other means than by studying atisfied. This position at once s, for Greek had been employed eth; no Greek, no diploma.

For making the claim that one at into Greek life, thought, and ng the Greek language. The cerning the Jewish and Chrisuld not understand the Scriped into the vernacular language; hurches, it not being reflected slation from the original. But de; so, too, has been the claim of Greek.

ge is indeed important, for the laws of thought. One language with a good knowledge of Latin understand Greek. The comge is far better than a smattere young men who have a taste would permit all who chose to on was debated whether both e required of candidates at the nd, in a vote numbering 355, It is apparent, therefore, that ment to drop off a clog to educabe effected in England in the osition it was said that nothing reparatory schools but the action abolish Greek in them would s and create a larger body of sity. The expectation that the Es pedestal in Harvard would

easier one has not been real

s the champion of "enriching n schools twenty years ago; he ge course, also, so that a young do to get a diploma even if he He was the leader in the moveer and larger preparation on the chools; in fact, to increase the ire year.

apparent that a knowledge of nost desirable to the college stucolleges the amount of study bly small, but the wealth of litnguage is now admitted and it for a college to allow a graduate rehension of this fact.

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admits that he has not found a single successful scholar and teacher of languages, ancient or modern, who holds a view dissenting from that of the members of the faculty. Of Hamilton college it must be remembered that the question is on the subject of English translations as commonly used by young men in college and (I regret to say it) by many boys in preparatory schools.

ry schools will press the quesexcept at an elective" in the he public mind is now quite difwhen President Eliot proposed we study. The experiment has es have survived; Harvard is it is the most popular college in man " is recognized as a highly e urge the preparatory schools with thoroness; it is an educaour."

udy of Classics.

The

Hamilton is favorably known in the college world as an institution which clings to the classical course. classics are retained, and with reason. There is a place for such colleges in this country, and the large universities recognize the value and importance of good small colleges to the cause of sound higher education. All men interested in Hamilton will welcome every endeavor to promote sound scholarship and high attainment. The methods pursued must be sound and defensible. It is with this in view, with full knowledge of the facts and the purpose to promote the interests of all concerned, that your faculty (the writer makes these statements unofficially and purely personally) brings to the attention of all students that language study should be pursued seriously and rationally. It is mere pretence to pass thru a classical course without acquiring some definite knowledge of the classical languages. The study of Latin, for example, means the thoro and scientific study of that tongue, and after the necessary amount of foundation work it means passing on to the study of the literature written in that language, the study of the relation of that literature to other world literatures, the study of the history and genius of the Roman people, the study of the position of this people in the history of civilization and their contribution to modern times.

Princeton, A.B. Yale, Ph.D., ment at Hamilton college, has article on the reasons for the in the study of the classics at

the use of English translations

work is one of fundame

As purported by the resolution, the study of Latin does not mean skimming thru books about Latin, as tho one learned to handle tools by reading about them, or as tho one learned the processes by which an equation is solved by skipping all the intermediate steps, even the knowledge of the multiplication table or the sum of two and two, and turned lazily and conveniently to some one of the numerous keys prepared for student-and teacher

alike, and copied down the correct answer. Language study offers numerous equations to be solved every day. They are not expressed in figures, but they are expressed in letters, and more often in words. They are to be solved at every moment and almost unconsciously, and, as familiarity advances, these equations are solved accurately and rapidly. Persons who prate about the impracticality of linguistic studies as a disciplinary training do not know the mathematical side of these studies. Now, all of this strengthening and basic work is lost if students do not train the eye, the ear, and the analytical and reasoning faculties by genuine application until a facility has been acquired, but instead, leap over all the necessary and intermediate steps by mounting at once thru some artificial device to a contemplation of literature thru a cheap and literal translation." The fool says, "I shall not learn the multiplication table; I have one in my pocket, always handy and accurate. The humbug says, "I want a diploma written in a language I cannot read." The writer believes that there is no cause for defending a resolution which does not sanction shams, and underhand or sleight-of-hand methods of procedure. The student should make use of all real helps. That only is a help to him which teaches him to help himself. The only real help for a college student in the acquisition of language is industry, persistent effort, determination. Some will reach a high degree of proficiency, some only a moderate degree, and some will fail. It is so in all subjects. Don't expect to level off the points of difficulty and obstruction by a uniform method of riding over all

debateeles bu onu am device which

n made, no matter if it would ease the burden on : child's back, recalls the fierce conflict that took ver the changes proposed by Noah Webster about years ago. Among other changes he proposed the then used form Saviour" the u be omitted. schools the cry at once arose that this was irrevand children were forbidden by their parents to le u. So determined was the opposition that r in his dictionary gives both ways of spelling the

note some of the changes that were proposed and en adopted.

ermination in "our" changed to "or," as favor, &c.

erminations in "ck" to be changed to "c," as havoc, etc., to be retained, however, in monos and their compounds, as stick, candlestick, &c. erminations in re" to be changed to "er," as meter. Before this some hundreds of words had ready changed, as cider, chamber, &c. Webster d adding about twenty more to the list.

istinguishing between verbs in "ize" and "ise." from the Greek to use a z, as baptize, &c.; from ench to use an s, as advise, advertise, &c. ropping the e in "able" when it is added to words in a silent e, as blamable; except after c or g, as ble.

ompounds of words ending in ll retain the double fall, befalling.

efense, offense, and pretense, formerly spelled c, to be spelled with an s because the derivatives an s, as defense, defensive. Several other words evious to this had the changed to an s, as ex

oretell, distill, instill, fulfill retain the ll; there had practice of leaving off an l; but as there must be el in foretelling Webster insisted on a double / in

Connection, etc. Here there had been a practice ing the word "connecsion, but Webster insisted Id follow the spelling of the verb connect. Derivatives of dull, shall, will, full, these to retain as dullness; there was a practice among writers of it dulness, etc.

Derivatives of villain; these to retain the i, as . Some writers omitted the i.

Mould and moult to drop the u as had been done - bold, &c. (The proper name still retains the u, ld.)

In certain words of one syllable, as doe, foe, woe, e e should be retained; the practice had come in ing "woe" without the e.

Practice (verb) had been spelled with an 8. er insisted that it should be spelled like notice and lar words not accented on last syllable.

-e changes were nowhere more stubbornly resisted the school-rooms of those days. Little did the gs care for simplifying the language and bringing r rules; for that matter they would have preferred no rules, but to have each word learned by itself; d make the pupils study the harder.

se changes have been made in spite of the pedaothers are now needed. The language is a hard learn even for Americans. Let us take all the cies possible out of the way of the children.

The Way They Do.

While sitting beside the desk of a busy publisher, in August, a letter was laid on his desk by a clerk; he glanced over it and said, "Do you have any such letters as this?" It was from a principal of a school in Blanktown and read as follows:

66

I have been appointed principal of the school here and think it will be well for you to send me samples of your books which I will show to the school board." Then followed a list of the books wanted.

"This list will amount, retail price, to about $14; he seems to look upon this house as a missionary station. I suppose we get about one such request a day; in a year it would demand that we give away books to the amount of three or four thousand dollars.

We send out but few books now.

"The publishers should unite and not send a single one unless paid for. We occasionally want a text-book and when it is sent we compensate by a review; this is well-known to the publishers.

We have been taking one at a time by the old method of "exchanging out" books. A clergyman came to us at one time and asked if we would exchange out,' book for book; we assented, and he brought in a great lot of arithmetics, readers, etc. Some of these must have reposed in garrets for many years; one arithmetic was Daball's, I remember. Well, he had his exchanges put up in a box; we supposed he would use them in the school over which he presided, but lo! behold the box came back one day from another publisher! It had not been opened. This publisher sent it to go towards balancing accounts. He had sold them outright to this man. "That showed great business ability.

66

That was the last of our exchanging out' books; that plan is now given up by all.

66

'The publishers should not give away their books; it has a demoralizing tendency; it causes teachers and school boards to think that books cost nothing.

"It would be better if all would adopt the plan. As it is we give away very few now."

ཚ་

These days of strikes in and out of school show plainly that there is a lack of reverence for law. Think of boys and girls proposing to make rules for the conduct of the schools, as has been the case in Chicago! What would Washington have thought of the outrages in the anthracite region? An officer of a missionary board lately remarked upon our interference with the treatment of Christians in Turkey: "The sultan might retort upon us! 'Those that live in glass houses should not throw stones,' if he ever heard the proverb, for he cannot but wonder why we allow such occurrences."

Hear the words of Washington. In writing to Henry Lee in Congress he says: "You talk, my good sir, of employing influence to appease the present tumults in Massachusetts. I know not where that influence is to be found, or, if attainable, that it would be a proper remedy for the disorders. Influence is no government.

firms my own personal investigaone subject of spelling. Still, ng of our pupils is better than that educators are doing all that r school spelling the best that it now given to the subject. sts given to high school, gramnediate grade pupils, I find, in same condition. Rarely will a I not attain a fair average on a aken from the spelling-book, or they have been drilled, yet the tain even a fair standing, as a elected list of the common words, ys, separately, tariff, college.

inced me that there is more need nmon words that our pupils are written work. If each teacher words misspelled by his pupils in ed that there is a proper amount ould give proper attention to the there would soon be little cause spelling.

oral spelling in order to get pronunciation, sound-blend, and syllabification clearly in mind. This is obtained where pupils spell orally for the purpose of correcting papers after the words have been written from dictation.

In short, my experience and investigations in the subject of spelling show, at least, three clearly defined needs. (1) More practical and rational list of words for study. These must, necessarily, be in part made up by each teacher. (2) More attention to the sound-blend of letters, with the syllable as the unit. Much attention in all spelling to the syllables of words will help in this matter. (3) Attention to spelling in every class and by each teacher, whether a regular teacher or a special teacher. North Plainfield, N. J. H. J. WIGHTMAN.

much time in teaching useless e is wasted by giving attention ut of one hundred will ever have in a life-time. Fully one-half of g-book with which I am familiar The time given to the spelling be better used in learning their plan whereby each teacher, even pecial lines of work, gives a few o a drill upon a special list of subject, or subjects, and to the Es and general written work, has ertain schools with which I am h proper emphasis to the syllabificomplished within a few months little effort, such results as have 1 spelling at least twenty per cent. s, in reference to spelling, have and professional men, who now 5. Many of these parents have pelling tests and have reported upon the present results. The se parents worth noting is that s given to syllables. Some go so syllable should be spelled, pro

One would have supposed five or ten years ago that co-education had won its place to permanent recognition, except in old institutions where the indurations of the ages had made modifications impossible. But when Chicago university backslides from her ideals in this matter one sees the "zag" that follows most "zigs." And when THE JOURNAL Wabbles and practically falls from grace, as it did in a late editorial, it looks as if the track were an oblique backward instead of an oblique forward.

To my mind, there is no advantage which accrues to young men by reason of their association in college life which does not more truly follow from the association of young men and women, and there is no evil which results from their association which is not aggravated by their separation.

What an awful impression a drunken man makes in a prohibition town, and the philosophers (?) interpret it as an effect of which prohibition alone is the cause. With similar logic the evils of mixed schools are traced directly and with hysteric solemnity to co-education. When prejudice argues it generally parades a post hoc for a propter hoc and those who wish an argument where they do not care for a reason join the parade.

Those familiar with college life know that even when

iday, inclusive. The forenoons clusive, will be assigned to deessions will be held in the afterge number of N. E. A. excurder the conduct of competent

r each afternoon to enable the › greatest facility and profit the in and about Boston.

tee at its recent meeting rethe Association that in arrangthe annual convention no "Offiected or announced which will

t business from the legitimate other line.

which applies alike to the initerminal in the convention city, several lines have equal claims ate or district they have equal co-operation of the officially

the N. E. A. have never caused demoralization of rates, have been attended by little or no ticket scalping, and have been free from other convention abuses of the special concessions, which invariably follow the policy of selecting "Official Routes." The Association cannot afford to be placed in any other attitude, either for its own interests or as a matter of fair dealing and of justice to the transportation companies.

The state directors are especially charged with preserving in their respective districts the general policy of the Association in these matters, and they should carefully instruct their assistants in the details of that policy.

The sessions of the convention will all be held in the vicinity of Copley Square.

CHARLES W. ELIOT, president, Cambridge, Mass. IRWIN SHEPARD, secretary, Winona, Minn.

A meeting of the presidents of the eighteen departments of the Association will be held in Boston about

January 1 for the purpose of conferring with each other and with President Eliot as to the programs for the Boston Convention. The prominence which will be given to the department programs is due to a conviction on the part of the President and Executive Committee that the most important work of the Association may be done in the department meetings if due care is taken in organizing the programs for these meetings.

The usual rates and ticket conditions have been granted by the New England Passenger Association, viz., one fare for the round trip, plus the membership fee, with provision for extension of tickets for return until September 1 on the deposit plan. Connecting associations will, without doubt, take concurrent action.

IRWIN SHEPARD, secretary.

Educational
Games

For Study Hour Occupation and Class Work.

RICHARD G. BOONE, Superintendent of Schools, Cincinnati, Editor in Chief. New Mathematical Games.

Edited by DAVID EUGENE SMITH, Professor of Mathematics, Teachers College, Columbia University, New York, Department Editor of Mathematical Games.

NOW READY:

Game of Addition and Subtraction.

For second, third, fourth and fifth years.

By EARL TRISLER, First Assistant, 3d intermediate School, Cincinnati, O.

Game of Fractions.

For second to eighth year, inclusive.

By E. W. WILKINSON, Principal 1st Intermediate School, Cincinnati, O.

IN PRESS:

Game of Multiplication and Division.

For second, third, fourth and fifth years.

By EARL TRISLER, First Assistant, 3d Intermediate School, Cincinnati, O.

These games interest even those pupils who have no natural aptitude for mathematics. Teachers find that the playing of the games benefits their pupils to a marked degree, develops a liking for arithmetic and improves the standing of the class. The games can be played in various ways and made simple or more difficult, to suit the pupils' needs, and keep pace with their advancement. For group work one pack should be provided for each five or six pupils, and for class work one for each eight or ten pupils.

Ask your dealer to show you our line of Educational Games, or send for list and discount to school boards and teachers. Sample pack, postpaid, 25 cents. Advance orders for Multipli

ll be filled