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HƐ INTRODUKEON OV FONETIK SPELIW.

Har egzists wun real and veri serius impediment in de wa ov a spedi introdukfon ov a fonetik sistem ov ertografi, hwig haz bin jenerali overlukt; it konsists in de grat and prevaliŋ ignorans ov de sjens ov fonoloji, de natyчr ov spec sɣndz, đar varjetiz, dar analisis, and dar sintesis. It iz rar tu met wid a singl elementari wurk hwig kontanz evn a tolerabli korekt akant ov is important subjekt, and evn skolarz and profest tegerz ov pronunsiáfon and elokufon qr jenerali veri ignorant ov de later. Nå, mor, de veri tægerz and best investigatorz ov de subjekt qr at varians. Let eni wun peroz de wurks ov de gratest oboriti we pozes, toz ov Aman, Johanez Muler, Wilis, Hwetston, Lepsius, Maks. Muler, Latam, ets., and he wil se diferensez on fundamental ponts hwig qr irekonsįlabl. If he turn tu wurks ov minor pretens, az Bel, Smart, Weker, Wuster, and đɛ nymerus wurks on elokuson, he wil find konfuzon arjziŋ partli from ignorans, and partli from a parfal vų ov de subjekt. Hwil in komon gramarz, and in de komon tretizez ov travelerz, and pronsnsin vokabyчlariz and dikfonariz, he wil find dat wun person haz kopid from anuder widät understandiŋ him, til wurdz qr repeted and sens iz entirli lost.

No it iz absolutli nesesári dat dis konfuzon sud, tu a serten ekstent, bɛ removd, dat spekerz ov de Iŋglif langwaj at larj, hwąrever liviŋ, ma be turoli akwanted wid an aproksimatli akyurat fonetik analisis ov dar laŋgwaj and familyar wid its yus, befor we kan hop tu find dem sufifentli prepard tu aksept fonetik speliŋ, not merli az a sjentifik instroment, but az a praktikal wurkiŋ tol. And the iz dis rezult, dis nesesari preliminări, tu be gand. Bį introdysiŋ a fonetik alfabet and de proper instrukfonz in yuziŋ it, intu everi skol, so dat de yungest gildren fud bekum yüzd tu analiz wurdz intu dar elementari søndz, and tu kombin đąr elementari sondz intu wurdz, and dus obtán a praktikal nolej and felin ov de fonetik konstitufon ov or laŋgwaj. But bį hwot mɛnz kan wɛ efekt dis. Bj de veri sam menz bị hwig we propoz tu overkum de konservativ objekfon arizin from tɛ egzistens ov a previus unfonetik ortografi-bį makŋ fonetik rediŋ an introdukfon tu romanik, on dɛ grand dat it iz praktikali de best metod ov akwiriŋ fasiliti in ordinari rediŋ. In dis respekt,

Tu

den, elso, a redin reform iz a nesesari antesedent tu a spelin referm. kari it at properli rekwirz, fęrst, de produkfon ov a number ov buks in fonetik speliŋ; and, sekondli, de yus ov sug buks in skalz and elshwąr for akwjriŋ a nolej ov gud spekiŋ and ov romanik redig. ez eforts wil be advanst, ov kors, bį periodikal publikafonz in a fonetik karakter, sug az de 'Tip ov de Timz,' and 'Fonetik Jurnal,' tu so its aplikabiliti tu everi purpus for hwig te ordinari speliŋ iz yuzd, and tu meni purpusez for hwig ordinari romanik spelig haz prøvd entirli inefifent.

ONE BY ONE....(From Household Words.)

One by one the sands are flowing
One by one the moments fall;
Some are coming, some are going,

Do not strive to grasp them all.
One by one thy duties wait thee,
Let thy whole strength go to each;
Let no future dreams elate thee,

Learn thou first what these can teach.

One by one, (bright gifts of heaven,)
Joys are sent thee here below;
Take them readily when given,
Ready too to let them go.

One by one thy griefs shall meet thee,
Do not fear an armed band;
One will fade as others greet thee
Shadows passing through the land.

Do not look at life's long sorrow,
See how small each moment's pain;
God will keep thee for to morrow,
Every day begin again.

Every hour that fleets so slowly,
Has its task to do or bear;
Luminous the crown and holy,
If thou set each gem with care.

Do not linger with regretting,

Or for pending hours despond!
Nor this daily toil forgetting,

Look too eagerly beyond!
Hours are golden links, God's tokens
Reaching heaven; but one by one,
Take them, lest the chain be broken
Ere the pilgrimage be done.

The Dayton Journal publishes the following letter from a school master in Shelby Co., O., to his pupils, who had "barred " him out:

"JANUARY, 1rst, '57.

Belovid students as you have shut me oute there are thre things you may concider while I retire for a few moments: namely first what authority have you for clozing the door in my face; 2ond doe you think you can be gustified in the act; 3rd doe you act on a principle of Honor. when you concider These I will return when you can either let me in or By keeping the door shut allow Me to spend the day in visiting my friends.

The boys concluded to let him visit his friends.

R. C.

VIEWS AND REVIEWS.

Twenty-Seventh Annual Report of the Trustees and Visitors of the Common Schools of the City of Cincinnati, for the School Year ending June 30, 1856.

The Report of the President of the Cincinnati School Board and of the Superintendent and Clerk of the Cincinnati Public Schools, has been submitted to the citizens of that metropolis, to the prominent educators of the State, to the members of the General Assembly, and to the leading men in Europe.

Its pages contain facts and figures, and ample elucidation of the practical workings, on a large scale, of that educational system which so admirably distinguishes the State, of which Cincinnati is the commercial, educational capital. The results are those to have been expected from the historic devotion of that people to the cause of popular education; from the liberal support at all times unhesitatingly rendered by the tax-payers of that city; from the systematic and common-sense plans of their Board of Education; from the generous devotedness and skillful direction of its President; from the well known abilities of the trained and faithful Teachers; and from the earnestness and whole-heartedness of Superintendent Rickoff. We regret that we cannot, in this number, give our readers abstracts from its pages.

"The Eaglet."

This is a spirited little paper, edited by the members of the "Scroll" and "Repartee" Associations of the Zanesville High School. The first number was issued on the first of January, and already we have noticed excellent articles copied from it in the papers of the State.

The following article we judge to have been written by Mr. A. Samson, the able Superintendent of the Zanesville schools?

"VISIT THE SCHOOLS.

"An opinion seems to prevail among many of our citizens, that frequent visits to the schools are a source of interruption to the exercises, and hence, not desirable. Such an opinion is entirely erroneous. There is no interruption, for no change is made in the exercises of the school on account of the presence of visitors. The recitation and other exercises of the school are conducted in the same manner, whether any one be present to witness them or not.

"Frequent visits from parents and friends of schools are a source of great benefit; every call from such, even though it be but for a few moments, is a positive advantage to both teachers and scholars. It stimulates and encourages both. The interest manifested by another increases their own interest in their work.

"Visitors are gladly welcomed on examination days, but none the less so at other times. A much better knowledge of the actual progress of the scholars, and of the character of the school, can be obtained on other than examination days, as then the scholars are necessarily embarrassed, and everything is done under a kind of excitement.

"If parents are interested as they should be in knowing the influences under which their children are in a great measure forming their characters, should we not expect to see them often in the school room, informing themselves, and adding the influence of their presence to encourage their children in the improvement of time and opportunity so important to them? If you would as

sure your child of your deep interest in his daily occupation-if you would awaken in him a greater earnestness in his preparation for life-if you regard his progress in school as worthy of any effort on your part, go to the school and encourage him in his daily efforts.

"If you would gain power to assist the teacher in imparting to your children proper training, and in aiding them in the formation of a character for life, then visit the schools. The interests of your own children and the future welfare of our city, certainly, are worth the expenditure of a little time in this way. Come, then, to the schools-come often, assured that you will always be welcomed, and that the time you spend in witnessing the exercises will be, if not a source of pleasure to yourselves, at least a benefit to your children.

Religious Truths Illustrated from Science, in Addresses and Sermons on Special Occasions. By Edward Hitchcock, D.D. LL.D., late President of Amherst College, and now Professor of Natural Theology and Geology. Boston: Phillips, Sampson & Co. 1857. For sale by J. H. Riley, Columbus, O.

To state the subjects and announce the author, is sufficient to attract the learned world to this publication of Addresses and Lectures, delivered to various associations and in various cities. He has treated on eleven topics, viz:

The Highest Uses of Learning; The relations and mutual duties between the Philosopher and the Theologian; Special Divine Interposition in Nature; The Wonders of Science compared with the Wonders of Romance; The Religious Beamings of Man's Creation; The Catalystic Power of the Gospel; The Attrac tions of Heaven and Earth; Mineralogical Illustrations of Character; The Inseparable Trio; A Chapter in the Book of Providence; The Waste of Mind. "Neighbor Jackwood"

Has been handed us by the same capital bookseller of the Capital City. The women of our household, to whom it was submitted, report that the book is an interesting one. A “neighbor," who seldom reads fiction, gave some protracted hours to the perusal of "Jackwood."

New York Teacher, Albany, February, 1857.

An interesting number, full of local matters of New York and New Jersey. It appears from the report of Superintendent of Schools in New York, that non attendance is the crying evil in that state. He regards that the time has not come there, to resort to compulsory legislation, as the cities, except Rochester, have failed to enforce the law of 1853, under which the corporate authorities are required to provide industrial schools for children haunting the streets, without lawful occupation, in case their parents or guardians fail to secure their attendance at school.

In Boston they have a genteel, fatherly, politic policeman moving about the streets during school hours, observing truant and vagrant children. Such as are without parents, guardians or homes, and those who are habitual beggars, are placed in the custody of the proper authorities, and provision is made for their instruction. Unfortunately, in the larger towns and cities of Ohio, this class is not waited upon by such gentle officials. When arrested it is for crime, and then they are made worse instead of better. They graduate at the expense of the state-going out into society proficients in crime. We hail with delight the prospect of reformatory schools of Ohio, on the right plan-cheap and effectual. But every good citizen should make it a habit to speak kindly to boys in the streets during school hours, who evidently are truants and vagrants, and lead them by device, if by no other way, to homes and school rooms.

The Indiana School Journal, January, 1857.

The State Teachers' Association of Indiana met at Indianapolis, Ia., Dec. 29, 1856. John B. Dillon, State Librarian, made an interesting report, being a history of Common Schools in Indiana. The next meeting will be held at Richmond, Aug. 11, 1857.

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That indefatigable fraternity of Longley, Freres, of Cincinnati, are themselves, in good old English characters, not Phonetic only, Types of the Times, as original, industrious, to-the-purpose laboring men. They publish all kind of books and do all kind of printing, but their great thought is expressed in characters that the writer hereof can't read; but the Phonographic, short-hand writing portion of their reform is, beyond all doubt, an important element which should enter into the education of those who want to be apt in writing or taking notes, as professional men.

A semi-monthly of the above title, a Journal of the Phonetic Writing and Spelling Reform, is published by this family of Printer brothers.

-The following report of a recent examination of an applicant to the Board of Examiners of Clermont Co., for a certificate of his qualification to teach a Common School, has been published by Mr. J. K. Parker, their clerk:

"Q.-What is a syllable? A.-The assemblage of words forming a complete sentence. Q-What is a radical or primitive word? A.-Radical means to suffer and primitive means unlimited. Q-Which is of greater value, a proper or an improper fraction? A.-One or more than one. Q.-How may fractions be added? A.-By adding their numerator or multiplying their denominator. Q-What is the difference between involution and evolution? A. One is raising the power and the other is lowering it. Q.-What is the difference between ratio and proportion? A.-They are equal to one another. Q.-By what means would you secure punctuality? A.-By directing them to the past. Q. -What motives induce you to teach ? A.-Inclemency of the weather."

-We have a note from a correspondent who styles himself a superannuated teacher, not from age, but from disease. He has been confined to his bed for five years, and says "he can never be any better." He has a heart, however, enlisted in the active labors of educational men in the state of Ohio. He writes: "I am in hopes that our postmaster, Dr. Pangburn, will make up a large list for the Journal, for we have directed him to obtain as many names at fifty cents as he can, and I will pay the other half." Be comforted, Bro. Bissell, with the assurance that the announcement of your desire to do something for the diffusion of educational information, though you are bed-ridden, will encourage many teachers now listless, on reading your proposition, to awake to effort, and be shamed from their indifference. May the friends of education in Middleport see that the sick room of our corespondent is gladdened by their encouraging visits.

What a thought! A live teacher confined five years to a sick bed, and no hope to be raised therefrom! An eagle in a cage! Who will do an extra work, one earnest laborer in the field of progress being stricken down, to make up for the loss of a valiant soldier from the ranks ?

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