The Chyle flows up the middle of the backbone and reaches the heart where it meets the oxygen and is purified.

The salivary glands are used to salivate the body.

In the stomach starch is changed to cane sugar and cane sugar to sugar cane.

The olfactory nerve enters the cavity of the orbit and is developed into the special sense of hearing.

The growth of a tooth begins in the back of the mouth and extends to the stomach.

If we were on a railroad track and a train was coming the train would deafen our ears so that we couldn't see to get off the track.

If, up to this point, none of my quotations have added flavor to the Johnsonian anecdote at the head of this article, let us make another attempt:

The theory that intuitive truths are discovered by the light of nature originated from St. John's interpretation of a passage in the Gospel of Plato.

The weight of the earth is found by comparing a mass of known lead with that of a mass of unknown lead.

To find the weight of the earth take the length of a degree on a meridian and multiply by 621⁄2 pounds.

The spheres are to each other as the squares of their homologous sides.

A body will go just as far in the first second as the body will go plus the force of gravity and that's equal to twice what the body will go.

Specific gravity is the weight to be compared weight of an equal volume of or that is the weight of a body compared with the weight of an equal volume.

The law of fluid pressure divide the different forms of organized bodies by the form of attraction and the number increased will be the form.

Inertia is that property of bodies by virtue of which it cannot change its own condition of rest or motion. In other words it is the negative quality of passiveness either in recoverable latency or insipient latescence.

If a laugh is fair here, not the struggling child, nor the unintelligent teacher or rather the unin

telligent Boards, Committees, and Trustees are the proper target for it. All through this little book one detects the signs of a certain probable fact—that a large part of the pupil's "instruction" consists in cramming him with obscure and wordy "rules" which he does not understand and has no time to understand. It would be as useful to cram him with brickbats; they would at least stay. In a town in the interior of New York, a few years ago, a gentleman set forth a mathematical problem and proposed to give a prize to every public-school pupil who should furnish the correct solution of it. Twenty-two of the brightest boys in the public schools entered the contest. The problem was not a very difficult one for pupils of their mathematical rank and standing, yet they all failed-by a hair-through one trifling mistake or another. Some searching questions were asked, when it turned out that these lads were as glib as parrots with the "rules," but could not reason out a single rule or explain the principle underlying it. Their memories had been stocked, but not their understandings. It was a case of brickbat culture, pure and simple.

There are several curious "compositions" in the little book, and we must make room for one. It is full of naïveté, brutal truth, and unembarrassed directness, and is the funniest (genuine) boy's composition I think I have ever seen:

ON GIRLS

Girls are very stuck up and dignefied in their maner and be have your. They think more of dress than anything and like to

play with dowls and rags. They cry if they see a cow in a far distance and are afraid of guns. They stay at home all the time and go to church on Sunday. They are al-ways sick. They are al-ways funy and making fun of boy's hands and they say how dirty. They cant play marbels. I pity them poor things. They make fun of boys and then turn round and love them. I dont beleave they ever kiled a cat or anything. They look out every nite and say oh ant the moon lovely. Thir is one thing I have not told and that is they al-ways now their lessons bettern boys.

From Mr. Edward Channing's recent article in Science:

The marked difference between the books now being produced by French, English, and American travelers, on the one hand, and German explorers, on the other, is too great to escape attention. That difference is due entirely to the fact that in school and university the German is taught, in the first place to see, and in the second place to understand what he does see.

A SIMPLIFIED ALPHABET

(This article, written during the autumn of 1899, was about the last writing done by Mark Twain on any impersonal subject.)

I

HAVE had a kindly feeling, a friendly feeling, a cousinly feeling toward Simplified Spelling, from the beginning of the movement three years ago, but nothing more inflamed than that. It seemed to me to merely propose to substitute one inadequacy for another; a sort of patching and plugging poor old dental relics with cement and gold and porcelain paste; what was really wanted was a new set of teeth. That is to say, a new alphabet.

The heart of our trouble is with our foolish alphabet. It doesn't know how to spell, and can't be taught. In this it is like all other alphabets except one—the phonographic. That is the only competent alphabet in the world. It can spell and correctly pronounce any word in our language.

That admirable alphabet, that brilliant alphabet, that inspired alphabet, can be learned in an hour or two. In a week the student can learn to write it with some little facility, and to read it with considerable ease. I know, for I saw it tried in a public school in Nevada forty-five years ago, and was so impressed by the incident that it has remained in my memory ever since.

I wish we could adopt it in place of our present written (and printed) character. I mean simply the alphabet; simply the consonants and the vowelsI don't mean any reductions or abbreviations of them, such as the shorthand writer uses in order to get compression and speed. No, I would spell every word out.

I will insert the alphabet here as I find it in Burnz's Phonic Shorthand. It is arranged on the basis of Isaac Pitman's Phonography. Isaac Pitman was the originator and father of scientific phonography. It is used throughout the globe. It was a memorable invention. He made it public seventy-three years ago. The firm of Isaac Pitman & Sons, New York, still exists, and they continue the master's work. What should we gain?

First of all, we could spell definitely and correctly -any word you please, just by the sound of it. We can't do that with our present alphabet. For instance, take the simple, every-day word phthisis. If we tried to spell it by the sound of it, we should make it tysis, and be laughed at by every educated person.

Secondly, we should gain in reduction of labor in writing.

Simplified Spelling makes valuable reductions in the case of several hundred words, but the new spelling must be learned. You can't spell them by the sound; you must get them out of the book.

But even if we knew the simplified form for every word in the language, the phonographic alphabet would still beat the Simplified Speller "hands down"