not, indeed, a positive detriment to the pupils. I might as well say at the beginning that I am not in perfect sympathy with this view. I must admit, of course, that too often it is so taught that it is a waste of time and even an injury to the mind. Incompetent teachers often make it occupy the entire time devoted to grammar and make it so uninteresting that pupils easily acquire a distaste, not only for it, but for grammar in general and possibly also for all forms of language study. Also it can be taught, or rather gone through with, without arousing the slightest suspicion that it has a practical relation to correct expression. But should we for this reason denounce parsing? It would be no less absurd to denounce any particular kind of food because there are many persons indiscreet enough to take it in abnormal quantities and by irrational methods. Let us admit further that parsing does not appeal very strongly to the esthetic or to the moral sentiments. I do not see how it could be made to develop one's religious nature or his love for literature. But cannot the same be said of arithmetic, algebra, geography and physiology? And certainly these are all honorable studies. Are we to condemn the feet because they cannot see, and the eyes because they cannot walk? But is it true, as Colonel Parker claims, that when one is done parsing he has no love for literature and no religion? It may be so, if he had none when he began.

Parsing is the systematic classification of a word, and the orderly enumeration of its properties and relations, with reference to the principles and rules of grammar.

Let us lay aside all prejudice, be honest with ourselves, and analyze the following example of parsing in the sentence:

My uncle wrote the book that lies on the table. (1) Wrote, verb, trans., attrib., irreg.,-pres. ind., write; past ind., wrote; past part., written ;act. voice, ind. mode, past tense, third per., sing. num., to agree with its subject, uncle, rule XV.

Let us examine first the educational value of such an exercise, its value for the thought:

"Wrote is a verb." This first step compels the pupils, (1) to review his concept of verb, (2) to note the office of the word wrote in this sentence, (3) to see the resemblance between this office and his concept verb, (4) to construct and express the

judgment, "wrote is a verb." Further, it will be observed, that we have here in this one short step a complete syllogism, or deductive reasoning: Major Premise. All words that assert are verbs, Minor Premise. This word asserts;

Conclusion. Therefore, this word is a verb.

All these intellectual processes must be gone through again in taking the next step in the parsing, "wrote is transitive;" and the same is true with every other step in the classification. A moment's reflection will show us also that here the mind, without being able to name them, which is of comparatively little importance, exemplifies each of the three fundamental laws of thought as set forth by logic. The mind identifies wrote and transitive verb, law of identity; this involves the thought that wrote is not intransitive, law of noncontradiction; and this, in turn, involves the thought that every verb is either transitive or intransitive, law of excluded middle.

It is easy to see that all these thought processes, discrimination, assimilation, classification, conception, judgment, reasoning-are involved in every step of the parsing, whether it be the naming of the class or the property of a word. But why name or refer to the rule or principle? Why do it in the demonstration of a proposition in geometry. This is generalization. It involves not only apprehension, but comprehension. If it is anywhere good to refer facts to laws and principles, why is it bad to do it in grammar?

All intelligent parsing involves discrimination and assimilation and psychology assures us that these are the essential operations in all thought. I have shown, also, that parsing is essentially classification, and that by it one may develop the ability to make systematic classifications. Certainly this ability is worth much, and is sufficiently rare to warn us against neglecting any good means of developing it. I know of nothing better to sharpen and quicken the apprehension, to give vitality or alertness to the mind.

It is good, also, to exercise the power of comprehension, for it often requires one to hold up in their relations a number of grammatical principles. It is a constant exercise of the powers of conception, judgment and deductive reasoning. Then if it is good to think, is it not by parsing good to learn to think?

Now as to the practical value of parsing, its value for language:

Mathematics is a mity. No par an be! Indented independently of the saber para Anthmetic, the standınca of the sceace, § 2timely reased a ante parte tertia parte af anildelt zmm prevede algin MERET, Di Laber bracts of the science, bi

is greatly Lominated and tarded by the er insŠA Agein pies a power of geo

eric Ls eues The RE KALDA: 1

ite bearings. The succals gode who kn

her can thin the Manerbor” endon yọc miely so the summis and taci qa tay crimp would be more profitable, as wel more pleasant if your gul le kD DADY DUCas Koowing many mountains be wood know the

Matterborn better and be would be better able so help you to an understanding of the great and vital things in this mountain. The teacher voc ko. we algebra has a broader view and an added power that be can bring to bear upon the simples things in arabimetit.

The training and logic that mones from a sady of geometry gives a power over the analyss á problems this can never come to the coe whe sodes artined: my. I menstration is to be tanght with arthmetit, then a knowledge of gecoetry is indispenate. The teaching if arith medio by one who knows no mathematis beyond is very much like the teaching of United States history by one who knows nothing of English European hissy, les lack the inspiring power that ou mes only with clear understanding

As I recall the many teachers of my y.ath, one man stands (ca disingly. He is the man who inspired as boys. He did so because of his wide knowledge. He was constantly pointing as for ward and giving to a glimpse of interesting felds beyond This print in aritilment was carefully explained, and then we were told that next year we would see new beauty in it and on lerstand it better when we viewed it from the standpoint of algebra or geometry. We all resolved to study these subjects, and the task of the bar was easier because of the resclation

I remember another teacher of twenty-five years ago, who believed that the best way to teach a common school was to eternally study the commonschool branches. He went to school every summer, but he ground over the same old grist year after year. It was the proud boast of his friends that he could make the highest grades in the county on a teacher's examination. But he died long since died of dry rot. In fact, he was dead for many years before his friends had the heart to bury him.

Algebra and geometry will do far more for the teacher than higher arithmetic. In fact, the higher arithmetic may appropriately follow the algebra and geometry. No one need fear that a knowledge of higher mathematics will destroy the power to teach the elementary. Those who advocate such theories are usually trying to dispose of shoddy goods. That child would be fortunate, indeed, that could have a Klein, a Lie, or a Chrystal to give it its first lessons in number.

A DIFFICULT PROBLEM.

"Where shall a pole 120 ft. high be broken that the top may rest on the ground 40 ft. from the base?"

IN THE INLAND EDUCATOR for March (p. 95), a gentleman says: "Dear Teachers: When I was a lad of sixteen, I found in Adam's Arithmetic the problem which I offer for your solution. Until 1894* I was not able to solve this example, believing it was not a true arithmetical question. I have now a simple explanation which I will send you on receipt of a 2c stamp."

Rule.-Divide the square of the distance from the base to the place where the top rests on the ground by the height of the tree. Subtract the quotient from the height of the tree and divide by 2; the last quotient will be the answer required. Illustration: 402-1600; 1600÷120-13}; 120-13)=106; 106+2=531.

Of this example another arithmetician says:-"For many years, I worked on this problem, but could not solve it. At last I discovered the following rule which never fails. I have tried it in more than a hundred examples, and the result is always correct. I do not know why the rule is true, but it is absurd to say that the problem is algebraic, because it can always be solved by arithmetic if my rule is followed.

"Rule.-From the square of the height of the tree subtract the square of the distance from the base to the place where the top rests on the ground. Divide the remainder by twice the height of the

This date ought to be remembered as the occasion of a great discovery.

tree, the quotient will be the answer required. Illustration: 1202=14400; 402-1600; 14400-1600— 12800; 12800÷240-531.

"I advise every teacher to require his pupils to memorize this rule, so that whenever they have given the height of a tree and the distance from the base to where the top rests on the ground, to find the height of the stump they may always be ready with an arithmetical solution, and may not be obliged to study algebra."

One friend discovered the second rule by repeated trials; the other developed his from geometry. We shall not discuss the geometrical solution, but shall show that both rules may be determined by algebra: First Rule.

x+y=120

x-y-134 2y-120-13-1063 y-10632-53}

Second Rule.

The rule follows at once from the last equation; 14400-1600 is the square of the height of the tree less the square of the distance on the ground; 240 is twice the height of the tree.

The first rule grows out of the use of two unknown quantities, the second out of the use of one.

To get (3), we divide (1) by (2)-i. e., we divide the square of the distance from stump, by the height of the tree. To get (4), we subtract (3) from (2)-i. e., we subtract the quotient from the height of the tree. To get (5), we divide (4) by 2-i. e, we divide the remainder by 2. This article is written to show the folly of spending months and years in attempts to solve difficult problems by so-called arithmetical methods. Many a man has spent time in such work that, properly employed, would have enabled him to master algebra, geometry, trigonometry and calculus. After his arithmetical labors are over such a man has little in stock-a few vague and unsatisfactory solutions. After mastering the branches named, such problems as the above and thousands of others more difficult, become play. In the former case he is a weakling; in the latter, a giant. A so-called arithmetical solution of a difficult problem reminds me, as Johnson puts it, of a dog standing on his hind legs. "It is never well done, and the surprising thing is that it can be done at all." M. A. BAILEY.

A NEW SCHOOL ALGEBRA.

The New School Algebra by Fletcher Durell and Edward R. Robbins, mathematical masters in the

Lawrenceville school, has many merits. Both the authors are trained mathematicians and experienced teachers. The book is rather remarkable for its clearness, and for the attractive form in which the various subjects are presented. It covers the usual high school or preparatory course, with the addition of chapters on “Permutations and Combinations," "Undetermined Coefficients," "The Binomial Theorem," "Continued Fractions," and "Logarithms." It contains a large number of fresh and well-graded problems. For the student it is certainly an interesting book, and to the teacher a suggestive one. Dr. Durell is also the author of A New Life in Education, one of the very best books on pedagogy of recent years.

Mathematics deals with the relative magnitude of things.

The fundamental operation is comparison. In this fundamental act all the processes of arithmetic are involved.

The wholes to be compared must be present in consciousness; the mind must bring them into relation; they must be united in thought.

Quantity becomes discrete through the mental act af analysis. Presenting the parts of the magnitudes that are to be compared interferes with the learner's self-activity. It obscures the terms upon which we wish the mind to act.

Centering attention upon counting is presenting parts for synthesis, not wholes subject to natural analytic-synthetic acts.

Progress in quantitative comparison involves growing power to express definite relations. In no subject does language give elementary ideas. The propositions of arithmetic rest upon perceptions of relative magnitude.

The possession of simple relations does not grow out of the observation of one or two things, but out of many experiences in which the relations are felt. No method enables one to see as a child what he sees as an adult, but the method used should promote growing power and mental unity. Yours truly,

W. W. SPEER.

"Learn to make a right use of your eyes; the commonest things are worth looking at even stones and weeds and the most familiar animals. The difficult art of thinking, of comparing, of discriminating, can be more readily acquired by examining natural objects for ourselves than in any other way."-Hugh Miller.

THE PUBLIC LIBRARY.

CONDUCTED BY

W. E. HENRY, State Librarian.

THE TEACHER AND THE PUBLIC LIBRARY.

All the interests in Indiana that are officially related to the subject are looking forward to the near future when our state will not only have a few good libraries but will have a system of libraries, and if a movement materializes which I understand is now being urged by more than one interested committee, we shall have not merely a library system but one which shall reach a larger per cent. of our population than any system which now exists in any state of our union.

Later the plan will be outlined in this column that all educators may become familiar with the general plan and work intelligently for its consummation. It is now necessary to make but a suggestion. It is hoped that the next legislature will provide for the appointment of a Library Commission composed of representatives of the most intelligent bodies of our state who shall have full charge of a system of good libraries which shall reach the home of every resident of Indiana. To secure this action by the legislature, and to make the work of the commission successful the cooperation of all the intelligence of our state will be desired and needed. At present I wish to appeal to the teachers of the public schools for their immediate and continued support, for upon them, at last, will rest the greatest responsibility for the success or failure of the libraries.

If all the teachers in Indiana should begin at once and continue the effort in behalf of the libraries, in one year from this time a library system for Indiana will be secured.

What can teachers do? Each teacher can create a demand for a library by speaking to the children and parents in his own district concerning it. Final action rests with the legislature, but what all the people want the legislature provides for. Further, the teachers of each township can urge upon the trustee the necessity for a library, and if the 1,016 trustees in Indiana urge the measure before the legislature provision will be made. Further, still, the teachers of each county can either individually or in committee visit the representatives from the county and urge such provision. All these influences combined will bring us a library system, the best on the continent. Will the teachers help? It is to be hoped that there are not many teachers like some who have recently been reported in regard to their library interest. In a certain city in Indiana a library of 3,000 volumes has recently

been organized, and report says that neither the superintendent of schools nor a single teacher has taken an active part in organizing the library, nor have they taken a borrower's card from the library, and, even worse, only two out of the entire corps have been even readers in the library. Such should not be. The superintendent and teachers should have been leaders in the organization and the greatest users of the library. Such teachers will not only be of no service to a library system but will be a positive detriment. The only good to be looked forward to in such conditions is that this class of teachers will soon be out of a job.

DESIGN.

I stood by the loom of a weaver,
And picked up a thread lying there;
I studied its colors and shading,
Examined their blendings with care.

But nothing I got for my effort,

No meaning, no plan could I trace; No thought in the colors-apparent, Each seemed just by chance in its place.

I followed that thread through a fabric.
Ah! color and tinting and shade
Each fit to its place in the pattern,
And lo! a design was then made!

My life seems a strange intermingling
Of shadow and sunshine and rain,
With seasons of trouble then pleasure,
Then hours that yield only pain.

Its colors so changing uncertain,
No meaning, no plan can I see;
My lot here by chance seems apportioned,
'Tis only a chaos to me.

But yet, when I look from hereafter, When years to their graves all have fled, In the pattern God wove in earth's fabric, My life may have been but a thread.

-CHESTER L. FIDLAR.

"For discipline, as well as for guidance, science is of the chiefest value. In all its effects, learning the value of things is better than learning the meaning of words. Whether for intellectual, moral, or religious training, the study of surrounding phenomena is immensely superior to the study of grammars and lexicons."-Herbert Spencer.

LEGAL DEPARTMENT.

CONDUCTED BY

R. D. FISHER.

I. SCHOLARS.

Enumeration.-Residence.-In order to effect an equitable apportionment among the school children of legal school age in the several districts or townships the statute usually provides for the taking of an enumeration thereof and prescribes the time and manner for so taking. If it should happen that the enumeration is padded and the apportionment based thereon is unfair a court of equity will frequently interfere by granting an injunction. (Dubuque Twp. vs. Dubuque Co., 13 Iowa, 250; School Dist. No. 1 vs. Bridgport, 63 Vt., 383.)

In general, children whose parents are non-residents of a district or township are not eligible to be enumerated, nor subsequently permitted to attend the schools therein. (People vs. Bd. of Education, 26 Ill., App. 476; School Dist. No. 1 vs. Brangdon, 23 N. H., 507; State vs. Joint School Dist. No. 1, 65 Wis., 631; 56 Am. Rep., 653.)

Townships, towns and cities are not authorized by law to open their schools to children whose parents or guardians reside in another state, and if they do so no promise, express or implied, of their parents or guardians to pay their tuition can be enforced; but children whose parents reside in the state or in an adjoining district or township may upon conditions be permitted by the school authorities to attend the schools. (Haverville vs. Gale, 103 Mass., 104.)

In Missouri a child of parents who reside outside the school district is not entitled to attend the school of the district, although he has a home more or less within the district. (Binde vs. Klinge, 30 Mo., App. 285.) In New Hampshire, children sent into a district by their father to reside with an aunt under indentures of apprenticeship, but presumably for school purposes only were declared trespassers and liable to an action by the district. (School Dist. vs. Bragdon, 23 N. H., 507.)

In Wheeler vs. Burrow, 18 Ind., 14, it was held that parents residing in another state, by sending their children into Indiana to procure an education, did not entitle them to the right of admission in the common schools of the state.

Thus it will be seen that the legislatures in most of the states wisely provided for the taking of an enumeration of resident children of legal school age in districts or townships. In Indiana the trustees of the several townships, towns and cities are required to take annually, in the month of April, an enumeration of all unmarried persons between the ages of six and twenty-one years resident within