CHAPTER IV. PRONUNCIATION OF RULES FOR THE SPELLING AND CHEMICAL TERMS. [Adopted by the American Association for the Advancement of Science at its meeting in Washington, D. C., 1891, and readopted at the meeting in Madison, Wis, 1893. See Proceedings Amer. Assoc. Adv. Science, 42dl meeting, Madison, 1893, p. 366.] In 1887 a committee was appointed by the American Association for the Advancement of Science to consider the question of attaining uniformity in the spelling and pronunciation of chemical terms. The work of this committee extended through the following four years. As a result of widespread correspondence and detailed discussion at the annual meetings of the Chemical Section of the American Association for the Advancement of Science, the accompanying rules have been formulated and adopted by the Association. They are submitted to chemists generally, and especially to the large number of those engaged in teaching chemistry, with the request that a cordial and earnest effort be made to render their use general, and thus obviate the many difficulties arising from the present diversities of style. The following summary of the rules has also been arranged in the form of a chart for general distribution to high schools and colleges, so that they may be kept permanently and prominently before the eyes of teachers and pupils. T. H. NORTON, Ph. D., Professor of Chemistry, University of Cincinnati, Professor of Chemistry, Lafayette College, Easton, Pa., H. CARRINGTON BOLTON, Ph. D., Cosmos Club, Washington, DC. Committee. KEY. Fate, făt, fär, mēte, mět, pine, pin, marine, nõte, not, möve, tube, tub, rüle, mỹ, J = 1. 'Primary accent; "secondary accent. N. B.-The accent follows the vowel of the syllable upon which the stress falls, but does not indicate the division of the word into syllables. GENERAL PRINCIPLES OF PRONUNCIATION. 1. The pronunciation is as much in accord with the analogy of the English language as possible. 2. Derivatives retain as far as possible the accent and pronunciation of the root word. 3. Distinctly chemical compound words retain the accent and pronunciation of each portion. 4. Similarly sounding endings for dissimilar compounds are avoided (hence -id, -ite). ACCENT. In polysyllabic chemical words the accent is generally on the antepenult; in words where the vowel of the penult is followed by two consonants, and in all words ending in -ic, the accent is on the penult. PREFIXES. All prefixes in strictly chemical words are regarded as parts of compound words, and retain their own pronunciation unchanged (as, ǎ'ceto-, ǎ'mido-, ǎ'zo-, hy' dro-, i' so-, ni'tro-, nitrō'so-). ELEMENTS. In words ending in -ium, the vowel of the antepenult is short if i (as īrĭ'dium), or y (as dĭd y' mium), or if before two consonants (as calcium), but long otherwise (as titanium, s člē'nium, chrō'mium). Also: ammonium, phosphonium, halogen, cyanogen, ăm!'dogen. Note in the above list the spelling of the halogens, cesium and sulfur; f is used in the place of ph in all derivatives of sulfur (as sulfuric, sulfite, sulfo, etc.) TERMINATIONS IN -ic. The vowel of the penult in polysyllables is short (as cya'nic, fùmă ric, arsenic, silicic, io'dic, buty ric), except (1) u when not used before two consonants (as mercuric, pru'ssic), and (2) when the penult ends in a vowel (as benzō'ic, olēģie); in dissyllables it is long except before two consonants (as bo'ric, citric). Exception: acetic or acetic. The termination -ic is used for metals only where necessary to contrast with -ous (thus avoid aluminic, ammonie, etc.) TERMINATIONS IN -ous. The accent follows the general rule (as plătinous, sulfurous, phosphorous, cobaltous). Exception: ace' tous. TERMINATIONS IN -ate AND -ite. The accent follows the general rule (as ǎ'cetate, vă'nadāte); in the following words the accent is thrown back: a'bietate, ǎ'lcoholate, acetonate, ǎntimonite. TERMINATIONS IN -id (FORMERLY -ide). The final e is dropped in every case and the syllable pronounced id (as chlō'rid, ïo did, hy'drid, ō'xid, hydroxid, sulfid, ă ́mĭd, ă'nilĭd, mūrĕ'xid). TERMINATIONS IN -ane, ene, ine, AND -one. The vowel of these syllables is invariably long (as methane, 'thāne, naphthalene, anthracene, prō' pine, quí none, ǎ'cetōne, ke' tōne). A few dissyllables have no distinct accent (as benzene, xylene, cētēne). The termination -ine is used only in the case of doubly unsaturated hydrocarbons, according to Hofmann's grouping (as propine). TERMINATIONS IN -in. In names of chemical elements and compounds of this class, which includes all those formerly ending in -ine (except doubly unsaturated hydrocarbons) the final e is dropped, and the syllable pronounced in (as chlō'rin, brō'min, etc., ǎ'min, ǎ'nilin, mo'rphin, qui'nin (kwi'nin), vanillin, alloxǎ'ntin, a bsi'nthin, emu'lsin, că'ffeln co'cain). TERMINATIONS IN -ol. This termination, in the case of specific chemical compounds, is used exclusively for alcohols, and when so used is never followed by a final e. The last syllable is pronounced ōl (as glycol, phenol, cre'sōl, thy'mol (ti), glycerol, qui'nōl. Exceptions: alcohol, a'rgŏl. TERMINATIONS IN -ole. This termination is always pronounced ōle, and its use is limited to compounds which are not alcohols (as i'ndōle). TERMINATIONS IN -yl. No final e is used; the syllable is pronounced y1 (as ǎ'cetyl, à mỹl, ce rotyl, cetyl, ethyl). TERMINATIONS IN -yde. The y is long (as ǎ'ldehyde). TERMINATIONS IN meter. The accent follows the general rule (as hydro'měter, barometer, lacto'meter). Exception: words of this class used in the metric system are regarded as compound words, and each portion retains its own accent (as centimeter, millimeter, klometer). MISCELLANEOUS WORDS WHICH DO NOT FALL UNDER THE PRECEDING RULES. Note the spelling: albumen, albuminous, albuminiferous, asbestos, gramme, radical. Note the pronunciation: alkaline, alloy (n & v.), a'llotropy, a llotropism, isomerism, polymerism, apparatus (sing. & plu.), à q u a regia, baryta, centigrade, concentrated, crystallin or crystalline, electrolysis, liter, molecule, molě cular, nomencla"ture, ole' fiant, valence, u'nivalent, bivalent, trivă" lent, quadrivalent, titrate. * In accordance with an informal, but general, expression of opinion, since the first publication of these rules, this spelling should be limited to works and publications intended for medical and pharmaceutical use, where it is wished to prevent confusion, in writing, with the word "grain." VOSE USE SHOULD BE AVOIDED IN FAVOR OF THE ACCOMPANY- Use ... zincie, nick-....sodium, calcium, zine, nickel. ed hydrogen... ed hydrogen.. ..arsin stibin columbium etted hydrogen.... -phosphin od hydrogen, etc................... .hydrogen sulfid, etc. Use......glueinum .... glycerol Grochinon'quinol echin...catechol the detailed reasons for most of these rules may be found in Science 1892, eutual of Analytical and Applied Chemistry, Vol. VI, p. 534; Proceedings AAN, 1889-90; The Medical News, June 17, 1893. སྙན cho books printed in accordance with these rules may be mentioned Caldchemical Analysis, 1892; Witthaus-Manual of Chemistry, 1888; T. Sterry Systematie Mineralogy, 1892; Wiley-Agricultural Chemical Analysis, 1892; Theoretical Chemistry, 1893; The Standard Dictionary, 1895; and variCabic soutuals, crear end Boyau have adopted furfural, which being shorter is perhaps prefera CHAPTER V. THE RISE AND PROGRESS OF MANUAL TRAINING. By C. M. WOODWARD, Director of the Manual Training School of Washington University, St. Louis, Mo. Manual training, as the term is now understood, is the product of two growths which it is well to distinguish. The first is the growth of the trade school, an institution which has gradually been replacing the old form of apprenticeship, as machinery has been introduced forming the large factory, and the labor of crafts has been more and more subdivided. Trade schools are by no means universal, but they are gradually increasing in number. The second growth from which manual training has gained its chief vigor has been that of the conviction, now very wide spread, that at school much more than books should be studied, and that more should be made of the school period, say from 6 to 16 years. The function of the school has grown wide and deep. The conditions of society are such-very different from what they were one hundred, even fifty years ago-that the ordinary parent can do little directly toward teaching his child the arts and accomplishments of life. The average mother does not teach her daughter needlework or cooking to any great extent, and the average father does not and can not teach his son even the trade by which he earns his daily bread; the father works away from home and the son knows very little of his father's working hours. The boy can learn from his father neither the fundamental principles of science nor their application in the arts of active life. The father is better situated to teach his boy reading and penmanship than to teach him drafting, tool work, and science, because for the former neither apparatus nor laboratory is necessary. If taught at all, therefore, to ordinary boys, those last matters must be taught at school, where apparatus may be used by many in common and where pupils may be taught in classes. So long as it was held necessary to teach manual arts to pupils individually, they were taught at home if taught at all; but as soon as it was found that in tool work and in drawing pupils could be taught in classes as well as in history or arithmetic, the economy of manual training schools became evident. It thus appears that while the idea of manual training has been the natural product of our advancing civilization, the method has come |