2. From the knowledge acquired. The knowledge of ancient times; of the old, potent civilizations, out of which have come so many of our modern influences. Those were the fresh periods of the world's life-the times of its lusty youth. There is a use, as well as a charm, in looking through the language of such nations as were then on the world's stage, down into their hearts and minds and lives. Translations cannot give us the whole; they are lifeless, compared with the glowing originals. If we wish really to enter into the spirit and life of a people, we must understand the very words in which they thought, and loved, and sung. Nor, in classical study, do we stop with mere word-meanings. We are led into the higher domains of discussion-into the widest relations of history. The text of a particular author is made the unit of appreciation; and by means of this we compute facts of geography, of chronology, of politics, of philosophy, of law, of religion. There is no star in the ancient heavens which is not brought to view by the glass of language.

This study gives us, also, the knowledge of language. Our own English, and other modern tongues, are greatly indebted to the classical languages, especially to the Latin. She is the mother of the French, Italian, and Spanish; and those who wish to know the daughters ought always to secure the mother's introduction. The English is of mixed descent; but its life is largely drawn from the Latin. Anglo-Saxon, as it is styled, is the important ground-work; but we should be poor indeed, deprived of our rich classical inherit

ance.

In the use of our large Latin element the study of Latin is of very great service. It gives us a new power over common speech. It helps us to accurate distinctions, and guides us nearer to the truth we think, or speak, or hear. There is, moreover, a great pleasure in such a mastery of our noble tongue. Language is life in many respects; and the more familiar and life-like we can make it, the greater are our enjoyment and power.

to us,

The Sciences have nomenclatures drawn almost wholly from the classical tongues. He who wishes to pursue scientific investigations, or to understand scientific progress, will find it of great use to know something of the original of the terms thus imported.

There is a Science of Language, which in these days is becom

ing popularized. It is destined to attract increasing attention, and to claim, more and more, the notice of all intelligent men. A basis for such study will naturally be found in the classics. Without these, there can hardly be sufficient means of comparison and illus

tration.

These, imperfectly hinted at, are a few of the reasons why classical authors, especially the Latin, should be brought within the reach of those who receive only a school education. But, the advantages of the Classics should be given in our schools,

II. For those who may have the wish and opportunity for further study.

Often a young man does not know where he will stop. He is tempted on, from one field of study to another. Now that course is best, other things being equal, which will leave him at liberty to go on to any extent. He may choose to go through a regular College training. He may be drawn, without this, to a professional life. He may become an amateur in scientific pursuits. In any of these events, he will be much advantaged by a previous introduction to the classical tongues. As an amateur student, he will be far more intelligent, and find himself in a much wider range of his favorite literature and companionship. As a professional man, it is indispensable that he be master of the classical technics of his profession. And the case is not infrequent, in which a taste of classical study leads directly to the acquisition of a "liberal education,” which is, or should be, one most worthy of a "freeman "-a generous culture, such as our higher institutions aim to impart, as a means of wider influence and nobler achievement.

Classical studies are on the line of these higher attainments and results. Ought they not to be early fostered, with these ends in view?

These studies are very beneficial, very interesting and satisfactory in themselves. They would deserve a place in our schools, if none were to go beyond the school curriculum; but they should be encouraged, also, for their stimulus to further studies-for their use in the higher walks of life.

We know many schools in California, where, we think, the classics ought to be taught. We are sure they ought in the public schools of a City like San Francisco. So of Sacramento, where we

are told a beginning has been made. So of the leading cities and towns of the interior. We know teachers fully competent to give such instruction, who would delight to do it, if encouraged by school authorities and by parents. Such can be found at Brooklyn, at Santa Cruz, and many other places. We know County Superintendents a large number of them-as in El Dorado and Sierra, whose education and tastes may safely be appealed to in favor of the introduction of classical studies, where it is practicable.

To all who are interested, and have a voice in our schools, we appeal in behalf of the time-honored classics. They have held their place for centuries; they will continue to hold it. If California wishes not to fall behind in her intellectual and literary standard, she must not neglect the classics.

[For The California Teacher.]

AN ALGEBRAIST IN TROUBLE.

EDITOR TEACHER:-Through the kindness of a friend in the San Francisco school department, I have received No. 5 of the TEACHER, the first number I have seen. I have been much interested in its perusal. As we have no schools in this locality yet, and as it is far from my purpose to indite a set article, I will simply tell you of an incident brought about by the receipt of the TEACHER, and which at least was amusing to us, at the time. In the jumble of society consequent upon the rush to this place from all quarters of the world, many queer fellows meet. We have quite a number here too, roughing it as "honest miners," who have considerable literary attainments, and a knot of whom are wont to gather at my office to while away the long winter evenings. The other night they were assembled as usual, and when the TEACHER arrived it of course had to run the gauntlet of all our criticisms. One of our number is a jolly good fellow, who prides himself on two things especially one, that he and Hamlet, the Dane, are co-patriots; the other, that he studied in the great university of Copenhagen. Our schools and scholars are taken by him as a text for an unfailing fund of raillery and mirth; consequently, whenever we get a

good thing on him, we enjoy it. The article on algebra (p. 110) brought him out as usual; that we had no teachers of mathematics in this country, worthy of the name, and from that he went on to tell of mathematics in Copenhagen. Well! as we say here, he might have been a whale among sardines, but there happened to be some present not included in the latter category, in their own estimation, at least; and to test him an equation was made up, and he required to find the value of x. He went at it briskly enough, but, alas for the honor of Copenhagen! he soon became sadly puzzled and was wholly unable to connect. We made as much capital and had as much fun out of his failure, we flatter ourselves, as could have been extracted from it even in a civilized community. Finally a waggish member of the party addressed him, with something of the injured air which Pickwick probably assumed, when he gave it as his deliberate conclusion that his sporting friend was a humbug:

"Hamlet" said he, "I believe you're trying to play us. I don't believe you know how, even, to resolve x into its component parts, —or at least," added he, "I don't believe you can do it right off, now."

Hamlet looked thoughtfully for a moment into the face of his interlocutor, who puffed away at his pipe with imperturbable gravity.

66

Say that again," said Hamlet, inclining his head slightly, while his countenance assumed the peculiar expression indicative of strong mental concentration.

"Re-solve a into its com-po-nent parts," slowly and dogmatically repeated his tormentor.

"Ay!" said Hamlet, drawing a long breath, "there's the rub! If I could do that, I could do the whole thing, easy. But," continued he, reflectingly, "I can do it. Yes! I can do it; just let me alone-give me a little time."

And we have let him alone, severely; and the gentleman from Elsinore thoughtfully wanders in and out the haunts of Star, and still wanders, and ponders, and vainly endeavors to "resolve x into its component parts."

When he accomplishes it, I'll let you know.

HUMBOLDT MINES.

[For The California Teacher.]

SPELLING.

BY MRS. AURELIA GRIFFITH.

IN the CALIFORNIA TEACHER, of December, appeared the reports of Prof. Swezey and Mr. Marks, on the semi-annual examinations of the San Francisco Primary Schools. In it they say, that the least success seems to have been attained in spelling.

That this study is essential, every one will admit. But, as they say, it is intrinsically dry work. And I propose each of the teachers should make known, through this magazine, any method practiced by them, which, in their experience, has proved the most successful. To contribute my mite, I would remark that the first thing necessary is to enlist the scholar's interest. And in five years' experience, I found nothing equal to the following method. Tell the pupils to find, for themselves, the hardest word they can, any where in or before the proposed lesson for the next exercise. Then, after it is finished, let the one who is unfortunately at the foot, give out his word to the scholar next above him. If it is spelt correctly, he remains in his place. But, if the one above miss, let the next try it, and so on until the orthography is rightly given; the foot going above all that miss, or if all do, he spells it and goes to the head. Then the one, who was at first next the foot, puts out his word. And in the same manner all the rest have an opportunity to recover their lost places; the one who was, at first, head, having the last chance. But the teacher should never allow scholars to select words after taking their place in the class, insisting upon one being found before they are called.

This method may not be new to many. However, I have never seen it practiced by any but a brother of mine, from whom I learned it, and by myself. And, in my experience, it was certainly wonderful with what an interest the pupils sought to puzzle each other. It was something for them to do, and any one interested in children will soon see with how much pride they assume a responsibility, in the least, resembling that resting upon those they revere and love.