point of each letter, and make it, too. It is a wonder, that writing can be read at all, when it is destitute of these true elements. It is not a wonder that so many are poor writers. Teachers themselves are too often unable to teach this branch thoroughly. The pupil may be told that his writing is bad, and that he must do better; but this is not sufficient. The teacher must know how to write, and must form letters for the pupil, describing them as he proceeds. The scholar should be taught to attend to principles and elements, rather than letters; for if he can make the former, he can the latter. Take for example, the letter e. It is finished at three strokes of the pen. The first is the upward, right curve; the second is brought straight down to the line, forming a full loop; the third is thrown off parallel to the first. In a similar manner let every letter be analyzed. Let the pupil have a perfect conception of the elements, then give him incessant practice on them. These elements are well given in several of the systems of Penmanship now before the public. The work of the pen may remain, though the voice may be lost.-Conn. Common School Journal.

SUBJUNCTIVE MOOD.

JOURNAL OF EDUCATION:-In Clark's Grammar, page 110, Def. 105, Obs., the sentences: "If the boat goes to-day, I shall go in it," and "If he repent, forgive him," are given to illustrate the difference between the Indicative and Subjunctive moods; "goes" being in the Indicative, and "repent" in the Subjunctive mood. Will you be so kind as to explain. I am unable to see any difference between the two sentences. M. J. WOLCOTT.

Kingston.

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REPLY.-Brown says (Gr. of Grammars, p. 577, Note IX): "A future contingency is best expressed by a verb in the subjunctive present; but a conditional circumstance assumed as a fact, requires the indicative mood: as, "If thou forsake Him, He will cast thee off forever.-Bible. Though he is poor he is contented.

In the examples quoted by our correspondent, the first, "if the boat goes &c., assumes the going as a fact, and should be indicative-"If the boat go' &c., would at once strike the critical ear as wrong. Mr. Brown censures those Grammarians and Authors who disregard or depreciate this distinction. It is one of the instances in which the tendency of the language is to corruption. Our correspondent will see that in the familiar expressions-" if the boat goes it goes”—“if it rains it rains”—it would not do to change the first “goes” or the first "rains" to the subjunctive form go and rain.

MEN cannot make satisfaction for sin, though they seem to find great satisfaction in it.

EDITORIAL MISCELLANY.

NATIONAL EDUCATION.

At this time the question of our future National Education is one of greatest importance in the estimation of every reflecting man who wishes well to his country. It is not enough that rebellion be crushed by military force; that the present conspiracy to destroy the republic, which evidently has its ramifications into the very heart of the loyal States, be effectually brought to nought; and all latent, selfish and cowardly treason overawed by an overwhelming demonstration of public opinion. The roots and the seeds of future treason and rebellion will remain; they have their origin in human selfishness and wickedness; they are always to be feared in a great and free republic whose safety must consist in the virtue and intelligence of the people and not, as in despotisms, in a constantly uplifted military arm.

But virtue and intelligence cannot be diffused through a nation except by the instrumentalities of early education; and these must be fostered by national as well as local means-by the federal as well as the state governments. The fathers of the Republic saw this, as is indicated in the words of the Ordinance of 1787, which had reference to the future welfare and government of the great Territory of the North-West, then ceded to Congress by Virginia: "Religion, morality and knowledge," said they, "being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged." The remarkable feature of these words is that they recognize religion and morality before knowledge, as things to be inculcated through schools and the means of education," in order to the preservation of "good government and the happiness of mankind." They of course intended this to apply to the whole country as well as to the magnificent region in which they saw springing up future states; and probably supposed that each state would sufficiently provide "for schools and the means of education," just as they supposed that each state would provide for the extinction of slavery. We may well venerate these men, but being human they were not infallible, and looking from our stand-point of to-day, we cannot but regret that they and their compeers, when they afterwards framed the Constitution, had not only recognized openly the fact of the existence of slavery, but made the most effectual of all provisions for its extinction by requiring that all states admitted to the Union should have a system of Free Education as well as a Republican form of government. Had this been done, it is morally certain that we should not have been plunged into any such gigantic struggle between freedom and slavery as now convulses the land.

But while the past cannot be recalled, we are impelled to look anxiously to the future. Grant that the ship of State weathers the present storm,-are her timbers sound, and are there no insidiously opening seams, no unnoticed leaks,

no latent evils that may cause her to founder, even when sailing on smooth seas? Those who shall have most to do with the education of coming generations will have most to do with determining the answer to these questions. And it is a cause of hope and thankfulness that notwithstanding the gloom of the past season, the two organizations for the promotion of education which are national in their character, and whose Proceedings we give in this number, held their annual meetings, with a respectable attendance.

The National Teachers' Association, which assembled last year at Chicago and this year at Ogdensburg, has been in existence only ten years, and has held but six anniversaries, but gives promise of increasing usefulness and importance. Several of the subjects presented and discussed passed beyond the technical topics of the teacher's profession, and were such as it befitted a National Congress of educators to consider. The American Institute of Instruction, which has recently held its Thirty-Fifth Anniversary is a more venerable body and comes down to us from a former generation. It has rendered important service to the cause of education, as might be expected from a society embracing such men as Horace Mann and Gideon Thayer--the death of which latter is recorded in its late proceedings. When it was first organized the West scarcely existed, and popular education out of New England, had received little attention; but this society as it began, so it has continued to be, mainly New Anglican in its composition and character. The Procedings of the late meeting do not seem to have been marked with as great breadth of aim as those of the other Society, but one practical measure at least, of national importance, was brought forward--that of memorializing Congress upon the establishment of a National Bureau of Education. But we leave our readers to indulge their own reflections upon the whole subject, merely adding that we regret to see the names of but two Wisconsin teachers recorded as in attendance upon the former meeting, and none upon the latter.

INSTITUTES.

The Institutes appointed by Col. McMynn, as agent of the Normal Board, have been held as below. Mr. J. C. Pickard assisted in the work, for which he seems to have a happy aptitude. As might have been expected from his long experience and well-known skill as a teacher, Mr. McMynn has rendered valuable service in the campaign to the teachers and schools of the State.

OCONTO. The first Institute commencing August 23, was held here. With but few teachers in this remote region, the attendance was of course small; but we learn from Supt. Seward, of Oconto county, that a good work was done in this first gathering of the kind in that distant quarter, and that a good spirit prevailed—of which last we have a convincing indication in a list of ten subscribers from Mr. Seward-or four more than the quota for the county.