Antipodes, and many other words. The edition of Dr. Goodrich, it is well known, is the only one now published under that title, and of course the only one proper to be cited. That it embodies, in addition to all that was excellent in Webster's great work, the fruits of the faithful criticism, sound judgment, and scholarly culture of so able an editor, is surely no satisfactory reason why it should be ignored. To do so, is at least disingenuous, and what we should hardly have expected from a fair minded competitor.

And this reminds us of what has been termed the "Battle of the Dictionaries,"-a contest into which we have no disposition to enter. That there should spring up a brisk competition between two rival works, is to be expected. And as a generous rivalry must tend to the improvement of the works themselves, so an honorable competition must tend to increase the sale and circulation of both. There is no occasion for hostility; much less for a war of extermination. It will not do, it is true, to have more than one Bible, in a Christian country. But in respect to dictionaries, there may be greater toleration. However desirable may be uniformity, whether in matters of faith or of spelling, there always has been, and always will be, diversity in respect to both. To enforce uniformity, is impossible. So far as the two dictionaries differ on certain doubtful or disputed points, there exist corresponding differences of opinion, or of taste, in the community, to give a basis of friendship for each. And so far as each possesses characteristic or peculiar excellencies not belonging to the other, scholars, and those who have most occasion to use a dictionary, will, according to their wants, be inclined to become possessors of both. The country is broad enough, and the wants of the community urgent and various enough, to tolerate, if not to welcome, the two. Let there be, then, no quarrel between them. The man is well enough off, perhaps, who possesses either; and he is to be congratulated who is able to own both. But if a man can have but one, in our judgment Webster's is the one for him to choose. For on the whole, we are forced to conclude that great as are the merits of Worcester, they by no means eclipse those of Webster, but, on the contrary, themselves suffer eclipse.

ARTICLE VII-COMMON SCHOOLS AND THE ENGLISH LANGUAGE.

A Course of Study for Primary Public Schools. An Address delivered in New Haven, February 4, 1860, before the Common-School Visitors of the County and the CommonSchool Teachers of the City. By DANIEL C. GILMAN, Chairman of the Visiting Committee of the Public Schools of New Haven.

THE address, whose title we have placed at the head of this Article, was intended to meet the immediate wants of the town in which it was delivered, yet the subject is one of general importance. Its object is to show that efficiency is lost in many Public Schools by neglecting to establish a definite course of study and allowing scholars to be promoted from one grade to another without passing an appointed examination. This subject has been too little regarded by the friends of Common Schools, and the consequence is, in the opinion of the writer, that scholarship, meaning by that thorough mental discipline, is considered by the public in very many towns, as of quite secondary importance, when compared with showy edifices, good order, punctual attendance, and other like attainments. As the subject deserves the attention of the friends of education in all parts of the country, we transfer to our pages a few of the statements, as we find them in the address.

"The State of Connecticut has a high reputation for school keeping. In the distant portions of our country, people seem to have a notion that the land of steady habits is possessed by a race of schoolmasters. They send to us for all grades of teachers, from Presidents and Professors in Colleges, and Superintendents of Public Instruction, down to the dullest hirelings who "board around and chop the wood" in the most impoverished school districts. Indeed, if the popular voice were to speak we are not sure but that the birch would supersede the vine on our old escutcheon.

"We feel persuaded that not even our older sister Massachusetts can compare with Connecticut in the number of teachers born or bred within the State, and sent out as the torch-bearers to every portion of the land. Washington Irving describes a Connecticut pedagogue in "Ichabod Crane," and although that humorous sketch is not very complimentary to us, we must accept it as an indication that at least in his opinion this was the proper home for a hero in didactics. We are not among those who regret this reputation. If "on earth there is nothing great but man, and in inan there is nothing great but mind," then they who train the mind have the noblest calling, and the State which excels in the education which it furnishes, and in the instructors whom it sends to other portions of the country, is performing a work in which every citizen may fitly take delight and pride.

"We accordingly rejoice in the fact, which we believe is generally acknowledged, that within a few years past the common schools of Connecticut have made decided progress, and that this is especially true in the larger towns like New Haven, where the graded or classified system has been adopted. As a proof of this assertion it is only necessary to refer to the popularity of the present establishment, which is not merely supported as a necessity, like the alms-house and the jail, but is maintained with a liberality indicative both of confidence and satisfaction on the part of the public.

"But still a desire to excel makes us willing to admit that our schools are very far from perfection; and to deem it quite worth the while, instead of permitting ourselves to be delighted with spacious houses, admirable apparatus, punctual attendance, tidy dress, good order, and almost military precision in marching and countermarching, to raise the question whether the children whom we are training are becoming the very best sort of men and women; or, in other words, whether the plan of study which is now pursued is fitted theoretically and practically to make good scholars.

"After an acquaintance somewhat intimate with schools in different parts of the State, I frankly admit some serious misgivings on this subject; and I am free to add, that although

the whispers are not yet very loudly uttered, there are many friends of public education, both teachers and committee men who have their doubts as to whether we are yet accomplishing results with which we can be satisfied.

"In school houses we far surpass the corresponding edifices. of every other country. There is a like superiority in our furniture. Apparatus and text books are abundant and good. In administration and discipline our best schools at least have attained the utmost precision. The teachers who are employed are not only intelligent and willing, but are for the most part trained for their work.

"All this is excellent, so far as it goes, but it is not enough. It has not yet produced results so much in advance of those which proceeded from the old fashioned schools, as to warrant the outlays which have been incurred; and the time is fairly come when we must ask with earnestness if we cannot accomplish more.

"Brick and mortar, however put together, cannot make a good school. That depends on the amount of culture which the pupils receive, and that again on the COURSE OF STUDY which is appointed, and the fidelity with which it is pursued. This truth is so obvious that every one will admit it, upon seeing it stated in this formal way, and yet in practice it is far too often overlooked, if not totally forgotten.

"We are not without a good excuse for attending to other things first. A little while ago we had no trained teachers, and a great deal of thought and energy was bestowed on the establishment of a Normal School, the influence of which has already been most salutary on every portion of the State. Then the several towns were reluctant to be fairly taxed, and a great deal of patient and annoying labor was put forth to arouse the community from its protracted lethargy in respect to public education. Then new buildings, properly arranged for the new methods of classification, were absolutely essential, and their construction was not the work of a day. In gaining all this we have certainly made progress since the hour when in a foolish fit of economy we virtually banished from the

State one of the most wise and public spirited of our citizens, because he urged a school reform.

"Indeed, the State as a whole, and many separate towns and school districts, are to be congratulated on the rapid advancement of educational interests, within the last ten years. A few battles have been fought which will never be fought again. They are our Waterloos. Let us thank and honor those by whom the victories were won. But let us also press forward in their spirit, and overcome with corresponding energy the difficulties by which we are still beset."

Mr. Gilman then proceeds at some length to show that the "chief want" of our Common Schools at present is 66 WELL ARRANGED COURSE OF STUDY." He presents a variety of practical suggestions with regard to the course of study appropriate to such children as are usually found in attendance upon our Public Schools between the ages of six and twelve. years. He remarks, however, that the scheme which he suggests is only intended for present use, as it falls far below what he believes can be carried out a few years hence, if the public will only demand a higher degree of discipline.

As an aid in determining what may be done, we offer a few suggestions respecting a single branch of study.

Among the different compartments of knowledge embraced in a Common School education, the study of the English language is one of the most important. As words are the clothing of our thoughts, language evidently lies close to the mind itself.

We propose to consider the parts which make up this study, hoping that, if these parts are rightly distributed and clearly distinguished from each other, some useful hints may suggest themselves.

I. The first requisite in such a course is the Spelling Book. The object of the spelling book is to teach the correct pronunciation and orthography of the English language. It consists in a mechanical arrangement of the sounds of the language in such an order, that the young pupil may learn to spell the word which he is accustomed to use, and to pronounce the written word, when he meets with it. It is merely