into prose. Require a short written exercise at least as often as two or thr or four times a week. Encourage as far as possible, the writing of composi tions-not essays upon abstract subjects, but simple descriptions of "a walk in the woods." "How I spent Saturday afternoon," etc.

Then I would familiarize them as far as possible with the best passages of the best authors; these of course would be adapted for the more advanced classes. But I am told this is not Grammar, but Rhetoric. Is it not studying the art of writing and speaking the English language correctly? I care not by what name it may be designated.

Let this system be faithfully pursued, and we feel confident the results will bear a most favorable comparison with those arrived at under the present sys

tem.

In our High schools the study of words and rhetoric in its higher departments might be pursued with the utmost advantage, and the scholars upon graduating might have something like a true conception of the power and dignity of the English language, and more than a mere smattering of an acquaintance with our best literature. It must be evident to any one who is conversant with the working of the present system, that such results are not reached as described above.-Massachusetts Teacher.

MECHANICAL GRAMMAR.

The writer was present recently, during the recitation in so-called rhetoric, of a class at one of our High schools. It was really an analysis. Half a dozen young ladies went through the analysis of as many verses of poetry, with a smoothness and rapidity that would have delighted the most bigoted disciple of Murray. It was entertaining to observe how nicely this adverbial clause qualified that, and that adjective clause qualified or limited something else.

The number of dependent and independent clauses was quite refreshing, and the way that predicates were modified and predicate nominatives understood, was something approaching the marvellous. The impression conveyed to one who was not versed in this jargon of the schools, must have been, that the parts of speech had got themselves into a pretty strange tangle, indeed, while the ready ingenuity with which this wordy labyrinth was threaded by these young ladies would have excited his respectful admiration,

We said quietly, but to the evident consternation of the class, "You have shown by your ready analysis of these verses that you understand them. Will you have the goodness to write down their meaning in good plain English prose?" Though each of these had only the verse which she had analysed to translate, and an example was given them in order to show exactly what was required-they all signally failed.

The experiment was tried with the advanced classes of the grammar schools with a similar result. In a class of sixty-odd applicants for admission to the

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187

High school, only six were able to correct properly a sentence like the following, "I thought I see Mrs. S., at the lecture last evening, but afterwards found that it was not her." Nearly all corrected the verb but failed in the pronoun. Yet a large portion of those parsed and analysed creditably and passed excellent written examinations in arithmetic, history, and geography.

We ask, is this a satisfactory return for the many hours and days given to the study of grammar? Did all this study give to these scholars any really useful knowledge of the English language?

Listen to the careless talk of the children at play, and how many solecisms of grammar shall we not hear within the space of fifteen minutes, and then ask ourselves if we have an adequate return for the labor spent in analysis and parsing.

In these strictures upon the study of grammar as at present pursued, we would not be understood as reflecting upon teachers for teaching what is prescribed by many, if not nearly all, of the school Boards, as a part of the course of study; yet we cannot help hoping that more rational views will prevail and better results be obtained than now.

"It

We can hardly overrate the importance of the study of our language. is the amber," as Trench says, in which a thousand precious and subtle thoughts have been safely imbedded and preserved."

It is a noble heritage. Let us see to it that we transmit it enriched, it may be, but at all events in the fullness of its strength and power, to the generations that succeed us.-Massachusetts Teacher.

For the Journal of Education.

TEACHING GEOGRAPHY.

Most teachers have become convinced that the method of teaching Geography generally practiced in our Common schools, is by no means satisfactory. The pupils appear to recite their lessons well enough, but the teacher soon observes that they seldom retain that which they so readily recite. To remedy this defect, and to more durably imprint upon their minds the relative positions of countries, and the location of cities, etc., I have adopted the following course:

Each day a short lesson is assigned to the class to be learned from the Geography; but in addition to this they are required to draw upon the blackboard a map of the country, or part of country, under consideration, delineating the larger rivers, and locating the principal towns. After they have drawn their maps, one is sent to the board and points out the cities, giving their names, and also describes the rivers. The next gives the area in square miles of each state or division of country which they have drawn. The next bounds the several divisions, and so on through the lesson, assigning some part to each member of the class.

I generally feel satisfied that if a scholar can draw a good map of a country

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WISCONSIN JOURNAL OF EDUCATION.

in the manner indicated without the aid of a copy, he has a tolerably fair knowledge of the geography of that country; and it is my candid opinion that if teachers would generally adopt the plan of having their pupils draw maps upon the blackboard, their endeavors to teach Geography would much more generally prove successful. TEACHER.

East Troy.

EDITORIAL MISCELLANY.

OUR NEW STATE SUPERINTENDENT.

With the New Year, our new State Superintendent, Hon. J. G. McMynn, enters npon his duties by the voice of the people. It is no new expression of a desire on the part of a large body of them that he should serve them in this capacity, and his skill and reputation as an Educator have been long established. It were superfluous therefore to say much of one so well known. A brief Biographical Notice of Col. McMynn, copied from Barnard's American Journal of Education, appeared in our August number. The Educational Public will look for a wise and energetic administration of the functions committed to his hands, and it is a matter of thankfulness that no mere educational stripling succeeded one who filled the place with so much dignity and usefulness as did Mr. Pickard.

PETITION.-Superintendents, Teachers, and the friends of education generally should not overlook the importance of Petition as a means of securing the requisite legislation for such educational improvements as they may deem desirable. A united effort of this kind, headed by the State and County Superintendents, (under the guidance of the State Superintendent) and seconded by teachers and citizens, would not be disregarded by our legislators. In this way could be secured, without another year's delay, the incipient legislation for an Agricultural College, Normal Schools, the Town System, State aid for the JOURNAL, and whatever else is needed. We regret to learn that in consequence of some failure on the part of the State Printer, the Report of the State Superintendent is not likely to be printed and distributed as early as usual. The educational public naturally look to that for recommendations as to what is best to be done.

AGRICULTURAL COLLEGES.-The States are moving, and it will not be longere Wisconsin will be left alone-the only Northern State so blind or so wanting in spirit and energy as not to avail herself of the generous aid afforded by the General Government. Maine, Massachusetts, Rhode Island, Connecticut, Vermont, New York, Maryland, Pennsylvania, Ohio, Michigan, Illinois, Iowa, Minnesota and Kansas are all alive to the great question of industrial education.

EDITORIAL MISCELLANY.

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Several of them-Michigan, New York, Maryland, Pennsylvania and Kansashave Agricultural Colleges already in existence; while others-Massachusetts, Vermont, lowa and Minnesota-have incorporated and located such institutions, and are erecting or purchasing the the necessary buildings, with a view to the bona fide opening before the expiration of the limit of time fixed by Congress. Illinois, Indiana and Ohio are fully decided to establish, but are in trouble about the location. They will doubtless settle this and all other preliminary questions this winter.

Friends of progress in the agricultural, mechanic and other industrial arts, and of the elevation of the industrial classes to a higher degree of intelligence, now is the time to bestir yourselves on behalf of the Industrial College of Wisconsin!-Wisconsin Farmer.

POLITICAL EDUCATION.-We observe by our exchanges that this subject is attracting deserved attention. Our boys, and girls too, need to be taught, not only the rights but the duties of the citizen; not only the structure and workings of our general and local governments, and the political principles upon which they are based, but political honesty; that he who obtains an office on false pretenses is a worse swindler than he who obtains goods in that way; that he who takes public money because he can get it, for services never performed, or for no just equivalent returned, is more culpable than he who embezzles the property of a private employer, because he not only "steals," but helps to increase the looseness and corruption so common in these things. PoItical intelligence and honesty need to be taught that the whole system of intrigue, management, bribery and corruption which now so often render popular elections a fraud and a farce, may be uprooted and destroyed; that the people may take the matter of electing their public servants out of the hands of corrupt and scheming "politicians," and attend to it themselves.

A BOOK WANTED.-Among the many text books most needed in our schools, is one which shall clearly explain to the pupils the nature of the government under which we live-the relations of the State to the people-the powers and duties of the Federal government, and of those great municipalities which form the Union; and the views which animated the framers of the Federal Constitution. Such a work, if freed entirely from partisan bias-not by ignoring party, but by giving fairly the views of different statesmen, in plain and simple language, would be readily understood by the more advanced pupils, and would be a valuable instrument in a course of thorough education. Such a work would be profitable both to author and publisher.-American Educational Monthly.

TRADE MARKS.-Some time ago we spoke of the effects of the teacher's work upon himself. The opening part of the continuation of an Address by Horace Mann, in this number, looks in the same direction, and we again commend the whole Address to careful attention.

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WISCONSIN TEACHERS' ASSOCIATION.

A SUITABLE PRESENT.-While penning a notice of the new Dictionary on a former page, it occurred to us that pupils who wish to make a useful and appropriate present to their teacher cannot select anything better than this magnificent volume. Would it not also be a suitable tribute from teachers to some of our laborious and poorly paid Superintendents? If the Legislature make an appropriation this winter to supply it to schools, copies could be obtained, we presume, for the purposes mentioned, at the same price, ($3,) by making an arrangement through the office of the State Superintendent.

EDUCATIONAL INTELLIGENCE.

BUFFALO CO.-L. Kissinger, teacher at Buffalo City, claims to have received more votes for the County Superintendency, than Robt. Lees, (who received the certificate of election,) and will, we understand, contest the question.

CLARK Co.-Good teachers are wanted in this county. Address J. S. Dore, (Co. Sup't.) Neilsville. As the county has filled her quota on the Journal, we infer that it is a good field for zealous pioneer teachers.

GRANT CO.-The Association at Lancaster in the holidays, as we learn, was well attended and very successful, and thus highly encouraging to Supt. Purman. Some of the old teachers say they never attended a better one. A goodly list of subscribers for the JOURNAL, came up embracing not only teachers, but citizens.

Marquette Co.—We are pleased to hear from our occasional contributor, Mrs. Zoller, as engaged in a pleasant rural-school in Douglas Center; and to receive thsough her a list of subscribers—all we have in fact in that county. We have an impression that any party wishing a good teacher may obtain one in this lady, by offering a respectable salary.

TREMPEALEAU.-L. H. Warren is in charge of the Public School here, and a short time since a good teacher was wanted to take the Intermediate Department.

Prof. HENRY POMEROY, formerly of Lawrence University, and more recently Colonel of the 1st Cavalry, has been appointed to a Professorship in Carroll College, Waukesha, and will take charge of the Normal Department, which we understand will be made a prominent feature of the Institution.

LAWRENCE UNIVERSITY.-The Annual Catalogue shows 30 Gentlemen and 31 Ladies in the University course, and à total of 280 students. An unusual mor. tality the past year is indicated. The $19,000 indebtedness existing a year ago, has been provided for through the exertions of Prest. Mason, and $17,000 paid.

Prof. J. F. Fuller has been appointed Superintendent of the Public Schools of Appleton.