2. Number. It will be noticed that the pupils have used both singular and plural names in the preceding exercises. Call attention to this fact, and develop clearly the idea of number as the property of a name. Let the pupils read the names in the preceding exercise, and state whether they are singular or plural. Have the pupils bring into the class at the next recitation twenty singular names and the same names written in the plural, thus:

Tree, bird, fence, flower, pebble, bush, horse, man, sheep, etc.

Trees, birds, fences, flowers, pebbles, bushes, horses, men, geese, sheep, etc. If preferred the singular and plural forms may be written together, thus: Tree, trees; bird, birds; fence, fences, etc.

The pupils should be required to tell how the plural of each name has been formed; to select the names that have the same form in the singular and plural, etc.

3. Class. In the above exercises the pupils will discover that there are names which represent an individual object, and, consequently, have no plural. Their attention may thus be called to the fact that those names which have both a singular and a plural form, apply to classes of objects. Develop the idea of class, and require the pupils to classify the objects in the school-room, on the play-grounds, etc. Illustrate the difference between common names and proper names. Write on the blackboard twenty common names, and require the class to write in connection with each the proper name of some object belonging to the class of objects designated, thus:

City, Columbus; river, Ohio; street, Broadway; girl, Mary; island, Iceland; country, England; farmer, Mr. Jones; emperor, Napoleon; etc.

This exercise should be repeated until the pupils show that they are familiar with the difference between common and proper names. The fact that proper names must always begin with a capital letter, is here to be taught and familiarized.

II. SIMPLE SENTENCES WITH DIFFERENT FORMS OF PREDICATES.

1. Action Predicated. Develop the idea of action, and require the class to predicate (term to be explained) action of different objects. Write the word cats, for example, on the blackboard. and ask the class to tell you what cats do. Write the action given on the board, forming a sentence, thus: "Cats purr." Proceed in this manner until you have written sentences expressing several actions. The sentences should be arranged in one paragraph, thus: Cats lap. Cats sleep. Cats Cats bite. Cats see. Cats

Cats mew.
Cats hunt. Cats eat.
Cats climb. Cats scratch.

Cats purr.
Cats walk.

run.

hear. Cats feel. Etc.

Call on the pupils to give the word in each sentence, that is the name of the object and the word that denotes the action. For the next lesson give the names of two objects, as birds and bees, and require the pupils to predicate as many actions of each as they may be able. If but few actions belong to the objects selected, a larger number may be given. The pupils may now be required to select from ten to twenty objects, and affirm an action of each.

Explain finally how several sentences, affirming different actions of the same object, may be contracted into one sentence, as, "The bird flies, walks, hops,

sings, sees, and bears." Point out the use of the comma and the word "and." In correcting these exercises, the teacher may at first indicate the errors by marks understood by the class. It will soon be better, however, to state the number of errors of each kind, and require the pupils to look them out, as for example: Errors in capitals, 3; in periods, 2; in spelling, 4; in syllabication, 1.

2. Quality Predicated. Develop the idea of quality by means of a familiar object-lesson. Hold up an object, an apple for example, and lead the pupils to recognize its various qualities: first those which the eye reveals, as round, green or red, large or small, fair, etc. then those revealed by the sense of touch, as smooth or rough, hard, soft, or mellow, withered, etc.; then by the sense of taste, as sour, sweet, tart, pleasant, juicy, etc. Write sentences upon the blackboard affirming several of these qualities of an apple. Let the class designate the words denoting respectively the name of the object, the quality predicated, and the copula (term to be explained).

For the next lesson several objects may be named, and the class required to bring in sentences predicating appropriate qualities of each. The words paper, chalk, coal, iron, sugar, salt, snow, ice, glass, leather, horse, tree, etc., will be found easy and suitable. The qualities given should relate to a particular object.

As soon as the pupils become skillful in determining the qualities of objects and in forming sentences, let the several qualities of the same object be expressed in one sentence, as, "Glass is hard, smooth, transparent, and brittle." The exercise may be varied by naming a quality, and requiring the class to affirm the name of several objects, as, "Glass is smooth." "Paper is smooth." "Water is smooth," etc. Then these different sentences may be contracted Glass, paper, and water are smooth."

into one, as,

3. Class Predicated. Review the previous lesson on class. Write on the blackboard the names of ten well-known objects, and require the class to write sentences affirming to what class of objects each belongs, thus:

Grass is an herb. Man is an animal. Water is a liquid. Milk is a liquid. Iron is a mineral. A pebble is a mineral. John is a scholar. William is a carpenter. The violet is a flower. Snakes are reptiles. Flies are insects.

Require the class to point out the name of the object, the word denoting its class, and the word by means of which the latter is predicated of the former. Several exercises of this character should be given. Contracted sentences may be formed by predicating the same class of several objects, as, "Iron, lead, copper, stones, glass, and earth are minerals."

4. Place and Condition Predicated. The idea of place or position may be readily familiarized by taking a pencil and holding it over a book, and asking, "Where is the pencil?" "The pencil is over the book." Placing it under the book, "Where is the pencil now?" "The pencil is under the book." Explain that in each of these sentences we do not say that the pencil does anything, that it has any quality, or that it belongs to a class of objects. We simply affirm its place or position. Write on the blackboard the names of several objects which may be seen by the pupils, and require them to write sentences giving the posi tion of each. Give two or three lessons of this kind. The class may then be

required to write sentences having the following words and phrases denoting place in the predicate: Here; there; in town; in the country; in the city; on the table; out of town; in the water; in the sky; etc.

The idea of condition may be developed in a similar manner, and sentences written containing such phrases in the predicate as, in doubt; in perplexity; in danger; in peril; on the advance; on the retreat; on the increase; etc. The four classes of simple sentences given above present the four generic forms of predication. If the exercises have been faithfully written, examined, and copied, they have familiarized the pupil with the essential elements of a thought, and initiated him into the art of sentence-making. The sentences written by the class should now be analyzed, the pupils' being required in each instance to state what is predicated (action, quality, class, condition or place); to name the subject and predicate; and to separate the latter, except when action is predicated, into its copula and attribute-the word or words denoting quality, class, condition, or place.

Next month we will take up the modifiers of the subject and predicate.

MISCELLANY.

WE have on hand seventy-five sets of the first six numbers of the current volume, which we will send to any subscriber, prepaid, for fifty cents a set. This presents to our July subscribers a good opportunity to obtain the preceding six numbers, and thus complete their volume.

OUR next number will contain an excellent paper by Hon. E. D. Mansfield on The Power and Influence of the Teacher," and other superior contributions from eminent educators. We are striving to make the MONTHLY still more worthy of the very high commendation it is receiving. In our advertising pages will be found testimonials which show that its present reputation is creditable to Ohio teachers.

We invite the special attention of those of our readers who are interested in classical instruction, to the paper written by President Hill, of Harvard College, and signed by President Woolsey, of Yale College, and President Sears, of Brown University. It will be noticed that the views expressed respecting the amount of grammatical drill necessary in beginning the study of a foreign language, are in harmony with the recommendations of Mr. Mill. While we admit the force of the objection to the writing of formal exercises in Latin or Greek, we still regard the construction of imitative sentences, composed chiefly of the elements, as a valuable feature of an elementary course.

GALLIA COUNTY INSTITUTE.-Mr. Editor: The first teachers' institute ever held in Gallia county convened on the 26th of August in the city of Gallipolis, and continued in session five days. One hundred and seventy-two teachers were in attendance, and all appeared to appreciate, in a marked degree, the opportunity enjoyed of preparing themselves to fill their positions better in the future than they had done in the past. The instructors were Capt. Wm. Mitchell, of Columbus, and Prof. W. H. Young, of Athens. II. J. Caldwell, of Gallipolis, gave one lesson on Geography. The instruction was all very practical, and can be used in the schools. The evening lectures

were given to crowded houses, and owing to their adaptation to the wants of our citizens, became doubly useful. Their good effects are already apparent in our community. Capt. Mitchell and Prof. Young will long be remembered by our teachers.

The teachers voted to request the county school examiners to raise the standard of qualification requisite to secure a certificate, and to publish in the county papers the results of each examination, together with a list of the questions used. A resolution was unanimously passed, favoring the passage of a law creating the office of county school superintendent.

Fifty-three subscribers to the MONTHLY were secured, and others will send for it in a few days. The list will soon be increased to sixty. What county stands ahead of Gallia? C.

SUMMER INSTITUTES.-In the central and southern portions of the State, institutes are held largely in the months of July and August. This enables the committees to secure the services of instructors who, during the other months of the year, are otherwise engaged. The number of institutes held this year is greater than in any previous summer, and, as we stated last month, they have generally been well attended and successful. We add brief notices of those institutes of which we have received any information:

LEBANON. The normal institute connected with the South-Western Normal School opened July 9th, and continued six weeks. Over 250 teachers were in attendance. The instruction was given by the teachers of the Normal School, and was chiefly devoted to a review of the common and higher branches. Prof. Holbrook gave two lectures a day on the science and art of teaching and school government. We were present a half day, hearing a practical lecture on the classification of ungraded schools. We received 43 subscribers.

LANCASTER. Normal institute opened July 15th, and continued four weeks, and was followed by the county institute continuing one week. The instructors were Rev. J. F. Reinmund, W. E. Crosby, M. F. Cowdery (county institute), M. Manley, and D. Cole. Both institutes were well attended.

WAYNESVILLE. Normal institute under the direction of Mr. J. C. Ridge opened July 15th, and continued four weeks. Forty-five teachers were enrolled. W. H. Venable, John Hancock, O. S. Cook, and George S. Ormsby gave lectures in the course of the session. The institute was every way a decided success. 27 subscribers.

We received

CAMBRIDGE. Normal institute, under the direction of J. McBurney and James Hammond, opened July 29th, and continued four weeks. Fifty-two teachers were in attendance. The management of the institute gave good satisfaction, considerable time being devoted to methods of teaching and school government. We received 15

subscribers.

EATON. County institute opened July 15th, and continued two weeks. The instruction was given by home teachers. Evening lectures were delivered by Dr. Daniel Vaughan, Prof. Edward Orton, and Rev. G. M. Hair. Forty-four teachers were in attendance. Resolutions were passed favoring the enactment of laws compelling school attendance, creating the office of county school superintendent, and forbidding the granting of certificates to any except professional teachers. The organization of towhship teachers' associations and the adoption of a higher standard by the county examiners were also recommended. A pamphlet containing the proceedings, has been printed.

DAYTON. Normal institute opened July 29th, and continued three weeks. The instructors were A. J. Rickoff, William Smith, Selah Howell, and O. S. Cook. No other information received.

BATAVIA. The county institute began August 5th, and continued two weeks. It was the largest and most successful institute ever held in the county. 140 teachers were enrolled. The instruction was eminently professional and profitable. The instructors were John Hancock and Prof. Kidd, assisted by Messrs. Parker, Hill, Morris, Laycock, Akels, Robinson, Fetter, and Miss Griggs. The county superintendent question was discussed two evenings (one or two citizens opposing the creation of the office), and a resolution was unanimously adopted indorsing the measure. We received 31 subscribers.

OAKLAND. A teachers' institute was conducted in August by John C. Kinney. The attendance was small, but the interest was well sustained and the instruction gave good satisfaction. We received six subscribers.

SPRINGFIELD. Normal institute began August 9th, and continued three weeks. The instructors were John Hancock, Rev. Chandler Robbins, C. B. Ruggles, R. W. Morris, and A. Armstrong. The attendance was good and the interest excellent. We received 11 subscribers.

MARTINSVILLE. Normal institute began August 6th, and continued four weeks. The instructors were M. L. Hunt, T. J. Moon, and O. S. Cook. Sixty-five teachers were in attendance, and "success" is reported. We received 17 subscribers.

BELLEFONTAINE. The county institute which opened August 12th, and continued five days, was a decided success. The number of teachers enrolled was 75. The principal instructors were R. W. Stevenson, Joseph Shaw, and R. P. Shaw. Lectures were delivered by R. W. Stevenson, O. S. Cook, and Geo. S. Ormsby. The institute was followed by a normal school continuing two weeks. Fifty teachers were enrolled. Resolutions were passed favoring the appointment of active teachers as examiners, and recommending the passage of a law establishing county superintendWe received 22 subscribers.

ence.

HILLSBORO. County institute was held the second week in August with an attendance of about 100 teachers. The instructors were leading teachers in the county. "A glorious time" is the report sent us. It was accompanied with the names of 20 subscribers.

LONDON. County institute, under the direction of Capt. Wm. Mitchell, began August 5th, and continued two weeks. About 40 teachers were enrolled. A resolution was unanimously adopted recommending county supervision. We received 12 subscribers.

TROY. County institute opened August 5th, and continued two weeks. 120 teachers were in attendance. Have received no further information.

ZANESVILLE. County institute of one week began August 19th. About 50 teachers were present. Instructors were J. J. Dinsmore, E. E. White, and Alfred Kirk. We received 17 subscribers.

MARYSVILLE. A two weeks' session of the county institute began August 12th. Sixty teachers were enrolled. Instructors were Profs. W. S. Williams and W. H. Cole, and P. N. Schuyler and L. Piper. The spirit was capital and the results satisfactory. The county supervision measure was unanimously approved.

MIDDLEPORT. A pleasant and profitable institute was held the third week in August. Upwards of sixty teachers were present. The instructors were Prof. Eli T. Tappan, Capt. Wm. Mitchell, and Prof. Robert Kidd. We received 12 subscribers, CHILLICOTHE. County institute met the fourth week in August, opening on the 26th. The attendance was entirely from outside of the city, and but little interest was manifested by the citizens. Prof. Eli T. Tappan and A. J. Rickoff were the instructors. The county commissioners appropriated $100—an example worthy of imitation. We received 12 subscribers.