sub-vocals (because the articulated part of the sound, 
as in b. is an imperfect or suppressed vocal.) and 
aspirates (the articulated part, as in/, being a breath¬ 
ing or whispering sound,) 
A still further examination of the consonants will 
reveal to the pupils the curious fact that by simply 
adding voice to the articulate aspirates , (the sound 
represented by h is not articulate,) the sounds pro¬ 
duced will coincide with a corresponding number 
of the sub-vocals; for exam pie./and v,p and b. Ac.: 
hence a class of sounds termed, from their recipro¬ 
cal relation, correlatives. Other facts will, in due 
time, be discovered; for instance, that there are a 
few elementary sounds represented, not by any 
single letter, but by two letters combined, as the 
sounds represented by ng, th, oh, Ac.: also that, 
with several of the consonants, as with the vowels, 
the same letter represents more than one sound; so 
also some of the consonants, as c. q. and x, represent 
no sound not fully represented by other letters. 
After a sufficient acquaintance with the more 
important classification of the consonants, the 
teacher might call the attention of the pupils to 
other classilications; for example, that one which 
has reference to the particular organ of speech most 
prominent in articulating I bo several consonant 
sounds, as dentals, (teeth letters,) labials, (lip let¬ 
ters,) linguals, (tongue letters.) palatals, (palate 
letters.) Ac. By pursuing such a course of instruc¬ 
tion, not only will the pupils acquire a thorough 
and practical knowledge of the particular subject 
taught, but they wilt at the same time acquire 
habits of thought and attention which will qualify 
them for the successful investigation of other 
subjects. 
The great advantage of this method of instruc¬ 
tion is, that it overcomes that natural aversion ot 
the mind to close thought and careful investigation 
so indispensable to thorough scholarship, by com¬ 
bining with such labor the pleasure always so 
agreeable to the human mind as that arising from 
the exercise of its faculties in discovering for itself 
the hidden facts and principles of nature. With 
the elementary facts and principles received from 
the teacher as a necessary preparation, and with 
the teacher as a guide, the pupils proceed on their 
journey, delighted and encouraged, as they advance, 
with the new discoveries they are constantly 
making. E. M. c. 
House of Refuge, Rochester, N. Y., 1862. 
The report of the Treasurer was next presented 
and referred to the Finance Committee. 
The Chairman of the Nominating Committee, Mr. 
Anderson, of New York, then presented the follow¬ 
ing ticket: 
President —E. C. Pomeroy, of Buffalo. 
Vice - Presidents —William N. Barringer, ot Troy; 
Henry Fowler, of Auburn; Edward Webster, ol 
Rochester; E. S. Adams, of Brooklyn. 
Corresponding Secretary —James Cruikshank, of 
Albany. 
Recording Secretaries —M. M. Merrill, of Naples; 
Wm. T. Graft) of New York. 
TreaSurer—h W. Cole, of Troy. 
The ticket reported by the Committee was elected 
unanimously. 
The Committee on location then reported that 
they bad selected Troy as the next place for the 
annual meeting, and the time, the last Tuesday in 
July. 
Mr. Cole, who was elected Treasurer, peremp¬ 
torily refused to serve, and tendered his resignation. 
Mr. Edson. of Albany, was then elected Treasurer. 
After the passage of several resolutions of a com¬ 
plimentary character, the evening was spent by the 
teachers in a social manner, at the Halt of East- 
man's Commercial College, and at Corinthian Hall, 
in hearing voluntary addresses, and listening to 
songs from Prof. Black and James G. Clark, Esq., 
adjourning about 10 o’clock — all seeming much 
gratified and benefited by their three day’s sojourn 
in the “ Flour City " and the goodly mental feasts 
provided during the Convention. 
rnond must have fallen at once. The river is now 
filled with obstructions for some distance. A large 
number of vessels, canal boats, Ac., filled with 
stone, have been sunk in tbo stream. Great quan¬ 
tities ol stone have been thrown overboard and 
sunk. Since, the obstructions were placed there, a 
freshet, the highest for forty years, has washed down 
an immense quantity of sand, and the whole mass 
is now solidly embedded together. It will be a 
great task to dear the channel, and it would not be 
surprising if the navigation of the river should 
prove to be permanently injured. Very heavy 
guns are mounted at Fort Darling, and in other for¬ 
tifications, and the banksof the river lined with rifle 
pits. The works of Drury Point are understood to 
be completed to the satisfaction of the authorities, 
and labor upon them lias ceased. 
lie has not. seen the new iron-clail vessel being 
built at Richmond, but judging from the statements 
of those who have worked upon her, the steamer 
must he a formidable affair. She is a new vessel, 
and it was said that she would be completed within 
a few weeks, fie had never heard any talk of a 
scarcity of ammunition for the rebel armies. They 
are constantly receiving powder from Europe, and 
they have several powder mills in operation. 
He thinks the South will fight, just, as long as they 
can keep an organized army, but don’t believe they 
will prolong the contest, if at any time their armies 
should be captured or dispersed, and nothing left to 
rely upon but guerrillas. There are in Richmond 
many friends of the old Union, but they keep quiet; 
and if the city should be captured by our forces, 
they would not express their sympathies until as¬ 
sured that it would never be re-taken. 
In the Pittsburg Gazette we find the narrative of 
the Rev. J. J. Marks, D. D., Chaplain of the (13d 
Pennsylvania regiment, who was taken prisoner at 
Fair Oaks, sent to Richmond, and has now returned 
to his home, paroled for exchange. His relation of 
events is exceedingly Interesting, and we condense 
from it the following: 
Dr, Marks was engaged, after the battle of Fair 
Oaks, in Kearney’s division, in the capacity of a sur¬ 
geon, having charge of three hospitals, containing a 
large number of sick and wounded men. These 
hospitals were located a short distance below Sav¬ 
age’s Station, on the railroad. When the attack was 
made on our right wing, at Mechanicaville, great 
alarm was felt among the men in the hospitals. Two 
hundred and fifty men could not be removed, being 
unable to walk. There were no means of transpor¬ 
tation—no ambulances, no vehicles of any kind— 
nothing upon which to carry a man, save a single 
horse, his own. All who were able to walk, perhaps 
one hundred in number, packed up hastily and 
started toward our lines. The two hundred and 
fifty who remained begged Dr. Marks to stay with 
them, for if left alone they would be robbed of 
everything by the rebels. 
At. length the enemy came. The officers advanced 
with their swords flashing in the sunlight; and one 
of them, in a loud voice, advanced and demanded, 
“ Who is in command here?” The doctor informed 
the officer that he bad charge of the hospitals. 
“ Who are you?” was the next interrogatory. After 
explaining that he was chaplain, but then acting as 
surgeon, the officer inquired the number of men in 
the hospitals, their conditions, Ac. These questions 
were answered. The. officer then informed the doc¬ 
tor that he wanted him to march out all the men 
who were able to go to Richmond; told him that his 
person and property Humid be respected. The 
quick oye of the officer fell upon the horse, and he 
asked, “ Whose horse is that?” “Mine,sir,” replied 
the doctor. “ It shall not be disturbed, we shall 
respect everything you have, and your truuks shall 
not be searched,” The doctor then addressed the 
trembling and despondent men, whose heads were 
hung in shame and mortification. He told them to 
rest satisfied, that they should not be harmed. 
Dr. Marks asked permission of the rebel officer to 
visit our lines and lay in twenty days’provisions 
for the men, provided he would be protected in so 
doing. Permission was granted, and he was assured 
that he would not lie iuterfetred with, but protected. 
He then visited our lines, and before the work of 
notes are rejected as counterfeit, and it is hard to 
tell what is good and what is bad. Their financial 
distress is terrible, and (in the opinion of the doctor) 
they cannot hold out, much longer — they must 
break down. 
The food of the soldiers consists only of flour and 
meat, with such occasional articles as berries or 
green corn. The meat is wretched in quality, and 
is cured by rolling in pine wood ashes, to keep the 
worms out. The flour is taken by the soldiers, and 
each man mixes it with water for himself (without 
salt ) and bakes it before a fire on the end of his ram¬ 
rod! There is scarcely anything in Virginia, and 
the supplies are brought from the Southwest. 
NEW YORK TEACHER’S ASSOCIATION 
One of the largest, most harmonious and inter¬ 
esting conventions ever held by the New York State 
Teachers’ Association, closed in this city with the 
81st ult. We would be pleased to present, a full 
record of the proceedings, but the pressure on our 
columns forbids more than mere mention of the im¬ 
portant features which marked the session. 
The exercises ot the occasion were opened by the 
reading of the Scriptures and prayer by the Rev. 
Dr. Tease, of this city. A choir of teachers, under 
the leadership of M. D. Rowley, next sang an 
anthem. Alfred G, Mudge, Esq., was then intro¬ 
duced, who gave the welcoming address to the 
teachers of the State. 
The President, Mr. Cruikshank. responded very 
happily on the part of the teachers of the State. He 
highly complimented the city ot Rochester upon the 
advanced rank she occupied in educational reform 
and progress. He then delivered the Annual Ad¬ 
dress. 
Mr. Henry Howe, of Canandaigua, read a very 
interesting Essay upon the Progress of Educational 
Science in this country. 
In the afternoon Prof. Charlton T. Lewis. A. M.„ 
of the Troy University, delivered an address upon 
Waste in Education. Prof. L. presented his views 
upon the waste of opportunity and power ot educa¬ 
tion. in elegant, strong and forcible language. He 
thought the great central idea of education was 
economy of time, energy, and opportunity. God 
and Nature were the great educators. To obtain 
his highest proficiency and intellectual development, 
man must be se.B-eduoated, self-developed, by his 
own intellectual power. His intellect must be ag¬ 
gressive, extending continually outward, lie would 
thus grow to be a living compendium of all knowl¬ 
edge. 
With the evening came an address by the Rev. E 
B. Fairfield, President of Hillsdale College, Michi¬ 
gan Subject—Radicalism. The manner of hand¬ 
ling this topic by Prof. F. was decidedly original 
and racy. lie made many sharp and cutting hits at 
the different creeds and systems of the theology ot 
the day, and was particularly severe on the “cast 
iron machinery of conservatism.” He struck out 
vigorously with heavy blows, hitting every species 
of error, opinion, and custom, that savored of a nar¬ 
row conservatism, or of a bigoted prejudice. 
Tile business of the second day opened with the 
presentation of the report on Compensation of 
Female Teachers. The report argued that female 
teachers should not receive equal compensation 
with males. Upon man was thrown all the care and 
labor of the support of a family, and he was also 
subjected to a thousand calls from society which 
women never felt, although her wages were inade¬ 
quate, and not a fair equivalent lor her services. 
Yet t here could be no just equalization of compen¬ 
sation if the two sexes came in competition. The 
following were the resolutions accompauyiug the 
report: 
Resolved , That the compensation now paid female 
teachers is not a fair equivalent for the value of 
the services rendered, and should bo materially 
increased. 
Resolved, That in the present organization of So¬ 
ciety it is neither practical nor just to make the 
compensation of the two sexes equal, where the 
labor comes in competition. 
After a lively discussion the resolutions were 
adopted. 
The afternoon session was passed in discussing 
the topics suggested by the address of Prof Lewis, 
the question of Object Teaching, and in listening to 
an address upon “Intellectual Development,” by 
Prof! J. F. Stoddard, of New York city. 
In the evening the Ilev. Dr. llosmore, of Buffalo, 
delivered an address—his subject:—“ The Ideal of 
Education.” Dr. II. handled his subject with rare 
ability and power, exhibiting great research and 
profound thought. The discourse was interesting, 
and clothed with chaste and elegant language. He 
thought the teacher had an honorble and a noble 
profession. He gave the teachers some sound and 
practical advice, which cannot fail to be a benefit to 
those who follow the vocation. 
The proceedings of the third day were opened in 
the customary manner, after which 
The President announced the names of the Com¬ 
mittee on Nomination of Officers for the ensuing 
year, as follows:—John J. Anderson, New York; 
J. W. Bulkley, Brooklyn; S. B. Wool worth. Albany; 
Joseph E. King, E. J. Hamilton, S. W. Clark, F. B. 
Frauds, Samuel Slacle. 
The following are the Board of Editors of the 
New York Teacher lor the ensuing year: — J. W. 
Bulkley, Brooklyn: N. A. Canlkins, New York; 
.1. gw Anderson, New York; D. II. Cochrane. Al¬ 
bany; M. W. Reid, Ncwburg; William F. Phelps, 
Trenton, New Jersey; J. B. Beale. Rochester; Ben¬ 
jamin Edson, Albany; George H. Stowits, Buffalo; 
W. W. Raymond, Skaneateles; J. W. Baker, Lock- 
port, 
Mr. Barringer, of Troy, with a few remarks, 
offered the following resolution: 
Resolved , That a Committee of three be appointed 
<0 consider and report at the next annual meeting, 
what parents are doing in the great work of educa¬ 
ting their children, and also the best means of biing- 
ing them to the full discharge of their duty in this 
work. Adopted. 
Mr. Bulkley, Chairman of the Committee on Res¬ 
olutions, reported the following from Mr. Phelps, of 
New Jersey: 
Whereas, It has been assumed that the number of 
leruales in attendance upon some of our higher 
grades of schools is greatly in excess of males/and 
whereas, this fact is'further assumed to be a great 
evil; therefore, 
Resolved, That a Committee of three be appointed 
to investigate the facts of the case aud report thereon, 
as well as upon the appropriate remedy for the 
evil, should such be found to exist. 
The resolution was discussed at some length and 
adopted. 
The President next introduced Dr. H. B. Wilbur, 
Superintendent of the New York Asylum for Idiots 
at Syracuse. Dr. Wilbur’s subject was “ Human 
Physiology and the Education of Idiots.” His 
address was a highly finished scientific production, 
and many portions of it were very interesting. His 
reference to the education of idiots, and the peculiar 
methods ot instruction necessary for this unfortu¬ 
nate elassof beings, exhibited a thorough familiarity 
vrith his subject, and a close acquaintance with 
the mysterious relations betweeu mind and matter. 
Mr. Barringer, of Troy, offered the following reso¬ 
lution: 
Resolved, That a Committee of three be appointed 
to present, at the next annual meeting of the. Asso¬ 
ciation, a report upon the important points set 
forth in Dr. Wilburs lecture, and that Mr. E. A. 
feheldon be Chairmau of that Committee. Adopted. 
Why the Seven Days’ Contests were Victories. 
The Washington Star, which has excellent 
opportunities lor becoming posted relative to all 
the movements of the Federal forces, thus speaks 
concerning the result of the battles recently fought 
before Richmond: 
Newspapers having mentioned already that Gen. 
Audrew Porter, Provost Marshal General of the 
Army of the Potomac, and ulso Gen. Marcy, chief 
ot Gen. McClellan’s staff, have recently been here, 
we may no longer refrain from noticing the fact, 
more especially as it enables us to state that they 
concur in the belief that the seven days’ battles 
were a succession of substantial Union victories, 
insomuch as they resulted— 
1st. In the successful achievement of the purpose 
of McClellan, viz., so to change bis base as to secure 
the co-operation of the gunboats. 
2d. In the defeat of the two ends aimed to be ac¬ 
complished by the enemy, viz., the prevention of 
McClellan's move for the James river bank, aud 
securing our immense supplies at the White House. 
3d. In the fact that the rebel loss in killed, wound¬ 
ed, prisoners, and men otherwise put hors du com¬ 
bat, was, at the very lowest calculation, two for one 
on our side. 
•1th. In the fact that the rebel loss of arms and ex¬ 
penditure of munitious can not be replaced, while 
ours can, instantly almost. 
5th. In ihu relative condition in which the battles 
left the sick and wounded of the two contending 
forces, our sick and wounded all being admirably 
provided for, while theirs are dying like rotten 
sheep, through their entire lack of any and every 
description of hospital stores and supplies, and thus 
creating a state of things in and around Richmond 
appalling to the whole South. 
We may add that the general officers named above 
unite in declaring that it is not true that, the enemy 
captured a single one of McClellan’s siege guns, or 
any munitions or stores to speak of On the con¬ 
trary, while they lost more held artillery than they 
took from us, they got nothing worth notice in the 
way of supplies of any description as an equivalent. 
Reflecting men will see in these facts proof that 
our army has indeed substantial reasons for regard¬ 
ing, as they certainly do, the seven days’ battles as 
a series of Union victories. 
[Written for Moore’s Rural New-Yorker,] 
METHODS OF INSTRUCTION ILLUSTRATED, 
Some little time since, the writer presented a few 
thoughts in the columns of the Rural on the subject, 
of Teaching, dwelling particularly upon that part 
of the subject which relates to the different methods 
of imparting instruction. Two methods ol instruc¬ 
tion were alluded to — the Analytic and Synthetic; 
the one presenting to the pupil, first, the facts and 
principles resulting from scientific Investigation, and 
then the analysis aud explanation of them; the 
other, beginning with element ary facts and principles, 
and then proceeding, step by step, developing new 
facts and principles at each step, till the pupil 
arrives at a clear and distinct understanding of the 
whole subject. 
In illustration of these two methods, teaching 
Orthography—that part of it which treats of the 
nature and properties of letters, belter known to 
many as the “fore part of the spelling book”—may 
lie taken as an example. This subject is chosen for 
illustration because of its importance in teaching 
reading and spelling, though, as generally taught, 
(when taught at all—more frequently not,) it is not 
ot the least practical value, as many can testify who 
have bcuu “ feruled,” or “ kept after school,” or made 
to suffer in some other way, lor "not saying the 
orthography lesson perfect. 
By the first, or Analytic method, a lesson is 
assigned, consisting of the questions. What is orthog¬ 
raphy?—What is a letter?—How is the alphabet 
divided?—What is a vowel?—A consonant? Ac., Ac., 
with the corresponding answers, which the pupils 
are required to commit to memory and recite. This 
being done, the subject thus fur is considered by 
very many teachers as fully disposed of, (and hence 
the remark above, that such teaching is utterly 
valueless to most pupils.) Not so. It now remains 
lor the teaclmr to explain the answers given, bring¬ 
ing forward whatever examples and illustrations 
may be necessary to enable the pupils to apprehend 
the ideas contained in the language they have 
repeated. One of the main objections to this 
method of teaching—requiring the pupils to com¬ 
mit to memory language they do not understand, 
and then explaining it to them—is the difficulty of 
holding the minds of the pupils to the subject during 
the explanation. Having learned their lesson and 
recited it, the pupils have a feeling of satisfaction 
that their work is nil done, hence during the expla¬ 
nations given they sit in dreamy listlessness, and it 
requires oftentimes not a little tact on the part of 
the teacher to arouse them and set them to thinking. 
By the Synthetic method, the teacher takes his 
pupils back to the beginning of the subject, marks 
distinctly the point of departure, and then proceeds 
with them, as it were, on an exploring expedition, 
Items ami Incidents. 
A Union Address from New Orleans.— The 
Union Association of New Orleans has presented 
an Address to the People of Louisiana, stating the 
objects of the Association to be—First, a cessation 
of the civil war now raging in our country: second, 
the restoration of the State of Louisiana to her 
position within the Union under the Constitution 
aud Laws of the United States. 
Fearless Honesty.— A business firm in New 
Orleans, at the beginning of the outbreak, owed 
$250,000 in New York. This was sequestered 
under the Confederate laws, but the firm steadily 
refused to pay it over at the risk of jail or 
whatever proceedings, aud are now making ar¬ 
rangements to discharge the debt to the proper 
creditors in full. 
The New Levy.— It is a cheering indication 
that half a dozen States not represented in previous 
levies take part in the new movement for raising 
troops lor the Union. Maryland, Kentucky, and 
Missouri have fully joined hands with the loyal 
States. Delaware now comes into line, its Governor 
requesting his name to be attached to the memorial 
of the Governors of loyal States to the President, 
tendering additional troops to aid the Government 
in suppressing the rebellion. Governor Pierpont, of 
Virginia, and Andrew Jackson, Military Governor 
of Tennessee, also speak for those Status on the 
loyal aide. 
Brave Non-Commissioned Officers to be 
Promoted.— Gen. McClellan has issued an order 
directing the Generals of Divisions and Brigades to 
forward to his headquarters the names of non-com¬ 
missioned officers, who in the late “Seven Days’ 
Battles” may have been distinguished for gallautry 
and good service on the field, with a view of imme¬ 
diate promotion of the deserving. Over two thou¬ 
sand names of young and old heroes have been 
handed in, and will no doubt soon receive deserved 
promotion as a reward for their faithful services. 
A rrival of Cotton.— The Louisville Democrat 
of the 24th ult. says that the arrivals of cotton at this 
point are already very heavy aud constantly increas¬ 
ing, and Louisville bids fair to become a great cot¬ 
ton market. The T. Q. Lloyd arrived yesterday 
with 140 bales; the Woodford brought up 582 bales 
from Memphis, and the Forest Queen arrived last 
night from the same port with 460 bales. Among 
this was a lot of 21 bales from Vicksburg, the first 
arrival having successfully run tho blockade. 
Making the Rebels Sensible or tjikir Loss.— 
“When you have rendered those rebels fully sensi¬ 
ble of how much they have lost by their rebellion, 
you have taken the first step toward making them 
loyal men.” 
So says Gen. Rossead, and there is a world of 
sound philosophy in this remark of a loyal Kentucky 
General. While only mischief would result from 
barbarity, positive good would tollow a steady 
policy of reprisals. If traitors compel our troops to 
go into their neighborhood, they should be com¬ 
pelled to feed them. If our cavalry are obliged to 
take long rides to expound the law to men of ques¬ 
tionable loyalty, they should, at least, furnish fodder 
for the horses in compensation for the instruction 
they receive. The order to “quarter upon the 
enemy-" presents a far more effective inducement 
to disfoyal men to return to their allegiance than 
would a score, of paternal paper proclamations. 
Northern Men among the Traitors. — It is 
startling to think how much the rebellion is indebted 
to Northern brain and Northern muscle; how many 
of the leaders of the great conspiracy are natives 
of the free States! Yancey is a New Englauder; 
Slidell is a native of New York city; Adjutant 
General Cooper, Jett'. Davis’ right hand man in the 
Confederate War Department, is a son of the Em¬ 
pire State; Albert Pike, the soul of the rebellion in 
“ Flag of two ot-enn slioros 
Whose everlasting thunder roars 
From doep to deep, in storm and foam, 
Though with the sun's red set 
Thou sinkest to slumber, yet 
With him thou dost not forget 
To rise and make the heavens thy home. 
Hail, banner, beautiful and grand. 
Flag of the West I he thou unfurled 
Till tho last, trump shall wake the- world. 
ROCHESTER, N. Y., AUGUST ft, 1862. 
THE WAR’S PROGRESS 
days’ provisions and conveyed them to the hospitals 
— tho rebels offering no resistance. 
Then the battle of Sunday came. In this desper¬ 
ate conflict our men behaved most gallantly, and 
Dr. Marks (who witnessed the engagement) bears 
willing testimony to the fact that in this battle our 
men were completely and entirely victorious. The 
rebels were beaten at every point, and finally driven 
from the field. After the retreat of our army to¬ 
wards White Oak swamp, the rebels were most, 
exultant. They had our forces surrounded in front, 
and on both flanks, and joyously shook hands, 
smiled aud congratulated each other that McClellan 
would be compelled to surrender — that lie could 
never retreat, through the swamp, and that peace 
would be concluded, not on the Potomac, but on the 
banks of the Susquehaunah, 
The battles ot Sunday aud Monday left great mul¬ 
titudes of killed and wounded on the field, and am¬ 
bulances, wagons and vehicles of all kinds were 
hurrying to and fro, conveying the wouuded to¬ 
wards Richmond. In the battle of Monday night, 
the doctor thinks our men must have killed three to 
one. The rebels rejoiced, however, that McClellan's 
army wa9 in flight, and would soon be captured. 
Our wouuded were passed over without attention, 
and a report, came to Savage’s Station that they 
were suffering greatly for medicine, clothing, Ac. 
The doctor desired permission to pass the rebel 
lines, in order to minister to our sick, but was re¬ 
fused. The officer in command of the hospitals 
stated that he had no power to give a written pass, 
but be was of opinion that if he (the doctor) would 
pass the lines he would be safe. The doctor then 
loaded two horses, and went through the rebel lines, 
talking freely to the men, and being nowhere in¬ 
sulted. lie made three visits of this character, and 
was not interfered with. 
Richmond, the doctor states, presents the appear¬ 
ance of a city in which considerable traffic had been 
carried on, but many ot the stores and places ol 
business are now closed. The city is one great hos¬ 
pital — one vast lazar-bouse. All the tobacco ware¬ 
houses, most of the hotels, and many private houses 
are converted into hospitals. Disease aud death 
meet the eye at every point and at all times. He 
could smell the scent from the hospitals while walk¬ 
ing even in the remotest streets of the city. The 
greatest destitution and privation exists among the 
citizens. 
But. the most remarkable feature is the high price 
of United States money. Treasury notes are pur¬ 
chased at two hundred per cent., aud gold at two 
hundred and fifty per cent. Payment is made, ot 
course, in Confederate notes, the chief currency in 
circulation, ranging from five cents upward. It was 
remarked, too, by Dr. Marks, that a number of these 
ence between vocal (simple voice) and articulate 
(jointed) sounds—the latter being a modification of 
the former—and then observing that vocal or articu¬ 
late sounds, or a combination of such sounds, con¬ 
stitute words —the representatives of ideas, aud that 
these elementary sounds are indicated or repre¬ 
sented to the eye by certain arbitrary characters 
called letters, the teacher may then proceed with his 
pupils to an examination and classification of the 
letters of the alphabet according to the principles 
laid ilown, leaving the pupils to decide in what 
class each letter should be placed. By going through 
the alphabet, (keeping in mind that letters are not 
sounds, but simply the signs or representatives of 
sounds, this distinction being sometimes marked, 
as below, by using two terms, vowel and vocal, the 
one referring to the letter a s a mere sign, the other 
to the sound, represented by the letter,) and classi¬ 
fying the letters according as the sounds they repre¬ 
sent are produced simply by the organs of voice or 
are also modified by the organs ot’speech, the pupils 
will readily discover the two classes into which the 
alphabet is usually divided. The letters of the one 
class, they may then be informed, have been termed, 
from the nature of the sound they represent, vowels, 
(vocal or voice letters.) and those of the other class. 
consonants, (sounding together—that is, the dis¬ 
tinctive sound of each letter united with a vowel 
sound.) By an examination of tho vowels (vowel 
lettersj as they occur in different words, the 
pupils will discover that each ot' them represents 
two or more distinct sounds, which, as stated above, 
may be termed, in distinction from the class of let¬ 
ters representing them, vocals (vowel sounds.) hi 
like manner they will discover that the sounds rep¬ 
resented by the consonants may be sub-divided into 
