complish, is to teach pupils to understand what they read. The Journal has contained some excellent articles on this subject, but it is one which requires line upon line."

66

I propose to give a brief account of a method, (which I have introduced with success, as a concert exercise for the whole school,) to induce them to look out the meaning of words and to translate a sentence into other language. The plan supposes that each desk is supplied with a dictionary, and that the school has a classical and Bible dictionary as works of reference,-accessible to the pupils. A sentence is written legibly upon the black-board, which is to be copied by each pupil on slate or paper, with directions for them to translate it into other language -i. e.to find synonomous expressions for each important word, phrase or clause, and have it ready for the next day. Perhaps a practical illustration may be useful. hour arrives, the teacher repeats the sentence, and to give the synonyme for each word, phrase or clause.-For example, the following sentence was given out as lesson first:

When the concert requires one or all

"Be not oblivious of the sage apothegm, which admonishes the producer of poultry to postpone the census of his juvenile fowls till the period of incubation has fully terminated."

Teacher. How many have translated it?" All hands raised. "The first-Be not oblivious." Answer "Don't be forgetful." "Of the wise maxim."

"Next-The census."

"Next

"Next Of the sage apothegm." Which admonishes." "That advises.' "Next-The producer of poultry. "The rearer of fowls." "Next-To postpone." "To put off. "The numbering." "Next-of his juvenile fowls." "Of his young chickens." "Next-Till the period." "Till the time." "Next Of incubation." "Of hatching." "Next-Has fully terminated.” "Has completely ended." The lines of Cowper were given out as lesson second:

"Him Tubal nam'd, the Vulcan of old times,

The sword and falchion, their inventor claim."

Translation—“The rapier and simitar own as their original contriver him who is called Tubal in the Bible, who is the same as the Vulcan of the Greek and Roman mythology." Many of the class could tell nothing respecting Vulcan, not having consulted the classical dictionary. When such passages are given the teacher should be particular to give directions where the necessary information can be obtained.

The lines of Pope, celebrated for the criticism of Franklin, when a

boy of sixteen, during his interview with Gov. Burnet, of New York, were given as the third lesson :

"Immodest words admit of no defence,

For want of decency is want of sense."

Paraphrased "Indelicate expressions are not susceptible of excuse; for the lack of propriety in the use of language, shows a lack of sound judgment."

The passage selected should be suited to the capacity of the class. It had better be taken from a book not at hand, that they may all be induced to write it, and to write out the paraphrase; as this is another important point, to accustom the scholar to write something new every day.

MEDINA UNION SEMINARY.

J. M. B.

Sunshine and School.

There exists not a being in the wide world that does not love the sunshine: even the poor blind girls wear a brighter smile and sings a merrier song under its glad influence.

The waters catch the light,

It falls on the trees, and they

We love it everywhere, on the mountain side, on the prairie among the grass, or in the field of waving grain. and a vision of beauty bursts upon us. gladden us with unfolding leaves: on the buds of spring and they give us the wealth of perfume. It unbinds the ground and bestows upon it the yielding turf. It illumes the sky and there is no more darkness, nor thick cloud, but in their place a tapestry-snowy, golden or roseate. Thus earth, sea and sky rejoice in its presence, and birds, beasts and men are joyful when they feel it upon them.

There is yet another sunshine whose power is greater than that which beautifies the natural world: it is the light of a happy spirit, beaming in the eye and irradiating every feature-an index of the soul withinall truth, kindness and purity. This makes home happy, this brings joy to the solitary, smiles to the woe-worn and a welcome to the stranger. There is no nook in all this earth which may not be cheered by this heart-sunshine, and it is the duty of every one to seek this adorning, thus dispensing happiness all about, making grateful hearts and radiant faces.

The school room is especially a place where should be diffused both

natural and spiritual sunshine, and to effect this several things are necessary.

No person who does not labor to have a disposition free from peevishness and discontent, should attempt to teach little children, for they are faithful imitators of the model before them. Those of slovenly habits and awkward manners should not choose this profession, for just as surely as they do, those under their care become sadly degenerate.

Teachers above all others should possess a certain treasure, the name of which the French most beautifully express as "cœur de rose with a leaf for everybody, even little children!

and this may

It is most desirable to have an attractive school room, always be secured, whether in the red house on the hill, or in the spacious apartments of our city buildings. First of all, let cleanliness be universal. A bespattered wall is suggestive of clouds; a floor strewed with a miscellany of refuse matter, gives one uneasy sensations; and we all know that sunlight coming through transparent glass has a charming effect!

Let the scholars be the agents in accomplishing this; it will delight them to be considered as such, and to reward you for the trust, each will present to your vision daily, a pair of bright eyes, a smiling face, clean as the pure water can make it, and hair so neatly arranged that the little fairy may grace any parlor. Thus teacher, scholars and visitors are mutually delighted; and this is not the only good resulting from such a course; they are forming habits which will never leave them. The furniture of a school room has much to do in rendering it a pleasant resort. Desks and chairs painted, varnished and unmarred, are certainly preferable to rude benches, cut in various devices by the cunning rogues who occupy them. Bright colors contribute to the general cheerfulness. The maps on the wall, with their vivid red, yellow and green, please the fancy of the child. The teacher's table, [that venerable article] with its spread of scarlet and black, its vases of fresh flowers, its three or four well bound books, give the children more pleasure than one colorless, except where huge ink-spots have defaced the wood, strewn with torn books and papers, rulers and pencils, presenting in its motley appearance, a second edition of chaos.

The stove may as well be polished as corroded with rust. The black board certainly looks better with its sketches of maps, flowers, birds, houses and boats, than left bare or covered with writing half effaced. In this practice of drawing, the child's taste is cultivated and its love of the beautiful strengthened.

A school to be attractive must be happy. To this, these three things are essential: the cultivation of an obliging disposition among the scholars, perfect obedience on their part, and industry. A school room should resemble a bee-hive: let there be no drones, but make every one a worker. Their books will thus be transformed into flowers, and the knowledge gleaned therefrom prove to them the sweetest nectar. CLEVELAND, May, 1854.

M. B. JANES.

SCIENTIFIC.

The use of Geometry in the Solution of Numerical Problems. Example 2. "A laborer was engaged for 48 days on these conditions: For every day that he worked he was to receive 20 cents, and for every day that he was idle he was to forfeit 10 cents. At the end of the time he received $4.20. How many days was he idle?"

SOLUTION.-Let AB represent the whole number of days; AC the working days, and BC the idle days. Let BD, drawn perpendicular to AB, represent the sum earned per day, and complete the rectangle ABDE. Now if AB contain 48 equal parts, and BD 20 equal parts, both lines being measured

E

I

H

G

C

B

F

K

by the same scale, the area ABDE will contain 48 ×20=960 superficial units. But 48×20=960 cents, the sum which he would have earned if he had worked every day. At C draw CI, perpendicular to AB, and the area ACIE will obviously represent the sum actually earned. Take CF-CB, the idle days, and CG-10, sum forfeited for each idle day, and complete the rectangle FCGH; the area of this rectangle will represent the entire sum forfeited. Hence ACIE-FCGH =AFHGIE the sum received, 420 cents. And ABDE (960) — AFHGIE (420)=FBDIGH, 540. Prolong DB till BK=CG, and complete the rectangle CBKL; then will CBKL-FCGH. To each add CBDI; then will LKDI=FBDIGH. Hence the area LKDI= 540. But the side DK-30, because it is made up of BD=20, and BK=10. Hence 540÷30-18-LK=CB, the idle days.

-

From the foregoing analysis, a general rule may be deduced for the calculation of all similar problems.

RULE. From the sum that would have been earned if the man had worked every day, subtract the sum received, and divide the remainder by the sum earned per day + the sum forfeited will give the idle days.

LANCASTER, O.

per day;

the quotient

JOHN WILLIAMS.

ERRATA.-May No., middle of page 147, for "AC=AB+BC= twice the value of the first horse," read "AC=AB+BC=twice the value of the second horse."

April No., page 113, 5th line, after "For," omit the comma. Same page, 11th line, for "practical," read "practiced."

Scientific Correspondence.

In reply to the circular and suggestions in the March and May numbers of the Journal, on the subject of Scientific Investigation, numerous letters have been received from teachers and others, not only in this State but in Pennsylvania, Virginia, Kentucky, Indiana, Illinois and Wisconsin. To show the spirit with which this measure recently adopted by our State Association is received by the many, the following extracts from a few are given, with the belief that their publication will not be without benefit to the cause.-S. N. S.

"Mr. S. N. Sanford: Sir: I have just perused your circular in the O. J. of Education, and am pleased with the plan proposed. Consider me as one who will lend his aid, as far as intervals of labor will allow, in making collections of fossils, as well as of the land and fresh water shells common to this region."-M. S. T., Cumminsville, O.

"I have read with much pleasure your report and the letters of Professors Henry and Baird, in the February number of the Journal of Education, and your circular in the March No. You may command my service in this enterprise to the extent of my power." * -J. N. D., Port-Homer, O.

* *

'Believing that such a plan as that proposed by the committee faithfully carried out would be of incalculable benefit to mankind, I will endeavor to contribute my mite for the promotion of your grand and noble object. I am a mere novice in any of the branches of science enumerated in the committee's proposed plan, but if my contributions will be of any service to you at all, that alone will make me feel amply paid for my little trouble."-H. S., Washington, O.