the scheme for Miss Buss's school. The Company's first schools were opened in 1873, at Chelsea and at Notting Hill; and since then, 8 additional high schools have been opened.-at Cloydon, Norwich, Hackney, Bath, Nottingham, Oxford, St. John's Wood, and Gateshead; and one middle school, at Clapham. In 1876, there were upward of 1,400 children in attendance. Every school is placed under the charge of a headmistress. There are examinations by independent examiners, and a fair proportion of girls have passed in the Oxford and Cambridge local and higher local examinations; one, from Notting Hill, has obtained a scholarship at Newnham Hall. The school buildings, with one or two exceptions, are arranged to hold from 200 to 300 girls; the numbers, therefore, will probably increase, and it is expected that the company will be successful, financially as well as educationally. Companies have also been formed at Leeds, Manchester, Plymouth, Devonport, and Grantham, for the establishment of high schools. Simultaneously with the improved provision for the education of girls, colleges have been opened for women, and lectures established throughout the country, by voluntary effort. In 1868, contributions were solicited for the establishment of a college for women, "designed to hold to girls' schools and home teaching, a position analogous to that occupied by the universities toward pub/lic schools for boys." A temporary building was opened at Hitchin, in 1869, with 6 students. The regulations of the University of Cambridge were enforced upon the students, and professors came from Cambridge to give class teaching. In 1870, five students were, on application, examined informally for the previous examination; but, since then, through the kind permission of the senate, and the courtesy of the examiners, many of the students have been examined, some in the classical, mathematical, and moral science triposes; seven have taken honors, and three have passed the examination for the ordinary B. A. degree. In 1873, the college was removed to Girton, near Cambridge, to premises built at a cost of £16,000, and since then enlarged at a further cost of £6,000. In 1876, there were 33 resident students. Scholarships have been held amounting to £2,385, and £600 additional will be given in 1877.-In 1871, Miss Clough opened a house at Cambridge for students attending the lectures of the Association for the Higher Education of Women, or certain university lectures open to women. The accommodation soon became insufficient; and, in 1874, Newnham Hall, Cambridge, was built by a company to receive Miss Clough's students. In 1876, there were 29 students (some holding scholarships), all studying for the Cambridge higher local examinations.In previous years, students have been examined informally in the papers of the mathematical, classical, and moral science triposes.-(For University College, London, see UNIVERSITY COLLEGE.) University College, Bristol, was opened in 1876, with 300 students, about one-half women, and was intended to supply, to persons of both sexes, ad

vanced instruction in science, languages, history, and literature. In the College of Physical Science, Newcastle-upon-Tyne, all classes are open to women.-The London School of Medicine for Women opened, in 1874, with 23 students. The classes on medical subjects were arranged for a 3 years' curriculum. One additional year of practical work is required. Societies have been formed throughout the country, since about 1864, for the establishment of lectures and classes for women; but the necessity for separate organization will probably be superseded by the scheme for university extension adopted by the Cambridge senate, in 1874, at the suggestion of Mrs. James Stuart.-By means of this scheme, university graduates are sent to the various country towns, to give lectures and form classes, open to both men and women, and to hold examinations and grant certificates. The scheme commenced at Nottingham, with 2000 students, and has rapidly extended. Colleges will be built, in connection with it, at Nottingham and Sheffield.— In London, lectures are open to women at the Science and Art Department, South Kensington, the Birkbeck Institution, etc. Instruction in music, with numerous scholarships, is given at the National Training School, South Kensington, opened in 1876.-The following examinations have been arranged: university examinations open to girls and women, in 1876-for girls under 18; local examinations of the universities of Cambridge, Oxford, and Durham-for women over 18; higher local examinations, Cambridge; examinations for women, at the University of London, and at Oxford (commenced in 1877); and government examinations in science and art, Science and Art Department. The University of London, in 1877, decided to admit women to medical degrees.

Scotland. The education of women has long been on a higher level in Scotland than in England; girls have received some higher education with boys, in the common schools of the country; and they have also attended high schools with boys, in towns, and special girls' classes in the large cities. Therefore, the same urgent need for reform has not existed, as in England; yet two important improvements may be named. By act of parliament, in 1870, the rich endowments of the Edinburgh Merchants Company, of the annual value of £20,800, were appropriated to the education of boys and girls, and three large girls' schools were opened. Also a complete course of study for women has been established by the Ladies' Educational Association in Edinburgh, assisted by the professors of the university.— Examinations for girls and women are held in connection with the University of Edinburgh. Ireland.-See IRELAND.

For further information on this subject, see Report of Schools' Inquiry Commission; the same abridged by D. Beale; HODGSON, Education of Girls; Year-Book of Women's Work; Journals and Pamphlets published by the Women's Education Union (London). (See also CO-EDUCATION OF THE SEXES, and FEMALE EDUCATION.)

WOODBRIDGE, William Channing, an American teacher and educational writer, born in Medford, Mass., Dec. 18., 1794; died in Loston, November, 1845. He graduated at Yale College at the age of 17, and from 1812 to 1814 was principal of the Burlington Academy in New Jersey, and subsequently studied theology at the theological seminary in Princeton, N. J. While at the latter place, he received an invitation to assist in the establishment of the American Asylum for the Deaf and Dumb, at Hartford, which he accepted. His labors there seriously affected his health, and made a voyage to the south of Europe desirable. This was undertaken in 1820. He returned in 1821; and, in the beginning of 1822, finished his Rudiments of Geography. This was followed, in 1824, by Universal Geography. (See GEOGRAPHY.) Shortly after, failing health again led to his relinquishment of active work, and to a second voyage to Europe. There he visited many educational institutions, giving particular attention to that of Fellenberg, at Hofwyl, where he spent three months, giving the first description of it to the American public. (See HoFWYL.) In 1829, he returned to Hartford for the purpose of enlisting the sympathies of influential friends in a plan for the general improvement of education in the United States, and the establishment of a school for teachers Ill health, however, and the labor required for the revision of his geographical text-books, prevented the realization of his hopes. In 1831, he purchased the American Journal of Education, changed its name to the Annals of Education, and became its editor. He conducted this journal over six years, until sickness compelled him to resign the editorship, when he embarked again for Europe, but returned in 1844. As an earnest friend of the cause of education. Mr. Woodbridge is entitled to special mention. He was one of the first to recognize the necessity of normal schools; and the introduction of vocal music as a part of elementary instruction, is. in great measure, due to his zealous advocacy. (See MASON, LOWELL.)

WOODSTOCK COLLEGE, at Woodstock, Baltimore Co., Md., was chartered in 1867. It is a Roman Catholic institution, devoted exclusively to the younger members of the Society of Jesus. Its course of studies embraces three years of philosophy, and four years of theology, together with the accompanying branches of the natural sciences. Its faculty numbers 3 professors of dogmatic theology, 2 of special metaphysics, and one each for the remaining chairs of moral theology, Sacred Scriptures, ecclesiastical history, Hebrew, general metaphysics, chemistry, mathematics, and natural philosophy. During the scholastic year 1873-4, the number of students in regular attendance was 102, of whom 42 were engaged in the study of philosophy, and 60 in the course of theology. The Rev. James Perron, S. J., is (1877) the president.

WOOLSEY, Theodore Dwight, an American scholar and educator, born in New York, Oct. 31., 1801. He graduated at Yale College

in 1820, and from 1823 to 1825, was a tutor there. From 1827 to 1830, he studied in Germany, and on his return was appointed professor of Greek in Yale College, and, in 1846, was chosen president, which office he resigned in 1871. He has published valuable editions of several classical authors, among which may be particularly mentioned The Alcestis of Euripides (1833); The Antigone of Sophocles (1835); The Electra of Sophocles (1837); The Prometheus of Eschylus (1837); and the Gorgias of Plato. WOOSTER, University of, at Wooster, Ohio, founded in 1866, and opened in 1870, is under Presbyterian control. It is supported by tuition fees ($30 to $45 a year) and the income of an endowment of $250,000. A handsome building, costing over $100,000, has been erected, and contains, besides ample recitation rooms, a large cabinet and museum, a valuable telescope with many philosophical and chemical instruments, a chapel, and halls for literary societies, It has a library of about 4,000 volumes. Both sexes are admitted. There is a collegiate, a preparatory, and a medical department, the last at Cleveland. The collegiate department has three regular courses: classical, philosophical, and scientific. In 1875-6, there were 28 instructors (13 in the medical department) and 350 students (170 collegiate, 100 preparatory, and 80 medical). The presidents have been: the Rev. Willis Lord, D.D., LL. D., 1870-73, and the Rev. A. A. E. Taylor, D. D., since 1873.

WORCESTER, Joseph Emerson, an American lexicographer, born at Bedford, Aug. 24., 1784; died at Cambridge. Mass., Oct. 29., 1865. After graduating at Yale College, in 1811, he taught. school for several years at Salem, and while there, prepared the greater part of his Geographical Dictionary, or Universal Gazetteer (2 vols., Andover, 1817). This work was followed by a Gazetteer of the United States (1818), Epitome of History (1827), and several other works. His first contributions to the lexical literature of the English language were an edition of Johnson's English Dictionary, as improved by Todd and abridged by Chalmers, with Walker's Pronouncing Dictionary combined (1827), and an abridgment of Webster's American Dictionary. His Pronouncing and Explanatory Dictionary appeared in 1830; the Universal and Critical Dictionary, in 1846; the Pronouncing and Synonymous Dictionary, in 1855; and his great Dictionary of the English Language (4to, Boston), in 1860.

WORD METHOD, a term applied to the analytic method of teaching children to read. The process consists in using short words instead of letters in the first lessons, the pupil learning to recognize and pronounce these words, sometimes to read easy sentences, before learning the names of the letters. When a sufficient number of words have been learned, the pupil is shown their composite character, and taught the names and sounds of the letters which form them, thus learning the alphabet. In this process, care

should be taken to select appropriate words, and present them in a progressive manner; as, cut, rat, hat, mat, man, fun, can,-dog, log, etc. The pupil, in this way, perceives the power of each letter, and soon learns to spell and pronounce words, after which the synthetic method may be employed.

WORDS, Analysis of. The analysis or resolving of words into their elementary parts, is an important branch of the study of languages, the native as well as foreign. In ordinary school parlance, this branch is usually styled etymology, since the analysis comprehends not only an explanation of the meaning of each of the parts of a word-both root and affixes, but a knowledge of the derivation of these. For elementary school purposes, however, it should be borne in mind that the latter is of secondary importance. In the study of the native tongue, it will be acknowledged, the importance of training pupils to analyze compound and derivative words can hardly be overestimated. The fact that the English language derives about one-half of the words in ordinary use from Latin, renders exercises in word analysis, of far greater necessity for the study of English, than for that of most other languages. That, without being trained in this analysis, pupils will scarcely be able to grasp the true meaning of English words, probably no experienced teacher, at present, will be inclined to dispute. To very many of the pupils who are merely drilled in spelling and reading, the force even of the most common AngloSaxon prefixes, like a, be, en, etc., and of suffixes, like dom, hood, ship, etc., must remain unknown. How many, for example, will be able to infer the meaning of for or fore in forswear and forego? The knowledge of the Latin prefixes and suffixes, even in the words of ordinary life, will be acquired with still greater difficulty by pupils not sufficiently trained in word analysis. On the other hand, only a slight knowledge of the simplest Latin prefixes, as, ad, con, pre, pro, sub, etc., affords a key to the distinctive meaning of a large number of words. It is, therefore, a matter of gratification to find that, at present, this branch of study is scarcely ever entirely omitted from the common-school course of instruction.—In regard to the method of teaching word analysis, it may justly be said that there are few subjects taught in elementary schools to which the fundamental principles of the developing method can so easily, and with so much advantage, be applied as to this. At whatever stage of the pupil's progress the instruction may begin, provided a knowledge of reading and writing has been acquired, the number of words already learned, will be found ample for the first and easiest exercises. Hardly any arbitrary memorizing is needed, since, if the teacher follow a natural course, he will only have to develop the knowledge already in the child's mind. Thus, children, even in the lowest grades, knowing the meaning of words like teacher and preacher, will not find the least difficulty in understanding that er, in both these words, means

one who, and in perceiving that these words mean, respectively, one who teaches, and one who preaches. Nine-tenths of a class of pupils, of ordinary intelligence, will now readily find, among the words they are accustomed to use, several others in which the suffix er has the same meaning. They will not only fully comprehend this initiatory lesson, but they will feel a manifest delight that one simple explanation has so greatly added to their knowledge of the meaning of words. The intelligent teacher will not fail to perceive that the more closely he is able to accommodate his teaching to the knowledge of the words which belong to the pupils' own vocabulary, the more rapid will be their progress, and the more intense will be the interest which they will take in the new study. It is obviously a point of great importance that the first examples of prefixes or suffixes that are presented, should fully illustrate their general meaning. Thus, the word teacher would be a better selection for this purpose than grocer; sailor, better than tailor; and repay, better than receive. In the further progress of the study, it is important that the most common prefixes and suffixes should be learned before those of rarer use. It shows a great lack of pedagogical tact in a teacher to drill his pupils on preter, subter, and retro, before they know the meaning of sub, con, and in. A more difficult stage of this branch of study, is that which treats of the Latin roots, and their use in English words. Here, also, a strict adherence to the principle that we should proceed from the "known to the unknown"from an analysis of what is already in the pupil's mind to that which is new, will guide the teacher with unerring certainty on the right path. For example, a judicious teacher who desires to familiarize his pupils with the derivatives from the Latin root duc or duct (from duco), will not, at first, select such words as induct, inductive, superinduce, etc., or even words like adduce, conduce, deduce, before his pupils have learned to analyze words of a more obvious meaning; as introduce, produce, reduce, aqueduct, viaduct, etc. What is here meant is, that the first lessons in this kind of analysis should concern only those words the meaning of which may readily be explained by showing the meaning of their parts. In every subject of instruction, the order of presenting the various matters which are to be learned by the pupil, is of vital importance; but in none is it more essential than in the etymological analysis of words. The numerous class of words which cannot be explained, except by the history of their formation (such as ambition, candidate, chancellor, peculiar; also sycophant, gazette, quarantine, etc.) should be reserved for a higher grade of this study. The analysis of words derived from the Greek, should follow that of words derived from Latin roots; and the discussion of the etymological affinity of the words of different languages should be reserved for that stage of the course of studies which comprehends comparative philology.-For the teaching of this subject,