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NASHVILLE, TENN.–32. Who was Froebel ?

; SUBSCRIBER. CYNTHIANA, KY.-33. Can a person tell where a vein of water is in the ground with a stick? Is there any scientific reason for thinking they can? N. H. · LEXINGTON, N, C.-34. When the upper figure is smaller than the corresponding figure in the subtrahend, why are we directed to borrow or take one from the next figure of the minuend, then subtract and add one or pay to the next place of the subtrahend ?

B. F. CENTREVILLE, Ky.-35. Please give in the ECLECTIC a full explanation of the inversion of the divisor; also of 13 plus 3-5=23. Respectfully, O. M.

BOOK TABLE.

Steele's Fourteen Weeks in Zoology. A. S. Barnes & Co., New York; price, $1 25.

As we write the book lies open before us, tempting us to abandon the pen for a closer reading of the text. J. Dorman Steele is a teacher; moreover, a practical teacher, blessed with that great requisite, good common sense. He is not a theoretical, but a practical book maker. Hence it is that as fast as his works are issued from the press, they are taken up by the schools. Few text-book authors seem to have the ability to select from the mass of material before them only that which is essential and congenial. Steele is an exception to the general rule. We are not choked by technical terms the first time we open his books, but are charmed by finding the scientific names growing upon us grad. ually.

The book before us is the most profusely illustrated that we have ever seen. He describes the typical forms of all families, and each description is accompanied by an illustration. The presentation by outlines so successfully used in the "Fourteen Weeks” series is carried almost to perfection in the zoology. We know that teachers will rejoice at its appearance. A Treatise on Physiology and Hygiene. By Joseph C. Hutchison, M.D. Clark & Maynard, publishers, New York.

A book of 265 pages, large, clear print, on heavy paper. It is about the right size for an ordinary text-book. The classification and arrangement of the subjects is above the average. A fine and very valuable feature of the work consists in the notes and summaries placed at the end of each chapter. The style of the book is attractive and the illustrations are finely executed. There is little danger of pupils becoming wearied in perusing the text. Were we to choose a textbook for ordinary schools, Hutchison would almost be without a rival. Teachers and school officers would do well to secure a copy of this work before selecting a text for their schools. Essentials of English Grammar. By W. D. Whitney. Boston : Ginn & Heath,

260 pages.

To the making of grammars there is no end, and so far there has been but little improvement on “ Gould Brown's Practical Grammar.” We say but little improvement, to convey the idea that the original plan, the order of presenting the subject and the nomenclature are essentially the same that were in use more than twenty-five years since.

During the past five or six years there have appeared several works intended for beginners,having the title of “ Language Lessons," " Lessons in Language,”etc. or some similar title. Most of the so-called “primary grammars” are well adapted for the purpose designed. But when the author writes the more advanced work of the series he falls into the groove and sends forth a rehash of former works.

Prof. Whitney's may be styled a “new departure.” It is a peculiar work from beginning to end, full of originality and a very superior text-book for students.

While we consider this work a valuable contribution to text-book literature, we are constrained to say that there are certainly some far-fetched definitions. Through an effort to be precise there are found unmistakable signs of affectation; e. g., on pages 8 and 9 the author has used one hundred and ninety-four words, one-half page, in developing the idea of a sentence, and concludes with the following definition, namely, “A sentence is, in the sense thus explained, the expression of a judgment."

Certainly the language used by the author should be grammatical, especially so in a text-book on language.

We call attention to a few sentences that appear to us as bad English. On page 1 we read, “their forefathers came to that country from the northern shore of Germany about 1500 years ago, and drove out or destroyed the people who had lived in the country before, and who had spoken a very different language." We would like to know where those people lived when they were driven out, and what language they spoke at the time stated. On the same page is found, " and all the Germanic languages, along with most of the others in Europe, and a part of those of Asia,” &c. Why “in” in one place and “of” in another, expressing the same relation? The first line in Section 5, page 2, reads, " The English also conquered and settled other countries." The author has not told us whether the English ever conquered a country before. On the other hand he says on the preceding page, “The English-speaking people of England were conquered.”

Section 7, page 2, “ The language first brought from Northern Germany to England was so different from ours that we should not understand it at all if we heard it spoken." Does the word “ heard" convey the thought intended ?

Section 11, page 4, “ We should give it some different name, which would tell precisely what it was.” Is the proper tense used? In the above quotations the italics are ours. The book is well worth the price, one dollar, to any teacher.

The monthlies are on hand with the usual amount of good things. The contents of any one number of either of the journals are worth more to an intelligent reader than the year's subscription. Below we give the title and address of the leading magazines in this country, and the club rates with the ECLECTIC. Popular Science Monthly. D. Appleton & Co., New York; $5. Harper's Magazine. Harper Bros, New York; $4 25. The Galaxy. Sheldon & Co., New York; $4 25. Appleton's Journal. D. Appleton & Co., New York; $3 50. The American Naturalist. H. O. Houghton & Co., Boston ; $4 25. National Repository. Methodist Book Concern, Cincinnati ; $3 50... Sanitarian. Postoffice Box 1959, New York. Hall: Journal of Health. 137 Eighth st., New York.

MEETING OF CENTRAL KENTUCKY TEACHERS' ASSOCIATION.

THE Central Kentucky Teachers' Association, embracing the counties of AnI derson, Bath, Bourbon, Clark, Fayette, Fleming, Franklin, Harrison, Jessamine, Madison, Mason, Mercer, Menifee, Montgomery, Nicholas, Powell, Scott and Woodford, will meet in Maysville, June 1, at 2 P.M., and June 2, at 8 A.M.

PROGRAMME:

2:00–Welcome Address...................By. Dr. G. W. Martin, of Maysville

Response by the President.................. T. C. H. Vance, of Nicholas 2:30–3:00–Present Demands of Country Schools...............J. H. Carter, Fayette 3:00–3:30-Discussion.......... ...........Opened by Leslie Orear, of Montgomery 3:30–4:00–Music in Public Schools................. Miss Lizzie Addams, of Harrison 4:00-4:30—Discussion. ....................Opened by J. W. Clyde, of Bath Evening Lecture............................................. W. H. Campbell, of Nicholas

(June 2. ] 8:00-8:30... ....................................................

........... Miscellaneous business 8:30–9:00–History .........

................W. A. Oldham, of Fayette 9:00-9:30. Discussion.

...........Opened by H. R. Blaisdell, of Mason 9:30–10:00—Wealth Is the Property of Labor..... Colonel R. D. Allen, Franklin 10:00-10:30................

.............................Discussion 10:30–11:00–Pronunciation.....................................S. S. Puckett, of Bourbon 11:00–11:30. Discussion............................Opened by M. H. Smith, of Mason

................... School Law, Legislature, &c. Dr. Henderson will be present and address the Association at some time during the sessions. Music and select readings by Mr. Day and others, interspersed at suitable times. Teachers entertained free. All persons interested in the cause of education are invited to be present.

S. S. PUCKETT, Chairman Executive Committee. W. S. JONES, Secretary.

11.30...

EARLY STEPS.

THERE will be found in all districts, some persons not friendly to instruction 1 in music in the schools, and one or more that are bitterly opposed to it. These persons should be handled with gloves; reasoned with and persuaded. As among bad boys, if one is won to the teacher's cause, he will do much toward making the others behave; so by making an ally of one of the original opponents of music, the others may be weakened in their opposition. At any rate,let not the teacher who loves music and desires to have its refining influence in his school-let not such be afraid to approach the enemies of musical instruction, whether the hostility has its origin in penuriousness or prejudice. The blacksmith insructs his apprentice to keep close to the horse to avoid being hurt in the event of an accident. It will surely be not denied that if tact and persuasion are the only instruments, “ the end justifies the means." Begin by getting an opinion in favor of music from the patrons; proceed by getting a similar opinion from the school. When singing has been introduced, make it as general as possible, but should a pupil desire not to sing (make it impossible for him to refuse), let him be excused on apparently good grounds. Let not boys from twelve to sixteen be urged to sing. If their voices are rough, or breaking; advise them not to sing; and if pupils cannot sing in tune, do not permit them to sing -at least, not with the more tuneful children. Children with chronic sorethroat, or bad colds, and young ladies who say it tires them, should not be urged to sing, since great care should be taken of the voices of children. What children shall study is not generally in the power of the teacher to decide, the directors usually claiming that authority. Let music be treated in the same manner. Give all a chance to join in the exercise, but because a few refuse to take part, do not give up in despair. To bring about the introduction of music, do not call a town-meeting. Such a course gives rise to a division of opinion and argument contrary to the movement on foot, and when a person has once taken a stand publicly on a measure, he seldom leaves the position chosen. Look, therefore, to early steps.-- Blackman.

The music on the following page is from Silver Carols, New Day School Singing Book, by permission of the publisher, W. W. Whitney, Toledo, 0. Per dozen $5. Single copy, b y mail, 50 cents.

A BAND OF TRUEST FRIENDS. Concluded.

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2

Paring the shoe;
Driving tho sboe;
Tightly ABC trio;
Through and through;

Oh, what fun - ny things does the shoe - makers do.

what fun - ny things does the black - 8mith do.

wbat lun - ny things does the wood - sawyerdo. 2, what funny things does the weav - er

EXPLANATIONS.
let starza. From 1 to 2, imitate stitching;
2 to 3, driving pegs : 3 to close, paring shoes.

2d stanza. From 4 to 5, imitate striking •
with hammer; 5 to 6 filing; 6 to close, drive
ing on shoes.

3d stanza. From 7 to 8, sawing of wood; to close, piling wood.

4th stanza. From 9 to 10, plying of hands like a weaver; 10 to close, feet ditto.

Sing 1st and 2d stanzas sitting ; 3d and Ath standing.

do.

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