It was near the close of the allotted time. We turned to the advance lesson, and named some ten or twelve words of the column, as it went on. Three out of every four words were given correctly, irregu lar as they were. The class, consequently, felt no surprise, when informed, that really, as of English lineage, they knew English passably already, that these verbs, the most important words of their mother tongue were here arranged, in more perfect order, more full ranks, and that, by closely studying these, they were on the high road to true thoughts, conveyed in the clearest and most powerful words which our language can afford; while, at the same time, traversing what was not entirely new, what was rather the field they had seen, but as

through a glass, darkly;" a field now to be seen, as more mature word-masters, by the daylight of intelligent study, and in the nearness of actual ownership, entitling them to its beauty and its richest fruits.

It is thus, Mr. Editor, that the prospect is made more alluring to the neophyte.

The testimony of pleasure, the the truth presented, constitute ample part of the ingenious instructor.

evidence of clearly understanding motive for active effort, on the

In cordial co-operation with any means which judgment may se lect, and energy enforce, for the welfare of education, allow me to remain,

Ever yours,

COLLEGE GRAMMAR SCHOOL,

Brooklyn, May 20th, 1855. )

ABNORMAL."

COMPONENT ELEMENTS OF THE ENGLISH TONGUE.

(From "English Past and Present," by Trench.)

Suppose the English language to be divided into a hundred parts; of these, to make a rough distribution, sixty would be Saxon, thirty would be Latin, (including, of course, the Latin which has come to us through the French,) five would be Greek; we should thus have assignperhaps too large a residue,

ed ninety-five parts, leaving the other five, to be divided among all the other languages from which we have adopted isolated words. Thus, just to enumerate a few of these latter; we have a certain number of Hebrew words, mostly, if not entirely belonging to religious matters, as "amen, cabala, cherub, ephod, hallelujah, jubilee, manna, Messiah, sabbath, seraph." The Arabic words in our language are more numerous; we have several arithmetical and astronomical terms, as "algebra, cypher, zero, zenith, nadir, talisman, almanach ;" and chemical, for the Arabs were the chemists, no less

than the astronomers and arithmeticians of the middle ages; as “alkali, alembic, elixir, alcohol;" add to these the names of animals or articles of merchandize first introduced by them to the notice of Western Europe, "giraffe, gazelle, saffron, lemon, orange, sherbet, lute, syrup, artichoke, mattrass, jar, assegai, barragan, coffee, sugar, amber, mummy, jasmin, crimson," and some farther terms, "assassin, vizier, divan, sultan, admiral, arsenal, carat, tarif, sofa, caffre, magazine;" and I believe we shall have nearly completed the list. We have moreover a few Persian words, as "bazar, lilac, pagoda, caravan, azure, scarlet, taffeta, saraband ;" of "scimitar" it can, I believe, only be said, that it is Eastern. We have also a few Turkish; as "tulip, turban, chouse, dragoman," or as it used to be spelt, "trunchman;" this last having hardly a right to be called English.

The new world has given us a certain number of words, Indian and other" tobacco, chocolate, potato, maize," (Haytian,) "condor, hamoc, cacique, wigwam ;" and if "hurricane" is a word which Europe originally derived from the Caribbean islanders, it should of course be included in this list.

To come nearer home, we have a certain number of Italian words, as “bandit, charlatan, pantaloon, gazette." We have some Spanish, as musquito, negro, duenna, punctilio, alcove,* alligator, gala, cambist, palaver." A good many of our sea terms are Dutch, as sloop, schooner, yacht." Celtic things are for the most part designated among us by Celtic words; such as "bard, kilt, clan, pibroch, plaid, reel." Nor only such as these, which are all of them comparatively of modern introduction, but a considerable number, how large a number is yet a very unsettled question, of words which at a much earlier date found admission into our tongue, are derived from this quarter.

"DIED OF ECONOMY."

At a recent Educational Meeting, in the city of Hartford, the Hon. Mr. Chapman spoke of a man who was induced, by miserly habits, gradually to diminish his daily allowance of food, until he actually died of starvation. He said a fit inscription on the tombstone af such a man would be "died of economy."

As we listened to the sad statement, it occurred to us that many persons and objects became defunct of the same disease; though perhaps the verdict, at the post mortem examination might direct the public mind to some other source as the cause of death. As it is quite time

On the question whether this ought not to have been included among the Arabic, see Diez, Worterbuch d. Roman Sprachen, p. 10.

that the public should see where the danger lies, we will allude to one or two cases in which a true verdict would be, "died of economy.”

The cause of Education is sometimes left unprotected, unsupported, uncared for by the public, until its few friends tired and faint from long continued care, effort and watching, fall asleep and leave the object of their anxiety and care to die a miserable, lingering death; a death from a severe attack of that most fatal disease-Economy. We hope the cause of Education in this State may never be called to suffer so deplorable an end.

Teachers' Journals, too, are sometimes left, by those who should be their support, to pine away and die for the mere want of a few crumbs from the teachers' tables. They, too, die of that malignant disease,

ECONOMY.

Even teachers themselves are peculiarly liable to contract the same disease, and suffer the extreme penalty thereof. Those teachers who never take any interest in teacher's meetings, who take no Educational Journal, and read no works on education, are almost sure to die of economy; and, we are almost tempted to add-it would be a very economical thing for the school and the public, if they would pass off as quickly as possible, if the disease is fairly seated. No other disease so preys upon and paralyzes the vital parts; and from no other disease is the surrounding atmosphere so contaminated and deadened.

Teachers and parents of Connecticut! will you see to it that the schools of your lovely State are not left to suffer and languish, because you are suffering from an attack of false Economy. Will you not remember that there is that which enricheth while it scattereth; while from undue withholding poverty and want do oftenest come.

Parents! if you would not have your children's intellectual death caused by Economy, see to it that the school-house is in such condition as will shield them from the disease; for the insidious destroyer will come through crevices and patches and look for his food most voraciously, where dilapidation and neglect most appear. See to it that your teachers are worthy of their calling, that they are kindly treated, generously rewarded; for they may much assist you in keeping off the fell disease.

And Teachers! would you wish to feel secure? Then we advise you to enter upon your duties with suitable qualifications and with an earnest desire to do your pupils good. Labor diligently, labor understandingly; keep up with the times, read educational works, subscribe for and read the Connecticut Teachers' Journal, and you may feel perfectly secure against all attacks from Economy.

HONOR TO WHOM HONOR IS DUE.

Certainly, honor is due to those teachers who spend their money and time to advance the cause of education, by attending meetings of teachers. For this, among other reasons, it was thought best to record in the pages of the Journal the names of those in attendance at the late meeting of our Association. By some mistake on the part of the Committee who had the matter in charge, the following names were omitted. We are happy to insert them now. New London deserves especial honor for her noble delegation. And here it ought to be mentioned, that two enterprising ladies in Middletown, whose committee would not allow them to close their schools to attend, procured substitutes at their own expense to take their places, while in attendance at the meeting. Such teachers will be likely to succeed in what they undertake.

"THE PEOPLE WILL NOT STAND IT."

Every intelligent person will admit that more should be done for the improvement of our Schools, than has been done. They say we are, in many respects, behind the times. We have no school libraries.

American Association for the Advancement of Education. 343

Massachusetts has them; Rhode Island has them; New York has them, at an expense of $100,000 a year; Ohio has them, paying for them at the rate of $80,000 a year; and Indiana has just established them, a tax of $147,000 being raised to pay the first year's expense. But let

it be suggested to our law makers that it is time for us to do something in the same direction, and the reply is," The people will not stand it."

The means for the support of our schools are quite inadequate. Many of them are in an unsound condition. Their malady is "economy." Everybody admits it. But if any legislative remedy is asked, the reply is, "The people will not stand it,” and all further argument is useless.

The greatest difficulty experienced in elevating the character of our schools, results from the scarcity of good teachers. Yet if a few dollars are asked to be expended in aiding and encouraging teachers to fit themselves for their business, the answer is, "The people will not stand it."

The measures proposed are admitted to be wise and necessary, but they are postponed from year to year, and no action taken on them. The excuse is, that the people are not prepared for them. Give the people" homeopathic doses" says one of their leaders. Now we have no confidence in this policy. It is our firm conviction that the people are prepared for judicious legislation on the subject of popular education. Those who fear that the people will not sustain such legislation, do not consider that public sentiment has undergone a great change in relation to this matter within the last fifteen years. To say that the people won't stand it" when any measure is proposed for the improvement of schools, is a slander upon the intelligence of the people.

AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF EDUCATION.

The

The annual meeting of this Association will be held in the chapel of the University of the city of New York, commencing at 10 o'clock Tuesday, A. M., August 28th, and continue in session four days. introductory address will be delivered by Prof. Alexander Dallas Bache. Addresses will be delivered by Bishop Potter of New York; Prof. Felton, of Cambridge, Mass.; Prof. Proudfit, of Rutgers College; Pres. Tappan, of the University of Michigan; Lt. Maury, of Washington city; Rev. Dr. Huntington, of Boston; Rev. E. B. Huntington, of Stamford, Ct. Prof. Anderson, of New York city, and others.

Arrangements will be made to entertain female teachers from abroad, free of expense; and it is hoped that Rail Road and Steamboat Companies will afford the usual reduction of fare.