ter. It contains neither news nor argu- |ation for the support of public schools mentation. It is the old question of "the than a Catholic parent or guardian Bible in the public schools, and division merely because of any peculiar religof the school fund. Our constitution (ious belief that may exist in his mind, and laws are founded upon principles while the constitution guarantees the which are in accord with the Bible. right "to worship God according to the Catholics, Protestants, Infidels and all dictates of his own conscence," to every other men acknowledge that the Bible citizen of our free Republic, it does not teaches the soundest morality. Since, propose to legislate or discriminate in then, it may be said, our free institu- favor of any sect in dispensing the imtions are founded upon the Bible, and munities of this Magna Charta. since all sects agree that its teachings This article is not written in defense of can have none other than a salutory Protestantism or of the Bible. Protesteffect upon the citizens of a State, can antism stands before the world on its there be any question as to whether it own merits, and the Bible is its own demay be used in the public schools? The fense. But it is believed that in order public schools of our country are open to perpetuate and preserve the free for the whole people, and if the Catho- Democratic institutions of our governlics do not approve of them, they have ment, the Bible should have a promithe same resource that other sects have, nent place in the libraries around the that of organizing parochial schools. family circles and in the public schools If they desire to enjoy the benefit of the of the land. It is certainly not inimipublic schools, they should emulate the cal to a single principle of our governexample of other sects, and accept them ment, but will certainly aid in mainas they exist, organized as they are, ac- taining that blessed peace and prospericording to the spirit of our free institu- ty which is necessary for the perpetuations. Fortunately the State recognizes tion of the grandest principles of selfno sect, no partyism in the administra- government that man has ever ordaintion of it afiairs. It is a well known ed upon earth. Then it becomes the fact that the Catholic church considers National Teacher's Monthly and every affairs of State best administered when good citizen to frown upon every measdirected and controlled by true Catho-ure that would seem to threaten these lics. Let the episcopate remember that safeguards of of our liberties. We are America offers the immunities of a Re- no excusers of Jesuitical intrigues. publican government to all alike. Then let Catholics accept these free institutions as they find them, or let them severely alone.

Writing.

By request from a lady teacher we give a few suggestions concerning the best method of teaching writing.

1. We suggest that writing be taught scientifically. The eight principles should be presented, explained on the blackboard and practiced by the pupils until they can readily make them and name them.

The Monthly says, "the idea of a division of the school fund is visionary." The very wording of the fifth paragraph of the Archbishop's letter will convince that he himself has surely thought of such a thing. Not only do Catholic people consider themselves "entitled to exemption from taxaton for the sup- 2. The common letters made from the port of other schools, or a share of the first four principles should be made and school fund in proportion to the num-analyzed until the pupil is perfectly ber of their children," but they have familiar in their make and analysis. even agitated and debated this very In doing this some simple sentences question in many parts of the United may be written in the common letter. States. There would be more "equali- 3. The capital letters should be next ty and justice" in exempting a citizen taken up, and the four principles for who has no children, or wards from tax- capitals should be properly made and

explained in their application to these sentence by rule, not by principle. In letters. fact, he must keep one finger upon the 4. No writing ought to be done with-sentence to be corrected and the other out a rigid reference to the principles, upon the remark to be referred to, in and so criticised by the teacher. This order to determine what is incorrect. is slow but sure. It is the only way to If such sentences were not said to be make good writers instead of the incorrect no rule could have been found scrawlers which now abound in the to meet the case. When he has comland. We deem the above suggestion pleted his investigations of grammar sufficient for the present article. (which means some particular author, not the subject), he presents himself before the county examiner for license to teach school.

Parsing.

There is probably no one branch of study in which pupils are taught as much bad grammer as in the study of English Grammar. Especially is this true in teaching parsing and analysis, or rather in hearing it, because we cannot admit that it is taught. We are not speaking of all schools, but of what we believe to be the general rule.

Suppose that grammar is the subject, and that the italicised words in the following sentence are to be parsed:

"Having reached the bridge, we opened fire upon the enemy." Bridge common noun 3d sing nom obj of reached.

We pronoun personal nom plu 1st subj opened.

The pupil should derive two chief advantages from the study of English Enemy common third object upon. Grammar: First, the cultivation of his You look in vain at this exercise in mind by the classification and generali- parsing for some evidence of gramzation of abstract knowledge; and sec-matical knowledge. The candidate has ond, "Learning to speak and write good attempted to parse three words, and English." The first of these objects is has utterly failed to produce a single generally lost sight of by the teacher, sentence. No doubt he has written as and for this reason he begins to teach he would have recited it to his teacher. his pupils technical grammar, before the mind of the pupil is sufficiently developed to engage in the work of abstraction and generalization of facts. Hence, the pupil of ten to fourteen years of age, relies entirely upon his memory. The cultivation of memory which he receives is of the kind received by committing a lesson in history or geometry -perfectly worthless. Committing the words in Webster's dictionery, in their consecutive order, would be a noble work compared with such a study of grammar. Such work does not teach the pupil to think, and so fixes upon him a habit that will take years to eradicate. But, the second object, learning to speak and write the English language correctly, is constantly held up before the pupil, both by teacher and parent, as that which should be the goal of his ambition

But how does it all end? The pupil goes through false syntax, corrects each

In speaking, he would of course not
designate the capitals nor indicate the
punctuation; so here he omits these
unimportant things. He has not been
required to make complete sentences
when parsing orally - no time is the
excuse -
- and does not make complete
sentences when writing. If he had
been required to state his thoughts,
both orally and in writing, in concise
and complete sentences, during every
recitation which he made in school, his
knowledge of grammar might have
been of some practical value. But as is
he shows himself to be more illiterate
than he deserves.

We give below some models of parsing, which we have found to be practical in the school room :

"Having reached the bridge, we opened fire upon the enemy."

"Bridge" is a common noun. It is of the sing. num., neut. gen., and third person. It is in the objective case, be

ing the object of the participal "hav- usual way, as an ordinary verb. And ing reached." that is the only change that No. 2 makes Rule The object of a tras. part. in in No. 1. Of course, then, "blow" in the active is in the objective case.

"We" is a personal pronoun. It is of the plu. num., masc. gen., and first person, agreeing with its antecedent the speakers.

No. 2 remains in the objective case and is governed by "was hit" exactly as in No. 1 it was governed by "hit." No respectable grammarian will, I think, deny that "blow" in each of these two sentences has the same function and modifies "hit" and "was hit" in the

Rule-A pronoun agrees with its antecedent in gen., num. and person. It is in the nom. case, being the sub-same way. If, then, "hit" in No. 1 ject of the verb "opened."

governs "blow," "was hit" in No. 2.

Rule―The subject of a finite verb is also governs "blow.” And then the

in the nom. case.

coming grammarian will give as a rule, "Enemy" is a common noun. It is Passive verbs sometimes govern the ob-of the sing. num., neut. gen., and third jective case. In No. 3, (a hard blow person. It is in the obj case, being the was hit me by John) "hit" is passivized object of the preposition "upon." as a neuter verb; that is, the internal Rule The object of a preposition is object is made the subject of a passive in the objective case. form. And here "me," which was the

In our next we will give models for external object of No. 1, and thus regparsing other parts of speech.

Active and Passive.

ular and proper subject of its passive voice, retains its old position, power and use.

That is "me" in No. 1 and

"me" in No 2 perform the same office, have the same function and are alike

And now to return to my three ways of asserting the same fact. John hit me a hard blow (No. 1). I was hit a governed-provided either of them is hard blow by John (No. 2), and a hard governed by the active or prepositional blow was hit me by John (No. 3), power of "hit." And yet, in No. 1, which show two passives to the same "me" limits "hit" as an active verb. verb, and using henceforward the and in No. 3 "me" limits "was hit," a active word governs in the passive sense passive verb. And hence if a true synof being limited by. I say that "hit" tax requires the rule Active verbs govin No. 1, as an active verb governs me, ern the objective case, it is equally reits external object; and, at the same quired the rule, Passive verbs also govtime, as a neuter verb it governs ern the objective. If, however, in No. 3 "blow," internal object (its appositional we ought to parse "me" as governed by limitation.) The name-power of a verb to understood, as most persons would is always and everywhere in the objec- do, then, “a hard blow was hit (to) me,” tive, limiting the do-power. Hence, "a chair was handed (to) me,” “a book the noun-part of "hit"" in John hit me, was given (to) me," &c., then "me" in being objective, "blow," which is in No. 1 is also governed by an omitted apposition with it, is object also. And preposition. Thus, "John hit (to) me hence if in the parting "blow" we a hard blow." To suppose this subchoose to say that "blow" is governed by "hit," we must give as the rule of syntax, Neuter verbs govern the objective case of a noun of kindred signification.

addition in either voice is not at all to hurt the syntax. But if we bring to the surface this buried preposition we miserably mar the rhetoric. The fact is, there is no omitted preposition in either This is given as a rule in some Latin case. Any verb whatever, that can be grammars. And the principles and limited at all by a noun that is wholly facts herein stated belong alike to all external to itself, may, at its option, languages. In No. 2, (I was hit a hard either use a preposition to bring in this blow by John) "hit" passivized in the limitation to itself and thus be a neuter

I respectfully make the following suggestions in relation to the points just enumerated:

verb, or omit the preposition and thus IV. Methods and results of instrucbe an active verb. From each of these tion. two classes of verbs words are continually passing into the other, and often the same word belongs indifferently to both. Once we admitted and allowed 1. Floors should be clean, the furnithings. Now we admit things of things ture and furnishings of the house should and can allow of them. Once we at- be neatly arranged, and the surroundtained our maturity at the age of 21.ings of the house should be as attractive Now we may either attain it or attain as possible under the circumstances. to it at the same age. Poets often make There should be no marks of vandalthose verbs active, which others always ism about the school premises. The use as neuter, as, "I sing the deeds of rooms should also be kept at a proper mighty men," "He mourned the temperature, and should be well ventideath," "He wept the fate," &c. Here lated. "sing," "mourn" and "weep" are all active. But usually we sing of deeds. We mourn over a person and for his misfortunes. We weep over or for a person and at his fall or death. And now these same verbs are all neuter. The difference, then, is this. Neuter verbs either need no limiting noun, or they take it with some intervening preposition. Active verbs require after them a limiting noun, but take with it no intervening preposition.

"School Supervision."

Hon. James H. Smart, our worthy and able State Superintendent, has prepared a book to be used by County Superintendents, in their visitation of the schools this Fall and Winter. It is entitled "School Supervision."

2. No school can be well instructed that is not orderly. The teacher should be good natured and kind, but firm and just. No school is well disciplined that is kept in order entirely through fear The pupils should learn to respect and love the teacher. Cheerfulness on the part of the teacher and pupils, is an essential element of a well disciplined school. Pupils should be quiet, orderly and industrious. The classes should be moved promptly and quietly.

3. All records of attendance, scholarship and deportment, should be neatly and accurately kept. The teacher should use all reasonable means to secure prompt and regular attendance. Success in this department indicates a valuable school.

We are 4. Teachers should have a regular using it in our vistation of the schools programme of study and recitation. of our county, and find it to be just the kind of book needed. Every County Superintendent in the State ought to use it. The following is a blank circnlar suggested by Prof. Smart, to be given to each teacher before the commencement of the school:

To the Teachers of the County:

I expect to visit your school sometime during the coming term. I shall make a permanent record of the results of my observation, in respect to the following points, viz:

By adopting a particular time, both for preparing and reciting each lesson, the pupils' progress is made more certain, and habits of punctuality and regularity are thereby formed. Teachers should possess a thorough knowledge of the subjects which they teach. They should, during a recitation, thoroughly test the knowledge of the pupils. They should also explain the difficult points in the lesson. The teacher should not pemit a drawling, listless and inaccurate mode of expression on the part of

I. The condition of the school house, the pupils. The teacher should, in asfurniture and out-buildings.

signing a lesson, show the pupils how

II. Methods and results of discip- to study the same to the best advanline.

III. Records, attendance, etc.

tage. The undivided attention of the class should be secured during the reci

tation of the pupils and the explantion solid and enduring foundation, would of the teacher. then surely tell with immense effect in favor of the imperiled cause of order, progress and liberty.

5. Teachers are reminded that they are required by law to teach "good behavior," and that character is of quite as much importance as scholarship. Pupils should be taught to do right because it is right. They should be so instructed that they will become good men and good women.

As the blood is to the human system, so are the public schools to the body politic of this nation-the very life blood of its institutions, and as much a necessity to their continued existence, as the blood is to the living man.

This conceded the question recurs, "How shall we render them more efficient? How place them upon a basis as enduring as the government itself?" whose essential nature indeed, and even whose ultimate destiny they so largely influence.

The work which is suggested in this circular should be commenced the first day of school, and continued until the last. The work of each day's school should be more successful than the work of the previous day. It is confidently hoped that the coming term will be regarded by parents, school officers, pupils and by yourself as the best that has ever been taught in the district. I shall be glad to give you any assist-ers must be provided-speaking in the ance I can to secure this result, and I earnestly ask your co-operation in this important work.

Respectfully yours.

Co. Sup't.

THE PUBLIC SCHOOLS.

A few Hints Looking to Their Progressive Improvement.

Can a system be devised, by the opperation of which the public schools would be rendered more and more efficient and potent for good with every succeeding year, and thus to a certain extent, become the means of their own perpetuation?

A conjecture of unlooked-for circumstances may possibly arise in the future position of the school question, when some inspired Jackson, giving voice and form to an almost universal sentiment then yearning for utterance in every American breast, might be irresistably impelled to make electric decclaration in the pressing moment of imminent peril to this cherished institution, as, "The Public schools; They must and shall be preserved."

In the event of such a condition of things coming to pass, honest, thorough, intelligent action now, tending to place our common school system on a

In order to raise the tone and progressively improve the character of the public schools, a far better class of teach

broadest serse and without the least thought to disparage that great body of noble men and women, who are now, as a rule, the poorest paid and hardest worked of any order of persons who occupy stations of equal intrinsic importance and dignity in the social fabric. That society does not properly reward and honor the office of a teacher, it is but a proof of its own lack of development and a confession of the slight inroads which genuine culture has yet made into the native savagism of man in the mass.

To obtain better teachers three things are indispensably required:

1. Their pay must be increased, but under certain specific conditions, which I will presently set forth.

2. A well matured plan of promotion for merit and length of continuous service, must be adopted and rigidly enforced. Here great care should be taken to close every channel for the exercise of political influence.

3. And last, though not least, provision should be made for the wants of the teacher in old age, by a pension to consist of half pay, to be enjoyed, however, only after a certain period-to be fixed by law-of continued service; teachers to be retired at their option, after they have filled said limit.