!

they have not only learned the rules but fully comprehend them, one of the great mistakes in teaching grammar would soon disappear from the schools.

2. Let the written reviews and abstracts of the pupils be regarded as a part of the regular exercises in grammar. Let them be brought to the recitation, and there subjected to a careful application of the laws of speech. If the papers are numerous, a portion only may be selected for this purpose. Those found particularly defective, should afterwards be re-written. Written exercises not only lose much of their value when this rule is neglected, but they often became the very means of originating and confirming erroneous habits and practices.

In marking the value of all written exercises, whether reviews, or abstracts, or other papers, the language employed should be taken into account as one of the main points requiring the care and attention of the pupil.

3. Another direction of special importance is one which relates to the language of pupils at recitation and in all their intercourse with the teacher and with each other on the school premises. Let it be distinctly and fully understood that one of the chief objects, not of the grammar lesson alone, but of school life, is the formation of a correct and appropriate style of speaking and writing. Let every pupil understand and feel that he is expected to use the best language he can command, on all occasions. Let no inelegant, or inaccurate, or incomplete expression be allowed to pass unnoticed. Even the hours of recess may be turned to good account in the accomplishment of this object. Critics may be appointed who shall collect some of the best examples in every variety of style that are heard during the day, on the play-ground, or elsewhere, as well as examples that are inaccurate and objectionable. These examples, with such as may have been specially noticed by the teacher, will not only form the basis of an exceedingly profitable lesson but a kind and judicious use of them by the teacher may be made to exert an important influence in correcting bad habits and cultivating good ones.

To give efficiency and value to these critical reviews of the language of school life they should by all means be taken into account in summing up the daily written record of the scholarship of the pupils. There is no branch of school instruction in which the influence of a permanent written record can be made to accomplish better results than in connection with these general and miscellaneous lessons in the use of language.

4. The most difficult and perhaps the most important step of im provement required, in teaching the use of language, is that which relates to the art of conversation.

When we consider how much we are indebted to our conversational powers for happiness and success in life; when we consider to what extent the differences which we observe in the social state of different men and women, depend upon their relative degree of aptness and skill in conversation; and when we consider that our ability to converse is as much a matter of imitation and cultivation as any other branch of education, let us not despair of success in teaching an art so important as this, in the school-room. If the first experiment fails, let us try a second, and if need be, a third, and a seventh. Already has this great art of life been divorced from our course of school instruction quite too long. full of successes in the great work of improvement. make the present equally fruitful, there is no field that is more invitingly open before us than this. Let us not shrink from the responsibility. The object can be attained, and the teachers of to-day are equal to the work.

The past is If we would

Fortunately, we have already furnished to our hands, one of the most valuable instrumentalities for the accomplishment of this obJect. The system of object-teaching which is now generally introduced in the best primary schools of the country, is of itself a grand system of conversational exercises. The influence of these exercises, in forming good or bad habits of conversation, depends entirely upon the manner in which they are conducted. If the conversation is allowed to drift, without any special guidance or direction, then will the formation of bad habits be as common a result as the form

ation of good ones. But if the cultivation of a correct and elegant style of conversation is made a cardinal object in every lesson, then will this secondary fruit of object-teaching be as rich and abundant as the primary, and habits of untold value and importance will be nurtured and strengthened from the very beginning of school education. Here then is the first great point for us to secure. Let it be distinctly understood by both teachers and pupils that every lesson on objects is also a lesson in conversation; let incorrect and inelegant forms of speech be corrected as they occur; let correct and appropriate expressions receive special commendation; and in marking the value of each pupil's exercise, let the form and mode of expression be regarded as one of the most important elements to be taken into account. If I had the ability, I would give increased emphasis to this direction, because I have reason to believe that at

tention to the art of conversation is now in a great degree overlooked by teachers in giving lessons on objects.

But we must not stop here. The art of conversation is of greater importance than many of the other branches taught in school, and like the other branches, it should have set exercises, recurring at regular intervals. I would have the experiment tried of assigning a special conversational lesson once a week. Let a subject be given to the class, and let both teacher and pupils inform themselves, if need be, in regard to it, so that they may come to the exercise with minds aglow with interest in the subject before them. Then let the teacher or one of the pupils introduce the subject in an easy, natural manner, and others follow with the utmost freedom, as inclination moves, but with an earnest desire and effort on the part of each to render the conversation as entertaining and acceptable as possible. At the close of the conversation, the teacher may review the exercise, and in a kind and proper manner point out the prominent defects and suggest improvements. Special critics may also be appointed from the class, who shall present their views of the conversation in the same kind and courteous spirit; or the merits and defects of the exercise may be made the subject of a free conversation by the whole class, under the general direction of the teacher.

If the class, or any portion of it, can visit a menagerie, a museum, a steam-engine, a ship, a fair, a military parade, a brickyard, a saw-mill, or any other object of interest let this be taken as a theme for a conversational exercise.

Conversation often takes the form of discussion. Occasionally let a subject be given to the class for discussion; one portion of the pupils taking one side, and another portion the other side. Let the discussion be introduced and continued with the same freedom as other conversational exercises, only with somewhat greater latitude of earnestness and pungency.

These lessons admit of a great variety of changes, which the teacher will readily discover and introduce. A conversation may be assigned in which a portion of the class shall represent Englishmen just arrived in this country; or a portion of the pupils may be supposed to have just returned from foreign travel, or from California or Colorado. A table conversation may be introduced; or the class may regard themselves as strangers to each other, meeting on a steamer.

An interesting passage of history, a biographical sketch, or other selection may be read before the class, and then made the subject of conversation Reading and conversation should go hand in

hand. If the influence of this method can be sent home to the families to which the pupils belong, an additional advantage will be gained. The value of family reading is increased a hundred per cent. when it is accompanied by free conversation and critical remarks.

There are certain rules respecting the occasions when particular subjects should be introduced or avoided; respecting forwardness and reserve; proprieties to be observed in the presence of different classes of persons; changes of style required in different circumstances, etc., which should be taught at school. These rules are best learned in connection with the conversational exercises to which they relate. They should be so applied as to guide and elevate the tone of conversation without fettering it.

But I have already extended these remarke to greater length than I intended. I believe it will be generally admitted that I have not over estimated the defects which now exist in our methods of teaching English grammar; and I believe I shall be sustained in the position that it is the duty of teachers to labor earnestly and perseveringly for the removal of these defects. I have endeavored to point out a few of the methods by which this object can be accomplished. If the magnitude and importance of the object can be fully realized, the work will be half performed. Teachers will then devise and multiply methods of their own; grammars will be written with this object distinctly in view; every recitation, every written exercise, and every utterance in school will be made to bear in this direction; and English grammar will truly become “the art of speaking and writing the English language correctly."

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XII. LIBERAL EDUCATION.

BY SAMUEL P. BATES, A. M.,

Deputy Superintendent of Public Schools in Pennsylvania.

WE propose in discussing this subject to consider what a truly liberal education is, to refer to some defects which seem to exist, and to point out their cause and remedy.

The term, Liberal Education, as commonly used has an acquired rather than a generic signification. It is understood to signify the study of a number of branches which a pupil is required to pursue in order to receive the degree of Bachelor of Arts, at an institution authorized by charter to grant this degree. As thus used it has not reference to the quality of discipline, or to the kind of instruction given, but to the quantity. Irrespective of the facilities of imparting instruction, or the methods of culture pursued, the term is alike applicable.

The word liberal, as applied to the number and extent of a collegiate course of studies, is used with its ordinary signification, as this course will be acknowledged to be eminently liberal and exhaustive. But there is something other to be considered in securing a liberal education, than the course of study to be pursued. Its amplitude does not of necessity determine its wisdom, or the extent to which the culture imparted by it, is truly liberal. A man in the full maturity of his intellectual powers, who has made all knowledge his province, in looking back over the whole field, may easily mark out a course of studies, which if mastered would make a complete scholar. And here the mistake has been made. We have looked at education objectively. We have determined what would be desirable to have done in order to make a liberal scholar, and have disregarded the quality and strength of the pupil's mind and its susceptibility of being nourished by such studies. We have marked out a course which must be completed in four years, but have neglected to consider whether the pupil's powers are fitted to digest and assimilate it in that time, or whether he has arrived at that intellectual maturity necessary for the mastery of such studies.